- synaptic transmission - calcium dynamics in neurons - cellular and molecular basis of plasticity in the nervous system - examples and models of abnormal electrophysiology: epilepsy, de-myelinazation, etc. - extracellular recording and stimulation. We do not require a particular textbook for this course. Instead, we recommend severaltextbooks for additional reading, while detailed handouts are provided in the lectures. Therecommended textbooks include quantitative3,4,6,8,9 , semi-quantitative1, and descriptive5,7 texts,so that students have opportunity to look at the subject from different points of view. The coursematerials and progress of students is reflected in the course webpage. Homeworks are designed to stimulate in
, American Society for Engineering Educationapproach is to develop in students a critical thinking. For that, we regard as essential to usemeans to make relational reasoning putting together several ideas seeking for finding out themutual influences.The STS approach is relatively recent in Brazil. In spite of the emphasis given to Mathematics,Physics, and Technical knowledge, during several years, engineering curriculum in Brazil hastried to include subjects such as Biology, History, Law Studies, Economy, among others, toprovide a more encompassing view for students. Nevertheless, there was not an effective concernto connect/integrate the subjects and to make critical reflections. So, the students did notunderstand the reason of such subjects in the
%) of these studentsprogressing beyond this level (Calculus II and Differential Equations).In addition to their success in mathematics, 91% of the ILC students completed FreshmenComposition with a grade of A, B, or C, as compared to the departmental average ofapproximately 80% for all Freshmen Composition students.Assessing the Attitudes of the Students Toward the Cluster Intervention ProgramFinal student reflection on clustering was completed by 16 students during the last week of theFall 2003 semester. Students responded to the following seven questions: 1) Describe yourinitial reaction to the cluster? 2) Have your feelings toward the cluster changed? 3) Describe
Hispanic Black 0% Minority Population Bachelor's Degrees Awarded Figure 3. U.S. Minority Population and Bachelor's DegreesEngineering Fields with Respect to Hispanic StudentsDoes engineering reflect percentages in more proportion to the U.S. population? With respect toall U.S. bachelor degrees awarded, approximately 8% are engineering bachelor degrees [2]. Ofthis 8%, minorities constitute 12.5%, which is less than the percentages of minority populationsearning any type of degree. Yet
exercises. Kolb[24] argues that learning is a four-stage process involving the four learning modes of concreteexperience, reflective observation, abstract conceptualization, and active experimentation. Wepropose that Kolb’s four stages of learning can be mapped to the four phases of archaeologicalexploration as shown in Figure 2.Specifically, during the preparation phase students will reflect on what they know about thefactors that impact the design of particular products and postulate responses to several questionsrelating to economic, societal, etc. aspects of the designs. The excavation activities serve asconcrete experiences where students can physically dissect products and perform appropriateresearch to develop well-reasoned answers to
journey.To increase our base of shared moments, another set of stories were collected using this classprompt:Complete strategic storytelling. Write a strategic 5 sentence story that can be told in any order.a) Student reflects on her Chinese past. ● It’s Chinese New Year. Page 23.13.10 ● Red lanterns hang all along the streets, emanating warms and happiness. ● She could not draw herself away from the stall with steaming rice cakes, the ones just like her grandma used to make for her. ● A gust of piercing wind came by, she shivered in cold, tiny hands blue and purple. ● Squeezing tight on a bill of one, all
. In addition, student‟s reflection in experientialeducation is recognized as a valuable tool in learning and development14. According to the studyby Griffin, Lorenz, and Mitchell15, reflection is the most important aspect of the InCoRe model.In this sense, reflection refers to the process of linking current experience with prior experiencein an attempt to increase the attainment of program outcomes within a given discipline and selfefficacy.When co-ops are asked what they learn, the majority reply that it is their ability to apply theoriesand concepts to everyday situations and make appropriate suggestions for the completion of theprojects. This educational outcome can be accomplished because co-op is a training program.Indeed, employers do
theyhelped the participants weave a story linked to a physical experience rather than an abstractconcept. This allows the researchers to hear a story that is more in-depth, since pictures allow theparticipants to talk about important matters that may usually be tacit. While hearing the participants' stories, the researchers asked probing questions to drawout tacit elements of the participants' experiences. After being transcribed, the interviews wereanalyzed using an online software program, Dedoose, which allowed the researchers to highlightand codify elements of the interviews that reflected the lens of crystallized identity and aspectsof identity important in cross-disciplinary work. Each researcher reviewed the data multipletimes, using
supply costs by 50% and willallow you to have your data collected six months sooner than you had originally planned.You’re thrilled to hear this, and ask your supervisor for the reference article where you can findthe information on the method. “Oh,” she responds, “it’s not published yet. I just reviewed thepaper describing the method yesterday.”Question posed to students: What should you do? Why?After a brief pause to allow for student reflection, the instructor asked the students, “How manyof you know exactly what you would do?” As expected, no one replied in the affirmative,although these students were trained in classroom participation. This helped convey to studentsthat ethical problems do not always have a straightforward solution. The
activities1. IntroductionHigher order skills such as problem solving or critical thinking are key attributes forgraduates of any engineering program, are amongst industries highly desired skills fornew employees and are considered a hallmark of a university education 1-5 . The application of critical thinking helps students solve ill-defined, open-ended,complex problems through the analysis and evaluation of information, evaluatingarguments, and developing conclusions resulting from sound reasoning. These complexproblems are typical of those encountered in professional engineering practice, andrequire the reflective, self-regulatory judgment exemplified by critical thinking. Whilemost programs claim to develop critical thinking in some manner
addition, during intense, annual multi-day retreatsat Cornell University (winter) and Norfolk State University (summer), trainees come together forfurther technical training, professional development, program self-reflection and redesign.Most of the education and training part of the program is delivered in four courses: (1) Technicaland Professional Writing (6 weeks); (2) Training in Independent Research (12 weeks); (3) BestPractices in Teaching and Learning (8 weeks); and (4) Ethics and Intellectual Property (4weeks). The sequence of short, focused modular courses provides a framework conducive to thecycle of (re-)design, enactment, and study of the proposed graduate training activities. It allowsfor students to learn and practice in the same
recognize a need to plan before begin building, others may create and reviseplans as they begin working with building materials. Throughout this process, students mayrealize and test their design ideas, identifying and applying evaluation criteria, often implicitly,to determine the effectiveness, functionality, or viability of their solution. Students’ evaluationsmay include conducting physical tests, collecting and analyzing information from tests or otherforms of feedback (e.g., peer review, class discussions), and using results and feedback to refinetheir designs. In these ways, students’ engineering design decisions are not based on anyprescribed way of engineering, but instead reflect their reasoning, evaluations, and logic inachieving design
opportunity tounderstand how POGIL can be implemented in engineering. In this paper we address thefollowing research questions: 1. Does POGIL lead to increased understanding of materials engineering concepts compared to a lecture class 2. How is POGIL implemented across diverse types of universities?Question 1 is examined through a quantitative component in which POGIL was implementedat four different institutions in the US and gains on the Materials Concept Inventory werecompared to lecture classes. For question 2 a content analysis was conducted on coursematerials used by the instructors and student reflections from the end of the semester.MethodologyPOGIL was used in the undergraduate Introduction to Materials Engineering classes at
reduce stress and anxiety and to provide moral support, WELA members receivedexamination survival packs 6 .In celebration of the successful first year of WELA, an Inspirational Students booklet waspublished featuring the first WELA members. Professional photographs were taken of the Page 23.1180.4WELA members, and each member wrote a self-reflective article on what it meant to be a part ofWELA, and of the engineering world, as well as what they had learnt and gained during theirfirst year as WELA members 6. Special awards were given to acknowledge and celebrateacademic and other achievements of WELA members.2.1.2 WELA Senior programmeThe WELA
are EFFECTs?The Environments for Fostering Effective Critical Thinking, or EFFECTs, are modular inquirybased tools designed to stimulate critical thinking and collaborative teamwork while improvingthe transfer of core knowledge in engineering.1 The pedagogical framework for EFFECTs linkstwo critical elements, active learning and reflective writing, within the context of a realisticengineering design problem. Lipman2 defines critical thinking as “skillful, responsible thinkingthat facilitates good engineering judgment because it relies upon criteria, is self-correcting, andis sensitive to content.” The EFFECT framework is designed on the basis of this definition.EFFECTs begin with a driving question that is embedded in a decision worksheet
Virginia-Minnesota which promotes learning in the context of engineering projects, professionalism and reflection (metacognition). His research in the area of engineering education is focused on project-based learning, design and innovation, professionalism and self-directed learning.Mr. Eric Diep, Minnesota State University, Mankato Page 23.1388.1 c American Society for Engineering Education, 2013 Works in Progress: Developing an Integrated Motion Capture and Video Recording System for Pediatric Biomechanical Studies1. Project OverviewA kinematic understanding of gait has numerous
discrimination manifests inuniversities and include the institution’s own data. We highlight adaptations we made specificto our institution in order to encourage other institutions to be responsive to the contexts thatimpact DEIS work on their campuses. For instance, our initial adaptation of the Advocates andAllies program sought to be more inclusive by including LGBTQIA+ and staff on the Advocatesteam and A&A Advisory Board (A3B). Our adaptations have also reflected an ongoingcommitment to present race and ethnicity data in addition to gender data1. Other adaptationswe discuss concern developing the credibility of the team presenting the workshops andincorporating an ongoing Journal Club to discuss the relevant literature.This paper also shares
in Figure 2 below, could leave someof the original color of the material showing between pathways making a square that almostlooks the same as the original material, but is slightly darker. Overlapping the pathways almostentirely, as shown in Figure 3, could leave the material black, charred, etched, or may be entirelynecessary depending on the reflectivity or light absorbing properties of the material beingmarked. The heat being retained by the material will become evident as line spacing is exploredfurther. Figure 2: spacing - normal view vs close-up view of large line separation Figure 3: spacing - Full coverage close-up viewRepetitionOne great thing about marking objects is that none of it has to be
students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the environmental engineering program at the University of Georgia. c American Society for Engineering Education, 2016 Academic help-seeking as a stand-alone, metacognitive action: An empirical study of experiences and behaviors in undergraduate engineering studentsAbstractContemporary research investigating academic help-seeking behavior (HSB) is predominantlyK-12 in focus. Few studies have
closely related to teaching conceptions and beliefs aboutknowledge, education and teaching47–50. It follows from such observations that changing beliefsand conceptions of teaching are critical for any substantive change in teaching51,52. Efforts toinfluence beliefs through courses and interventions that seek to challenge individual beliefs havemixed outcomes53,54. De-contextualized evidence-based teaching models that are prevalent inthe literature have also been shown to offer limited support for teachers to change theirpractice55. Many researchers consider reflective practice, in which a teacher frequently engagesin reflection on their ongoing practical experiences, as having more potential in helpingpracticing teachers change their
approaches to meet the needs of diverse sets ofstakeholders [1, 2]. Although the value of empathy is clear, how it can be attained or strengthenedis less well-defined. The learning activities that educators in STEM fields may employ vary fromapproaches utilizing role playing to offering service-learning experiences [3]. One potential wayto cultivate empathy is the use of story-driven learning (SDL), defined as the intellectual processof creating, telling, and listening to reflective, evidence-based stories [4].Storytelling is beneficial for inquiry and knowledge construction and is key to promotingcommunication, psychosocial development, and a humanistic approach to others [5–8]. Beyondpersonal narratives and relaying events, storytelling has been
of a problem through use of applicable knowledge and critical thinkingskills. Interest is the student’s desire or curiosity to learn about engineering: an example of this iswhen a student goes above and beyond to gather understanding on the topic. Finally, recognitionis separated into three subfacets, which reflect the deep work done by Carlone and Johnson onrecognition in science identity: lack of recognition, social/teacher recognition, and self-recognition. While Hazari’s work touched on the idea of self recognition, the focus on areasother than recognition by others have not received as much attention as the identity model hasbeen adapted into engineering. In this work, we seek to renew attention to performance,competence, and interest
something works but how the learning environmentfunctions by considering interactions and processes [56]. Following Sandoval [63], we haveconceptualized our design research with conjecture maps. Conjecture mapping is “a means ofspecifying theoretically salient features of a learning environment design and mapping out howthey are predicted to work together to produce desired outcomes” (p. 19). It illustrates the aim ofthe design, distills particular features of the design and what they are expected to do, andspecifies what they should produce. As we have engaged in research over the past two decades,we have modified and revised our conjecture maps to reflect our learning. By adhering to theprinciples of DBR, with ongoing data collection, testing
of this engineering design project. Thus, this case study exploreshow elementary teachers reflect on implementing an engineering project that integrated science,engineering, and computational modeling in two different classroom contexts. By doing so, thispaper aims to expand our understanding of how teachers’ beliefs may amplify certainopportunities for students within curricular materials or potentially filter opportunities withinengineering design projects.MethodsWe consider teachers’ reflections on implementing the engineering curriculum in order to givethese elementary teachers a voice, and we report their beliefs in their own words when possibleto preserve their perspective. Specifically, we use an embedded, single case study (Yin, 2018
. Thepurpose of this qualitative investigation is to examine how first-year engineering students at alarge public Mid-Atlantic university describe their engagement and interest in an engineeringdesign project with a nontraditional theme. Data for this study are drawn from student responsesto a collection of short answer questions as well as several reflection assignments completedduring the project. In combination, these encompass the affective, behavioral, and cognitivedimensions of student engagement. Together, these three dimensions provide a comprehensiveview of how students engage with the project itself, their teammates, and others in theclass. Furthering the understanding of how students view and engage with a nontraditionalproject may expand
) researchers must begin to study human cognition and affect as it relates toteaching and learning NDM methods. Following review, Justin reflects on the experience of beingan NDM learner in the second author’s class, more specifically how the Tyler’s class compared tothose themes above. To end, Tyler responds to Justin’s review and reflection from the viewpointof an NDM practitioner and researcher. There Tyler provides their thoughts as they relate toteaching and learning NDM, and thoughts relating to the future of NDM engineering educationmore broadly.1. IntroductionNondestructive evaluation (NDE), testing (NDT), and inspection (NDI) – nondestructive methods(NDM) for brevity – describe the process of inspecting the conditions of a part or material
argue, “theanalogy between ethical problems and design problems is also very much connected with virtueethics and the proper reflection on the nature of engineering as a human activity” [19]. This isfurther compounded by Roeser’s observation that design is not value-free; thus, design forcesengineering students to confront their values [20].Also discussed in the literature is the timing and frequency with which students should bechallenged with ethical situations within their engineering course of study. In some programs,the discussion of ethics has been relegated to a capstone design course with a “one and done”approach. While we agree that capstone design courses offer a powerful opportunity tostrengthen engineering ethics education, we
sent to approximately 476 students enrolled in one (or both)of two engineering courses: a remote synchronous first-year seminar, and a hybrid remotesynchronous/remote asynchronous introductory programming course for non-computer sciencemajors; both of these courses were offered at University Park, the largest Penn State campus.Both courses were taught by the same instructor, who initiated the present study. Theengineering program at Penn State is one of the highest ranked in the country, with highlycompetitive admission standards, and enrollment patterns that reflect a significant percentage ofstudents from outside of the state and country (29% of overall student body in 2020). As is characteristic of many undergraduate engineering
degrees of access to decision-making power.” [15]ASCE’s Vision 2025 can only regain momentum if it identifies, recruits, and develops leadershipat all levels, based upon a constituency (professional members who are activated) from amembership community (members who are concerned but not active) and then facilitating theengagement of membership at higher and higher levels of leadership until the pinnacle ofchampionship is reached. “Thus, the ladder of engagement reflects a process “whereby individuals take on more and more leadership” (Sinnott & Gibbs, 2014, p. 28). The lower rungs are occupied by supporters and leadership prospects who support the cause but have not assumed ongoing roles or commitments
that when given theopportunity to choose their own paths through the course, students do indeed take advantage ofthis opportunity. Specifically, we observe multiple pathways through the course via theExploration and Engagement Modules, explained below. Student survey responses andself-reflection within the Personal Action Plan assignment further suggest that students deepenedtheir self-understanding through the course. Ultimately, this research suggests that incorporatingchoice in first-year engineering courses may be a useful alternative to a “one size fits all”approach, given that the former allows students to explore their different interests and goals withrespect to engineering.MotivationAs part of the Foundational Course Initiative, a