sciences. The end result is uncertain.Stephan concludes that the end result will be “a wider variety of non-technical education inundergraduate engineering schools that will range from very good to possibly very bad”3.However, as the face of HSS education in engineer changes, one thing is for sure, the teaching ofthese courses must have an integral character to them. It is not adequate to demonstrate to ABETthat the engineering students take a history course. A department must demonstrate that thiscourse helps students recognize the “impact of engineering solutions in a global and societalcontext”. In terms of teaching history integrally across the curriculum, accreditation criteria maybe forcing the issue.The Imperative of Historical Reflection
the difference of cultures, our feeling of Page 24.398.6being a stranger, it can lead to a situation “designing for”. It is not “designing at theplace of”, but it means that the collaboration is not effective anymore. Indian membersbecome conductors and their points of view are seen as truth. So it is “designing for” inthe sense that we put our efforts at the service of 2 villagers” [Student 2, Final Report2012]. Another student echoed the sentiment reflecting “that it is important to know whatdesigning with means before any interaction with the community. Sometimes, I foundmyself losing my stand in the face of the participants from India, but I had
• increased product and process complexity.The competencies required for an engineer to be successful in the wired and interconnectedworld of 2030 will be different from the competencies important in the world of today.In this context, the participants were encouraged to think about the competencies required for anengineer to be successful. The following examples of the white-space competencies wereprovided to guide the thought process: Framing the problem: ability to continue learning through reflection and the associated creation and articulation of knowledge; ability to speculate and to identify research topics / white spaces worthy of investigation. Domain of application: ability to account for sustainability
was necessary.4. Evaluating the effect of the flipped class on student learning4.1. Class DemographicsBecause the Spring 2012 and 2013 offerings of ISYE 330 were taught by the same person,covered the same material and were taken by similar students, they offer an opportunity tocompare the impact of the flipped class methodology on student learning. This is done bycomparing overall course grades and by student performance on course exams. In particular,identical finals were used each semester and they were graded using the same rubric, so anydifferences in scores are likely reflect student learning and the different teaching methods.Table 1 summarizes the students enrolled in ISYE 330 in Spring 2012 and 2013. The mostobvious difference is that
, charts, pictures,and displays1-3. Verbal learners learn best through auditory descriptions and written accounts1-3.Most engineering courses are taught in a predominantly verbal fashion, with writing onchalkboards and verbal explanations2-3. Active learners prefer to take in information “actively”through conversations and physical activities. Active learners are energized by others and oftenhave trouble studying and working alone. They do best when learning with others and sharingideas among team members1-3. Reflective learners like to contemplatively take in informationand reflect on ideas1,3Reflective learners work best on their own or in pairs and often feelexhausted when they are working with others, especially partners they do not know
Museum’s CollectionWithin STEM education, a movement called STEAM (Science, Technology, Engineering, Art,and Mathematics) is gathering momentum. Yet, while articles abound with ideas forincorporating STEAM concepts into K-12 classrooms, the literature on STEAM education at theuniversity level is scant. Complicating matters is the fact that the “A” in STEAM does notalways stand for “Art”; for example, in one recent ASEE paper that contains the words “STEAMcurricula” in its title, the “A” stands for “Agriculture” [1].However, reflections on STEAM at the university level can be found in a few papers presented atthe 2013 ASEE convention. One, “Faculty reflections on a STEAM-inspired interdisciplinarystudio course,” offers insights on the opportunities
pedagogy that attempts to balance the needs of a non-profitorganization from the community, while providing academic credit for students.1 Through thisexperiential learning style, students have the opportunity to apply their engineering skills to areal-world problem for a community organization.1- 3 Students who participate in SL projectsbetter realize an engineer’s role to help society2, 4 and are forced to examine their beliefs onsocial issues they may not have previously considered.5 As a part of SL projects, students reflecton the project throughout the design process to activate their meta-cognitive abilities; theybecome aware of what they are learning through active reflection.5 Students are expected tocommunicate with the community
undergo drastic change, perceptions of individual value, ethics, behavior, andattitudes also change. And as a result, educational institutions must also change in response.Taiwan has recently experienced significant changes in its political structure. Accordingly,Taiwan should embark on programs to transform education in general. Education in architecture is particularly ripe for a transformation so that it reflects the needsof the society it must serve. Unless the industry changes in response to larger changes inTaiwanese society, it is likely to enter a period of decline. Ultimately, such changes mustincorporate the technological advances of the day in order to make its transformationsuccessful. The goal should be a refined and professional
Society for Engineeringcomponent is designed to increase students’ self-awareness at the same time serve as a tool forinstructors to assess students’ understanding of course materials. In addition, the program isdesigned to be as unobtrusive as possible. Students in EG 1004 are already saddled with a greatdeal of work, so the last thing we want to do is add to their burden. In these assignments we seekto create brief periods of self-reflection to aid students in apprehending writing lessons, notadditional writing practice. Where possible, these projects (in particular the “one-minute”papers) are conducted in electronic forums accessible to all students so that they can learn fromeach other’s insights.The first semester, we ran the assessment
- Photochemical Therapy mechanical processes effects/pressures Fluorescence Raman Diagnosis Reflectance Figure 1: Block diagram illustrating the interrelationships between optical properties and ensuing therapeutic, diagnostic and sensing applications.At the very core of all the interactions shown in figure 1 lies a thorough understanding of theinteraction of light with biological matter governed by the optical properties. The levels ofabsorption
three levels of assessment: (i) course as a whole which was achieved bypre/post tests and concept mapping activities, (ii) module specific assessment which includedsurveys, muddiest points (9) and reflection activities, (iii) assessment of learning objectiveswhich included homework, two take home examinations and class participation.Pre and post-tests were administered at the beginning and at the end of the quarter (Table 4). Thetests consisted of three parts, the first part was designed to capture general, ‘adaptable’ problemsolving skills (e.g. students’ abilities to design a plan and identify necessary resources), thesecond and third parts were designed to gauge understanding of concepts covered in Bioreactor(M1 and M2) and Microbial
, offered by the history department.Overall, this program thus allows for thirty weeks of instruction in engineering ethics. Thisallowance provides the opportunity to develop a curriculum with a breadth of topics and a depthof analysis that are often missing in other schools’ curricula. Almost no topic in the growingliterature on engineering ethics is left unaddressed. Among the advantages of this arrangementis the availability of ample time for introduction and discussion of case studies, both micro-levelcases focusing on individual moral dilemmas, and macro-level cases that focus and reflect onthe social and ecological impact of technology. The breadth of topics and depth of analysisprovided are consistent with the “conventional criteria
sustainability inrelation to engineering. The reviewed literature revealed many options, and changes weremade to the inaugural curriculum design as the module evolved over a four-year period. Thisongoing development is described as action research. McNiff promotes the action researchmethod for use by individual educators to improve their own practice in teaching as a regularcycle of self-reflection and course appraisal.17 Consequently, the stages of action researchcycle – observation, review, plan and activate – involved lecturer observation and reflection,coupled with a combination informal feedback, and the more formal formative andsummative student appraisal.Project GoalThe project goal was to design and assess a curriculum relevant to an
differ from experts not only by the amount ofknowledge, but in how the knowledge is organized and utilized. This development includeshelping students progress in their epistemological assumptions, described by King and Kitcheneras being three primary phases:13 ● Pre-reflective thinking: do not acknowledge or perceive that knowledge is uncertain. Do not understand that some real problems have no absolutely correct answer. ● Quasi-reflective thinking: recognize that some problems are ill structured and that some issues are problematic. Do not understand how evidence leads to conclusions - have difficulty drawing reasoned conclusions ● Reflective thinking - knowledge must be actively constructed and understood in relation to
all majors defined as ‘non-S.M.E.’ (including those who enter as‘undecided’) is modest (6.2%)” and “ Engineering gains 13.1 percent of switchers from thecomputer and technical fields.” As the book title reflects the emphasis on the broad group of allSTEM majors, it also does not provide a detailed accounting of multiple entry paths toengineering. However, when the focus switches to the dynamics of entry and exit to and from anengineering program, the numbers of those who switch to engineering from the sciences orelsewhere requires consideration, as will be discussed later.An exception to the practice of assuming that migration into an engineering major is negligible isnoted by Donaldson and Sheppard6, who found a 25% rate of inward migration
Metallurgical Engineering from Michigan Technological University and he holds a Ph.D. in Educational Psychology from the University of MinnesotaJennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design and Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.Ken Yasuhara, University of Washington Ken Yasuhara is a research scientist at the University of Washington’s
, lesson plans, and reflections.6 During this phase, we focused onidentifying indicators of concepts and categories that fit the data. Repeatedly appearing Page 22.551.3categories, concepts, and events helped us construct themes based on the events leading up to theteachers‟ attempts in implementing engineering design-based learning tasks. The viability of theconstruction of themes was then tested against other relevant data sets (e.g. field notes fromclassroom observations and other supporting documents). To ensure trustworthiness of the data,we informally conducted member checks with each teacher by sharing analytic notes frominterviews
American Society for Engineering Education, 2011 Collecting Programmatic Assessment Data with No “Extra” Effort: Consolidated Evaluation Rubrics for Chemical Plant DesignAbstractIn order to gain accreditation, engineering programs must define goals and objectives,assess whether their graduates are meeting these objectives, and “close the loop” by usingthe assessment data to inform continuous improvement of the program. In ABET’sjargon, program “objectives” describe capabilities that graduates are expected to possess,e.g., “Graduates of the Chemical Engineering program at Rowan University will be ableto….” Thus, the true success of the program in meeting its objectives is reflected in thefirst few years of graduates’ careers. Practically
Beck was built aroundthe University of Chicago’s outstanding graduate research programs in the sciences. The Centerfor Imaging Science was organized around research programs that reflected the interests ofgroups of faculty members from the traditional departments of physics and astronomy,chemistry, mathematics, radiology and computer science. Faculty from the art department andpsychology department also participated in the research projects, as did scientists from ArgonneNational Laboratory. Missing from this research-focused effort was a formal curriculumdesigned to teach, in a unified way, the underlying science and technology. The most comprehensive effort to forge a complete program in Imaging Science wasundertaken by the Rochester
combining internal and external operations derived from the individual’s neurobiology,personality, and development and reflected in learner behavior. Learning style also representsboth inherited characteristics and environmental influences.Dunn 29 described learning style as “... the way each learner begins to concentrate, process, andretain new and difficult information” (p. 224) She noted that this interaction occurs differently foreveryone. Dunn also highlighted that “To identify and assess a person’s learning style it isimportant to examine each individual’s multidimensional characteristics in order to determinewhat will most likely trigger each student’s concentration, maintain it, respond to his or hernatural processing style, and cause long
significantly higher than the control group on assessment items. The student-centered reflective questions indicated also some weaknesses and associated potential actions toimprove the GIS based module. Based on these findings a series of changes to the current tasksin the GIS laboratory were planned.KEYWORDSTransportation Education and Training, Traffic Safety, Crash Data, Geographic InformationSystemsIntroductionThe education and practice of transportation engineering has evolved over the past severaldecades. The task of transportation education, as stated by an Institute of TransportationEngineers (ITE) Committee1, is not only “to train students in how to do various activitiesassociated with current practice”, but also “to provide students with the
reflective environment. One indelibleaspect of web learning is the opportunity for learners to collaborate during problem solving andactively be involved in their learning. However, Ravert and Evans2 showed that expecting Page 15.12.4students at earlier stages of development to learn from courses based on principles ofnegotiation, shared construction, and peer-to-peer learning could be problematic. Therefore, iftools employed in teaching and learning or instructional design run contrary to students‟epistemic beliefs, it would lead to frustration and distress. Students may require greaterscaffolding with aspects of online teaching mostly those who see
Development, Assessment and Implementation of Program Educational Objectives and Program Outcomes of BSEE Program Satinderpaul Singh Devgan Professor and Head, Electrical and Computer Engineering Tennessee State UniversityAbstractSystematic development of program educational objectives and program outcomes andtheir assessment for continuous improvement in program effectiveness requires relevantconsideration of constituent needs or requirements and program mission. The assessmentcriteria should reflect program aspirations and should be reflected in assessment tools.This paper describes successful development of program educational objectives andprogram outcomes
reflection. The morning sessionsfocus on deepened content, taught by engineering faculty modeling pedagogical “best practices”.This was followed by teachers going through the section of the curriculum that paralleled thecontent lesson, including hands-on activities and the online module. In the afternoon sessions,the teachers applied their new found technical and pedagogical knowledge as they taught thecurriculum to students enrolled in the Upward Bound program. While teaching, the teacherswere videotaped and observed. After the lesson each day, the teachers reviewed videotapes andhighlighted what went well and what needed improvement. Together, the teachers and PDfacilitators provided constructive criticism on how to improve the delivery of the
AC 2011-2527: OCCASIONING THE EMERGENCE OF KNOWLEDGEAND PROMOTING MOTIVATION FOR ALL STUDENTS: APPLYING IN-STRUCTIONAL PRINCIPLES TO ENGINEERING SITUATIONSJennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teachings decisions, and the application of ideas from complexity science to the challenges of engineering education
. Page 25.315.1 c American Society for Engineering Education, 2012 iMPaCT-Math: games & activities that motivate exploration of foundational algebra concepts—while inadvertently scaffolding computational thinking and engineered designiMPaCT-Math is an approximate acronym for Media-Propelled Computational Thinking forMathematics Classrooms, which fairly reflects our ambitions – that engagement with graphicalprogramming challenges that focus student attention towards exploring mathematics principleswill propel students towards exploration of science, computational thinking and engineereddesign.iMPaCT-Math consists of threaded sequences of games and project-based-learning
. Additionally, Figure 3 clearly shows the lack of agreement of the Bloom’s levelattainment at the end of the program. Only the enabling systems engineering SEBoK partshowed agreement in the Bloom’s level but also had one of the lowest agreements of the requiredcore knowledge.The Thirteenth InputIn one case, the input was a merged set of input from a collaboration of industry representativeswho also had access to the previous 12 inputs as guidance. One corporation wanted to ensurethat the results of this effort strongly reflected the industry needs, as well as the perspective ofacademia. The BKCASE author from that corporation coordinated input from a team of systemsengineering leaders to obtain a consensus input. This initial collection of the input
with the goal of gauging benefits to learning andchanges in attitude towards working in a community as part of a course. We have taughttraditional courses in these areas for many semesters and have over the past 10 semestersintegrated projects that have the potential to improve some of our learning outcomes whileproviding a benefit for partners in the community. Reflecting on this process motivated us toseek better ways to describe what was happening and to better understand the impact on students.All of the problems we face are embedded in a context that determines to a great extent the rangeof solutions that are possible. Having some skill at assessing a context is an important learningoutcome and this skill comes through practice. Dyson
experiences with cognitive additions: abstractconceptualization, active simulations, concrete experience and reflective observation.The entry point to the circular process is not essential as learning transpires when the cycle iscompleted8. These four elements provide the foundation for teaching Construction ProjectManagement in the United Kingdom. For example, the existing Construction ProjectManagement Master‟s programme at Robert Gordon University has been operating for aboutfive years, graduating masters‟ students in Construction Project Management with MBAdegrees as well as, more recently, with corporate certificates. A good construction projectmanagement programme should have a balance of three learning domains: knowledge, skilland personal
previously co-authored text books16,17,18,19 and morethan 150 hours of educational material in the field to which they have previouslycontributed,20 to distil five threshold learning concepts that would act like rungs of a laddertowards students realising the overarching ‘capstone’ threshold concept/ capability ofsustainable business practice.Authors such as Holloway et al21, Scott et al,22 and Bernhard23 have inquired into a range ofquantitative and qualitative methods to reliably identify threshold learning concepts. For thisproject, and in the absence of time or budget to conduct a process described by Baille,24 theidentification process included reflection and consultation with colleagues, building on 8years of the authors’ inquiry into the