tandem to promote learning. For example, a new ill-definedsituation or problem requires analysis wherein prior knowledge and/or skills are used todeconstruct concepts, to examine the interrelationships of the parts and determine theircontribution to the whole. While organization employs compare and contrast strategies to resolveconflicts between prior knowledge and the new challenge in a systematic effort to create aconsistent value system. Both skills are thus used iteratively to formulate new mental models thatwill facilitate inquiry, reflection and application of the newly acquired knowledge to futureencounters. In their groundbreaking work, Felder and Silverman10 concurred, “most of what welearn on our own (as opposed to in class) originates
with do-it-yourself (DIY) kits they could use at home alongside a neuroscience MOOC.2. Research questionsIn order to better understand the experiences of students who were sent at-home laboratory kitsto use alongside this MOOC, we ask four primary research questions:1. How can we characterize the ways in which students around the world use onlineresources with the at-home lab kits? What online behaviors can we identify for the students inthe treatment group when they are likely to be using the kits at home? For example, how muchtime do they spend online watching lab videos that demonstrate kit experiments?2. How is their use of the kits reflected in their online individual and collaborativebehaviors? What patterns of behaviors (e.g
ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Mary E. Besterfield-Sacre, University of Pittsburgh Dr. Mary Besterfield-Sacre is an Associate Professor and Fulton C. Noss Faculty Fellow in Industrial Engineering at the University of Pittsburgh. She is the Director for the Engineering Education Research Center (EERC) in the Swanson School of Engineering, and serves as a Center Associate for the Learning Research and Development Center. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas
other intercultural competencies.Results - Part 1: International Collaboration: Barriers & RecommendationsAs part of their blogging reflections, delegates were asked to list five factors they consider to bebarriers to international collaboration for underrepresented minorities, particularly related towork/life balance. They were also asked to provide recommendations for dealing with suchbarriers. The following sections provide an overview of common factors discussed among thegroup both from the general perspective of being underrepresented minorities as well as relatedto the issues specific to women.Both male and female delegates listed lack of knowledge as one barrier to participation ininternational collaboration. As one male Latino
, with average doctoral graduation ages of 30, 31.2, and32, respectively, whereas students in humanities (average 34.2) and other non- science andengineering fields (36.2) skewed slightly older19. While it’s likely that this difference ingraduation age between fields is due in part to a higher proportion of returning students in non-engineering fields, it may also reflect differences in average time to degree and proportion of parttime students in these fields. Of all of the doctoral degrees awarded in engineering in 2012, 22.2percent were awarded to women20. Among 2012 engineering PhD recipients that were USCitizens or permanent residents, 69.8 percent identified as white, 15.7 percent as Asian, 5.4percent as Hispanic, 4.3 percent as Black or
effective innovation areoften anxiety producing. To make matter worse, an engineer’s performance in these same areasis directly diminished by the resulting fear and insecurity. These areas include creativity,ethnographic research (which involves observing and talking with strangers), presenting one’sideas to peers and superiors, accepting and objectively reflecting on constructive (and non-constructive) criticism, and working on teams with people whom you did not select (and may notlike). The more confident and competent one is in performing these tasks, the more effective aninnovators he/she is. However, if the inherent anxiety of these tasks diminishes one’s confidence,the reduction of competence will follow, leading to yet lower confidence.An
university mandated evaluation. Students were asked to reflect onthe strong and weak points of the course in open-ended questions. Product Archaeology was notspecifically targeted in any questions. Below are representative comments, grouped by theme.In general, students found the approach to be somewhat disorienting, but found the focus on valueand the use of a real device to be helpful. • “I found 408 to be extremely helpful in determining and thinking about value. Throughout the semester I kept referring back to this in order to gain a clearer understanding of the components of a company”. • “It was helpful to have an actual physical device to work with”. • “We had to do a lot of this ourselves, which led to strong
per meeting, and only after theyhad already started working on their final semester project. Observations were made at differenttimes on different days, allowing for the researcher to note any differences in activities across thefour hour session.3.3. Data analysisData analysis was performed in two phases. First, following the guidelines of provisionalcoding30 an initial coding scheme was developed, based on Jonassen9’s problem solvingstrategies. This scheme was used to code the observation notes.The second phase included comparing the third party observer’s reflections to those of theinstructor. Both observers reported their impressions individually in written form. The observersreviewed one another’s notes. Results were then analyzed by
forassistance.This type of analysis is also a subjective process, because it relies on human linguistic exchange,beginning with the writers of the question and ending with the participants’ responses to thequestion. Because the survey in this case is an anonymous, linear instrument, no dialogiccommunication occurred between writers and participants. Although it does not reflect on thevalidity of the survey or the research outcomes, it warrants a note because of the subjectivityinherent in such a mono-logic transfer of information. Therefore, any responses that wereincoherent or missing were coded as not readable (NR) because no effort could be made tocontact participants for linguistic clarity.Researchers administered the survey as primarily a quantitative
reflection ofthe teachers’ Unit implementation, we will work with the project team and resource team tosupport professional development for the teachers to improve their CBL and EDP instruction. Page 26.1427.2IntroductionNext Generation Science Standards (NGSS), as defined by the National Research Council(NRC), include the critical thinking and communication skills that students need forpostsecondary success and citizenship in a world fueled by innovations in science andtechnology20. These science practices encompass the habits and skills that scientists andengineers use day in and day out. Ohio’s New Learning Standards for Science lists the
useful interaction Not enjoyable Not as efficient Need interesting as other discovery and present peers behaviors Need instructors Did not realize to encourage benefits collaborationObserving Not reflective or Lack ability to Unstructured – Not emphasized attentive to associate from benefits not in many classes everyday
Page 26.355.4with a curriculum about enhancing teaching and learning and with frequent seminars andactivities that provide learning, development, the scholarship of teaching, and communitybuilding.”4, p. 8 As described in the literature, these groups generally draw faculty from multipledisciplines. The underlying logic of using an FLC to promote faculty change is that“undergraduate instruction will be changed by groups of instructors who support and sustaineach other’s interest, learning, and reflection on their teaching.”6 Indeed, studies have shown thatfaculty participation in FLCs increases interest in the teaching process, enhances understandingand influence of the scholarship of teaching and learning, increases reflective practice
information see Reference 11.The second and third days were dedicated to exploring ingenuity and innovative progress whilealso visiting innovative sites as the students toured the Henry Ford Museum, Greenfield Village,and the Ford Rouge Factory where F-150 trucks are assembled. While each of the three sitesrequires a full day or more to explore, the students used self-guided itineraries focused oninnovation and developed by The Henry Ford to allow efficient exploration in a shortenedformat, with questions and reflections. The Henry Ford Museum includes areas focused on“Made in America – Manufacturing and Power” which showcases some of the earliest Wattsteam engines and allows participants to fabricate an actual Model T (Figure 2). Also on displayis
pedagogical strategies.5 The challenge of including engineering within the elementary classrooms is furthercomplicated by the dichotomy between how failure has been traditionally perceived withinengineering and education.5 Within engineering, the engineering design process accounts for thelikelihood of failure by its iterative nature; it is presumed that initial attempts to solve a particularproblem may fail to meet design criteria or not meet those criteria as well as subsequent designs.Henry Petroski, a frequent writer on engineering failure, reflects on the nature of engineers tocontinually learn from failure, in effect establishing it as a normal part of engineering design: Because every successful design is the anticipation and
supervisors as role models and mentors. Third,male engineers did not describe mentoring solely as an instrumental or task-focused exercise,7,8Engineers reported mentoring experiences in both relational and task-oriented terms and oftenemphasized the relational aspects and benefits to having a mentor. Overall, theiracknowledgement of mentoring while struggling to initially recall such experiences and lateremphasizing their feeling of being highly self motivated and autonomous reflected theautonomy-connectedness dialectic. In the following sections we briefly review the literature oncareers, career socialization and mentorship.BackgroundPrevious research on female engineers’ mentoring and career socialization discoursesA study focusing on the nature of
. Page 26.1752.2Each module of this virtual laboratory focuses on explicit learner outcomes for a particularcourse. For example, the Planar Mechanisms module, which is the main focus of this paper, is forthe learning and assessment of concepts in a third-year mechanical engineering course on thekinematics and dynamics of mechanisms. The ‘Learning’ and ‘Teaching’ functions in theFLATLAB acronym reflect the student-centered and knowledge-centered components,respectively, of the ASK paradigm.While much of the current research on virtual learning environments focuses on immersive 3Denvironments 2 , FLATLAB takes advantage of the fact that many engineering systems have 2Drepresentations that learners can physically interact with through a 2D visuo
knowledge using the uniqueliteracy tools and language of the discipline2.The broader outcomes of disciplinary literacy practice are to build reflection and sense making instudents, bringing them conceptually forward from their novice understanding. The link between sensemaking, and conceptual understanding has a research history in engineering 6, and is explicitly linked forK12 science7,8. The purpose of infusing disciplinary literacy into engineering curriculum is to buildhabits of thinking, and to help students develop a deeper understanding of core content ideas. This alignswith development of expertise, as disciplinary literacy practices build towards effective communicationusing discipline specific content language9-15. The U.S. Accreditation
procedures and share themwith each other in groups. They provided feedback to each other’s screencasts and had theopportunity to reflect upon their own screencast design. Different from the traditional andteacher-centered instruction, students in the experimental section took the lead to create theirlearning materials and shared them with their peers. They developed the feelings of belongingand ownership as they created these screencasts. Students were actively involved in thescreencast-making process and motivated to learn. They also received timely feedback fromother students. Students learned from each other and taught each other. In this paper, we discussed the project activities and presented the preliminary results of thefirst
Introduce project!! template Choose Semester Research Initial References, PowerPoint Limitations or Bias in Individual reflection on Grand Group Discussion on
the so-called “six themes of Six Sigma”: genuine focus on the customer; data andfact driven management; processes are where the action is; proactive management; boundary-less collaboration; and drive for perfection-tolerate failure [1], this paper unpacks thecollaborative processes and perspectives by which this course was developed and continues toevolve and improve. Authors suggest that collaborative industry/academic efforts may benefitby reflecting upon their work product through the six themes of Six Sigma as an alternativeassessment framework to traditional academic assessment approaches.IntroductionSix Sigma – An improvement mindsetSix Sigma is a quality management system that swept the industrial sector in the 1990’s andbecame
reflection of the socioculturalinfluences that are a tenant of the Industry Fellow model. Even when using video technology forvirtual classes, it is difficult to replicate the personal interaction of a true face-to-face class.Table 3. Industry Fellow (IF) Impact on Learning Survey Question Original “Light”* Original “Heavy”* Replication Study IF material: comprehension 94% 91% 82% IF material: retention 94% 91% 76% All material: comprehension 94% 91% 82% All material: retention 94% 91% 70%* Original survey question
they were/are, their undergraduate education, which courses they tookand extracurricular organizations they participated in at the University of South Florida prior toservice, if and where they published their research in an academic journal, and their currentemployment.The second part of the survey had the alumni or student rank how each of the MIP elementssatisfied the four global competencies on a scale of one to five (one being not at all, two being alittle bit, three being somewhat, four being well, and five being very well). This part of the onlinesurvey was divided into three pages: pre-Peace Corps service (on campus), Peace Corps Service,and post Peace Corps service. This reflected the three stages of the MIP. The pre Peace
significant difference PRE-STEP toPOST-STEP, qualitative data from this question indicate clear decision making in the reason toleave engineering, and finally, patterns from our study reflect others work in this area. Question: Rank the top ONE (1) to THREE (3) of the following influences on your decision to change your major from engineering to something else. 24.00% Uncertain of future career options 20.00% Initially majored in engineering due to parental 17.00% pressure and later decided it wasn't for me
context of the performance criteria. objectives and the sustainability outcomes as curriculum. university’s core themes related to improvability and Outcomes are (i.e., strategic and learning endurance are not The program may be contextualized in the goals). necessarily considered. developing performance curriculum and reflect the
. Student and faculty assessment of the pilot to dateshow good progress made but challenges remaining. A significant feature of this initiative is itsgoal to scale the approach to all engineering programs at the university. Introduction Engineering educators are challenged to prepare their students with the knowledge andcompetencies that will support success both in the immediate post-graduation period and also asthe foundation for careers in the rapidly changing global environment in which these will bepursued. It is not sufficient to educate engineers just to be technically competent. Engineeringcurricula and the accreditation criteria for engineering programs have evolved to reflect thisreality by demanding that an array of non-technical and
during the project. Student-initiated research is relied upon for the student to progress through the project as well as for their own learning. Require high levels of student initiative; students need to develop motivation and organization skills. Open-ended outcomes: allowing the student the opportunity to choose, after appropriate research, an outcome that interests them. Observational skills are identified as having a high priority, especially in the initial stages during identification of the problem. Student reflection is important. They are encouraged to evaluate fully the outcomes they have achieved. Rely on team-work. Are often multiple terms in duration
for First Year Undergraduates that Connects the Electrical and Thermal Properties of MetalsAbstractThe undergraduate engineering programmes at the University of Glasgow were recently revisedto include a common core of classes in Year 1 and Year 2. Materials I, an introductory materialsscience course, is now taken by all Year 1 engineering students. The lectures in the course weremodified to include topics that are of interest to electronic and electrical engineering students,electrical and optical properties of materials. A hands-on laboratory experience has been developedto support student learning on electrical resistivity and thermal conductivity. The hands-onexperiment about optical reflectivity will be added to the
classroom (1 in Section 1 and 4 inSection 2) and students that perceived the flipped classroom took more of their time than atraditional approach (1 in Section 1 and 3 in Section 2).The rate of negative feedback was higher in Section 2 with the graduate student instructor. Asdiscussed above, Section 2 contained more high performers, which could indicate that Section 2was composed of more students that had achieved success under traditional learning techniques,and thus were resistant to the flipped classroom. Upon reflection, we believe that students in bothsections were similarly educated about the benefit of the flipped classroom at the beginning ofthe semester. However, a few students in Section 2 vocally expressed dislike of the approachafter
students to reconsider the values associated withcollaboration.Active LearningActive learning has been performed in several different forms to expose students to various Page 26.148.3subjects in construction. The idea of active learning was first established through the works ofKurt Lewin, John Dewey and Jean Piaget, where they defined experiential learning through“adaptive modes of concrete experiences and abstract conceptualizations and the modes of activeexperimentation and reflective observation characteristically resolved in different fields ofinquiry”9 . Kolb8 states that there are two main goals in the experiential learning or activelearning
engineering and technology.This paper describes how the program builds awareness of the broad characteristics of leadershipleading up to this exercise, enriching the understanding of how leadership emerges and evolves,as a blueprint of a best practice in a nationally recognized curriculum. Included is an overviewand structure of the leadership program and brief descriptions of the leadership topics taught inthe class, including supporting literature, and outcomes.2 The Assignment – Personal Case StudyThe purpose of the assignment is to give students the opportunity to analyze the leadershipapproach and philosophies of historic figures and reflect upon how their styles match andcontrast with what they’ve been taught in the classroom, and then share