self-directed and independent, yet collaborative, learners who possess animproved ability to speak, write and listen and the mental discipline needed to applysound judgment and problem-solving skills to novel problems.Motivation for Using the Socratic Questioning and Some Specific Techniques forImplementing the Socratic MethodTeaching occurs not just through imparting information but also through arousingintellectual passions and enthusiastically presenting an example of thought in action. Allknowledge, like all education, is ultimately driven by the questions asked. Asengineering educators, one of our tasks is to pose the right questions, and help students tolearn to ask the right questions and to learn to formulate reasoned answers. These
their sensors with computers, write programs togather raw signals, implement calibration curves, and perform data manipulation and datalogging. In later modules, students program their own communications protocols for wirelesstransmission of the sensor data and connect their computerized sensor stations together to form adistributed wireless sensor network15. Additional modules explore the use and implications ofthis technology for biosciences and environmental research.B. The CurriculumThe SENSE IT curriculum is comprised of four educational modules. In Module 1, “Sensordevelopment,” students learn about the principles of transducers, design, analyze and calibrateelectronic circuits around their transducers in order to make numerical
examines the student perception and experience of solving open-endedmodeling problems (OEMPs) through an autoethnographic account of the student-authors’personal reflections about an OEMP completed during an introductory level statics course.Currently, the student perspective is not represented in literature about engineering problemsolving. This is significant as the student perspective is integral to understanding how studentslearn and develop an engineering mindset. By incorporating the student voice throughautoethnographic techniques, this study can begin to fill this gap and provide meaningful insightsabout the student experience and perceived benefits surrounding an OEMP.Autoethnography is an approach to research and writing that
different ways of connecting LEGOTM pieces together.For the engineering design challenge portion of the lesson, students worked in pairs throughelements of the engineering design process such as planning, building, testing, and as timeallowed, revising the solution. At the end of the process, the lesson reviewed a sample seven-step EDP, synthesized from several sources15, 16: Ask, Imagine, Plan, Create, Test, Share, andImprove. The lesson materials given to the teachers during the professional developmentincluded a worksheet for “Draw Yourself as an Engineer” with space to draw and write, aworksheet for planning with space to draw and write, and a rubric with the six requirements forcompleting the “Build a Chair for Mr. Bear” challenge (See
things that I learned the most.” (2022) • “The textbook was very guiding in breaking down the complexity behind sustainability and helped me better understand it.” (2022) • “I enjoyed the questions every week, it forced me to write and formulate thoughts on the applicability of engineering, which no other class really requires.” (2021) • “I think what helped me learn the most was when we discussed questions other than the assigned chapter problems, and/or when the professor gave her own mini-lecture on the topic.” (2021) • “Discussion based class time and listening to other perspectives is very good for learning.” (2021) • “The short lectures, discussions, research, and book
• System(s) are identified with boxes with dashed lines FF Perform material • Write the overall mass balance for the entire system 02.04 balances on a multi- • Write a full set of component mass balances for the entire unit process without system recycle and bypass • Write the overall mass balance for each unit in the system streams • Write a full set of component mass balances for each unit in the system • Identify whether the problem is solvable (degree-of- freedom analysis) • Select, with
audiences. The addition shouldhave no effect on the program assessment of student outcomes as most curricula havestudents communicate with faculty, peers within their discipline, peers outside theirdiscipline and members of industry, which constitute an array of audiences. It does makedeveloping program objectives more difficult. Program objectives which describe whatstudents can do three to five years after graduation must be noticeably different fromstudent outcomes and can result in a shortcoming when they are not. It is difficult in thearea of effective communication to make the student outcome different from a programobjective. One way to highlight this difference is to make the program objective reflecthigher level communication with a wider
Paper ID #22728Undergraduate Engineering Students’ Use of Metaphor in Presenting Proto-types to a Technical and Non-technical Public AudienceMr. Jared David Berezin, Massachusetts Institute of Technology Jared Berezin is a Lecturer in the Writing, Rhetoric, and Professional Communication (WRAP) program within the Comparative Media Studies/Writing Department at the Massachusetts Institute of Technology (MIT). Jared teaches in a range of communication-intensive courses at MIT, including Communicating Science to the Public, Product Design, Flight Vehicle Design, Environmental Engineering, and Nuclear Science. He has also been a
24 64.9% Mathematics 22 59.5% Science (Chemistry/Physics/Biology) 24 64.9% English/Writing 9 24.3% Computer 14 37.8%Table 7. Tutoring services: first-year subjects for which tutoring is available.Individually, each of the tables compiled from the results of the FPD survey would provide onlylimited information on the status of first-year programs. Collectively, however, the informationon types of programs, staffing, course offerings, advising
they care about, the people they are designing for. Through stories, engineers identify the problems that need solving, helping ensure their work truly makes a difference. And through stories, engineers inspire others to join their efforts, helping them write a new and better story for the future. So, it is a leadership skill. And one more thing: by learning to tell your stories, you learn more about yourself. In this course, you will learn to tell your stories in a variety of ways for different audiences.As part of the framing of the course, the instructors seek to “create a safe environment wheresharing freely is supported and respected.” The learning objectives for the course include thoseshown below: 1
-based professional competencies (includingcommunication, critical thinking, and collaboration).To reach these outcomes, the course was redesigned to create continuity of connection throughout theyear to support university efforts to improve first-to-second year retention rates [25]. Reflection andpersonalized feedback are integrated into class discussions and all assignments, including e-portfolioassignments to support students’ competency development [26]. Each class section is co-facilitated by analum, staff or faculty member and a student in the second year or later. The peer facilitator role isimportant for generating first-year student engagement and buy-in for the value of e-portfolios, reflectivepractices, and story-driven learning in
website, the “division provides a vital forum for those concerned with integrating thehumanities and social sciences into engineering education via methods, courses, and curriculardesigns that emphasize the connectedness between the technical and non-technical dimensions ofengineering learning and work” [1]. To our minds, SenseMaker is a method that works to theseends. It is an approach that provides a way for actors in the social system of engineering1 We note that, at the time of writing, a search of the ASEE PEER document repository for theterm “SenseMaker” yielded zero exact matches.education to make sense of their experiences and decide, for themselves and in collaborationwith others, how to nudge the system closer toward a state that
to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in
-physical systems, Internet-of-Agents, as well as AI, data analytics and knowledge engineering applied to problems in health care. While at the University of Houston (2009 – 2012), he did research in machine learning, multi-agent distributed computing and control, data mining and distributed database systems, emerging behavior in complex networks, ”smart energy” and computational game theory. During his graduate studies and combined five years of non- tenure-track academic research, he has authored over 70 peer-reviewed publications. He has a versatile R&D experience spanning three different high-tech industries, with both big companies (Cisco Systems and Microsoft) and high-tech startups, as well as with a leading
Page 26.1092.2pedagogical workshops, attending a theater performance focusing on inclusive teachingstrategies, and presenting a short lesson to a small group of their peers. The GSIs choose theworkshops based on their teaching responsibilities with topics including: teaching discussionsand laboratory sections, managing office hours, grading, and teaching problem solving skills.The theater performance allows GSIs to observe a novice instructor in a STEM classroom,identify strategies to improve the overall class environment, and reflect on how their suggestedstrategies improve the overall class environment upon a second performance of the sketch.10During the practice teaching or microteaching session, GSIs develop a short 5-min lesson,present it
were quick in-class exercises such as turn-to-your-partner; laboratory work on open-ended problems and design; teamwork with peer andteam evaluations; and using an electronic course management system such as BlackBoard[1].Several interesting lessons were learned from these initial trials at implementing cooperativelearning. First, working in teams does not come easily for faculty or students. It was found thatfaculty teams are harder to form than student teams but are essential since individual facultyefforts are not capable of producing systemic change. From the student point of view, teamstructure seemed to prevent the weaker students from falling too far behind their peers. Second,effective teaming requires time and well-structured
?Three distinct phases of a woman’s journey were examined. First, a sample of women who havealready completed an undergraduate engineering degree from a public university was studied.Secondly, women in their upper division year of their undergraduate degree program were askedto reflect on their experiences over their undergraduate career. Both of these groups of womenwere asked questions from the same interview protocol. Finally, classes were observed anddiscourse was analyzed in gatekeeper courses to understand the interaction of women and theirprofessors as well as women with their peers, both male and female. The lens of Feminist PostStructuralism and of Sense-Making allowed the critical analysis to shine a light on theunderlying cultural
, reading andresponding to peers’ posts; (b) the reflectivity component includes writing that requires studentsto structure their thinking and reflect in a formalized manner; and (c) the scaffolding componentincludes directions on materials, structured assignments, quizzes, and instructor feedback.We first developed a set of questions designed to probe each construct, asking students toindicate the strength of their agreement with the statement, using a 5-point Likert scale. We usedCronbach’s scale reliability tests to assess internal consistency for each scale. Seven variableswere combined to form a single scale that measured scaffolding (α = .89), two variables wereASSESSING SIRA FRAMEWORK FOR DEVELOPING ETHICAL REASONINGcombined to form a scale
) enabled participation in common activelearning strategies (e.g., group discussion and peer-to-peer learning) among the students whileout-of-class. Specifically, we share findings related to student resistance to requiredparticipation in an online forum in first year calculus.Literature Review Active learning. It is typical for instructors in science, technology, engineering, andmathematics (STEM) to adopt more traditional pedagogical approaches1. Traditional approachesare often linked to a belief that students come into class “empty,” waiting to be filled with all theknowledge that the instructor can give them1. With this mindset, the role of the instructor is todisseminate as much knowledge as possible within the time allotted; the role
. Advancing research in this area is consistent with an increased emphasison preparing students for professional practice5. Stakeholders’ varying definitions of keyabilities makes it more difficult to assess professional skills6 relative to technical outcomes, suchas ability to apply theories or formulae7-9. Conducting multi-institution studies on theseoutcomes has been a challenge because professional skill assessments have relied on a variety ofmeasures, including feedback from multiple sources such as faculty, peers, and self-reflections10,peer evaluations11, project rubrics12, and portfolio analyses13-17.Lattuca, Terenzini and Volkwein18 assessed outcomes across multiple institutions in anevaluation of the impact of new ABET accreditation
construction,requirements analysis, security, verification, and validation; ...” The program determined that itsapproach to security was not at a sufficient level to address this program criteria, and so adopteda program-specific student program outcome pertaining to security. To address this new outcome,the faculty sought to find and use a course from the University’s significant catalog ofcybersecurity courses, only to find that no course met the criteria to address the outcome – orspecifically, the courses reviewed focused more on Information Technology and to a certainextent Information Science perspectives, and not sufficiently from the perspective of SoftwareEngineering. We also reviewed courses from peer institutions, including the Rochester
list of design materials which were provided for the teams to selectfrom for the construction of their design. The results of this project (fall 2020) will be comparedto (fall 2021 – under a less restrictive COVID protocol) and pre-COVID (2002, 2008 and 2011)semesters – when this project was used in a first-year introduction to engineering design course.Introduction At our institution, first-year engineering students (~700 students) have a common first year,which includes chemistry I & II, physics I & II, calculus I and II, ENGCMP I and II (which arefocused on writing for engineers – taught by the English department specifically for ourengineering students), an introduction to engineering analysis and a computing class. The
interaction and grant writing Inception 7/1/2020 strategies provided by experienced Principal Investigators to support development of DUE# 2000281 Micro Nano related ATE grant proposals and new Principal Investigators. Website: https://micronanoeducation.org/ Mentor Up Mentor Up offers a 2.5-day intensive workshop accompanied by on-on-one Inception 9/1/2020 mentoring with experienced Principal Investigators and past NSF Program Officers DUE# 2032835 for the purpose of increasing the quality and quantity of ATE proposals. Website: https://atementorup.org Pathways to Innovation Building Pathways to Innovation builds on the ATE
enough for constructioncompanies? Second, what are the primary skills that the construction companies are looking for?Third, do our students know how to express their opinions in a meeting, write a report, make apresentation, work in a team, and finally, know about ethics and compliance? IntroductionSimilar to engineering, construction management is about providing better, safer products andservices; being trusted, while following clients’ expectations and specifications andcontemplating the triple constraints (scope, time, and budget) [1]. This translates to completingthe project within the planned schedule and budget while keeping the stakeholders satisfied withthe final delivery. It is unique within
such as recursion, sorting, and arrays. Students learned amajority of their core programming concepts (such as control flow, functions, types, and classes)through readings and checked their understanding through Jupyter notebooks with short writtenor programming questions. Much of the coding in the course was done through projects ofvarying scope, in which students could apply their programming knowledge to problems invarious fields. Examples of these projects include (1) implementing a suite of functions that usedstring, list, and dictionary operations to find likely protein-coding sequences within an organism’sDNA, (2) writing recursive functions to generate images of random art [15], and (3) designingand implementing an object-oriented
discretization parameters Metacognitive on the visual depiction ofknowledge the discretized reservoir model. AssessmentTable 3: Assessment Worksheet Learning Objective Assessment LO1: Students should be able to outline the Task: students would write an in-class quiz ordered computational tasks that constitute Acceptable evidence of this learning objective will be: the operation of a reservoir
toprevent further bias due to obtrusiveness. Class length varied between 50 minutes and 2 hours.Data AnalysisOnce collected, the video was coded in one-minute increments for instances of instruction,dialogue, instructional technology, pedagogical strategies, student cognitive engagement usingthe Teaching Dimensions Observation Protocol (TDOP) (Hora & Ferrare, 2014). The codes aresummarized in Table 2. Each video was coded by two separate people. The results werecompared and discrepancies in the coding were resolved for instances with less than an 80%overlap using negotiated agreement. Teaching Methods Lecturing Lecturing while Writing
sequence of modular courses.6 Project-based learning andproblem-based learning have also been shown in other settings to improve retention, assummarized by Woods.7 These facts are relevant to the current study in that the spring 2015PCP II course included homework and a project completed by students in teams of 3-4, whilethe PCP course as offered in the summer of 2014 was an online course in which allassignments were individual and there was no team-based project.This paper describes the results of an investigation comparing the performance of the risingsophomores who took the summer course to the performance of their peers who followed thetypical academic-year curriculum. The research questions of the study are: What is the relationship
learning with academic programs. Students work in E-teamsand write NCIIA proposals to commercialize innovative product or university/research labdeveloped technology.This paper describes a unique course series in Systems Engineering (SE) Entrepreneurship.Innovation in product/service design and commercialization that enables entrepreneurship can besuccessfully leveraged by applying SE principles/ techniques which parallel entrepreneurshipsteps such as Customer Requirements Engineering and opportunity recognition; Project/QualityEngineering, Decision/Risk Analysis, Systems Modeling, Engineering Economics and businessplanning, Systems Integration and business plan development, Systems Launch considerationsand product/business launch, etc. Concepts
Systems Engineering coursesoffered by the Department of Engineering Systems at Florida Tech have greatly enriched thestudents’ educational experience, broadened their perspectives, served as community outreachforums and integrated experiential learning with academic programs. Students work in E-teamsand write NCIIA proposals to commercialize innovative product or university/research labdeveloped technology.This paper describes a unique course series in Systems Engineering (SE) Entrepreneurship.Innovation in product/service design and commercialization that enables entrepreneurship can besuccessfully leveraged by applying SE principles/ techniques which parallel entrepreneurshipsteps such as Customer Requirements Engineering and opportunity