concepts. Taken as a whole, theconcept map should represent the extent and the organization of knowledge that a personpossesses. Figure 1 A concept map about concept mapping [1] Page 25.1365.32.2 How Do Concept Maps Aid Learning?Concept maps can fill one of two instructional roles: (i) students can either be assigned to createa concept map of their knowledge as a reflective learning exercise after instruction, or (ii)students can be given an “expert-generated concept map” before instruction which serves as an“advance organizer” [2] – a type of scaffolding tool. In
the project progressed. He deduced from these findings that theexpansion was because student teams were exploring (brainstorming) a variety of design optionsin the research literature. The contraction, on the other hand, happened as the teams refined the Page 25.1369.6structure of the artifact and the approaches needed to formalize them, and started using sharedvocabulary. According to his study, if the number of distinct noun phrases used by teamscontracts as the project progresses, it reflects that the project is being executed successfully.ApproachThe project archive of discussion posts and attachments of the class were converted to text
engineering curriculum. They Page 25.1372.2argue for the “reflect-in-action” plan where students build their designs and understand the flawsin them, themselves7, 8. However, there are no clear guidelines available regarding the use ofphysical models and their cognitive implications in engineering education.This study addresses the cognitive effects of the use of various kinds of examples and physicalmodels on engineering students who design a stunt vehicle as a part of their class project. Thestudents are divided into three groups and given three different kinds of examples: a good one, apoor one and a poor one with warnings about its negative
the Quality Improvement Systems Thinking heuristic has been used to improve industrialproduction by viewing the problem as part of a layer of a system, our First Year Initiative facultysaw greater value in three other Heuristics Page 6.884.5 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education ½ D.R. Woods -- McMaster Five-Point Strategy ½ Define, Explore, Plan, Act, Reflect C.H. Kepner & B.B. Tregoe -- The Rational Manager ½ Situation Analysis, Problem Analysis
language of continuing utility, but withoutthe complications of variable typing and declarations. Early laboratory experiences includeprogramming loops to cause stepper motors to move a flag, control through photocell feedback,and measuring acoustic velocity and distance by appropriately thresholding a reflected acousticsignal. As a final project, students write a program to control the movement of an ultrasonicsensor to image a metal target encased in an opaque gelatin package.1. IntroductionSince computation is ubiquitous in engineering practice, a freshman course in computation orcomputer programming is a feature of most engineering curricula. These courses are often lessthan satisfactory for both the students and the instructor. While contact
. Isn’t educationprocess putting little too much emphasis on fashionable appearance and not enough on the content andoutcomes of activities? New revisions of ABET requirements [7] place greater emphasis onengineering problem solving and applicability of educational outcomes. Outcomes-oriented educationthat reflects industry demands is expected to replace presently dominant activities-oriented education.3. PERSPECTIVES OF YOUNG STUDENTS Some perspectives on the surrounding world displayed by young students are not in line with theway the surrounding world functions. The below listed problems pertain to behaviors and beliefs ofyoung students, as well as, technical aptitudes and were observed in 3 types of academic activities:- in-class lecture
thequestionnaire, monitoring and tracking freshman engineering attitudes over time becomes ofgreater importance. We want to know if continued improvements we make to our freshmanengineering program are reflected in positive student attitudinal changes. In addition, we wouldlike to know if ‘sudden’ year-to-year attitudinal variations reflect a substantial change in theprogram or just a random fluctuation for that particular year. Page 3.324.5ii Some of the ten schools currently using the instrument administer the “post” survey at the end of the first semesterrather than the end of the freshman year. Table 2. Student Attitude
use the lab manuals and other written or verbal instruction etc. We believethis led to clear instruction and student satisfaction with the overall experience.Course Under ConsiderationEngineering Electromagnetics is an undergraduate-level course at our university intended forElectrical Engineering students with Junior or Senior standing. The content primarily includeselectromagnetic wave propagation, transmission line propagation, voltage and currentwaveforms with multi-boundary reflections, Smith chart analysis, and application of Maxwell’sequations. The course is offered once a year with enrollment in recent years ranging between 30and 40 students. Over the last three years, we have tried to transition the course from a traditionallecture
. The self-assessment form can be found in Appendix A. In general, very few students are aware of ABETor of its student outcomes [11]. By having the students participate in the self-assessment processand reflect on their experiences, each student is able to identify outcomes which have not beenachieved and develop a plan to achieve all ABET outcomes prior to graduation. This proactiveself-assessment prompts students to identify weak points in their education and has the potentialto shape better student outcomes, filling all the ABET student outcomes and preparing studentsto be well-rounded engineers.[12]. The two senior semesters of IBL allow the students to directtheir learning and create their own learning experiences to address these
you understand those concepts very well you won’t have to waste more time relearning it.” “Review your Physics II before you start the class.” “Do well in University Physics 2” Needs for Visualization “Bringing more visualization would be helpful.” “I would have preferred more visual aids, specifically animations of the fields.”Conditions and Constraints in Class EnvironmentThe class environment plays a pivotal role in fostering effective learning and holds significantimportance in shaping the educational experience for students. It is useful to clarify the classenvironment for both universities along with the constraints so that it reflects better howvisualization tools and trials work. Both institutions adopt typical university classes and
community workshop where members shareaccess to tools in order to produce physical goods” [5]. In a recent literature review, Mersanddefined a makerspace as “an area that provides materials and tools to encourage individuals orgroups to make things, to create new knowledge, or to solve problems” [6]. In educationalcontexts, makerspaces should provide access to defining elements of the Maker movement,including digital tools, community infrastructure, and “the maker mindset,” involving a positiveview of failure and focus on collaboration [7].While these definitions do not mention gender or race, they may reflect a bias of the predominantusers of makerspaces [8], as makerspaces have, at times, struggled to adequately serve a broadcommunity [9]. Rather
as reflected in ENGR350 projects; and (3) promotion of diversity inthe regional technology workforce.4. Second Year ResultsRecruitment, Retention, and DemographicsThe program began the [inaugural] 2022-23 academic year with ten scholars enrolled. Onescholar left the program after the fall 2022 semester due to academic difficulties. Two scholarsleft the program after the spring 2023 semester to attend other institutions. The program retainedseven students to begin the 2023-24 academic year. As shown in Table 2, the program has acapacity of twenty-four participants in the second year. Thus, recruiting for fall 2023 aimed tofill seventeen available seats.The recruiting campaign began with an email solicitation to students who had been accepted
for all students.Within the context of this project, the course redesign process is guided by a set of faculty-created standards for neuroinclusive teaching, known within the project as I-Standards; thesestandards have undergone multiple iterations to reflect the team’s understanding of current bestpractices. The standards were developed along with experts from the university’s Center forExcellence in Teaching and Learning and the School of Education. Anchored in a strengths-based approach to neurodiversity, the standards focus on three main areas: 1) building a cultureof inclusion, 2) instructional design and inclusive teaching practices, and 3) enhancingcommunication and supports for students [41]. The teaching and learning standards are
and retooling stated learning outcomes.PBL approaches across engineeringPBL is an instructional approach that platforms a student-centered classroom dynamic, andrequires teamed students to propose solutions for open-ended, discipline-specific problems andprocesses. Students produce results that can be assessed with outcome-based standards. As afinal project phase, students are invited to reflect on their problem-solving posture, identifyingopportunities and gaps in their knowledge [16]. As supported by findings in cognitive science,true learning requires higher energy cost for the brain. Connecting old and new informationsupports deeper integration, learning, and memory retrieval, a consolidation process that isstrengthened by self-reflection
by instructional designers at thePennsylvania State University to help ADDIE support diversity, equity, and inclusion in theclassroom [11]. In a way, it combines ADDIE with UDL while maintaining the easy-to-followprocess of course design.In the following descriptions below, the individual developing the lesson or course is referred toas the designer. The designer may also be the instructor of that course.Breaking Down Each LetterAnalyze - The designer defines the problem and establishes learning outcomes. The designer alsoassesses the existing knowledge and skills of learners, as well as the learning environment. • Introspection - The designer reflects on their personal and professional identity and worldview, considers classroom
courses are so rigorous that the cost of fully engaging intheir engineering courses is high.Consistent with existing literature that use multiple elements of value to investigate the nuancesin academic outcomes [28], [29], [32], this study uses items that both reflect intrinsic and utilityvalue. In addition to expectancy and value measures, several control variables are relevant to thisstudy of cognitive engagement. Specifically, we control for gender, race, ethnicity, familyincome, first generation status, and international student status in our regression models. We alsostudy the contribution of broad prior interests (to pursue engineering) as well as more specificintrinsic interests to self-efficacy, value, and ultimately to cognitive
strategies, monitoring and fix-upstrategies, and criteria). From the analysis, the findings suggest that the level of understanding ofthe task was clearly reflected in students‟ plans with particular emphasis on getting a goodoverview of the design task at the early stage of the project. Students were found to be lacking inthe areas of planning the methods used and anticipating the time required to solve the design taskat the early stage of the project. Overall, students excelled in monitoring and regulating thedesign process and task management, although lower scores were found on several activities,such as seeking alternative approaches to investigating the problem, design solution, timeplanning, and the effective use of resources and materials
lessons in ethics were lacking in the classroom.Involvement Influenced Students’ Abilities to Articulate Ethical Development The students who attended the engaged institutions often articulated their ethicaldevelopment by demonstrating how they process various scenarios. As students reflected onethical decision-making, common elements emerged: acknowledging an ethical dilemma,processing how to respond, and finally, identifying where they are in the decision makingprocess. One senior at Charlie University offered a reflection on the ethical decision-makingprocess: I feel like I‟m often surprised at our school. Like I think they teach us to be very ethical engineers but I‟m often surprised by how unethical some people‟s behavior
Thinking, which fairly reflects our ambitions – that engagementwith graphical programming will propel students towards exploration of computational thinking.While iMPaCT-STEM is a work-in-progress, there is sufficient teaching material and evidence of itseffectiveness to motivate further efforts to replicate, extend and more deeply examine its pedagogy.Figure 1 is a prerequisite graph of iMPaCT learning modules, most of which are being incrementallytranslated to use the programming environment provided by the TI 83/84 calculators that are alreadypresent in many high-school and college classrooms,This paper relates iMPaCT’s pedagogy to long-standing challenges in math education, recent educationalreform objectives, and describes efforts to
). The students were junior level, Civil Engineering majorsand there were no other majors enrolled in the course. The class demographics consisted of 56%minority groups (i.e. African American, African, and Hispanic). Students were asked to completethe Felder and Soloman “Index of Learning Styles Survey (ILSS assessment,http://www.ncsu.edu/felder-public/ILSpage.html). This survey instrument is a 40 questionassessment instrument tool which categorizes the student’s learning into several groups. Theselearning styles are: Active Learners versus Reflective learners, Sensing Learners versus IntuitiveLearners, Visual Learners versus Verbal Learners, and Sequential Learners versus GlobalLearners. The PI provided a discussion about learning styles which
cultivate the attitudes, skills, and knowledge necessary for students to benefit maximally from a Bucknell University education and to negotiate the complexities of the modern world. The seminars stress the following: active, independent learning; collaborative learning; development of students’ capacity for analysis, reflection, judgment, and creativity; multiple perspectives; and development of skills students need in order to engage in intellectual endeavors at Bucknell and beyond. These courses address foundation skills in reading, writing, listening, and speaking and also develop students’ ability to use the library effectively and to use computers (e.g. word processing, simulations, use of
become „Junior Colleagues‟ who considerthemselves as fellow faculty and become concerned with the impact they may have on studentlearning and engagement. Most studies on teacher concerns have employed survey methods andmost surveys were developed based on Fuller‟s[23] model. Researchers often revised andextended survey items to reflect unique needs and characteristics of diverse teacher populationsand teaching contexts. Mok[26] proposed that teacher concerns are context-specific and thereforedifferent teacher populations in varying educational contexts may express different teachingconcerns, which should be considered to address teaching concerns appropriately within GTAdevelopment programs.An important first step in addressing this issue for
-III, the final in the series. The student would report on the results of the action learning projectat that time, share what they had learned in their leadership of that project, and how they hasimpacted their organization through their leadership of the team. Finally, the students wereasked to continually update their plans to reflect new learning, new progress and newinformation about themselves, integrating new knowledge and lessons from experience.At that time, much remained to be done in order to know the overall impact of this innovativedesign. As we looked to the future, we had some hunches about overall outcomes. It was ourintention to continue to monitor the individual and collective outcomes as the students movedforward in their
disciplines at VU had the lowest entrance of any university in Melbourne. Such poor intake often translated into high attrition rates combined with unacceptable graduation rates, which reflected poorly on the university as a whole. It was hoped that the adoption of a new educational paradigm would differentiate engineering education at VU from those at other universities and make it a more attractive alternative for senior secondary students in choosing as a course of study at a university; Page 15.453.2• Engage students with their course of study, and as a consequence reduce the prevailing high attrition rates; and
engineering graduates is inadequate for replacing professionalengineers leaving the profession for other careers or due to retirement as well as meetingprojected demand. It is thus not surprising that the recent growth of domestic enrolment inengineering courses at Australian universities had a positive impact on engineering schools,and faculties, government agencies and industry bodies2. Yet, despite the optimism amongengineering educators, the reality is that the domestic enrolment in engineering representsonly 6.8 percent of the total commencing university enrolment in Australia. This enrolmentfigure does not reflect sudden interest in engineering and represents the middle of historicalfluctuations in engineering enrolment which have traditionally
ofindividualized assignments, the mandatory correction policy and the work of correcting andgrading, especially the surprising reduction of time required to grade, score and return theassignments. The paper also presents the author’s reflections regarding class delivery and studentbehaviors, and results of informal student and instructor surveys.BackgroundThis report pertains to the mechanics of materials, a required core course offered to allundergraduate engineering students of the College of Engineering and Computer Science at theUniversity of Tennessee at Chattanooga. The catalog description of ENGR 246 reads: UTC ENGR 246 Mechanics of Materials, 3 credit hour lecture: Stress-strain concepts and relations. Bending, shear, torsion, and
information; demonstrate critical thinking skills; and reflect onone’s own understanding.’ This is in line with Knowles5, speaking specifically about self-directed learning, who posits that successful self-directed learners must be able to identify theirlearning need, determine a learning plan to acquire the skills or abilities to meet the need,actually implement the plan, and be able to determine whether they met their learning goals. TheAssociation of American Colleges and Universities have recently created a draft VALUE rubric,6that defines curiosity, initiative, independence, transfer and reflection as the key components oflifelong learning competencies.Information Literacy and Lifelong LearningWhile information literacy isn’t explicitly
as time whenon. The paper also considered the oblique role of the faculty and the more than considerableinfluence of textbook publisher’s to a widespread resistance to change. Finally, the paper made a Page 15.819.2case for the need to teach electronics technology from a system’s viewpoint, but to this end, onlyoffered general comments about how this was to be accomplished.The author’s use of the date of 2010 in the paper’s title was symbolic in several ways. This date,five years in the future, was obviously the start of the next decade, a time when we humans tendto pause and reflect on the past decade and ponder the future events that the
-class survey on sustainability.Students also responded to in-class questions during the two sustainability lectures in real timeusing a Course Response System (clickers). The new assignment specifically on sustainabilityrequired the students to read the Royal Academy of Engineering’s “Engineering for SustainableDevelopment” report and part of the “Global Climate Change Impacts in the United States”document. The second new assignment required the students to assess and compare differentbiofuel options based on journal articles that had conducted life cycle assessments (LCA). Thisassignment proved particularly challenging for the students. The reflective essays that studentswrote in the final assignment of the semester indicated that the new
’ understanding of moral issues and their ability to assess these issues through ethical standards and analysis. • Enable moral analysis in a more systematic, coherent way. • Encourage reflection on students’ own moral values, rules or guidelines. • Facilitate development of students’ own definition of moral leadership and how it can be translated into action. • Elevate self-awareness and to expand students’ abilities in ‘perspective-taking’. • Develop reflection skills for professional and personal growth.Module Learning OutcomesAs a result of this module students will: • Understand how moral leadership is different from leadership in general. • Be able to recognize and analyze different types of