other subjective measures like letters of recommendation and interviewsfor the admission process as the GRE quantitative score only measures a student’s ability whichaccounts for a fraction of graduate school success determinants. Rockinson-Szapkiw, Bray Jr,and Spaulding [6] in their study on the GRE score predictive validity in doctoral education alsodiscovered the GRE writing score to be a strong predictor for graduate students’ dissertationcompletion time.While these studies focused on various components of the GRE, evaluating their validity inpredicting factors postulated to reflect graduate school success, a more recent study by Newmanet al. [7] assessed issues with the GRE considering fairness for all demographic of applicants.They
, equity and inclusion (DEI). Simple exposure to adiverse environment in the classroom does not fully prepare students to succeed in a similar real-world environment.In order to best prepare students for post-graduation roles, we must incorporate DEI into ourcurriculum. Education in these issues promotes their awareness of the topic and allows them toexplore their own implicit bias in a safe environment. Practicing our teaching with similarthought, we must assess the student outcomes in a manner which is reflective of our ownunderstanding of these issues and aims to minimize performance gaps due to disparities betweenstudents.Systems Engineering is an ideal platform to promote student awareness of global inequities inthe world as well as explore
and in non-POGIL classes was even greater (87% vs 46%). This patternstayed relatively constant across instructors and the three sets of observations and reflectsPOGIL principles, which might be an indicant to construct validity.These preliminary findings were reflected in the student ratings. While ratings of the difficultyand length of POGIL and non-POGIL classes were similar (3.8 vs 4.0 on a scale of 1 “too easy”to 7 “too hard”; 4.0 vs 4.1 on a scale of 1 “too long” to 7 “too short”), students were much moreapt to rate the POGIL classes as more collaborative (5.8 vs 4.9), another POGIL principle. Againthere weren’t major differences across the three sets of observations. While there were expecteddifferences by instructor, there were minimal
which one’s self-efficacy belief is related to a specific situation or context.According to Bandura (1997), one’s self-efficacy is more accurately perceived when the contextis more specific. Accordingly, we adapted and created the ESE-E to reflect these threedimensions. In terms of the dimension of magnitude, the ESE-E scales included items that measuredentrepreneurial-related skills and activities at various difficulties, such as product ideation,business planning, and customer discovery. Furthermore, in terms of the dimension of generality,we adapted the items and created additional items based on the specific content topics taught inan entrepreneurship education course. In addition, in terms of the dimension of strength, eachESE-E
we draw inspiration from?or could not successfully leverage previously. • What can we do to personalize our actuator? • What are some steps we should take to test our brainstormed improvements?Materials needed• Bio-inspiration Worksheet (QR code)• Student actuators• Bio-Inspiration PresentationBefore• Gather photos/videos of animals and plants with useful features (ex: Giraffe tongue, crab claws, bird talons, webbed frog feet, elephant trunk)During• Display and discuss interesting features of plants and animals and how they allow for more mobility, grabbing, and strength.• Encourage students to reflect on the last
essential for developing an agile and adaptable mind in the 21st century, wheretechnology is ubiquitous. The importance of CT is reflected in the growing interest in exploringits potential role in various fields, including engineering. While CT in engineering education hasbeen discussed in previous research, there needs to be more understanding of how CT may differin the context of different engineering disciplines. Rich qualitative research on how studentsengage in CT and engineering can show how they can support each other [5]. Research has beenconducted to investigate the implementation of CT in middle school education internationally.The studies emphasize the importance of CT in interdisciplinary education to foster students'critical thinking
titled High Frequency Circuit Design (EET 402). It isoften offered along with a companion course Communication System Design (EET 408). EET402 provides students with concepts/specifications/terminology specific to RF/Microwave (highfrequency). They also learn the operation of related test equipment and computer aided design(CAD) tools/approaches. A non-exhaustive list of RF/microwave concepts/terminology/topicsincludes transmission lines, reflection coefficient, standing wave, impedance matching, SmithChart, insertion loss, return loss, coupling, scattering (S) parameters, path loss (antenna),microstrip, etc. In a typical EET or EE program, circuits and electronics courses are limited tolow frequency (Hz to low MHz), where students would see
parts in CAD, instructors make connections between the dimensions needed tobuild the part in the shop and the dimensions needed to fully define their parts in CAD. Aftercreating the parts in CAD, they then create digital dimensioned multiview drawings to be usedduring the shop build. After building the parts from wood in the shop, students then complete a3D printing activity using CAD to design a 3D printed component that must attach to theirwooden character without the use of any adhesives, emphasizing the importance of propertolerancing. Using both the wood shop and 3D printing for this activity is intended to showFigure 1: outline of two-week maker project activitiesstudents the value of CAD for different manufacturing methods – reflecting
firmlyembedded in the Fundamentals of Engineering Design (FED101) course at the New Jersey Institute ofTechnology (NJIT) over a six-week period. These modules broaden the course beyond technical skills andencourage students to reflect on their personal strengths, values, goals, and communication and teamworkabilities. These modules were implemented using four segments shown in the table below. Table 1: Broadening Student’s Self-Knowledge and Self-Development Activity Breakdown Activity Breakdown Description (No. of Lectures) Becoming the Best ● Students will engage in a practical engineering challenge that simulates the problem-solving Engineering Student and critical thinking skills
named in his honor.Mr. Boz N Bell, HP Inc.Mrs. Tiffany Grant King, HP Inc. Mechanical engineer with both academic research experience and industry experience in the areas of automotive, pharmaceutical, paper manufacturing, consumer products/goods, and technology engaged in the challenges in STEM education, talent acquisition, and global business systems. ©American Society for Engineering Education, 2023DIVERSIFYINGSTEM PATHW AYS:MATH CIRCLES OFCHICAGO Doug O’ Roark Boz BellA Ne wJ o u rn e y 1. The Need 2. A Solution 3. Outcomes 4. Shared Vision 5. Reflecting on the JourneyIn t ro d u c t io n s Doug O’ Roark
training in a specifictool area, participants are assessed using the corresponding rubric. This enables trainers andadministrators to gauge the level of competency of each participant and identify areas ofimprovement. The structure of the training program varied for each community, reflecting thefacilitator's approach and the specific equipment utilized. For example, the textiles communityfollowed a highly structured format with three weeks of co-learning sessions organized aroundshort practice projects, followed by three weeks dedicated to open-ended individual projects. Thewoodshop community took a more unstructured approach, providing “just-in-time” trainingwhile diving into open-ended individual projects from the first week
bridge the skills required forboth. This article explores the role of using Mind Mapping in lecture-based courses toconnect with the knowledge of hands-on courses. During Fall 22, researchers used mindmapping in 4 courses of construction III (62 junior students) and 1 course of ConstructionsI (18 sophomore students). This study analyses the outcome of students’ performance interms of the knowledge highlighted in their mind maps and the application in their exams.Finally, instructors conducted a survey to inquire students about their perception about therole mind mapping plays in their learning and course performance. The authors reflect onthe design of the intervention and explore the avenues academia could take to form newpedagogical approaches
are those of the author(s)and do not necessarily reflect the views of the National Science Foundation.References[1] Schubert, K., & Delgado Solorzano, X., & Massey, L., & Gattis, C., & Popp, J., & Cao, C., & Carter, T., & Muralidhara, D. (2022, August), A Successful 2-week Innovation- and Student Success-Focused Bridge Program for First-Year Students. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/42080[2] https://honorscollege.uark.edu/prospective-students/path-program/index.php[3] Schubert, K. D., & Moergen, K. N., & Gattis, C. S., & Lo, W. (2020, June), Integrating Innovation Curriculum: Measuring Student Innovation to
groups of individuals cannot exist without a mixture of critical andempathetic reasoning: “rational reflection would not be able to provide us with the imaginarypower that we need to envisage future scenarios and to take part in other people’s perspectivesand to evaluate their destinies” (p. 106).STEM and Empathy. Through emotional reflection, STEM professionals come to decisions abouthow their choices affect individuals beyond themselves. STEM curriculum alone often fails toteach this important concept [25-27]. Humanities instruction may be key to supporting thesetypes of reflections. Prior research indicates that interdisciplinary and holistic approaches may bemore effective than traditional programs in developing empathy [28-30]. Through
, allowing them to take ownership of their learning and pursue their interests. • Authentic assessment: Students are assessed based on the quality of their final product, as well as their ability to reflect on the learning process and apply what they have learned to other contexts. Senior project/capstone experiences have long used PBL. However, we are interested inrevisiting the topic to ensure that the course also follows inquiry-based learning, a corecomponent of PBL. At CSUB, senior project/capstone experiences in the department follow asoftware-development paradigm like the waterfall method. The teacher and students select aproduct of some significance. They define a project, set goals, and work on sub-goals over
agreed on three guiding principles (a) Update the SET instrument to makeit a more useful instrument for faculty development; (b) Include items that capture studentperceptions of class climate; (c) Broaden the scope of teaching behaviors assessed to reflect thebroad range of course structures and effective teaching styles of our faculty.The Committee researched and compared the SET standards and processes at OU to peer andaspirant institutions. As part of this research, we examined best practices for preventing bias inresponses from students. We note that none of OUs peer and aspirant schools are using paper-and-pencil SET data collection processes. Benchmarking information and best-practice insights weregleaned for both the solicitation of
be defined as: A credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and reflects on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility [10, p. 222].Although primarily associated with disaster recovery, several examples show the potentialities ofservice learning methodology in disaster education [11]–[13].Guided by the service learning methodology, we designed a course in which students graduallymove from players to facilitators of the DIG. The course starts with the theoretical and empiricalaspects of
can be done through a course that focuses on teaching the conceptsand skills, or it can be embedded within the engineering classroom experience. For example, areview of growth mindset approaches identified effective interventions including courses andother learning experiences like workshops, discussions, reflective writing, online tutorials, andcourse-embedded tutors [10]. Metacognitive strategies are also commonly taught outside theclassroom through campus teaching and learning centers. There is an emerging focus onmetacognition and self-regulated learning embedded within STEM classrooms [14], [15], [16].Proactive identification and advising of studentsProactive advising, built on the concept of intrusive advising [17], [18], involves
iterativeprocess [42]. However, the vast majority of the design activities involved more of a trial anderror or tinkering approach to building the prototype.Table 3. NGSS Promoted in Engineering Interventions Category N NGSS Physical Science Core Ideas 24 NGSS Life Science Core Ideas 10 NGSS Earth & Space Science Core Ideas 8 NGSS Engineering Design Performance Expectations* 3-5 ETS1-1: Define a simple design problem reflecting a need or a want that includes 33 specified
development [9]. Idea generation, synonymouswith brainstorming, focuses on generating a large quantity of ideas in a short period of time, withlists ranging from 50 - 100+ ideas. Concept development works to pare down and combineelements of this list into manageable numbers, no more than a dozen or so for consideration. Ashuman-centered design is a defining characteristic of design thinking, the finalized list ofsolutions should reflect the user’s needs in an end product [9]. For those who wish to develop adesign thinking mindset, practice in divergent thinking or thinking creatively, is an essential step.Creativity is often referred to in the idea generation step of design thinking, as it is of great aidwhen developing a large list of potential
provide leadership, create a collaborative and inclusive environment,establish goals, plan tasks, and meet objectives." Therefore, engineering schools must preparestudents with teamwork skills and incorporate teamwork as a significant part of their engineeringcurricula (ABET, 2021).Team participation is typically evaluated through peer evaluations or through instructorobservation of individual team members. Several tools have been developed to assess individualperformance, such as the Team Effectiveness Questionnaire (TEQ) or the ComprehensiveAssessment of Team Member Effectiveness (CATME). These assessment tools are based onself-reflections or peer evaluations. However, the efficacy of these tools has been questioned.At the University of
Indigenous people and settlers in our region across time.For the entire set of resources, see the SPV Lab website or email michelle.e.jordan@asu.edu.Note: This material is based on work supported in part by the National Science Foundation (#2055395). Any opinions, findings and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect those of NSF.
engage with whatresearch is, how it affects society, how entrepreneurial mindset affects the process of doingresearch, and what they might gain by becoming involved with UGR. The activities paired witheach video are as follows:What Is Research? This video is paired with two activities, a “Minute Paper Reflection” and an“Interview with Researchers”. The purpose of the minute paper activity is to have students reflecton their conception of research in order to expose students to research as a career path and toaddress misconceptions about research. The activity begins with an open discussion among thestudents about their understanding of research. The instructor then directs students to watch the“What is Research?” video. Students will complete a
project had a meaningful andpersonal impact since students could relate to their experiences during the pandemic and weremotivated to build the DIY filtration system to positively impact the lives of school-goingchildren. In addition to building the C-R boxes, students also plot graphs to show theeffectiveness of the boxes in removing particle number concentration. They measured the noiselevels and vibration for different fan speeds of these box filters to ensure the fans were not tooloud during teaching sessions. Each week students submitted engineering logs of their buildingprocess. Students were also asked to reflect upon their design and testing methods and developefficient design improvements. Students also highlighted their learning
evaluation 25 points total 100 points total Written communication Report section drafts (3) 30 points total Lab report sections 35 points total Final lab report 120 points Lab notebook checks 100 points total Weekly reflections 150 points total Oral communication
). Furthermore, the curricula of59 the CEM Capstone (CEM 425) did not reflect the skill sets and knowledge that the current60 industry professionals think the students should gain upon graduation to apply to current61 industry practices (Bernold, 2005; Hegazy et al., 2013; Schexnayder & Anderson, 2011).62 Hence, there was a need to review and transform the CEM 425 course to better reflect63 the students' and industry professionals' demands. This research aimed to propose and64 demonstrate a new CEM Capstone course(s) curriculum that can deliver topical content65 to incubate industry-ready professionals. To achieve the objective, this study (1)66 conducted a literature review about curricula priority and assessment, (2) mapped67
research;and developing leadership, communication, and professional competencies. After two years ofdevelopment and implementation, we are also able to discuss lessons learned and strategies forscaling the model. We present findings from students in the program and a reflective interview ofthe project leadership team. In order to adopt this innovative education model, students, faculty,and universities need understanding of career pathways and opportunities beyond traditionalacademic pursuits.IntroductionWe formed the Pathways to Entrepreneurship (PAtENT) graduate education model to addressthe need to develop and train advanced engineering students in the art of entrepreneurship.Workforce estimates show that only 10% of doctoral graduates in STEM
on active learning in smallgroups solving similar types of problems. 0.2The high percentage of students scoring inthe advanced and proficient ranges of all 0elements within the Engineering Habits of 1 2 Score 3 4Mind may also be contributed to the Figure 3. Breakdown of student scores from BEN 401involvement of metacognition reflection habits aspart of the course curriculum following a class-wide poor performance on a low-stakes quiz earlierin the semester. After the poor performance, the instructor streamed the Skillful Learning,“Reflecting on Our Thinking” YouTube video [5
is shown in Table 4. Table 4: Grading for Project 1 Evaluation % Written Memo 40% Presentation (Instructor Score) 30% Presentation (Rocket Feedback) 10% Reflection 20%Project 2: Router Cutting with CAMThe purpose of this project was to introduce the built-in CAM plugin for SolidWorks. Before thisproject was assigned, the students completed all 18 video tutorials in the CAM learning path onthe MySolidWorks training site [8]. These videos described the steps for setting the cuttingparameters
instruction leads to student autonomy, constructive investigation, goal-settingcollaboration, and enhanced communication skills. Projects like this also address a wider set oflearning styles, promote critical and proactive thinking, and reflection. Mills et. al. [2, 8] argue thatthe current engineering programs do not provide sufficient design experience to students. Becauseof this, graduates often lack communication skills and teamwork experience. Engineeringprograms need to develop more awareness among students of the social, environmental, economic,and legal issues. These issues are better addressed in a project-based learning environment than inany other classroom setting. Mills et. al suggest that they are part of the reality of