morereasonable values. One fellow, apparently begrudging the decision to allow students to work in Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education Page 6.266.5his area of expertise, briefly refused to talk with the boys. Often, the most reliable data camefrom operators - a valuable lesson learned well and early.Interdependent learning requires that knowledge and attitudes be viewed in context andrecognition of the need to obtain information from a wide variety of sources (often non-technical) including peer groups1. The
mentors and the overall scope of theorganization. Existing models of mentorship do not adequately describe the specific relationshipbetween the college and high schools students: (1) Due to the proximity in both age andexperience, the college students cannot be considered more experienced (traditional model ofmentorship) and (2) Due to the fact that both student populations are in different educationalsystems, the college students cannot be considered peer mentors. To help understand thisalternative mentoring relationship, this study was guided by two research questions:1) Whatmotivates PFP participants to become mentors to high school students? 2) What do theseundergraduate students learn by mentoring high school students? A survey of
Laboratories, where he led teams in reviews of projects and taught courses in design and creativity to newly forming teams. At NCR Corporation he was a manager and consulting analyst in software development projects. He has a PhD in Computer Science and Engineering from Wright State University, Dayton, OH and has attended HBDI workshops.Monika Lumsdaine, E&M Lumsdaine Solar Consultants, Inc. Monika Lumsdaine is management consultant for corporate behavior, with a B.S. degree in mathematics. She won a national design award for the design of a passive solar home from DOE/HUD. She has extensive technical writing experience in solar energy, product quality, and engineering design, including co
level ofpersonal and social development may exist because engineering students believe that the narrowfocus of engineering education on technical content has limited their opportunities for broaderpersonal development4. Other studies have provided evidence to support this contention.Smith and associates agreed that all engineering students throughout their undergraduateeducation require professional skill development in terms of talking through and listening toideas with peers, knowing how to build trust in a working relationship, and leadership of groupefforts5. Felder and Brent studied differences in terms of learning style, approaches to learning,and intellectual development throughout the entire college experience beyond academics
. Guided App Projects help students build an app in Xcode with step-by-step instructions whileallowing students try out parts of code with without having to build an entire app from the beginning toaccelerate their coding Swift skills. Xcode Playgrounds helps students learn key programming concepts asthey write Swift code in playgrounds—an interactive coding environment that lets them experiment withcode and see the results immediately.Unit Summary: Unit 1: Getting Started with App Development Unit 2: Introduction to UIKit Unit 3: Navigation and Workflows Unit 4: Tables and Persistence Unit 5: Working with the Web Unit 6: Prototyping and Project Planning
, as well as industrial representatives, military leaders, and corporate consultants.Dr. Seda Yilmaz, Iowa State University Dr. Yilmaz is an Assistant Professor of Industrial Design who teaches design studios and lecture courses on developing creativity and research skills. For her research, she investigates design approaches and ideation, ethnography in design, foundations of innovation, creative processes, and cross-disciplinary design team dynamics. She is the author of more than 20 peer-reviewed journals and conference proceed- ings. She also serves on review, advisory, and scientific boards of various journals and conferences. Her current research focuses on identifying impacts of different factors on ideation of
, sanitation, and gender equality in the region,students were asked to compose proposal reports outlining potential solutions to communitychallenges. Both authors were teaching online during the delivery of the project, and workingremotely introduced unique opportunities for global collaboration as well as challenges regardingmeaningful engagement. Throughout this paper, we discuss our approach to implementing asocial justice framework for the project through guided research, regular reflective exercises, andmeetings with our community partners.At the time of this writing, we have incorporated the project into two semesters, and are in theprocess of finalizing IRB approval for a more in-depth, data-informed study. In futurepublications, we intend to
the research team each rated 19 to 35 teaching examples. This resulted in aminimum of eight ratings for each teaching example. These ratings often had wide disparities.For example, ten cases had ratings for novelty across the full spectrum from 1 to 4,demonstrating a lack of consensus. The write-in comments provided insights into differences inwhat raters perceived as novel, transferable, or likely to impact students’ learning. Given thedisparities in opinions, it would be useful to develop and implement a standard assessmentmethod for ethics teaching modalities to better delineate what constitutes an exemplar.IntroductionThere have been a number of calls to improve the education of engineering students on ethicsand societal impact issues
, revise, and update the materials to track their success.Similarly, instructors would be likely to use such a repository of modules if it were easilysearchable, peer-reviewed, and had clear learning objectives for assessment. This learningmodule approach also relates to a case library of workplace engineering problems which appliedcase-based reasoning (CBR) to provide a knowledge base and pedagogical support system(Jonassen et al. 2006). Furthermore, there exists a growing body of relevant research in the fields of cognitivepsychology and behavioral science which has seen little application to engineering andconstruction. Over the past half-century, researchers have identified many cognitive barriers*,including biases and heuristics, that
to, say,the norms of a writing seminar where all are expected to acquire the skill without finding outwho is incapable at writing. What seemed to be coming up in this interview was a daily experience of beingconstructed as incapable, in programming (for Isaac) and/or in engineering. We call this thecultural construction of ability, of being “not cut out for” the discipline. The disability at play inthis educational fact is not one that often gets labeled or spoken out loud in those terms, thoughneither is it only living inside one student’s head. The sort of ability hierarchies at play herehave a mutually acknowledged meaning and institutional consequences. By cultural constructionof ability we mean to acknowledge the many levels on
experiences rely on final reports and presentations for formal evaluation ofperformance, capstone experiences that include a traditional course component also use regularquizzes and examinations on the design content being instructed.17 Further, many engineeringprograms have found it useful to include peer evaluations, which translate to a team grade aswell as an individual grade to accurately evaluate student performance during these capstoneexperiences.6Capstone models can also vary by capstone course lecture content. Many capstone modelsencompass both a lecture component and the applied capstone design project. While this is themost common implementation, not all capstone models include a lecture component. Rather,they focus on the applied design
to relate these disparities among African American students and criticalthinking. The shortage of African Americans earning college degrees affects the nation as a whole.Reported achievement gaps by Fleming, Garcia & Morning (1995); Fleming & Morning (1998);McDonald & Powell (1998); Lee (1986); Garibaldi (1997); and Jibrell (1990), havedemonstrated that White students scored 30 percent higher than Black students taking theNational Assessment of Educational Progress (NAEP) science and reading and writing scores 11,12, 13, 14, 15 . Exposing students to critical thinking pedagogies in the K-12 education systems andhigher education institutions can narrow the academic achievement gap for African
peers on the basis of nationalstereotypes.According to David Harvey (1989), in a system of flexible accumulation subcontracted "flexible"workers use their multiple skills to produce products according to rapidly shifting tastes.Globalization also depends on the availability of flexible workers to produce "just-in-time"products according to consumer demands and on the rapid dispersal of those products around theglobe. Again, Harvey does not give engineers special conceptual treatment. Furthermore, thedesired feature of flexibility in engineers has been taken for granted as something that can betaught in engineering school, particularly if encouraged by corporations hiring engineers andaccrediting bodies of engineering education (Boeing 1997
consists of “institutionalstructures, resources, and responsibilities that influence students’ identities within their academicinstitution and engineering as a career” [9, p. 2].The networking strand includes two elements ofnetworks, interpersonal and intertextual to support their personal, academic, and professionaldevelopment. Interpersonal networking consists of the present, past, and historical relationshipsbuilt with faculty, peers, and professionals that contribute to students; identity development andsuccess, while intertextual networking includes students’ accessing books, articles, andeducational technology to expand their knowledge and understanding of the field.ResultsWithin the research project’s lifespan, we have collected stories
Arkansas, Fayetteville. Before joining the U of A faculty in 1996, he served in the US Army as an engineer officer for 24 years. During his military career Dennis had the unique opportunity to build roads, airfields and other facilities on five different continents and spend over 11 years as a member of the faculty at the US Military Academy. His current research interests include laboratory and field determination of geotechnical material properties for transportation systems and the use of remote sensing techniques to categorize geohazards. He has published over 85 peer reviewed articles relating to his research and educational activities. Dennis holds BS and MS degrees in Civil Engineering from the University of
schools. One of them is the Collegeof Science and Engineering (CSE) which hosts eight departments. CSE is in the midst of a multi-year project to develop programs and policies to better support students from underrepresentedpopulations in engineering and computer science.Previous work examined data on undergraduate students who were enrolled in the fourengineering majors in the College of Science and Engineering for any part of their time at SeattleUniversity. Our analysis showed that female-identifying students appeared to primarily facebarriers to access as they were less likely to pursue engineering degrees, but those who didshowed comparable rates of completing those degrees to their male-identifying peers. In contrast,URM-identifying
Research Associate at the Center for Engineering Education and Outreach at Tufts University. Her area of expertise is reading and writing instruction, particularly in the content areas and in project-based learning contexts. Her current research focuses on the effects of text-based engineering units on reading comprehension and oral argumentation. She is particularly interested in how interactive, hand-on learning environments can support literacy development among students with reading disabilities.Dr. Merredith D Portsmore, Tufts University Page 24.1358.1 c American Society for
multidisciplinarity will be used to refer to thebalance of and cognitive distances between majors of students within a student team. Thestudy builds on methods used in measures of interdisciplinary research, so references to thosemethods will use the term interdisciplinary, consistent with writings in that area. With thatclarification given, Rousseau et al. place minimal emphasis on terminology, “Although someresearchers make a distinction between the terms interdisciplinary, multidisciplinary,transdisciplinary and cross-disciplinary research, in empirical studies one finds a continuumwhich makes it difficult to distinguish among these modes” [2, p. 70]. 3% % of Papers with Multi- or
instruction), thispaper describes: a) details of course pedagogy; b) details of course content; and 3) outcomesfrom three course offerings over a period of three years to 84 students. Attributes of this coursedescribed in this article, include: 1) students completed lecture content mapped closely to theEnvironmental Engineering Body of Knowledge (EnvEng BoK) and the design criteria describedby the Engineering Accreditation Commission (EAC) of ABET Inc.; 2) students preparedpodcasts to teach design principles to specific audiences (i.e., high school students, peers, andpublic officials); and 3) students worked independently and in small groups to perform term-length design exercises. A unique aspect of this course included interdisciplinary
first- and secondyear offerings (groups from Electrical Engineering and Computer Science, Civil andArchitectural Engineering, and the first set of Mechanical and Industrial Engineering andIndustrial Technology) are provided in prior publications [20, 21]. The projects describedthere are those listed as items b, and d above.The Chemical and Environmental Engineering cohort included three student teams, two ofwhich were attending the SBP on-site and one that was attending virtually. These threegroups each had a different project, which was beneficial for these students in that they wereable to see their peers working on different tasks in their same discipline area. The first on-site team investigated the potential use of a renewable energy
billion employees and $15.8 trillion in wages The rapidly changing landscape of the workplace and associated uncertainty has raised a lot of questions about the future of our education system. The impact of different industrial revolutions on education, just like all other parts of society has been profound. Education 1.0 was no education at all. At that time children worked in manual jobs and child labor was the order of the day. Education was not necessary to earn a living, it was merely a luxury for the elites and the rich. Education 2.0 originated from the need to read and write and was developed in the model of Industry 2.0, with emphasis on repeatability, uniformity, efficiency, and mass production. Industry needed lots of people
. Systematic review techniques have recentlygained traction in the field of engineering education. A systematic review performed over aspecific area of practice can consolidate results from many studies into a synthesis of bestpractices.This paper presents the best practices for teaching introductory circuits which were identifiedthrough a systematic review of prior research. Relevant publications were identified andappraised with a set of coding criteria generated by the researchers. The coding results wereexamined and used to write a mixed-methods synthesis of consensus, disagreement, quality, andlimitations amongst studies identified by the systematic literature review. The results of thereview may inform educational techniques employed in post
that inform the research studyare not parts of the class requirements. Students were informed that their participation orresponses would have no implications on the course grade or outcomes.Written reflectionsThe written reflections were collected across five days (from day 2 - day 6) on-site, throughoutthe service-learning experience. Differing prompts were given to the students to direct thewritten reflections, using the prompts as follows: • Day 2-3: How has this experience helped me grow? How does this experience serve my education? • Day 4-5: No prompt, write freely. • On day 6: How does this experience impact empathy in engineering?The written reflection data collected was transcribed into the NVivo 11 software. Each
nine years, teaching Technical Writing and also serving on the teaching team for the NSF Freshman Integrated Program for Engineering (FIPE). She returned to NMSU in 2002 and began work- ing for New Mexico AMP, where she currently holds the position of Alliance Programs Manager. In this position, Jeanne works with the thirteen partner institutions statewide and helps with reporting and publications of New Mexico AMP. She is also involved with the professional development training of the Undergraduate Research Assistants (URAs), and each summer, Jeanne coordinates the Summer Commu- nity College Opportunity for Research Experience (SCCORE) program, a bridge program for community college students that provides research
in real settings; and in creating positive learning and work environments. She has a B.S. inEngineering, an M.BA., and has worked in industry for over 18 years. c American Society for Engineering Education, 2016 Mapping Assets of Diverse Groups for Chemical Engineering Design Problem Framing AbilityAbstractEngineering programs across the US are engaged in efforts to increase the diversity of theirstudent populations. Despite these efforts, students from groups underrepresented in engineeringare still less likely to persist, relative to their peers. One approach taken is adding design earlierin programs, but faculty sometimes doubt that freshmen and sophomore students have thecapacity to
collaborative and cooperative learning (group work with a commongoal) [4, 5] and group-based instructional methods [6] – [10], and problem-based learning, all ofwhich feature opportunities for students to engage with learning content in a non-passive way.As mentioned, cooperative learning is one example of active learning used in engineeringeducation. The benefits of active learning (including cooperative and collaborative, and incontrast to competitive approaches) include maximized student learning, improved quality ofstudents’ interpersonal relationships with peers, and more positive attitudes to experiences inUniversity, as found by Johnson et al’s [11] meta-analysis of 305 studies of cooperative learning(encompassing active and collaborative
the day. Education was not necessary to earn a living, it was merely a luxury for the elites and the rich. Education 2.0 originated from the need to read and write and was developed in the model of Industry 2.0, with emphasis on repeatability, uniformity, efficiency, and mass production. Industry needed lots of people to do same type of tasks and the education paradigm evolved to meet that need. Engineering education, which modeled the industrial set-up most closely followed a highly linear path with curriculum being divided into a set of courses with a distinct prerequisite structure where students would have to pass one class to move onto the next. This arrangement, mirrored the assembly line and turned out to be the most efficient
further evidence of competency. For example, Lauren, a senior studentwho is active in the engineering makerspaces, stated, “Probably one of my greatestachievements, I organized that entire bike lab.” She then goes on to note, “and actually [myprofessor] said, not to me but to my parents, he’s like, ‘yeah, I’ve never seen that bike lab soorganized in my entire time doing this project.’ So that was cool,” In this instance, Lauren is notonly experiencing pride in the quality of her work, but the recognition she received from herprofessor affirmed her understanding of herself as competent.Students compare themselves to peers when ascertaining their competency. Students alsoexpressed that opportunities to demonstrate capabilities to others was an
, professional development, and both peer and facultymentoring [3, 6, 10, 14, 20, 21]. A typical summer bridge is four to six weeks long and takesplace in the summer after high school and preceding the students first fall semester. Students areselected at a certain math SAT range, enter the program as a cohort, and live in a residentialcommunity on campus. Days are filled with math-intensive course work and team orientedprojects. Bridge programs are typically offered at a deeply discounted cost (or none at all) to thestudent’s family. A pseudo college environment is created to prepare the student for the skillsneeded to be successful as a first-year student in engineering or other STEM fields. Uponcompletion of this program, students continue their
Colorado Conference; SUNY Online Learning Summit (SOL) (DOODLE;, Teaching and Learning with Technology Conference (TLT), and the Conference on Instructional Technologies. All of these presentations focused upon the various topics that support my mission for student success and efficient class management. SUNY has recognized me as an Open SUNY Fellow Expert Online Instructional Designer. In addition, I am a member of the MERLOT Teacher Education Editorial Board as well as a MERLOT Peer Reviewer Extraordinaire several years running. And as a certified Quality Matters Master Reviewer and peer reviewer in general, I have reviewed hundreds of online and blended course using various checklists including the OSCQR.Erin