, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. ©American Society for Engineering Education, 2023
Page 24.880.1 c American Society for Engineering Education, 2014 Making a First-year Impression: Engineering Projects that Affect and ConnectIntroductionAfter years of having passed through multiple assessments, iterations, and updates of the coreGeneral Engineering courses in the first-year program at Northeastern University (NU), severalengineering professors wondered the following, “With our engineering courses so full ofactivities, topics, and projects, how can we identify which of those elements have the greatestimpact on our students?” It was time for a more detailed reflection on all that had been put inplace in the first-year courses in order to identify which
Accreditation Board forEngineering and Technology (ABET) professional skills7, 8. Page 24.974.3Review of LiteratureWhat is PBL? Jonassen6, in his handbook on designing problem-solving learning environments, definesPBL as an instructional strategy characterized by: focusing on authentic, ill-structured problems;being student centered; allowing for self-directed learning by the students; and requiring regularself-reflection, where students monitor and adjust their learning. PBL has its foundations insituated learning, which is known for active learning, social mediation, meaningful learning,purposeful participation in communities of practice, and
industrial systems.A specific Humanitarian Engineering program is hosted at Penn State (HESE).29 Their programincorporates a Social Entrepreneurship factor with the Humanitarian Engineering. They haveintentionally established their program to perform international community projects. The courses Page 24.1034.9pertinent to the design aspect of engineering education are: (a) Social Entrepreneurship, (b)Projects in Humanitarian Engineering, (c) Design for Developing Communities, (d) HESE Fieldexperience and (e) HESE Reflection and research dissemination. While these are the maincornerstones for the programs, there are options for additional minors
developing a good workethic. If done properly, these courses can teach students the importance of acquiring a conceptualunderstanding rather than rote memorization of how to plug into equations. When successful,these courses teach students how to digest a problem, sort out the relevant concepts, makeassumptions, and reflect critically on their analyses. Conversely, if done poorly, students begintheir engineering education unprepared, either in conceptual/technical knowledge, problemsolving skills, or both.Throughout its long history, physics has been taught in nearly the same manner – via lectures,often supplemented by a laboratory experience. Several decades ago physics educatorsrecognized the need for change; students were not learning the
of Design in Multidisciplinary Project TeamsDesign is a central and distinguishing activity of engineering and one of the core criteria forevaluating and accrediting engineering programs. Design has been characterized by manydifferent “design process” models1, 2, 3, 4, 5 and definitions which reflect different designapproaches and philosophies. Crismond and Adams (2012)6 draw from many sources in theirdefinition of design as “goal-directed problem-solving activity”7 that initiates change in human-made things, 8 and involves optimizing parameters9 and the balancing of trade-offs10 to meettargeted users’ needs.”11 From the situativity perspective.12 design is defined as “a social processin which individual object worlds interact, and design
experience – perhaps a reflection of the latter’s potentiallack of current and real-world understanding or the realization that useful knowledge can also begained in the working environment. Co-op students’ GPAs were also found to decrease lessbetween the second and third years than those of non-co-op students. The finding regarding theimpact of co-op on work self-efficacy is claimed in this study to have opened up the so-called“black box of co-op,” which articulates the practices and behaviors of cooperative education thatshape its contribution to the undergraduate experience.Among the demographic variables, a relatively high GPA was found to be an inducement topersist in engineering and in school. It was also found, at the second survey point of
, political, and economic needs shaped the Page 24.1218.3objectives, curriculum, and teaching methods for engineering education in China.Tsinghua University has played a very important role in the history of engineeringeducation in the People’s Republic of China. Its history of both general education andengineering education reflects not only China’s own political and social development,but also global trends. The system of engineering education at Tsinghua Universityexperienced numerous changes, often as a result of political movements or changes ingovernmental education policy.2 Influenced by several complicated factors, therelationship between engineering
case study, the term learning is a student activity that may includeexplorative strategies, scheduling, or reflection. In contrast, the term instruction is a purposefulfunction of the educator to communicate with learners that often includes scaffolds such asprompting, modeling and phasing task assignments.Literature Review Page 24.1220.2 There is enduring, convincing evidence of knowledge transformation throughcollaboration. When compared to individual learning, collaborative learning has been shown tobeneficially impact learner achievement, self-efficacy, and relationships among learners4. In areview of 168 studies contrasting
. ○ Recruiting techniques for more and diverse computing majors. ○ Pedagogical best practices that result in more and diverse computing majors (e.g., pair programming). ○ Teacher success stories. ● Time every day to reflect, plan for action, and share thoughts and experiences. ● Physical movement, especially as the end of the day approaches. ● Both at-workshop and follow-up evaluation of workshop efficacy and follow-up evaluation of participant outcomes, ● Participant compensation out of respect for their interest in improving high school computer science education and recognition of the value of their time.Each of these principles is addressed in the following sections.Organizer recruitment, selection, and
provides an overview of IM. In thethird section, we describe the professional development program and early results from teacherobservations. We conclude with a summary of planned extension activities.1. From Media Computation to iMPaCT-Math Page 23.1332.2iMPaCT-Math (IM) is an approximate acronym for Media-Propelled Computational Thinkingfor Mathematics Classrooms, which fairly reflects our ambition and our stance – engagementwith graphical programming challenges that focus student attention towards exploringmathematics principles will propel students towards exploration of science, computationalthinking and engineered design.IM consists of
. Three research questions are asked:RQ1: How does student STEM SC relate to their design performance in parametricbuilding design? In this study, “design performance” refers to the ability of students to generatesolutions that have good performance in quantitative metrics such as low energy usage. Previousresearch shows that student self-efficacy and performance are positively related both outside ofSTEM [11] and in STEM [12]. However, this study evaluates performance specifically in abuilding design exercise with quantitative goals that are simulated within a parametric designtool. This relationship can reflect potential student effectiveness in technical building design, butit does not fully reflect student behavior. The extent of their
-credit-hour seminar series on aCredit/No Credit basis in the fall and spring semesters (10 semesters total), which included eightsessions (twice a month) each semester. Students completed up to four semesters of NRTSeminar. The NRT Seminar consisted of training sessions related to inclusion, career pathways,campus resources, science communication, and exposure to FEW research initiatives. Internaland external guest speakers led the seminars. Students completed a reflection activity after eachseminar session. To receive credit for the NRT Seminar, students completed six, out of eight,reflection activities and a required science communication activity.To understand the interdisciplinary nature of FEW resource challenges in rural communities, andto
insufficient training inprerequisite courses has contributed to the poor grades students receive in statics. Failure tofully understand these prerequisites plays a huge role in the high rate of D, F and W grades inthe course.Inconsistent Use of Available ResourcesThis theme reflects the instructors' perceptions of how students utilize the resources providedto assist them. The transcripts from the instructors revealed that students do not fully utilizethe available resources intended to help them understand the course material, whichcontributes to the high rates of D, F, and W grades. The instructors noted students' attendancein recitations and lectures and their willingness to take notes in class. Recitation sessionswere introduced to provide students
Tools/Materials: NGSS-aligned quantum- Fundamental concepts Increase in infused science Teachers’ reflective in quantum quantum curriculum. feedback information science understanding are teachable and engaging within formal Participant + Task science learning Structures
patronization, saviorism, and poverty voyeurism.The Ohio State University (OSU) has been offering engineering service-learning courses sincethe early 2000s, that have spanned mostly the international context. These early courses adopteda traditional approach to service-learning which often did not see the community as co-equalpartners and overlooked systemic inequalities. Reflecting on this period, the success of manyimplemented projects (from Honduras to Haiti) remains unclear. To rectify this and transitionengineering service learning to a critical paradigm, with the aim to deconstruct systems of powerand dismantle the inequalities they perpetuate, a collaborative effort among faculty members,also the authors of this paper, teaching local and
fromcomputer science (University of Maryland Baltimore County) participated in the sustainablerobotic agriculture project and worked closely with undergraduates in Agriculture and Engineeringmajors from the home institution to assist with setting up experiments; collecting and analyzingdata. The students were required to submit a short report reflecting on the experience and resultsof the findings. During the entire academic year, there were 5 students (2 as a part of theirundergraduate research experience; and 3 as part of their paid assistantships) participated in thisproject. Out of the six students; two were from general engineering majors; one from agriculturemajor; one from computer science major; and two were from Biology majors.2.2 Farmbots
literature review (ScLR) conducted toelucidate the current landscape, trends, methods, and potential gaps in the literature surroundingequitable design pedagogy in engineering education. The ScLR follows the methodologypresented by Arksey and O’Malley (2005), which breaks the process into five stages: (1)identifying the research questions, (2) identifying the relevant studies, (3) study selection, (4)charting the data, and (5) collating, summarizing, and reporting the results. These stages wereperformed iteratively, which allowed for reflection and study team collaboration along eachstage. The study was grounded in four central inclusion criteria: (1) equitable design, (2)engineering education, (3) engineering course, and (4) secondary education
problems.The VAR/VARK method measures four perceptual preferences (visual, auditory, read/write, andkinesthetic) since the same teaching technique will not be effective for all learners. Researchershave found that studying the tools and theories pertinent to each learning style will aid bothteachers and learners in understanding and modifying the different learning environments.The Kolb learning cycle model maintains that the learning process cannot be accomplishedwithout experience. The cycle is categorized into four stages, namely concert experience,reflective observation, abstract hypothesis and conceptualization, and active experimentation.The Kolb cycle is capable of reaching students of all learning styles. Sharp and Terry35 stressedthe
mindsets and iteration guided data collection,analysis, and initial interpretation towards the development of three preliminary themes: 1) howstudents redefined failure as an opportunity to learn, and 2) how students reframe difficult tasksas challenging rather than risky, and 3) how the ability to iterate supported student agency. Inaddition, in these interviews, we explored how these preliminary themes related to the supportiveprogrammatic features that define this experimental program, and specifically, hands on, problembased learning and mastery assessment. Our discussion concludes with initial reflections on howexploratory findings in this pilot study can inform future programmatic decisions and directionsfor the larger research
story for the type of student who would take full advantage of the ecosystem. Kayla’s Story is not true but is meant to be aspirational (see Appendix A). In the story, Kayla only takes part in some fraction of the ecosystem, but she exemplifies the qualities that make our university unique. The entire ecosystem helps her grow through mentoring, alumni support, themed housing, curricular and extracurricular opportunities that all reflect a concerted and intentional effort, at all levels of the University level. Additions to the Ecosystem Post2008 The vision statement and report served the purpose of providing direction. It also called attention to the areas where there are missing elements. Although many
“special education” classrooms in secondary school due to a lack of teachertraining and resources to integrate students into classrooms, which can significantly hamperpreparations for the academic demands of university STEM programs [9]. Thisunder-representation is not merely a reflection of broader societal challenges but also highlightsspecific barriers that DHH students face in STEM higher education, such as the limitedavailability of accessible learning materials and real-time communication tools [10].The World Health Organization estimates that over 5% of the world’s population—approximately430 million people—experience hearing impairment, with this number expected to rise to over700 million by 2050 [11]. Within this population, DHH students
reflection on howour grading practices impact equity mirrors conversations around using standardized testingmechanisms like the SAT, ACT, and GRE for admissions decisions. These high-stakes examsmay hugely impact accessibility of higher education for certain demographics of students[18]–[20]. Mounting criticism of standardized tests have pointed out that performance appearstied to lack of preparation and under-resourced schools, rather than students’ ability to succeed inundergraduate or graduate degree programs [21]–[24]. As underrepresented students are stronglyaffected by using test score thresholds to admit candidates, several movements have proposedthat their use be discontinued.While grades are a deeply ingrained part of higher educational
explanations and understanding of howmajority and underrepresented group members in a College of Engineering felt exclusion andinclusion and what visions they could produce from their collective sensemaking. Qualitativecausal mapping provides DT facilitators with a tool to listen for, plan, and mark passages to drawout explicit and implicit linkages that might not be conscious or intentional. In the case of the DTfacilitator in our study, he displayed strategies to encourage causal expressions such as pullingdata from past sessions and encouraging reflection, digging below the surface meanings of talkto underlying feeling (longing for inclusion, confusion with why people do not act in particularways), and expressions of curiosity). The DT session
of the womenstudents enrolled in a class offered in a civil engineering program. Student information wascollected via two online questionnaires, one given at the beginning and one at the end of the term(IRB-0-218).The Role of Guided Note-TakingFacilitating note-taking can help students perform better, particularly because it helps studentsstay engaged in the learning process [29] - [36]. By taking notes, students can monitor theirunderstanding and reflect on their learning process [37]. This type of understanding andreflection is related to the self-efficacy of learning [38]. When students are listening to theinstructor, the information received in the sensory memory is transferred to the working memory,and the transferring process may exert
helpengineers and their communities meet their needs, and clarifies that engineering does notinherently require technocratic solutions to communal problems and needs.PositionalityThe primary and secondary authors are both engineers, labor organizers with the AmericanFederation of Teachers (AFT) local GEO-3550, and children of union members fromworking-class backgrounds. Both were participants in the 2020 GEO-3550 abolitionist strike fora safe and just campus for all [29]. The first author was also taking graduate coursework inintroducing the concepts of engineering education research during the writing of this paper,which provided a critical reflective space for learning and grappling with theoretical frameworksand their applications. We reached out to
rubricelements as the SCD such as concept of operations and team logo. As the semester progressed,we realized that our meets elements should be closer aligned with including assignment elementsrather than clarity. We also fully admit that some of our criteria were not well written, but the 5criteria was the best we could come up with at the time – a lesson learned from implementingspecifications grading: the need for ongoing reflection and clarification of specifications asfaculty and students learn.Peer evaluations were completed using CATME, and students passed the assignment if theywrote meaningful comments including improvements for team members
Paper ID #11935Using Design Process Timelines to Teach Design: Implementing Research Re-sultsDr. Cynthia J. Atman, University of Washington Cynthia J. Atman is the founding director of the Center for Engineering Learning & Teaching (CELT), a professor in Human Centered Design & Engineering, and the inaugural holder of the Mitchell T. & Lella Blanche Bowie Endowed Chair at the University of Washington. Dr. Atman is co-director of the newly-formed Consortium for Promoting Reflection in Engineering Education (CPREE), funded by a $4.4 million grant from the Leona M. and Harry B. Helmsley Charitable Trust. She was
w their suupporting leaarning objecttives; see Fiigure14. Theree were lectu ures focused on higher-leevel topics reelated to “leaarning how to t learn” aloongwith conntent-based leectures focusing on briddging fuels annd the wiredd and conneccted world off2030. Leectures on tools to help frame f and annswer the Q44S through dilemma d idenntification annd Page 23.480.4managem ment were allso included.. Finally, stuudents reflected upon theeir semester learning throougha semester learning essay
engineering students’ ability to problem solve andapply theories to practical applications. Statics course is considered one of the core courses and thechallenging courses for students in the fields of Mechanical, Civil, Environmental Engineering.Think-Pair-Share TPS pedagogy was adopted as a teaching tool in this course to enhance students’ability to understand the course contents. TPS is one of the active learning methodologies thatshowed promising outcomes in the field of education. However, its influence on the engineeringfield in general and Statics course in specific is still ambiguous and yet to be explored. Thequantitative method approach was used in collecting and analyzing the data. The study showed thatthis interactive pedagogy reflected