demonstration to generalities, (c) engage learners in peer-discussion and peer- demonstration, and (d) allow learners to observe the demonstration through media that are appropriate to the content. iv. With respect to application, instruction should: (a) have the learner apply learning, consistent with the type of component skill, (b) provide intrinsic or corrective feedback, (c) provide coaching, which should be gradually withdrawn to enhance application, and (d) engage learners in peer-collaboration. v. With respect to integration, instruction should: (a) integrate new knowledge into learners’ cognitive structures by having them reflect on, discuss, or defend new knowledge or skills, (b) engage
objectivesto write a paragraph that will be read by peers and professors has also shown to increase theperception of learning among students (Meyer, 2003).Another advantage of online learning is the immediate interaction available through online tools.This has generated both a greater satisfaction with the course and sense of proximity to peers andprofessors (Collins, 2000; Fredericksen, Pickett, & Shea, 2000). In addition, Rabe-Hemp et al.(2010) suggest professors may enjoy a reduction in class preparation time. While it is true that thefirst time a professor teaches an online course, it requires copious amounts of time to produce thelearning materials for the course. After that first year, the professor can often reuse those materialsand make
course of one semester. We present an overview of FEAL, its administration process withinthe CLS, and a detailed account of our evaluation methodology. We also highlight key lessonslearned on the engagement and success achieved by individual activities, and outline plannedimprovements to in-class activities based on the obtained results.Assessment of Collaborative LearningNumerous studies have demonstrated the effectiveness of collaborative active-learningpedagogies compared to traditional lectures across STEM fields [1][2][3][4] and computerscience education in particular [5][6][7]. Active-learning techniques include think-pair-shareexercises [8][9], peer instruction [10], group problem solving, activities in CLS environmentsand extensive
scores, financial need status, involvement inextracurricular activities, recommendation letters, essay writing skills and whether the candidatewas from an underrepresented group in engineering. Each committee members’ rankings wereaggregated equally to figure out the overall student eligibility ranking.Finally, the candidates were contacted with official scholarship offer letters. The selection ofseven candidates whom all accepted the offers were realized in two rounds of selection cycle. Inorder to implement an evaluation plan with the purpose of measuring this project’s early impactin attracting and recruiting students for careers in nuclear related fields, a first semester intakesurvey of not only award candidates but their peers in the
founder head of the innovation Center. Dr Waychal earned his Ph D in the area of developing Innovation Competencies in Information System Organizations from IIT Bombay and M Tech in Control Engineering from IIT Delhi. He has presented keynote / invited talks in many high prole international conferences and has published papers in peer- reviewed journals. He / his teams have won awards in Engineering Education, Innovation, Six Sigma, and Knowledge Management at international events. His current research interests are engineering education, software engineering, and developing innovative entrepreneurs and intrapreneurs. He has been chosen as one of the five outstanding engineering educators by IUCEE (Indo-universal
students, and havingmutual respect and admiration for the academic engagement of their traditionally aged peers orfriends.” Adult students across campuses felt socially excluded due to life commitments andchallenges relating to traditional students. While class performance improved with theproportion of adult students, these students graduate at a lower rate than traditional students.Social integration was identified as a key to retention since anxiety leads to questioning abilitiesand thus stunted performance. Interviews revealed that Adult learners viewed themselves asmore experienced, more career focused, and less interested in social activities than the traditionalstudents. The authors conclude by encouraging educators to be cognizant of the
throughprocesses of community-building, organizing, and education, creating transformativeexperiences in democratic and reflective spaces that directly address root causes. This mayinclude every-day actions such as cooking, gardening, building, establishing space, as well asperformance and creative output.In conversation with Highlander’s practices of creative resistance and agency building, we alsotake from the foundational work of Imarisha Walidah and Adrienne Maree Brown regarding thepractice of emergent strategies for community organizing and enacting change [16]. Brown andWalidah have established the technique of future visioning through the writing of science fictionnarratives that enable social critique as well as creative resistance and playful
more approachable to the middle school or high school students. Thesepresentations were practiced for the group during weekly seminars. After receiving feedbackfrom peers and educators, the pairs updated their presentations and took them to classrooms toshare with students. Grad Student STEM Share program provided several leadershipdevelopment opportunities of specific and translatable skills including communication, teaching,coordination of meetings and events, follow-up, teamwork, planning, presentation skills, andnetworking, as well as optional leadership coaching. Detailed feedback from the graduatestudents and the teachers whose classrooms they visited was positive and will be presented inthis paper, as well as details on the pilot year
methods: [9] • Student-centered learning • Constructivism • Problem-based learning • Peer assisted learningElliott [8] summarizes a number of reasons why instructors have used flipped classrooms: • The amount of material introduced in the class can be increased. • It can serve as a validation that students read or view required material. • There is more time for hands-on learning in the classroom. • Students have more time to participate in collaborative or peer learning during regular class time.Bishop and Verleger [9] define a flipped classroom as a combination of interactivegroup learning activities in the classroom (prescribed by student-centered learning theories), andcomputer-based
through required online quiz questions before class. Occasionally, there willbe a short activity or tutorial that requires applying, but these are infrequent.In contrast, the higher levels of Bloom’s Taxonomy are incorporated to the in-class activities.Lecture activities are used at University A that target the higher levels of Bloom’s taxonomy,specifically applying (using concepts to solve problem), analyzing and evaluating (determiningwhat method is best to solve the problem), and creating (writing the MATLAB program). AtUniversity B, most in-class activities are built around applying the knowledge from thepreparation activities. Occasionally, there will be activities and assignments requiring analyzingand evaluating. At University B, there is
and come up with potential designs that would then be presented to their peers at variousstages for feedback and critique. In one week students identified an idea, researched existing andpotential solutions, developed a design, built a prototype and presented their solution. Theprocess included competencies such as ideation and brain storming, team forming and roleassignment, project planning, critical thinking, evaluation and reflection, constructive critique,verbal and written skills, visual sketching, engineering design, prototyping and debugging,entrepreneurship, and innovation. The students were given the opportunity to work in a group orindividually. Even if students chose to work individually, they were required to participate in the
calculation and risk analysis” published by CRC Press) and more than 20 papers in international peer-reviewed journals.Dr. Bing Guo, Texas A&M University at Qatar Dr. Bing Guo is Assistant Professor of Mechanical Engineering and a Dean’s Fellow at Texas A&M University at Qatar. He teaches introductory engineering mechanics, thermal dynamics, thermal fluid sciences, and experimentation design. Dr. Guo has been involved in teaching innovation with technology since 2013, with notable products such as an app for enhanced learning of 3-D objects and a video lecture library for statics and dynamics. Guo received his bachelor’s degree and doctoral degrees in Thermal Engineering from Tsinghua University.Dr. Bilal Mansoor
-recorded argumentation. Group I focused on the ILO “Independentlyidentify a WSP in the context of one’s future profession and describe why it is a WSP” (ILOcategory 2b in table 1). They suggested that each student in the class should choose a WSP fromthe context of their future profession. They should then write a short note to the teacher in whichthey report which problem they have chosen, including one argument for why they think it is aWSP. The teacher either approves the students’ choices, or provides feedback for why the chosenproblem may not be seen as a WSP. Once students have received approval from the teacher, theywork in pairs. Each pair records a short video in which each student describes his/her chosenproblem to the other student, and
. Data analysis, in short, proceeded in several stages using the constantcomparison method by reducing a preliminary set of codes into larger themes through aniterative process of reading, categorizing, and comparing categories/codes both within and acrosstranscripts.33 Several strategies were employed to establish credibility: member checking (i.e.,asking a participant to review his transcript for accuracy and completeness), triangulation of datasources (e.g., interviews, demographic questionnaire), and peer debriefing (i.e., researcherstalked with colleagues regularly for the purpose of exploring implicit aspects of the study).ResultsCategory 1: Confident and resilient (Buoyant Believers)Using Strayhorn’s typology as a guide for the first time
Engineering Seminar. LTC Starke has published over 10 peer reviewed research arti- cles and has presented his research at national and international meetings (most recently Portugal). Most recently, he led a service learning project with 5 students to build a latrine-based biogas system in west- ern Uganda for an elementary school of 1400 students. LTC Starke is a registered Professional Engineer (Delaware), member of several professional associations, and is a member of the National Council of Examiners for Engineers and Surveyors (NCEES). c American Society for Engineering Education, 2016 AcknowledgementsThe authors wish to thank Dr. Ed Bouwer (Johns Hopkins
. Indeed they found that the highest peer evaluation scores could be predicted by evidence in the design notebooks of content, continuity and duration of student participation. In this vein we sought to use engineering notebooks as a means of: (1) fostering practices critical to both projectbased learning and engineering design including inquiry, reflection and redesign, (2) emphasizing and making evident physics concepts of motion, forces and energy that are important in the design of an engineering artifact, and (3) promoting teamwork and identifying participation throughout a design process. Study Framework The work was conducted collaboratively by an engineering faculty member at California Polytechnic State University San Luis Obispo and a
existingliteratures between 2000 and 2017 and perform in-depth analyses of their approaches. Threesteps were taken to achieve these goals: (1) the distribution of the utilized teaching methodsfrom 2000 to 2017 was identified, and (2) the implemented effectiveness assessment methodsfor the five identified teaching methods were determined for the past 17 years, and (3)identify the learning objectives associated with each stated teaching method. The results ofthis study will significantly address the potential challenges associated with learners and helpinstructors and professors select the most effective teaching methods based on the learningobjectives for their courses.Research MethodologyTo fulfil the objectives of this study, more than 2,000 peer-reviewed
schoolers salient totheir learning. Middle grades are the bridge between the wants and needs of childhood and thewants and needs of high schoolers6. Emotionally, adolescents are self-absorbed and tend toexaggerate; they are sensitive and easily offended. Garrett-Hatfield further states that middleschoolers can be moody and feel alienated. At the same time, they are also curious about theworld around them and need time to explore safely. Another salient feature of the middle schoollearner is their sense of wonder about the changes they see in themselves and in their peer group.They depend on important adults in their lives and good role models to emulate. One goal was tohave the Ambassadors be those role models who would be emulated by the middle
) methodscan improve students’ problem-solving skills beyond that obtained in traditional teachingtechniques [5]. To date, several evidence-based active-learning techniques have been developedand introduced in the literature in order to enhance interactive engagement during classroomtime. Among these methods are: group quizzes/assignments, just-in-time teaching (aka. JiTT),peer-instruction, as well as in-class experiments for more applied engineering courses, etc. In thefollowing, some studies that examine these specific techniques will be described in more detail.While active learning techniques have been acknowledged as effective means of improvingstudent engagement in their learning, pressures of time and cost have led to many hands-onactivities
% of all bachelor’sdegrees in engineering awarded to Black students were conferred by PWIs. Of these, 416 were inmechanical engineering, 432 in electrical engineering and 52 in aerospace engineering [17, p.100].Slaton chronicles the history and continuing legacy of racism against Black students inengineering [18]. Black students at PWIs face the particular challenge of being under representedon campus and in their classes, which can lead to stress, lower grades, isolation, and exhaustion[19]- [22]. Students in Fries-Britt and Turner’s study describe feelings of isolation andexhaustion based on the need to educate their White peers or to represent the Black experience.The participants attribute this not to hostility from their White peers, but
improve undergraduate education as an Education Innovation Fellow (EIF) in the Grainger College of Engineering.Dr. Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning c American Society for Engineering Education, 2020 Paper ID #29904 As Associate Director at the Center for Innovation in Teaching & Learning Robert helps guide the testing, evaluation, and use of campus emerging technologies in the classroom and online. He has extensive experience in technology-enhanced classrooms, online teaching environments, and web-based student writing and multimedia
approaches have been used to increase students’ interest in cybersecurity.The game-based learning approach proposed in [6] provides motivation to students’ willing tostudy the power grid through inclusion of the physics of power systems, cyber physicalvulnerabilities, energy markets, and control systems. The game provides the mechanism forunderstanding the impact from computer security, growth of customer base, power generationassets, energy markets, automation, and human operator decisions on the stability of a smallelectric grid.The study in [7] presents a peer-based learning approach with cybersecurity co-curriculumactivities conducted and assessed using a student survey. Results demonstrate the efficacy of theseactivities in increasing students
their peers and compete in local and regionalscience fairs.This project was a joint effort between high school teachers who participated in the 2011Research Experience for Teachers in Nanotechnology (RET-Nano), students in the 2011Research Experience for Undergraduates (REU), their graduate mentors and faculty. The Page 25.617.2RET-Nano teachers and REU students/mentors worked together to develop lesson plansand activities to scaffold the high school student’s learning experience. The REU studentsdesigned, built the tested the experimental hardware for the electrospinning traveling kit.And the graduate mentor travelled to all of the schools to
Page 25.891.2expounded on the benefits of peer-led team-learning that comes with SAE Baja projects4. Reimer,Lawrence and Abro noted that competitive activities such as Baja could help nurture theentrepreneurial mindset in students5. Hoff and Davis pointed out that the SAE Collegiate DesignSeries can provide valuable hands-on experience for undergraduates6. Novoselich and Dillonexplored the unique dynamics and benefits of creating two student teams instead of one to furthermotivate students to excel, in the context of a large engineering program7. Marlor shared hisexperience serving as a faculty advisor to the SAE Baja team, especially from advising the SAE clubperspective8. In this paper, we will share our experience working with a small pool
implementation of the flipped classroom. This discovery process revealed that there is no setdefinition of a “flipped” classroom and no specific outcomes that must be met in order toconsider a class “flipped.” However, a commonly accepted notion of the flipped classroom isthat it is result of an involved process that does more than simply rearrange the course schedule.Flipping combines a number of teaching methods and builds on theories such as student-centeredlearning, constructivism, problem-based learning, and peer assisted learning [3].There are a number of reasons why a flipped classroom might be considered. In the ongoingstruggle of offering breadth vs. depth in the classroom the flipped classroom could seem like ameans of increasing the amount of
mathematicalproblems10; ii) Learning with understanding. Students must understand the fundamentalprinciples behind solutions to problems2; iii) Beliefs. Students must believe the concepts theyhave learned are real, and will still be real in a different context, such as the next course.Self-efficacy is promoted in four ways1: 1. Mastery experiences, where students demonstratemastery by overcoming obstacles through effort. 2. Reinforcement by seeing peers achievemastery. 3. Social encouragement. 4. Learning to manage emotional and physical reactions, suchmath anxiety, or the knot in the stomach when facing a challenging problem on a test. Wepromote mastery by using hard problems, and emphasizing explanations. We use cooperativelearning, teaming, and class
assessment withmeaningful, individual feedback in a timely manner can produce significant and often substantiallearning gains13, 14. Classroom communication systems provide both the teacher and studentswith real-time feedback to help gauge student comprehension15, 16. With this quick and simpleway to assess the students’ prior and current knowledge, teachers can better devise effectiveinstructional strategies. This technology also overcomes the obstacles of other forms ofcontinuous assessment (lost class time, peer pressure, feedback not timely enough, clericalchallenges, etc.), and hence is “a powerful mechanism for encouraging student self-awareness oftheir thinking and learning habits”16
presentations before individual teachingteams, to no presentations at all.Action research projects can be particularly important in helping teachers internalize thematerials, in convincing school peers of the need for change, and in ultimately effecting changewithin the classroom and school. To encourage serious research projects we offered to pay forsubstitutes for two days of release time so the teachers could conduct their action researchprojects. However very few schools invoiced us for either the workshop materials and suppliesor the release time substitutes, though all teachers placed their personal orders for the resourcematerials. Evidently many schools are not well versed in the process of invoicing externalinstitutions for money, and/or it is
diameter of 0.3 mm, almost one-tenth that of natural gas (2 mm). A high speed flasharrestor is placed on the hydrogen tank. A custom designed burner has been developed by thestudents to flare off purged hydrogen gas without having the risk of backflashes.We realized from the beginning that safety needed to be our highest priority. The safety of theparticipating students and the rest of the university community can, of course, never becompromised. Implementing safety in a large-scale, multi-year senior design project is a difficultchallenge. The first action was that each group had to write standard operating procedures(SOPs) for each experiment and equipment that was designed. These SOPs had to be clearlywritten and fully explain how to handle an
Science Foundation grants DUE-9254271 and EEC-9872498 and Engineering Information Foundation grant EiF 98-4.In a very broad national study of attrition, Astin and Astin [2] reported that engineering educationloses more than half of its undergraduate students (53%) with 40% switching into non-sciencefields. The Astins observed that majoring in engineering has negative effects on students’satisfaction with faculty, quality of instruction, student life, and overall college environment. Italso has negative effects on a variety of academic outcomes including GPA; growth in foreignlanguage skills, writing and listening skills; and cultural awareness. They concluded: “Clearly, itwould appear that some of the problems that engineering programs have in