explored peer-reviewed journal publications on P-12 engineering education from2000-2015 across five large periodical databases (PsycInfo, EBSCO Full text/ERIC, Scopus,Professional Development Collection, EBSCO Education source. Since we are interested in themeasures of students’ affective views with respect to engineering focused interventions, wemodified the search criteria to include terms such as interests, attitudes, self-efficacy, identity,motivation, and aspirations. These affective views were chosen as areas of concentrationbecause they are the most commonly used as measures that, if increased, would predict a higherlikelihood of students pursuing engineering. With the additional search terms for students’affective views, we repeated search
objectives V Planning a Class: Offers a structured methodology for organizing a class with emphasis on constructing an outline, board notes, and out-of-class activities VI Writing: Covers the fundamentals of making written presentations using the chalk board, vu-graphs, and PowerPoint slides VII Teaching Assessment: Covers student, peer and self-assessments and separates myth from fact regarding their usefulness. Classroom assessment techniques (Angelo and Cross, 1993) are illustrated throughout the seminars. VIII Communications - Speaking: Covers fundamentals of communication skills with emphasis on speaking to a group and generating positive emotion from students IX Communications – Questioning: Examines different
and conceptual information used to frame the problemin terms of needs/constraints; 2) design practices used (e.g., generating ideas, consideringmultiple stakeholders, remaining tentative); and 3) stylistic choices (e.g., organizing theirresponse, depicting context). We developed three DST scenarios and tested them in a chemicalengineering program over a three-year period (n=580). To make data analysis feasible, twoundergraduate peer-learning facilitators analyzed each DST independently (14 PLFscontributed), following minimal training. Results. Using a validity-as-argument approach (Linn,1994), we argue that the DST provides valid information about design problem-framing ability,provided the information is used for course improvement purposes
towards degree programs, those completing IEP may be at an academic advantagewhen compared to students with a similar academic background but who do not attend anintensive language training program. By improving students’ ability to communicate in thelanguage of instruction, IEP-attending students can become better equipped to engage in thelearning activities that lead to academic success, such as critical listening, taking notes, readingtextbook materials, understanding class lectures, performing writing assignments, interactingwith English-speaking peers in group assignments, and seeking assistance from English-speakingfaculty outside of the classroom. Regardless of a student’s field of study, an improved ability tounderstand and communicate in
diSessa’s p-prims (Louca, Elby, Hammer, & Kagey, 2004),but for this study I am simply identifying various views, habits of mind, and patterns of actionthat seem tethered to decisions in various contexts. My framework states that 1. Teachers haverepertoires of resources that are bigger than what you would see at any given time. 2. Resourcesget “called up” or activated in various combinations due to situational conditions in response toclassroom, contextual, peer or social contexts, and are not necessarily consistently called upevery time. 3. Sometimes co-activated resources may be highly unstable and sometimes theymay be mutually reinforcing.In this paper I’m particularly interested in teacher moves, authority, what counts as knowledgeand
learning, which they can use to make adjustments to their teaching.One definition of formative assessment is offered by Black and Wiliam (2009): Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. (p. 7)However, there are multiple viewpoints on the methods by which this evidence should beelicited. One view interprets formative assessment as a formal diagnostic test that produces ascore quantifying student achievement
desired performance level. At this point, students are self-regulated learners: they canset their own learning goals, determine how to best accomplish these goals, and monitor their progressin accomplishing them [1, Part II]. When self-regulated learners perceive deficits in their learning, they exhibit adaptive help-seeking:asking others for the resources necessary in order to learn independently [16], [17]. Students may engagein formal (approaching an instructor) or informal (approaching a peer or friend) help-seeking behavior.Students who use more metacognitive, cognitive, and resource management strategies are more likely toseek help when needed. Furthermore, students who exhibit high self-esteem appear more likely to seekhelp when needed
engineering educator might be expected to possess. This has profoundimplications for the design of future courses for beginning teachers of engineering and alliedsubjects.(b) Findings related to becoming a professional engineering educatorOne of us (John) was much affected by the fact that much of the discussion seemed to focus onthe personal problems of the teacher, in particular the teaching versus research conflict. Itseemed there were no lines of accountability and that everything was governed by a strongmotivation to write papers to be published in internationally peer reviewed journals. He alsonoted a similarity with the problems faced by the beginning schoolteacher and considered thatthe workshop should have begun with a discussion of
. (2003). Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project. Proceeding of the International School of Physics.17. Haller, C.R., Gallagher, V.J., Weldon, T.L., & Felder, R.M. (2000). Dynamics of peer education in cooperative learning groups. Journal of Engineering Education, 89(3), 285-293.18. Biggs, J. & Tang, C. (2011). Teaching for quality learning at university (4th ed). Berkshire, England: Open University Press, McGraw-Hill Education (UK).19. Lopez, J.A., Love, C., & Watters, D. (2014). Clickers in biosciences: Do they improve academic performance? International Journal of Innovation in Science and Mathematics Education, 22, 26-41.20. Felder, R.M. &
Alaska Native Science & Engineering Program (ANSEP) Deputy Direc- tor and managed its Summer Bridge, Academies of Engineering, and University Success components. I earned a BS in Civil Engineering from University of Alaska Anchorage (UAA) in 2005 and a MS in En- gineering Management from UAA in 2009. I have taught the Introduction to Engineering course at UAA 5 times. I have more than five years of construction and engineering professional experience in Alaska. I specialized in water and sewer projects in remote Alaskan villages. My responsibilities have included design assistance, technical report and permit writing, feasibility studies, and business plan preparations. Previous work includes conceptual design of
through writing, speech and engineering drawings. • Create a Community: Allow students to make connections with the Cal Poly Mechanical Engineering community and develop support systems that will help them succeed during their time as students. This includes getting to know the faculty, understanding department procedures, finding extra-curricular opportunities and gaining exposure to other academic opportunities such as study abroad.New Freshmen YearTo address these goals, several structural changes were made. First, all Mechanical Engineeringfreshmen were put in a lockstep program so that they took the same four core ME courses duringthe same quarter with block scheduling. This ensured that all ME freshmen would
(modified from [7] Figure G-1; dashed linesand elements in blue added by the author)The only explicit mention of listening in the BOK3 is in the discussion of communication, whichhas both cognitive and affective outcomes: In creating designs that benefit all, the civil engineer must be able to listen and convey information appropriately to diverse audiences. …When civil engineers communicate, they integrate multiple forms of communication appropriate for the audience, such as listening, observing, speaking, writing, as well as nonverbal, visual, and graphical communication. [7, p. 44]Despite the lack of explicit discussion of listening with respect to other outcomes within theBOK3, these connections are present. The professional
also fostergreater buy-in from the faculty, the majority of whom in the department were hired after theprevious assessment plan was developed. However, while the engineering programs in thedepartment decided to write all of their performance indicators from scratch, the computerscience program took a different approach.There were two “Aha!” moments that critically shaped the development of the CS assessmentplan. As mentioned earlier, the first occurred when examining the list of 52 eKSOs and realizingthat they were performance indicators, some with a noticeable degree of alignment to indicatorstypically used in assessing ABET Student Outcomes. By choosing those eKSOs that exhibitedsuch alignment, the program could form the nucleus of an
AC 2007-1234: SHOULD I STAY OR SHOULD I GO? ENGINEERING STUDENTS'PERSISTENCE IS BASED ON LITTLE EXPERIENCE OR DATAGary Lichtenstein, Stanford University Gary Lichtenstein, Ed.D., is a Consulting Associate Professor of Engineering at Stanford University, specializing in quantitative and qualitative research methods. His areas of intellectual interest include engineering education, community-based research, and education evaluation and policy. His extensive teaching experience includes courses on qualitative research methods (for graduate students), and on writing and critical thinking (for students ranging from high school to professionals). He lives in southeast Utah. He can be contacted at
describing mentoring relationships. Participants discussed their experiencesand expectations, which were compared to research findings on mentoring, and generated manysuggestions.Several grant-related workshops have also been held. ADVANCE collaborated with the URIResearch Office in sponsoring a series of Grant Development Workshops geared toward juniorfaculty; these included sessions on Securing Funding, Collaborative Proposals, and GrantFunding. A Post-Award Grant Management Workshop is planned in the near future to provideconcrete advice for navigating the university bureaucracy once a grant is received.Monthly Writing Workshops, facilitated by a member of the ADVANCE leadership team, arealso being held. These provide a defined time set aside for
improvement.Assessing student learning of the engineering design process is particularly challenging, andefforts to assess design competency are varied 5-6. Examples of using surveys include self-assessments of abilities and knowledge7-8 and peer-based instruments where students assess the Page 7.310.1competency of their peers9-10. Examples of performance-based assessments include: juries where Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education
Cooperative Writing and Oral Presentation as Peer Teaching – Evaluating the Effectivenessof Element of Inductive Teaching and Social Constructivism on Student Outcomes”, Proc. ASEE Frontiers inEducation Conference, 2009, Session T4D.4. Kitto, K. L., “Developing and Assessing Conceptual Information in Materials Engineering, Using WrittenResearch Papers and Oral Poster Presentations, “Proc. ASEE Frontiers in Education Conference, 2008, SessionF4A.5. Kitto, K. L., “The Sound of Materials: Creating Excitement for Materials Engineering and Science InEngineering Technology Programs, June 2007, Proc. ASEE Annual Conference, AC 2007-297.6. Kitto, K. L., “Analyzing What Students Write About Materials – Another Strategy for Developing ConceptualLearning in a
havecreated for our students.2. Schumacher’s Intermediate Technology as the Precursor to Appropriate Technology Appropriate technology is widely credited as an outgrowth of the ideas expressed by the“radical economist”1 Ernst Friedrich “Fritz” Schumacher in his book Small is Beautiful: A Studyof Economics as if People Mattered2, which is a compilation and synthesis of his writings andwork from the 1940s through 1960s in which he developed the concept of “IntermediateTechnology”. The origins of Intermediate Technology reside in Schumacher’s criticism ofconventional development practices, which assumed that the problems of the developing worldcould be solved by the transfer of capital-intensive, large-scale technologies from theindustrialized
, and suggests the additional challenges that could arise for those doctorallearners in interdisciplinary contexts.Journal clubs, list mediated examinations, and proseminars are three pedagogical approaches thathave been discussed in writings on doctoral education. Golde identifies the first two of theseapproaches, journal clubs and readings lists, as signature pedagogies by which differentdisciplines address goals of helping doctoral students learn to work with the literature [8].Journal clubs, which are common in medicine and biological sciences, are somewhat formalsettings in which individuals come together to discuss pre-chosen scholarly articles. Because theprocess of reading a single article is repeatedly made visible in the journal club
, first-year engineering instruction, and the pedagogical aspects of writing computer games. John has held a variety of leadership positions, including currently serving as an ABET Commissioner and as Vice President of The Pledge of the Computing Professional; within ASEE, he previously served as Chair of the Computers in Education Division and was one of the principal authors of the Best Paper Rubric used for determining the Best Overall Conference Paper and Best Professional Interest Council (PIC) Papers for the ASEE Annual Conference. He is a past recipient of Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions, and has also been recognized for his
, Mu, An, & Chen, 2018). Webots has a curriculum based on thee-puck robot. Analysis and feedback of this curriculum has show that Webots has potential tocreate an educational and explorative environment (Guyot & Rohrer, 2011)2.4 The Robot Operating SystemThe Robot Operating System (ROS) is a light, open-source framework developed to standardizeinternal and external communication between robotic components (Quigley, et al., 2009). Itconsists of a group of libraries and packages for building reusable, language-independent robotapplications. It utilizes peer-to-peer communication of specified nodes such as publisher,subscriber, service, and client nodes. It runs on top of a Linux Ubuntu operating system.Extensively used throughout
industry sponsored projects, usually, therewill also be one technical advisor from the company too.Each team will present their project to classmates two times during the semester through themidterm and final presentation. In the midterm presentation, students present their progress todate, share challenges they faced and how they tackled them, and describe their plan for the restof the semester. However, final presentations, usually a week before the capstone conference,allow teams to practice their presentation skills for the big conference day and receive feedbackfrom their peers and the instructor.Roles of the Course Instructor and Technical AdvisorTimely and effective communication is key to the success of each capstone design project. AtPenn
%) along with their branch of specialization. The questionnaire also enquired about thetype of content they fetched in the OER and their contribution to the OER.The study outlined the importance of OER during and after the PANDEMIC and how thescope of adoption increased after the pandemic. It facilitated the adoption of the materials andalso strengthened the OER repositories. The peer review and the validation of the material'sauthenticity are the need of the hour. The transformation in the ecosystem with sharingresources is quantified based on the study.Introduction:The educational ecosystem has transformed tremendously after the pandemic, and it getsaugmented with the infusion of digital resources for teaching, learning and assessment [Al-Freih
) 5. Synthesize and Integrate the Best Evidence into a Joint Position: The four members of the group drop all advocacy to synthesize and integrate what they learned. Each group creates a synthesis of what is now known; our experience is that they do not have difficulty with this, possibly because of the dual perspectives they have taken. They summarize a joint position to which both sides agreed. Subsequently, they (a) prepare a cooperative report with each member of the group selecting a topic supporting the synthesis and writing a paragraph supported by the research; (b) combine their paragraphs into a single paper and refine the flow of the paper; (c) present their conclusions to the class
revision focused on devisingdifferent ways to scaffold the introduction to the project. In the revision, students are introducedto the project with the TED talk “The Danger of a Single Story” by novelist Chimamanda NgoziAdichie. In the talk, Ms. Adichie explains that single stories about individuals most often lead tomisrepresentation. Next, students are asked to conduct a quick content analysis of their textbookby flipping through the pages of their textbooks while considering who is and is not representedin the images. Finally, students are asked to write their own Statics problem that reflects theiridentity. The example presented in the assignment was updated to a photo containing anexample of Statics in real life and a handwritten solution to
three-week rotations. Course sections are capped at 15students. The course descriptions and goals are generally similar for both semesters, but theycover different types of unit operations. The learning objectives for the fall semester are that bythe end of the course, students can: 1. Design chemical engineering experiments and create hypotheses 2. Operate chemical engineering tools, equipment, and instrumentation 3. Analyze and interpret data, and use engineering judgement to draw conclusions 4. Write and present scientific information clearly to a range of audiences 5. Collaborate with peers and instructors and function as a part of a healthy, creative, and cohesive team 6. Identify safety hazards and preventative measures
interests have emphasized engineering education to promote persistence and success in engineering.Carla Marie Strickland-Hughes (Assistant Professor) Dr. Strickland-Hughes is an Assistant Professor of Psychology and Faculty Fellow of Assessment at the University of the Pacific. Her research expertise includes metacognition and adult memory and learning.Emily Brienza-Larsen Emily Brienza-Larsen began teaching composition and research courses in 2003. She was hired at The University of the Pacific to create and provide a new role on campus as the Collegiate Learning Instructor, in which she assessed student learning and supported student retention efforts. She is acting as the lead instructor in the developmental writing
engagementwithin the groups, each student oversaw a specific component of their group’s food printer design.Students were encouraged to utilize 3D printing resources on campus to print their designs andbuild a working prototype of their designs. After the formulation stage (by the end of six weeks),one lecture period per week was dedicated to the discussion of the class project where every grouppresented their progress update and receive appropriate feedback from their peers and the teachingteam. The final presentation was in the form of a PowerPoint presentation along with an openhouse demonstration of the prototypes. Student feedback was collected mid-semester and at thesemester end through surveys and questionnaires. The project was successful in
asset-based coaching for and by language teachers (e.g., peer coaching, critical friending in educational contexts). Ari has planned and facilitated language and literacy workshops and lectures, as well as curriculum development, in Ghana, Israel, Italy, Saudi Arabia, South Africa, Sweden, Thailand, and the USA.Hua Li (Professor) Dr. Hua Li is a Professor in the Mechanical and Industrial Engineering Department at Texas A&M University-Kingsville. His areas of expertise include renewable energy, data science, optimization, and engineering education. He has received more than $8M federal grants as PI and Co-PI, and has published over 70 peer-reviewed papers. He is currently serving as PI of NASA MUREP INCLUDES, NSF
several aspects were unclear during this initial period as one of theparticipants indicated: “since the change was rapid and we use like the board a lot since, like algorithms and programming and we had to deal with the tools that they're currently available and like they provide some similar to a board, but in order to get used to that, it's going to take some time. So, since it's like a rapid change. I had to deal with it.” (ID 58, Spring 2021, Interview 1)This participant was unclear about how to deal with the changing situation, as the mode of teachinghad to change from writing on a board during class to something different.Another common topic within uncertainty was in terms of exams. “One was the biggest