different instructors (color-coded including one who did not flip the class) showquite different results even though common or block exams were used in all threesections. The flipped classroom always had the lowest DWF rate, but not that the“flipped B” instructor (green) achieved lower DWF rates the second time he taught thecourse suggesting that the use of the flipped classroom may take some experience - evenwith substantial help—to implement most effectively.SummaryWe have provided here an executive summary of several efforts to transform the facultyculture with respect to teaching and with the result that student achievement and successhas been strongly enhanced. These preliminary results reflect the efforts of individualfaculty members who have
material is based upon work supported by the National Science Foundation Division ofGraduate Education under Grant Numbers DGE-1535462/1535226. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.
series of qualitative, longitudinal interviewswith students selected from normative and non-normative groups to understand how theynavigate their engineering experiences and define their educational trajectories over the firsttwo years of college. This data is being deductively analyzed based on our existing identity andintersectionality frameworks, as well as inductively coded for emerging themes on howstudents feel belongingness within engineering culture.This project seeks to move traditional demographic data beyond socially constructedperceptions of others and allows for the representation of student diversity from the perspectiveof each participant. This increasingly accurate reflection of diversity provides novel insight intothe
encourage more women andunderrepresented students to pursue engineering and to consider more fully the wide range ofengineering disciplines available.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1505006. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.ReferencesBandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior andHuman Decision Processes, 50(2), 248-287.Wharton, A. (1992). The social construction of gender and race in organizations: A socialidentity and group mobilization perspective. In P. Tolbert & S
methodology towards assessing this project has been adapted over the course of sevenyears. The original methodology was based on the learning outcome of whether students couldcomplete the soldering of a circuit board. Upon reflection, the first year’s methodology whileadequate limited the focus and didn’t capture the full range of skills development of the students.The original methodology was focused around the deliverable itself to assess the success of theproject and learning objectives. In the second and subsequent years, additional assessments havebeen added to try to capture the full magnitude of the process. These assessments focus on specificskills obtained, level of collaboration and transfer of skills between majors, soft skills learned
Engineering program hasmaintained a female enrollment of 25-40% women over the duration of the program. TheMetallurgical Engineering program increased their female graduation rate from 17.5% to 25%during the five years of the C&A program.While the statistics show a substantial bias towards female enrollment in Industrial Engineering,it is also recognized that Industrial Engineering is often viewed more gender friendly than mostengineering majors. Nationally, 17% of engineers are women while women comprise 29.7% ofIndustrial Engineering majors. The relatively large number of Mechanical Engineering majorssupported through the C&A program reflects the large size of the students in that major. At theconclusion of the C&A program, overall
asupplement to more important learning. The course design outlined below reflects our bestattempts to use the lens of disability students to show STEM and the liberal arts as organic,essential, and generative partners.Course background and overviewAs an academic field, Disability Studies solidified in the 1990s alongside a social model ofdisability that rejected biological definitions of “normal” bodies and medical perspectives thatidentified disabilities as problems to be fixed. As a result, the study of disability fractured, oftenhighlighting conflicts between academic and professional interests4. At its foundation, the goal ofour Introduction to Disability Studies course is to bridge the chasm between theories andresearch in disability studies and
observational protocol includes the identified observational settings, developed descriptionsof what was witnessed, and particularly interesting and surprising occurrences. Field notationwas guided by the following prompts: How do Black youth develop engineering skills within diverse sociocultural informal contexts? What does engineering learning look like in these informal contexts? How did the space allow kids to design/create? How did they interact with others while doing engineering? How they interact with parents and vice versa?Research ReflectionsIn this section, we present a summary of the field notes from each of the preliminary sites asreflections. We share our initial insights and reflections related
Cincinnati in the USA. He is currently writing a dissertation on the pre-service teachers’ understanding of geometric re- flections in the USA. His dissertation explores pre-service secondary mathematics teachers’ motion and mapping views and contributes to current research by offering insights into the development of an under- standing of geometric reflection. He is also working as a research assistant in Engineering Education. His work is focused on student learning and interest engineering design to teach engineering, science, and mathematics.Prof. Tamara J. Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM
individual space.In the group space, usually in the classroom, the instructor can focus on more complex learningoutcomes. The time and activities in the classroom can be broken down into several phases: (1)opening minutes: connecting with pre-class preparation, keeping students accountable for thepreparation, and clarifying misconceptions, (2) middle of class: conducting the group activity,and (3) the closing minutes: debriefing the activity and reflection on issues and learning.The post-group activity can be a continuation or extension of the in-class activity. The reader isreferred to Talbert’s book (2017) for an extensive discussion of the history and pedagogy offlipped learning as well as detailed instructions about how to design lessons and
make it more universal. The modified instrument, as shown in Appendix B, has notbeen validated. All the questionnaire items will be translated to Vietnamese by translators. The NOEinstrument will be distributed to the Vietnamese faculty when they sign the consent form.Participants will have ample time to complete the written questionnaire. This will allowparticipants to reflect on their NOE views in-depth and relate the responses to their current workexperiences. After receiving the written responses, we will conduct a follow-up interview withthe participants to elaborate on their written responses to generate as much detail as possible ontheir NOE views. All NOE items will be used in conjunction with individual follow-upinterviews with
onbreadboards. Play Laser Chess/Maze to become comfortable with tracing beam paths. Figure 3. Laser based games (Laser ChessTM and Laser MazeTM) teach reflection, beam splitting, ray tracing and the visualization of optical paths. Day 2 Begin the day with lessons on lasers, explaining the concept of “Light Amplification byStimulated Emission of Radiation” and talk about the construction of different types of lasers.Introduce the concept of fiber optics and teach refraction and total internal reflection. Do demosof laser light being carried through a fiber. Let the students get hands on with the fibers andlaser sources. Review previous day’s electrical topics. Present new
in this area,E=Has serious deficiencies in this area which are detrimental to students. Four factors were identified which had the potential to show improvement of satisfactionscores due to the course redesign. The noted factors of the EOC survey instrument were:Response 12 (TP): the lectures were well organized, stimulating and up to dateResponse 13 (TP): the objectives of the course were clearly stated and explained during the lecturesResponse 15 (CP): the supplemental material was adequately detailed and positively contributed to the learning experienceResponse 18 (CP): the scope of the material covered in the lectures was reasonable in the amount and reflected high standards
and qualities of engineers include creativity, leadership, teamwork, andinnovative thought [29-30]. Further, the nature of engineering work requires that engineers beaware of the social and cultural states of the world and the ways in which their work affectsothers [30]. Therefore, exploring leadership behaviors of engineers would lend insight into thenature of leadership within the engineering context. The primary research question in this studyis as follows: Which leadership styles are experienced by current engineers? This exploratorystudy reflects an effort to describe the lived experiences of current engineers and theirobservations of leaders with whom they have worked.Methodology The purpose and research question associated with
Engineering Education, 2019 Evaluating the Impact of Ethics Instruction on Student AwarenessAbstractEngineers must frequently make decisions during their careers without understanding orknowing the full set of consequences. These decisions can have unintended or harmful results.Therefore, it is imperative that engineers consider the ethical dimensions of their decisions whileworking to satisfy their employer’s interests even if these decisions conflict with theirorganization’s objectives or their own goals. Engineers have a responsibility to uphold a level ofethical standards that produces trust in not only their organization but also in their profession.Students entering the workforce must reflect the same level of ethical standards
model, numerous learning style models have beenproposed such as those found in [10], [11], and [12]. All models classify students according toscales that are defined based on the way learners receive and process information. The FSLMincorporates some elements of the Myers-Briggs [12] model and Kolb’s [11] experientiallearning model. The main reasoning for its selection in the DLMS evaluation is that it focuses onaspects of learning that are significant in engineering education.The FSLM consists of four dimensions, each with two contrasting learning styles. These fourdimensions (and their associated contrasting learning styles) are: Processing (Active/Reflective);Perception (Sensing/Intuitive); Input (Visual/Verbal); and Understanding
useful, relevant and responsive to their learning needs. Recruitment of focus groupparticipants consisted of a class wide email by the instructor inviting the students to participate inthe study. In all, a total of six half-hour long focus group interviews were utilized to facilitatecollective reflection and dialogue by providing students opportunities to openly discuss theirlearning experiences with fellow peers. The number of students participating in a given focusgroup ranged between 6-8 and all focus groups sessions were audio recorded for transcription andanalysis purposes. The dynamic nature of the focus group method stimulated conversation amongthe students and sparked conversations centered on their unique experiences related to the
use the well-known expectancy-value achievement model by Ecclesand Wigfield [14]. In this model, students’ self-schemata (which we frame in this study as STEMidentity) predicts their expectations of success (which we frame as students’ self-efficacy), whichpredicts their achievement-related choices (which we frame as STEM career aspirations as wellas STEM study strategies), as do the subjective values students assign a task (which we frame asperceived STEM degree utility).In this model, self-efficacy can be viewed as the extent to which students believe they arecapable of learning and understanding academic topics, as well as successfully performingacademic tasks to their own standards [15]. Career aspirations in STEM reflect the extent
-studies in part two. Thesequestions serve two related ends: first, causing participants to reflect on their own knowledge andexperience, fostering critical thinking skills in relation to and better retention of contents; second,for research purposes, to better understand what users know and think about concepts and contentsrelated to ethics, technology, and society (Fig. 5 and Fig. 6).Fig. 5 Free-response questions about ethicsFig. 6 Free-response questions about cultureQuestions appearing at the end of the case studies concern each of the ten steps of the case-studyprocedure outlined in chapter two of Global Engineering Ethics (Fig. 7 and Fig. 8).Fig. 7 Step one of the case-study procedureFig. 8 Step two of the case-study procedureVersus
connections among them. This simple act helps learners tobetter appreciate the broad set of skills and knowledge needed to be a good engineer, which inturn seems to motivate and guide more purposeful study. Further, this reflective activityincreases both understanding and retention.The Seven C’s were introduced to students in several Mechanics of Materials classes during arecent multi-year study on assessment methods [1]. Though they were not a formal part of thestudy itself, it was observed that the C’s played a key role in student success. (The only C notemphasized in these classes was Collaboration, though it could have been.) By introducing theselearning categories early and referring to them often, they gradually became part of thevocabulary
, 3) utility, and 4)relative cost9. Attainment value is defined as how an individual’s perception of a task reflects ontheir self-concept. Intrinsic or interest value is defined as the enjoyment that people experiencewhile performing that task, 3) Utility value is defined as perception a student has in the futureengagement of a certain task, and 4) The relative cost is the cost associated with engaging in acertain task, in terms of time, effort or the psychological factors associated with it9,10.Sampling and ParticipantsThe interview participants were recruited from the 2014 cohort of FYE students. A mass emailwas sent to the desired population, out of which 40 students volunteered to participate in thestudy. Purposeful sampling was done to
a. Define civic action and reflect on personal role b. Connect and extend knowledge to civic engagement and serve others5. Service Learning 26-28 c. Communicate differing perspectives of communities and cultures d. Collaboratively work across and within a community to provide a serviceThe rubric was created by the authors for this study and for use at Clemson University toevaluate GCS projects based on the 5 GCS program competencies. The rubric criteria weremined and adapted from best practices in the literature.Rubric ApplicationTo demonstrate the use of the proposed rubric, the
webinar, there was not a lot of discussionsolicited, as the focus was to get the final outline approved.Overall assessment/reflectionEach member of the management team was asked to share their reflection on the process, andsome of these reflections are shared in the following list. “The biggest challenge in the process was remembering we were writing a model course for new infrastructure instructors, not the Best Infrastructure Course Ever (which, of course, each participant believes she or he had already written and is currently teaching!).” “Remaining focused on the objective helped prevent “my way or the highway” attitudes from intruding. This is not a process for stubborn people. Compromise and consensus requires each
educational pursuits withinengineering practice6, 7. This study was designed to better understand the experiences of Blackwomen in engineering industry using an identity analytical lens.Engineering has been identified as one field that enables the U.S. to retain its preeminence in theglobal market8. Even with such pressure to attract and retain engineers into the profession,numbers remain low. Despite studies that boast the benefits of having a diversified engineeringworkforce, women and minority participation does not reflect the U.S. demographic distribution.The National Science Foundation has identified women and people of color from threeracial/ethnic groups – Blacks, Hispanics, and American Indian/Alaska Native - asunderrepresented in
Foundation under Grant No. NSF 14-32426,14-31717, and 14-31609. Any opinions, findings, conclusions or recommendations expressed in the materialsprovided are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. understand and assess the students’ STEM affect. Each component of the theoretical frameworkis described in the following paragraphs.STEM-literacy for the 21st Century is multifaceted and includes content knowledge and habits ofmind5. For the purpose of this study, we refer to STEM-literacy as the union of students’understanding of STEM content and their ability to reason critically about structures using civilengineering principles. The STEM content relevant to the Structures course was
that it is more efficient to encourage students to adapt to hybrid or onlinelearning than it is to try to design systems to adapt to each student’s learning style.From 2009 through 2012, our Industrial Engineering Technology program at SouthernPolytechnic State University converted all of our major courses to a Converged Course format.The Converged Course format can fit the needs of both traditional and non-traditional students.A 2013 ASEE conference paper17 presented the format and a very simple measure ofperformance. In 2015, Southern Polytechnic State University merged with nearby KennesawState University. This merger has not affected our Converged Course offerings. It was however,a time for reflection. It was noted that another three years
a hardware kit and “recipe” instructions to set up and program theelectronics as an angular velocity measurement sensor. Then they had to work with their partners outsideof class to develop a calibration method for the sensors and to record the motions during a baseball swing.Finally, they developed a formal design report that refined their concept into a commercial product thatcould be marketed to the Baseball Coach and potential investors. Student outcomes during pilot implementations at two universities were measured with direct(formal design report) and indirect (student survey) assessments. The instructors also maintained closeobservation of student groups in class and during office hours to reflect and improve the
given field, and their level of attainment defines how well-prepared they are to meet jobdemands and excel in the future [16-17]. The general (meta) competencies are skill sets that enable themto function globally, such as to work with others, function in systems and meet organizational demands,and transfer task-specific skills to new challenges or tasks they have not encountered before [18-19].Thus, our goal is to revolutionize our learning community to develop an intentional culture of reflection,wherein members (both students and faculty) develop dispositions of metacognition and self-regulation.The competencies required by future engineers vary from industry sectors and even companies in thesame sector. In addition, recent graduates will
light sensor). Students learn how a light sensorilluminates the surface with light and then picks up the reflected light based on the reflectivity ofthe surface; white surfaces reflect more light while black surfaces reflect less light (absorbs morelight). This allows the sensor to detect a dark line on a white surface, or a white line on a darksurface. The HY Studio light sensor outputs “1” when black is detected and “0” when white isdetected. Since there are 3 light sensors on the array, students can start with simple programming usingone sensor, then move onto writing the code for two light sensors, and finally utilize three sensors.The tasks for students include: Program the robot to stop when it sees a black line Follow a black
learn and retain knowledge from the experience ofteaching. The Kolb method works at two levels: a four state cycle of learning figure 1 and fourseparate learning styles table1. This method is concerned with the student’s internal cognitiveprocesses. It is a learning circle that can begin at any one of the four points. It often begins withan individual moving forward with a particular action and then observing the effect of his or herinvolvement with the action. Reflecting on observations is a precondition for problem-basedlearning. Kolmos and Holgaard7 suggested that this reflection sets up a methodologicalframework for being innovative on the meta-cognitive level for being able to systematicallyimprove individual and organisational learning