and varying models have been developed. For example, Crismond and Adams5present a robust matrix illustrating the design learning trajectories of K-16 students. Their matrixderives from existing literature and explores nine design strategies, from “understanding thechallenge” to “reflecting on the process.” Compared to beginners, informed designers aredescribed as continual learners who work creatively and make decisions based on their skills andknowledge. Similarly, Cross10 compares the behaviors of expert and novice engineeringdesigners. For instance, when solving a problem, expert designers focus on “breadth-first Page 26.1131.3approaches
Page 26.844.1 c American Society for Engineering Education, 2015 High School Engineering Class: From Wood Shop to Advanced Manufacturing (Evaluation)AbstractThe maker movements, a general term for the rise of inventing, designing, and tinkering, and theaddition of engineering standards to the Next Generation Science Standards (NGSS) havespawned a major evolution in technology classes throughout the country. At Georgia Institute ofTechnology, a new curriculum attempts to bring the maker movement to high school audiencesthrough both curricular and extra-curricular channels. The curriculum is structured aroundengineering standards and learning goals that reflect design and advanced
seek to bring about change – helps us understand the different ways in which peoplesolve problems individually and as part of a team. When team members’ cognitive styles arediverse, creating an effect known as cognitive gap, the team may experience the advantages ofapproaching problems in diverse ways, but the likelihood of conflicts and misunderstandingsincreases6.This study investigated the relationship between cognitive style and the perceptions of studentsworking in teams about their own ideation. Through the analysis of reflection surveys from 202pre-engineering, engineering, and design students participating in an ideation study, we exploredthe following questions: (1) how does working in teams impact students' perceptions of theirown
Theory (ELT). Experiential learning was introduced byJohn Dewey in 1938, and later refined by Kurt Lewin and David Kolb. Dewey describedlearning as a process of participating in an activity, reflecting on that experience and later usingthe conclusions when doing other activities.3 Lewin, a social psychologist, believed that thechallenge of modern education was how to implement “concrete experience” based on Dewey’sprocess.4 Kolb unified the process in 1984 as the “Experiential Learning Cycle”, which connectsthe four actions of learning.4 Kolb’s cycle depicts experience explained by reflection, reflectioncreating new concepts, and new concepts used to plan new experiences. He refers to the cycle asconcrete experience (CE), reflective observation
. Integrated class experience refers to an at-home effort that includes activities that range from education in the language, customs, history, and government of the country in question. (Downey et al.2)This paper describes the evolution of an international collaboration between the University ofCalgary (UCalgary) in Alberta, Canada and Shantou University (STU) in Guangdong Province,China. The collaboration is best described as a hybrid between International enrolment,International project, and International field trip. The paper begins with a history of theprogram. Next is a description of how Transformative Reflection was used to help the programevolve. This section is followed by how the program and workspaces have evolved from year
first course. Results of thisqualitative assessment were analyzed using a rubric developed to measure growth in perceptionsand attitudes. In addition, students wrote reflection papers about practical leadershipexperiences during their industry internships, using the guiding principles and themes of theprogram to illustrate what they learned. Students also synthesized their observations of industryleaders after shadowing each of two C-Level leaders.Early results from assessments conducted after the first year in the program indicate students aredeveloping significant self-awareness, building life-long skills and habits that will serve themwell as they assume greater leadership responsibility. Early results also indicate the necessity ofcreating
engineering education.Dr. Brook Sattler, University of Washington Dr. Sattler is a Research Scientist for the Center for Engineering Learning & Teaching (CELT) and a Multi-Campus Coordinator for the Consortium to Promote Reflection in Engineering Education (CPREE) at the University of Washington. Her research interests include understanding and promoting self-authoring engineers.Dr. Jennifer A Turns, University of Washington Page 26.1783.1 c American Society for Engineering Education, 2015 “I realized that I myself am on the path to being a pioneer”: Characterizing the
Paper ID #12492Exploring Ethical Validation as a Key Consideration in Interpretive ResearchQualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in
, and Shake Table Survival. Engineering Design Process This process is used to guide students through the STEM EDA curriculum Build a prototype for the design chosen in Step 4 while encouraging teamwork, critical thinking, and creativity. and utilize the iterative nature of design. Test the prototype on the shake table and evaluate its performance. Reflect on the performance of the prototype and suggest improvements and redesigns of the
technical and club advisors forthe EWB-USA. The local club already had professional mentors who travelled in-country theprevious summer on an assessment trip with a team of students. These mentors continued withthe class and supported the faculty for EPICS who was an added advisor and managed the courseand assessments along with a graduate teaching assistant. He was also added as an advisor for theclub to keep him informed about activities and also to make it easier on the student members toobtain required signatures within the university system. A second club advisor was kept from theprogram that had overseen EWB-USA previously and still had responsibility for the organization.This shared ownership has worked well.Student Reflections and
, carrying auseful load of at least four bags of groceries, and use the least amount of energy possible. Theperformance and fuel economy of the motorcycle was evaluated before and after streamlining.Examining data from several Vetter Challenges, dramatic improvement in the fuel economy ofmotorcycles after being streamlined is demonstrated. In parallel with the student team’s technicalresearch, their individual reflections before, during, and after the project were formally gatheredand analyzed. In this paper, the results of the Vetter Challenge competition are discussed alongwith students’ experience and reflections. Ongoing next steps and a pathway to implement thisresearch at other schools are revealed.Background & Introduction
to teach,especially in ways that capture students’ interest and attention. A variety of approaches areimplemented including dedicated courses inside and outside of engineering, as well as weavingethical case studies throughout the curriculum 3-5. Creative approaches to teaching engineeringethics including argumentation, eye-witness role playing, videos, engineering ethics lunches, andeven an engineering ethics board game have previously been presented 6-10. The objective of thisassignment was to combine the common practice of integrating an ethics unit into a first yearIntroduction to Engineering course with the innovation of a creative fiction assignment requiringthe students to generate and reflect upon an ethical dilemma of personal
, he concluded that “racially/culturally diversified campus environmentsdo more than appear or ‘sound’ good, they promote cognitive growth and complexthinking.” 13Diversity is equally as significant in the industrial sector as well. As tech companies continue toengage in relationships with more diverse clients and partners, cultural sensitivity and culturalcompetency become increasingly important. Additionally, it is important to ensure thatupper-level managerial positions reflect the diversity that companies hope to achieve. In one casestudy, an unnamed SV company sought to employ a URM woman in their CFO positionspecifically to foster relationships with clients and partners from diverse background and to serveas a role model for women in the
oninterpersonal skills showing the strongest connection to results8. Effective training is directlyrelated to performance, adaptation, and skills, and indirectly related to empowerment,communication, planning, and task coordination9. Ideally this brief video would be paired with aclass discussion or a reflection assignment to crystalize learning, similar to the reflectionassignment modeled by the students near the end of the video10, but the video can also standalone as an educational tool.Individuals are more motivated by work if they believe it to be important to them personally11,and receive the most benefit from training when they are highly motivated to learn12. As a result,the teaching of team skills and communication, which may seem out of place
described by text or bya graphic. Application of the instrument lead us to reflect that, once the appropriation is achievedthrough the motion context, it could be easier for students to apply it without connection with areal context. It also reveals the difficulties for interpreting graphical information based on thederivative function. These findings are part of the overall results of a doctoral dissertationconcerning with the use of digital technologies for the learning of Calculus.Keywords: Calculus learning, digital technologies, linear motion, real context, mediation.BackgroundDigital technologies are important tools in our daily activities, and it looks easy to use them inclassroom to support learning. According to Hillman1, a lot of research
, larger-scale, quantitative scientific studies. Brown4points out that criteria against which to measure success of interventions or guide iterations ineducational DBR should consist of development of traits which the school system is chargedwith teaching, e.g., problem solving, critical thinking, and reflective learning.In this paper, we test the hypothesis that the flexibility and hands-on nature of a roboticsplatform will support different audio, visual, verbal (read/write), and kinesthetic learningstyles,5,6 offering teachers more versatility within lesson plans while effectively teaching STEMconcepts to students. Despite a lack of agreement7 within the education research communityregarding categories or, in some cases, the existence of
game’s primary mechanism, although a captivatingchallenge for its game mechanics, was not configured to address many of the key pedagogicalgoals associated with the introduction of thermodynamic properties, their inter-dependency, andthe unique features of the properties in the subcooled, two-phase, and superheated regions. Arelatively cool reaction to the game by the students was reflected in all three evaluation methodsand resulted in a significant re-direction of the game’s features.Along with a list of specific pedagogical goals, the game’s re-direction includes a set ofprofessional practice scenarios, and a completely new set of game mechanisms. Additional gamefeatures, including a novel in-game assessment tool that is based on a
Science Foundation S-STEM (Scholarshipsin Science, Technology, Engineering, and Mathematics) grants on undergraduate minorityengineering transfer student retention and development during the period 2007-13 in the Collegeof Engineering at the University of Massachusetts Amherst. The programs were designed toovercome known barriers to persistence of transfer students from community college, includinglack of engagement on campus, underdeveloped professional work ethic and goals, deficientstudy habits, fewer opportunities to gain practical competence/reflection on learning, andworking for pay. The elements of the programs included cohorting, team-building, mentoring,tutoring, and advising, as well as monetary support in the form of scholarships
involved in the experience. 2. Reflective Observation: The student groups meet with the faculty advisor every other week to provide an update on what they have done so far. One of the topics during discussion is what topics that they learnt in class used and how that is impacting the social issue. 3. Abstract Conceptualization: The students are collecting data from the agency and also making templates to get already existing data. They are using this data to apply models that they have learnt in various classes. Coming up the right data to use in itself is a great learning experience. 4. Active Experimentation: The students are able to put two different methodologies together to come up with a solution to
skills and critically reflect on their own learning experiencesThe next section of the paper describes the implementation of the spatial visualization skillsintervention during the course labs along with pre and post-test data.Spatial Visualization Skills InterventionIn order to obtain a measure of spatial ability, the Purdue Spatial Visualization Test ofRotations (PSVT:R) was administered to all students who were in attendance during the firstlecture of the semester. One hundred and twenty (120) students completed the pre-test. Theresults for this are detailed in Table 4. As this test was administered during the first week ofsemester 1, it is valid to compare with the scores reported
, rather than students; thus reflecting the current research andintervention landscape. The lack of focus on policy reflects a broader trend in the interviewswhereby participants externalize the problem of underrepresentation as located not inundergraduate education.In some ways the small amount of attention paid to policy related to students is understandable.To be fair, I also did not originally think to include policy questions in my interview protocol. Idid so only after one of the project’s advisory board members suggested it. On one hand, thismakes some sense. As the one participant stated, “You can’t have a policy in place to tellsomeone, ‘Don’t make her feel bad.’ That’s just a culture.” Certainly, it is true that “familyfriendly” policies
the results from2012 and 2013 in Figures 1 and 2. Page 26.997.4Figure 1: Overall, students perceived engineering as a respected career that involves designing cool things and helping society. Page 26.997.5 Figure 2: A summary of student associations towards male engineers and creativity.Students who participated in the game project also reflected on their experiences and learning.On average, 85% of students agreed or strongly agreed the game project was creative, and 71%said they enjoy creating games, while 80% enjoy playing games. Interestingly, more
. Page 19.37.1 c American Society for Engineering Education, 2015 The Attributes of a Global Engineer: Results and Recommendations from a Multi-Year ProjectAbstractFor the past several years, the American Society for Engineering Education’s Corporate MemberCouncil, reflecting the voice of industry, developed a series of attributes representing the desiredcompetencies needed by engineers in order to effectively live and work in a global context. Aglobal online survey was launched to validate the performance and proficiency levels of eachattribute, and a series of global focus groups in every major region of the world have been heldfor the purpose of clarifying and refining the
were other subjects discussed during the second half of the project.Midterm Project AssessmentFor the midterm assessment, worth 5% of the course grade, students were asked to address threekey questions with their deliverables: • Is there a clear vision for the roller coaster design? • Are the technical skills necessary to complete the design being developed? • How can the time and resources remaining in the semester be budgeted to ensure a successful project outcome?Each of these big picture questions was explored in more detail by individual deliverables: aproject proposal, preliminary calculations, and reflections. No fixed format was specified foreach of these deliverables, but certain items needed to be included.In the
, proposing a conceptualmodel of the factors that influence global competency levels, and also identifies the baselinelevels of global competency for benchmarking. The resulting conceptual model and globalcompetency measures will be useful toward larger scale inquiries to evaluate how participationin study abroad programs, international experiences, culturally-relevant curricula, and otherrelated activities can contribute to changes in students’ ability to work in diverse environments.The Miville-Guzman Universality-Diversity Scale short form (MGUDS-S) measures the“universe-diverse orientation” construct, which “reflects an attitude of awareness of both thesimilarities and differences that exist among people”2. Higher MGUDS-S scores have
becoming a routine mode ofinteraction. Industries are evolving to multi-national and/or global-centric entities. Findingsfrom this student – centered collaborative experience are discussed and some of the uniquechallenges are identified.II. Literature ReviewThe literature pertaining to this field has grown rapidly and reflects a number of importantcharacteristics. The field spans topics on “Student reflections on the use of Collaborative Page 26.1186.4Technologies in a globally distributed student project” to "The design and implementation of alearning collaboratory” that focuses on the process of collaborative learning. A summary ofrelated research
networkgame, to verify how a two-semester sequence may reflect on the quality of the final product.The students worked on a team to design and develop the software requirements and relateddocuments in addition to building the software. The objective of the demonstration to the freshmen class was twofold: (1) illustrate theprocess of software development comprising multiple stages over two semesters, and (2)outline typical game programming technology with the use of professional tools. Page 26.769.63.2 Detailed Project Descriptions The data acquisition and control projects were all developed in LabVIEW and focused on acompletely different kind of
aim is to teach skills, and notcontent. To ensure that skills are developed, in-class challenges are given for each of the analysis stages,deep learning assignments are given at major milestones in the course, and students complete a courseproject. Many assignments require justification of answers to break the student mentality of “what is theright answer” and lead them toward developing solutions that address system requirements and balancetradeoffs. The reflection that comes along with justification solidifies concepts and enables mastery ofthe systems analysis process.IntroductionThe engineering program at James Madison University provides an emphasis on engineering design,systems thinking, and sustainability. Our young engineering program
viewed appropriate. For this section, the Cadets were asked to writea three page essay on how the subject of how aeronautics intersects with their chosen major.This posed a thought provoking reflection essay which was not expected in an introductoryengineering class. Cadets were encouraged to talk with their advisor, other classmates, otherCadets in the major, and with the author. Several Cadets chose the latter and excellentdiscussions were had with the author outside of the classroom. As a result, the essays writtenwere thoughtful and thought provoking. In a survey that was accomplished after the essays weregraded and returned, many Cadets thought the essay experience was valuable and theyappreciated the opportunity to reflect on the relevance
practical and intellectually appropriateresearch design?In this paper, we consider one such idea: The prevailing stigma of research conducted on smallpopulations in research on equity. Whatever its source or however explicit (or not) its ideologicalorigins, disregard of the “small n” population as non-meaningful reproduces a marginalization ofstudents. It also casts particular human experiences as aberrant by virtue of statistical rarity. Butmost profoundly, researchers’ definition of small or large “ns” reiterates the value or necessityfor established categories (say, racial demarcations, or binaries of ability and disability), whilewe instead believe that critical reflection on categories is necessary for any address of power andprivilege. Our