by the kinematics of fluid flow that works as the “microscopic” levelof the application to the learning topic (please see Figure 1). More details about the learningprocess and how it works are presented in the sections below.A Dual Level Learning Approach through a Practitioner’s LensResearch FrameworkThis work adopts a practitioner research methodology that reflects a praxis-based approach thatidentifies challenges in the classroom and leverages effective practices to enhance studentlearning.1 Manfra and colleagues1 indicate that, “Practitioner research is grounded in notions ofreflective inquiry and experiential education…(and) reflection-in-action” (p. 6). Specifically, thiswork is inspired by practitioner reflections and observations of
student interest and development in science,technology, engineering, art, and mathematics (STEAM). This paper introduces Walk andDraw, a collaborative effort between the disciplines of Computing, Arts, and Interactive Mediato support students as they navigate the STEAM disciplines. The Walk and Draw applicationenables students to experience nature while documenting their findings. We have built anopen-source prototype system that supports students in conducting and documenting theirexperiences in varying environments, thereby providing the opportunities for self-reflection andsharing their experiences with their peers. Ideally, Walk and Draw will support students intheir lifelong goals of communication, exploration, and creativity. Walk and Draw
for Engineering Education ETD 315At the post-secondary level, a meta-analysis of 225 studies of undergraduate STEM courses,comparing student performance in traditional lecture and active learning courses, students intraditional lecture courses were 1.5 times more likely to fail the courses than their peers in activelearning courses [2].When designing instruction, the active learning model [3] of experiential learning includes fourkey components: 1) engaging students in a concrete experience based on the content beingtaught, 2) providing students with the opportunity to make observations and reflect on theseobservations, 3) allowing students to analyze
,formative assessment approaches aim to develop talent, which is more likely to reduce barriers facedby female engineering students as well as those students in underrepresented groups in STEM fields.These methods encourage reflection, which enhances learning, and they increase the intrinsicmotivation to learn, which teaches skills and creates enthusiasm for life-long learning. This is thegoal of education. Engineering education reimagined to allow a cycle of try, fail, study, try again,and learn, based on a growth mindset, is progress toward providing true quality education. It alsolevels the playing field, increasing the possibility of success for women in engineering, and reducingbarriers often encountered by students of color, indigenous
implement change in boththe media industries and their products. 6 GENDER AND COMPUTER GAMES • Women make up about half of video game players • Significantly underrepresented as protagonists in video games • Portrayal of women in games often reflects: • traditional gender roles • sexual objectification • stereotypical female tropesWhile women play video games on par with men, they are not represented as protagonistsat similar levels.Instead, when women are portrayed in games, they are placed into secondary and/orobjectified roles, and often presented in a stereotypical fashion.Data Sources
discrimination manifests inuniversities and include the institution’s own data. We highlight adaptations we made specificto our institution in order to encourage other institutions to be responsive to the contexts thatimpact DEIS work on their campuses. For instance, our initial adaptation of the Advocates andAllies program sought to be more inclusive by including LGBTQIA+ and staff on the Advocatesteam and A&A Advisory Board (A3B). Our adaptations have also reflected an ongoingcommitment to present race and ethnicity data in addition to gender data1. Other adaptationswe discuss concern developing the credibility of the team presenting the workshops andincorporating an ongoing Journal Club to discuss the relevant literature.This paper also shares
Highlights• 1 Credit Course to be taken first Fall semester• Mentoring & Coaching Hours Requirements• Weekly Reflection AssignmentsPWE Impact: RetentionAre PWE students more likely to remain enrolled at Clemson? Are PWE students more likely to remain in STEM? PWE 2017 PWE 2018 Total at Clemson 49 Total at Clemson 34 Total Attended 50 Total Attended 34 PWE Participants 72% PWE Participants 73.5% Retained in CECAS Retained in CECAS PWE Participants 98% PWE Participants 100% Retained at
majority males. The international experience, in combination withother interventions, proved to be a transformational factor for the participants.for Asentamientos Humanos (informal settlements) wasQualitative Evaluation Methodologydesigned with this learning technique. This engineeringIn order to evaluate the outcomes of the program, multiple sources of data were collected. Thesesources included quantitative data on student retention, annual student surveys, focus groups atthe end of the program, and student reflective essays. For this paper, summaries of the focusproject also showed students from Penn State thegroups and reflective essays are discussed. In addition, quantitative data on student retention andother outcomes are provided. The
group projects that require students to apply their abilities in a hands-on manner. The discussion questions and case studies in the course encourage collaboration, experimentation, and creativity and encourage students to solve real-world problems in simulated environments. • The course instructor has a clear plan to offer constructive feedback (Gagne’s Event #7) during discussions and project milestones and after students have submitted assignments. This emphasizes the importance of self-assessment and encourages reflective thinking in students about the concepts they have learned during the course. The course design incorporates online resources and encourages students to seek guidance from the
provided table file). Operating conditions that do not meet the system requirements should be highlighted red. • Evaluating Solutions Against Requirements – for each solution, evaluate the solution against the requirements. Discuss the strengths and weaknesses of the solution. If the solution does not meet one or more of the requirements, discuss approaches to correcting the issue (which should be reflected in the subsequent solution). At minimum, you must have three iterations. There is always a way to improve your design. • Making Trade-offs – Discuss any trade-offs made throughout the design iteration process. Discuss any other changes that were made throughout the design iteration process and
. Research Team Dr. Walter Lee Malini Josiam Artre Turner Crystal Pee Taylor Johnson Dr. Janice Hall Associate Professor PhD Student PhD Student PhD Student PhD Student Postdoc This material is based upon work supported by the National Science Foundation under Grant No. 1943811. "Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
member’s pre-existing social capital. The cultivation of these relationships in L&L is also reflected inthe culture of the space, as described by participant 5 . ”[L&L] is kind of a very open, inclusive culture. It’s very similar to the ESED culture. [...] Everyone seems to like, get along. They’re happy to see one another and talk.” - Participant 5Participant 5 describes the culture of L&L as inclusive and open. Their statement shows how social capital is facilitated throughL&L, as it promotes an environment where individuals feel welcomed while they join together to discuss education research.L&L provides a semi-formal space to develop graduate student relationships. The semi-formal register of the space is intendedto
learning in the classroom with real-world experiences in thecommunity. Studying abroad provides students with opportunities to learn how to navigatedifferent cultures, work with diverse peers, and gain new perspectives and global awareness. TheMercer on Mission (MOM) program at Mercer University in Macon, GA bridges service-learning with short-term, faculty-led study abroad opportunities to provide transformativeexperiences for students through academic instruction, cultural immersion, applied research,meaningful service, and personal reflection. In this study, the MOM program was evaluated forits impact on student participants. Program evaluation included a holistic assessment of theprogram. Research goals included evaluation of effectiveness in
, to this room, today? February2023 CoNECD Conference 5My Results2016- Precipice ofPrivilege2020- I’mneurodivergentToday- I believe inequityFebruary2023 CoNECD 6Step One: Reflect Buildinselfreflectioninto yourdailyleadershippractice. Askyourself, “what”and“how”questions. Go forbetter: The dichotomyofright andwrongare not the onlysolutions, there is also better. Be onthe lookout fornewdata. February2023 CoNECD
. 11We hypothesize a theory of action for an ecological belonging intervention. 12 The intervention conveys the message thattypical adversity is normal and surmountable. Students form/in teams (10 min)(5 min) Independent reflective writing activity Introduction (5 min) Students listen to stories from previous students (10 min)“It can be easy to feel overwhelmed or to sometimes wonder to yourself ‘do I really belong
Director Harris onboardingin May 2022, he has redefined the DELTA as a BRIDGE program with an emphasis onsupporting students throughout their first year (not just two weeks in the summer).The above sample size focuses specifically on the Black/African-American populationwithin the College of Engineering, numbers reflecting first year students entering thecollege (on the left are those that participated in DELTA Bridge, on the right are thosethat did not). 13 Keys to Success
, Franklin W. Olin College of Engineering Linda Vanasupa is professor of materials engineering at Olin College. She also served as a professor at the California Polytechnic State University for 27 years. Her life’s work is focused on creating ways of learning engineering that honors the whole.Khalid Kadir, University of California, Berkeley ©American Society for Engineering Education, 2024 View from the Kaleidoscope: Conceptualizing antiracist priorities forengineering as a collective across vantagesIn this session entitled, “View from the Kaleidoscope: Conceptualizing antiracistpriorities for engineering as a collective across vantages,” we will reflect on theformative meeting of an advisory board of a
equipped with skills in constraint-based computer modeling to keepinnovating high level technology and systems [2]. As industries lean further into the world of 3Dmodeling, students need to learn how to effectively design in computer systems to communicatetheir visions. Therefore, universities need to keep up with the growing use of CAD and updatecurriculum to reflect the demands of industry including creative visualization skills,communication, and technical prowess [3].Experience is widely considered as the path to becoming an expert in any given field [4-6]. In thecase of CAD and more specifically modeling in CATIA, beginners start to build theirunderstanding of the program and the basic skills that go into 3D design. As these learners
(s) and do not necessarily reflect the views of the National ScienceFoundation. Research work was conducted under institutional IRB protocols, IRB#2021-046(N).References[1] Fisher, F. T., & De Rosa, A. J. (2021, April), A review of Adaptive Expertise and its integration within undergraduate engineering curricula Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual . 10.18260/1-2—36282[2] Peterson, P., & Fisher, F. (2001, June), A Tool To Measure Adaptive Expertise In Biomedical Engineering Students Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9908[3] Wineburg, S., Reading Abraham Lincoln: An expert/expert study in the interpretation of
promoting and assessing undergraduate learning. Susannah has taught classes in biochemistry, molecular biology and cell biology as well as general biology, human biology and cancer biology for engineering and science students. ©American Society for Engineering Education, 2024 Engaging students in developing course improvements leads to both faculty and student insightsAbstract- Sometimes we learn new approaches to teaching from the occasional conversationwith colleagues, an article in a journal or attending a conference. In this article, I describeengaging students in reflecting on a past class, then suggesting new approaches to teaching thatthey feel would improve the
reviewing and discussing the Code of Ethics, students watch the documentary“The Inventor: Out for Blood in Silicon Valley”. After viewing the documentary, the students areprovided writing prompts that encourage reflection on the ethical issues raised in the film.Additionally, students are encouraged to explore and compose their own reflections on ethicalconsiderations.Writing Prompts:1) Research what protections exist for whistleblowers and briefly describe them.Research the risks for whistleblowers and describe them. Knowing the level of protection andrisks for whistleblowers, would you choose to whistleblow if in an unethical situation? If youwere in the whistleblower’s shoes, how would you choose to whistleblow? What choices do youhave? Would
Factor (EF) is primarily linked toCovid-19 (EF2) as the impact of other factors is more variable across participants. In addition tofurther illumination of the responses for the activity codes, examination of the subcode data revealedan interesting pattern where several individual overall program codes have negative response patterns– matriculation (bureaucratic & academic issues before first class) (OP2), fellowship requirements(OP3), and bureaucratic and administrative issues after first class (OP4) - even though the aggregatevalue of the response code for Overall Program (OP) is (slightly) positive as shown in Figure 2. Ascan be seen by the subcode names, all of these reflect activities that participants viewed as eitherbureaucratic or
peers.Multiple Apprenticeship Model (Walker et al., 2008) Each of these features should shape the relationship between the scholar and their mentors. Faculty with scholarly and professional expertise help students self-reflect upon the Intentionality process of creating scholarly ideas and communicating them to others in their field. Multiple Students engage with numerous intellectual mentors. Relationships Collective All parties share responsibility for the development of students’ learning. Responsibility Allow individuals to learn mentoring techniques and be recognized and rewarded for Recognition demonstrating
Foundation Awards#1937950, 1939105; USDA/NIFA Award#2021-67021-35329. Any opinions, findings, conclusions, or recommendations expressed in this Aditya Johri johri@gmu.edu material are those of the authors and do not necessarily reflect the views of the funding agencies. The research study has been approved by the George Mason University Institutional Review Board at George Mason University. bit.ly/mason-tech-ethicsThis talk is about a research
a complementary access point and reinforcing the commitment to providecomprehensive educational resources.Course WebsiteIn the realm of open educational resources (OER), the accessibility and relevance ofmaterials are crucial. To address this, a dedicated website (https://sites.google.com/georgiasouthern.edu/digitaldesign) was developed using Google Sites,serving as a central hub for disseminating the OER materials related to the Digital Designcourse both to students and the broader OER community. This website is actively managedand regularly updated by the development team, ensuring that the content remains current,reflecting the latest advancements in software and hardware. Additionally, it allows fordynamic adaptation to align with the
previously mentioned topics throughout the semester and plan to test their dilemmas effectively MCQ quiz from the baselineefficacy next fall. We will first administer a baseline quiz at the beginning of the • BMED can present complex ethical challenges for BME questions. Open-endedsemester and then an end-of-semester quiz to assess the lab managers’ freshmen and LMs must be prepared to navigate these reflection question for eachunderstanding of the topics presented. We
3 3 Positionality Statement Before continuing this presentation, and in the spirit of self- reflection, I acknowledge my standpoint as an educated Black American woman. I have not been an instructor of record yet, but I have experienced and observed both positive and harmful situations within and outside of the engineering classroom involving minoritized and historically marginalized students. I acknowledge that my positionality has given me a unique perspective while working on this project. Inspired by Davis (2018) 4Positionality statement will also introduce the presenter(s
belongs to racially minoritized groups, and40% of the student body are first-generation college students (defined as students whose parentshave not earned a degree from a four-year institution). FMU primarily serves the Pee Dee regionof South Carolina, in which all but one county meets or exceeds the national averageunemployment rate. FMU is classified as a Title III institution by the United States Departmentof Education, reflecting its predominantly low-income student body.Engineering at FMUOver the past ten years, FMU has introduced two Bachelor of Science (BS) degrees related toengineering. In 2013, a BS in Industrial Engineering (IE) was introduced, and this was followedby a BS in Mechanical Engineering (ME) in 2019. These degrees are
as a deterrent. To enhance participation, efforts should be madeto make office hours more accessible and less intimidating and clearly communicate that help isavailable for all students [1].Another study [2] investigated student barriers to attending office hours in STEM classes. Themost common reason cited was students not having questions or feeling a full understanding ofthe course content, possibly reflecting overestimation of their own abilities. Many notedstructural barriers, such as conflicting schedules with other classes or activities. This emphasizesthe importance of flexible scheduling to accommodate diverse student timetables. Anotherprominent barrier was the perception of intimidation, fear, or a social stigma associated
Twitter hashtag unveiled the harshrealities of anti-Black racism faced by faculty, staff, andstudents in historically white colleges and universities. 2In response to these devastating events, on June 10, 2020,STEM faculty across the United States came together for#ShutDownSTEM, a one-day academic strike dedicated tounderstanding and confronting anti-Black racism in highereducation and STEM fields. #ShutDownSTEM provided acollective moment for STEM academics to reflect, havedifficult conversations, and commit to taking actionagainst systemic racism. However, we quickly realizedthat a single day was insufficient to prepare for the long-term, ongoing work required to truly dismantle