—but in the first year of the survey (2011), the seminars werenot nearly as well received. This is interesting, as student responses are much more consistent inother parts of the survey, and may reflect changes to the EnSURE program over time (such asrefining the professional development seminars based on feedback from students in prior years). Table 4: Most Valuable Program Components 2011 2012 2013 2014 Total What part(s) of the summer program did you find most Percent of Percent of Percent of Percent of Percent of valuable or helpful? (n = 78) (n = 58) (n = 47
number of views for uploaded videos and time in minutes spent by studentsviewing these videos. A total of 1014 minutes were spent by students watching the short videos.The number of views by students accessing the videos was found to be 349 times. These statisticsare evident that students did access the videos for self-learning and maximum number of viewsjust before the final exam indicated that it indeed helped students prepare better.Table 1 Questionnaire on Short Videos reflecting Student’s Feedback Sr. Question No. On the scale of 1 to 5; 5 being highest; how much did the uploaded videos help 1 you prepare for the comprehensive final exam? 1
experience Active Experimentation Reflective Observation planning/trying what has been learned reviewing/reflecting on the exprience Abstract Conceptualization concluding/learning from the experience Fig. 1. Kolb’s cycle of experiential learning [7]. However, practically there are many obstacles in applying Experiential Learning methods. Thefirst problem comes from the limitation of students’ knowledge and experience, as wells as the © American
conceptualunderstanding in Heat Transfer12, 13 as well as in Dynamics14. The term “inquiry” has been usedto describe a number of teaching activities and has been used extensively in science education.The NRC15 identifies five critical features of inquiry that extend across all K-12 levels:1. Learners are engaged by scientifically oriented questions.2. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.3. Learners formulate explanations from evidence to address scientifically oriented questions.4. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.5. Learners communicate and justify their
) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Shannon Katherine Gilmartin, Stanford University & SKG AnalysisDr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s
pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and
Michael R. Levineand Last Best Chance, LLC, for the continuous support. 6. References[1] Online. http://dictionary.cambridge.org/[2] Dewitt, Tyler (2013) Ted Talks: Hey Science Teachers Make it FUN.http://www.ted.com/talks/tyler_dewitt_hey_science_teachers_make_it_fun.html , .[3] 2014 Reflections on Gamification for Learning.http://karlkapp.com/2014-reflections-on-gamification-for-learning/, . [Online; Acessed in 23-Jan-2015].[4] Gartner Reveals Top Predictions for IT Organizations and Users for 2013 and Beyond.http://www.gartner.com/newsroom/id/2211115. [Online; Acessed in 23-Jan-2015 ].[5] Anany Levitin and Maria Levitin. Algorithmic Puzzles. Oxford University Press, Great Britain. ISBN 978 019974044 4.[6] Understanding Poles and Zeros
personality, experiences, skills and values. This frame can provide insight into the ways that adult engineering students build their sense of professional identity through multiple modes. Successful development of an engineering identity is reflected by professional persistence. Work by Lichtenstein et al found that a minority percentage (42%) of seniors definitively planned on 12pursuing an engineering related career following graduation. Undergraduate engineering programs must try to do better to foster engineering identity development so that professional persistence is improved and the workforce is provided a steady stream of capable degreed engineers from a variety of
behind these hours is the amount ofhard work that the students undertake, the extent of learning that they gain through travelbut not by other means, and the course design that helps the students to achieve thelearning outcomes in the course syllabus effectively. Typically, a 3 credit course isoffered in a 16-week semester, but some universities may offer it in 10-week quarters. Atravel course of 10 days or 2 weeks is another point on the spectrum to compress thelearning time, by intensifying the learning through direct experiences, with the same oreven more contact hours. In reflection when we have experiences that if we were to learnabout something we have never seen or experienced, it takes lengthy descriptions,illustrations, metaphors, and
-84. doi:10.1002/tl[12] Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933–940. doi:10.1016/j.tate.2009.10.034[13] Greiffenhagen, C. (2011). Making rounds: The routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning. doi:10.1007/s11412-011- 9134-8[14] Hall, S. R., Wait, I., Brodeu, D. B., Soderholm, D. H., & Nasu, N (2002). Adoption of active learning in a lecture-based engineering class. In Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference.[15] Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H
findings support effectiveness of computer simulations. Inmany ways simulation has been found to be even more effective than traditional instructional practices.In particular, the literature shows that computer simulations can be effective in: 1) developing sciencecontent knowledge and process skills, and 2) promoting inquiry-based learning and conceptual change.Effectiveness of CMST in education is also well grounded in contemporary learning theories thatrecognize the role of experience, abstract thinking, and reflection in constructing knowledge anddeveloping ideas and skills.16, 22, 27, 38, 61 Cognitive aspects of CMST are being further detailed in a recentarticle by Yaşar67 using a computational model of how the mind learns. Computational
California, Santa Cruz. Beckett’s continuing dissertation research examines a community-university collaboration situated in a low-income, predominantly Latino community, that created and used digital stories as artifacts and learning tools to engage members of the community (parents, teachers, district officials, union leaders, students, non-profit service providers, etc.) in reflection and dialogue around the economic, social, and cultural barriers that constituents face when advocating for student academic achievement, and to identify the strengths and solidarities that can be created to change the school system to better serve the student body (Beckett, Glass, & Moreno, 2012). Beckett has presented her research at
viability [16],[17]. Table 2 lists the four processes as well as how they fit within the structure of the capstoneand the learning outcomes they deliver. The Creative Idea Process addresses both creativeideation and team development. The Customer Discovery Process and the Client ValidationProcess address meeting customer needs at different stages of product development.Commercial viability is addressed in the process of the same name.Experiential learning has four phases: the concept, the application expectations, the experience,and reflection on the three prior phases [26]. We designed the implementation of each process tosatisfy pedagogical scaffolding that supports these phases of experiential learning without takingsignificant time or resources
Thinking. This included interactive lectures in design process, prototyping methods and production. The course textbook, “Making It”19 was used extensively during this por- tion of the course. • Week 13 (11/30/15): Keys to academic success as a Mechanical Engineering student. This motivational lecture is included to promote reflection on the students’ exposure to Mechanical Engineering, as well as provide advice and insight into expectations in the sophomore, junior and senior years
both parties to what is occurring outside of their respective fields and ways thateach can benefit from the other. The final product of a lesson plan may not be directly applicableto the engineering faculty; however, the professors are positively impacted in their ownprofessional development by being able to creatively think and influence students before theyreach college. They experience the effort required to make the material applicable and interestingand watch it come to life in their team members’ classrooms, while allowing them to evaluatetheir own teaching styles through the eyes of the teachers to reflect upon.Procedure & Methods Thirty-four public and private schools in close proximity to Manhattan College
, in lumens, the amount of light indirectly reflected into Earth’s atmosphere.”This project relied on the operation of both a thermistor and photoresistor. Since thephotoresistor has a varying sensitivity due to temperature, the thermistor data are used to correctfor this, but not transmitted to the ground station. This team was able to participate in both thetethered launch and the rescheduled high-altitude launch. During the tethered launch the balloonnot travelling a great enough distance to produce a significant variance in the sensor output, ascan be seen in Figure 5. This team also discovered problems with some of their circuitcomponents becoming loose or damaged during the flight. As the flight travelled no appreciabledistance, the data
expertise, technological affordances, and assessment strategies is as clear as possible” (p.105).In contemporary pedagogy, it is crucial that learning environments provide learners ampleopportunities to actively participate in learning that will mimic real-world professional settings.Literature has shown that formative learning activities that engage learners in a collaborative andreflective manner also reflect current professional practices [6], [7], [8]. Formative assessmentsprovide instructors a truer representation of the knowledge and skills gained by the learners byusing various techniques throughout the teaching and learning processes [9].Assessments should also inculcate a culture of heathy dialogues among peers and go beyondassessing
, some students described their intent to leave engineering due to the restrictivecurriculum and/or a desire for more balance between technical and non-technical courses. Thesethoughts were revealed in their reflective essays at the end of the semester. For example, onestudent described a desire for balance between technical and non-technical coursework: Currently, I am unsure of whether or not I want to continue with the environmental engineering program and become an engineer. Prior to attending CU, I was convinced I was going to become an engineer and save the world…[but] I do not like how technical my course schedule is. As I learned when I did [the course plan] for [environmental engineering], there are relatively
. Incorporating an item or two from Table 1 is agood place to start. Also focus on some of these key elements of EML as defined by Wheadonand Duval-Couetil: In order to better create value in society, students need to learn how to discover, identify, and dig deeper into real problems rather than just solve given problems. Learning through experience and reflection is critical to entrepreneurship education due to the situated nature of entrepreneurial thought and action. EML is student-centered and focused on developing a combination of affective factors, thinking patterns, knowledge, and skills. EML involves creating learning experiences through which students develop self-efficacy, value-orientation
as the Myers-Briggs TypeIndicator (MBTI), suggest the typical engineer tending towards a preference for introversion asgeneralized below16. “I like getting my energy from dealing with the ideas, pictures, memories, and reactions that are inside my head, in my inner world. I often prefer doing things alone or with one or two people I feel comfortable with The following statements generally apply to me: o I am seen as "reflective" or "reserved." o I feel comfortable being alone and like things I can do on my own. o I prefer to know just a few people well. o I sometimes spend too much time reflecting and don't move into action quickly
the problem. Research has shown that this technique prepares studentsfor future learning allowing them to learn more from subsequent lectures or reading. 4,17,18However, during the first implementation of this new curriculum, students were prompted togenerate ideas about the problem solution using from the following two questions: What do youknow that will help you solve this problem? What do you need to know to solve this problem?Surprising to us, students were giving answers in paragraph form rather than using morecommon problem solving approaches. This prompted the biomedical engineering domain experton the team to reflect on his own problem solving method for transport problems. From thisexplicit reflection, the domain expert made his own
bybeing involved with design. All of the faculty/staff interviews were audio recorded, and fourwere transcribed and coded for key insights.iThese insights were then used to develop a pair of surveys to gather feedback from students whohad been involved in the Design Certificate Program and DFA: one survey for alumni and onefor current undergraduates. The surveys were essentially identical in the sections that collecteddemographic information, the students’ experiences with design, and what benefits they felt theyhad received from design at Northwestern, but the alumni survey also included a section thatasked alumni to reflect on the skills they gained from being involved with these design programsand how their design experiences affected their
their jobs: these aren’t CEOs who are terminated withgolden parachutes, but people, already poor, whose source of income is further being harmed bythe arrival of corporations.Janine also explicitly evaluates the work of informal waste-workers, mentioning multiple timesthat they are doing a good job. This reflects the view taken in the video, but the highlighting andthe repetition of this in the utterance is Janine’s. The evaluation happens through two devices: (i)Janine as the speaker tells the other participants that the informal workers were good (line 5-9),and (ii) Janine acts as the voice of the informal workers, quoting them (line 18-20). This alsoserves as an evaluation of the companies, who emerge in Janine’s utterance as being worse
wherestudents may be of different demographics than those they will ultimately design for. Upongraduation, students will be expected to design solutions for handicapped or elderly individualswho are from a completely different background 3,29.Within the context of engineering design, the term “empathetic design” has emerged as animmersive design experience meant to help designers understand the needs of the end-user.Empathetic design is defined by Battarbee 30 as the ability of an engineer to immerse themselvesin the lives, environments, attitudes, experiences, and dreams of end users. Further, thisimmersive experience should be reflected in the design requirements 31. This experience is oftenrecommended in various user-centered design
pseudonyms), was much slower than the class norm (e.g., in labprogramming assignments), and two students appeared to particularly excel. By the end of terminterviews, the professor and other students could pick out who in particular was struggling andslow, as could Isaac himself, who reflected “I just don’t think I have the brain for programming.”This happened, in spite of the fact that programming in the professional world is rarely a timedactivity with “winners” easily noticed, and in spite of the fact that the students with whom hecompared himself arguably did not belong in an introductory programming class. Specifically,two out of the five students arrived through non-traditional pathways (a second bachelor’sdegree, a community college transfer
energy minor, internships, and related activities of the consortium http://liaec.aertc.org/education.htm Co-development and use of templates for electronic portfolios, used by students in the minor program to document evidence of learning, collect reflections, and assess student progress, both in the minor and in internships related to minor program requirements. Several consortium meetings held to assess progress, discuss obstacles, and collect information on cross-registration and course development.Energy Education ModelSeveral learning objectives were established for the minor in energy science, technology andpolicy (ESTeP). The goal is that when students complete the minor, they should be able to: 1. Understand
-term process of defining mutually agreeableGraduate Attribute Profiles and Professional Competency Profiles for the three principalcategories of practitioners—engineers, engineering technologists, and engineering technicians.The Graduate Attribute Profiles are three sets of assessable outcomes, each of which reflects agraduate's potential to acquire the competence necessary to practice within a given category. TheProfessional Competency Profiles define the elements of competency that a practitioner isexpected to demonstrate at the time of attaining registration.* The IEA Graduate Attribute andProfessional Competency Profiles are, by design, applicable to all engineering disciplines. TheIEA adopted the first version of these profiles in June
in mechanical engineering at ASU. Her interests include innovative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum.Dr. Benjamin Emery Mertz, Arizona State University Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He is currently a part of a lecturer team at Arizona State University that focuses on the first-year engineering experience, including developing and teaching the Introduction to Engineering course. He also teaches
undergraduate students. The engineering professors delved even further intothe energy policy process by participating in the governing board of the largest electric utility inPuerto Rico and as advisors to the Governor. Policy actions from engineering professors andstudents played an important role in the passing of a comprehensive electric sector reform inMay 2014. The paper also presents university education efforts (supported by a DOE grant) thatprovide the electricity sector workforce and stakeholders with tools and knowledge needed toimplement the reform mandated by law. The paper concludes with assessment results from a newcourse created once the professors returned to UPRM, a reflection on the background requiredfor effective energy policymaking