experience (in which our undergraduate students teachSTEM activities in elementary after school programs in diverse communities) influence theirideas about: (1) STEM, (2) teaching elementary students about STEM, and (3) teaching diversepopulations of students?, and B) Were there differences in these ideas depending upon theelementary school site where the service learning practicum took place? The undergraduates’experiences and developing perspectives are examined through written reflections and fieldobservations throughout the semester. Instructors' field notes from the service learningexperience are used as a data source of triangulation. In general, results from this study indicatethat undergraduate students’ ideas about STEM and STEM teaching
(to environment) A8 Uses footprint analysis to estimate impact A9 Analyzes embedded energy of alternatives B1 Addresses stakeholder or client requests B2 Considers local circumstances and cultures B3 Incorporates public/stakeholder participation B4 Incorporates user experience Social B5 Protects human health and well-being B6 Uses inherently safe and benign materials (to humans) B7 Demonstrates ethics/ethical reasoning B8 Reflects social responsibility B9 Manufacturing complies with safety regulations
withelectromagnetic plane wave, (4) measurethe reflectance and transmittance toextract ε and μ, (5) observe the frequencydependence of ε and μ, (6) observe the εand μ dependence on constituent particlesize and shape. This approach is acombination of cookbook and studentcentric exploration.Simulation Design3-D electromagnetic simulation softwareHFSS (High Frequency StructureSimulation) is used for simulation work.The artificial material whose parametersare to be determined is shown in Fig. 2.The material is composed of metallicspheres arranged in a host material in aregular fashion. The host material isconsidered as air. As the constituentparticles are arranged in periodic fashion,it is suffice to analyze only one unit cellwhich contains one air-box
literature, and yet a new faculty member, who has no experience in offering atravel course, may be either deluded by the vacation mentality or daunted by the trip-planninglogistics and hence loses out on the opportunity to incorporate this practice. This paper presents acase study on an initiative to encourage and mentor faculty members to offer faculty-led tripsenhanced by interdisciplinary collaborations. From the instructor’s point of view, we providedour timeline, collaborative relationship development, backward course design driven by learningoutcomes, and the transferrable strategies to overcome the challenges along the way. From thestudents’ learning effectiveness point of view, we provided student reflections using the DEALmodel [5] to
needed to continuously generate aspark for a predetermined, controllable amount of time (as measured in crankshaft degrees ofrotation). The second design feature was the need to generate a consistently strong spark ofknown strength. This was done by reverting to an automotive-style system that used a 12 voltsource to drive an automotive ignition coil. Together these two features would produce a strongspark pulse of any required duration across a spark plug gap that could theoretically be as largeas the combustion chamber would allow.Circuit Design The spark circuit utilizes a reflective sensor, the Fairchild QRB-1134 for input from thecrankshaft. A matte-black painted disc is attached to the crankshaft and on it is a piece ofreflective
during a lesson, (3) the lesson content, lesson context, and extenuating circumstances in a classroom, and (4) the global aspects of a class lesson. The VOS is a significant assessment tool because it identifies both the time and the duration of student group work that is occurring within a classroom, it parses out faculty and student initiation of higher order learning skills, and it reflects various elements of current “How People Learn” (HPL) learning theory4. In addition, the VOS captures differences among faculty’s teaching styles and identifies the effects of a classroom’s physical layout upon a lecture. Moreover, VOS generates
Page 5.286.2database of previous research. Past reports, however, have not been conclusive in matchinglearning styles with delivery methods. This study will add to the body of knowledge and providerecommendations from correlations that may emerge. Second, these are very differentinstruments: the MBTI is a personality indicator and the Kolb Learning Style Indicator is basedon a cycle of learning. Kolb’s method describes four different learning modes: concreteexperience, reflective observation, abstract conceptualization, and active experimentation. Theseare illustrated in Figure 1. Concrete Experience Learning by experiencing ACCOMODATING
]. The instrument is freelyavailable from the author’s website, which also contains data from groups covering a wide rangeof disciplines.The four scales of the ILS are each composed of two contrasting learning style preferences(Table 1) which can have a magnitude ranging from 1 (slight) to 11 (strong). The design of theILS prevents scores of zero or any even number. Scores appearing on the left side of the fourscales were assigned a negative magnitude for the purposes of data analysis. Table 1- ILS Scales Negative Positive Scale Polarity Polarity Active-Reflective (AR) Active
Group III. Reflection Assignments are of greatestvalue for Group IV wherein they build confidence in their academic choice and personalcapability. Assessment reveals that the zero-credit first-semester seminar has beensuccessful.BackgroundThe Inamori School of Engineering (SoE) at Alfred University encompasses sixengineering programs. Four are state-supported as part of the New York State College ofCeramics and two lie wholly within the private portion of Alfred University. Sincetuition rates and the programs are substantially different, the incoming cohort is verydiverse with a large component of “first in the family to college”. Typically two-thirdsof the approximately120 incoming students select a major prior to matriculation at
, reflection papers, peerevaluations, and course surveys. More specifically, the aim of this work is to explore the efficacyof the project in meeting a variety of learning outcomes, including enhancing 21st century skillsin audiovisual communication, and deepening the students’ knowledge of ocean engineeringconcepts. Finally, this paper shares lessons learned and provides recommendations for futureimplementations of this course project.IntroductionExperiential learning has gained ample traction in engineering education for its efficacy inmotivating students [1], increasing understanding of content [2], strengthening innovativethinking [3] and boosting self-efficacy [4], among other benefits. A wide range of pedagogiesfall under the umbrella of
local, national, and higher education stakeholders for use in K-12 formal and informal spaces.The motivation for the research project is the development of anapplication that will integrate the EEFK12 into a tool that is useful inthe hands of students and teachers. The mobile application has thesepurposes: to facilitate peer assessment after real-time interaction instudio or design critiques, to facilitate and encourage self-reflectionand metacognition, to provide additional data for teachers to use inassessment, and to show students’ growth and change over time (ifused in long-term educational experiences). The hypothesis is thatpeer assessment will support reflection in the community of Figure 1 Interaction of outcomes of
accuracy in the order of 1 nanometer. Thus this method is suitable to inspect veryfine - close to mirror finish surfaces. Page 12.1107.3Light scattering technique uses a beam of light of known wave length that is projected onto asurface at an incident angle θ. Figure 3 shows the basic light scattering principle If the surface isperfectly smooth, the light will be reflected at the same angle as θ, according to the law ofreflection. However, if the surface is rough, the reflection will be scattered around the directionof specular reflection.. The diffused light intensity has close to linear relationship with surfaceroughness. The necessary link
four weeks ofsketching and eleven weeks of three-dimensional, constraint-based, solid modeling. In2002, the course was revised using the “backward design” approach [2] with formativeand summative assessments in lecture and lab activities. In later years project-based andlearning-centered instructional approaches with creative ideation and sketching [3] wereintroduced. Such approaches follow a natural cycle of Kolb’s learning model [4], whichincludes abstract conceptualization, active experimentation / application, concreteexperience, and reflective observation. Our university has recently launched a campus-wide academic initiative aimed at preparing undergraduate students in all engineeringmajors to use their disciplinary knowledge and skills
experience[1]. It is not possible to understand the processes of service learning without considering Kolb’sexperiential learning model [2, 3]. Kolb used the term “experiential learning” to describe hisperspective on learning in order to link his ideas to their roots in the works of [4, 5, 6] and toemphasize the central role that experience plays in the learning process. Within Kolb’sexperiential learning theory [2, 3], learning is described as a four-stage cycle consisting ofconcrete experience (feeling dimension), reflective observation (reflecting dimension), abstractconceptualization (thinking dimension), and active experimentation (doing dimension).In order to develop graduates who possess the knowledge, skills, and teamwork necessary to
innovative pedagogies that can help enhancethe employability of students. In response to this need, an exploratory study was conducted at asatellite campus of a large, Midwestern research-focused university. The intervention includedthe implementation of an entrepreneurially minded and communication-focused project,developed by the instructor of an upper-level undergraduate manufacturing course. Post-completion of the project, a metacognitive reflection assignment was administered to theparticipants and subsequently, data was collected. Participant responses were qualitativelyanalyzed using thematic analysis which led to the discovery of three themes: (1) identifyingvalue in nature-inspired design, (2) confidence in communication and self-expression
University of MassachusettsLowell, an experiential learning project management course was developed in order to introducestudents to PM and to develop their leadership skills. In this course, upper-level BiomedicalEngineering students in a PM course are each paired with 3-4 first-year students in anIntroduction to Biomedical Engineering course as the team goes through a semester long projectto design, research, and prototype a need. These PMs are responsible for goal setting, planning,risk assessment, and conflict management. In this paper, the experiences of twenty-four PMs are analyzed qualitatively via analysisof end-of semester reflection assignments. Common themes that emerged included the need forgood communication, defining the PM’s
you can build a house so many different ways. So, knowing the right way to do it is often difficult because everyone has their own preference. Each client has their own preference. They all like it a different way, so it’s hard to know where we can allow the client’s preferences take over, or where we put our foot down and say, “No, this is the way it has to be done.” It’s really difficult knowing what to do sometimes.As the preceding account suggests, Beatrice’s remarks reflect an interesting dichotomy. On theone hand, she speaks to her company’s high standards and notes a lack of ethical dilemmas. Onthe other hand, she gives multiple examples where difficult structural design decisions dependheavily on
Enhanced Biomedical Engineering Education and for Engineering Ethics Competitions — Ethical Twists and Cost Assessment RequiredAbstractThis paper builds on an important didactic element of course described at the 2011 ASEEconference.1 This present paper expands on its emphasis on story writing and reflection, but withan added ethics twist. A great short story requires superb character development, an excellentplot often with a seminal event and with twists, ethical dilemmas and an outcome. For ourbiomedical and rehabilitation engineering (BmRE) course, we also require a triage component,diagnosis, treatment and a cost-of-care analysis. The fact that the students themselves developedthe story line internalized the ethical
. Thomas’ research and teaching endeavors are focused on advanced materials for alternative energy sources, sustainable environments, aerospace, and bio-applications from the micro to the nano scale. Her research investigates the fabrication of inorganic and organic thin films and nanofibers for device integration. Thomas’ research group specializes in characterizing, modeling, and integrating materials that demonstrate high levels of biocompatibility, thermal reflectivity, mechanical robustness, and environmental sustainability, such as carbides, sol-gel coatings, high temperature oxides, and sev- eral polymers. Her research is interdisciplinary in nature and fosters collaborations with Chemical and Biomedical
measures of academicperformance [19]. These courses have also been linked to decreases in dysfunctional careerthoughts [20], [21], [22] and psychological distress [23].As stated, there is scant research available on classes where career development supports havebeen integrated into existing program curricula. The information that does exist is primarilyanecdotal, with practitioners using mainly informal career supports and sharing their experiencesand observations at conferences (e.g. [4]), in articles focusing on their experiences (e.g. [5]), orreporting data that are generally gleaned from students’ self-reports via course evaluations. Forexample, when employability skills language and reflections were integrated into classrooms atMemorial
for Engineering Education, 2006 Defining and Assessing the ABET Professional Skills Using ePortfolioWhile most engineering programs are confident developing specific criteria and assessment toolsfor the technical skills described in ABET Criterion 3a-k, the question of how to define, teachand assess the professional skills (teamwork, professional and ethical responsibility,communication, impact of engineering solutions, life-long learning, and contemporary issues)remains much more challenging. This paper describes concrete, assessable expectations thatconnect student work to professional skills, broken down by level and organized into ePortfolioassessment matrices that reflect recognized
design.Principles of Service-Learning Service-learning is a form of experiential education that connects academic material toservice through guided reflection. Instructors partner with members of the community to craftstudent experiences that help to fulfill the learning objectives of the course through a process ofservice that meets important needs for individuals and/or organizations in the community.Students bring their own experience and skills, as well as what they are learning in theclassroom, into the community; and they bring those community-based experiences back into theclassroom, engaging in systematic reflection that is intended to improve both their learning andthe quality of their service. It is this emphasis on reflection in the
Paper ID #15770Improving Students’ Learning in Statics Skills: Using Homework and ExamWrappers to Strengthen Self-regulated LearningKai Jun Chew, Stanford University Kai Jun (KJ) Chew is a Research Data Analyst in the Mechanical Engineering department at Stanford University. He is currently working closely with Dr. Sheri Sheppard on two fronts: introducing reflec- tive activities as part of the Consortium to Promote Reflection in Engineering Education (CPREE) and implementing the Continuous Improvement Program as part of the ABET evaluation. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical
during a task, and self-reflection and evaluation after a task [4].To understand how SRL plays a role in understanding and fostering engineering students’learning in entrepreneurship, we are conducting an ongoing intervention study that providesstudents with SRL support in addition to the regular teaching activities. Our main purposes of thestudy include 1) contextualizing SRL into the entrepreneurship course; 2) providing studentswith SRL practice to support their learning in entrepreneurship; 3) identifying and assessing thelearning and psychological outcomes related to SRL that indicate students’ growth inentrepreneurship and entrepreneurial mindset.The work-in-progress study is the pilot study of the ongoing intervention study. Students
tobe [its] central or distinguishing activity” [1]. Mastering design skills requires students topractice design in authentic contexts and engage in thoughtful reflections formeaning-making. Engineering design notebooks are gaining attention by instructors tointegrate their facilitation (structured, semi-structured or open) and reflections, as thenotebook serves the dual purpose of learning and assessment. The notebook (product orprocess-focused) is intended to record the thoughts, design iterations, and research conductedby students, while the instructors are able to assess student progress in a formative and/orsummative manner.While the structure can vary significantly, we can make an important distinction betweenprocess- and product-based
students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education.Miss Yuliana FloresDr. Hadas Ritz, Cornell University Hadas Ritz is a senior lecturer in Mechanical and Aerospace Engineering, and a Faculty Teaching Fellow at the James McCormick Family Teaching Excellence Institute (MTEI) at Cornell University, where she received her PhD in Mechanical Engineering in 2008. Since then she has taught required and elective courses covering a wide range of topics in the undergraduate Mechanical Engineering curriculum. In her work with MTEI she co-leads teaching workshops for new faculty
-disciplinary courses and concepts, and providing learning opportunities for students toconnect, integrate, and synthesize knowledge (8).Two underlying assumptions are at play when considering how integrative learning takes place:(1) students do not naturally integrate, or translate, their experiences to novel complex issues orchallenges (9); (2) how a student integrates knowledge across contexts and over time takes work,and is unlikely to occur without commitment from the educational institution (8). The mostprominent pedagogies of integration include service-learning, problem-based learning,collaborative learning, and experiential learning (10). What is essential to each of thesepedagogies is the practice of reflection; “these pedagogies necessitate
purposes of this analysis, weconsider the outcomes to be recommendations we would make to others because they representthe tangible and transferable outcomes. Autoethnography is a research methodology thatanalyzes a phenomenon through the use of self-narratives, which would otherwise remain privateor buried [3]. This approach enables us to share the combined but individual experiences of theprofessors of practice that completed the curriculum restructuring situated within the context ofwork.Theoretical FrameworkOur study is guided by the central constructs in the Interconnected Model of Teacher Growth [4].While this model focuses on the individual growth of the teacher, it is also a relevant perspectivefor reflecting on instructor engagement with
AC 2011-1852: THE DIALECTICS OF GOAL SETTING AND MONITOR-ING: TWO STUDENTS’ EXPERIENCES WITH PORTFOLIO CONSTRUC-TIONBrook Sattler, University of Washington Brook Sattler is a PhD student in Human Centered Design & Engineering. Her research interests include the design and use of critical reflection methods to support inclusive teaching practices, and intellectual development.Ashley Ann Thompson, University of Washington Ashley (Babcock) Thompson is a National Science Foundation Graduate Research Fellow at the Univer- sity of Washington. She is a first year PhD student in the department of Human Centered Design and Engineering. Her research interests include the effects of interdisciplinary teams on engineering
and training must reflect this purpose, e.g., wear appropriate personal protectiveequipment (PPE). Most CHE Lab schedules are restrictive in terms of time, so adding content that doesnot provide obvious benefit to the promotion of safe lab practices might be deemed superfluous. Addingnew educational content can be viewed as a zero-sum game. If I add one new lecture about safety thenthis addition will come at the expense of another existing lecture (e.g., communication, data analysis). Itcan therefore be difficult to prioritize content for delivery because of the serviceable nature of the lab todeliver on a multitude of ABET learning objectives.These are the challenges that we faced when considering how we might re-think safety education in