form the framework for the ultimate purpose of this paper: to provide aresource for new graduate student instructors. Derived from my experiences, I focus on what Ihave learned based on four main themes: preparation, motivation, expectation, and reflection.Lessons on PreparationAs a graduate student teaching for the first time, it seems there is little time to prepare forteaching a course. However, it is important to make the most of what time you have to preparein between your own courses, research, and writing reports. Without proper preparation, youmake yourself vulnerable to late nights, coffee addictions, and possible embarrassment in theclassroom. In particular, if you are teaching a course as the primary instructor, it is essential
encouraged to pick a product that interests them insome way (e.g., refer to Fig. 2). Whether it be a device that they use regularly but neverperforms to their satisfaction, or simply a device they have always been intrigued with but hadnever had the opportunity or time to investigate, the important thing is that they want to reverseengineer the product. This investigation of an interesting product is the focus of the first projectand is captured by the sub-title above: “Something you’ve always wanted to do but never had thetime...” The students should be encouraged to find a product that they truly want to analyze andunderstand. After all, the team will be writing their first and third reports on the device theychoose; it is not a decision to be
name afew.By their very nature, fundamental engineering courses do not easily lend themselves to anintegrated design or open-ended element that meaningfully enhances student learning. This isespecially true in the case of Statics, where the primary learning objectives of drawing correctfree-body diagrams and applying them to equilibrium equations to solve for unknowns are usuallyassessed through well-posed problems with unique solutions. An in-depth review of papers inASEE’s PEER repository reveals that the most common open-ended project utilized byinstructors in their Statics courses involves designing, analyzing, constructing, and testing scaledmodel truss bridges using elements made from spaghetti 5 , wooden popsicle sticks 6 , straws 7
their education [5],but students are typically unaware that advisor and mentor are often not synonymous despite theoverlap in responsibilities. An advisor is an integral part of the doctoral student’s academicexperience and career path as advisors will write recommendation letters, provide a network,assist in publishing, provide funding, and can increase long-term job satisfaction [3], [6]. But inaddition to these responsibilities, doctoral students require customized mentorship from theiradvisors based on individual characteristics and progress toward their degree [7].A high-quality, effective mentor will provide both career-related and psychosocial support,offering guidance and resources for the mentee’s professional development, self
a fellow engineering Terp. She has been accepted to Johns Hopkins University to begin her studies towards a PhD in Civil Engineering this fall.Dr. Sharon Fries-Britt, University of Maryland, College Park Sharon Fries-Britt is a Professor of Higher Education at the University of Maryland, College Park in the Department of Counseling, Higher Education and Special Education (CHSE). Her research examines the experiences of high achieving Blacks in higher education and underrepresented minorities (URMs) in STEM fields. Dr. Fries-Britt has published widely within peer-reviewed journals and she has served on c American Society for Engineering Education, 2019
Engineering in collaboration with the University of Oxford and Isis Enterprise. She has authored many peer-reviewed publications and has taught different courses in advanced robotics, mechatronics, signal analysis, computer environment, embedded systems, digital and electric circuits, and control systems. B. Lorena Villarreal’s research interests include both mobile robotics and artificial intelligence systems. Because technology is constantly changing, she always advocates for research in the use of new technolo- gies. She believes that professors should be able to evolve as well, providing students with up-to-date theoretical background, experience, and practical knowledge, all of which will help them to develop an
Society for Engineering Education, 2013 Direct and Indirect Assessment of Universidad de las Américas Puebla’s Food Engineering Program OutcomesAbstractThe Food Engineering program from Universidad de las Américas Puebla (UDLAP) is approvedby the Institute of Food Technologists (IFT) and accredited by the Consejo de Acreditación de laEnseñanza de la Ingeniería (CACEI), which is the peer-accrediting agency of the USAccreditation Board for Engineering and Technology (ABET) in Mexico. Graduates ofUDLAP’s Food Engineering program (FE) shall attain thirteen outcomes; eleven of them aresimilar to ABET Criterion 3 (a-k) program outcomes1; as well as specific IFT core competenciesregarding major areas: food chemistry and
engineering courses, communication skills are not taught explicitly;however, students are expected and held accountable for being able to speak and write well.Consequently, there is a need to change university engineering programs in order to provideopportunities for students to develop communication skills (Pet-Armacost, & Armacost, 2003).The importance and need for oral and written communication skills in engineering has beenclearly recognized. Engineering students who have good communication skills are more likelyto succeed and advance in the professional world than those who don’t.Team-Working Skills in EngineeringIn today’s work environment, project tasks generally involve the establishment of teams formedby people from different functional
of content in a relatively short amount of time to meet the demandsof standardized tests. It is our goal with the Interactive Learning and Collaboration Environment(InterLACE ) Project to support teachers and students in this pursuit through Web-based toolsthat elicit and document the aforementioned process of design-based inquiry.BackgroundFocus on Students’ ReasoningTaking the constructivist perspective that students use and develop existing resources toconstruct knowledge with their peers and teachers15,16,20,22 , we posit that any science learningbegins with students’ ideas as the initial building block. Recent reform and research-and-development projects in science and engineering education have emphasized the importance ofscience
accredited underABET must include some explicit instruction on DEI issues.There are number of intersections among engineering ethics and DEI [15]. The AmericanSociety of Civil Engineers (ASCE) strongly integrated DEI concerns into its Code of Ethics in2017 [16], with the addition of Fundamental Canon 8 (Appendix). These DEI issues wereretained in the current 2020 version of the Code of Ethics [17], integrated under practices withrespect to Society: “f. treat all persons with respect, dignity, and fairness, and reject all forms of discrimination and harassment; g. acknowledge the diverse historical, social, and cultural needs of the community, and incorporate these considerations in their work;”and Peers: “d
meaning making. Even so, reflectiveassignments are rarely employed in technical engineering courses. When reflections have beenemployed in higher education engineering courses, the focus has been on less technical artifactsincluding peer interactions [16], portfolios [17], or using course grades to measure the efficacy ofreflections [18]. That is, reflection is mostly used for behavior-based reflection (i.e., working wellin a group, learning a tool, or effective study habits) rather than more typical engineering content. Reflection assignments can be categorized to quantify levels of learning. Multiple studieshave offered categorical ways in which reflections can be coded [19-22]. Typically, these codingschemes focus on the student’s
males. The second offering, which occurred September to December of 2013, enrolled fivestudents, including three females and two males.Given the range of course experience and potentially non-academic design experience that waspossible in a course like this, the materials and activities were designed to be meaningful andrelevant to all students, and thus to be useful while navigating both college and professionalexperiences. Students who participated in the research groups developed a representation of theirown design process based on the activities described below, and had the opportunity to reflect onhow these activities could be integrated into a personal vision of design both individually and viainteractions with their peers in the research
) Adding to the summary table (see example Summary Table below in Part B): - Direct students to appropriate column and activity. - Students will come to consensus on how the task demonstrates the phenomenon. - Students will come to consensus on why this task is important for understanding the phenomenon. Task #3: Agenda: Justice and Writing - Reintroduce students to initial hypothesis Wrap-Up - Justice 12: show students below picture and answer
steady; there is increasing interest among stu- dents in interdisciplinary classes as they realize that this is the future of the professions. It is worthwhile to mention, that a number of the guest design professionals regularly serve as judges for the class reviews and find the experience inspirational and look forward to serving on the panel each year. Here is a comment from one of the design professionals serving as a judge. “The Cal Poly Pomona AE design studio project review process is rewarding to both the students and the reviewers…. The peer review process using professional architects and engineers is unique to this class, and gives the students valuable insight into professional expectations when defending
, platforms such as Gradescope, have incorporated AI (artificialintelligence) into their grading tool suite [19]. This includes handwriting recognition, such thatscanned responses can be mapped to their digital equivalent. Instructors upload templates toindicate where the AI tool can find specific information on the scanned pages (e.g., areas wherestudents are required to write their name or final answers to a question). This is useful toautomatically assign exams to the appropriate student, by reading their name and/or identifier.Also, it allows decoding final answers and creating groups of identical answers, which can thenbe graded jointly at the group-level. We will leverage this feature in our implementation.The need to scale the grading process
are more work since they are required towatch the videos outside of class.Students were asked to complete a “notetaker” while watching the videos. As shown in Table 1,this was required and collected for Instructor 1, but for the other two instructors it wasencouraged, but not collected. The purpose of the notetaker was to help students stay engagedwhile watching the videos and to ensure that they would have a good set of notes. For the lecturematerial, the notetaker consisted of a copy of the PowerPoint slides with blanks for students towrite in key equations. For the example problems, the notetakers consisted of the problemstatements and room to write down the solution from the video. The notetakers were also intendedto provide some
your CAD 2 work) Iteration & Improving7 Engineering Communications & Ethics Engineering Ethics: Fabrication Memo Writing & Oral Communication Case studies Engineering Ethics & Intellectual Prop (Read cases before class)8 Design Review (DR) Presentations Presentation Day 2 DR Presentation slides (Business casual Attire) Memo 1 (Draft)9 Instrumentation Engineering Circuit tutorial DR Document Electronics & Sensors (Bring your project kit)10 Design Optimization Design Optimization Survey Circuit tutorial Engineering Data Analysis
. Having takenthe Library Juice Academy Certificate Program in Diversity and Inclusion Skills, we wereinspired by the work of a number of librarian-authors, including both BIPOC and non-BIPOCwhose work is foundational to our understanding of DEI. We wanted to use a selection of theirpapers to begin understanding the citation politics at play in STEM journals. In her essay,“Making Feminist Points,” Sara Ahmed describes the politics of citations as “a rather successfulreproductive technology, a way of reproducing the world around certain bodies [3].” If thesefoundational authors writing about DEI aren’t being cited in research on DEI, who is?Literature ReviewDEI in LibrarianshipMuch of the literature on DEI topics in librarianship can be divided
]. Activelearning increases student performance in science, engineering and mathematics [2]. Activelearning strategies for college courses were discussed in [3], including pause procedures duringlectures, group discussions, clickers, peer reviews and games. Student-centric learning requiresstudents to take ownership of their learning and places emphasis on students’ interests, abilitiesand learning styles [4]. Research has shown that the implementation of a problem-based activelearning model had positively affected students’ academic achievements and their attitudestowards science courses [5]. Prince in [6] reviewed the effectiveness of active learning, andidentified the common forms of active learning most relevant for engineering faculty. The studyfound
what new topics were covered and how much time was spent on each. Many of the topicslisted (Table 3) are logical as gap fillers or more importantly to provide skills needed for thecapstone project. The only topics covered by more than one program were photovoltaic design(three schools), sustainability (three schools), ethics (three schools) and technical writing andpresentation skills (two schools). Topics longer than 1 week (3 days), consisted of sustainability,carbon analysis, lifecycle assessment and technical writing. Each of these were taught in thoseprograms for 2 weeks. Table 3: Capstone Course Lecture Content 1 Day: Lecture Content 2 Day: Lecture Content 3 Day: Lecture
Speech and Hearing Center to observe clinical practice [9]. • Weekly peer-share sessions (1 hour each) summarizing successes and challenges (2021, 2022). • Weekly wearable sensor workshops (1 hour each) to facilitate a shared learning experience for participants to advance familiarity with sensors and MATLAB (2021, 2022). • An end of program poster session to present summer research results to engineering and communicative disorders professionals. • A closing BBQ social with REU students and SLP graduate students.The specific research project of each participant was guided by a pair of faculty mentors, oneeach from engineering and communicative disorders. The dual mentorship arrangement
Engineering-specific courses), the majorityof which were mandatory, for evaluating and monitoring students' competencies throughoutthe three stages.b) Developing evaluation rubrics The first step in developing rubrics is to divide competencies into learning outcomes,which are smaller operational units related to the three types of knowledge (to know, to do,and to be) (e.g., [29], [33] - [35]). Defining learning outcomes and developing rubrics wasbased on the Agencia Nacional de Evaluación y de la Calidad y Acreditación's support guidefor writing and evaluating learning outcomes [36]. The construction of the evaluation rubricsfor the Industrial Engineering Program involved the professors of the selected courses basedon the performance of 15
organized and non- organized structures in teamwork environments • By the end of this exercise the student should be able to associate leadership and effective teamwork • By the end of this exercise the student should be able to generate steps to enrich teamwork with an attitude of generosityProcedureParticipants sit in individual places in a classroom. It may be convenient to display a commonclock as the time for activities is going to be recorded by participants.The proctor distributes blank cards, two per participant, and asks everyone to write theirnames/last names in front both cards, and mark one card with number “1” at top right, and theother with number “2”. They will be referred to as “card 1” and “card 2
professionals was notinterpreted to be lacking. However, the survey results show that there is a lack of emphasis ontechnical standards in the undergraduate engineering curriculum and a large recommendation forengineers across all sectors (students through engineering professional colleagues) to take acourse in technical standards basics, as was proposed in the survey.Mechanical, electrical, and materials were reported as the engineering disciplines in which atechnical standards course would be most desirable for respondents. Engineering disciplines thatreceived the highest amount of write-ins for the Other option include architectural and nuclear.While participants were able to select more than one discipline, each of the four listed abovereceived 80
adopted from the UVM Mindfulness Program [24]. On Fridays, students were exposed toother contemplative learning activities (5-7 minutes) aimed at developing a deeper awareness ofself and others. These activities, labeled 'Nuggets of Wisdom,' included reflective writing, deeplistening, insight mediations, and mindful conversations. See Appendix A for examples.Qualitative and quantitative data were gathered from (i) weekly surveys, (ii) SFG interviews, (iii)instructor's journal reflections and observations, and (iv) students' performance in the course.This WIP paper utilizes data from (i), (ii), and (iii). Survey data was collected starting the 10 thweek of classes. A total of 5 weekly surveys administered anonymously using Qualtrics weresent
? Generating their own questions. Challenging assumptions. Investigating areas of their own choosing. Making predictions. Curiosity Acting on their curiosity (researching, "googling", etc.). Explore alternative or Considering multiple points of view. contrarian views of accepted Providing constructive criticism. solutions. Providing feedback to peers
upper-level energy related courses. A strongfoundation in design concepts should be introduced early in the course which can help students performwell in the senior level courses. This study recommends breaking down various topics and test student’sknowledge in those areas [8]. Project based learning is limited to few design applications and hencestudent’s understanding levels of the core concepts are still unknown.Active LearningActive learning is described in different ways and some of them include: a) actively engaging students withthings and giving students an opportunity to think about the things, b) Learn content through reading andlistening and reciprocating content, ideas and issues through talking and writing, c) increase
, development, and consultation firm. She joined the faculty of the School of Engineering and Computer Science at Baylor University in 1997, where she teaches a variety of engineering and computer science classes, she is the Faculty Advisor for the Women in Computer Science (WiCS), the Director of the Computer Science Fellows program, and is a KEEN Fellow. She has authored and co- authored over fifty peer-reviewed papers.Mr. Zachary Michael Steudel Zachary Steudel is a 2021 graduate of Baylor University’s computer science department. In his time at Baylor, he worked as a Teaching Assistant under Ms. Cynthia C. Fry. As part of the Teaching Assistant role, Zachary designed and created the group project for the Computer Systems
experience or idea, write 1-2 paragraphs where you explore the topic in more detail by asking yourself questions and writing your answers. 2. This reflection process should focus on making connections, exploring ideas, challenging your beliefs, recognizing patterns, or identifying applications of things you have learned. 3. You can write about what happened and what you did if you would like, but 1-2 paragraphs should focus on reflective topics specifically.Meanwhile, the post-trip reflection summarizes the participant’s overall experience. The promptsprovided for the final reflection are the following: 1. Think about where you grew up, your experiences prior to this trip, and the
truly had an effect on my exams”Difficulty in staying focused during synchronous Zoom classes – (3%) “It is so easy to not pay attention at home my lack of focus added to the stress of classes” “It was difficult to find time to have one-on-one help with professors” “Very hard to learn this way.”Student’s comments/suggestions on ways to reduce stress Survey participants were also asked to write comments/suggestions that would help toreduce stress during upcoming semesters. Their suggestions are included below.Include a day off/a break, slowing down, assign less work /allocate more time to complete tasks “A day off with no added videos or any assignments to take care of built into the schedule from the