literature [12-14], the conceptof shortage of time repeated throughout the interviews. A participant reflects on the lack of timeissue: I would say that the largest cost has been our individual time, the faculty members' individual time. Because it takes some time to think about your course syllabus in a different way, thinking about ... Because in the curriculum plan, it shows you ... or there's indications of what courses might be prerequisites. But then we had to go back and think about what topics within that course are the most relevant.Another participant recounts what resources could make more time possible: I think that there's probably something as a carrot and a stick to get faculty together to do
the effectiveness of the applied/active learning activities and to see ifthey correlate with an increase in later success in Engineering courses, we analyzed studentperformance in the Applied Mechanics I class. The current prerequisite to the AppliedMechanics I class is Physics for Engineers I. Before the redesign of Physics curriculum theprerequisite was PHYS 215, Engineering Physics I, which was a traditional Physics class. It washeavily oriented towards theory and the lab components were rather disjointed with thetheoretical learning activities. We compared the Applied Mechanics I class final grade pointaverage (which reflects all assignment grades, including homework, quizzes, and a total of threeexams) as a measure of the performance
problem, reconstructing the main problem, and performingindependent and collaborative studies, students then revisit the original problem with a renewedapproach, new knowledge, and skills (Savery & Duffy, 1995; Barrows, 2002). The action ofreconnecting to the problem with a constructive approach encourages students to take ownershipof their short- and long-term learning goals. As part of life-long learning skills, students developself-learning habits to understand the need for recognizing real-life problems, allocating time todo independent research and reflect upon findings (Hmelo-Silver, 2004; Hoidn & Kärkkäinen,2014).3.0 ENVIRONMENTS FOR FOSTERING EFFECTIVE CRITICAL THINKINGThe Environments for Fostering Effective Critical Thinking, or
can create online and Page 23.871.13dynamic course materials that can be updated easily and frequently as needed. The workpresented in this paper and the instruments described will also guide any systematic evaluation ofa pedagogical novelty on similar student learning outcomes.AcknowledgementThis material is supported by the National Science Foundation under TUES Phase-II Grantnumber 1022932. Any opinions, findings, conclusions, or recommendation presented are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Bransford, J. D., Brown, A. L., & Cocking, R. R., (2000). How people
Arizona State University. His research interests include social media, narrative storytelling, cyberlearn- ing, embodied mixed-media learning, affective computing, and instructional design. He holds a M.Ed. in Curriculum and Instruction from Arizona State University and is a former middle/high school English teacher. His work is steeped in a multi-disciplinary background including education, design, filmmaking, music, programming, sociology, literature and journalism. He is a member of ASU’s Advancing Next Generation Learning Environments (ANGLE) and Reflective Living research groups.Dr. Sandra Houston, Arizona State University Dr. Sandra Houston is a member of the Geotechnical Engineering faculty in the School of
. Retrospective interviewing will occur immediately after the think-aloud to help participants reflect on and verbalize their thought processes during the think-aloud, drawing from both long-term and short-term memory (e.g., “Describe the process you used to think about the case”). In addition, interviews will include questions to clarify comments participants made during the process and to explicate how knowledge and experiences were used. Transcriptions will be examined using a constant comparison methodA3, with specific attention given to participants’ references to prior knowledge and experiences. Initially, each researcher will conduct an analysis of a single transcription, looking for evidence
for chondrogenicdifferentiation and whether these reflect the existence of origin-specific biological signatures. Students will design their experimental inquiries to determine how culture conditions altercell differentiation. Teams of 2-3 students will independently design and execute studies to testhow the following influences the formation of differentiated chondrocytes: 1) undifferentiatedcell types, and 2) addition of growth factors (e.g, transforming growth factor b (TGF-b) family,bone morphogenic protein (BMP) family, basic fibroblast growth factor (FGF-2), insulin-likegrowth factor-1, IGF-1). Students will assay cell viability, cell number and differentiation. Eachstudent team will assay differentiation by one of the following 1
course mainly included the introductory and essential robotics concepts for the teamdesigns: locomotion concepts, fixed and mobile robot kinematics, actuators and basic sensors.The course lecture and hands-on laboratory content reflected the IEEE Region-5 roboticscompetition guidelines, related project descriptions, hands-on design specifications, tasks,timeline, and a component list. High School Mentorship opportunities provided valuablerobotics and engineering design experiences for the robotics students who strengthened theirrobotics knowledge and skill sets to high school students for their high school level roboticscompetitions. Robotics-II course maintained the robot design continuity by requiring the sameteams from Robotics-I, with their
Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Programs and co-Director of the VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a c American Society for Engineering Education, 2014 Paper ID #10091B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora-tion, design education, communication studies, identity theory and reflective practice. Projects supportedby the National Science Foundation include
disorders like narcolepsy, periodic limb movement disorder, hypersomnia, andsleep apnea. While a PSG provides valuable data to characterize sleep quality, the signal-acquisition technologies are obtrusive and not easily tolerated by children.6 The cost of the Page 24.374.2procedure and the necessary travel to a sleep laboratory also make it impractical for long-termsleep monitoring. For instance, biopotential measurements require wired electrodes in constantcontact with the skin. Oxygen saturation is typically measured with a bulky finger-clip sensor,although reflectance-mode sensors are becoming available. An unmet need remains for thedevelopment
necessarychanges to engineering curriculum to attract a more diverse student and practitioner population. Page 25.321.6Engineering IdentityThe construction of professional or personal identity is dynamic and multiple. In other words,identity reflects membership in many groups and changes over time. Socialization into aprofession may be done via many avenues. However, it is commonly suggested that havingexamples of people like oneself may be a strong contributor. In STEM fields with low femalemembership, this may hinder the entry and retention of females into engineering38–40.STEM study and work is perceived by students as more difficult than many social
Page 25.1351.8surprising that students in any semester do not have knowledge of the outcome coming in toEELE 201.Two-sample t-tests comparing the Fall 2011 student responses on the pre-survey to the responseson the post-survey produced significant results (post-survey responses being higher) for alloutcomes questions of interest (p < .05).All pre- and post- survey results (average survey responses) are shown in Table III below: Table III. Pre- and Post-Survey Results (Means) for Fall 2010 and Fall 2011 Learning Outcomes of InterestLearning Outcome: Please complete the followinganonymous survey by selecting the statement thatbest reflects your current knowledge in a given area. 1 = Strongly Disagree 2
diagrams. The current results also reflect earlier findings from58, in which the AA conditionperformed significantly better than the CC condition. Overall, these results support the notionthat abstract representations foster learning through allowing learners to focus on the underlyingstructure of the problem at hand, rather than the superficial elements of each individual problem.Thus, these learners do not observe worked-example problems considering, for example, abattery and a light bulb, rather noting that any type of voltage source and any type of electricaldevice could be present. Since these college students, although novices to electric circuitanalysis, have the requisite experience to know what objects can serve as electrical
their chosen study program, and highlight the importance of early courses for success in the later stages of a study program [13]. Our findings indicate that such a model improves the retention and persistence of students in the critical period of adaptation to college life.iii. A strategy to use a cognitive apprentice framework to combine coaching, peer-led team learning, and reflection/self-assessment to boost leadership skills among Hispanic LIATS [14]. The combination of these methodologies enabled the development of leadership competencies among students impacting their emotional intelligence and demonstrated, in later stages of the study, to influence the roles assumed by them when given the opportunity of
the ideas related to career readiness, employability, and life careers [4].According to NACE, career readiness is “a foundation from which to demonstrate requisite corecompetencies that broadly prepare the college educated for success in the workplace and lifelong1 This project is supported by NSF Grant #2000847. Findings, opinions, or recommendationsexpressed are those of the author(s) and do not necessarily reflect the views of the NSF.career management” [4, Para. 1]. Gained through a variety of actions and activities, the eightcareer readiness competencies are: career & self-development; communication; critical thinking;equity & inclusion; leadership; professionalism; teamwork; and technology.These competencies provide a helpful
. Wereceived both positive and negative team stories from the participants. In addition, we found itwas not only the engineering classes, clubs, and teams that seemed to affect the sense ofbelonging, but also where the participants lived. Our preliminary results indicate that students’making experiences, especially in the context of project teams, influence how they feel asengineers. We will continue to explore these themes into the second year of our project.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2204738. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National
REU Site wassuccessful in its goal of providing an inclusive and supportive learning environment forneurodiverse students, suggesting that further research and programming in this area would bebeneficial.AcknowledgementsThis research was a part of a project funded by the National Science Foundation (NSF), Divisionof Engineering Education and Centers under the Award Number 2051074. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation. The authors alsoacknowledge and thank the graduate and faculty mentors for the participants.References1. Sparks RL, Javorsky J, Philips L. College students classified with ADHD
, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.8. References[1] N. Baumer and J. Frueh, “What is Neurodiversity?,” Harvard Health, 2021. [Online]. Available: https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645. [Accessed: 15-Dec-2022].[2] S. Comberousse, “A begginer’s guide to neurodiversity,” Learning Disability Today, 2019. [Online]. Available: https://www.learningdabilitytoday.co.uk/abeginners-guide-o- diversity. [Accessed: 15-Dec-2022].[3] E. V. Cole and S. W. Cawthon, “Self-disclosure decisions of university students with learning disabilities,” J. Postsecond. Educ. Disabil., vol
growth in adaptiveness as students progress through their degree program.The first two results of this study [18] are somewhat consistent with those of the previous study [17]. Thediscrepancies stated above may be attributed to the smaller sample size in the second study and will beinvestigated further in subsequent work. It should also be noted that an interview protocol was developedand interviews conducted with low-income students as part of [18]. Preliminary analysis of theseinterviews revealed that different majors at Stevens provide different metacognitive opportunities forstudents within that particular program. Particular reference was made to programming and designactivities that inherently required self-reflection at various points in
can learnfrom that” [Student 23] and another, ”Really nice intro course to data science, made taking theBusiness Intelligence class alongside it more manageable.” [Student 9]. This indicates that thequality of the support for hands-on exercises impacts student learning and interest in DataScience.AcknowledgementThis material is based upon work supported by the National Science Foundation under AwardIUSE 2021287. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors thank Dr. Kimberly Fluet for her contribution in designing the surveyquestions and collecting/analyzing the survey data. The authors also
groupdiscussion to reflect on the visit. Before the visit, the group was largely unaware of the high-techSTEM careers that existed “behind the scenes” of the heavy manufacturing setting, andmentioned looking forward to sharing the experience with their students.Figure 3. Teachers concluded the summer by presenting their research outcomes, lesson plans,and discussing plans for implementing their research experiences into their classrooms during theacademic school year.Teachers concluded the 6-week summer research experience with a final presentation of theirresearch results, reviewing the lesson plans they had developed, and discussing follow-up plansfor the academic year (Figure 3).Future WorkAt time of writing, the second cohort of teachers are
, orentrepreneurship, which reflects their interest in pursuing either a career in industry/government, attendinggraduate school, or working with a small business/start-up upon graduation. Unlike Flit-Path, Flit-GAPpathway selections are a collaborative effort coordinated among the three institutions. The collaborationworks on multiple fronts (1) sharing internship opportunities between institutions located in metropolitanareas with a strong presence of industry, government entities, where remote opportunities are enhanced,due to COVID, and expected to continue being enhanced after COVID; (2) offering opportunities to researchpathway students to be co-advised by research mentors located in more than one institution; 3) offeringentrepreneurship pathway
all.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNumbers 1726306, 1725423, 1725659, 1726047, and 1725785. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. We would also like toacknowledge the collaborating faculty and students on the project, Dr. Julie Linsey, Dr. TracyHammond, Matthew Runyon, Dr. Vimal Viswanathan, and Dr. Ben Caldwell, for their assistancewith data collection and the development of the software.References[1] E. Odekirk-Hash and J. L. Zachary, “Automated Feedback on Programs Means Students Need Less Help From Teachers,” in ACM SIGCSE
, the purpose of this poster paper is to identify the obstacles that have shaped,at times tacitly, our MCC-UMKC engineering transfer partnership. As Black and Gregersen(2002) noted, the first step toward implementing organizational change is to be able to see a needfor change. When we initiated our KCURE program in 2020, we didn’t see a need for change.This study provided us time to pause and reflect on what we did not earlier see. In Figure 1, wedetail the MCC-UMKC engineering transfer pathway obstacles that indicate the need for change.Figure 1: MCC-UMKC Engineering Transfer Pathway Obstacles Finances MCC Transfer UMKC Uncertainty
-timeFinally, students were queried on their experience and reflections on working within a team toadvance a grand challenge and how the construction of the team affected their experience on theproject. Relevant responses along with percentages are summarized below: 1. Do you think you learned/understood more about the project by working within such a team vs. working alone? Yes, learned/understood more by working within a team (87.5%) No (0%) Maybe (12.5%) 2. How did the multi-disciplinary (4 engineering department) construction of your team affect the research project performance? Positively (87.5%) Negatively (0%) Neutral (12.5%) 3. How did the multi-level (sophomore to senior
their ongoing support of the projectand work in conducting the interviews that provided the data for this paper.This material is based upon work supported by the National Science Foundation under grantnumbers DUE #1834425, 1834417 and 2022412. Any opinions, findings, and conclusions orrecommendations expressed are those of the authors and do not necessarily reflect the views ofthe NSF.References[1] E. Davishahl, T. Haskell and L. Singleton, "Engaging STEM Learners with Hands-on Models to Build Representational Competence," in 127th ASEE Annual Conference and Exposition, Virtual Online, 2020.[2] L. Singleton, E. Davishahl and T. Haskell, "Getting Your Hands Dirty in Integral Calculus," in 127th ASEE Annual Conference and Exposition
fieldof SciTS, including the five domains of team science competencies [4]: 1) building genuinerelationships, 2) team communication, 3) managing team research, 4) collaborative problem-solving and creativity, and 5) leadership.Some of the key topics covered across the workshops included: a) expanding our ability toparticipate in a shared vision, b) understanding the importance of diversity and practicing usingtools for inclusive teamwork, c) enhancing our awareness of developing shared language, d)exploring and practicing collaborative writing, e) drafting team charters, and f) developingguidelines for decision making.We gathered several key takeaways from our workshop reflections: • Being mindful of the value of team members when they are
localarea during the pandemic. Past reflections on the designs from year 1 and year 2 noted the largesize of each final design. As the goal was to make a hand washing station that was portable, theteam was required to modify previous designs so they could fit in the towing trailer used by theTranSCEnD team. Figure 3: TranSCEnD Cohort 3Year 4For the year 4 bridge project, TranSCEnD students were presented with the problem ofdeveloping a way for members of a remote village in Panama to pump water from the middle ofthe river that serves the village. Members of the cohort modified the design of a current seniordesign team in our Civil and Environmental Engineering Department to build a floating dockoutfitted with a pump
Content Access, Virtual On line . 10.18260/1-2—3500310. Hartenstine, D., & Fizzano, P., & Brobst, J. A., & Litzler, E., & Barber DeGraaff, R. (2020, June), CS/M Scholars Program - an NSF S-STEM Project Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2— 3436011. Burckhard, S. R., & Kant, J. M., & Michna, G. J., & Abraham, R. P., & Reid, R. (2018, June), Reflections of S-STEM Faculty Mentors Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2—3092512. Reisel, J.R., & Cancado, L., &Walker, C.M., & Mitrayani, D. (2015, June), Defining a Successful Undergraduate
the goal of building teacher confidence. Finally, the SEP2 appears to be a powerful tool forunderstanding the experience and perceptions of participants in research experiences. AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.(EEC-1711543). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. References[1] J. C. Brown, J. R. Bokor, K. J. Crippen, and M. J. Koroly, “Translating Current Science into Materials for High School via a Scientist–Teacher Partnership,” J