end, student takes the final challengeassignment, which consists of multiple choice 10 questions. In addition to the 3 self-assessment and onefinal challenge quiz-type assessments, the students complete two reflection essay papers in the 9th an 10thweeks of the semester.Research Survey and Data collectionThe students in the 4th year seminar were asked to complete the online module in the 9th week of the courseduring fall 2018 term and the survey was administered in the last week (Week 10). The online module wasintegrated as a take-home assignment, where students were able to complete the online ethics module onBlackboard (the University’s Learning Management System). A survey consisting of 10 sections with 18questions was given to the
further the understanding of how educators at HSIsperceive their undergraduate students, including their assets and needs. Thirty-six engineering educatorsfrom 13 HSIs in Arizona, Florida, New Mexico, and Texas attended one of two workshops in the springof 2018. Participants engaged in individual and group activities that helped them reflect on their studentsand actively design an educational innovation for their institution, using information previously gatheredthrough interviews with students. Qualitative analysis of the data across the thirty-six educators at bothworkshops identified differences between how instructors describe characteristics of Latinx engineeringstudents across regions and instructor type. The overall findings provide a set
behavior. Structure and The way an object is shaped or structured determines many of its Function properties and functions. Stability and For both designed and natural systems, conditions that affect stability Change and factors that control rates of change are critical elements to consider and understand. Table 1 NGSS Crosscutting ConceptsHow crosscutting concepts are implemented and assessed alongside core ideas and practicesraises exciting opportunities to deepen student motivation and learning. Rich resources includingNSF funded, University of Washington’s online STEMteachingtools.org provide a frameworkfor asking deep reflection questions [3
do your research methods employed tostudy engineering education align with your social justice values? In what ways could you examine orimprove upon your research methods to reflect a critical intersectional frame? How might that framebe relevant to your work and change-making in the field of engineering education? Participants willleave the workshop with an increased awareness of how to do engineering education research thatreflects social justice values, paired with concrete methodological ideas to run with. 1 Aligning your Research Methods with your Social Justice Values Plan for the workshop
, soteaching staff are dealing with larger workload [6], [8]. Consequently, they spend less timereflecting about curriculum and teaching practices [9], [10], and they resist to fulfillingadditional assessment requirements at a program level [4]. Besides lacking opportunities to reflect, most faculty lack opportunities to collectand analyze meaningful learning data due to the complexity of assessing student learningoutcomes on a program level [11]. To deal with this challenging but essential task,teaching staff rely on both quantitative (e.g., quiz results, test scores, mid-term students’satisfaction and end-of term evaluations) and qualitative data (e.g., open-ended responsesto end of term comments from students and colleagues) to identify
scientific theories ofgender/sex, race, disability, and sexuality influence one another. Throughout the course,students are asked to reflect on who gets to be a scientist or engineer, who defines whichquestions researchers ask and which problems engineers solve, who benefits from thesesolutions, and what role social justice plays in science and engineering practice.Throughout the course, we explore these inter-related questions: 1) How do our cultural ideas about race, gender, disability and sexuality influence science/engineering knowledge and practice? 2) On the other hand, how does our science/engineering practice influence our cultural ideas about race, gender, disability and sexuality? 3) How can we use science and engineering
others would also consider your recovery successful/unsuccessful? Why or why not? g. Has your event affected your future behavior? Based on their class section, participants were either given the “unsuccessful” recovery or“successful” recovery first, followed by the other option. This difference was implemented tomitigate the potential effects of the first failure type reflection on the answers for the other (i.e. anegative reflection could influence the next positive reflection). How an individual responds tofailure can give a good amount of information pertaining to the general trends of saidindividual’s motivation. For analysis of this qualitative data we used emergent thematic analysisto code and subsequently identify thematic
students, one instructor, and fiveteaching assistants, with course activities spread across multiple lecture, lab, and recitationsections meeting at different places in time and space.This research paper explores the consequences of this scaling for the students enrolled in thecourse, as well as for the instructors, teaching assistants, and facilities involved in courseimplementation. A mixed-methods approach featuring quantitative data including studentacademic performance metrics, demographic characteristics, and pre- and post-survey resultsrelated to attitudes and motivations to persist in engineering are combined with qualitative datafrom individual student interviews and textual responses to biweekly reflection questions tounderstand how the
particular skill after taking theworkshop and to provide feedback about the workshops, the workshop instructors, and their skilldevelopment in their engineering projects course. The data in the surveys is analyzed alongsidequalitative data from individual student reflections and focus groups to determine theeffectiveness of the workshops and how students report subsequently using those skills. Thegoals of this study are to 1) identify if and how students are using the skills developed duringskill-building workshops, 2) determine if and how those skill-building workshops affect studentsself-efficacy levels in engineering, and 3) generate suggestions for improvement to theworkshops to make them more equitable experiences for all students.BackgroundThe
project was LED Dexterity Challenge. A survey wasconducted to collect data right after students completed each workshop to evaluate the content ofthe workshop. 169 girl scouts members participated in the STEM program and took the survey inthe past two years. The survey shows 95% students enjoyed Electrical Engineering workshopactivity while 98% of the students enjoyed Computer Engineering. Students reflected that theywould like to participate more STEM related activities in the future.The program represents part of our university’s ongoing efforts to interest young women inSTEM and is part of the Girl Scouts' “fun with purpose” K-12 curriculum. That initiativeintroduces scouts of every age to STEM to inspire them to embrace and celebrate
student engagementsurvey also asked students to reflect on what they learned in the course, and asked them to reflecton how the course could be improved.Skills assessmentStudent performance was evaluated through a pre and post exam in mathematics, several quizzesand a final exam in the course, and through assignments and presentations. In addition, studentsself-evaluated themselves at the beginning and end of the course on a list of skills that werecovered. Students rated their confidence in each skill on a 4-point scale at the beginning and endof the course. The average score for skills in each category is shown in Figure 1 for both the2017 and 2018 cohort of students. At the beginning of the course, students felt the mostconfident in chemistry
capstone courses. • To provide a mechanism that requires students to work on keeping their portfolios up-to- date.The second innovation of the new curriculum is the portfolio requirement, in which the studentdemonstrates that he or she has attained the student learning outcomes (SLOs) of the program.For their portfolios, students are required to: ● Showcase their strongest work from a variety of classes, both in and outside of their major. ● Discuss the thought and effort that went into creating the work shown. ● Include written reflections that discuss the challenges faced, strengths and weaknesses, and what was learned from creating the work.Pedagogical advantages of portfolios have been discussed in the literature. The
[11]. Specifically, immersive virtual reality (IVR) provides an effective way of 3generating a first-person experience not limited by the constraints of reality, possessing theability to essentially create the impossible in a potentially transformative way. Virtualtechnologies are transforming our external experiences by focusing on the high level of personalefficacy and self-reflectiveness generated by their sense of presence and emotional engagement[12].The power of IVR is its ability to enable a person to change their body representation, i.e.gender, race, age, ability status, etc., in a process known as virtual embodiment. In IVR, whenthe
critical thinking activities. LCs first cameto our institution, City Tech, through a Title V Grant in 2000 and were adopted by the college in2005. The academic performance of students participating in LCs at City Tech reflects nationaltrends. When compared to the general population at the College, students in LC earn higherGPAs, have higher retention rates, and demonstrate greater satisfaction.In order to complement the community-building efforts within learning community classrooms,we, a cohort of faculty leaders and administrators of City Tech’s First Year LearningCommunities, a program offered through the college’s Office of First Year Programs, developed“Our Stories” digital writing project which extends the student’s network beyond the
engineeringdesign process. For example, Wendell, Wright, and Paugh [4] describe the reflective decision-making practices observed in 2nd through 5th grade classrooms as students completed designactivities within the Engineering is Elementary curricula. Previous research on the middleschool curriculum described in this paper [5] utilizes longitudinal interview data to documentprogressions in how individual students describe their work with the stages of the engineeringdesign process over the course of several exposures to the curriculum.Researchers have also investigated how integrated STEM curricula promote the transfer ofknowledge from one STEM subject or context to another, ultimately enhancing student learning[6], [7], [8]. Because STEM integration
, and to summarize thecombination model of university path selection. Specifically, the research questions in thisstudy are as follows: (1) What are the core paths of China's new engineering construction? (2) What is the selection model of the "new engineering" construction path for differenttypes of colleges and universities?2. Literature review2.1 The concept of new engineering conceptThe "new" of new engineering construction is reflected in five aspects [4]: (1) The newconcept of engineering education. With the new economy and new industries as thebackground, the new engineering construction needs to establish a new concept ofinnovative, integrated and full-cycle engineering education. (2) The new structure of thediscipline
4, it can be seen in the year 2030, theunder 18 population is at 18.4 million, while the 65 and above population is at 73.1 million. By2040, however, the under age 18 population is at 76.8 million, while the over 65 age population isat 80.8 million. The actual cross-over in population projections occurs in 2035. Figure 3 – Cross-Over of Dependent PopulationsFigure 4 – Population by Age: Projections 2020 to 2060The shift from a youth-dependent population to an elderly-dependent population has significantimplications as discussed above. The combined youth and old-age dependency, however, is evenmore revealing. Figure 5 below [1, p. 6] reflects this combined dependency on the working agepopulation. From the below figure, two lines in
reflected in all of these identities indifferent was; however, additional work is needed.Work Completed to Date and FindingsTo date, we have completed a series of three baseline surveys related to engineeringcommunities and engineering identities across the first-year engineering experience with onecohort of students from two different universities. This was detailed in our pervious poster [4].Institution 1 approaches first-year engineering through a discipline specific model whileInstitution 2 uses the FYEP approach. Information from these surveys was used to inform thedevelopment of an interview protocol related to engineering communities and engineeringidentities. That protocol was used during our first of three rounds of interviews which
). Rather than establishing this binary, we think it might be helpful toconsider positivism and interpretivism along continua or spectra, in which ICR measures mightbe helpful in the context of some qualitative studies but inconsistent in the context of others. Tofurther raise questions about the use of ICR, we next describe our own qualitative work inengineering educational research and we describe our discussions and considerationssurrounding ICR in our attempts to ensure quality in our own qualitative research. Intercoder Reliability and Quality: Reflections on a Qualitative Multiple Case StudyTo contextualize our discussion of ICR measures and quality, we begin with a brief descriptionof our own ongoing qualitative work: a multiple case study
that 15% of volunteers did so in orderto prepare for a new career or maintain specific career skills. Similarly, Gage and Thapa’s [36]study of volunteer motivations found that college students were more interested in volunteeringto further their career paths than non-student volunteers.Mentoring in STEM FieldsResearch on STEM school-based mentoring programs has focused primarily on the impact ofprogramming on participating students and teachers [37], [38], [39]. However, recent studieshave examined the role of mentors and the benefits they receive as mentors. As an example,Nelson and colleagues [11] studied how STEM undergraduate mentors reflected on theirexperiences working with K-8 low-SES youth. These undergraduates noted that the
performance metric for the study wasthe student’s final grade in the fall and spring semesters of the senior capstone design course, aswell as the delta in the student grade. The student’s grades were correlated to a numeric value forcomparison, which is reflective of the GPA calculation at Florida Institute of Technology. Thenumerical values for performance are represented as traditional GPA scoring whereby A=4.0,B=3.0, C=2.0, D=1.0 and F=0.To supplement the quantitative study results, the authors performed an exit interview with each ofthe senior capstone design teams. The students were asked a total of 19 questions, in an open-floor,interview type format. The students were instructed to be as specific as possible in their answers.The authors
an online class. The implementation of the interventions may look different in each of those venues or20 have different levels of effectiveness because every classroom environment differs and faculty21 deployment of instructional practices varies. The strongest recommendation of the authors is to deploy a22 reflective process throughout implementation of some of the different teaching practices. This will allow23 for personal and professional growth in deploying the techniques while improving their use in their local24 teaching context over time.25 Introduction26 Statistics about Why Students Leave College and STEM Fields27 The current state of higher education is tragic. The U.S. Department of Education reported in 2015
students to the technicaland design process aspects of their major through the use of group design projects. These groupprojects simulate the relationships between business partners, consumers, and design engineers.This course was implemented at the start of the 2017 Fall Semester and data collection for thisresearch document was initiated during the 2018 Fall Semester.ProjectsCurrently, the Foundations of Engineering Lab course houses several different project types:Robotics, Fuel Cell, Remote Sensing, Microscope, Speaker, App and Garden projects. Mostengineering disciplines are loosely reflected by at least one of these projects, with the exceptionof medical-related engineering majors. Students choose a project similar to their
and class belonging which was adapted from the belongingness and psychologicalsense of community scale [6, 7].Our measurement of the sense of class belonging contains five items, as follows: I feel comfortable in the class. (M1) I feel like a part of the class. (M2) I feel supported by my classmates. (M3) I feel committed to the individuals in class. (M4) I often feel like an outsider in my class. (M5)3.3 Measure of social network positionThe social network analysis (SNA) is based on three domains of social network characteristics asmeasures of social engagement: (1) function measures, which reflect the content of network ties,and the provided network resources or information by the active learning in classroom
immersive interdisciplinary learningenvironment with a tangible scope, featuring direct mentorship of faculty and a local architect,collaboration between two colleges, and active interaction with a non-profit organization. Theproject is evaluated based upon information gathered from student design artifacts, constructionprocess documentation, and perceptual data via surveying and reflection. This paper discussesthe benefits and unique challenges of Design for Homeless (DfH) and provides insights on itsimplementation as a capstone experience.IntroductionCapstone design courses are intended to provide rich opportunities for student learning [1].According to Marin et al., successful capstone experience can be affected by many factors,including student
America’s Promise (LEAP) was able to identify many suchHIPs that are gaining attention [1]. In a subsequent report, Kuh found that students whoparticipated in these HIPs show that they were positively affected by these activities, asmeasured by the National Survey of Student Engagement (NSSE). It was found that these“deep approaches to learning are important because students who use these approaches tend toearn higher grades and retain, integrate, and transfer information at higher rates [2].” Thus,what we set out to do is to apply HIPs to a 300- level engineering course at a state collegelevel and gather data regarding its effectiveness, student reflections, and possible futureimprovements for better learning outcomes.HIPs in a Mechanical
foundational experiences for all engineering students.Well-designed laboratory experiences can make engineering concepts come to life, givingstudents a real-world confirmation of the theory and concepts from lecture classes. Conversely,the effectiveness of hands-on learning can be reduced if there are inadequate levels of studentengagement and reflection [1] - [3]. Due to advances in portable data acquisition devices, laptopcomputers, and an array of affordable sensors, there is an unprecedented opportunity to bringhands-on experiments out of the centralized labs, and into lecture classrooms, and even studentdorm rooms. While such mobile hands-on experiments have had substantial inroads in the fieldsof electrical and computer engineering (ECE
engineering and education to aid the generations who aim to become future engineers.Luisa Chiesa, Mechanical Engineering, Tufts University c American Society for Engineering Education, 2019 Work-in-Progress: Learning Assistant “Noticing” in an Undergraduate Engineering Science CourseMany engineering educators are exploring new approaches to support more productive learningbehaviors during required engineering science courses. These approaches range from pedagogyworkshops for faculty to programs fostering student reflection and meta-cognition. Someengineering departments are also establishing “learning assistant” (LA) programs thatincorporate pedagogically trained undergraduate students as
undergraduate engineering student, and an undergraduate teacher educationstudent. The STEM Stories afterschool program began in September and ran through April. Itmet twice a week for two hours each day at the school.EVALUATIONThe evaluation was approved by the UD’s Institutional Review Board (IRB). The evaluationincluded pre- and post- survey data, attendance data, and reading scores.Participants: Fifty-five grade 2 and 3 students registered for the afterschool program.Attendance records reflect that six students attended between 66% and 100% of the time; fourstudents attended between 51 and 65% of the time, eight students attended between 31 and 50%of the time, and 37 students attended between 0 – 30% of the time. The school has a 54 %minority
the national-level by positively impacting early-career women in academicengineering. LATTICE is a collaborative project between the University ofWashington, Cal Poly San Luis Obispo, and North Carolina State University. 1I serve as evaluator of LATTICE, on a team of women working to broadenparticipation and accelerate the success of women faculty in engineering through aprogram called LATTICE. Diversity and inclusion are at the core of our worktogether and are reflected in our LATTICE team as well as in how we do ourwork together. We come from a range of social identities, including personaland professional experiences with career development programs