or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineer- ing curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership team that has developed innovative ways to integrate Humanities, Science, Math, and Engi- neering curriculum into a studio based education model. In 2015, Sriram was selected as the Outstanding Young Alumni of the year by the School of Informatics and Computing at Indiana University. Sriram serves as a facilitator for MACH, a unique faculty development
structure is enhanced through mentoring relationships withpeers, faculty, and alumni who can share experiences and direct students to resources. Finally,students work in teams to complete impactful projects that show them the relevance of theSTEM disciplines to the important problems of the world. Throughout all of these activities,students are given ownership of their experiences through choices in the classes, projects, andactivities that lead to the learning objectives of the program. Additionally, the students areencouraged to reflect regularly on their experiences, becoming more self-aware and better able tocontribute to their society. The ACES program has benefited from partnerships across thecampus of Wartburg College, liberal-arts private 4
totheir academic success. A new Student Assessment of Learning Gains (SALG) is beingdeveloped for the coming year for the mentors. Past mentor assessments have been provided inend of semester presentations and reflections. The SALG will supplement and not replace thepresentation and reflection.CE-MENT Program Components and OperationAt its inception in the first year of the grant, the peer mentor program had seven mentors. Overthe past two-plus years, the program has grown significantly. Currently, there are 25 activementors, many of whom were former mentees. The program is operating on a volunteer basisand credit is not provided to the mentees, so there is a wide range in level of involvement bymentees. On average, this year the mentees had 2
Page 26.771.2moving their progress forward. However, there is no general consensus as to what specificattributes of feedback lead to improved learning, and multiple lines of research emphasize thatappropriate feedback is specific to the learning context of the student and/or task.6 Researchershave advocated that feedback works best when it directs student attention to appropriate goalsand actions,7 and encourages student reflection.8 Others believe that students are most receptiveto feedback when they are sure their answer is correct, only to learn later that it was wrong.9Additional factors include a student’s understanding of and agreement with the feedbackprovided, the motivation the feedback provides, and the limits on the student’s
, device operation,defects, variability, and reliability. Laboratory projects using low-cost fluorescent cameras,visible and near-IR cameras, and laser scanning are used to characterize the grain structure,defects, surface roughness, reflectivity, and photovoltaic effects in common solar cell materials(e.g., monocrystalline and multicrystalline silicon wafers, thin film solar cells, commercialsilicon solar cells, and photovoltaic modules. Captured images can be imported into MATLABor other widely-available image processing software for analysis and interpretation. Topicallaboratory modules and projects can teach across engineering disciplines including materialsscience, optics, quality control, semiconductor devices, and renewable energy.1
smaller private engineering department? Were thesurveys sufficient to capture a more fully informed picture of how students were developing asself-directed learners? Would we have a more complete understanding of how SDL is cultivated?Qualitative investigation was extended into the fourth year for the large public university cohort.Analysis of the transcribed focus groups produced some insights and many questions, includinghow self-direction could be defined in multiple ways and measured across time as an unstablecharacteristic, given to transient and episodic experiences of self-awareness and doubt, reflectionand quasi-reflection5. The ongoing processes of self-assessment and reflection provided repeatedopportunities to reveal how students
guided by learningmotivation, metacognition (thinking about one's thinking, and knowing one’s learning beliefsand strategies), and strategic action (planning, monitoring, evaluating progress, and taking properaction)” 1,2,3. Most educational researchers agree that the self-regulation process is a cyclical process andincludes three major phases: (1) planning, during which learners set goals, make strategic plans,and judge their self-efficacy; (2) execution, which involves learner's performance and control oftheir learning efforts, and use of learning management strategies and self-monitoring; and (3)self-reflection, which involves the self-evaluation of mastery, causal attributions, and reactions tothe learning task and performance after
. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering 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. American c Society for Engineering Education, 2021 Engineering with Engineers: Fostering Engineering IdentityIntroductionThe Mechanical Engineering Department at Seattle University was awarded
engineerThese questions revolved around the idea of reflecting on what it is like to be an engineer, aswell as reflecting on what they personally did that resembled an engineer. Embodying these traitsand reflecting on them has the function of shaping both, their subjective and objective identities,as perceived by others [6]. The first question was asking about what these children thought thetraits of an engineer to be, and the second part of the question was about which of these traits didthe children display while engaging with the kits. A discussion follows below of the moreprominent responses. Realistic Thinking. Realistic thinking was one of the traits that was recognized asimportant for engineers. Engineers do need to be realistic when
qualitative methods are assigned equal weighting in the interpretation offindings27.The Felder Index of Learning Styles Assessment (ILSA) is a 44-item questionnaire whichassesses students’ learning style preferences which are evaluated on four continua. Felder ILSAresults categorize all respondents’ learning styles in terms of being active/reflective (ACT_REF),sensing/intuitive (SEN_INT), visual/verbal (VIS_VRB), and sequential/global (SEQ_GLO).Each anchor of the continua is assigned a quantitative value of -11 or 11, respectively, and allrespondents are assigned individual values between these extremes. Respondents’ ratings on thevarious Felder ILSA continua served as the independent variables in this research.Dependent variables were a product of
class Faculty Reflection & incorporate Summary changes Review & Final faculty Comment by reflection CTL Faculty review Review & video & Comment by 2
first hand experience of theinfluence of learning style or motivation, then questions of understanding, then a tutorial aboutlearning style or motivation strategies, and finishing with reflection questions and an evaluationof the module. The learning style module creates the “first hand experience” by asking studentsto learn material that is presented in different learning styles. The motivation modulemanipulates task value and control beliefs in its presentation of new material to learn.The modules have been implemented in two mechanical engineering classes: a sophomore levelmanufacturing class and a junior level design processes class. To test the effectiveness of themodules, we compare results from a lifelong learning readiness
learned from the hands-onactivities and reflect back on how this can inform their understanding of, and solutions to, theGrand Challenge (Stage 6).This paper begins with a description of the framework including its foundation in contextuallearning theory and the motivation for using the Grand Challenges. Subsequently, theimplementation of the framework in two engineering courses is described. Details of the learningmodules and activities corresponding to the six stages of the framework are presented for eachcourse. Similarities and differences in implementation are highlighted, illustrating how acommon framework can be applied to seemingly very different courses. Finally, the use of theframework is evaluated in terms of its impact on student
, Energy.Theoretical FramingIn order to investigate the impact of the program on faculty identity and motivation, weemployed the Longitudinal Model of Motivation and Identity (LMMI) to frame our research [8].The LMMI combines Self-Determination Theory [9] and Possible Selves Theory [10] to studymotivation and identity development during an experience. This model gives us the capability toobserve how the program has made an impact on individual faculty members as well as seeingthe impact of the program holistically across the participants.The LMMI has previously been used to study graduate teaching assistants’ motivation andidentity development as teachers [8]. For that work, one data collection measure included havinggraduate teaching assistants reflect on
Society for Engineering Education, 2021 Engineering Education Guilds: Understanding Their Vision for InnovationIntroductionThe major aim of this project is to understand how, and the extent to which, engineeringeducation guilds (e.g., the Consortium to Promote Reflection in Engineering Education (CPREE)and the Kern Entrepreneurial Engineering Network (KEEN)) foster propagation and adoption oftheir respective pedagogical innovations. Engineering education guilds like CPREE and KEENseek to work at the forefront of educational innovation by creating networks of instructor changeagents who design and implement a particular innovation in their own context to further theprofessional formation of
skills bycomparing planned weekly schedules to actual time spent on those activities and reflecting onhow to plan accordingly. Academic Reflections give Scholars an opportunity to reflect on theirmost recent semester as they are about to enter a new semester and to analyze what went well,what went less well, and what they might do differently going forward. It also gives moreadvanced students in the cohort a chance to mentor younger students in the same degreeprogram, which both helps younger Scholars succeed academically and strengthens the socialbonds of the cohort. Scholars consistently rate these opportunities to get to know and learn fromone another as among their favorite aspects of CLEAR Scholars. Month
potentialresponses. Each potential response will influence four metrics that record participant behaviorwithin the environment. The first metric is time, represented by a clock that changes as decisionsare made. The other three metrics are safety, personal reputation, and output. Performance onthese metrics is shown by an icon that indicates relative performance (i.e, a smile indicates goodperformance, a frown indicates negative performance, etc.). Within the virtual environment,participants are also given reflection prompts that seek to better understand the conditions thatmight have influenced their decisions. Reflection prompts were designed in alignment withKohlberg’s moral development theory and include pre-conventional, conventional, and post
more broadly?We are answering these questions through a two-phase qualitative study. Phase I leverages bothcollaborative inquiry and collaborative autoethnography, guiding our exploration of our livedexperiences and respective academic cultures. Initially focusing on our own experiences, as earlycareer engineering education faculty, allows a deeper understanding of our experiences, bothgood and bad, that may not be revealed in a less intimate approach. The longitudinal nature ofour approach also makes it possible for us to document and reflect on our experiences and howwe navigate obstacles. Phase II will use constant comparative methods to expand and refinePhase I findings through a series of semi-structured interviews with 12-15 additional
practice and reflection [11].Pilot StudyThe first year of this study we conducted initial interviews with teachers who had previouslyparticipated in a summer camp with primarily Latinx middle school students. The summer campinvolved 3 in-service teachers, 5 graduate students, and 8 undergraduate students working asSTEM summer camp facilitators for 77 middle school students. The pilot study focused on the 3in-service teachers as they navigated working with students in both formal and informal spaces.The goal of the pilot study was to generate some information of in-service teachers’ perceptionsof funds of knowledge and the strategies that teachers used in understanding and elicitingstudents' funds of knowledge. This pilot study served as the
framework integrated into courses in several engineering disciplines, assessingwhether this framework increased student motivation and, if so, what facets of learning benefitfrom this approach.The EGC framework, as implemented here, follows a series of six stages that progress fromstatement of the problem, through exercises that teach a foundational concept using an EGCexample, to reflection on the role of engineering in addressing the problem. The framework wasimplemented in three diverse courses: a computational methods course taken by all first-yearengineering students, an upper-level signal-processing elective in electrical engineering, and adesign course for upper-level students in environmental engineering. Instructors for each of
" mentoring which focused developing theresearch skills of inexperienced undergraduate researchers, whereas the other five provided"supervisory" mentoring continued to concentrate on obtaining technical (research) results fromundergraduate researchers.This paper focuses on the first implementation of a new mentor workshop designed to includedesirable training practices from previous programs, but also to incorporate significant elementsof trainee self-reflection and small-group sharing, as well as practice in communicating thebroader context and motivation of research. The workshop was designed and delivered incollaboration with higher-education science-communication and professional-developmentspecialists based at Museum of Science Boston was
engineering from Belgrade University, and both M.S.M.E. and Ph.D. degrees from the University of Washington.Dr. Jennifer A Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering 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. c American Society for Engineering Education, 2020 Engineering with Engineers: Fostering Engineering Identity
experiences may be the most effective approach to achieve it and thatprogrammatic initiatives had little impact on development [4]. Despite this growing body ofknowledge, a long road lies ahead before the field reflects a complete, data-driven understandingof engineering leadership development.The Engineering Leadership Identity ProjectSchell and Hughes proposed a multi-staged grounded theory approach [39] to understanding thedevelopment of engineering leadership identity [40]. Their project consists of three stages: aninitial quantitative stage, a subsequent qualitative stage, and a final grounded theory stage. Seetheir literature for a fuller discussion of the project and methods (e.g. [41], [42], [43]). Thiscurrent research is focused on
unique strengths in an engineering context. The new framework expands uponuniversal design principles and provides guidelines that are anchored in a strengths-basedapproach and centered around three core elements: a culture of inclusion, teaching and learning,and instructional design. The application of the standards across the three courses has commonelements (e.g., the ability to choose standard versus creativity-based assessments) anddifferences to reflect instructor style and course content (e.g., incorporation of design aspects inmore advanced courses). It is anticipated that the use of these standards will improve learningoutcomes and enhance the educational experience for neurodivergent students.MotivationNeurodiversity is a term that has
engineeringbackgrounds, as well their hands-on research experience and working on a paper. However,many students felt there was not enough time in the course for research and writing. Othernegative experiences included feeling they did not understand the purpose of assignments on thecourse learning management system and other team members were not contributing. At thebeginning of the semester, assignments focused on ethics, teaming, how to do a literature reviewand document research, and other preliminary topics. Students wanted to dive right into theresearch rather than completing training and pre-research activities. Additionally, journalassignments requested that students reflect on their experiences weekly. Engineering students arenot accustomed to
education, and a case study to demonstrate its capabilitiesas a method of collecting and analyzing data from student design teams. The system isintended to support educators in coaching and monitoring student designers, encouragestudents in reflective reporting on their experiential learning, and to serve as a data collectiontool for education researchers.This poster also presents the results of a case study of a proposed framework involving DEFTdata to evaluate project-based design courses. The research consisted of interviews with thelead instructor of the classes (n=1), weekly observation of the student groups and the analysisof self-reported student design process data (n=12) to review the efficacy of the design class.The poster concludes by
Instrument (EPSRI) to assess aperson’s process safety decision making. Most of the research to date in this project has beenfocused on the development and validation of the EPSRI. In summary, anticipated outcomesupon conclusion of this project are (a) development of an EPSRI tool capable of assessingstudents’ process safety decision-making, (b) construction of a virtual plant environment wheremultiple real-world factors may influence a students’ process safety decisions, and (c)identification of best practices for integrating virtual environments into the classroom.MethodsEPSRI Instrument Development The EPSRI reflects the structure of the EERI [13] and DIT2 [12], which contain fivedilemmas, followed by three decision options, and twelve
aspects changed the car's behavior was very helpful in understanding concepts. Please do more.” “The in class projects with the rc car helped see how systems actually work. I thought it was beneficial.”Preliminary results from student surveys and instructor assessments while conducting the small-group activities reflect a high-level of student engagement with the activities and frequent reportsof “a-ha moments” or connections resulting from the experiences. When implementing theexercises, the reporting instructor used anonymous feedback surveys through the course LMS tocapture student reflections. Table 3 shows the percentage of students whose reflections areindicative of an improved understanding of a course concept or design
Provided Multiple Contextual RepresentationsAbstractThis research documented the glance patterns and conceptual understanding of practicingengineers attempting to solve conceptual exercises with different contexts. Two mechanisms fordata collection -- eye-tracking and reflective clinical interviews -- were employed to moreholistically understand practicing engineers’ interaction and reasoning while solvingtransportation and hydraulic design problems. Data collection involved the use of three carefullydeveloped questions in both transportation (with 3 contextual representations) and hydraulicdesign (with 4 contextual representations). The process required each participant to sit in front ofa computer monitor that displays the problem statement and
for the games included in the curriculum. Figure 1. Example of the hardware settingTheoretical FrameworkWe developed a conceptual framework for the PICABOO hardware curriculum that reflected ourteam’s shared vision for the structure and the outcomes of our curriculum. Specifically, we aimto promote engineering identity and persistence by gamifying the learning experience to fostersituational interest [7] and to support students’ self-efficacy for engineering [8]. Additionally,educators' self-efficacy also influences their confidence in teaching hardware concepts [9]. Therelationships between these theoretical foundations are illustrated in Fig. 2 and are incorporatedinto the design and development of the modules