undergraduate degrees. Giventhe general lack of hands-on design experiences in lower division coursework across the Collegeof Engineering (COE) departments and the need for an oral communication elective prior tosenior year, the Introduction to Engineering elective was piloted in Fall 2016.The 4-unit active-learning project-based course was targeted towards lower division engineeringstudents across all majors with emphasis on oral communication skills through a hands-on team-based design project. Communication and engineering design content was delivered in the twiceweekly larger lecture sessions where discussion and reflective activities where emphasized.Hands-on design and team-based activities were facilitated during the weekly studio sessions forup
-LearningService-learning can be defined as a type of experiential education in which studentsparticipate in service in the community and reflect on their involvement in such a way asto gain further understanding of course content and of the discipline and its relationshipto social needs and an enhanced sense of civic responsibility7. The pedagogy of service-learning has four key characteristics. They are: service, the academic connection,reciprocal partnerships, and analysis or reflection8.Service - A central component of the service-learning experience involves serviceopportunities that meet the needs of the underserved in a community and/or contribute toprojects for the common good of the community. In engineering, service can take manyforms, from
traditional,descriptive ones. Furthermore, as new technologies continue to progress rapidly and coursecontent and laboratory instrumentation continue to evolve in order to keep pace, laboratorymanuals will also have to be revised frequently in order to stay relevant and effective. A laboratory manual revision process was developed in this study in order to supportthese new types of laboratory classes. It is a four-step process, which includes: 1) CollectingAudience Responses, 2) Scaffolding the Class Project, 3) Project Report Writing Requirementand 4) Peer-Review and Reflection. This development was carried out based upon the technicalwriting framework, as it is believed that technical writing can promote critical thinking andactive learning
simulated projects possess the potential to provideunique learning opportunities particularly, designed experiences triggering different emotionswithin the structures of the traditional classroom.KeywordsExperiential learning, simulations, constructionIntroductionThis paper discusses the use of a small-scale design-bid-build project simulation to provideexperiential learning for construction management students in the College of Engineering andTechnology at Brigham Young University. Experiential learning opportunities like this allowstudents to explore the implications of principles and theories of the industry by learning in theclassroom through their own direct, lived experience in a low risk setting. Reflecting on theirexperiences helps them
self evaluations Feedback based on those evaluations A Gantt chart to plan project tasks and timelines Peer mentors Reflections on teamwork topics Mid-semester progress meetingsIce Breaker and Communication Activity. Teams are revealed during lecture, at which pointstudents are encouraged to take seats near their new teammates and quickly exchange names andcontact information. After the teams have a few minutes to chat, we introduce a teaming activity:a logic grid puzzle with 30 written clues, divided as evenly as possible among the team memberson slips of paper. Our puzzle was adapted from [11], and we have made our version availableelectronically [12]. Generally, our students seem familiar with this type of
evidence-based conceptsand practices, the activities were designed to be directly relevant to the course material, designedto enrich, not simply amend, course content. All efforts were based upon a conceptualframework for teamwork knowledge, skills and functionality that moves the knowledge ofteamwork into the practice of teamwork. The aim is for students to develop sustained practices incommunication, inclusion, self-reflection, conflict management and team norming. Here wereport progress of our efforts in the senior year, including discussion of assessment data, and endwith a brief view towards the longer-range goal of stretching the teaming instruction across thefour-year programs.Keywords: Teamwork, Engineering, Evidence-based
Engineering Education from Purdue University.Dr. Donald Winiecki, Boise State University Don Winiecki, Ed.D., Ph.D. is the ‘Professor of Ethics & Morality in Professional Practice‘ in the Boise State University, College of Engineering. He teaches undergraduate and graduate courses in ‘Foundational Values‘ and ‘Professional Ethics‘ in the Computer Science Department and Organizational Performance & Workplace Learning Department in the Boise State University College of Engineering. His research focuses on the attributes of technology and technology-in-use as a reflection on, and an influence on social morals and social ethics. c American Society for Engineering Education, 2019
by the authors. In thispaper, the module is described and its effectiveness is assessed using a new civil engineeringsustainability literacy questionnaire, quality of Envision application to the student project, andinstructor reflection. The module and the questionnaire are described in the next section followedby presentation of the results of the assessment.Module DescriptionThe sustainability module described herein builds on a previous set of sustainability curriculummodules by the lead author, which included a lesson on sustainability in the capstone designcourse. The lead author noted the need for increased application of sustainability knowledge andtechniques in the capstone design course to complement the overview lesson. This
acceptance of liberal arts or active learning concepts in relation to this community.Complementary to this analysis is reflective qualitative remarks from the student body in theform of individual comments submitted after course completion. Through analysis of results therefinement of the programming in this unique first year interdisciplinary program can be furtherdata driven and hopefully lead to improved understanding of the intricacies of combined liberalarts – active learning – engineering environments.IntroductionEducation as a genre can be self-defined with a pedagogical dimension that is forever in searchof further understanding. This ever-present shifting of perspective on variety and applicability ofeducation styles has afforded an
3D modelling software, justifying theirdesign choices by considering reactor volume and geometry favorable for mixing. Throughoutthese activities, learners were curious and engaged, thoughtfully weighing and selecting designchoices, offering and debating new ideas, and raising questions to be answered throughout therest of their chemical engineering studies.Designing this workshop, we aimed to activate the existing knowledge, skills, and motivations ofthese learners as resources for building knowledge about the chemical engineering discipline andfor identifying and practicing skills for creative and productive engineering design. Moreover,these learning experiences followed a cycle of reflection and action to support collaborativelybuilding
around student teamingis the distinction between academic settings and the environments students will experience inprofessional settings. This omission is problematic when juxtaposed to the motivation behindmuch of educators' work: to better prepare engineering students for the profession ofengineering. If classroom settings continue to be just that, students will continue to be ill-equipped for their transitions into the workforce. This paper tests a unique approach to studentteam formation, reflective journaling, and final grading by mimicking certain aspects of theprofessional setting in the classroom – especially as it relates to team formation, projectmanagement, and feedback. This work builds on a previous work-in-progress paper that
, and we’re looking into fixing it” [7].Due to the issues encountered with the first exercise, students did not complete the assignment andwere instead asked to focus their attention on writing a reflection on why AI Chatbots may not beready to produce graphs within Excel at this time. Students also reflected on the issues theyencountered when trying to complete the assignment and if they felt they could have accomplishedthe task in Excel faster and more accurately without the assistance of the AI Chatbot. The feedbackreceived overwhelmingly suggested that AI Chatbots are not ready to produce VBA code thegenerates graphs within Excel for the time being and creating these graphs manually may be a betteroption since it would be faster and result
a presentation; (3) review feedback and revise slides; and (4) write and post areflection. This assignment enables students to • Demonstrate their understanding of a specific fluid mechanics concept; • Apply a specific fluid mechanics concept to a real-world situation; • Communicate their application in a clear, concise manner to their peers; • Design visuals to accurately demonstrate a concept; • Provide and accept constructive criticism; and • Reflect on their learning.The App was introduced in fall 2010 to improve both instructor teaching and student learningand to connect learning outcomes more explicitly with engineering practice. The App integratedthe core principles of effective teaching and learning with
printed partsfor biomedical prosthetic molds, and reducing cooling loads using highly reflective paints.The specific learning outcomes are highlighted below with reference to selected student’s projects. 1- Structured problem solvingResearch indicates that problem-based learning, such as the one employed in this methodology,increases student engagement and enhances critical thinking skills [7]. As students assume roleswithin their hypothetical company, they not only learn to articulate the need for their chosen projectbut also develop a deeper understanding of its societal impact. This aligns with the findings ofstudies emphasizing the importance of real-world context in enhancing problem-solving abilities[8]. The technical knowledge phase is
explicate thedevelopment of a professional skills certification framework for undergraduate students in amicroelectronics engineering workforce development program and creation of the mechanism(s)to assess professional skill development. The framework facilitates students’ acquisition ofprofessional skills through experiential learning as viewed through the overarching theoreticallens of both social cognitive career theory and self-determination theory. The certificationframework, rubric, and assessment development are described, and the implications arediscussed.Tags: professional skills definitions, implementation, portfolio, professional skills,microelectronics, reflections, rubricIntroductionEmployers and educators alike have recognized a lack
creating inclusive and equitable learning environments through the development and implementation of strategies geared towards increasing student sense of belonging. ©American Society for Engineering Education, 2024 GIFTS: Sharing Stories and Building Belonging in a First Year Engineering CourseAbstractThis Great Ideas for Teaching, and Talking with, Students (GIFTS) paper presents a method forfostering a sense of belonging in students through a story sharing assignment in a first-yearengineering course. The authors present how story sharing is integrated into an introductoryengineering course and provides a reflection of the experience on the successes, challenges, andimpact on student
Leadership: An intentional approach to faculty leadership developmentPositive Leadership: An intentional approach to faculty leadership developmentAbstractAs Michigan Engineering (the University of Michigan College of Engineering) moved forwardafter the tumultuous pandemic years, College leaders recognized the need for concertedprofessional development in positive leadership. This evidenced-based practice paper discussesa year-long positive leadership development program for engineering faculty and staff members,which was grounded in research from the University of Michigan Center for PositiveOrganizations and a “learn-experiment-reflect” framework. The program was delivered throughsix in-person cohort sessions, self-paced learning via
program in the Mid-Atlantic region were tasked to write a reflective essay explaining the challenges faced intheir first four weeks in college. A thematic analysis of the qualitative data was used to analyzethe reflective essays.This “work in progress” paper will summarize the main results of the study. Based on theanalysis, we propose interventions to assist these students in their transition from high school tocollege. This project is relevant to institutions seeking to improve the retention of students intheir engineering programs.Background:First generation college students are defined as students whose parents completed only a highschool diploma or equivalent. Some researchers include in this classification those studentswhose parents
, thecommunication techniques incorporate key elements of emotional intelligence. Last but not least,this course acts as a supplementary tool to coach students throughout their first half of thecapstone project, where effective communication plays a critical role in the success of the entireproject.This study uses a mixed method, in which both qualitative and quantitative data will be collectedfrom various instruments, including written reflections of participation of the interactivesimulations, grades obtained for the written and oral presentations, students feedback survey, etc.Preliminary results collected from the pilot semester will be analyzed to gauge the personal andprofessional impact on students, and to see what potential curriculum improvement
we hoped to develop in thestudents. However, the reflections also highlighted challenges and shortcomings of our currentmodel. For this work-in-progress paper, we share our salient findings from each theme, as wellas instructor observations and lessons-learned from this community project capstone model.IntroductionCapstone design is a critical culminating experience in the academic trajectory of allundergraduate engineering students. At the University of San Diego (USD) senior engineeringstudents across three disciplinary majors (electrical, integrated, and mechanical engineering)collaborate on transdisciplinary teams during their year-long capstone design course experience.Teams work on traditional industry-sponsored projects
-based assessments, presentations, and reflections. Thesesections were distilled using a combination of classroom experience and research. Eachof these elements is powerful on its own but added together they create opportunitiesfor students to build self-efficacy, belonging, and inclusion. These qualities then lead toclassrooms that can foster students who can find resilience and joy in diversity andcreate equitable spaces. The framework I developed is visualized in Figure 1 below. Iwill describe each of these elements and the research that went into them.Before the Framework: While doing research around actionable science DEIB strategies, I encounteredand studied social-emotional learning (SEL). While the tenants of following theframework
education. This DBR approach also reflects Kolb’s [5] four stages of experientiallearning (experience, reflection, conceptualize, and test) as the program developers, faculty, andstudents learn together through each cycle of development. Design & Planning Problem Ideation/ Refined Learning (ProjectStatement Selection Model Objectives mgmt) Data CollectionProgram Design Design
formeasuring impedance in networks versus frequency, gain and reflection versus frequency, andtime domain impulse/step response of systems. Many universities have VNAs in their researchlaboratories. Few universities offer undergraduate courses that expose all students to VNAtechnology primarily due to the cost of the instrumentation which can run from $5k for a 1 GHzmodel and $250k+ for a millimeter-wave model. In the last two years, an open sourcenanoVNA was developed and introduced to the market with a $50 price for a 1.5 GHz VNA and$150 for a 3 GHz VNA. This breakthrough in cost/performance now allows all universities touse VNAs in their laboratories. Each student can have access to their own VNA laboratoryexperiment set since the cost is now
industry (see Figure 1 forbreakdown of participants’ organization types). Most responses (85%) were received from theWest/Mid-West region of the United States, and the results presented in this work reflects thesefindings. The answers were considered as those from potential participants indicating theirpersonal preferences on different aspects of the program. In this survey, participants were askedseveral questions relating to professional development for engineering educators in college andindustry. 2-year academic Non-profit institution, organization 89
reflection, grounded in authentic software development settings. Tools in this project include process oriented guided inquiry learning, automated feedback to students through an intelligent tutoring system, case studies in software communication, and guided reflective exercises on team communication. As part of this research, the Ag- ile Communicators team has investigated communication practices in a variety of student and professional software development environments. Wallace has been intimately involved with undergraduate Computer Science curriculum development since his arrival in 2000. He cofounded Michigan Tech’s Software Engineering degree program in 2003. Wallace currently serves as Director of Undergraduate
metaldesign project utilizing newly implemented Solidworks CAD software and one MS Excel basedFEA solution to cutting tool temperature distribution. This individual FEA assignment, much ofit lecture based in instruction, was included to allow the students a direct comparison base tocontrast the two methods. This reflective assessment was collected anonymously at the end ofthe semester utilizing the online course management information platform.Problem-based Learning ApplicationUtilizing a problem-based learning methodology requires a complete change in instructionalstyle. First, the instructor must realize that the PBL method of instruction requires a facilitativeapproach. This interactive approach requires posing a problem, helping the teams
, manystudents quickly find themselves so far behind in the reading that they can no longer catch up. A reading log system where content responsibility is progressively shifted from theinstructor’s questions to student identification and reflection has been developed andimplemented in junior-level Fluid Mechanics and Thermodynamics courses to address several ofthe issues associated with student use of the textbook. The goal of the reading log is to improvestudent use of resource material and to provide opportunities for students to develop skills inreading scientific material. Reflective questioning, guided identification of key concepts,probing questions and cyclic problems are some of the tools that are used to stimulate student useof the
directed at different audiences. After writing a brief reflection ondescription the similarities and differences between the two articles, they will be provided with publication details and asked to reflect on how information format affected their perceptions.Expectation Time to complete: 25-30 minutes Time to grade: 3-5 minutes Read and compare the following two articles on bridge design (article 1, article 2). Briefly describe the differences and similarities between the two articles as well as any points on which you think the authors are in disagreement. ***students submit brief compare/contrast responses*** David P
Antennas Lab #4: Part 2: Antenna Radiation 9 Plane Wave Propagation and Lab #5: Plane Waves Propagation and Polarization Polarization 10 Reflection & Transmission... Lab #6: Reflection and Transmission of & Waveguides EM waves 11 EM Applications (Radars) Lab #7: Waveguide Lab 12 EM Applications (Radars Final Project: Building a Radar cont.) (Integration) 13 EM Applications (Cell Final Project: Building a Radar Phones) (Analysis of Components) 14 EM Applications (Cell Final Project: Building a Radar Phones
. While the basic assignment has remained the same each year, the application haschanged in some way each year. In 2012, four regularly scheduled class sessions were cancelledto provide additional time for students to attend or reflect on their events. Students wereprovided a list of possible events to attend and regular announcements were made of appropriateevents that were being hosted around the university. Based on student feedback from the firstyear’s offering, along with the recognition that the cancelled classes provided additionalopportunities to bring in exploration content (and that some students, due to other constraints,could attend only activities during normal class times), the second year offering was modified.The first-year