Education Innovation at Colorado School of Mines in the Engineering, Design, and Society Department. He teaches the first-year engineering Cornerstone design course. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based courses, the first-year engineering experience, and student professional skills. He is active in the American Society for Engineering Education and serves on the First-Year Programs Division Executive Board and was the past Webmanager for the ASEE First-Year Programs Division and the First-Year Engineering Experience Conference. He is on the Executive Steering Committee for the Vertically Integrated Projects Consortium. Prior to
be able to integrate technical knowledge into real-worldsituations3. Many pre-engineering outreach/recruitment programs are centered on hands-onprojects, which is one of the most important characteristics of our programs. However, while77% of K12 engineering programs in the United States focus on students, only 46% focus on theteachers4. All of the K12 programs that are a part of our Integrated STEM Education ResearchCenter (ISERC) target both high school students and teachers. While engaging high schoolstudents in relevant and interesting engineering design projects has had an immediate impact onincreasing STEM enrollments at our university, we believe long-term impact is more likely toresult from the interactions and relationships
exercises to inspiresystems thinking. The PILLARS arecompleted first, integrating citizenshipfundamentals and design thinking and theengineering design process into bothPILLARS. Though they both integrate bothskill families, the content is inverselyproportional, as shown in Figure 2. Eachpillar presents students with a case toaddress civically with an appropriatesolution. The solutions may be tangibleproducts, processes, or models. Afterstudents complete both PILLARS, they willpractice both civics knowledge and designthinking skills repeatedly through engaging Figure 2 Graphic showint the composition of PILLAR 1 and PILLAR 2 having both Citizenship and Design Thinking andin the PATHWAYS
methods.Figure 1. Instructors participating in the soda straw (top-left), mechatronics (top-right), balloon dropactivity (bottom-left and bottom-right).2.2 Developing the First-Year Course and Integrating Spiral Curriculum After an introduction to experiences in first-year course activities and projects, the focus wasturned to developing an implementation plan for the first offering of the first-year course at KLETechnological University in the fall 2015 semester. This included mapping activities from the workshopto course objectives and desired outcomes of the course as well as developing a week-by-weekorganization of course materials. Adopted components from the workshop included soda straw towers,balloon drops, mechatronics, ethics, and
(EML) elements to an existing first-year engineeringcourse. This work-in-progress paper represents the first phase of a four-phase, 18-month pilot,during which we explored the impact of EML in first-year engineering classrooms on motivationand identity. While Phase 1 focuses primarily on engineering education research, phases 2, 3,and 4 target curriculum development, assessment, and dissemination, respectively.This pilot will position us to expand our curriculum via the application of engineering educationscholarship to support our students’ development of EML. It will also demonstrate our ability toscale up EML-related curriculum in the first year of engineering while effectively training allmembers of the teaching team including faculty
(EiE), an NSF funded engineeringcurriculum project focused on integrating engineering, reading literacy and elementary sciencetopics2,3. Another engineering education initiative is Project Lead The Way (PLTW), whichpromotes technology education in the classroom for middle and high school students4. As well,the American Society for Engineering Education (ASEE) has provided guidelines for hands-on,standards-based, interdisciplinary engineering activities5, and the National Academy ofEngineering with their publication Technically Speaking encourages technological literacy6.These curriculum initiatives and publications promote engineering as a career choice. But thereare opportunities in elementary science education where engineering design and
engineering students primarily and areembedded within the engineering curriculum, while others are campus-wide and target studentsin a wide variety of majors. Programs can also vary in terms of how they define their desiredoutcomes; some focus on generating a general awareness of entrepreneurship as a potentialcareer path, while others focus on developing innovative products and/or new business modelsand ventures. Some engineering schools, rather than offer a stand-alone course inentrepreneurship, integrate entrepreneurship throughout the engineering curriculum. Oneexample is Olin College which offers an integrated approach, whereby “entrepreneurship isinterwoven with mainstream engineering disciplines” (Fredholm et al., 2002).Entrepreneurship
anopportunity for teams of teachers and students to experience constructivist teaching and learningstrategies using an interdisciplinary approach. Throughout the workshop the teams worked toprepare an integrated, technology-based lesson using materials from science, mathematics, aswell as the language arts. This paper will expand upon previously reported efforts to expose areateachers to a constructivist-based approach in the classroom1. Particular emphasis will be placedon how modeling this approach can be effectively implemented in a workshop setting.Highlights of the curriculum developed for the workshop will be presented. Results of aquestionnaire given to teachers will also be shared.I. Introduction Through a Dwight D. Eisenhower Faculty
. Teachers are notoriously pressed for time, and this is far from new as a challenge for them.In fact, the majority of the teachers surveyed noted that they had received an email from WVKanawha County Schools regarding the NEED workshop, as shown in Figure 2. Most havecomplained about receiving emails for workshop dates, “most of the time, we do not even read theemails.” Marketing the program has been the hardest issue for the WV sponsors, and most of theteachers stated how great the workshops and curriculum have been for them and how effective itcould be if the NEED Project and its WV sponsors could advertise better for a larger instructionaltime for integrated STEM activities or lessons.Proceedings of the 2023 ASEE North Central Section
, according to what theinterviewees mentioned.1. Cross-disciplinary integration of AI in the curriculum. Implies integrating artificial intelligence not as an isolated module but as an interconnected element across all learning areas in the Construction Engineering program. It is important to integrate artificial intelligence transversally into the curriculum of the Construction Engineering career, ensuring that students master both the theoretical foundations and their practical applications in the industry (P1). For this, the following is suggested: ● Introductory courses with AI fundamentals: Introduce basic AI concepts in introductory courses to familiarize students with this technology's terms, applications, and potential
received her Ph.D. in Molecular and Cellular Pharmacology from the University of Wisconsin-Madison and her B.S. in Chemistry from the University of Northern Iowa. Page 14.889.1© American Society for Engineering Education, 2009 MSETI-AREA: Math-Science-Engineering Technology in Iowa on Applied Renewable Energy AreasAbstractThe Math-Science-Engineering Technology in Iowa on Applied Renewable Energy Areas(MSETI - AREA) project aimed to provide area middle school teachers with an appliedmathematics and science curriculum package based on Photo-Voltaic (PV), wind power, andhydrogen fuel-cell fundamentals. The
School and High School Students.” 123rd ASEE Annual Conference and Exposition, New Orleans, LA.[14] J. Mitchell-Blackwood, M. Figueroa, C. Kokar, A. Fontecchio, and E. Fromm (2010). “Tracking Middle School Perceptions of Engineering during an Inquiry Based Engineering and Science Design Curriculum.” American Society for Engineering Education, pp. 1-22.[15] M. Nathan and G. Pearson (2014). “Integration in K-12 STEM Education: Status, Prospects, and An Agenda for Research.” 121st ASEE Annual Conference and Exposition, Indianapolis, IN.[16] N. A. Tran and M. J. Nathan (2010). “Pre-College Engineering Studies: An Investigation of the Relationship Between Pre- College Engineering Studies and Student Achievement in
chance of graduating within 4-6 years.Thus, the Just in Time Math (JITM) strategy has been implemented in order to increase theinteraction between freshmen and engineering faculty and peers during the initial semesters. As aresult, more engineering students have shown more enthusiasm about engineering, and betterretention and graduation rates have been realized. In addition, since students graduate at a fasterpace, the implementation of the new curriculum will reduce the overall cost of college educationfor both the institution and students. In the JITM strategy the ideas from the newly developed course, known as EGR 101“Introductory Mathematics for Engineering Applications” at the Wright State University havebeen incorporated to create an
, we provide an overview of the BEADLE curriculum, and report onthe results of its evaluation using a remotely accessible FPGA lab. Additionally, we highlight thevarious features integrated into the remote lab platform, aimed at enhancing students'understanding of the curriculum content.IntroductionThe COVID-19 pandemic highlighted equity challenges for engineering students in remotelearning, including limited access to suitable hardware and stable internet connections.Innovative solutions were needed to offer lab-based courses with strong learning outcomes to allstudents. Providing remote access to hardware was a cost-effective alternative to shippinglaboratory kits worldwide and allowed for global access to a small number of
existing program is a challenge. At the same time, a growing bodyof non-traditional and working students in undergraduate institutions demand flexibility incurriculum offering.To incorporate fluid power in existing curriculum a flexible approach is utilized. In this paper, amodular form of an upper level fluid power curriculum is presented. The development consistsof lecture and lab materials, with proper linking and integration. Technical topics are presentedunder the scope of energy efficiency, systems integration, and hybrid engineering, which willallow integration into existing curriculum in current programs without the need for additionalnew courses. Learning outcomes of the curriculum were established, and assessment of studentlearning based
teachers and the curriculum provider Engineering byDesign (EbD). Our workpresents an integration of novel curriculum materials—soft robotics, in contrast to traditionalrobotics—and methods—design-based research—to shed light on high-school student STEMperceptions and how instructional design can be leveraged to affect those perceptions. We arenearing completion of year two of the project, and are able to share findings relevant to ASEE’sPrecollege Engineering Education Division including lessons learned from the application ofdesign-based research methods; the present state of our curriculum materials; and preliminaryfindings regarding changes in student STEM motivation, self-efficacy, and interest in the contextof the curriculum experience.Novel
. Jennifer Olson, University of Illinois at Chicago Jennifer Olson is a clinical assistant professor in the College of Education at University of Illinois at Chicago. She coordinates the Secondary Education program and teaches curriculum, instruction, & as- sessment courses to undergraduate and graduate secondary education students. Jennifer’s research focus on urban high school reform is informed by nine years of teaching in Chicago Public Schools, giving her an informed perspective of how policy moves from theory to practice. Dr. Olson’s current research interests include urban teacher preparation, teacher professional development and student voice. Her most recent publication in Journal of Urban Learning
confidence to change.FindingsTeachers’ confidence shifted when: 1) they completed the hands-on projects; 2) theirperspectives got positive feedback 3) they collaborated on curriculum design, and 4) they saw achance to integrate ML/AI into their classroom.1. Hands-on projects provide opportunities for participants to engage in emerging technologies, and understand and use emerging ML tools. We had several hands-on projects for participants during the co-design workshop, such as exploring and playing the AI games on Google Labs, using Smart Motors to build an interactive garden project, and using Smart Motors to build a project based on the given context (Figure 1). We observed that participants got familiar with the emerging technology tools
whom are degree-seeking students. The two institutions have a long history of collaboration in serving industryand community. The WSU-MCC partnership described in this paper refers specifically to thecollaboration between WSU’s Division of Engineering Technology (DET) and MCC’s School ofEngineering and Advanced Technology.In 2005, the partnership was awarded a National Science Foundation–Advanced TechnologicalEducation (NSF-ATE) grant for the “Development of a Learning Environment for HybridElectric Vehicle Technology.” Through this project the partnership developed HEV specificcourses and curriculum, and integrated it with the existing Associate of Applied Science programin Automotive Technology, created an HEV specialized laboratory
…An engineer is someone who usesmath and science to mess with the world by designing and making things that other folks canuse(pause)..And once you mess with the world, you’re responsible for the mess you made .This view had little to do with the engineering curriculum and education, but rather withignorance concerning the final destination of engineering graduates. Skobrook20 examinedstudents’ views of engineering prior enrolling in the course at University of Hull, and foundthat students’ preconceptions of engineering and engineering studies were at odds withreality. This is not surprising since studies21 in Britain showed that most sixth form studentshad little or a wrong perception of engineering as a career option. Peter Durchholz 22 in
-chip Design Methodology in Engineering Education. Proc. ICEE 2000 (IEEE/CS), pp. 224-228, 2000.2. Valenti, M., Furfaro, M., Chen, J., Delalic, Z., and DasGupta, S. The Effect of Uneven Power Dissipation on the Temperature Distribution on a Chip Surface. IMAPS Keystone Chapter, 2000.3. Delalic, Z.J., Cohen, R., Chen, J., Silage, D., Lin, J., Kaku, V., Modi, D., and Moussaoui, C. Numerical and Experimental Simulation of Electro-Thermal Behavior of VLSI Chips. Proc. 2001 International Symposium on Microelectronics (IMAPS), pp. 218-223 (2001). (First Prize in the paper contest)4. Delalic, Z.J., Cohen, R., Chen, J., Silage, D., Lin, J., Kaku, V., and Modi, D. An Integrated Curriculum in Design and Packaging
facilitateknowledge-integration. Change can range from adjustments to how courses are configured and delivered, to morefundamental changes in the engineering curriculum. We have used the macroelectronicsapproach primarily as a tool for re-engineering traditional courses. Project-based componentshave been introduced with a goal of enhancing students’ teamwork skills. Cooperative learning isnot a new concept, but it is an effective teaching strategy. For example, it has been revealed thatsmall groups of students working together in a cooperative-learning environment improveproblem-solving skill [22]. We sought to Page 7.326.9 “Proceedings of
, industrial robotics,computer integrated manufacturing, and computer numerical control. The electrical engineeringtechnology (EET) program, with a current curriculum that includes a large number of courses toprovide the foundation for mechatronics, is taking its turn in the development of a mechatronicsconcentration area. This paper discusses the introduction of mechatronics specialization throughconcertation areas in the mechanical and electrical engineering technology programs at OldDominion University, with emphasis on the implementation challenges. This specializationmodel offers students the choice to incline the balance between the electrical and mechanicalcomponents of their mechatronics education through their major and minor selection, and
what happens afterthe PD as teachers are bringing this novel content and practices back to their classrooms [25].Research Design This study utilized a multiple case study design as suggested by Yin [26] to understandhow three first grade teachers were integrating engineering and CT into their classroominstruction as they implemented the same engineering and CT curriculum across two years. Amultiple case study design was chosen as it allowed an in-depth investigation within and across asimilar real-world context to better understand how or why certain actions occurred related to thephenomena under investigation [26]. These cases were bounded by participation in the largerNSF-funded project across two years, which included participation
2006-992: ASSESSMENT OF A COORDINATED EFFORT TO INCREASESTUDENT LEARNING IN MATHEMATICS AND SCIENCE THROUGHENGINEERING EXAMPLESCatherine Skokan, Colorado School of MinesPaul Rodriguez, Cedaredge Middle School Paul Rodriguez is currently an assistant principal at Cedaredge Middle School on the rural Western Slope of Colorado. Before becoming an administrator, he was a science teacher and responsible for introducing an engineering class into the middle school curriculum. Page 11.250.1© American Society for Engineering Education, 2006 Assessment of a Coordinated Effort to Increase
Progress)IntroductionA total of 44 states and Washington, D.C. have adopted the Next Generation Science Standards(NGSS) or a variation of these standards that satisfy their state-specific education requirements.By following the NGSS or a similar set of standards, K-12 schools in these areas haveestablished pathways to incorporate engineering into their science coursework [11]. Research onthese integrated STEM settings suggests that engineering design activities play an important rolein supporting students’ science learning [2], [8], [13], [14]. Moreover, the National Academies ofSciences, Engineering, and Medicine named improvement in science achievement as anobjective of K-12 engineering education [11]. A less common, though emergent, pathway
Capstone Course in an Integrated Engineering Curriculum”, Journal of Professional Issues in Engineering Education & Practice, ASCE, Vol. 128, No. 2, April 1,2002, 1-8.BiographyJAMES B. POCOCK is an assistant professor in the Department of Civil and Environmental Engineering at the U.S.Air Force Academy. Dr. Pocock has an undergraduate degree in architecture from the University of Michigan, amaster’s degree in architectural engineering from the Pennsylvania State University and a PhD. in civil engineeringfrom the University of Illinois. He is a retired Air Force civil engineering officer and a registered architect.PETER A. RIDILLA is an Air Force Major and instructor in the Department of Civil and EnvironmentalEngineering at the
second method requires that students receivefeedback on formal assignments they have submitted. The student is then required to revise theassignment using this feedback and then resubmit for grading. While both of these methods are wellproven enhancements to the leaning process, they have historically been shunned by engineering faculty.At our university, a campus-wide program for integrating communication requirements into variouscurricula has had success in overcoming faculty and student resistance to these and other teachingmethods not typically found in the engineering disciplines. The Communication Across the Curriculum(CxC) Program uses workshops, Summer Faculty Institutes, discipline-specific communication studios,and an online searchable
” portion of the degree requirements.From the beginning, we desired an EM minor that would be available to students in bothEngineering and Business. It was apparent that any such minor would need two completelydifferent tracks: engineers would need to learn fundamentals of business and business studentswould need the fundamentals of science and engineering/technology. Each group provided itsown set of challenges. For the engineers, the issue was how to integrate the 18 hours into analready crowded schedule (It was decided at the outset to attempt to design a minor that could beincorporated into the existing eight-semester engineering and business curricula – at least in idealcircumstances- rather than requiring an additional semester.) For the
first year, which could be their most critical year in college7. The hope is that if they survive first year of the program they will probably make it through graduation. This is why, the author thinks that it is vital to focus on retention for the health of the technological society in which we are living. Retention is studied from several perspectives as mentioned earlier with more emphasis on curriculum innovations and integration and underrepresented groups. Curriculum Innovation and Integration Curriculum development and implementation is an on-going process in engineering and Page 7.985.2