proposed in this document, providesa means for comprehensively integrating technology and engineering content within theframeworks of existing mathematics and science curriculum. Resistance to change in apredominantly traditional high school setting is a hurdle that must be overcome in order forthese frameworks to be implemented in secondary school classrooms. Resistance to change isnot an easy task to overcome as Evan[13] articulates. From that start of their educationalexperience, preservice teachers’ training and teachers’ continued professional developmentmust be the catalyst to drive this new pedagogical paradigm. EEF provides the context to guideteachers’ of science and mathematics into inquiry based lessons using relevant social issues
,architectural, and environmental discipline indicated that about 88% of respondents wereteaching sustainable engineering or integrated courses (see Table 5.1 in (CSE 2008)); the 2010survey results for civil and environmental only were at 89%, as previously mentioned. When amore direct comparison was made, the results indicated that an increase did not occur. However,given that a large percentage of schools were already offering sustainable engineering courses,this result was reasonable.In addition to understanding the percentage of schools offering sustainable engineering courses,the 2005 benchmark survey also examined the number of sustainable engineering coursesoffered. A comparison between the 2005 and 2010 results was examined. In 2005, the
-sought andthought-out goals as the first step to course curriculum development followed by an assessmentplan and learning plan. Backward design is like a “road map” to a set destination.3.2 The Seven Factors Analytical FrameworkComplementing the backward design model by Wiggins and McTighe (2005) [30], we developour goals as a first step for our proposed first-year undergraduate happiness and wellbeing course.The Seven Factors Analytical Framework conceptualized by us in a previous study [31] and seenin Figure 1 helped us develop six goals for our course. The framework was conceptualized basedon an exploratory study involving undergraduate engineering students’ interviews. The study isexplained in the methods section below.The seven factors
literacy among STEM majors," in 2014 IEEE Integrated STEM Education Conference, 2014: IEEE, pp. 1-7.[24] R. Borchardt, T. Salcedo, and M. Bentley, "Little intervention, big results: intentional integration of information literacy into an introductory-level biology lab course," Journal of Biological Education, vol. 53, no. 4, pp. 450-462, 2019.[25] W. Holliday et al., "An information literacy snapshot: Authentic assessment across the curriculum," College & Research Libraries, vol. 76, no. 2, pp. 170-187, 2015.[26] A. A. J. van Helvoort, "How Adult Students in Information Studies Use a Scoring Rubric for the Development of Their Information Literacy Skills," The Journal of Academic Librarianship, vol. 38
implement incourses for student learning. For the first approach, there is a Center for Excellence in Teachingand Learning at many universities that is a valuable resource for faculty to get assistance withdeveloping customized curricula [4]. However, not all universities have these centers. Moreover,the staff often lacks a background in STEM at these centers [4].The second approach involves of Kern Entrepreneurial Engineering Network (KEEN) (andEngineering Unleashed), which is a great resource for faculty to observe and learn to incorporateEML into courses and curriculum [1, 5]. However, recruitment and marketing are limited tonetwork schools, and a limited curriculum has an EML-based PBL with a digital communicationassessment. An example of the
-stage study design; Study 1uses content analysis based on word frequency counts to refine the exact connotationand constituent element of STEM education in China. By coding the archives,including academic papers, policy documents, and news reports, which add up tomore than fifty thousand words, it also identifies four major constituent elements -STEM education research, college-industry partnership, interdisciplinary integration,and maker education, which together constitute the very existing form of STEMeducation in the context of China. Study 2 employ an empirical analysis based on asample of 36 first-tier universities in China over a five-year period, and investigatesthe effects of different constituents of STEM education on the
on seniors’ interdisciplinary competence. Data on theemphasis on interdisciplinarity in the curriculum were collected from engineering faculty andstudents as part of a nationally-representative study of 31 colleges and universities (see Table 1).Survey DevelopmentA team of education and engineering researchers collaborated on the development of the survey-based instruments for engineering students, faculty, and administrators during a rigorous, two-year process. The team conducted an extensive literature review on key topics related tointerdisciplinarity in engineering, but also in fields outside engineering. In addition to studiescollected in ASEE’s conference proceedings and journals, team members identified andreviewed literature from the
reported modifications toor in support of Precalculus.Some retained records (6.1%) focused on innovation of courses outside of the typical mathsequence. Carpenter [32] describes integrating calculus concepts into introductory chemistry,biology, and physics courses to illustrate connections between math and the natural sciences.Lewis and Hieb [33] discuss integration of an online math learning platform in an existing first-year engineering course. Lowery et al. [22] present an initiative to implement projects that spanacross calculus and engineering courses.Table 5. Retained records by targeted class(es) (n = 49). Frequency (-) Percentage (%) Calculus I 29
papers, and provides faculty development workshops on effective teaching. In 2006, the Kern Family Foundation named Dr. Carpenter a Kern Fellow for Entrepreneurial Education recognizing his efforts to bring innovative team based problem solving into the engineering curriculum to promote the entrepreneurial mindset. In addition to his work on ethics and entrepreneurial skills, Dr. Carpenter is an accredited green design professional (LEED AP) and practicing professional engineer. As founding Director of the Great Lakes Stormwater Management Institute, he conducts research on water management and routinely provides professional lectures/short courses on innovative stormwater treatment design and its role in Low Impact
to theproper selection of an engineering/math model. Engineering/math models are often the primaryfocus of the formal classroom. These models are quantitative and lead to numerical predictionsof various outcomes. However, engineering/math models, by nature, require simplification; themental model must make and check the assumptions required to build a solvableengineering/math model. The engineering/math model is usually expressed using logic andmathematics; often computers facilitate numerical predictions. Active integration of the mentalmodel and engineering/math model equips the engineer to properly shape reality.NoteThis paper is being submitted to the Civil Engineering Divisions “Best in 5 Minutes:Demonstrating Interactive Teaching
prerequisite of English 1110, First Year Writing or equivalent. At the end of the semester, students submit textual conceptual reports, 3D graphical images, and physical projects which are manually made or 3D printed simulating an ancient device of their choice [6]. In his paper, A Non-Traditional and Multi-Disciplinary Approach to Teaching Mechanisms and More, the lead author, Sirinterlikci, described an Honors course he developed at Ohio Northern University [7]. It was intended to give students a cross-disciplinary learning experience while dealing with integration of art, engineering theory, and fabrication elements. The approach utilized various means of teaching mechanisms, consequently addressing various types of
for international assignments,according to Mazumder, consists of:1. Foreign language capability and insight into communication style.2. Knowledge of culture, customs, social behavioral and group thinking pattern of a region (e.g., differences and commonality, verbal-non-verbal communication, differences in negotiation styles).3. Knowledge of global technology, foreign education system, and business practice.4. Capacity to accept, adapt and integrate with other cultures; ability to bridge the differences.5. Awareness of the phenomenon of cross-cultural refraction as an essential result of crossing cultures.6. Self knowledge and knowledge of technology and culture of your own country.7. Knowing that it is alright to seek a “cultural
. Page 26.1614.2Choosing the best programming language to start teaching high school and undergraduate studentsis observed by several researchers; see for example Ali (2007), Duke (2000), Giangrande (2007),Goosen (2004), Goosen (2008), Mannila (2006), and Tharp 1982. Some other researchers focusedon learning preferences of students to solve engineering problems; see for example Felder andSilverman (1988) and Rosati (1998). Education of various technologies in various engineeringfields as a part of an undergraduate curriculum is discussed by researchers such as Clough (2002)and Maase & High (2008). Stockwell (2002) focused on Computer Science majors’ mathematicsproblem solving skills when C programming language is used in the classroom. This
) Educational Content & Course Structure, 3) Human-CenteredDesign & Societal Needs, and 4) the integration of 1-3 for course Deliverables & Outcomes tosupport student success in the larger engineering curriculum.Figure 1: Curriculum components and structure of Engineering Design & Society course.1) Maker Skills & Maker Space: A makerspace classroom used for the pilot offering in thecourse is described in [1], it is a room with seating for 20 students with workspace tables forteams of 4 students. The makerspace setting for this class was chosen based on existing researchthat suggests that these type of settings facilitate student collaboration, communication, designthinking, and creativity. The setting for our class is similar to
University of Cape Town, where she retains an honorary appointment. She completed postgraduate studies in the UK, Australia and South Africa. With more than two decades of undergraduate teaching and curriculum reform work, she is a well-regarded researcher in engineering education and higher education. Her work especially on the student experience of learning as well as on topics around teaching and curriculum, has been widely published. She was a founding member of the Centre for Engineering Education (CREE) and served twice as its Director, as well as being the founding president of the South African Society for Engineering Education (SASEE). She is a joint editor-in-chief for the international journal Higher
Ph.D. degree from University of Massachusetts, Amherst. He is an Asso- ciate Professor and Associate Chair for Undergraduate Education at Portland State University, Electrical and Computer Engineering department. In this role he has led department-wide changes in curriculum with emphasis on project- and lab-based instruction and learning. His research interests are in the areas of semiconductor device characterization, design and simulation, signal integrity and THz sensors. He is a member of IEEE and ASEE.Malgorzata Chrzanowska-Jeske, Portland State University Malgorzata Chrzanowska-Jeske received her M.S. degree in electronics engineering from Politechnika Warszawska (the Technical University of Warsaw) in Warsaw
which enables slow and advanced learners to choose courses suiting their abilities and optimizing their academic commitments. This will facilitate the establishment of credit transfers and accreditation of academic programmes. ♠ Curriculum, courses and syllabus (course contents) are benchmarked with the best of the institutions in India and abroad. Page 15.623.6 ♠ Establishing an Academic Staff College (ASC) for continuous training and for professional development of its faculty members. ♠ All faculty members are preparing course plans, instructional objectives, schedule of instructions, tutorial
to integrate these topics into the classwe found that there was a paucity of published biochemical-themed projects for a sophomore-level mass balance curriculum. This challenged us to develop a new team project thatincorporates biotechnology. We chose to apply mass balances to human alcohol metabolism.Student teams create a mass balance model of the breakdown of ethanol within the human bodyusing computer spreadsheets to calculate mass flow rates to and from key organs. Process unitsmodel the organs handling biological functions such as oxygen and liquid intake, chemicalbreakdown, and waste removal. The project requires only knowledge of multi-unit mass balancesand chemical reactions in the steady state; parameters are designed to create
, curriculum development, as an example, is a highly specializedfunction, it cannot be done effectively without some consideration for the individual course, orcourses, that it will comprise. Additionally, the key direction in the design of a curriculum at theuniversity level is the planned discipline of study of individual students. Conversely, at thebusiness enterprise level, a curriculum is tied to the organization’s strategies and operating plans;each strategy and operating plan must be assessed in order to identify the performance requiredof employees.This section of this paper describes how the University of Kentucky college of engineeringcurriculum in lean manufacturing was developed as an integrated series of course offerings forundergraduate
specialized engineering knowledge and skills combined with engineeringleadership and management skills in the organizational context. This requires thatprograms develop integrated learning activities across these graduate attributes, which canbe challenging given an already hectic curriculum. We further argue that employingintegrative case-based learning activities can be an effective and efficient mechanism toeffectively fulfill these requirements and support ongoing fundamental technical skilldevelopment. Finally, to provide a context for constructing case study learning activities,we define a structured case study model grounded in the key frameworks of sustainability,safety and risk management.Historically, engineering leadership curricula tend
, J., & Chen J., (1995) The Role of Decouplers in JIT Pull Apparel Cells. International Journal of Clothing Science and Technology. Volume 7 Number 1, 17-35 2) Black, J., & Hunter, S. (2003) Lean Manufacturing Systems and Cell Design. Dearborn, MI: Society of Manufacturing Engineers 3) Kolar, R., & Sabatini, D.A. (2000). Environmental Modeling- A Project Driven, Team Approach to Theory and Application. Journal of Engineering Education, 89(2), 201-207. 4) Liou, F., Allada, V. Leu, M., Mishra, R., Okafor, A., & Agrawal, A. (2002). A Product Focused Manufacturing Curriculum. ASEE Annual Conference Proceedings, 2709-2718. 5) Monden, Y., (1993) Toyota Production System an Integrated Approach to Just-In
the studentsdevelop designs to satisfy the sponsor needs. The semester concludes with student presentations tosponsors. The sponsor must accept the proposal. In the second spring/summer semester the studentsorder materials, build components, integrate components, test, and eventually deliver the result. Like the Page 24.741.2first semester, the sponsors must accept the final product for the course to conclude. The first semesterincludes lecture content, as listed2. The second semester of the course does not include lectures.Throughout both semesters, students hold weekly meetings with faculty and produce progress reports. ● An
how teacher motivation translates into student self-efficacy, informingthe design of pre-college curriculum and teacher training.(4) Learning and achievement of science, technology, and mathematics content and practicesWe coded 44 papers as having goals related to learning and achievement of science, technology,and mathematics content and practices. Of these, 18 (41%) provided outcomes that wereinterpretable. We identified few large scale and multiple small scale studies. Broadly, there isevidence that K-12 engineering activities sometimes enhance science and mathematics learning,but this is dependent on effective integration, an issue that has been noted elsewhere [20]. Forinstance, students who participated in Project Lead the Way had
maintaining laboratories needed in the first 2 years; and (4)Engineering departments can better focus on advanced/graduate level education with betterutilization of professorial staff.This article examines 2-year common curriculum templates for Electrical/Computer ET andElectrical/Computer Engineering, and Mechanical Engineering and Mechanical ET programsbased on CDIO, and summarizes preliminary assessment results of the proposed educationalmodel collected from industry participants. The templates assume a full-time course of study in4 semesters after which the student selects to either complete a BS in Engineering Technology in2 additional years, or transfer to an Engineering degree plan which may be 2-, 3-, or 4-yearslong. Both plans are assumed to
curriculum in Dutch higher education: an exploratory study from the teaching staff perspective. European Journal of Engineering Education 38(1), 1-10. 7. Tonso, K. L. (1999) Engineering Gender− Gendering Engineering: a cultural model for belonging. Journal of Women and Minorities in Science and Engineering 5(4). 8. Shane, J., Puerto, C. L., Strong, K., Mauro, K., & Wiley-Jones, R. (2012) Retaining women students in a construction engineering undergraduate program by balancing integration and identity in student communities. International Journal of Construction Education and Research 8(3),171-185.
commonly and classically taught, tendsto remove the human and social context from consideration. While the EPS method produceswell-posed problems with easily checked solutions, it unintentionally reinforces the worldviewthat engineering is value-free profession where the rigor of one’s technical analysis is moreimportant than the context in which engineering is practiced1. Recognizing this consequence, agrowing body of literature calls for changing engineering education to be more human-centeredthrough awareness of the limitations of purely technical solutions2-5.Changing one’s approach to teaching in this way poses big challenges: how to add ideas to anoverstuffed curriculum—particularly ideas that involve a disciplinary background different
approach tailored to CEM students. This approach aims to provide students with theopportunity to integrate and apply the knowledge they have accumulated throughout their collegeyears by simulating real-world situations commonly encountered in the construction industry.The authors have taken a systematic approach for the development of the scenario-based seniorcapstone course, following the Analyze, Design, Develop, Implement, and Evaluate (ADDIE)instructional design framework [4]. The main objective of this paper is to share insights gainedduring the course development process. In addition, the paper shares recommendations and bestpractices for creating an engaging and effective senior capstone course that prepares students forthe challenges of
drove the integration of ethics in the curriculum and signaled its importance inengineering. On the other hand, accreditation was perceived to reduce ethics education to amatter of compliance, create an outsize pressure on those tasked with teaching ethics, andimpinge academic freedom. The findings pointed to the varying and sometimes conflictingperspectives on accreditation. An understanding of how accreditation can either spur or stifleeducators’ engagement in ethics instruction has implications for faculty motivation. The findingsalso highlight the need to think beyond accreditation in justifying and supporting the inclusion ofethics and societal impacts in engineering education.Introduction and BackgroundAccreditation is an oft-cited reason
Paper ID #27214Professional Expectations and Program Climate Affect the Professional For-mation of EngineersDr. Manuel Alejandro Figueroa, The College of New Jersey Dr. Manuel Figueroa is an Assistant Professor in the School of Engineering at The College of New Jersey. He teaches in the Department of Integrative STEM Education and prepares pre-service teachers to become K-12 technology and engineering educators. His research involves engaging college students in human centered design and improving creativity. He also develops biotechnology and nanotechnology inspired lessons that naturally integrate the STEM disciplines
and solve the wide variety ofethics problems encountered in this rapidly-progressing field. Because of the importance ofethics education in engineering, ABET criteria for accreditation includes the requirement thatgraduating students be equipped with an understanding of professional and ethical responsibilityand the ability to engage in engineering design while considering ethical, economic,environmental, social, and safety constraints. At the University of Washington, this requirementis satisfied by addressing ethical responsibility and engineering ethics problems throughout thebioengineering curriculum. Students are first exposed to ethical issues in the context ofbioengineering in a recently-implemented course entitled Introduction to