freshmenhave reflected that the activity has influenced “learning outcomes” of a richer flavor anddimension encompassing civic responsibility and life-skills over and above academic outcomes.Moreover, a survey of the pre-college students who participated in this endeavor indicates that 1 University of Maryland, Eastern Shore (UMES) offers an ABET accredited Engineering Degree in collaboration with ClarkSchool of Engineering at University of Maryland, College Park (UMCP) to the residents of Eastern Shores of Delmarva peninsula, Page 6.449.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference
definition ofservice-learning: “Service-learning is a form of experiential education in which studentsengage in activities that address human and community needs together with structuredopportunities intentionally designed to promote student learning and development. Page 6.1156.1Reflection and reciprocity are key concepts of service-learning." Jacoby continues:“Service-Learning is based on the pedagogical principle that learning and developmentdo not necessarily occur as a result of experience itself but as a result of a reflectivecomponent explicitly designed to foster learning and development. Reflection shouldinclude opportunities for participants to
no meansexhaustive - they simply reflect what has worked for us and what has guided our decisions alongthe way. We offer them by way of suggestion for those embarking on similar journeys. Alongthese same lines, we conclude the article by suggesting implications of our work for widespreadchange. What we do and why - Six guiding principles• Focus on learning and learnersProject LEA/RN embraces an active view of learning. This perspective grounded in two decades 3of research in cognitive psychology has changed what we know about learning and learners.This perspective emphasizes the active participation of the learner in the process
• Simulation Application Steps and strategies used in developing Outcomes Based Evaluation QuestionnaireSchon (1983) stresses that reflective practice demonstrating the outcomes of learning is grounded in thestudents’ appreciation of the system (i.e. repertoire of values, knowledge, theories, and implied practicesexpected of the student learners) [4]. Consequently the preparation of reflective student practitionersrequires not only the elements of the reflective process but also increasing the range and depth ofknowledge in each student’s appreciation of the system.The strategies suggested for the development and inclusion of student reflection in projects included (a)Communicating that knowledge is socially constructed – students were given
bumper sensors, they were given a special lightsensor that could be commanded to emit a light and measure the amount of light reflected back tothe sensor. Such a sensor, called a reflective sensor, produced values in the range from 0 to 255inclusive and is regarded as an “analog” sensor (in contrast to the “digital” sensor that producesonly two values, 0 and 1). The students were encouraged to experiment with the reflective Page 2.445.3sensors applied to various surfaces to see what range of values would typically be produced whenlight was reflected from a nearby surface.The students discovered that reflective sensors could be used to determine
should identify knowledge associated with the subject being learned and prioritize thatknowledge in one of three types (2): (a) “enduring” understanding, (b) important to know and do,and (c) worth being familiar with. Acceptable evidence that the desired results have beenachieved requires assessment of learning. Assessment may be one of three general types:content-focused quiz and test questions, open-ended problems that require critical thinking, andauthentic performance tasks and projects. Assessment measurements may include quantitativedata, qualitative observations or comments, and reflective statements by faculty and students.This process is a good structure for curriculum revision, but meticulous completion of everyaspect of each stage of
. Page 10.881.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering EducationFelder Learning Style Model and Instructional TechnologyThe Felder Learning Style Model identifies characteristics of the learners according to fourcategories: Active/Reflective, Sensing/Intuitive, Visual/Verbal and Sequential/Global4. TheFelder-Soloman Index of Learning Styles (ILS), a psychometric instrument associated with themodel, is freely available online5. Literature review, most notably of the work by Felder, showsthat there is a mismatch between learning styles of engineering students, who areoverwhelmingly Active, Sensing and Visual
/airmixture. The second plate contained a series of peripheral channels, creating a venturi thatintroduced and blended propane into the incoming air stream. This design then provided ameans to accurately control fuel/air mixture for experimental purposes, as required.The spark ignition system differs from a typical small engine in that it supplies multiple sparksper stroke rather than the single spark from a magneto input. The system sparks continually at arate of approximately 1 kHz when triggered by the input sensors. The spark system is describedin more detail in the authors’ previous paper1. After initial testing, this spark system was alteredby adding a second reflective sensor on the camshaft. The original version had only a singlereflective
Paper ID #9277Writing Abstracts of Homework Problem Solutions: Implementation and As-sessment in a Material Balances CourseDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He received his B.S. from WPI in 1992 and his Ph.D. from MIT in 1998. He co-authored the book ”Interpreting Diffuse Reflectance and Transmittance,” published in 2007, with his father Donald Dahm. His second book, ”Fundamentals of Chemical Engineering Thermodynamics,” a collaboration with Donald Visco of the University of Akron, is expected to be released by January 10, 2014. Kevin has received the
their beliefs pre and post their engagement in a semi-open design basedtask. The results presented highlight a shift in the value placed on the process of learningthrough design from students’ initial understanding and their experience of designingfollowing their engagement in the design task.IntroductionDesign based technology education as a catalyst for 21st century skills is seen in itseducational goals, through promoting the development of students as autonomous, creative,reflective and innovative learners3. The development of these characteristics through designbased technology education, it is envisaged, will equip students with a set of transferableskills which can be adopted to address specific problems in real-life contexts outside
than the others,to make sure that the final product is of the quality that is expected. As a result, thosestudents should be getting higher grades than the others, if they are doing more work, andthat work is of a higher quality.In order to ensure that the students receive a grade that reflects their level of effort overthe entire semester, and not just the final product, the instructor in the transportationcapstone has turned the grading over to the students for the last three years.Instructors in the US have used peer grading and self-evaluation with varied success. Ageneral concern of this system is that grade boosting and reduction will take place,interfering with the objectivity of the evaluations. A study done by Kaufman, Fleder
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
their course content, they are less aware of effectiveteaching practices. This weakness was particularly detrimental to our large enrollment gatewaycourses, undermining student persistence and subsequent academic success. Consequently, inaddition to providing funding, the SIIP initiative attempted to provide on the fly faculty andcommunity development. In this paper, we will discuss our observations and reflections onsuccessful and halted reforms and will describe modifications to our approach to administratingand leading this pedagogical change effort.IntroductionIn February 2012, the College of Engineering (COE) allocated an unprecedented level of fundingto solicit proposals for the Strategic Instructional Initiatives Program (SIIP) – a new
tobe robust, repeated, and experienced over the course of the student’s college career.Another approach – Embedded technical writingIn 2016, the Mechanical Engineering curriculum at University of Detroit Mercy moved from thetraditional one-semester Technical Writing class offered through the English Department to anEmbedded Technical Writing approach. Among other “soft” or “people” skills, teamwork isdiscussed and practiced from day one through graduation. Over a series of five technical writingclasses from first through third year, students grow in their understanding of the value teams canbring to problem solving, project management and relationship development. Hands-on practiceand reflections help them internalize a teamwork approach to
and abilities) are treated iteratively throughout the program. Finally, theelement of reflection, outlined in black in Figure 1, is not part of Prather’s model, but is a criticalcomponent of the faculty learning program and a key tool in the development of STEMEducation expertise.As outlined by Tran and Halverson [3], the objectives of the program are to: • Deepen faculty’s understanding of how people learn • Change teaching behavior to support student learning • Engage STEM faculty in habits of reflection • Nurture a tradition of continued learning about teaching • Build a faculty learning communityThe FLP is a full year (two-semester) course completed by a faculty cohort and lead by a team offacilitators. The
learning,perseverance, reflection, commitment [5] [25]. Despite the challenges, it is important forengineering programs (and faculty) to commit to doing this work as it is an essential componentof educating future engineers.Internal Motivation & Course Development ProcessWestern Washington University (WWU) is a public institution with approximately 15,000 full-time undergraduate students. The Engineering and Design Department (ENGD) at WWU hasfour undergraduate-only programs: Electrical & Computer Engineering (EECE), IndustrialDesign (ID), Manufacturing Engineering (MFGE), and Polymer Materials Engineering (PME).Students interested in majoring in engineering at WWU must formally apply to a program aftercompleting a series of prerequisite
shown that learning activities that reinforce concepts help students understand thecontent they previously struggled to master [12]. This approach also improves theirunderstanding of concepts, the principles that link concepts, and the linking of concepts andprinciples to conditions and procedures for application [13]. It is critical to allow students torelate concepts to their application by providing realistic scenarios for students to solve usingtheir knowledge of STEM. Integrated STEM activities can foster self-regulated/self-directedlearning in several ways. One is by prompting students for explanations via guiding questions,which help students reflect upon and integrate the knowledge they require to solve the problem[14]. For the
course.In partnership with the ASP program, we developed a new lab section reserved for ASP studentswhich focused on creating a supportive learning community. Our pilot started with two sectionsenrolling 20 students each. A first emphasis was building community between students. To fostercommunity, instructors provided students with multiple, structured opportunities to engage withone another during lab, including working together in lab teams and reflecting on and sharingtheir values and interests. We also built connections between students and instructors by creatingdedicated office hours that were staffed by the ASP lab instructors (non-ASP students use asystem where the instructor assisting may not be known by the student), requiring office
Surprises along the Path toward Equity in Engineering and Computer Science EducationAbstractThe Partnership for Equity: STEM (P4E) is a collaborative project funded by the NSF IUSEprogram. Four partner institutions have been working together for the past five years to develop,implement, and assess curriculum activities to enlighten students attending requiredundergraduate engineering and computer science courses about the relevance and importance ofdiversity, equity, and inclusion to the fields of engineering and computer science. As the P4Eproject nears completion, we use this poster session and accompanying paper to reflect on whatwe have learned during the past five years. We focus on the surprises we encountered during
. Participants included engineering teachers fromlocal school districts, who participated in professional learning (PL) in the summer of 2020 andsummer of 2021. Design-based research (DBR) methodology guided the development andrefinement of the PL experiences across the two summers, and conjecture maps were developedto reflect our high-level conjectures (overall goals of the PL), the embodiment of the learningdesign (the PL experience), the mediating processes, and the outcomes associated with the PL.The findings illustrate that during the 2020 PL, teachers' overall experiential learning promotedexploration fostering conceptual understanding of BID integration into engineering. However,the specifics of drawing inspiration from nature, such as
intention is totransform the identity and mindset of the learners in our engineering programs from ‘student’ toengineer in training, or engineering apprentice.A key feature of pro-ops is that students take on professional roles in experiences intentionallydesigned to resemble a professional experience in all aspects, to differentiate them from justanother class project. We use immersion as a measure of the level of industry-like context, with ahigh level of immersion being required to qualify as a pro-op. The overarching goal of Pro-opeducation is to create a healthy professional culture (Pro-culture) within our engineeringprogram, where students engage in repeated professional experiences and tell stories about themthrough the reflective lens of
learner-centered pedagogies [4]. Through interactions, self-reflection, andcritical introspection, the participants contribute to the collective creation of knowledge [4].Research suggests that the resources movement actors gain access to might be closely related tothe structure of learning itself. For example, Cornfield and colleagues [5] find that activists of theNashville nonviolent civil rights movement relied on nonlinear and iterative processes ofcollective learning to design and implement action. Leaders of the Highlander Folk School, acritical center that trained and empowered many activists during the Civil Rights movement [11],relied on experts and guest speakers to deliver content to the participants, but they also usedtechniques such
, students completed a photovoice reflection for one of the assignments(manufacturing lesson on corrosion and erosion) to reflect on the manufacturing survey. In thispaper, we present the survey assignment and photovoice reflection on corrosion and erosion,specifically, as it is traditionally considered a negative surface phenomenon. Thematic analysisof the photovoice reflections show that students are motivated to explore mechanisms forincreasing system value and identifying opportunities. Ultimately, findings suggest that the useof hands-on surveying assignments to compliment the traditional teaching methods used inmanufacturing classrooms can promote an entrepreneurial mindset when studying manufacturingcontent.1. Introduction Industry 4.0
twoundergraduate student developers of this curriculum participated in the honors program,so they were familiar with the rigors and expectations of honors coursework. Finally, thehonors program awards funding for a student teaching assistant for each course selectedthrough the competitive process.Course Topics and ThemesThroughout the course, students are asked to reflect on who gets to be a scientist orengineer, who defines which questions researchers ask and which problems engineerssolve, who benefits from these solutions, and what role social justice plays in science andengineering practice.Through a social justice lens, we explore the ethical implications involved in howtechnologies impact underrepresented people with specific focus on race, gender
feedback can be more constructive for students in adesign curriculum [36]. As such, verbal feedback plays a significant role in success and teamperformance for students in engineering design curriculums [37]. Prior research shows evidencethat elementary students have navigated the demands of giving engineering design peer feedback[38]. Even more, student discourse helps students to understand how their drawn designs (e.g.conceptual models) can be used during an engineering design challenge in an elementary scienceclassroom [39].Peer comparison can also facilitate student reflection. Through reflection, students can evaluatethe pros and cons of student models, intentionally select solutions, and purposefully chooseimprovements. Prior studies
oppression and encouraged to reflect on their own location withinstructures of power and privilege. Critical pedagogies are particularly useful in challengingparticipants to explore structural inequities within the university, to examine how policies,procedures, and practices have been constructed in ways that reproduce hierarchy anddominance, and to imagine a transformed future in which institutional structures and individualbehaviors are socially just. This paper describes two types of transformative learning practicesthat have been found particularly effective in helping ADVANCE seminar participants meetlearning outcomes: critical imagery and messaging analysis, and the theatre of the oppressed.Specific examples of each type of transformative
planning, monitoring, and evaluation of thinking Formative assessment for Promote both knowledge more learning opportunities and regulation of cognition. Post-activity reflection Students perception on Collect diagnostic clues to intervention meet Individual needs A B Figure 1: (A) Process-oriented activities for improved student engagement and performance and (B) Process-oriented intervention for creative and critical thinkingThere is a lack of knowledge of
investigate, theauthors decided to adopt the model developed in 1988 by Richard Felder, an engineeringprofessor at North Carolina State University, with help of psychologist Linda Silverman thatfocuses on aspects of learning styles particularly significant in engineering education3, 8. Themodel currently has four bipolar dimensions describing Perception (Sensing-Intuitive), Input(Visual-Verbal), Processing (Active-Reflective) and Understanding (Sequential-Global) ofinformation, with scores in the range of 6-7 indicating a balanced learning style with mildpreference either way, scores in the range of 8-9, indicating a moderate preference, and scores inthe range of 10-11 indicating strong preference for a particular mode of learning. In 1991
instructors and students,must include specific examples related to the skill set the course is intended to provide. Ibelieve that student responses to these skill set-specific examples also reflect students’ beliefin their abilities to learn and solve problems in areas beyond traditional engineeringapplications. 2. Course Design to enhance student self-belief in learning ability:There are many references regarding the value of problem-based, active learning environmentsfor improvement of student comprehension and engagement.9,10,11 The results of a recent studyby Braxton, et al., suggest that development of an active learning approach in courses directlyenhances student perception of learning gains, which in turn helps students to view
reverse connections to Ports 1 and 2 to determine S21 and S12.Each S-parameter is a complex number and is expressed in both rectangular and polar formsdepending on the use. Unless the device under test is perfectly matched at a given frequency,there will be a reflected voltage that is not in phase with the incident or applied voltage.Similarly, the voltage b2 has been altered either because of gain/loss and group delay through thenetwork such that it is also out of phase with voltage a1. The difference between a vector networkanalyzer and a scalar network analyzer is that the VNA can measure both the magnitude andphase components and displays the S12 (input reflection loss) and S21 (forward transmissiongain/loss) in those terms. As a matter of