found videos to be an effective andefficient way to share material that would allow any instructor to teach the module with limitedtraining. The first video was a short summary of Module 1 outlining teamwork skills, the stagesof team formation, and a team charter. The video helped students recall the information theylearned the previous year and linked it to Module 2.Before the second video, the class engaged in a discussion prompted by the question: “Whatfactors affect effective team communication?” This encouraged individual reflection and primedthe students to learn more about communication. The ten-minute video developed by Dr. CarlosCorleto, a member of our team, was then shown. Dr. Corleto shared that the number one reasonteams fail is
social systems become more complex, the aptitude for data-driven decisionmaking becomes even more critical. Data made publicly available through GRIDC provide atremendous educational tool for STEM students. Rather than simply reviewing journal papers orreports, they can analyze the data visually and build models to answer relevant questions.Analysis using recorded time series data gives students the opportunity to formulate sound, datadriven judgments based on technical visualizations about the performance of renewables. An advantage of using data derived from renewable energy technologies as a content areais that undergraduate students have the prerequisite knowledge to understand the technology andrelated data because the data reflect
. Page 22.478.4In the last and the eighth lab “Transitions between confined subbands in the conduction andvalence bands in GaAs/AlGaAs heterostructure quantum wells (inter- and intra-bandtransitions)” students study properties of the objects with dimensionality higher than quantumdots – quantum wells (two-dimensional objects). In this experiment the students create a quasi-monochromatic light beam using the combination of a broadband source (tungsten-halogenlamp) and a grating spectrometer. The beam is reflected from the surface of a GaAs/AlGaAsquantum well and the intensity of the reflected light is measured as a function of the incidentphoton energy. The samples are placed in an exchange gas cryostat operating at liquid nitrogentemperature
describes a correlation-based, scientific study to evaluate the proposed model,wherein the parameter design reflects the knowledge and experience acquired during the second author'stenure as an advisor to the undergraduate admissions office for the Sc.B. engineering program at BrownUniversity between 1989 and 1992. During this period, the second author examined over 900 randomly-selected applicants from diverse cultural and socio economic backgrounds and geographical regions in theUS and international applicants and his assessments were treated as ``first reads,'' or key evaluations. Thepaper develops key non-financial aid related criteria -- academic and non-academic, based on those actuallyused in the selection of applicants into the Sc.B
consisting of five components: active learning, visual learning, challenge, applicability, and interest. Further, students rated the project courses significantly more positive on these dimensions. Finally, students were found to be near the mid-point on the ILS active/reflective and sequential/global dimensions; while strongly favoring a visual and sensing style on the visual/verbal and sensing/intuiting dimensions respectively.IntroductionElectric drive vehicles, or EDVs, represent a technology that has gained much attention over thepast decade. With the fluctuations in fuel prices as well as more visible pollution and recentdisasters, many industries and consumers alike are realizing the need for alternative
engineering ethics education in Korea is to bepresented in the paper. Various courses handling ethical issues in many universities areto be discussed. And international cooperation between JSEE and KSEE on engineeringethics education will be discussed. It is only a beginning in Korea, however, due toABEEK accreditation, i.e., ethics outcome and due to societal needs to educateengineering students with responsible, critical and reflective ethical thinking capability,engineering ethics education will be emphasized greatly in Korea and further variousaction including government financial support will be developed to improve currenteducation system. Page 17.13.2
/reflective learners,sensing/intuitive learners, visual/verbal learners, and sequential/global learners. The differentconglomeration of these scales for the students in any cohort forms a specific cognitive profile.We used the Felder-Soloman index of learning styles survey to determine the dominant learningstyles within a cohort of students. Knowing the students’ cognitive profile helped us adapt ourteaching styles to achieve an optimal learner-centered classroom. We mainly focused onactivities that would engage the majority of the students, to help facilitate the learning processand consequently, improve the students’ achievement. The effectiveness of this approach wasquantitatively verified by assessing the students’ satisfaction with the learning
” in the group tomake since of the data collected andobservations with the variousmeasurement devices. Throughdiscussion, report writing andpresentations, the students revise theirmental models to reflect their Page 15.1309.4understanding of the related concepts. Figure 1: Students became “experts” with particular technology to share with future groups.Activity DesignStudents were first divided into groups to become “experts” with a particular measurementdevice or technology (Figure 1). Each group did an activity which allowed them to explore thefunctionality
design course as a data collection method. TheMechanical Engineering design instructors agreed, and starting in Fall 2000 students wererequired to document their activities, ideas, and reflections in a design journal as part of the seniorcapstone experience. Journals were evaluated and assessed a score, which constituted part ofeach individual’s course grade.Although the primary motivation for implementing design journals was to collect data on studentprocesses, the cognitive benefits of the practice are potentially substantial. So this paper will firstsummarize some of the education literature on writing to learn in general, and on journaling inparticular. It will then describe journal re-introduction into the senior capstone course
designed to support reflection, collaboration, andpresentation of concepts from multiple perspectives and contexts. SIMALE was implementedwith middle and high school students with three treatment variations: (1) environment with focuson Lego exercises to engage in hands-on physical activities, (2) environment with focus on aweb-based computer module, and (3) environment with both the computer module and Legoexercises. Learning was measured in three categories: analytic problem solving, conceptualunderstanding, and drawing and modeling ability. The assessment found that studentssignificantly increased their understanding in all three categories for all treatment variationswithin SIMALE. The results revealed unexpected dramatic results in equalizing
for the students on exchange in 2012-13 (3 in fall, 5 in spring) have been conducted;post-exchange assessments will be completed before the end of the academic year. Thepreliminary results of these assessments are summarized below for each of the respectiveeducational objectives.Although the pre- and post-participation healthcare survey responses did not reflect increasedgeneral awareness of healthcare systems (objective 1), post-participation interviews of theexchange applicants reflected clear increases in understanding of rehabilitative technology Page 23.1400.43 https://gpi.central.edu4 http://www.actfl.orgspecific to the
providing feedback to instructors is likely to help them to reflect on their owninstruction. Comparison of achievement among groups indicated that there are statisticallysignificant differences among groups. No students scored very low for their final grades (lessthan 60% in achievement in T condition), and it seems that students in the T group tend to dobetter than students in C1 or C2 groups, although effect size is relatively small. However, thenature of the review session at an individual meeting needs to be refined for highlighting theutility of feedback provided by G-RATE. This paper concludes with insight about future workusing the G-RATE.Introduction and G-RATE Background The Global Real-time Assessment Tool for Teaching Enhancement
. Articulate correspondences and differences between education theory and education practice 3. Perform peer reviews of other instructors and constructively discuss their performance 4. Productively reflect on your teaching practices to enhance or improve the student learning environment 5. Draw on your classroom experiences to develop useful formative assessments 6. Develop a teaching portfolio that articulates and illustrates your teaching philosophy 7. Develop a workshop class on a specific topic to experience curriculum and assessment design.The class met weekly for 2 hours and 45 minutes, and was typically a casual round-tableenvironment where GTAs, facilitated by an experienced engineering faculty member
about theirteaching.Introduction: What Type of Teaching Portfolio are We Talking About?Teaching portfolios take a variety of forms (e.g., papers collected in a three-ring binder;multimedia-rich electronic documents), are used in a variety of educational settings (from pre-Kto post-graduate education), and are prepared for a variety of reasons. For example, a portfoliomay be formative in nature, serving as a place for collecting evidence of improvements inteaching, reflections on one’s identity as a teacher, or to share experiences with colleagues in anorganized way. The main purpose of these portfolios might be described as ‘improvement’1(both documenting and encouraging improvement). Portfolios can also be summative in nature,designed to
and practice, and design to establish knowledgebase in system thinking concepts and tools. Course grading includes reflections and analyses,system component maps, and a final project, an integrated system map. The evaluation resultsthrough the four (4) cohorts show that student ratings about their perceived ability to performFEW systems tasks improved from the beginning to the end of the course, from ‘somewhat able’to ‘very able.’ Students rated most course activities as “very useful”.IntroductionSystems thinking is an approach for examining complex events and systems in a holistic way [1].Its origin dates back thousands of years ago to indigenous cultures [2], and it is a framework forbetter understanding linkages and connections between
classes was lower than that for students in small classes(Figure 3).Figure 3: Response rates for large classes (1,079 students in six sections) was lower than those of smallclasses (15-20 students per section).Students were asked to rate their agreement with six different statements.Statement 1: The pre-work prepared me for the in-class discussion.Statement 2: This session equipped me with a defined and common language by which a team could discuss the various skills and strengths of different members.Statement 3: This session aided my ability to discuss team strengths and skills with a view to developing specific and helpful strategies for my team.Statement 4: This session helped me to reflect on past team
local community while producing experiences and artifacts that allow us to developengineering education theory [12].MethodsIn this work, we borrow from aspects of autoethnography as a methodology for analyzing ourself-reflections [13], video, survey responses, and field notes. We reviewed these data sources forevidence of refinement of practice and the ideology of engineering education graduate studentsand researchers. We borrow from aspects of autoethnography and thematic analysis. However,our analysis is broad at this stage. We use aspects of thematic analysis to look for commonoccurrences across our work and artifacts [14]. In this section, we will briefly describe each ofthe research studies we have done, the types of data we collected for
dyslexia, dysgraphia,dyspraxia, attention deficit hyperactivity disorder (ADHD), and challenges related to executivefunctioning are among the factors that can create substantial barriers for students. These barriersare particularly pronounced in students with average to above-average intelligence, where thereexists a stark contrast between their understanding of complex technical material and their abilityto articulate this knowledge through writing. These challenges often result in written assignmentsthat fail to truly represent the student's level of comprehension and analytical abilities, therebynot reflecting their true potential or depth of understanding. Recognizing and addressing thediverse needs of neurodiverse students is crucial in
these five reflections were collected, ateam of six researchers reviewed the five reflections, using manual preliminary coding methods[10] to take notes of words, phrases, or ideas that emerged. The group then met together todiscuss their takeaways. This led to coding the findings into categorical themes of the roles alearning coach takes on to be successful. While these methods were fairly informal, this is afoundation for future research directions that will evaluate the approaches and outcomes of thelearning coach to student relationships in both qualitative and quantitative ways.ParticipantsSome demographic information relating to the five facilitators who provided written reflectionson their experience as learning coaches is reflected in
-lifeexamples of physics principles being used. The text will be split into subsections based on thefirst unit of an “Introductory Physics II” course, which covers topics such as lenses, parallax,reflection, refraction and vision. The paper is meant to supplement course content and lessonobjectives. The paper aims to approach the applications from a student point-of-view and presentinformation in a compelling and digestible manner such that it can be understood by members ofa variety of disciplines. The paper is being written to honorize the introductory physics II courseand to further passion for the medical field through physics.Light: An IntroductionVisible light has been the subject of research and theories for centuries. Many of the
limitation for lightemissive devices is the light trapping due to the device layers’ low critical angle. The majority ofthe light generated has few angles of escape and is reflected back within the device instead ofescaping. The solution of above problem is the following: the emission surface can be patternedwith a transmission diffraction grating that allows more angles of escape via Bragg diffraction.Incident light at the surface would be scattered at the emission surface instead of being simplytransmitted or reflected. In addition, it has been shown that the same patterning can also apply to Proceedings of the 2013 American Society for Engineering Education Pacific Southwest Conference Copyright © 2013, American
concerning reputable online data andinformation. It was also suggested that students read Friedman’s The World Is Flat9 and threeother especially selected articles to sparkle their interest as well as to place the project in someperspective10, 11, 12.The assessment component of the project included: Pre- and post-test that attempted to measure knowledge of information literacy. Pre- and post-test that attempted to measure changes in attitudes toward and perceptions of workplace diversity. A paper in which students self-reflected on their learning experience. Students were asked to address how this learning experience helped (or did not) change attitudes and misconceptions toward diversity in general. Special
that there may be a difference between what theybelieve is quality work and what the customer (the instructor) wants? The methodology used isto code student engineering reflections on a project that purposefully creates a conflict betweenthe beliefs surrounding the meaning of “always strive to do a job 100%” and the reality of doinga good quality job. The results will show that students’ perceptions as to what elements of theirwork are important are often in conflict with what is required.IntroductionMuch of engineering education is driven by the needs of industry. Engineering programsrespond to these changing needs by implementing topics that are deemed to have the mostpotential to meet the diversity of industrial needs—teamwork
. In addition, one section of 22Graphics I students manually prepared existing condition drawings for one veterans’ facility,bringing the total number of students who have completed a service learning project in twodifferent courses to 230 students and 52 building measured for seven community differentcommunity partners. Service learning is defined by Bringle & Hatcher as "a course-based,credit-bearing educational experience in which students participate in an organized serviceactivity that meets identified community needs, and reflect on the service activity in such a wayas to gain further understanding of course content, a broader appreciation of the discipline, andan enhanced sense of personal values and civic responsibility.” 1 This
Design Competition (FSAE).Growth in our class sizes has recently encouraged us to reflect on our senior design model: tohighlight its strengths and identify areas for improvement. Larger class sizes make our seniorprojects more difficult to manage. This is particularly true for projects with bigger teams (whichnow have even more students). The magnitude of our “large scale projects,” like FSAE, alsoseems to very stressful for students. Our work to review and propose updates to our seniordesign curriculum considers these concerns (as well as others), our strengths, and the models ofpeer institutions to recognize areas for improvement. Many of our conclusions, we believe,connect to best practices for general senior design curricula.
interviewed. Through several structured andunstructured exercises, which will be shared during the presentation, the facultydeveloped and revised a program vision statement. Work on this vision precipitatedseveral changes in pedagogy, including an integrated approach to reflection, the revisionof application questions, orientation and pre-assignments, and more focused instructorfeedback.The goal of our presentation is to disseminate two related models. First is to report out onthe success of ILTM and encourage other schools to implement a similar program.Second is to show a process by which other programs might develop their own vision andvalues that may guide future decisions.
that there may be a difference between what theybelieve is quality work and what the customer (the instructor) wants? The methodology used isto code student engineering reflections on a project that purposefully creates a conflict betweenthe beliefs surrounding the meaning of “always strive to do a job 100%” and the reality of doinga good quality job. The results will show that students’ perceptions as to what elements of theirwork are important are often in conflict with what is required.IntroductionMuch of engineering education is driven by the needs of industry. Engineering programsrespond to these changing needs by implementing topics that are deemed to have the mostpotential to meet the diversity of industrial needs—teamwork
examines industry alignment, emphasizing how curricula canbe designed to reflect the evolving needs of employers, ensuring graduates are adaptable andcapable of interdisciplinary collaboration. By addressing these focus areas—curriculum design,problem-based learning, assessment methods, and industry alignment—this paper aims to present Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington, Arlington, TX Copyright 2025, American Society for Engineering Educationa comprehensive framework for curriculum enhancement. This approach ensures that engineeringstudents not only master technical concepts but also develop the professional
. Amy received the 2019 KEEN Rising Star award from KEEN for her efforts in encouraging students in developing an entrepreneurial mindset. She is interested in curricu- lar and co-curricular experiences that broaden students’ perspectives and enhance students’ development, and the use of digital portfolios for students to showcase and reflect on their experiences. ©American Society for Engineering Education, 2023 A First Year Design Project that Encourages Motivation, Curiosity, Connections, and MakingAbstractThis paper describes a design project, the Mars in the Making project, that was developed toencourage more motivation, curiosity, and connections in first year
students have a well-developed and nuanced understanding of cultural variation,preferences, and influences, Burchfield recogned that many students have little to no interculturalexperience and may rely on essentialist stereotypes to aid their understanding.Although a fullintercultural communication course cannot be taught as 20% of an engineering course, care istaken to help students avoid developing or leaning on essentialist notions of culturebyimplementing self-analysis and self-reflection assignments that require students to examine theirown cultures through a critical lens at the start of the semester. Additionally, co-cultures such asage/generation and neurodiversity are consistently linked to the broad notion of “culture” tohighlight