majors, referred to in the project and hereafter asdesigners. The designers’ perspectives, as examples of students who had chosen a STEM careerpathway, was of interest. They had gained access to STEM as a field of study and the researcherswere interested in whether their own pathways would be reflected in the activities they weredesigning. The other stakeholder group involved in the planning year was a group of teacherswho would become the afterschool facilitators of the STEM program. Those individuals valuedSTEM and students’ access to it. As a group that provided input and feedback on the activitiesthat were being developed, the researchers were interested in how their experiences andperspectives may or may not be reflected in the afterschool
decades, research is still in its infancy within the discipline of engineering educationwith only one research team studying VTS on engineering students. In 2017, Campbell and hiscollaborators introduced VTS to upper-level engineering students in hopes of creating morereflective engineers [14]. A comparison of essay responses before and after the VTS experienceshowed that students were indeed more reflective afterward, though the essay prompt was relatedto the art they previously viewed rather than engineering concepts [14]. They expanded upontheir work with graduate engineering students using instrumentations for insight, contextualcompetence, reflective skepticism, and interdisciplinary skills [15] and using reflective prompts[16] [17] [18
experience. To assess student perceptions of thenew curriculum intervention, reflections were collected and qualitatively analyzed resulting in 3overarching themes, including creativity in user-centered design, time management, andcommunication/collaboration. These themes demonstrate that students felt they acquired orexpanded skills that are considered vital in a work environment. Therefore, applying this projectexperience on a larger scale can alleviate some of the unpreparedness that engineering studentsfeel as they leave school and enter the workforce. The intervention details will be provided toencourage other engineering instructors to implement similar real-world learning strategies in thehigher education classroom.IntroductionMany
activity–has been identified as an essential component forinstructional effectiveness [5]-[7] with highlights to the experience of mastery and socialpersuasion [7],[8]. This suggests that effective support for faculty should consist of learningcommunities that build supportive relationships between members, encourage critical reflection,and include opportunities for research partnerships [9].Faculty Communities of PracticesIn work focusing on educational and leadership development, Drago-Steverson [10] shares thateffective faculty development experiences allow faculty to experience conditions that supportadult learners through meaningful shared activities. Such activities enable faculty to experiencetransformational learning–learning that grows
receivedendorsements through OSU’s Drake Institute for Teaching and Learning to create and sustaineducational environments that intentionally value inclusive excellence and advance equity.A key goal is to improve the negative climate culture that is often linked to the STEM fields andthe lack of representation. Through instruction design and culturally responsive pedagogy, ourteam creates learning environments that value diverse viewpoints and representation to teachingstudents to approach problem solving in a collaborative and culturally relevant way.At the Institutional level, OSU’s Shared Values speak to our mission as a community-engagedland grant university. Many initiatives reflect the commitment to justice, equity, diversity, andinclusion. Notable and
and environmental justice issues, in general. Q5. It is important to learn about social and environmental justice in this class, to better recognize the connection between societal issues and STEM (science, technology, engineering, math) course content. Q6. I feel I have a responsibility to help find solutions to social and environmental injustice.The Reading, Writing, and Reflection AssignmentThe general topic for the activity was the government response to natural or anthropogenicdisasters in the U.S., taking into consideration the location of the event and the socioeconomicstatus of the affected community. The response was defined as the time it took the government torespond to the catastrophe and the resources that were deployed to help
disciplines, but rather require aninterdisciplinary approach. Originally conceptualized by Rittel & Webber [2], wicked problemsare problems with multiple stakeholders and competing demands, which often contain ethical,social, political, or environmental dimensions. They are challenging to frame and scope, giventhe lack of an obvious “stopping point” when the problem to solution process is complete.Wicked problems reflect pressing societal issues like climate change, transportation and urbandevelopment, healthcare and technological unemployment – problems that frequently engage thetechnical expertise of engineers but require a breadth of disciplinary knowledge outside ofengineering as well, requiring strong collaborative skills and an intellectual
by Dewey (1937) asa cyclical learning model in the education process with four components: concrete experience,reflection, abstraction, and application [5].Experiential learning refers to the transformation of experiences into applied knowledge [6] witha deliberate importance placed on the reflexive nature of learning [7]. Kolb’s experientiallearning theory is a noted example of a commonly cited learning theory presented in theliterature that maintains humanistic roots [8]. Experiential learning theory not only includes thecognitive aspects of learning, but also addresses one’s subjective experiences [9], defininglearning as “the process whereby knowledge is created through the transformation of experience”(Kolb, 1984, p. 41). This theory
such as GPAs, scores in prior courses from which the knowledge is to betransferred, etc. To date however, this has not been done. Finally, the think aloud methodologyused in this study has been shown in the past to positively influence student performance suchthat this activity may overestimate actual student performance “in the field” (Gagne et al., 1962;Davis et al., 1968).4. Presentation of DataThis paper presents data taken from the analysis of a single interview from this study. In this casea faculty member in a mechanical engineering department was the participant. Two main themesemerged in the analysis of the data; (1) the extensive use of reflection by the participant inevaluating their problem solving approach and solution(s); (2) the
Paper ID #42176Board 180: Impacting Engineering Students’ Perceptions of DEI ThroughReal-Life Narratives and In-Class Discussions with an Empathetic LensProf. Lisa K Davids, Embry-Riddle Aeronautical University To continually improve the experience of the students in her courses, Lisa engages in applied pedagogical research, implementing research-based techniques in the classroom. Currently teaching Introduction to Engineering and Graphical Communications courses, Lisa has implemented active teaching techniques, team and project-based assignments, and emphasizes self-reflection in her students.Dr. Jeff R. Brown, Embry-Riddle
engineering-related scenarios, situations, or dilemmas. The students areassessed based on the following: (1) individual or team responses to the engineering-relatedscenarios, situations, or dilemmas discussed in teams in class; (2) a reflective paper on theengineering profession, (3) a peer-reviewed paper on addressing a professional dilemma inengineering, and (4) two team-based assignments—an infographic and a video. Students areassigned to teams randomly by the instructor at the start of the semester (a maximum of 6students per team) and work in the same team throughout the semester, i.e., for the in-classdiscussions and the two team-based assignments.To facilitate team building, students participate in a number of ice-breaking activities. Teams
junioryear in undergrad through the completion of a master's degree or through the completion of theirqualifying exam within a Ph.D. program, the program provides opportunities throughout todeeply engage students in reflecting on social issues. The goal of the program is to foster theprofessional development of S-STEM scholars to develop socially conscious engineers andengineering faculty who support students and come up with innovative solutions that meet thediverse needs of different populations.Socially Conscious ProgrammingUML’s S-STEM Program is halfway through the second cohort’s first year. The programmingdescribed was offered in the first year for the first cohort and is being offered to the secondcohort during their first year in the
students experience.” Such data can contextualize the design and the delivery ofthe intervention. To examine FOI, an LR-LS fidelity rubric was developed by the research teamto score faculty on five “critical components” [1] of the LR-LS framework: 1) STEM/academicliteracy, 2) affordances for student interaction, 3) orientations to student learning, 4) reflectivepractice, and 5) faculty leadership. Our FOI rubric was intended to capture the extent to whichLR-LS components were enacted during lesson study (quality measure). The five LR-LScomponents were measured using a four-point scale. A score of “0” means the component wasnot present, “1” reflects minimal implementation, “2” reflects moderate implementation, and “3”reflects strong
ofdesigning and building technologies. However, they do this within the context of unique placesand among distinct milieu that reflects its own engineering culture [8]. Thus, engineering cultureand the development of engineering identity is inextricably tied to the places that reproduce itand contains within it specific organizational patterns, embedded norms and routines, sharedbeliefs, and values that often mediate how students engage with faculty, staff, and one another.In short, culture cannot be decoupled from the place in which it is experienced and imparted.Extant research delineates visible manifestations of culture as “ways of doing things” within theclassroom and laboratory spaces—which often prioritizes the teaching and development
1 Session XXXX Hands-on Experiential Learning Modules for Engineering Mechanics (Work-in-progress) Mohammad Shafinul Haque, Anthony Battistini, Soyoon Kum, Azize Akçayoğlu, William Kitch Angelo State University AbstractExperiential learning includes concrete experience (CE), reflective observation (RO), abstractconceptualization (AC), and active experimentation (AE) modules to form a complete learningcycle. It promotes active learning and can significantly improve comprehension of
panels to reduce their carbon footprint. The teams worked together to make their sites aestheticallyappealing and conducive to low-impact, sustainable development while also serving as an economic boom to the city.Key components of the class were team member evaluations and personal reflection essays. Students were requiredto evaluate themselves and their peers to assess the success of the teams. This helps students be accountable to theirpeers across disciplines. Additionally, reflection questions were posed to the students throughout the course toconsider potential project challenges, evaluate successes, and propose alternative approaches for the future. The paper“Measuring the Impacts of Project-Based Service Learning” by Paterson, Swan, and
University of Mary Hardin-Baylor (UMHB) was redesignedfor the Fall 2022 semester to improve student engagement and retention in the engineering program.The course design centered around an individual design project, with supporting modules to preparestudents for the project. Student feedback (in the form of student reflections) provided insight intohow students interacted with the project. Despite being an individual project, many students describedcommunity building that occurred through collaboration. Students also described a sense ofaccomplishment from completing a difficult, open-ended design problem. The redesigned course hasbeen offered in two semesters (Fall 2022, Fall 2023), and the retention rates for students enrolled inthese courses
reality and is characterized by varied factorsthat influence this gap to continue, even with the efforts of private, public, social, andeducational initiatives to reduce it. Among the factors are the preconceptions in relation toSTEM careers, gender stereotypes, family attitudes, lack of women leaders in these areas whoare an example to inspire or to mentorship. The lack of gender equity for women inengineering is a global problem that has implications for society, as it means losing theopportunity to have this talent that is in such high demand today. [6]This context that gives us the environment leads us to reflect on the initiatives that are beingcarried out globally to further promote and create this culture of gender equality, where
has been a prominent means to develop a global skillset [1].Since 2019, Penn State University’s College of Engineering has offered a three-week summerstudy abroad program to develop global competencies through a technical communication coursepaired with a cultural course in a Como, Italy. In 2023, the faculty employed innovations to bothprepare participants for their sojourn while enhancing the potential to foster global competencies.An asynchronous, remote pre-departure course primed students before departure. They wereintroduced to the language and culture of the region, including using tools/ assignments such asrecording dialogues, and reflections, engaging with natives through a digital cultural exchangeplatform, and creating individual
provides the REPs with masterydigital badges. The curriculum guides REPs on utilizing mentoring as a leadership developmenttool that helps navigate career advancement in their respective engineering fields. Integrated intoeach of the three courses are best-practices designed to positively influence the development of aself-directed learning mindset and building leadership capacity among REPs as future engineeringleaders.Mentors often cite the ability to increase their professional skills as personal benefits gainedthrough the mentoring process, stating that serving as mentors caused them to reflect on andsharpen their own skills, including coaching, communicating, and introspection.2 We report on ourongoing efforts to scale a novel leadership
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
screening survey. Approximately 70instructor survey respondents have shared their personal experience and perceptions around non-traditional modes of teaching over a series of three semi-structured interviews. Specifically,participants were prompted to reflect on contextual barriers and affordances that impact theirdecision-making processes around active student engagement in the classroom. The second effortconsists of a mentoring component in which participating faculty are continuously engaged inthe innovation and development processes tied to EBIP-implementation in the classroom. Thiscollaborative development has created a supportive space in which faculty are encouraged to testnew EBIPs in their courses and reflect on the challenges and
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
student reflections (n = 4,238) collected by the cooperative education office ata large Midwest public university to identify substantive themes and form an interview protocolto explore the two constructs of interest. We used descriptive analyses with closed-ended responsesin the reflections and inductive coding with the open-ended responses. After extracting relevantinsights from the reflections, the next phase will employ a phenomenographic lens to pinpoint howcollege and cooperative education (co-op) experiences influence engineering students'professional identities and career goals. We plan to conduct interviews with approximately 15students. We expect that by identifying ways to better align team-based activities with real-worldteamwork
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
deliverables reflecting a partial recognition or incompletehandling of ethical dimensions, and those that submitted deliverables reflecting thorough navigationof ethical dimensions. These performance observations were possible because the activity involvedmaking resource choices linked to ethical implications, resulting in certain materials’ use (orabsence) evident in teams’ physical deliverables. Students’ post-activity reflections, submitted afterthey participated in an activity debrief, included indications of intended learning in a majority ofcases (83% of submittals) based upon a rubric. Drawing from activity observations and reflections,we discuss how teams’ ethical decision making appears to have been strained by various intendedpressures
]. Subsequently, this pedagogical PDprogram was adapted for engineering GTAs, with an aim to enhance and support theirprofessional learning. For clarity, we use “PD program” throughout to refer to the programoffered to engineering GTAs that engaged them in professional learning about postsecondaryengineering pedagogy.This study was structured to investigate the GTA participants’ experiences and development inthe PD program intended to provide GTA opportunities to actively learn and reflect onpedagogical concepts and approaches as a community. This study was structured to investigatethe participants’ experiences in this program. The specific research questions that guided thisstudy were: ● What features and content of the program did GTA participants
, gender and sexuality studies(WGSS) or ethnic studies empowers minoritized engineering students to develop criticalconsciousness relative to the culture of engineering. Our work investigates the influence of twosuch courses on student attitudes and motivation by gathering both qualitative and quantitativedata from students in two STEM-themed courses in WGSS and ethnic studies, “Gender andSTEM” and “Race and Technology.” We argue that in these courses students acquire skills thatenable them to critically reflect on both the socially constructed nature of STEM and on thehistorical patterns within engineering culture that exacerbate existing inequities and injusticedespite claims of “neutral” objectivity. In preliminary data, students report that