, prebuilt virtual labs and quizzes asthe most common methods of content delivery [2],[3] 1. All of these, unless specificallyprescribed, don’t encourage the remote learner to connect with or collaborate with other students.When communication is a required component of a course, it often consists of shallow, teacher-mandated standards of communication with little student benefit other than attempting to helpstudents connect or provide unmotivated peer review, which doesn’t often lead to genuinediscussion. When learning is checked through standardized quizzing and lists, there is also a highrisk of cheating, where students can share answers or find them online during a testing session,which further reduces the authenticity of the learning and
by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was elected as the 2018 STC.UNM Innovation Fellow. Dr. Han holds 17 UNM
empowermentwhile instructing in the classroom.IntroductionThis paper will discuss adjustments to the training of teaching assistants and how empowermenttheory was used to analyze the results of the training changes. Teaching assistants (TAs) arecommonly used in first-year engineering classes to provide instruction, grade student work,provide peer mentoring, and assist in course content delivery and development. In this large first-year program specifically, TAs are relied on heavily due to the high number of students. TheOhio State University has a teaching model that includes Faculty members, Graduate TeachingAssociates (GTAs), and Undergraduate Teaching Assistants (UTAs) in its first-year engineeringprogram. These GTAs and UTAs perform a wide range of
39% 52% 6% 3% see what results I get)e. When grading MEA Team Final, I review my (or 45% 29% 19% 6% previous TA) feedback to the team on Draft 2f. I make a note of the mathematics that students are 29% 48% 19% 3% usingg. When grading MEA Draft 2, I review the peer 16% 35% 26% 23% feedback to the team on Draft 1h. I write down comments as I am reading the 16% 29
relate to teamwork. Diversity hasbeen identified as important for better problem solving in a team setting, and faculty interventionthroughout a project or course, which leads to a team that values diversity and inclusive behavior[14]. Reading about and reflecting in writing on stereotyping and implicit bias is importantthroughout a student’s career, and can lead to recognition of implicit bias [11]. Equity training isnot only important for students, but professional development for educators is needed torecognize gender stereotype and bias in engineering and such training may lead to more youngwomen and people of color (PoC) being encouraged to pursue an engineering career [15].MethodsStudent growth and evolution was tracked via two methods
amongstall involved and motivate student engagement and cooperation. This in turn leads to studentsachieving significant technical and non-technical learning outcomes and the course is recognizedby alumni and recruiters as highly effective at preparing students for theworkplace. Furthermore, despite the intense pace and depth and breadth of skills covered andassessed in the course, the fail rate is effectively zero.The course is offered twice each summer, each 6-week session currently accommodating up to84 students, with a Student-to-Professor ratio of up to 12:1 (yes, 7 faculty per session!). Thereare also writing instructors, a lab manager, and at least two TA’s working full- to nearly full-timeto help manage the course. There is 1 experiment per
-inducing activitiessuch as meeting peers and introduction to course content are completed before “day one” of thecourse.A major objective of a pre-course session is the instructor’s opportunity to frame why a course isnecessary and how the knowledge is to be acquired. This vision can be challenging to highlighteffectively in the ‘day one’ excitement and angst, or after the lesson flow of the course hasbegun. The framing focus can motivate students and help them connect the course objectives toachieving their goals. Providing a framing structure in the course will help students take that firststep, or next step, on their career path.The pre-course session may also provide scaffolding and pre-teaching content to better preparestudents for the course
ACCESS leadership team in virtual communicationand how to interact with a professional. Scholars practiced writing emails and learned moreabout the structure of the program during onboarding. Program ambassadors were introduced tocross-age mentoring strategies and engaged with Cultivate ACCESS leadership through weeklyexperiential learning class sessions. One month into the onboarding phase ambassadors werepaired with scholars. Ambassadors completed one face-to-face peer mentoring session withscholars and connected weekly to assist scholars in learning how to navigate virtualcommunication channels.Mentors were recruited and trained during onboarding. The onboarding phase allowed CultivateACCESS leadership the opportunity to learn more about
projects, and projects for design competitions. A systematicmethodology, based on the students’ rankings of all the projects for assigning students to theirpreferred choice of projects, is also presented. Whereas the data presented shows that studentsgenerally read carefully the project description, the majority of students prefer the project clientsto make short presentations. To analyze the impact of project choice on team performance, fourcategories, based on the student project choice, were proposed. Teams whose majority did notget their first choice of project, showed the largest drop between the mid-semester peer ratingscompared to end-of-semester peer ratings. This study was performed at two universities.1. Introduction The teaching of
curriculum.2-5 Ingeneral, women and underrepresented minority students are less likely to persist in engineering.6Reports also indicate that the persistence of women and underrepresented minority students inengineering may be adversely affected to a greater degree by their experiences within theengineering climate than their majority male counterparts. Here “climate” indicates perceptions ofstudent belonging and interpersonal interactions between student peers, students and faculty (bothin and out of the classroom), and individual compatibility with pedagogical styles in theirclasses.2,7 An undesirable climate also has the greatest impact on student retention in the first yearsof engineering study.8 Most students who leave engineering do so within
numerous interventions and programs is reported in the literature onengineering education and higher education more generally. Outside-the-classroom interactionswith faculty members, meaningful interactions with peers, and on-campus living-learningcommunity involvement have been shown to positively affect student persistence in college.2Astin indicates that student-faculty interaction has a positive correlation with a large number ofareas related to personal growth, intellectual growth, and behavioral outcomes includingintellectual self-esteem, leadership, and an orientation towards helping other students ortutoring.3 Vogt studied the effects of approachability and accessibility of faculty on students inthe areas related to academic self-efficacy
behavior. Pinelli, et. al. Page 8.247.1talk about engineers’ preference for relying on informal sources of information like peers andProceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Education”trade journals over the formal journal literature [10]. Charles Lord explains that this is due, inpart, to economic and time constraints [8]. While these informal sources serve practicingengineer’s needs, they are not sufficient for academic work. Due to the need for more intensivehands-on instruction in writing fundamentals it became necessary to
change in the pedagogy ofteaching management has been broadly accepted in the academy. The professor found a new lifein writing about the pedagogy and influencing peers as they struggled to teach managementcourses. As a result of this reengagement, this professor has become the guiding light for newfaculty as they begin their writing careers, by serving as a mentor to those looking for help. Thistransformation of a professor, who had given up on professional development when consultingwas ruled out, reflects the life that the Boyer model has given to the teaching faculty in manycolleges and universities.ConclusionsConsulting is an excellent way to maintain technical currency as long as the consulting istechnically challenging. Consulting that is
learn how to use the debugger. In the lab, the students will type in an assemblyprogram and assemble and link it and use the debugger to step through the program. There is atutor for the course that sits in the lab to help students with their programming assignments. Thetutor-student relationship benefits the tutor as well. Tutor solidifies his/her knowledge whilehelping their peers. Laboratory programming assignments are given electronically. Assignmentsare submitted and graded electronically. Following a sample project is given:Sample Laboratory Project Page 8.86.3 Proceedings of the 2003 American Society for Engineering Education
first of three primary assessments is a team project, segmented intoa project proposal, final team pitch, and final team report. Prior to beginning work on thisproject, students are given opportunities to work with a variety of peers during class activitiesand then given structured time during class to form a team of two or three total members. Thisproject provides students a framework for exploring problem spaces of which they share mutualcuriosity, developing multiple ideas to address this problem, discuss their ideas with experts,develop and deliver an inspiring pitch, and write a brief implementation plan and complete abusiness model outline.The second assessment is an active learning, peer teaching activity [7]. Students prepare a 15
to executethe TA Development Program, TFs create a teaching support network and through peer review,sharpen their teaching skills. TFs improve their presentation styles, use a variety of teaching 1996 ASEE Annual Conference Proceedings Page 1.171.1methods, and learn pedagogical theory. As Steffen Parratt, a former TF, mused, "I have probablylearned more from this program than any of its participants. The program threw me in with someexcellent teachers and forced me to work hard on my teaching skills.'' Experienced TFs are a resource for all TAs in the College of Engineering. Most TFs
study was to understand reported motivation and learning strategies forstudents enrolled in an introductory computer science course (n = 111). Comparisons were madebetween freshman (n = 57) and other undergraduates (n = 54) [sophomores (n = 24) and juniors(n = 30)]. A commonly used instrument called the Motivational Strategies for LearningQuestionnaire (MSLQ) was used to assess motivations (value, expectancy, and affective) andlearning strategies (cognitive/metacognitive and resource management strategies) of thesestudents. Results showed variations in both motivation and learning strategies between the twogroups with freshman reporting a greater task value in the course, while other undergraduatesreported a greater reliance on peer learning
deviceslike PDAs, laptops and phones.Some of the protocols employing WPAN include Zigbee, Bluetooth, Ultra-wideband, andinfrared Data Association (IrDA).Each of these is optimized for particular applications ordomains. ZigBee, with its sleepy, battery-powered end devices, is a perfect fit for wirelesssensors. IEEE 802.15.4 is a packet-based radio protocol. It addresses the communication needsof wireless applications that have low data rates and low power consumption requirements. It isthe foundation on which ZigBee is built. It supports star and peer-to-peer topologies. The ZigBeespecification not only supports star but also mesh and cluster tree kind of peer-to-peertopologies
university, and people in education seem to agree, that it is important to teach ourstudents: 1.To be trustworthy and responsible. 2. Not to be afraid to tackle problems on theirown 3. To communicate without ambiguity and to listen actively (empathic listening). 4. Howto find and select relevant material from what is often a bewildering pile of data andinformation 5. To read, speak and write English. 6. To work in teams. Students often becomefrustrated since they find it hard to understand how to make an original, worthwhile andpersonal contribution from reading all the relevant information found. However, M.Finneston provided in “Engineering our Future” H.S.M.O., London, 1980, a stimulus. Doingteamwork is more than ever a skill required to be able
ability to group students together who are working on distinctyet related learning objectives (like EN and ET students in Strength of Materials) offers uniqueopportunities for cooperative learning. The studio format itself encourages collaboration, and thedepth of learning is enhanced by the diversity of background within the “studio.” By combiningEN and ET students in the same course, but with tailored learning objectives, a diverse,apprentice-like environment is created where students learn from the master (the professor),peers (students working on the same learning objective) and advanced peers (who have alreadymastered the learning objective in question). In addition advanced peers (and the master)broaden the context of their own mastered
a required first-year engineering course with enrollments of as many as 1700 students in agiven semester. The earliest MEA implementations had student teams write a single solution to aproblem in the form of a memo to the client and receive feedback from their TA. For researchpurposes, a simple static online submission form, a static feedback form, and a single databasetable were quickly developed. Over time, research revealed that students need multiple feedback,revision, and reflection points to address misconceptions and achieve high quality solutions. As aresult, the toolset has been expanded, patched, and re-patched multiple developers to increaseboth the functionality and the security of the system. Because the class is so large and
Paper ID #26448Examining How Skill-building Workshops Affect Women’s Confidence overTimeMs. Megan Keogh, University of Colorado, Boulder Megan Keogh is an undergraduate student studying environmental engineering and environmental policy at the University of Colorado Boulder. Megan has been involved in education outreach and mentorship for much of her college career. She completed a STEM education class in which she shadowed a local 5th grade teacher and taught three of her own STEM lessons. Megan has also been a new-student mentor through her department’s peer mentoring program. Now, Megan is interested in researching
Educational Research Methods Division of ASEE.Julie Martin Julie P. Martin is a Fellow of ASEE and an associate professor of Engineering Education at The Ohio State University. Julie’s professional mission is to create environments that elevate and expand the research community. She is the editor- in-chief of Journal of Women and Minorities in Science and Engineering, where her vision is to create a culture of constructive peer review in academic publishing. Julie is a former NSF program director for engineering education and frequently works with faculty to help them write proposals and navigate the proposal preparation and grant management processes. She was a 2009 NSF CAREER awardee for her work operationalizing social
work effectively in teams. Indeed, Kamp [6] writes that personalattributes like autonomy, organizational sensitivity, and empathy are increasingly important injob applications. Developing such a skillset requires that students master the ability to make emotionalconnections among theoretical concepts [7]. This means that engineering educators need toinvolve students at cognitive and emotional levels in authentic, meaningful, and immersivelearning experiences amidst a full curriculum. This study, which uses mixed methods to comparedata from two semesters (one face to face, one online only) of the same Design forManufacturability course, seeks to address this need by investigating the following broadresearch question: How might
and resources that enable them to succeed. Thisincludes time and task management, assistance with planning an academic roadmap as well asinformation on co-curricular and extra-curricular activities that could develop one’s portfolio as achemical engineer, such as research, internships, co-ops, study abroad and (chemical)engineering clubs. Finally, the curriculum does not typically provide early information on thesteps necessary to prepare for one’s career. Failure to understand the answers to such questionscan result in students dropping the major, struggling academically, failing to make a connectionwith peers and resources, and facing challenges when applying for jobs due to inadequate careerpreparation.To address this gap in the curriculum
respectively. Her teaching interests are in the area of circuits and devices, computing, and logic design. Dr. Telang works closely with success programs for freshman engineering students. c American Society for Engineering Education, 2019 Effectiveness of the Supplemental Instruction Program in First Year Engineering Courses - A Longitudinal Report (2015-2018)AbstractThis Complete Research Paper examines the effectiveness of the Supplemental Instruction (SI)program implemented at our university in first year engineering courses from its inception in thefall semester of 2015 through the fall semester of 2018. The program offers two sessions perweek outside of the course that incorporates peer and
the classroom learning environment itself.While the activities themselves would inform the design of the learning environment, Page 24.135.4engineering faculty could basically adjust their mode of course delivery through the inclusion oflearning activities without having to feel like they have to do a complete overhaul of theirclasses. Common of these activities requires students to talk, discuss, write and apply what theyare learning outside the scope of rote learning such as memorization and application. In a follow-up study to Chi’s work, it was discussed that broad cover which is applied to all the classroomactivities used to engage
doing.” Additionally,sharing her portfolio with peers contributed to her sense of discomfort because she oftencompared herself to others and felt as though others would judge her engineering preparedness.She described this discomfort as feeling “awkward,” “anxious,” and “embarrassed,” and being“self-conscious about my writing.” In the end, sharing her portfolio content actually contributedto a sense of her validation of past experiences.Crystal: Uncomfortable sharing, validated by sharing portfolio, gained confidence in distinctbackground. Crystal recognized and acknowledged others’ perspectives and how these views aresignificant to her personal validation. She identified and accepted perspectives of others whowere both in authority positions
undergraduate core curriculum. This allowed us to consider the characteristicsof the students who enrolled in a freshman-level CS course (N=31 students) to identify assetsthey bring from their diverse life experiences that we might build upon in teaching them. Wesought student perceptions of existing curricular modules, in terms of ownership and creativity.Students completed pre-course surveys about their CS interests, beliefs, prior knowledge andexperiences, along with demographics. They completed a brief survey to evaluate some of themodules. We examined descriptive statistics, then conducted tests of difference to identifystudents’ assets. We explored contrasts between 1) first-generation college students and theirtraditional peers; and 2) students
engineeringdynamics class8; Holdhusen talked about a flipped statics course9; Lee et al., flipped a mechanicsof materials course10; etc., while others have partially flipped one11-16. Most of these flippedclassroom models were related to student-centered learning theories, such as, active learning,peer-assisted learning, cooperative learning, collaborative learning, problem-based learning, peertutoring, etc.17-22. However, in general, most of them have not followed any specific theoreticalframework. This paper describes a flipped Solid Mechanics course that has been designed andtaught during the Spring 2015 semester at Arizona State University, following the Interactive,Constructive, Active, and Passive (ICAP) framework by Chi et al.23.According to Chi et al