exam experiences asstudents with exam techniques used by their peers to arrive at a workable exam. The results maybe unsatisfactory. Knowing a subject and knowing how to write an exam to test knowledge of asubject are two separate matters. The goals of an effective student examination are to understandstudent mastery of course content, minimize grading time to improve feedback ("turnaround")time, and to reduce the potential for arbitration and complaints due to student misunderstandingsand confusion. An effective examination has the following characteristics 1: 1. Samples the spectrum of important objectives 2. Measures examinee's understanding or ability to apply concepts 3. Perceived as a fair test by students successfully
. The second strategy involves the use of a peer-led andinstructor-moderated on-line discussion group.The first teaching strategy to be described is the folder activity. The folder activity was developedto help students elicit and confront their misconceptions in physics in a non-threatening way 44. Inaddition, the folder activity allows students to be creative and use their unique learning stylepreferences. Furthermore, the folder activity allows for direct feedback between the individualstudents and the instructor.As part of their homework assignments, students are required to keep a two-pocket folder.Students receive 5 - 10 writing assignments each semester. Upon collection of the folders, ablock of time is set aside (approximately 6 - 8
andalignment of the existing instrument with the needs, perspectives, and experiences of a diverseset of design instructors and design students; and revise the instrument to ensure its broaderapplicability across engineering contexts. Each co-creation workshop tasks participants to reflectbefore, during, and after the workshop on views of empathy in engineering design. The sessionsthemselves have involved peer dialogue, critique, and co-construction of empathy models.At the time of this writing, we have led two co-creation workshops, each including two separategroups based on scheduling needs. As an example, we share the design of the initial co-creationworkshop here. The first half of the initial co-creation workshop asked participants to respond
ofwork confronting each team. Based on student comments provided in the student course ratingof the instructor, the laboratory work was a highlight of the course.The introductory course taught to electrical engineering and computer science students in the fall2019 semester included a robot building team project and competition designed to further engagestudents with the course content. Teams consisting of three to four students were formed at thestart of the project. Each team was given the task to assemble a small robot and write softwarefor the same such that it is capable of following a path designated by a line on a surface. Allteams were provided with an identical package of the hardware components necessary toassemble a robot chassis. Two
peer evaluation or students are quite uncommon. At Farmingdale construction studentsare able to evaluate their peers in terms of their input for successful assignment completion. It is not onlythe peers’ capability or their understanding of the subject matter but also their role of helping otherstudents to learn. So, such assessment says more about validity of cooperative learning than justevaluating individuals.Self-Assessment in Group EnvironmentIn any course students are likely to learn more if they are capable of clearly articulating their goals andmaking connections between those and course goals and requirements1 . Self-assessment is crucial tolearning progress. Most students do have learning goals, although they may find it difficult to
initial survey was conducted on Computer Technology (ComET)students. The survey is now being conducted on Construction management EngineeringTechnology (CmET) students.There were some minor differences in the two studies. Although the CmET students have beenpreviously exposed to projects with video interaction, these projects were optional. Therefore,not all CmET students had previously completed a video presentation. Both the instructor andthe students’ required Technical Writing course have offered optional video presentationprojects. Since the students have been exposed to the concept and this was the first timeintroducing video presentations in the course, very little course time was spent explicitly onlearning required techniques. This
students.Through this workshop, we developed a community of LaTeX practitioners in our university.LaTeX is a typesetting tool that is widely used to write research papers, theses, anddissertations.In our home department of Electrical and Computer Engineering (ECE), we’ve often experienceda student climate that is less than helpful and borderline dismissive of new learners acquiringconcepts and tools that are indirectly related to classes. Specifically, our perception of the ECEenvironment is that it views LaTeX as a tool that should have been learned implicitly throughoutour education. Through the creation of our workshop, we sought to counter this dismissiveclimate and bring implicit concepts to the forefront, aiding in the creation of a more
department’s non-thesis Master’s degree students. The learning objectives for thiscourse are for students to: 1. Learn the principles of project management. 2. Apply project management tools and processes to solve Electrical and Computer Engineering problems as done in industry. 3. Emphasize and practice teamwork. 4. Practice organizational, communication, technical writing and presentation skills. Page 26.1263.3Overview of ME 5194: Applied Project Management and System EngineeringIn this course, students learn a variety of applied systems engineering and project managementtopics. The course focuses on giving students a
created such a large array of projects from all of my peers, and that is what really made it stand out to me, everyone had something that looked fresh and original and not just a rehashed outline that was set to follow.” Insightful:” It was also cool to see how much we learned comparing our wanted posters to the new posters. “ (Wanted Posters was an assignment during the first week of the semester.) ”Posters are good as time and effort put into them.” The paper was much easier to write for this class due to the resources that were available. “I think this paper was very interesting to do, and to see how all the terms we have learned in material science all year come together. I think material
in a traditionallecture setting, during which time they are introduced to subject matter including uncertainty andstatistical analyses, dynamic system measurement, instrumentation, and report writing. Inaddition, students are required to conduct simple, closed-ended laboratory experiments on thefollowing topics: hardness testing, shear stress, beam bending, column buckling, tensile testing,and temperature measurement. The lab instructor provides the students, who work in smallteams of 2-4 members, with a complete description of the current experiment. Requirements forthe students include setting up the relevant equipment, performing the indicated tests, andrecording their observations, all in the allotted three hour lab period. Each group
then writing brief (one paragraph) narratives to respond to the positive and thenegative themes. Importantly, consider moving beyond focusing only on student reviews ofteaching to include peer reviews6 of teaching (of course design, of technology use, etc.), samplesof course materials you developed/improved/use, evidence of student learning, and more2,3. Atthe panel session accompanying this paper, panel speakers will share handouts listing types ofevidence that can be used to support different kinds of claims about teaching, so that sessionparticipants can plan to collect and present types of evidence that will be the most meaningful totheir individual portfolios.Teaching Portfolios: Complicating IssuesCreating a summative teaching portfolio
as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, creativity, engineering-integrated STEM education, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co- authored more than 70 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on several NSF-funded projects. ©American Society for Engineering Education, 2023
. The later includedpresentations at the Undergraduate Research & Creativity Colloquium. Assessment was based onstudents’ (1) work; (2) peer evaluations using Comprehensive Assessment of Team-MemberEffectiveness (CATME), a web-based tool; (3) surveys during the CP experience; and (4)surveys in post-requisite courses. The comparison of these assessments provides cross-sectionaland semi-longitudinal results. Cross-sectional results obtained in post-requisite courses indicatedthat CP students in comparison with non-CP students, typically had a higher level of agreementthat they understood thermodynamics; had built professional camaraderie with some of theirengineering classmates in thermodynamics; were excited to do undergraduate research; and
programs in order to build a community on campus where female students can feel safe and nurtured by their peers, e.g. University of WisconsinMadison, University of Michigan [2,3]. Success was measured by better grades and an overall higher satisfaction with the University. Currently the situation in Liberia is such that there is no critical mass of female students to create such programs and achieve a sense of community [4]. Organizations like SWE have the potential to provide a critical mass of fellow women engineers for female students, and subsequently increase persistence of women in engineering [5,6]. Moreover, global competence is making its way into engineering education as a necessary skill for today’s engineers [7
their work, (2) develop their ability to discuss those issues effectively with peers andinterested members of the public, and (3) understand the four dimensions of how people learn asthey relate to REU projects and more broadly to successful learning environments. Finally, weurge other REU programs to consider an enriched or integrated approach, arguing that REUprograms offer tremendous opportunities for helping future engineers become better teachers,better communicators, and more responsible members of their profession.The VaNTH REU ProgramVaNTH has been offering an REU program since 2000, with a total of 30 students attendingfrom 23 institutions:Carnegie Mellon - n=1 Case Western University - n=1Duke University
, and Solid and Hazardous Waste Technologies. COL Starke has published several peer reviewed research articles and has presented his research at national and international conferences. He maintains a focus on the scholarship of teaching and learning in en- gineering education. COL Starke is a registered Professional Engineer (Delaware), member of several professional associations, and is a member of the National Council of Examiners for Engineers and Sur- veyors (NCEES).Major David C. Zgonc, United States Military Academy Major Zgonc was a recent instructor at the United States Military Academy at West Point where he taught introductory environmental engineering and environmental chemistry classes. Major Zgonc is a
alternative method enables students to form their ownteams in a dynamic faculty-guided setting: Students place nametags on their top project posters,speak with other interested students, and move their nametags as needed until each project hadteams with the appropriate size and skillset.Teams formed using these two approaches have completed a full year-long senior design projectexperience. Throughout these experiences, we collected data to help answer our two keyquestions. We used student surveys about the experience and the class, peer feedback on teamdynamics, focus group discussions, and faculty observations. The results are inconclusive: Thedifferences between the two approaches are small, indicating that either approach could be usedto enable
student outcomes in introductory materials engineering Page 23.1204.2courses. The project is multifaceted and includes several interwoven components, all ofwhich are founded upon literature based best practices in STEM education research. Theproject components include: a detailed study of pre-course knowledge andmisperceptions, an investigation of student preparation influencing course outcomes, ananalysis of Index of Learning Styles (ILS) data, a switch to inductive teaching practiceswhich include collaborative, active learning modules and concept/peer learningopportunities, collaborative writing of research papers, low stakes quizzing, thedevelopment
attention, there is limited peer-reviewed literature related toChatGPT and its impact on engineering education. Searching the Journal of EngineeringEducation archives and ASEE Conference Proceedings through PEER for the term “ChatGPT”or “generative AI” yielded no results. We describe a few notable exceptions below that arerelated to our work. Reference [5] provides examples of how ChatGPT can be used in bothtechnical and creative writing courses and highlights the importance of being able to ask goodquestions (prompts) of large language models. Reference [6] conducted a hypothetical designproject using ChatGPT and discusses the benefits and limitations of using this tool in the designprocess. This article makes an important methodological
ofthe importance for engineers of the ability to learn new information as needed, and methods fordoing so. After the class students write and peer-review reflections on this topic and makewritten plans to develop lifelong learning capabilities while earning their undergraduate degree.The examples and supporting images used at Campbell University cover a range of technologiessuch as grocery barcode scanners and disposable razors and some notable historical events thatstudents are likely to be familiar with. Computer technologies make powerful examples due tothe rapid growth in their performance over time, but examples could be tailored to many fieldswith careful choices.The presentation of this activity may be useful to FYEE attendees as
research related to her work published in peer-reviewed scientific journals and presented at the international level. Dr. Huppert earned her Ph.D. from Purdue University in Agricultural Sciences Education and Communication.Jason Bruns (Director, Minnesota State Engineering Center of Excellence) Jason Bruns is the Director of the Minnesota State Engineering Center of Excellence. He received his B.S from the University of Minnesota, Institute of Technology in Mechanical Engineering, and a Master of Business Administration from Minnesota State University Mankato. He spent 20+ years in the industry successfully serving in engineering, operations, and manufacturing leadership roles at various companies including GE. Mr. Bruns
scientific research. Finally, this activity encouragesstudents to practice making explicit connections between mathematical concepts, real-worldengineering problems, and policy.“Graph Theory and Gratitude”In the second activity, designed for the closing weeks of a course, students are invited to writenotes of appreciation, anonymous or otherwise, for peers who have elevated their learningexperience during the semester (additional details in Appendix B). These notes are collected anddistributed to their intended recipients; based on the flow of notes, the instructor constructs ananonymized directed graph (Figure 2).This activity reinforces numerouslearning objectives. At a basic level,by presenting yet another context inwhich a data set is
contributing to research base on effective K-12 engineering education and publishing results• Members on state K-12 engineering standards writing teams in several states Current Division Work Efforts (cont) Executive board convening invited national meetings on K-12 engineering: May 2010: Defining Engineering in Elementary Grades (Raleigh, NC) June 2010: Defining the Top Research Questions in K-12 engineering (Louisville, KY) June 2011: Identifying Barriers and Opportunities in K-12 Engineering (Vancouver, BC) June 2012: Defining Professional Development Standards for K-12 Engineering (meeting collaboration with UTEACH, San Antonio, TX) July 2012: Colloquium on P-12 Engineering Education (collaboration with STEM Center, Minneapolis
ability to communicate in practice• Impact of accents• Coping mechanism of self-segregation (Rose- Redwood and Rose-Redwood, 2013) Proceedings of the 2018 Conference for Industry and Education Collaboration Copyright ©2018 American Society for Engineering Education Session CEED 432 Overcoming Challenges• Focus on empowerment and practice • Ongoing language support (opportunities to practice, writing centers) • Workshops specifically targeting professional communication, LinkedIn, career fairs, networking, navigating cultural differences in the workplace, etc. • Peer mentorship Proceedings
informal short speeches, all intended for peer audiences.Engineering students, if they are to move toward competence in an increasingly media-intensive workplace,need experience with more professional tasks, e.g., technical collaboration on design projects. Considerableinstructional investments already support written communication skills; engineering schools have longemphasized formal laboratory reports. The agenda now is to find ways to build better oral communication skills.2 Design in the Curriculum The increased emphasis on design in engineering curricula does offer an important opportunity tosupport oral skills. One implication of incorporating more design work into the curriculum, especially designprojects carried out with small
thenutilized when students test original hypotheses that are extensions of the original research. Theappropriate standard for these research questions continues to be their worthiness for publicationor presentation, thus training the writing and speaking skills of students.Our REU ModelAt the University of Detroit Mercy, we designed a pilot project based on this model. Anundergraduate student researcher was tasked with reproducing and extending a physicslaboratory experiment published within the pages of The Physics Teacher or the AmericanJournal of Physics. These journals have well-deserved reputations within the physics communityfor peer-reviewed, research-based innovations in undergraduate teaching and research. Theycontain a wealth of ideas and
the filters to create a water filtration system. Use any combinations of Bottles (cut each bottle at the the materials here & layer/sandwich them with halfway point & nest the tops the goal of creating the system that will trap the most pollutants from the dirty water.” inside of the bottoms, with the 4. Getting Feedback: Teams submit designs for teacher/peer feedback. spout down) Ensure that teams can articulate which design parameters they are holding 100 Cotton Balls constant & which they are varying between designs. After receiving 2 Gallons Dirty Water
and energy-related issues as GMO has the potential to be used as alternative fuel and vaccines) and the natural environment (impact on living organisms located close to areas where GMO foods are grown).This last case showed the student’s ability to think broadly about the impact of GMO products interms of economic, social, and environment issues.Common themes in assessment questions posed by the studentsAfter writing their cases, students randomly selected a peer’s case to analyze. Students createdassessment questions and submitted their cases and corresponding questions to a peer. Onecommon theme found in the student assessment questions was students’ ability to recognize thatone of the engineering leaders’ roles is to make trade
defined measures to quantify and assess Extra-Curricular experiencesin the ME program. This has resulted in the formulation of the following plans: • Engineering Design Plan (teaching and practicing of design skills) • Professional Communications Plan (conveying designs and interacting with peers) • Computer Skills Plan (teaching and implementing of design tools) • Engineering Ethics Plan (evaluating and practicing appropriate professional behavior)The development of these plans serves several purposes. None of the desired studentprofessional outcomes are completely provided within a single course. It is necessary tocoordinate the efforts of multiple faculty members across all four years of the curriculum toassure that
opportunities tomentor the students on ethics. The students worked individually. To complete therequirements of the independent study, they were first required to write a 25 pageformal paper on an engineering ethics topic and to present their paper to a class oftheir peers. They were encouraged to choose a contemporary topic that wouldshow how a poor ethical decision, made by an individual, led to catastrophicresults. The restriction on the topic was to demonstrate to the students that a lapsein ethics, by an individual, in industry can have truly devastating ramifications.The students’ progress was tracked by intermediate assignments which beganwith topic approval, then progressed to an outline of the paper, a draft copy (thatwas first proofed by one