these areas, creating a challenging environment particularly forunderrepresented engineering students. To combat this issue, a video and activities weredeveloped to emphasize teamwork and inclusion. The video was created by two students whohad taken the course in the previous year. It presented background information, mindful teachingabout inclusion, some discussion of the students’ personal experiences in the course, and anintroduction to the activities. The three activities that were developed were (1) a communicationgame, which allowed students to practice clear and respectful communication, (2) a teamworkand collaboration game, which aimed to show that each member of a team had somethingvaluable to contribute, and (3) a reflection and
knowledge gained from reading publications from professional journalssuch as the International Society of Automation (ISA) - InTech Journal, in implementingIndustry 4.0 in the ET curriculum. (2) Present the results along with a reflective analysis of theimplementation in the pilot Summer III 2022, Control Systems course. (3) Present the process forintegration of additional professional journals such as IEEE, Journal of Engineering Technology(ASEE), and Journal of Manufacturing Processes (SME), in the concentration-specific courses inthe ET Program. (4) Deliberate the importance of integration of professional journals as ateaching strategy to augment the classroom learning experience in the department’s ETAC(Engineering Technology Accreditation
between first-year and fourth-year studentsthroughout an open-ended, real-world engineering project, a handful of intervention strategiesand tools have been devised. The critical objectives of the intervention techniques are to providea framework to facilitate mentor-mentee interaction and to encourage meaningful interactivitybetween the involved parties. Providing some structure aims to motivate active involvement,learning, and leading among students, as opposed to passive observation. To understand andappreciate the students' perceptions of peer mentorship for engineering education, surveyinstruments will prompt student responses and reflections. These survey tools are curated withquestions and prompt to guide mentors and mentees for an
trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those of organizations she is associated with. Learn more about Sreyoshi’s impact - www.ThatStatsGirl.comDr. Racheida S. Lewis, University of Georgia Dr. Racheida S. Lewis, Ph.D. is an Assistant Professor
engineering design activities in an educational setting. The projectmust support a range of skill level and prior exposure to hands-on work and also reflect actual 1engineering design practice. The design problems should be both open-ended and “doable” and have arange of potentially. acceptable solutions.Nature of the ProjectsTo address these needs, we have created what we have termed: Domain-Situated Design Projects. Atechnological domain is created around the project. The project is then embedded in an appropriatedomain.Each activity includes a domain familiarization project or projects. The purpose is to allow all students togain the familiarity needed to carry out a design project. In this way
approaches in thecontext of bioengineering. The course is taught as an active-learning course with lecture andproblem solving sessions in class, 8 homework assignments (roughly every two weeks), 3quizzes, 3 midterms, and a project. This course was chosen because all students in the programwere enrolled, providing consistent access to the whole cohort, and because the course had threeevenly spaced midterms, each worth 15% of the overall grade, which allowed for ease ofcollecting performance information used in the study.InstrumentsLearning styles:In this study we use the Index of Learning Styles [5, 11] which is an on-line survey instrumentused to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal,and
activities.With a shift to an online format over the past two years, various components of the programstructure were reimagined to accommodate the online learning environment and to emphasizeinterconnectivity between all community members, including participants, student leaders andprogram staff. Upper division student leaders, who completed the program the previous summer,were empowered to take on specific roles within the program and were engaged in developmentof program goals, activities, and reflections. They were provided autonomy over several keyprogram components including academic preparation, community building, metacognitionfacilitation and robotics challenge implementation. The student leaders’ intentional engagementwithin various facets of
. Students explore and internalize new concepts without the stress of strict assessments based on objectively correct answers 3. It showcases that any language students use is welcome in the classroomLanguage is an expression of individual identity and often a link between home-knowledge andacademic-knowledge. Valuing home knowledge is important in the context of building uponfoundational concepts [9, 10]. When students can bring their whole selves to class and expresstheir curiosity in their own language without discrimination, student success increases [11]. Thewriting-to-learn activity presented in this paper is a modified process log where students wereassigned weekly reflection assignments (focused free-writing) where they chose between
to conceptualize the engineering judgment process usingthematic analysis; Phase 2 involving the design and dissemination of pedagogical approachesbased on our results. This paper primarily reports the preliminary results of Phase 1. This projectis an instrumental case study using semi-structured artifact-based interviews as the primary datasource. Our semi-structured interviews are designed to focus on the ways students constructengineering judgments and produce engineer identities through their written projects. Coursedocuments (including assignments and related material) as well as reflective field notes andanalytic memos are used to provide additional contextual data. The data from this project providea foundation for an understanding of
goals of this study and skeptical of its limitations. In particular,we are struck by the fact that minimal interpretation of The X-Files accompanies the formalstatistical and qualitative assessments of audience responses. Respondents assign descriptiveadjectives (“strong,” “intelligent,” “confident”) to the character of Dana Scully, but neither thoserespondents nor the study’s authors otherwise interpret the series’ dialogue, visual construction,or narrative structures. While it is understandable that many discussions of STEMrepresentations would reflect the empiricist, positivist epistemologies of the disciplinesthemselves, we maintain that the interpretive lenses of cultural and media studies are at least asurgent. One cannot measure the
engagement, and cognitive awakening) to hopeful.Instructional Design and Reflective Writing PromptA team-based, engineering mechanics-based PBL unit was designed using the human-centereddesign (HCD) for communities approach [4] [33]. The HCD for communities approach builds onthe empathic precursory steps described in HCD for users and Design Thinking [34]. The PBLunit tasked students to design a fictitious truss bridge at one of three candidate sites at a nearbycommunity. The PBL unit was ill-structured in that their selection of any candidate site impacteddisparate stakeholders thus requiring research on the community, interviewing real communitymembers to understand their wants and needs, and a deliberative learning
the makerspace lab environment available, it is possible to readily integrateexperiential learning. This can occur as an informal practice or as a project-based assignmentwithin a course. The reflection portion of the experiential learning cycle as proposed by Kolb [9]enables the student to transform experience into learning. Thus, begins a reflection on our actionsand experiences as a department.Continuous Improvement MindsetAs a department managed by engineers, it is not surprising that each semester is approached witha continuous improvement mindset. Taking the time to reflect on the successes and challenges ofprevious efforts. The management of the S-STEM awards broadens those reflections beyond thecurriculum content and places more
course and an undergraduate science course. Participants describedtheir values and motivations in relation to their learning though stories about specific aspects ofthe course curriculum. An empathy map, a design thinking tool, was used by investigators toanalyze each interview, identifying needs and insights about students’ engagement in eachcourse. Based on this initial understanding of student learning challenges, researchers generatedideas to improve learning. Participants were then invited to join small focus group discussions toshare their feedback and contribute their own ideas on the reimagined learning experience.From researchers’ reflections and collaborative discussions, three themes emerged in relation tofundamental learning problems
• How does vascular stiffness • Calculate wave speed using propagation and affect wave propagation? multiple pressure waveforms. reflections Sarcomere force- • What are the mechanisms of the • Simulate sarcomere experiments tension Frank-Starling relationship? using the Hill model [7]. relationships Ventricular • What are end-systolic and end- • Simulate pathologies using elastance diastolic elastance? pressure-volume relationships. • Use a lumped parameter model to Systems-level • What are the physiological simulate an
scores for all eight items were averaged to calculate the mean self-efficacystrength scores. Lower scores were indicative of weaker self-efficacy percepts, while higherscores were indicative of stronger self-efficacy percepts. The computed Cronbach’s α was.89, reflecting adequate internal consistency.Outcome Expectation (OE). Ten measures were used to determine participants’ OE, inspiredby Lent et al. (2003). Participants were required to answer their level of understanding withstatements that contained positive outcomes resulting from obtaining a Bachelor of Sciencedegree in engineering (e.g., “graduating with a BS degree in engineering will likely allow meto earn an attractive salary”). Their answers were ranked from 1 (strongly disagree) to 5
to provide diverse perspectives on pressing topicswithin academic and non-academic communities. Individuals participating in panels are usuallybrought together to express a wide range of viewpoints and to combine ideas, research, andexperiences. We see an opportunity to extend panel discussions to have enduring impact bybroadly distributing the data synthesized during the panel discussions. The use of paneldiscussions as a research endeavor has the potential to broaden researchers' ways of knowing, yetknowledge transfer from panel conversations to peer-reviewed publications has to this point beenminimal.This paper highlights a methodology for analyzing panel discussions, discourse content, andpanelist reflection to produce research results
and Design, the Association of Independent Colleges of Art and Design, and the College Art Association. She joins the multidisciplinary design faculty eager to explore the problem-solving potential of mixing art and design with engineering. You’ll likely find her designing learning toys and games for her students, fiddling with the latest techno-crafts, or maybe just playing with blocks. ©American Society for Engineering Education, 2023 Student Learnings and Teaching Insights from a Multidisciplinary Engineering Design CourseAbstractThis paper presents an analysis on student learnings and a reflection on teaching in amultidisciplinary design course. With the rapidly
Overview ▪ Introduction ▪ About Virginia Tech Center for Enhancement of Engineering Diversity ▪ Objectives and Goals of CEED and A Step to the Doctorate Program ▪ Background ▪ Program Descriptions – 2020 & 2021 ▪ Program Participant Feedback & Reflections ▪ GESES Survey Questionnaire ▪ Exit Survey
, consequential learning.” Inthis paper, we encapsulate our work in this last year (no cost extension) of the grant through thelens of our 17 published or in preparation journal articles.Our research in equity and inclusivity has had three foci: student climate, conceptualization ofoppression and privilege, and organizational change. This research has addressed themes of peerrelations, the relation between epistemology and climate, assessment metrics for understandingsystems of power, reflection on problematic norms that frame engineering culture, anduncontested informal practices that produce gendered and racialized inequities across theinstitution. Our research in meaningful, consequential learning has focused on activities andassessments that align
. ‘Concrete Experience’ describes when a student is exposed tonew information or reinterprets prior knowledge. ‘Observation and reflection’ captures when astudent reflects on new or reinterpreted information. ‘Forming abstract concepts’ is the nextstage where reflection develops into a new idea or modification of an existing idea. The finalstage of ‘testing in new situations’ describes when active experimentation takes place and astudent applies the idea to the real-world [35]. Kolb believed that a student attains newknowledge of new concepts through new experiences, i.e., “Learning is the process wherebyknowledge is created through the transformation of experience” [35].Figure 1.Experiential learning cycleMethodsA qualitative approach was used to
Education department. He has graduated with a bachelors degree in mechanical engineering from Rowan University. Josh is very passionate about education as well as the social issues in both the engineering and education systems. He hopes to further his understanding in both of these fields. American c Society for Engineering Education, 2021 Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities Through both success and failure, many engineering projects have a profound impact onindividuals and society. Thus, ensuring future engineers consider these impacts and reflect on theethical
education practices. In this paper, we will discuss the majorcomponents of these pivots, including (i) transitioning existing programming to the virtualenvironment, (ii) reassessing chapter direction and goals by expert elicitation to evaluate chapterniche, (iii) developing new strategies to increase participation and engagement, including theformation of an anti-racism multimedia learning club aimed at promoting awareness of systemicinequity and discussing strategies to combat anti-black racism in higher education, and(iv) continuously adjusting chapter goals and activities through iterative reflection. We will placethis discussion in the context of literature on mental health, well-being, and flourishing ofstudents and educators during this
in differences inethical perspectives. The ongoing collaborative project described in this paper attempts todevelop the cross-cultural sensitivity of Indian and USA students through their reflections oncase studies that present ethical dilemmas in real-world situations. Central questions addressed inthis paper include: 1) How does a pedagogical model based on socio-cultural theory andincorporating cross-cultural activities support undergraduate engineering students in socio-cultural and ethical thinking? and 2) How do engineering students develop their professionalidentities through socio-cultural and ethical discourse? Based on socio-cultural learning theory,the present collaborative effort engages hundreds of students in professional
each of the 3Cs, and a short reflection survey including three open-ended promptsabout EM. A total of 38 UTAs completed the training module. UTA responses to the three surveyprompts were analyzed using qualitative coding. A team of researchers each independently coded the datainto categories and, where necessary, resolved differing results as a team. The categories were chosenbased on an in-depth review of the data before the coding process to determine common themes.Results Prompt 1: Craft question(s) you might use to spark curiosity. This prompt produced a wide variety ofresponses and was designed to encourage TAs to brainstorm questions that can develop the criticalthinking skills and curiosity of their students. The most common theme
structured reflective practices throughout the engineering curriculum. c American Society for Engineering Education, 2017Work in Progress: An Interdisciplinary Course Designed to Assist First YearStudents in Planning and Preparing for Success in the NAE Grand ChallengeScholars ProgramAbstractThis Work in Progress paper describes an interdisciplinary course for first year engineeringstudents focused on exploring the National Academy of Engineering (NAE) Grand Challenges,and recognizing societal issues that influence engineering solutions to those challenges. Thiscourse is offered as a part of the NAE Grand Challenge Scholars Program (GCSP) at ArizonaState University (ASU) to help students develop a personal plan for
concepts and techniques.However, a major portion of teaching still takes places in classroom settings. Educators adoptvarious pedagogical practices, teaching-aids, and technologies to engage students in learningthe course contents effectively within the controlled environment of classrooms. In ideal classsettings, an instructor should be able to reach out to all students regardless of their learningstyles. These learning styles could be sensory, intuitive, visual, verbal, reflective, active,sequential and global as defined in the Index of Learning Styles (ILS) classification system[1] - [5].Active and hands-on learning in environmental engineering is not new. More recently, theauthor has been involved in multiple studies focused on promoting
yetimplemented at another university have been developed.In an effort to broaden the impact of this project a summer workshop was held with a select groupof invited universities. Results from that summer workshop indicate a range of approaches fornew engineering pathways for pre-service teacher preparation will be required to reflect theparticular culture of the universities. Potential approaches identified include:• The use of a minor in STEM education to complement an existing engineering degree, this reflects additions to existing undergraduate engineering degrees• Post-Baccalaureate degree programs –this minimizes impact to undergraduate engineering degrees• Working with educational technology programs –they tend to have greater flexibility
CBET$40,000.00 1$20,000.00 0.5 $0.00 0 2007 2008 2009 2010 2011 2012 2007 2008 2009 2010 2011 2012 * Data do not reflect no-cost extensions for more recent years * Data do not reflect no-cost extensions for more recent
adding to the records of building companies. "Knowing how to do"of those workers happens in the building site and it is part of a structure of occupations, in whichunqualified workers apprehend an occupation side by side with more experienced workers.Finally to recognize that a better education degree is fundamental in the absorption of newtechnologies that demand new productive processes and consequently a new profile of handwork in the building site.1. IntroductionThe so called global work market has been changing drastically the workplace and the practices.Therefore reflecting about the data of the field research and of the permanent dialogue with thesubject of the investigation, it was built a referential to think the object study the worker
, 3) Models do exist for how students learn in solving unstructured problems, Page 14.250.3 4) The “Steps for Better Thinking” by Wolcott and Lynch11,12 and “reflective judgment model’ by King and Kitchener9,10 and advanced by others seem appropriate instruments for assessing experiential learning.Based on the research done to date, our collective and individual assessment of learning bystudents engaged in multidisciplinary team based projects at all four institutions will involve thefollowing: 1) The development of explicit criteria for success 2) On going, in-process assessment at gradable moments during