profile are in general satisfied, including the 30 %studying abroad. Many of the bachelor projects carried out abroad are located in emergingcountries which highlights the competence deficiency in countries outside the industrialized partsof the world.IntroductionThe general trend in society is towards increasing sustainability, including economic, social andenvironmental aspects. Sustainability is also related to corporate social responsibility (CSR),which can be referred to as the industry equivalent for businesses that intend to prosper in thelong run1,2, and is highly reflected also in engineering education3.There is an increasing demand on education in energy engineering in a broad sense, includinge.g. environmental technology and energy
misunderstandings in communication,factionalism, and disagreements between teammates 15–17. On the other hand, the great advantageof working in multicultural teams is that people from different backgrounds bring a broaderrange of perspectives, points of view and ideas to the team discussion that ultimate lead to morerobust, flexible and innovative solutions 15,18,19. Culture’s structural organization and practices are often reflected on team-member’sperspectives and expectations of team dynamics. In hierarchical, context-orientated cultures such Page 26.1177.2as China and Mexico, levels of authority are well defined and interdependence from others in
redundancy. MSE-2 was removed because of redundancies withMSE-1 and to reduce the length of the final MSE-SE scale. MSE-3 was also removed forunclear wording (i.e., because of the initial use of the term qualities rather than properties).Because MSE-7 and MSE-8 were examining the same concepts as MSE-9, they were removedfrom the scale. MSE-10 was similar to MSE-11 and hence removed. MSE-16 was removed as itwas similar to MSE-15. After discussion, both MSE-17 and MSE-18 were eliminated becausethese concepts were emphasized in general chemistry classes. MSE-20 was also taken out of thescale because some of the course instructors did not believe the reflected content that wasadequately covered during the course (time constraints in certain sections of
these factors, it is common for themto interrupt their academic progress for a semester or two, and pick it up later (or even drop it). Inaddition, these students can only take one or two courses each semester. However, for those whopersevere, they are usually more motivated and often possess a genuine interest to learn theengineering concepts. Furthermore, the online learning environment is conducive to a morereflective mode of learning in which students take time to reflect and relate course materials totheir own professional and life experience [12,13]. Many of our colleagues with long careers inengineering education feel that these students are a joy to teach and some are their best students.Another triumphs of the program is the use of
consistent with literature on introducing conceptsof race as a social construction to college-level classes13. Therefore, we sought to find a differentway to engage students on issues of race that broadened the conversation to issues ofenvironment, socioeconomic context, and marginalization/privilege for the second year of theexperiment.Using science to achieve health equity. Ethnic minorities are more likely than Whiteindividuals to receive poor health care14, 15. These disparities in key areas of health, whilealarming, reflect the realities of ethnic minorities’ social environments (i.e., racism,discrimination, and race-related stress), and are not simply the consequence of individualbehaviors and choices16. Bronfenbrenner’s Ecological Systems
different disciplines (electrical, mechanical, etc.) to work in anenvironment that reflects how engineers work in the real world. Our vertical integration methodenables sub-cohorts from different years to work together on different stages of projects in a PBLsetting. The objectives of the SPIRIT program will ensure an interdisciplinary environment thatenhances technical competency through learning outcomes that seek to improve critical skillssuch as intentional learning, problem solving, teamwork, management, interpersonalcommunications, and leadership.Support for the student scholars participating in this program incorporates several existingsupport services offered by the host institution and school, including a university productdevelopment
betranslated to 3 dimensional figure using inherent features. These are completely dimensionaldriven and use geometric relationships to reflect reality as close as possible based on the designintent 16.Students were given hands-on live tutorials on how to use SolidWorks® software tocreate and model the design of their intent. Figure 3 illustrates a sample 3D LEGO® part modelcreated by students. Page 26.269.5 Figure 3: 3D LEGO® Part Model Created in SolidWorks®Using uPrint® SE Plus 3D PrinteruPrint® SE Plus 3-D printer manufactured by Stratasys technologies was used to bring thestudent designed parts to life. This printer uses
National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation
internationalmentoring project that pairs U.S. women of color in engineering with a prominent international Page 19.28.2engineer in their field and the participation of a delegation of GEESN participants at twointernational conferences 1) The Latin American and Caribbean Consortium of EngineeringInstitutions (LACCEI) and 2) the World Engineering Education Forum (WEEF). This paperprovides an overview of the literature and promising practices that inspired the formation of theGEESN initiative, as well as the development of both project components. To conclude, thepaper discusses the next steps for the GEESN and reflects on the potential for expanding andreplicating
short timeframe. As would be expected, these efforts have driven theeducation sector, and in particular those concerned with workforce preparation, to developstrategic solutions for providing workers for this shifting economy.This study concentrates on the experiences of the study team in Germany during whichparticipant data was collected through the use of surveys, formative reflective reports, summativesector reports and individual participant research report methodologies. As a result, this paperintends to: • compare, contrast and present pre-‐ and post-‐travel participant knowledge of renewable energy policy, implementation and technician training in Germany • summarize and present participant key
historical actors clearly understood theirefforts along these lines, we want to suggest that from another perspective the division betweendescriptive and prescriptive efforts may be somewhat blurrier. Responsible dam engineerswould no doubt heed the ethical mandate for public safety, health and welfare, which mandatepresupposes the possible co-existence of dam and safe public. Any dam is projected as comingabout either through safe or unsafe engineering practices, and in a non-trivial sense this isprecisely how dams come to be. Yet, consider that both the safe and the unsafe dam exclude thefreely flowing river from reasonable existence. That engineering codes of ethics have never, toour knowledge, included instructions to “reflect on who benefits
them a wealth of learning and experiencethat may reflect their diverse backgrounds. Similarly, faculty may also bring new knowledgeinto their role as instructors, often borne from their international experiences. With the potentialfor so many differences in knowledge and perspective, the prospect for learning barriers to affectthe inclusivity of classroom instruction is high. Accordingly, the richness of perspectives may belost if effective efforts are not made to create a safe environment with a sense of belonging andcollective ownership.2As a first step toward investigating the effects of diversity on the interface between students,instructors and the learning environment, a group of instructors at Northeastern University inBoston
scale.However, there are a number of sub-components within each factor. For example, sub-components of Level of Academic Challenge are higher-order learning, reflective and integrativelearning, learning strategies, and quantitative reasoning. Overall, the NSSE measures a wholehost of students’ experiences. However, the primary focus of PosSES is on students’ engagementin out-of-class activities. One other difference between the two instruments is that the NSSE isadministered to first-year students and senior-year students, while PosSES can be administeredto first-year through senior-year students. PosSES includes all of these high impact activitiesalong with others we identified through reviews of the literature, web searches, and a Q-studyusing focus
before thesetendencies turn into actual departures. Such early career studies require looking at motivation,because motivation is a critical determinant of future behavior.Although all motivation theories share the common goal of connecting people’s behaviors tospecific motivations, self-determination theory (SDT) is particularly useful because it drawsimportant distinctions among the types of motivations that people experience.15,16 SDT identifiesa continuum of motivation types, ranging from controlled to autonomous. Autonomousmotivations are distinguished from more controlled motivations in that they are driven byinternal rewards rather than external and reflect that an individual is self-directing his or herbehaviors, resulting in greater
: ❏ It involves the management of natural resources ❏ It directly impacts energy use ❏ It directly impacts land use ❏ It directly impacts water use ❏ It has social impacts ❏ It has economic impacts ❏ It is related to urban planning ❏ Other:Learning Reflections – First Response In order to understand participants’ first reactions to each of the learning activities theywere involved in, we asked them to complete a “quick and dirty” written response sheet whichasked them to rate the primary learning activity of the day (on a scale of 1 – 5 with 5 being thebest) and to record something they thought they had learned and would “take away” from theactivity. Respondents
parents’ expectations, what appealed to them most, and what they were mostconcerned about.Semi-structured interviews were conducted with faculty at mid-semester. These interviewsaddressed faculty’s experience with students and other faculty, and their beliefs about what wasgoing well and what could be improved for next time. Researchers also attended and took notesat faculty reflection sessions. Finally, class observations were conducted to inform ourunderstanding of the other data sources.Data AnalysisDescriptive statistics were used to summarize closed-ended survey data. Qualitative data frominterviews and open-ended survey items were analyzed using the constant comparative methodfor naturalistic inquiry [27], to discover themes related to
learnedprogramming skills. Kai’s experience with Lego Robotics is an example of this. When askedwhat he learned from participating in an informal learning experience, Kai responded, “Well Idid learn how to program Lego Robots.”Some of the children are learning very hands-on, practical skills as they engage in engineeringthrough informal experiences, while others are wrestling with conceptual ideas. Alexander isactive in 4-H, and he has done many projects in electricity. Marcus has a great interest inphysics, and learns most of his engineering ideas from his participation at local universityoutreach programs and his interaction with tutors and experts. In Table 3, we share two examplesof what students or parents reflect on as their learning, and include an
country, but it is a major barrier at my institution.I otherwise believe that advocacy needs to be a formalized institution-level mission and goal, andit must be genuine. If it is not for the right reasons (such as public relations), then thoseindividuals within the institution will see through it and potentially lose confidence and morale.It cannot simply be words or data; there has to be action, and institutions cannot fake this. I alsobelieve that it is a barrier if the leaders of the institution do not speak and act consistentlybetween their public and internal personas. These leaders cannot speak of how important equityis and then internally emphasize efforts that do not reflect this
developing since the 1970’s, led largely by Dr. David Kolb; this theory is based “ona learning cycle driven by the resolution of the dual dialectics of action/reflection and ex-perience/abstraction” 43 . The importance of experiential learning has been discussed for themedical field 1;3;9;15;18;33;61 , engineering 2;19;76;84;85 , leadership roles 16;29;32;34 , and general edu-cation 7;58;86;87 . For further reading on broad applications of the experiential approach, Kolbhas compiled bibliographies containing numerous works spanning decades 44;45;46;47 . Burger found that experience with actual work is one of the strongest factors affectingcareer choice 22 while Tuss concludes that “experiential education strategies will strengthenschool science
which students intended to persist in their major. In thecivil and architectural engineering course, students also wrote a reflective essay where they Page 26.1449.6indicated their intent to stay or leave engineering; this information was used to compare with thesurvey data.Data analysis to compare the pre- and post- survey results used two methods. First, Wilcoxontests were used to compare pre- and post- responses from the same students. The Wilcoxon testwas used because it is suitable for ordinal data and does not require normally distributedresponses; this is in contrast with the more traditional paired t-test. In the case of the civil
life; 2) To positively contribute to retention and transferthrough active involvement in a research mentorship program at a baccalaureate-granting Page 26.1576.5university, and 3) To provide academic and professional development to students through theresearch experience and seminar to orient students to university life and to the culture of researchin their disciplines.With a transfer rate of 69.1%, the goals of the program are being realized, as reflected in themajority of the students who opt to enter a 4-year school the semester after SCCORE or whogain a committed intent to do so after they return to complete their community college
’ communication and teamwork skills4. It can also enhance students’ intrapersonal skills by promoting self-efficacy, character building, and resilience5. All of these traits are commonly cited desired attributes of a global engineer working in a multi-disciplinary world, and are reflected in engineering accreditation requirements today6-8. Project-based learning in particular can simulate an industry-like environment for students, to facilitate the development of the skills required for practicing professional engineers. In project-based learning, students are formally instructed to ensure they have the foundation of knowledge needed to work on and complete the project assigned9,10. Emphasis is
betterunderstand the challenges facing the creation of inclusive and effective educationalopportunities. In engineering, four interrelated factors have been noted as barriers to thepersistence of academically talented students that face financial limitations, as is the case formany of our multicultural students20, 21, 22: ● Lack of Engagement/Sense of Belonging ● Underdeveloped Professional Work Ethic & Goal Setting Page 26.1751.5 ● Insufficient Opportunities to Gain Practical Competence & Reflect on Learning ● Working for PayTalented young women, as well as multicultural students, too frequently pursue careers in otherfields or
, through case-study analysis, we present potentialpathways towards including affect and identity in how we model engineering students’ moraland ethical reasoning about socio-scientific issues.Specifically, we present two case-study accounts of how future engineers think about anengineer’s responsibility towards the social and global impact of their work. The case studiesdraw from video-taped semi-structured interviews of two undergraduate students whom we'll callTom and Matt. In the interviews, Tom and Matt reflected on the use and impact of weaponizeddrones in the US war in Afghanistan. Through investigating how they think about the socialimpact of drone warfare and how they think about the responsibility of engineers involved in thedesign of
Group C 3.47 1.19 Group D 3.24 1.33Team online discussion makes me reflect on the course content Group A 2.88 1.24in a deeper level. Group B 2.72 1.06 Group C 2.75 1.32 Group D 2.91 1.42I frequently respond to the post from my group members through Group A 3.53 1.45online discussion. Group B 3.28 1.11
process was fair29. In one study, participants challenged the merits of tenure if itdoes not allow for research and service in the areas of diversity32. One participant explicitlyrecounted her department chair recommending she remove all diversity-related efforts from hertenure packet because she did not want to be “[…] known as an Affirmative Action [supporter],”as it would reflect negatively before the committee32. Success. Success is defined in many ways. One study explicitly explored the definition ofsuccess for Black female faculty to shed light on unique motivations of this demographic33.While one participant listed gaining tenure at a predominately white institution and publishing intop journals as success33. The rest of the
evaluate a construction plan. The tests will be in the formof open-ended questions. The questions will require the students to reflect on the planning andmanaging of the construction process for a hypothetical building structure. These cognitive andthinking skills paired with problem-solving skills provided the foundation for the development ofan assessment rubric. This assessment rubric provides an evaluation framework to assess andscore student’s performance on the pre- and post-test. This rubric will be utilized to facilitatefuture analysis. Each question of the test has a paired learning objective and thinking skill,together with a four-level scale evaluating the student’s performance.4. Conclusion In this paper the authors have
competitiveworkforce in STEM fields (e.g., Presidential Awards for Excellence in Science, Mathematics,and Engineering Mentoring16). Linked with larger policy considerations reflecting civil rightsconcerns and the ability of the country to be competitive in a global economy, thesepolicymakers and agencies have specifically identified the importance of mentoring inconjunction with the career development of underrepresented groups in STEM fields, includingwomen in STEM fields.In this paper we report on the junior faculty cohort mentoring program developed by the Womenin Science and Engineering (WISE@OU) program at Oakland University, funded by an NSFADVANCE grant. We first begin by providing background information on the WISE@OUprogram and then discuss the
Engineering Education, 2015 Development and Pilot Test of the Rate and Accumulation Concept InventoryAbstractMany of the rate of change and accumulation processes that we commonly encounter reflect thebehaviors of complex systems. Solving complex system problems within engineering requiresthe ability to interpret the meaning of a function that is modeling a dynamic situation. Thisability is essential for engineers. Thus, knowing how students think and learn about rate andaccumulation processes in complex systems can help educators better prepare students for theirengineering careers.Engineering students often have various robust misconceptions that can persist throughout theireducation and may hinder their
Page 26.606.5participants and has grown to 33 women students as of the 2014-15 school year. Evaluation dataand student and faculty input presented in this paper reflect the experiences of the study group over the 5 years in which the program has been operating. Figure 1 shows the participants byyear and the mix of freshmen and sophomore students. Because of generous donations, theprogram has been able to increase the number of student mentees over the past five years. 1st-‐year Students 2nd-‐year Students Faculty Mentors