, classroommanagement practices, and school administration issues.The course schedule has been included in the Appendix, as well as an education bibliography thatwas supplied to all the course attendees.V. Results of First OfferingOverall, it is felt that the first offering of the course was successful. No students dropped thecourse. All students agreed on a final reflection piece that they knew significantly more aboutteaching and had more confidence at the end of the course than at the beginning.During several formative evaluation sessions, using plus/deltas, brainstorming, and reflectionwritings, there were several recommendations that were utilized in the latter portions of thesemester and many more that will be incorporated in the next offering of the
in creating writing-related activities that would serve thebroader goals of the course: helping students succeed and stay in engineering. These newlistening, reading, writing and oral communications assignments introduce freshmen to theexcitement of engineering and help them envision themselves as engineers. Many of theassignments focus on the relevance of science and math to the challenging and creative work ofengineering.This paper explains a sequence of communications assignments that encourage critical thinkingand reflection about the intellectual and practical dimensions of engineering. The first group ofassignments integrates practice in Internet searching, listening, note taking, responsive writing,reading and academic writing as
DBT cyclestudents, successfully develop their engineeringepistemic frame, and also provide a wealth of Prototype presentationdata for assessment of learning and professionaldevelopment that can inform the design of future Exit Interviewcourse, curriculum and learning innovations in Figure 2. Nephrotex workflow diagram. DBTengineering disciplines. = design, build, test.AcknowledgementsThis material is based on work supported by the National Science Foundation under grants DUE-0919347 and EEC-0938517.Bibliography1. Schon, D.A., The reflective practitioner: How professionals think in
learn new ideas and new methodologies. Theproject described in this paper, although not a new technique, gave the student a chanceto work in a research related field. As part of the preparation for the work the student wasgiven basic information required for any research project. A review of various relatedstatistical concepts was also completed. This paper reflects the work done in this seniorproject course by the student and the advisor. The paper describes two work samplingstudies, one each on a residential project and a commercial project.IntroductionLow productivity is a key factor in the high construction cost1. A number of problemsaffecting productivity can invariably be noted when the activities in progress on a typicalconstruction site
self-report measures to assess program outcomes.1. Introduction Service-learning is the focus of considerable research and is a feature within manyengineering programs. Within engineering education, design courses embedded in service-learning provide a way to promote students’ development of technical and professional skills forsolving applied problems. The ability to create learning environments for engineering students toapply mathematical and scientific principles when solving applied problems is critical forpreparing students for careers in engineering2. The need for engineering programs to producestudents proficient in these skills upon graduation is reflected in ABET EC 2000. Service-learning courses may provide engineering
thereforebeen emphasized in a technical course, and a non-technical course was designed to exploresustainability issues in a global development context. Student participation in Engineers WithoutBorders (EWB), a service organization with a mission to provide sustainable engineeringsolutions for developing communities, also provides informal learning opportunities.These three venues provide different contexts in which to understand sustainability. Theirdifferent emphases produce varying perspectives on sustainability and different levels ofawareness, especially about the social impacts of engineering design and practice. This paperprovides a reflection on the ways in which the environmental, social and economic aspects ofsustainability appear to lend
combined with a student-driven-inquiry teaching style16. Similarly, WISEngineering will incorporate non-linear onlinenavigation elements and will emphasize students’ deep exploration of content. Building upon these approaches, we developed WISEngineering to support authenticengineering design, to foster reflection through the documentation student work, as well as toencourage collaboration among peers.Supporting Authentic Engineering Design Learning from inquiry or design-based approaches depends on careful, appropriate choiceof tasks. Chinn and Malhotra17 define a continuum of scientific inquiry from simple to authentic,with school science often occurring on the simple end, involving over-simplifications and fewdecisions made by the
inproblem solving teams when their unique skills, abilities, or knowledge can contribute to theshared objectives. Part of this development makes use of Myers-Briggs Type Indicator ® StepII. This assessment provides scores on 40 facets of the eight Myers-Briggs Types. An objectiveof the course is to help students develop a richer vocabulary for thinking about themselves andothers. An individual’s clearest facets are used in the course by each student as part of theirweekly reflections on assigned readings. A visual display of the team’s integrated vocabulary isused as a guide in team decision making. A standard transition from Sensing to iNtuitive toThinking to Feeling then back to Sensing is used as students learn to transition between
course in which students arechallenged to apply concepts of sustainability through tangible and appropriate projects carriedout with a partnering community/project. The Pennsylvania State University is a publicuniversity with 36,749 full time undergraduates and 6,418 graduate students. The flipped classwas of similar design and make-up, containing 12 students of mixed majors and years in school.Both classes were pilot programs for the National Energy Leadership Corps (NELC). TheNELC is a joint program under development at Penn State and UPitt and is designed to teachstudents about home energy efficiency and sustainability and empower them to conduct homeenergy assessments in their community. The design of the program reflects the need
making utilizing theinstrument. Traditionally, engineering curricular approaches to ethics have been case-based orhave centered around lecture and discussions about ethical frameworks. While necessary, suchapproaches can be supplemented by individual assessments of students’ ethical reasoningabilities and reflective activities about the tasks. Specifically, we address curricular interventionsin multidisciplinary project teams focused on real world applications. These interventions Page 23.1350.3leverage the utility of engineering ethical reasoning models and instruments into curricula. Wefocus on the EERI but recognize that similar models and
form of the industry experience so the reason why I joined is kind of similar to what the reason why I did Co-OP. I wanted an experience that would teach me something that I probably wasn't going to get from classes and would be more team based as well.” -JohnJohn was not alone in his reflection that he wanted to participate in a humanitarian engineeringproject but did not have the terminology before participating in CEDC. Clemson University doesnot currently offer a humanitarian engineering major, so CEDC allows students to be introducedto and explore humanitarian engineering within their various curricular structures. In addition toreal world connections, Sam and Rachel heard about specific projects within CEDC and
scholarship in real-world contexts. The programdoes this through graduate seminars, collaborative courses, peer/faculty/industry mentoring,convenings/symposia/events, and the Summer Incubator. Within this framework, the primarygoals of the incubator are to develop scholarly identity, build community, connect acrossdisciplines, practice core research skills, learn ethics in context, and develop professionalcommunication skills.The Summer Incubator course combines a studio-based learning environment with a designframework whose built-in cycles of reflection and iteration – with an emphasis on prototyping–foster cross-disciplinary connections. We drew inspiration for the structure of the incubatorfrom the design sprint [6], a method created to
like Hemo Globin and Myo Globin responding to a job to deliver oxygen to cells.When asked to respond to the case study done in class, students write short (1-2 page) reportsresponding to questions such as how they responded to the clicker-like case, whether or not theyagreed with the judicial panel’s decision (for the trial), what role they played in the environmentalscenario, or by providing a resume for Hemo Globin or Myo Globin for the discussed job. A questionon the final exam allowed the students to reflect on their favorite case and what they learned related tothe course topic. The Case Studies in Science site is a great resource for case studies that can be easilyincorporated into lecture, lab or discussion sections. There are case
card on EngineeringUnleashed.com,and (5) Upload a minimum of four completed student metacognitive reflection submissions tothe learning management system.2.1.2 Curriculum Development - Training Overview The professional development training followed the backwards curriculum designapproach ([11], a structured approach to curriculum development that ensures student learning isguided toward assessments designed to provide evidence students have mastered the learninggoal or objectives. Participants received peer and facilitator feedback three times throughout theprofessional development program. The Learning Goal was provided to the participants [8]. The purpose of the learninggoal is to articulate how students will be changed as a
ideas, formed teams,worked to identify and address important elements and issues, and presented their project. Thispaper briefly describes the current and planned structure of the Palm GreenLab; describes theStartup Weekend; reports results from participant reflections; and outlines lessons learned andfuture directions. Projects included agricultural products, education software, and electionsoftware. During the weekend, participants completed a Strength - Improvement - Insight (SII)reflection. Strengths focused on teamwork and collaboration, entrepreneurial thinking, andcreativity and problem solving. Improvements focused on teamwork issues and the foodprovided. Insights focused on the value and challenges of teamwork.1. IntroductionPalm
these environments. However,whether LGBTQ students experience self-concept or social fit may determine avoidancebehaviors that may ultimately lead them to abandon a STEM major and their STEM career goals.The disclosure of LGBTQ identity to others then reflects both higher self-concept fit and socialfit in that LGBTQ students can be their “true selves” in STEM environments and have theirLGBTQ identities validated by their peers. The decision to compartmentalize LGBTQ identitieswithin STEM environments reflects social identity threat posed by a lack of self-concept and/orsocial fit. Given what prior research has indicated about the LGBTQ climate in STEM, then,these environments would be expected to pose more social identity threat than many
pre-studyof existing and best practices (activity 1 in figure 1) and on establishing and testing out virtualSTEMlabs (activity 4) as well as on recruiting schools, pre-college engineering institutions andteachers to LabSTEM (activity 5). In early 2022, the iterative process of developing a problem-based and STEM-integrated teaching approach and testing it in practice has commenced(activities 2 and 3).Preliminary findingsAs DBR allows for, and emphasizes the continuous reflection on and adapting to potentials,challenges, and critical issues in practice to improve theories, methods, designs, and practicingawareness and reflexiveness is crucial in all stages of proposing, preparing, facilitating andassessing research and educational designs
, but ratherdue to the unpredictability of the number of projects each semester, the specific needs of thoseprojects, the number of students from each major taking Capstone that particular semester, andthose students preferences regarding the available projects. Potential systemic solutions to these issues all have clear limitations. Removing theability of the students to provide project preferences would likely exacerbate the enumeratedproblems. Requesting that sponsors provide a larger number of potential projects that could beimplemented selectively depending on the distribution of student majors in a given semester is anexcessive burden on sponsors and likely would not reflect their needs regarding potentialimmediacy of solutions
discussion on preparing for multi-campus course development.• Reflect on some best practices for teaching multi-campus courses in an international context.As implemented, learning material for this module is heavily interactive and includes videos andH5P content such as slideshows to promote engagement. Learning activities are structuredaround reflection and role playing, where the student considers the possible variety of learningexperiences available within a multi-campus learning context. By framing benefits andchallenges early in the course, participants are provided motivation to approach the rest of themodules through a very practical lens.C.3. Module 2: Multi-campus instructional frameworkThis is an asynchronous module and is the last module
accounting of how the experience generated by thecrossroads that the program creates, share how they are served by the program. The experiencesgenerated between the professional interdisciplinarity, the approach to infrastructure’ssustainability, and the concept of resiliency have impacted the experience of servingness forstudents in the program. This paper presents students’ reflections on the contribution of RISE-UP in students’ development of the following non-academic outcomes of servingness:leadership identity, critical consciousness, research and graduate school aspirations and civicengagement.2. Methods and Results.The methodology selected for this study is based on case studies. Case studies can be used togain insight on in-depth personal
Latino/a/x teachers. The research teamcoached teachers to create and adapt engineering lessons for their students, which included a highpercentage of students classified as ELs. Together we created a community of practice that fosteredconfianza (trust) [9] and colaboración (collaboration) where teachers could share and have access toexpertise from member of the community of practice, and facilitated through both formal and informalinteractions. These strategies were intended to serve as a resource for collaborative reflection anddeeper learning of and about engineering and funds of knowledge. Three researchers with expertise inengineering, bilingual education and learning sciences facilitated the coaching sessions whereworkshops, monthly
thinking and reasoning. To be effective problem-solvers, students mustunderstand the relationship between the MKT, SRC and SRM throughout the problem-solving activities.Four research questions will guide the research: (1) How do students perceive their self-regulation ofcognition (SRC) and motivation (SRM) skills for generic problem-solving activities in EM courses; (2) Howdoes students’ metacognitive knowledge about problem-solving tasks (MKT) inform their Taskinterpretation?; (3) How do students’ SRC and SRM dynamically evolve?; and (4) How do students’ SRCand SRM reflect their perceptions of self-regulation of cognition and motivation for generic EM problem-solving activities?A sequential mixed-methods research design involving quantitative and
. • Developed Separate evaluation instrument for each focus area. • Conducted several evaluations site visits.Faculty involved: Seven (7)ResultsIn this project, faculty peer observation was conducted in two groups, with one group focusing onthe flipped classroom model and the other on lecture-based teaching method. Both groups startedby developing a peer observation instrument that was specific to their teaching modality. The maincontent for these two instruments is shown below in table 1. This instrument was used to gatherfeedback from peers on various aspects of teaching, including course design, classroommanagement, and student engagement. The results of the evaluation showed that the peerobservation process encouraged instructors to reflect on
programming constructs, (2) facilitatingcollaborative learning, and (3) implementing pedagogical strategies for differentiation. Thesethree practices are not novel; in fact, they are supported by extensive research in computingeducation and cognitive science [7, 8, 9, 10]. We provide reflections on strategies to adapt thesepractices to support instructors in resource-constrained settings in enabling computing for all.MethodologyThe approach discussed in the paper is exploratory and incremental. The first author, who alsoteaches an introductory programming course, observed that towards the end of the semester, manystudents who completed his introductory programming course voiced uncertainty regardingvarious concepts covered in the class. The
objectives of the module 0% Lesson Theory-focused passive content with 10% automatically graded quizzes at the end of the content. Emulate Long-form video showing worked 20% example problems using a think-aloud protocol. Students are required to submit the emulated problem solution. Activity Akin to traditional homework, these are 30% new problems that can be solved using the tools and techniques shown in the emulate and lesson content. Reflection Self-reflective survey about the students’ 3% learning. Next Steps Project mini-milestones aimed at
, sophomore laboratory course?IntroductionThis work-in-progress study assesses the impact of reflective practices, including peer reviewusing a co-created rubric, on written assignments in a sophomore-level, biomedical engineeringlaboratory course. As an introduction to experimentation, the course covers the statistical designof experiments and the quantification of measurement data quality. Topics include problem-solving skills, scientific writing, and hypothesis generation amongst other research-related topics.Evidence-based pedagogy used in the course includes standards-based grading and reflection.This study is motivated by work demonstrating the inclusive and effective nature of peer review,co-created rubrics, and standards-based grading. An
entrepreneurial-mindedlearning (EML) with DEI efforts through the design prompt. It is beneficial to make connectionsfrom historical designs to inspire novel approaches to design opportunities. Reflecting onindividual’s unique designs and their individual influences from historical approaches can bringawareness. It can be difficult to initiate conversations around DEI, especially in engineering designclassrooms. The incorporation of DEI in this DfAM workshop helps to naturally coach students toengage in an inclusive classroom environment where they feel an increased sense of belongingand become more socially aware of others differing cultures by talking about one’s own uniquebackground with classmates. This workshop spearheads discussions on diversity
equipping faculty with the knowledge and skills necessary to create such opportunities. This work is integrated with Dr. Zastavker’s efforts to understand the ways in which such environments may be sup- ported by critically reflective practices and how these environments serve to induct engineering students into educational careers. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and imple- mentation of project-based experiences in fields ranging from science to engineering and design to social sciences. ©American Society for Engineering Education, 2023 Lessons Learned doing Secondary Data Analysis in Engineering
layers, to calculate contrast of reflected light betweenregions with a crystal and without. The equation was noted to be easily derived to fit multiplelayers of incidence stacked on top of one another by changing electric field (E) equations withmatrix forms. We begin from matching the E-field above and below each interface:𝐸𝑛 = 𝐸𝑖𝑛 + 𝐸𝑟𝑛 = 𝐸𝑡𝑛 + 𝐸′𝑟(𝑛+1) ,where n represents the layer count, i indicates E-field from an incident ray, r from a reflected ray,and t from a transmitted ray. The prime indicates a phase shift across the thickness of the layer.The light’s magnetic fields (H) are described in the terms of electric fields in the form: 𝜖𝐻𝑛 = √𝜇0 (𝐸𝑖𝑛 − 𝐸𝑟𝑛 )𝑛𝑛−1 𝑐𝑜𝑠𝜃𝑖𝑛 , 0where nn is the
from historicaland cultural perspective. This research first analyzes the origins of entrepreneurial culture inhigher engineering education; secondly, explores the influences of entrepreneurial culture inhigher engineering education; finally, analyzes the implications of entrepreneurial culture inhigher engineering education based on a cultural perspective, especially in the culturalecology of Chinese mainland. This research preliminarily shows that the practice ofengineering entrepreneurship education within colleges and universities in Chinese mainlandurgently seeks rational reflection on the inheritance of traditional culture, the valuesexcavation of traditional business culture, the value recognition of entrepreneurship education,and