exploring constructionist learning for a new generation of young people. In after-school and out-of-school settings, educational robotics became uniquely supportive for applyingconstructionism to engineering design education [22]. Similar to the early promotion of Logo,the hands-on engineering design affordances of educational robotics is purported to advance stu-dents’ knowledge and skills by flattening the hierarchy between concrete and formal thinking[23], [24], [25], [15]. As children engage in robotics activities they are given the opportunity to learn-by-doing,a foundation to constructionist design that reflects real world enterprises and encourages the ma-terial exploration of “big ideas” [26], [12], [2], [27]. Robotics kits for out
undergraduate mentors to reflect on theirassumptions. They re-conceptualized learning as a collaborative action as opposed to thetransmission of knowledge from a teacher to students [23] and overcame their frustrations andstruggles with the program. Accordingly, they began to play the role of a collaborator and partnerwith children and developed productive and meaningful learning experiences for themselves andthe children.In our work, for several years, we have been implementing workshops for teachers and theirstudents, to allow them to jointly learn the fundamental concepts, engineering design, andengineering practices through hands-on learning with robotics. Using the characteristics ofinformal learning [16], we identify our workshops as a semi
differences in the mean between the two samples. In thisstudy, statistical significance is assumed to be referring to a significance level of 5%. It isclarified that, although a more accurate statistical analysis that would account for properprobability distributions and sample sizes is possible, the analysis presented here is consideredsufficient to identify trends within the context of this study.According to these tables, the proposed assessment model clearly improves the quality of courseinstruction and learning environment during the semester and results in higher studentsatisfaction, particularly as this latter is reflected in the overall rating of the course and instructor(Q7/Q8 and Q16 in Tables 1 through 6, and several questions in Tables 7
: “Compared to other PD I participated (not a part of the SfT PD series),the amount I learned in this PD was:” 66.4% answer Much more, 23,7% Somewhat more and8.6% About the same. This affirmative answer is also reflected in the responses of the open-ended questions.When asked the question: “Overall, the course was:” 71.1% answer Excellent and 25.7%answerVery good.4.2.1.3 – Open-ended questionsAfter reviewing the response of the open-ended questions, it is possible to see some patterns.These common constructs are presented below:To the question: "What elements of the PD most contributed to your learning?", the vastmajority expressed that the use of hands-on activities to develop the concepts. Also, to constructthe artifacts involved in each module was
level contributes to this vision. Despite some gains in recent decades, women faculty inengineering are still underrepresented. Between 2006 and 2016, the proportion of women facultyin engineering grew from 16% to 23% at the assistant level, from 11.9% to 18.3% at theassociate level, and from 3.8% to 10.6% at the full professor level [2], [3]. While the proportionof women faculty at the lower ranks has increased significantly, the limited representation ofwomen at higher faculty ranks limits their potential for reaching leadership roles andcontribution with significant decision-making to influence engineering education [4]. Althoughthe presented gains are of value, and may already reflect the effect of multiple initiativesimplemented to support
change their institution’s policies and practices, they are also seeking out mentors [10],[12], and [23]-[27], and networks of mentors [11], [12], [19] to provide strategies and support asthey move through their academic lives. This paper provides four examples of conferencesdeveloped by universities as an avenue to build communities for women of color who are currentor prospective faculty members. Goals, strategies, outcomes, and lessons learned from each ofthe conferences are described. The strategies reflect the varying cultures of the institutions andindividuals involved in developing them. The paper concludes with a summary of actions theseuniversities are taking forward to continue to build communities and networks for current
and flagged to generate a listing of internally consistent, discretecategories (open coding), followed by fractured and reassembled (axial coding) of categories bymaking connections between categories and subcategories to reflect emerging themes andpatterns. Categories were integrated to form grounded theory (selective coding), to clarifyconcepts and to allow for interview interpretations, conclusions and taxonomy development.Frequency distribution of the coded and categorized data were obtained using a computerizedqualitative analytical tool, Hyperrresearch® version 3.5.2. The intent of this intensive qualitativeanalysis was to identify patterns, make comparisons, and contrast one transcript of data withanother during our taxonomy and CPPI
correctly. Also, those who did not know the rules regardingfriction force could not predict correctly or changed their ideas to correct ones after engagingwith the PMT. These findings are aligned with prior studies that claimed that the PMT is not asufficient tool itself to improve physics content knowledge (Triona & Klahr, 2003; Zacharia, andOlympiou, 2011). Identifying false affordances that leads to misconceptions and perceptible affordances of PMT,can help to inform the design of visuo-haptics simulations that considers the learner as the centerof the design process. For instance, a perceptible affordance of the PMT we identified was thatthe sense of touch helps participants to explain and reflect about their reasoning of each scenario.We
curriculum.AcknowledgementsThis project is supported by the National Science Foundation through the ImprovingUndergraduate STEM Education (IUSE) program, Award No. DUE ########. Any opinions,findings, and recommendations expressed in this paper are those of the authors and do notnecessarily reflect the views of the National Science Foundation.REFERENCES President’s Council of Advisors on Science and Technology (PCAST) (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Retrieved from http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25- 12.pdf National Research Council and National Academy of Engineering (2012). Community
programdifferentiates it from clubs and extracurricular activities. Participation in VIP earns studentscredits toward their degree requirements, engaging students who might not otherwise have timefor extracurricular activities. The grading aspect holds students accountable for theirperformance, with letter grades maintaining a higher level of engagement than do pass/failgrades. In support of the grading and evaluation, VIP programs require students to maintainrigorous documentation of their efforts, typically in the form of VIP notebooks or institution-approved electronic portfolios. VIP programs also involve peer evaluations, reflecting the team-based nature of the course. Georgia Tech has developed a web-based peer evaluation tailored toVIP, which will soon
questions. First andforemost, the responses emphasize the importance of investing time and resources in educatingyour own undergraduates about the options available to them at their home academic institution.As reflected in the data, a number of students will opt to stay an additional fifth year to obtain amaster’s degree especially when they are not considering continuing on to a Ph.D. Furthermore,keeping faculty informed of your programs will pay dividends during the recruiting season. Evenin this advanced technological age, quality students continue to reach out to faculty members foradvice on where to attend graduate school. The combined response totals for interactions withfriends or program alumni as a significant factor in their decision to
balanced to prevent overrepresentation ofstudents from a single high school or program to reflect the demographics of New York City.Students typically had a grade point average of 87-93 out of 100. Scholarships were providedbased on family income after the student was accepted.Survey LogisticsAn entry (presurvey) and exit (postsurvey) questionnaire pair for 2018 was designed to evaluatestudent development through the use of Likert scale, checkbox, and open-ended questions,approved by the Cooper Union Institutional Review Board. The questions and selectableresponses to the presurvey are recorded in Appendix B, while those to the postsurvey arerecorded in Appendix C. Participants were students in the summer STEM program, with studentand parent
offering.AcknowledgementsThis material is based in part upon work supported by the National ScienceFoundation General & Age-Related Disabilities Engineering (GARDE)Program under grants CBET–1067740 and UNS–1512564. Opinions, findings,conclusions, or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the NSF. The authors acknowledge the students that participated in this effort and their work in termsof example images and data that they provided for this paper. This material was included withthe written permission of the students. References[1] "iHealth Feel Wireless Blood Pressure Monitor," iHealth Labs Inc., 2017, https://ihealthlabs.com/blood-pressure-monitors/wireless
, hispassion for the arts led him to launch a business where he could combine his engineeringknowledge and skills with music. Unlike Alejandro, he did not see a disconnect with engineeringand the work that he is doing; rather, he wishes that his formal engineering education could havebeen extended to include developing interpersonal skills and business skills to enable people toleverage their ideas and pursue their goals. According to Cane, his future will include continuingto make the things he is making, to expand his business to other products, and to get involvedwith teaching again. Cane’s pathway reflects one that was driven by early childhood experiencesand a pursuit to use his engineering education to implement his art.Stephen’s pathway is
included as a category to reflect a team’s effort; an equivalent scoringrubric was developed for the report. These scores were used in the final grades of teams. In mid-2000’s both the scoring rubrics were revised again to include References and Bibliography, andFigure and Tables. These rubrics, used for proposal and report, are presented in Appendix A.1and A.2, respectively. These rubrics would hereafter be referred to as “original rubrics.” By2007 all CEE faculty advisors were grading the proposals and reports of all teams and using thescores to decide on the final grade.In 2013 the authors decided to revamp the scoring rubric for several reasons which are discussedbelow with the presentation of the proposed rubric.Research GoalsGiven the wide
whenplaced within the context that considers the professor’s specific objectives, the complexity ofthe subject matter, the physical setting of the classroom, and the capabilities of the learners.The challenge is to choose a suitable method at the appropriate time. Understanding the prosand cons of the lecture method is a helpful starting point.Lectures have a number of characteristics that does make them, for the right subject matter,desirable in the classroom (14) .It does, to a great extent, depend on the abilities andexperience of the lecturer. An able and committed lecturer can accomplish the following: 1. Relate the material proficiently and effectively, in a manner that reflects lecturer’s personal conviction and grasp of the subject
acquisition systemand a computer, allows the registration of position, velocity and acceleration. Data can beworked in distinct ways highlighting a set of concepts and measurable values. Using differentsuspended masses there are a lot of possibilities to explore.Figure1. Kinematics experiment.Along the semester all of the groups worked on all of the experiments. At the end, eachstudent had to make a public presentation about one of the experiments. Each one was totallyfree to choose how to do it. This is an important issue because, on the one hand, studentshave to reflect about the concepts involved, the results obtained and conclusions drawn. Onthe other hand, they can develop skills related to analysis, synthesis and communication suchas, the
comparisons known asvicarious experiences when asked about the experiences that influenced their confidence insuccess in an engineering course. By comparison, second-year chemical engineering studentsretained this tendency to reflect on vicarious experiences; however, their perception of theexperiences illustrated a gradual shift from seemingly competitive comparisons to comparisonsthat led to feelings of camaraderie and the formation of peer support networks. Moreover, CHE205 students were also influenced by an experience described much less frequently by first-yearstudents: personal mastery of material.One of the first longitudinal, qualitative investigations of engineering students’ efficacy beliefs,this study supports the tenants of self-efficacy
principles in physics can be crucial––using theheart to illustrate the principles of a pump was found to interest girls more than an oil rig; and theneed “to put effort into making sure the way the material is presented reflects girls’ interests inhuman service occupations, human needs, and biological systems” was stressed 1.Researchers also agree that mentors and role models are important from the early grades andthroughout a woman's career in science or engineering 4, 10, 11, 12. Programs for girls combininghands-on activities, role models, mentoring, internships, and career exploration have improvedgirls' self-confidence and interest in STEM courses and careers 13,14.For both genders, hands-on experiences such as using tools and equipment have
materials exists, the format is generally not suitable for easyuse by educators, and the materials do not reflect recent advances in pedagogy. Assembling anddistilling these materials into onscreen (PowerPoint) presentations and board notes, with thenecessary supporting documentation, will be of immense help to the engineering professorate. The format of new cases developed will follow that of papers previously published andcited above. These cases used the following outline: • Design and Construction • Collapse/Failure • Cause(s) of Failure • Legal Repercussions • Technical Aspects • Professional and Procedural Aspects • Ethical Aspects • Educational Aspects The fully developed new cases, as well as the
the multidisciplinary aspect ofengineering related activities in order to show connections between math and science.AcknowledgementThis material is based upon work supported by the National Science Page 12.785.10Foundation under Grant Number 0440568. All opinions expressed withinare the authors' and do not necessarily reflect those of the National Science Foundation.Bibliography1. National Science Foundation, NSF Graduate Teaching Fellows In K-12 Education (GK-12) http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5472&from=fund2. A. Caicedo, J. Lyons, S. Thompson, (2006) “Investigating Outcomes for GK-12 Teacher Partners and GK-12
make it” said a student who enter college from a technical public HS. We noticed most of the students who came from private schools thought they had a goodeducational background when they arrived at the UPRM, but they actually confronted the sameproblems of those students who came from public and rural schools (Figure 2). Although privateschools provide a diverse curriculum for those students interested in science and math areas,students coming from those expressed the same problems than the rest of the students. Thisfinding was reflected previously in college impact analysis (Figure 1). Another relevant aspect was critical thinking. Most of the participating students answeredthat HS instruction didn’t promote or encourage
“guides” or “consultants.” A guide is afaculty member who is the primary mentor for the project. He or she is the most intimatelyinvolved with the entire process, and remain with the team for both quarters of MSD. The guideis also ideally an expert in the field of the project’s subject matter. He or she meets with theirteam weekly, helps resolve technical issues, provides advice on resolving personnel conflicts,and grades the team on its deliverables. The final individual student grade is also adjusted up ordown by the guide. After reviewing the logbooks, peer evaluations, and looking at the overallparticipation, the grade can be modified to reflect the student’s overall contribution.The guide most often acts as the administrative point of
and research or work experiences, but there are broaderchanges in what students think: about what it means to be an engineer; about their self-conceptand identity as engineers and as members of society20,21; and in their overall direction and goals.As analysis of the APS data continues, and as data from the Broader Samples is included, a morecomplete picture of engineering students is emerging, creating a picture that reflects changes Page 13.908.12over the four years of student life.Engineering programs and their current teaching methods should be re-examined. In addition toa further examination of student experiences, an important part of
opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors are grateful for the assistance of Ms. Jenna Faulkner in editing the laboratoryworksheets, and the assistance of Dr. Jack Kirshenbaum in interpreting the survey data. Theauthors are also very appreciative of the cooperation and support of Dr. Hamid Moradkhani andMs. Sheryle Quinn as we conducted our educational research in their class. Page 13.710.17Bibliography1. Butterfield, R., Benefit without cost in a mechanics laboratory. Journal of Engineering
. The one exception was the conceptual Control Diagrams problem.5. Discussion5.1 Delphi Study This analysis of physiology and biology topics is the first that we are aware of. We foundagreement between responses from academia and industry participants, not only that some topicsare more important and others less important, but in general on the rank order of the topics.Perhaps this is not too surprising, because the highly rated topics primarily reflect the traditionalfields that biomedical engineers have worked in (cardiovascular, respiratory, renal, and neural).Fields in which few biomedical engineers are currently involved were rated lower, although theremay be opportunities in these as well. No topics in physiology, aside from our one
; evaluate information; think clearly, draw soundconclusions.The identification of attitudes to develop in students is not particularly common in the schools inthe research pool. However, in the development of the whole person, one can imagine thatattitude can fuel the passion for deep and wide intellectual inquiry. The inclusion of attitudes ineducational outcomes is gaining ground in professional education, as evidenced by BOK2. A Page 13.853.17wide array of attitudes was identified by even this small pool of schools: diligence, patience,honesty and integrity, charity, hope, self-reliance, habit of reflection, appreciation of beauty