discussed whether or not he considered himself a facilitator of studentdevelopment. First he said, “My role is a facilitator” but then said, “Facilitator feels wrong”.Upon reflection, the advisor decides that with some competencies such as oral and writtencommunication his role was to provide feedback saying, “My goal is to give them feedbackwhenever I can” and provided examples of student presentation and writing feedback. But thenwhen it came to the competency of leadership he said, “That’s where I feel I am a facilitator tosort of remind them about opportunities.” The distinction between facilitator and feedbackprovider was made by the advisor not the interviewer.Throughout the interview, the advisor spoke about different ways in which he tried
Page 11.1446.10sections do not explicitly take into account the characteristics of the participants in the ETPPprogram, specifically characteristics that are relevant to their role as learners. In particular, ourdata reflects the activities of adult learners (graduate students and post-docs) who had a range ofprior teaching experiences. Transformative learning theory is a theory with potential to take thisfeature of our situation into account.Transformative learning theory is a theory of learning that stems from adult education and seeksto explain instances where learner has more experience and significant commitment to priorbeliefs and where the learning is a process of reflecting on experience outside of formal learningenvironments (i.e., at
solutions.Teachers need to move away from guiding students to a correct answer and move towardemphasizing student engagement 24. The teacher’s focus should target encouragement of theirstudents’ own reflection on their reasoning as well as interpretation of problem situations 25.Contrary to current practices of warning students when they take a wrong step in their solutionefforts, teachers need to encourage students to focus on interpreting specific ideas and theirconnections to the problem at hand 26. This type of facilitation requires significant scaffoldingmechanisms for effective learning to take place 27. The new role of the teachers includescarefully selection, preparation, and implementation of those scaffolds 16, 28. Lack of sufficientguidance will
idea of possible selvesand identity play to examine this process.Interactive Response and InteractionsFrom our early observations of the students’ use of the portfolios, we could see that identitywork and play occur in a variety of contexts, mediated by individual reflections as well as theresponses and interactions of other individuals. These observations informed our categorizationof “Interactive Response” (IR) as a site of learning mediated by diverse interactions with bothpeople (instructors, peers, friends/family, clients) and symbolic artifacts (e.g., professional codesof ethics). In this conception of IR, we pick up on Hattie and Timperley’s broader notion offeedback as provided by multiple “agent[s]”[8] in response to a particular
could potentially accelerate the student’s learning of selected systems engineeringcompetencies.1.0 IntroductionSystems engineering educators are struggling to address workforce development needs requiredto meet the emerging challenges posed by increasing systems complexity1 and the widening gapin systems engineering expertise in the workforce.2 The systems engineering ExperienceAccelerator (ExpAcc) research project was conceived as a critical response to these needs andchallenges. The project was initiated to validate the use of technology to potentially create anexperiential, emotional state in the learner coupled with reflective learning so that time iseffectively compressed and the learning process of a systems engineer (SE) is
through a systematic process inorder to choose one. This process, typically called the engineering design process, is applicableto many complex problems, whether or not the person trying to solve them is formally anengineer6-8. To capture and present the essence of the engineering design process, a modifiedversion of the approach presented in Engineering is Elementary® 9 was used (see Figure 1). ASK IMAGINE PLAN TEST CRE ATE IMPROVE REFLECT Figure 1: Engineering Design Process Presented for the ClassroomEngineering is Elementary® (EiE) presents an iterative process of Ask, Imagine, Plan
, adaptational, or causal process. Due to the limitation of space and relevance tothe purpose of this paper, focus will be placed on the developmental and compositional modelsof intercultural competence. Developmental models are rooted in the recognition that intercultural competenceevolves over time. An influential example is the Developmental Model of InterculturalSensitivity (DMIS) created by Milton J. Bennett [10]. There are six stages in the DMIS modelwhere interactants progress from relatively ethnocentric understandings of other culturesto a more differentiated, sophisticated and ethnorelative comprehension and appreciation:“Denial” reflects attitudes that only one’s own culture is in some sense real or legitimate, whileother cultures are
lasting approximately one hour. Data was collectedvia video recordings and jottings, with field notes became the source of data for analysis. Twostudents did not respond to requests for interviews; it is possible that the timing of the interviewsduring finals week and the subsequent spring break may had impacted students’ availability. Ashand Gavin from the focal team, NeuroGrip, were interviewed, however, their team mate Luke didnot respond to interview requests. Interviews were guided by a protocol that focused on students’motivations for enrolling in the course, general course reflections and learning outcomes,thoughts on design thinking, and reflections on the design notebook. Retrospective questionsasked students to consider the ways in
, e.g., course department, as confounders for model to remove. Using this method,for the difficult dimension, the model learns to identify words that are more correlated withhigher difficulty ratings but not correlated with quality ratings.From these word lists, two of the authors manually annotated the words that were valid membersof the different dimensions based on fixed criteria. For example, the word “helping” would countas helpful but not clear because helpful words should reflect positive social behavior while clearwords indicate effective communication. Next, we adapt these lists to the original CCE dataset bycomputing the nearest neighbors to the words in each dimension, using word embeddings trainedon the CCE text data [22]. Computing
and assessed in different contexts.More specifically, Chinese immigrant STEM workers comprise a high percentage of all foreign-born workers in the U.S. Therefore, comparing the Chinese and American teamwork assessmentsystems can be conducive to constructing a generalizable understanding of teamwork assessmentin cross-cultural contexts [11].In addition, much literature discusses how to develop and assess teamwork. For example,portfolios, reflections, observations, tests, rubrics, and questionnaires are common teamworkassessment methods. However, less literature outlines how teamwork in engineering educationmight be implemented in different cultural contexts. We must fill this gap because abundantliterature already points to the importance and
slowlyincreased (Cunninghame et al., 2016), this group still remains largely underrepresented in STEMdisciplines (Moon et al., 2012). This discrepancy in representation reflects larger issues ofmarginalization in STEM fields and higher education at large. Current support structures fordisabled people remain ineffective, as accessing necessary resources requires navigatingphysical, cultural, and bureaucratic barriers (Groen-McCall et al., 2018). These barriers onlycontinue to widen for disabled students planning to pursue engineering careers (Prema & Dhand,2019), as seen in the high unemployment rate for disabled scientists and engineers, which isgreater than that of the entire U.S. labor force (Lee, 2010; NSF, 2017). Yet, disability is rarelyincluded
industrial robots to perform many jobs and real-world applications that could beboth unsafe and unpleasant to people. The midterm project used to integrate (EM+ Bio +STEAM was given to the students focused on real-world problem-solving and experientiallearning opportunities. The students were required to finish this project within four weeks aspart of the integration of the new interdisciplinary project (crossing the realms ofentrepreneurially minded learning, STEAM, and bio-inspired design), students completed aphotovoice metacognitive reflection aimed to understand their perceived learning outcomes.Preliminary thematic analysis conducted on the metacognitive reflections showcases three corepatterns within the data. First, students generally
Jamboard 3:00 Policy, Research, Practice RoomsDAY 3:00 – Facilitated conversation: Building on the Breakouts, Stacey Large-group Chat/ONE 3:30 Sexton Shareout Jamboard 3:30 – Break 3:45 3:45 – Doing equity work in a politically charged environment: Facilitated Chat 4:45 Dynamics between the personal and systemic Discussion 4:45 – Closing Reflections: Applying the policy landscape to Closing
assistants, and 2 instructors. The coursework consisted ofasynchronous online learning assignments, lecture reflections, lab worksheets, four codingprojects, and four online assessments.Description of Flexible Deadline PolicyWe implemented a generous flexible deadline policy during the Fall 2022 academic semester. Themajority of assignments were eligible for submissions after the deadline through the last day ofclasses. Students could submit assignments eligible for the policy by the original deadline for upto 100%. Depending on the assignment eligible for flexible deadlines, submissions after thedeadline could earn up to around 90%-95% of the original assignment’s points. Since this was thefirst semester in which we piloted this policy, we informed
latter is consistent psychologist abilitieswith Feuerstein’s and Maturana’s ognitive Figure 1 - Learning outcomes‘ enhancement cycle and emotional change perspectives. Fortransformation to happen in a higher education setting, it is necessary to have certainconditions that allow cognitive and emotional transformation in students [26] [28].The second purpose is to mediate transformation. Based on Feuerstein’s Mediated LearningExperience theory and Maturana’s learning perspective, all interventions designed by ourteam have a mediator. The role of the mediator depends on the activity, which in any case isto promote self-reflection and critical
Venture, consisting of student-alumniinterviews and student reflections on those exchanges, which are edited and curated into shortthematic clips to be posted online. In essence, the interviews and curated videos are a narrativeproject—connecting the past, present, and future through storytelling and shared cultural (in thiscase engineering education) touch points. The paper presents two main findings from theinterviews and the students’ reflections. First, there is an increasing recognition that personalsubjectivities are intertwined with professional identities, whereas they were previously regardedas more distinct and segregated from each other. Second, there is a shift in understanding thenature of professional identities from a structured
of the outsider perspective throughout the narratives. For some, it is fromengineering, for others, it is from the new paradigms in EER.Lastly, we found the act of writing, discussing, and reflecting on these positionality statements auseful exercise, which helped not just our process in developing a description of EER, but also inunderstanding who we are as researchers.Positionality StatementsJeff: As a relatively new qualitative researcher, I am just beginning to understand my ownepistemology. At this time, I believe I have a pragmatist post-positivist worldview combinedwith a constructivist curiosity. This has been reinforced by my employment and success intechnical disciplines (software engineering, human-computer interaction, project
Science Outstanding Mentor Award. ©American Society for Engineering Education, 2023 Labor Based Grading in Computer Science - A Student Centered PracticeAbstractInnovation in teaching in STEM fields was explored widely during the COVID pandemic in 2020. Thispaper describes the adaptation of labor based grading for computer science courses. Labor based gradinghas been developed for language and writing courses by shifting the grading focus from summative examsto formative and reflective assessments. The method was tested in several computer science courses withtwo different instructors during the 2020-2021 academic year. Students were surveyed to understand howthey perceived grading methods
. The problem is that mosteducators need to reflect on the claims. The estimates below are not precise as they are related tothe students who show their worries or share with the educator. Notably, there might be concernsfrom both sides.The complaints related to stronger studentsMost of the claims are from stronger students as they expect others to help, but their teammatesmust assist with their share of the work as desired. Based on the reported debates, it is estimatedthat about 70% of the reported claims have been related to stronger students, which claimed thelack of participation of other members in the group. About 40% of the claims are ones in whichone of the students in the group does not help others, and 20% of the shares are ones in
(Curiosity, Connections, Creating Value), as well as the additional areas identifiedin the eKSOs of communication and collaborations.2.1 Makerspaces developing curiosityStudent self-reflection essays have revealed that students feel that the multitude of resourcesavailable in the makerspace inspires curiosity [11], potentially by allowing students to developthe eKSO of Explore multiple solution paths. While no research was found that systematicallyexamined curiosity development due to the makerspace, two of the eKSOs under curiosity areDevelop a propensity to ask more questions and Be able to formulate salient questions. Tomko’scase study analysis of students in the makerspace highlights that a student “asks question afterquestion, and this method
sustained faculty changes, including their awareness and carerelated to students’ success, their readiness and implementation of online teaching pedagogy, andtheir initiatives in creating inclusive learning environments for diverse student needs. Resultssuggest the importance of fostering and sustaining change by creating collaborative spaces forfaculty to reflect on and support each other’s teaching practice. A departmental Community ofPractice (COP) related to teaching provided faculty with existing space, norms, and practicesupporting each other in reflecting on, adapting, and improving their teaching to support theneeds of diverse learners. We share our findings and implications in a traditional lecture.IntroductionThe emergence of COVID-19
variety of pedagogical approaches. As a model for other engineering centersto explore, this paper also describes the cases of two high school science teachers who wereembedded in a neuroethics research group for their summer research experience. Finally,program evaluation findings show that RET participants reported increases in knowledge relatedto ethical and responsible conduct in research and knowledge of core concepts in neuroethics.Some teachers in particular reflected that learning about neuroethics was impactful to their ownprofessional learning and their students’ learning. Integrating the study of ethics into scientificresearch, as well as into science and engineering education across all levels, is imperative fordeveloping a citizenry
inequities they sought to address.Freire characterized this as “false generosity”—as charity offered that does not empower, butinstead fosters dependency. While such aid may help individuals, it also sustains inequities [10].Addressing inequality in engineering education means interrogating the origins of inequalities.Efforts to unravel those systems requires the knowledge of decolonization and engaging indecolonizing methodologies [11]. This is important to reflect on because when organizationsenter a community, they often act in colonizing ways and extend oppressive systemsmasquerading as aid. Decolonizing methodologies center community knowledge and needs andforeground the community’s own purposes.Such work is effortful and time consuming, but
most influenced their attitude toward it. At the end of the semester, students were alsoinvited to participate in a reflective survey. All students enrolled in the class participated in theSIMS surveys. However, survey results were only included in the study for those students whoconsented.Twenty-two of the 29 students enrolled chose to participate in the study, providing a total of 260SIMS survey responses. Using the Self-Determination Index (SDI) as a measure of overallmotivation, motivational differences among students appear to be greater than the differencesamong activities. The study did not identify any one mode of teaching that was more effective inmotivating students than others. The students’ motivation appears to be more
of the course content reflects the needfor continuous improvement in engineering content, as well as, a growing body of literaturewhich points to the need for instructor led intercultural intervention for intercultural knowledgeand competence growth. This paper focuses on the integration of intercultural competence in thecontext of developing future engineers who have both the skill set and mindset to understandengineering projects and services within a “global context”. Central to this goal is a baselineunderstanding of intercultural learning theory which is briefly delineated from a theoreticalperspective. The course is then examined as a case study. And finally, assessment of studentlearning growth is considered in terms of quantitative
solving, and engineering design is promoted usingteam-based, inquiry learning pedagogy with contextualized content in MSP-created modules.The unifying concept of function, developed in the initial Functions and Modeling course, isintegrated into science and engineering topics in the subsequent courses. Professional learning Page 13.241.2communities are supporting teachers in adapting their new knowledge and instructionalapproaches to their own classroom practice by engaging them in deep reflections on theirinstruction and their students' learning. Math, science and engineering are connected byknowledge and use of function. The concept of function
? THE VALUE FOR STUDENTSBased on our experiences, and student surveys and reflections from the students participating inthe course, we found the students top learning experiences were the challenges of functioning ina team environment, the need to learn how to communicate in a technical setting effectively witha client, and the positive feeling they had because of their impact on the community. The factthat their project was part of a service learning course served more to motivate the students andto make them aware of their ability to solve a problem of value to their community, comparedwith the value of the specific methods of engineering analysis or design learned to solve thevarious problems. Of course the principles of the design process
analysis of students’ work.Our results show that students met the learning objectives of crafting arguments, reflecting uponcomputing skills, and discussing issues related to professionalism and diversity.1. IntroductionOne of several educational objectives for computer science programs is preparing students for asuccessful career in the software industry. Both ABET and CC2001 emphasize that computer sciencegraduates should engage topics related to ethics and professionalism1,10. For example, CC2001 identifiesthe social context of computing (SP2) and professional and ethical responsibilities (SP4) as core subjectareas. It also describes in detail the scope of these areas (Chapter 10, pages 55-61). ABET programoutcome letter (e) (an understanding
make informed decisions.The energy module, which has been taught (with several variations) for the last five years in ahigh school environmental science classroom, requires students to investigate the feasibility ofvarious propulsion/fuel system technologies for use in vehicular transportation, including forexample hydrogen fuel cells, biofuels with internal combustion engines, and electric cars. Asshown in Table 1, the specific questions posed to the students and the final deliverables havechanged throughout the years to most accurately reflect current and relevant transportation fueland vehicle issues in the news. For example, in President G.W. Bush’s 2003 State of the Unionaddress, he promoted the concept of the Hydrogen Economy, while in
the global community, and have become more prominent at this culturalmoment. In an effort to address the topics of social justice, equity, and inclusion manyuniversities and groups of faculty and students have focused on ways to educate STEM studentand faculty populations.There is a complex and continually developing body of literature discussing and reflecting onreform efforts both in engineering education and more broadly. This literature can simplisticallybe classified into three general types: (1) calls for action that explain and provide evidenceconcerning the needs for reforms [1], e.g. , [2]; (2) research describing the reform process e.g. ,[3], [4], and; (3) research examining why most reform efforts fail [5], [6].This third type of