questions are: 1. How do interdisciplinary courses influence the interdisciplinary understanding and mindset of students over the semester? 2. What dispositions and mindsets toward interdisciplinary learning are displayed in student reflections?5. MethodologyWe rely on retrospective survey methodology to obtain student reflections on the courses taken.The basis of the Fall 2023 Trainee survey was to gather data on improving students’ experienceand measuring progress toward program goals after taking the Leadership course. Students arecurrently enrolled in the Business course (Spring 2024), and will take the Psychology course inSpring 2025. Thus, the current study is based on our preliminary data from the Fall
engineering students taking gateway or introduction toengineering classes. In this in-situ interdisciplinary intervention method, so far, we have engagedone of two cohorts of university freshman engineering students (16 students/cohort): one withActive Learning (AL) (with a culture of inclusion through video-based activity/interaction) andthe other with AL and creative video projects (CVP) activities in a 2-semester enrichment program.Our intervention investigated a new 100% (AL) method that combines video-based interactionamong student-faculty and group CVP (for ex., self-reflective biography of scientists) to inspire,motivate, and improve the retention rate within TAMIU’s engineering program, promoting aculture of inclusion. The CVP was created
projects and the definition ofanalogy intervention points for self-transformation.2023 Spring Pilot ImplementationDuring the 2023 Spring semester, two sections UNIV 1301 and MECE 1101 were selected toparticipate in the pilot study, in which a total of 8 instructors were involved. In the firstimplementation, each instructor followed the subsequent project guidelines: 1) MECE 1101sections used Arduino controllers for projects, 2) MANE 1101 section utilized a catapult kit and3D printing, 3) CIVE 1101 section used a paper tower project, and 4) UNIV 1301 sections usedjournaling, reflection, and guest talks. In this initial implementation, the faculty learned valuablelessons to improve their implementation. This effort to implement dual projects in UNIV
to the scripts of Whitenesswithin engineering environments. The CAE approach adopts a collaborative stance towardcritical self-reflection and can manifest in diverse forms, such as gathering personal memory data(e.g., through journaling), conducting mutual interviews, fostering deliberate dialogue, orobserving one another (e.g., in educational settings). It's important to note that CAE doesn'tunfold in a linear fashion; rather, it necessitates an ongoing dialogue involving conversations,negotiations, or even disagreements among team members over an extended period, spanningmonths if not years. Leveraging our distinct positionalities and years of collective experience,our discussions were fruitful, allowing us to scrutinize how Whiteness
their students to consider advanced manufacturing careers.This work-in-progress paper provides an overview of the establishment of the RET framework and theexperience of the first cohort within the program. Specifically, it outlines the activities within the firstcohort’s experience, the evaluation framework and initial results related to teachers’ self confidence indiscussing manufacturing changed during the program, changes that will be implemented between the firstand second cohort, and reflections of the RET leadership team on the benefits and challenges facilitating aresearch program for teachers versus undergraduates on a research campus.OverviewBetween 2023- 2025, this RET site will host will 30 high school teachers in three
intervention implemented in the course is a case study based on athoughtful 2009 article by Jerome Gropman, entitled Robots that Care [3]. In this activity, allstudents read and discuss not only the technical challenges involved in creating assistive robots,but also explore and reflect on how to implement and regulate the temperament of the robots.From discussion in class, the topic of temperament seemed to engage students, and that is whatprompted this investigation.The activity was delivered in two parts. In the first part, the entire cohort of nineteen studentsenrolled in the Summer of 2023 semester read and reflected on the article. In the second part, thestudents responded to a questionnaire posted on the learning management system. Many of
supporting STEM faculty on STEM education research projects.Dr. Sharon Miller, Purdue University Sharon Miller, PhD, is an Associate Professor of Practice in the Weldon School of Biomedical Engineering at Purdue University. She received a BS degree in Materials Science and Engineering from Purdue University and MS and PhD degrees in Biomedical Engineering from the University of Michigan. Her educational efforts focus on biomedical engineering discipline-based educational research, including design self-efficacy, project-based learning, critical reflection in ethics, and high-impact practices. ©American Society for Engineering Education, 2024Work in Progress: A Multi-level Undergraduate Curricular
showed that this instructional technique significantlyimproved students' ability to answer a second, isomorphic ConcepTest on the same concept,immediately after the first ConcepTest, even though the instructor did not supply the correctanswer to the first ConcepTest. For difficult questions, where only about 20% of the studentsanswered the first question correctly on their own, approximately 55% answered the secondquestion correctly on their own. This improvement demonstrates the value of ConcepTests andpeer instruction for improved learning.Questions that reflect the core concepts of a discipline are believed to be most effective inpromoting conceptual change, especially when answer choices reflect common studentmisconceptions. Eliciting those
Page 22.429.1 c American Society for Engineering Education, 2011 Design Education for the World of Near Tomorrow: Empowering Students to Learn How to Learn1. IntroductionThe world of technology is becoming increasingly complex and dynamic. The skills that wereconsidered valuable yesterday are becoming the commodities of today and tomorrow [1,2].Looking back at the past 20 years of engineering design and realizing how much the world haschanged it becomes apparent that this change needs to be better reflected in the way engineeringdesigners are educated [3-6]. Complex social networks, consisting of millions of individuals,have formed over the Internet through emerging Web 2.0
a profit. They work in teams to make these decisions, compare their results,and reflect on their performance and how it could have been improved. As a result, they betterunderstand how Engineering Management helps them become more effective engineers who candeal in the world of business and help their firms focus on the most important problems. Thesimulation allows them to visualize how the degree will allow them to function as an engineerand use marketing, finance, engineering economics, accounting, management informationsystems, management, manufacturing and production, to become more effective and successful.The simulation is handled with a Microsoft Excel worksheet that is intended for use with
to the goals of the curriculum, if such goalsactually exist.2 The AAHE basic assessment principles include:3 • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time • Assessment requires attention to outcomes, but also and equally to the experiences that lead to these outcomes • Assessment works best when it is ongoing.Application of these three basic assessment principles are viewed as a major step in addressingthe problems of a disjointed curriculum with content unrelated to curriculum goals. The idea isto assess education as it is delivered, to integrate assessment with teaching and make assessmentpart of an instructors
, science and engineering; 2) learning a specific subject intechnology, for example, basic concepts in control systems; and 3) experiencing theprocess of designing, constructing and improving a technological system, for example,robotics. Students’ performance in the course and their very positive reflections on thisexperience indicate that individuals having a background in exact sciences are frequentlyinterested in learning technological concepts and are capable of handling relativelychallenging technological tasks in a short time. Based on our experience, it is suggestedto adapt the following guidelines in designing programs aimed at fostering technologicalliteracy: linking what is learned in the class to participants’ daily lives or
products ≠ Increase building envelope insulation ≠ Glazing area and performance ≠ Optimize day-lighting ≠ Day-lighting controls ≠ Light shelves ≠ Solar shading ≠ Nighttime ventilation ≠ Mixed mode ventilation ≠ Reflective roofs Page 15.774.3Medium first-cost with medium-term payback ≠ Low flow water fixtures ≠ Heat recovery ≠ Desiccant cooling ≠ Evaporative cooling ≠ Borehole cooling ≠ Wind tower/scoops ≠ Green roofsHigh first-cost with long-term payback ≠ Photovoltaics ≠ Wind turbines ≠ Geothermal ≠ Double-skin facadesIn the final analysis both first-cost and payback have to be considered.Incorporating Green Building into
-graduation.Integrating STARs into the CurriculumSTARs are integrated into the ABE undergraduate curriculum during the first semester in both ofour Agricultural Engineering (AE) and Agricultural Systems Technology (AST) programs. Bothprograms have a first semester orientation class (Engr 101 and AST 110) that meets for one houreach week for fifteen weeks. Both orientation classes have integrated two periods on BBI andSTARs.During the first period students are introduced to fourteen ISU Competencies that are used to inour learning outcomes assessment process. Students are asked to read and reflect on thedescriptions of the seven of these core workplace competencies: Engineering Knowledge,General Knowledge, Analysis and Judgment, Communication, Continuous Learning
portfolios by a faculty/industry committee 4 Session Number 1896 Mechanical engineering faculty at Stanford developed an innovative peer-review methodin which professors volunteer to be reviewed by their colleagues 5. The professor being reviewedfirst writes a reflective memo on the process he or she used to plan and deliver the course. Next,colleagues interview two groups of students from the professor’s course. And finally, thecolleague reviewers write a summary memo based on information in the reflective memo andstudent interviews. Focus groups were formed of participants from over a two-year period. Thefaculty especially liked the reflective memo and many now write
strategies charter for their class project reflection on team building activity • Short reflection/assessment• Short reflection/assessment • Short reflection/assessment Proceedings of the 2024 ASEE Gulf-Southwest Annual Conference West Texas A&M University, Canyon, TX Copyright 2024, American Society for Engineering Education 4 Implementation PlanThe UNITES teamwork skill development project was launched to enhance our undergraduatecurriculum in the mechanical engineering
student-centered techniques into their lectures is common in faculty, the additional timecommitment is a typical barrier. This work describes a pilot program called the “Interactive LearningCollaborative” that supports trained teaching assistants (TAs) in designing and implementing interactiveactivities and retrospective post-assessments in lectures, in partnership with faculty. The objectives of thepilot were to 1) provide engineering TAs opportunities to practice activity design and implementation, 2)improve students’ comprehension of the material through peer interaction and reflection in lectures, andin doing so, 3) demonstrate to faculty these pedagogies and their positive impact on student perception.In the fall of 2021, TAs met with a
members and volunteers solicitedfrom a required first-year engineering course focused on developing engineering leaders. Thecourse contains a mandatory service-learning component, reflection activities and presentationson service learning, and engineering leadership throughout the course. Core club members willprovide undergraduate volunteers with sample activities and hands-on practice with the kit, aswell as training on developmentally appropriate STEM learning goals and the fundamentals ofpositive classroom management, after which, the volunteers will organize activities for themiddle school STEM clubs and lead these activities alongside the core club members over 6weeks.Future WorkWe are in the beginning stages of testing and deployment. Data
not necessarily reflect the views of the NationalScience Foundation.
a humanistic approach to educating students. This humanistic approachacknowledges the importance of the affective side of teaching and learning. Engineering, whichshares many of the highly technical, decision-making aspects of nursing, could benefit from thisapproach for engineering education.Our ProgramOur team developed a Community of Practice (CoP) informed by a humanistic-educative caringframework, grounded in Caring Science, where the curriculum is about the process and intent tolearn coming from the interactions and transactions between faculty and learners. Thisframework embraces openness, human discovery, and deep reflection [4]. It also includesawareness of how learning works and co-creating meaningful learning experiences that
increase in heat-related death, damage to land, plants, andanimals, a rise in life-threatening infectious diseases “such as dengue, malaria, vibriosis, andWest Nile virus” [1], peril to water security, sanitation, and food production, harm to livelihoodsand economic loss. Preparing the next generation of Environmental Professionals to tacklethese and additional challenges is daunting. This paper shares some preliminary reflections onsix short workshops to humanize care, commitment, skill, and responsibility for the heavy liftinginvolved in facing the effects of climate change. The workshops introduce graduate students tothe concept and practice of transdisciplinarity, weaving together topics from interculturalcompetence, community-engaged practice
key classes during the first-year and senior year for students, while being aimed atindividual work during the middle two years of study.This awards program targets eight values the engineering program seeks to develop in eachstudent: Community, Professionalism, Ownership, Relevance, Resilience, Ethics, Excellence,and Service. These values are introduced to students with discussion and reflection during thefirst year of study, as well as being prominently displayed in the academic building mostassociated with engineering. Awards are given in the spring semester. Students are nominated byothers including peers, faculty and staff, and representatives from local industry with the processvarying by which year of study the awards are for. In the
they most wish to explore and workshop presenters will facilitate three interactive activities to enable attendees to reflect directly about their classroom experiences. 3. Discussion + Wrap-up – 20 minutes a. Participants will come back together as one larger group with time allotted for sharing out from the three individual activities. Presenters will lead a short summative activity to highlight ‘take-home’ messages/ideas. b. Presenters will provide a list of useful resources which will be amended to include input from this discussion
language.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering
diverse workforce brings moreperspectives to problem-solving. Unfortunately, conventional engineering education has oftenignored Diversity, Equity, Inclusion, Belonging, and Justice (DEIBJ) issues, perpetuating biasesand supressing underrepresented groups. Due to this inequity, educators need to create inclusiveenvironments that value and empower all students and reflect engineering design’s collaborativeand multidisciplinary nature. Inclusive Design (ID) values solutions that are accessible and user-friendly to individuals of all abilities, backgrounds, and identities, which aligns with engineeringeducation goals. ID encourages empathy and teamwork by having designers consider diverseuser group needs throughout the design process. By
to make proposals for changes in the curriculum: How could gaps or deficienciesbe addressed? What other data are needed before making changes? (Principles 1, 2, 3, 4, & 5).Again, faculty were highly engaged at each step: 100% of faculty teaching an undergraduatecourse were interviewed, and at the second department retreat, ~70% of faculty participated,including 18 tenure-track faculty (10 full, 4 associate, and 4 assistant), 2 teaching-track faculty,and 1 lecturer. At the conclusion of this retreat, attendees were asked to complete an exit survey.Responses showed clear appreciation for our approach, as well as an acknowledgement that weas a department have work to do together on the curriculum to better reflect our new objectives.Future
overcast sky (100% cloud cover). • Ground reflection that may affect the reflected light components off the ground into bottom floors of the building. • Space orientation which determines which side of the sky dome the space may receive light from. For example, is the space facing the bright south sky or the less bright north sky (assuming a location in the Northern Hemisphere)? • Glass ratio, which is the area of glazed windows to the gross area of the exterior wall. • The visual task performed in the space, since different visual tasks require different intensities of light on the work-plane.All of the above-mentioned factors affect the performance of daylighting systems inbuildings because they
/customized information literacy instructionand communication skill development. This paper describes how the course instructor,librarian, and writing center staff learned from each other’s reflections to make theassignment a meaningful learning experience not only for students but also forthemselves through sharing the lessons learned from the evolving teaching and learningprocess.According to the Technology Accreditation Commission of the Accreditation Board forEngineering and Technology (TAC of ABET) Criterion 2 Program Outcomes,engineering technology graduates should demonstrate a mastery of knowledge(Criterion2 a), an ability to apply current knowledge and adapt to emerging applications ofmathematics, sciences, engineering and technology (2 b
USMA teamedwith RPI Faculty to offer students an opportunity to gain experience with the RCF. This experience wasdelivered using multiple videos that first present lectures given by RPI instructors about the concept ofthe lab and then the conduct of the laboratory itself.Disclaimer: The views expressed herein are those of the author and do not reflect the position of theUnited States Military Academy, the Department of the Army, or the Department of Defense.This blended learning opportunity enables cadets to broaden the skills and knowledge gained in theclassroom to the laboratory environment. It is essential for the cadets to work with the West Point sub-critical assembly prior to the conduct of this blended learning experience, as it
inKolb’s Experiential Learning1, Schön’s The Reflective Practitioner2, and more than twenty-five years ofrelated research and curricular innovation in areas that now include experiential learning, collaborativelearning, problem-based learning, and service-learning. Authentic engagement, however, does not readilyintegrate into the traditional classroom. For more than a decade faculty members in Department ofEngineering have worked outside the formal curriculum to partner with non-profits to create voluntaryopportunities for student engagement. Examples of helping technologies developed and implemented bystudents and their faculty mentors include: (1) simulated landmines to increase awareness about thelandmine problem and train abatement workers; (2