betterunderstanding of racism in the same way sociologists do, for example. However, by not namingracism, we allow racism to persist.Data Driven ResearchData driven research is crucial to elucidate many pathway impediments in engineering, informthe community and move toward strategies for improvement. It is important that this researchtakes multiple forms: large quantitative studies, small qualitative investigations and personalself-reflections. We need to expand the categories of data we collect, where possible, includinggeneration in college status, veteran status, disability, LGBTQA (lesbian, gay, bi-sexual,transgender, queer or questioning, and ally or asexual). We also need to collect demographicvariables aligned with our current understanding of
the last class and the cue is thetelevision. The routine is to turn it on, and the result is to relax and catch up on things.This leads to the next cue, which is hunger and the routine is to go out for a quick mealand the result is feeling good. Late that night, he/she finally gets to work on somehomework and it is probably that which is due tomorrow. The work is difficult, given thelate hour, and the quality reflects neither the student’s ability nor desire. Therefore, youadvise the student to use the method shown in Figure 6 to replace his/her bad homeworkhabit with a good one. Learning a new Habit Recognize cue: conscious mind decides
final step was to have OEM engineers lecture on the importance and relevance of theintegration of analysis and experimental techniques. The students’ reflection on collective learningwrapped up the course, and helped to prepare them for competence and relevance in their ownautomotive engineering careers.Course Project PreparationIn order to accomplish the previously described course objectives, two of the faculty membersworked in collaboration with a professional engineer and two additional participants from theOEM research lab. A test setup mimicking the OEM laboratory was constructed (Figure 2), andall components were checked for safety as a practice run was performed in attendance of theprofessional engineer. With the support of the
passivelearning is actually associated with a decrease in course performance.2,3 Conversely, activelearning includes the use of pedagogical strategies that encourage student engagement withcourse material. Research shows that when students reflect, discuss, ask questions, or pose andresolve problems, they stand a better chance of actually learning and understanding coursematerial, compared to a traditional lecture wherein they passively receive information from theinstructor.4 More specifically, when students are actively involved in their learning process, theyreceive a host of benefits including improvements in retention of information,5,6 examperformance2,7 and thinking and writing skills8 to name a few.Of course there are some challenges associated
this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography[1] S. G.-O. a. E. O. Sheybani, "Retaining Minority Students in Engineering: Undergraduate Research in Partnership with NASA," in ASEE Annual Conference, San Antonio, Texas, June 2012.[2] C. a. Z. D. Alvarado, "Women in CS: an evaluation of three promising practices," in Proceedings of the 41st ACM technical symposium on Computer science education, 2010.
contactwith their home mentors throughout the summer program. Following the program, homeinstitution mentors continue mentoring by helping to reflect on the summer experience andprepare for conference presentations. The REU faculty members continue to mentor their REUstudents after the program, but students have direct access to their home institution mentors. Toencourage collaboration with the home institutions, we submitted press releases with a shortstudent biography and information on their REU research and national presentations. Thesereleases were well received.AssessmentInteractions with home institution mentors are self-reported by students in a pre-program surveyand include mode and frequency. Students are requested to meet with their home
become a valued resource for business incubator programs throughout Virginia and her success as a business consultant is reflected in the successful outcomes of her clients. c American Society for Engineering Education, 2016 Beyond "The Innovator's DNA:" Systematic Development of Creative Intelligence in an Engineering Entrepreneurship ProgramIn a seminal paper published in the Harvard Business Review in 2009 and titled “The Innovator’sDNA,” Dyer, Gregersen, and Christensen argue that there are "five discovery skills thatdistinguish the most innovative entrepreneurs from other executives." The specific skills theyidentified through their research were (1) associating, (2) questioning, (3
limitwithout any kind of visual aid. This forces the student to work a mental schema and to practiceoral communication skills. During the presentations the students are also evaluated on theguidelines received in Unit 4.B. RA II and Ability ( i): The recognition of the need for continuous learningAccording to the proposal of Candy [17], there are two areas that the student must develop inorder to achieve the continuous learning: (a) will be able to do (motivation): curious, disciplined,analytical, reflective, responsible, creative, independent and (b) can be done (ability): hasdeveloped skills of search and retrieval of information, has knowledge about the learningprocess, develops and uses its evaluation criterion (critical thinking).Extending the
to the globalenvironment is the international senior capstone project introduced at the Purdue PolytechnicInstitute and is fully described elsewhere12. This new approach to increase the awareness inengineering students of the challenges of global teams has already resulted in multi-national teamsinvolving students from Peru, Germany, Poland, and the Netherlands and coming in the nearfuture, teams including Denmark, Russia, Australia and Dubai. This mixing of students fromdifferent nationalities stimulated this interest in learning motivation so that project topics for theseteam can be selected that would appeal to a mixed nationality team.MotivationMotivation is a crosscutting element of personality. Motivation reflects the level of identity
form of workshops were delivered to the team duringweekly meetings to develop and enhance skills in team development, communications, projectmanagement, business development, brainstorming, and ideation. In addition, engineeringstudents collaborated with business students during the business management course to providetechnical expertise during market research and analysis and students presented to one another ontopics related to their particular disciplines. This paper describes the workshops that weredelivered, student reflections and feedback, and lessons learned throughout the experience basedon faculty observations and student performance.IntroductionMany engineering programs today include opportunities to work in multi-disciplinary
the cross-disciplinary practice model wereapplicable in the undergraduate context. The pilot study also confirmed that collecting dataduring the team process would provide a deeper, more detailed picture of how undergraduatesdevelop as cross-disciplinary team members compared to a retrospective approach. Therefore,my dissertation work uses a real-time approach to collecting data—that is, I utilized weeklyobservations of the team, regular, written reflections by each team member, and periodicindividual interviews with student team members throughout one semester. This real-timemethod, common in ethnographic research,4 provides a rich understanding of how undergraduatestudents develop as cross-disciplinary team members during a cross
activities tends to promote the storage of course material into long-term memory. Being able to explain the basic principles behind class demonstrationsimmediately after participating in the demonstrations may reflect their ability tounderstand and apply those principles. Being able to explain the same information afteran extended period of time, however, may reflect the student’s confidence in how closethey are to attaining true mastery of the material.It is, arguably, intuitive that one might expect that the confidence a student feels in theirability to explain demonstration concepts would decrease over time. Therefore one mayexpect that the percentage of students that agree that they can explain topics in a semesterfrom now would be less than
into the Metro Deaf School science club made use of SquishyCircuits ©, MaKey MaKey ©, and incorporated other electronic design challenges such as an e-textiles workshop. The team was able to reflect on the initial Creative Circuitry program and itsreception with the middle school students in order to build more engaging programs in the future.A fall 2014 program was also run and involved a concentration on individual engineeringdisciplines with each week focusing on a different discipline. This curriculum was built tointroduce and expose the deaf students to six different disciplines in enjoyable ways. During thedevelopment of this after-school program, several goals were built into each module of theengineering curriculum. The main goal was
materials in a timely manner, fabricating parts, strengtheningteamwork and communication skills, managing funding/schedules and developing rocketscapable of stable flight. Once a school achieves success at the Tsiolkovsky step, it moves to theOberth step. At this step, the curriculum focuses on incorporating all the knowledge andexperience from the first year, while students work toward achieving a greater understanding ofmass fractions and aerodynamic loads. Students also develop skills needed to design andconstruct the rocket vehicle. The curriculum at the Goddard step focuses on understanding whatis needed to develop high altitude flight time as well as reflecting on the entire process and thelearning it took to get there. SystemsGo charges
of the literature that I was reading and how I felt like I forgot all that I read immediately after I put the paper away. Through practice, I was able to learn to read articles differently and more quickly, looking for the main points.” “Seminars at the beginning of the research project were very informative; I learned a multitude of things about research in general….. I, throughout the summer, learned many valuable things about myself. This experienced opened my eyes to my strengths, weaknesses, likes, dislikes, and much more. I discovered things about myself I had not known or reflected upon before.”Concluding RemarksThis paper has reported the most recent results of our ongoing REU Site program that focuses
factory workers in Hutchinson’sErr project described above, our students’ impulse was to use their making skills to conceive anddesign an object that: 1) identified a problem; 2) solved that problem; and 3) did so in a way thatwas easy and enjoyable for the user. In contrast, the critical design project forced the students: 1)to identify a problem; 2) to design an artifact that made that problem more evident; and 3) todesign the artifact in a way that forced its users to reflect about the process of using the design,rather than having the use be intuitive and, hence, transparent. Furthermore, instead of having theSenior Project students write up either a thesis or a traditional professional design report, studentteams were required to write a
solving, presentation, patience, persistence and reflections are noteworthy in their own right, but collectively, they are essential for success as an engineering educator. Planning. Perhaps planning is the first and most critical of the skills. It is the initial phase of preparation for any project. Most jobs and assignments can be considered as a project that need to be managed including teaching a course, running a committee, writing a research proposal or preparing curriculum. Planning involves every aspect of developing a project including a schedule or timetable right up until the actual work begins. It requires a careful thought process to include every aspect of the activity prior to starting its operation. It creates a calendar for the
outcomes. The data will provide us with the ability to make comparisons todetermine the most effective way to encouraging students to persist in the COE. After reviewingthe results, we will be able to reflect and research other strategies that can be implemented toassist in student success.Faculty and Staff within the NMSU College of Engineering.Beginning in the fall of 2014, the COE implemented an ENGR 100 course and freshman yearexperience program to provide students with the necessary skills to succeed during their firstyear of college. Throughout the first semester of implementation, the ENGR 100 course wastaught by seven different professors in seven sections. Four of the professors were also servingas department heads. After assessing each
vehicles.abstractGrowing enrollment numbers in Computer Science programs in schools across thecountry are a reflection of the rapidly growing computer industry over the last fewdecades. Many schools have met the challenge of higher enrollment numbers by addingclasses to address new course content and increasing the sizes of these classes. Whilethe size of the more specialized classes may still be kept at a manageable andreasonable level, the core classes that most university students have to take presentspecial challenges for the administration. Over the last ten years, we have, at differenttimes, tried different approaches and used a variety of different class sizes toaccommodate the higher enrollment numbers for such core classes.Importantly, each approach has
compared to their peers,who were members of other clubs instead8. Schools can run successful programs if district anduniversity partnerships are established to train teachers on the best approach and receive mentorsupport from people whom share familiar backgrounds8. Unfortunately, this was not the case forour group, we lacked available mentors that reflect the culture of our student body in addition tothe lack of established partnerships with our charter school and nearby universities due to highturnover rate of coaches. To the best of our knowledge, this is the first time that data has beencollected on a FTC team comprised of 83% girls, 80% of students on refugee status, and 100%of students on national free and reduced lunch program.The need to
make meaning of thetraining, reflecting on how it impacted them personally, as well as on how it could impact theirpeers in the College. The meaning-making stage allowed cohort members to understand theapplicability of social justice work in STEM fields and the roles they play in creating systemicchange. Throughout the semester, AWE members attended training sessions on presentationskills, including how to manage an audience, how to speak in front of large groups, and how tofacilitate sensitive discussions. They also worked on building cohesiveness as a group as theystarted to examine possible locations and audiences for outreach in the university community.The time spent on AWE-related activities by cohort members ranged from one to five
indicated the seminar helped “a moderateamount” or “a little,” and (as during the 2013-2014 school year) only one student felt it did nothelp him/her at all with coursework. Those for whom the seminars were less relevant to helpingwith coursework may have attended sessions designed for other purposes, such as to widenexposure to the field or to introduce students to topics not closely related to current coursework.Sixteen out of 20 students (80%) rated the S-STEM program as being “very supportive” or“somewhat supportive” when difficulties were encountered. One student (5%) rated the programas “minimally supportive,” and three stated that they “have not had major difficulties requiringsupport.” These responses reflect a slight drop from the previous
—but in the first year of the survey (2011), the seminars werenot nearly as well received. This is interesting, as student responses are much more consistent inother parts of the survey, and may reflect changes to the EnSURE program over time (such asrefining the professional development seminars based on feedback from students in prior years). Table 4: Most Valuable Program Components 2011 2012 2013 2014 Total What part(s) of the summer program did you find most Percent of Percent of Percent of Percent of Percent of valuable or helpful? (n = 78) (n = 58) (n = 47
number of views for uploaded videos and time in minutes spent by studentsviewing these videos. A total of 1014 minutes were spent by students watching the short videos.The number of views by students accessing the videos was found to be 349 times. These statisticsare evident that students did access the videos for self-learning and maximum number of viewsjust before the final exam indicated that it indeed helped students prepare better.Table 1 Questionnaire on Short Videos reflecting Student’s Feedback Sr. Question No. On the scale of 1 to 5; 5 being highest; how much did the uploaded videos help 1 you prepare for the comprehensive final exam? 1
) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Shannon Katherine Gilmartin, Stanford University & SKG AnalysisDr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s
pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and
personality, experiences, skills and values. This frame can provide insight into the ways that adult engineering students build their sense of professional identity through multiple modes. Successful development of an engineering identity is reflected by professional persistence. Work by Lichtenstein et al found that a minority percentage (42%) of seniors definitively planned on 12pursuing an engineering related career following graduation. Undergraduate engineering programs must try to do better to foster engineering identity development so that professional persistence is improved and the workforce is provided a steady stream of capable degreed engineers from a variety of
California, Santa Cruz. Beckett’s continuing dissertation research examines a community-university collaboration situated in a low-income, predominantly Latino community, that created and used digital stories as artifacts and learning tools to engage members of the community (parents, teachers, district officials, union leaders, students, non-profit service providers, etc.) in reflection and dialogue around the economic, social, and cultural barriers that constituents face when advocating for student academic achievement, and to identify the strengths and solidarities that can be created to change the school system to better serve the student body (Beckett, Glass, & Moreno, 2012). Beckett has presented her research at
viability [16],[17]. Table 2 lists the four processes as well as how they fit within the structure of the capstoneand the learning outcomes they deliver. The Creative Idea Process addresses both creativeideation and team development. The Customer Discovery Process and the Client ValidationProcess address meeting customer needs at different stages of product development.Commercial viability is addressed in the process of the same name.Experiential learning has four phases: the concept, the application expectations, the experience,and reflection on the three prior phases [26]. We designed the implementation of each process tosatisfy pedagogical scaffolding that supports these phases of experiential learning without takingsignificant time or resources