, University of Kentucky’s NSF GK-12 program. Dr. Millman has co-authored four books in mathematics, co-edited three other scholarly works. He has published over 40 articles about mathematics or mathematics education. He received an Outstanding Performance Award of the National Science Foundation and, with a former student, was awarded an Excel Prize for Expository Writing. Page 14.429.1© American Society for Engineering Education, 2009 Designing Effective Educational Initiatives for Grant ProposalsAbstractThe National Science Foundation requires that grantees make an effort to extend the reach ofacademic
) circumstances, andthat the problem had to be non-trivial. We also decided to make three simultaneous, real-timemeasurements of student actions: • Problem solving actions: student wrote their solution to the dynamics problem in a Livescribe notebook. We used an Echo smartpen system, which employs a small camera in the tip of the pen (along with specially printed paper) to record everything the student writes in a time-stamped way. • Thought process: we asked students to follow a think-aloud protocol and describe their thoughts and actions verbally during the experiment. These verbal expressions were audio recorded using the Echo smartpen, which automatically synchronizes the audio recording with the written
Engineering Course at a Two-Year CollegeAbstractFirst-year engineering students are often underprepared for success in preparatory core classes.To support aspiring student engineers on their path towards degree completion, student behaviorsand attitudes conducive to success as engineering students are developed through the use ofreflective teaching practices in an Introduction to Engineering course. With a progressive seriesof student assignments, in-class activities, and weekly retrospective writing assignments,students are guided to reflect on class experiences. These tasks help students to use classroomlearning to inform future decisions. Recognizing the diverse strengths and backgrounds of ourstudents, the assignments
expectations held for a role incumbent” [6, p. 12]. This stage consistsof the preparatory and recruitment phases of a student into the doctoral program, where the student’sknowledge about graduate education is mostly based on stereotypes and generalizations. In the formal stageof the socialization process, the student receives formal instruction regarding the role. The student, as anapprentice, observes older students in the same role of pursuing a Ph.D. and learns the normativeexpectations of the role. The student’s interactions are mostly informative and aim to integrate them into therole. The informal stage consists of the student learning of the informal expectations of the role. In thisstage, student “develop their own peer culture and social and
Engineers. c American Society for Engineering Education, 2020 Misunderstandings, mistakes, and dishonesty: A post-hoc analysis of a large- scale plagiarism case in a first-year computer programming courseIntroduction In this evidence-based practice paper, we discuss the issue of plagiarism in a first-yearengineering computer programming course. Plagiarism is an issue that can plague any coursethat asks students to submit independently created work. Traditionally, plagiarism has beenassociated with writing assignments, and there are a wide variety of tools and interventionsavailable for both identifying and preventing plagiarism on these assignments. However,although computer programming courses also report a
: Responsibility and Ethical Dilemmas in Academia • June 10 o GRE Class 2 • June 11 o Friday Meeting o REU/ERC-All Barbeque • June 15 o GRE Class 3 • June 16 o Seminar #4: Writing Your Graduate School Application Essay • June 17 o GRE Class 4 • June 18 o Friday Meeting o Engineering Ethics Workshop • June 22 o GRE Class 5 • June 24 o GRE Class 6 o Seminar #5: Developing Your Abstract-Writing and Presentation Skills • June 29 o GRE Class 7 Page 10.1176.9 • June 30 o Seminar #6: Basic Components of the Graduate School Application Process“Proceedings of the 2005 American Society for
-time college students who were employed rose from 36% in 1973 to 69% in 1995/96. Those working 20 hours or more increased from 17% to 37%. · In the fall of 1995, 81% of public 4-year colleges and 100% of public 2-year colleges offered remedial programs. Of all first-time freshman twenty-nine percent took at least one remedial course (24% math, 17% writing, and 13% reading). · In 1997, just 34% of freshmen reported having spent six or more hours per week studying during their senior year in high school, an all-time low (compared to 44% in 1987). In fact, the average student spent only 3.8 hours per week in 1997, down from 4.9 hours in 1987. · Freshmen
community; it is “the development of the individual as a social being andparticipant in society,” (p. 3) a process undertaken so that individuals can conform to theirsocieties or groups 2. The process of socialization generally includes acquisition of transmittedknowledge and language, and “learning of social roles and of moral norms” 2 (p. 4).This definition of socialization can be translated to the context of doctoral education. In thiscontext, the process of socialization still involves an individual‟s process of becoming a part of agroup; the difference lies in the community or culture the individuals are being socialized into.Golde 3 writes that socialization for graduate students is really an “unusual double socialization”(p.56): students
experiment or extracting from other research 6. Analyze the data 7. Check the results against the hypothesis 8. Write up whether the hypothesis was correct or incorrect 9. Reassess and develop a new experiment, identify different variables or biasesWe compared our list of steps to the following list, which was prepared before lecture by theinstructor based on their own experience and interpretation: 1. Make an observation 2. Ask a question 3. Develop a hypothesis 4. Do background research and identify appropriate variables 5. Conduct an experiment to test the hypothesis and selected variables 6. Analyze results 7. Write conclusions 8. IterateSeveral parallels exist between the two lists, with the major
students. While there aremany types of accommodations that can help an LD student, one common characteristic most allLD students have is that they require more time to assimilate any newly presented material. Thiscan present a problem if the active learning activity is immediately following the lecture. Forexample, the minute paper activity requires the student to write on the topic just covered for oneminute. Then present or otherwise submit the writing perhaps for a grade. A learning disabledstudent may not be able to acquire sufficient knowledge from the lecture part, in the time given,to be in a position to write such a piece. Furthermore, the process of writing itself may presentadditional problems as many types of learning disabilities
of designing solutions for ill-structured problems [2]. Wewanted to understand this reflection-in-action component. Like the “water” that the fish swimthrough in Wallace’s story, we see parallels to the ways in which our design students navigatethe design processes they engage in. Here, questioning “what the hell is water?” is a moment ofreflection-in-action. Schön writes that professional practitioners often consider their actionswhile they are doing them and states that they ask questions like “‘What features do I noticewhen I recognize this thing? What are the criteria by which I make this judgment? Whatprocedures am I enacting when I perform this skill? How am I framing the problem that I amtrying to solve?’” (pg 50).Our goal for our
), specifically supported five of the 14 outcomes: a, b, e, g, andk. The assessment tools comprised prelab homework, exams, an experimental design project,written reports, oral presentations and team/peer evaluation. The senior capstone design course,taken in addition to ME Lab, accounted for another seven outcomes. It was decided by thefaculty that one or two courses are not sufficient to demonstrate the necessary assessment of theprogram outcomes. There were several outcomes, though, which made more sense to beassessed by a laboratory course. For instance, all accredited engineering programs must have acomponent of experimental design in their curriculum. ABET Criterion 3b states “Engineering
meaningful to communicative, i.e., independent comprehension. With respect to writing, current pedagogical trends take the emphasis off the final product, seen only by the instructor (a dependency), and places it on the student and their peers (independence). The emphasis in writing is on the process or development of the piece, whereby the student controls the various versions, not the instructor. Page 25.139.8 4. Use the tools – In languages the best way to learn is to continue to use it. Several tools are taught in aerospace engineering classes. The best way to learn and retain them is to use them. Again
project/teamassignment. This was to help guide students in answering the questions. Table I. ChatGPT Interview Protocol Interview Sections Questions Overview of ChatGPT 1. What are your general views on ChatGPT? 2. Have you used it in a class besides EGR 304 (Embedded Systems Design Project)? a. If so, what did it help you accomplish? 3. Have you seen your peers use ChatGPT? a. What did they use it for? Classroom ChatGPT Next, let’s talk about a [classroom, homework, coding] assignment
research projects. He has collaborated extensively with colleagues across the University on the design, analysis, and presentation of data from both surveys and experiments. He is a co-author on peer-reviewed publications and a co-PI on funded research projects each year. He teaches both undergraduate and graduate level courses in statistical methods, regression analysis, statistical research design, and data analysis. American c Society for Engineering Education, 2020 Towards Creating Motivationally Supportive Course Structures for Introductory CalculusAbstractThis paper reports the qualitative phase of a sequential explanatory mixed
result of a group activity, a significant amount of subjectivity isrequired in assigning grades. Usually neither engineering students nor faculty aresatisfied with this situations. Peer reviews8 are often used to aid in the distribution of thegroup grade. Projects can be divided into group and individual components,9 but thisapproach usually requires more work for the instructor. Of course, individuals maysimply be assigned their group grade. The Current PhilosophyThe major changes listed above are due primarily to our contention that one semester isnot enough time to initiate and complete a meaningful project, let alone introducingsignificant new material. (In 1995 approximately half of the project oriented
workshopsthat the CTL puts on during the year. Other than being an active participant in these trainingactivities, it is important to get on the listserv for subsequent CTL workshops as well as developfriendships with students in/outside of your home department that you can coordinate with (andprovide peer motivation to) when planning to attend the workshops.Review the subsequent emails that come from the CTL, and make efforts to attend workshopsthat you feel will further your teaching skillset. To provide a few brief examples, topics caninclude: writing effective rubrics, integrating hands-on activities in lecture classes to promotediscovery-based learning, use of humor in the classroom, accessibility for students withdisabilities, implementing
findings of this study could be used to help femaleengineering students formulate appropriate learning strategies in project-based learning,and provide suggestions for them to take on suitable roles in group study. Possiblestrategies to optimize the design of future collaborative learning projects were alsoproposed.Literature reviewGender study constitutes an important part in engineering education. As found byprevious empirical studies, female engineering students had lower entrance opportunity,lower persistence rate, and lower grades than males, and their self-confidence,satisfaction level, educational engagement and academic performance were also foundto be at lower levels than their male peers [5][13].As to the possible causes, Felder’s study
format. For example, in a face-to-face format, collaboration and pairprogramming works well. Some instructors have even been successful implementing distributedpair programming in an online course [5]. However, in a flexible schedule, online format (Flex),the implementation of these activities is particularly challenging. In the Flex format, studentsstart the course at different points in the semester, work at their own pace and may not beworking on the same module at the same time. The asynchronous nature of the class makes itparticularly difficult for students to interact with each other. We propose the use of discussionboards within the learning management system to help create peer-to-peer code sharingexperiences in a Flex class. In this
2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”student work that utilizes project management software and methodologies would be present andassessed. Lesson #2 allowed the faculty to freely write outcomes knowing that the student workcollected would ultimately define each outcome. Lesson #3 was the process of actually choosingthe student work that clearly matched the outcome to be assessed in a project-based environment.In a research driven environment, it would be expected that a similar outcome would exist, butthe student work collected would look very different and highlight the use of very differentengineering tools.The
throughlectures, class work assignments and homework assignments. Eight lectures cover projectmanagement, meeting skills, technical writing, oral presentations, safety, rational managementprocesses (situational, problem, decision and potential problem analysis), personality self-assessment and conflict resolution. All students complete writing assignments and oralpresentations to practice the professional skill as well as demonstrate technical understanding ofthe unit operation. The instructor, the student and the student’s peers assess each student’s workprocess skills, safety performance and team behaviors.The following professional practices have been incorporated into the Senior Unit OperationsLaboratory. The key mode for delivering the course
-Champaign, has established, withinthe Library, the CARE (Center for Academic Resources in Engineering) program. CARE isdesigned to enhance the student academic experience in a variety of ways and to better integratethe Grainger Engineering Library into the day-to-day lives of engineering students. Theoverarching goal is to provide enhanced student academic services, increase engineering studentretention rates, provide peer mentoring and focused instructional assistance, provide increasedcontact with teaching assistants (TA), give students advanced collaborative resources andfacilities, and better integrate the Grainger Engineering Library services with student needs. TheGrainger Library has repurposed 3,966 feet of classroom and group study space
as they navigate the complexities ofSTEM education and careers. Through this literature review, we aim to identify gaps in currentmentoring approaches for minority graduate and undergraduate students in STEM fields anddevelop a new mentoring strategy that addresses their specific needs and challenges. Historically, academic mentorship has concentrated on learning rather than careerdevelopment or psychosocial needs (Ensher, 1997; Stromei, 1998). According to research,undergraduate students who are mentored had higher GPAs, greater retention rates, and moreunits finished each semester than their unmentored peers (Campbell and Campbell 1997).Mentoring addresses key aspects of student identification and social integration into
to request more lectures and less labtime. Student attitudes towards working with their partner and peer-to-peer learning werepositive across cohorts and semesters. In light of this the authors describe methods of scaffoldedopportunities for independent as well as peer-to-peer learning. While student preferences varied, data is also presented on student behavior and achievement.Class attendance remained over 90% throughout all three semesters (including the COVIDSpring 2020 semester). Student feedback has indicated a sense of obligation to their lab partnersand perceived value of the in-class activities to be the primary motivators of attendance. Further,data on student achievement of summative assessments across topics has been summarized
(2012) writes of ‘invisiblebarriers,’ related to sociological/psychological constraints. The author argues that local publicpolicy platforms are needed so as to ensure that women engineers have a space to put theirSTEM skills into action within the workplace (Qayyum, 2012).Gulf ContextWithin the Arab Gulf region alone, women comprise 60% of engineering students in universities,double the percentage of female engineering students in the U.S. and Europe (Durrani, 2015).Unfortunately, this does not translate to the same percentages in the workforce after graduation.For example, in Qatar, women make up less than 12% of the workforce (Yahia, 2012).Participation of women in the workforce, and particularly related to STEM fields, havenevertheless been
, meaning that the greater number of ideas, the greater the likelihood ofsuccessful ideas, and (d) combination and improvement are sought, meaning thatindividuals are encouraged to suggest how ideas from other peers can be turned intobetter ones. The third step is also referred to as the idea finding stage in the Osborn andParnes model. The fourth step involves evaluating ideas. Evaluating ideas generallyoccurs based on several factors such as cost; time required, usefulness, practicality, socialacceptance, and other considerations (Torrance and Safter, 1999). Osborn (1963) referredto the fourth step as the solution finding stage. The last step in Osborn and Parnescreative problem solving process is translating ideas into problem solutions
entire class and was very effective atrevealing perspectives that were otherwise not shared through case studies and groupdiscussions. With arguments coming from their own peers, students seemed willing to expandtheir perspective on each issue and even change their mind. Interestingly, students described theexperience as less “formal” than group discussions, permitting the sharing of more personaltruths.Modified Pisces GameThe modified Pisces Game was primarily mentioned by students in tutorial deliverables and finalreflective essays. It was a very impactful activity in the course and was often highlighted bystudents in their reflections and writing after participating in the tutorial. Five themes emergedfrom a review of sources.Theme 1: Leaving
satisfies the Disciplinary Communication General Education requirement; thus, learnersmust have satisfied Entry Level Writing and Composition.PreparationThe first quarter of the sequence, normally taught in fall, is devoted to acclimating learners to theindustry management model. The quarter begins in a highly structured lecture format withdesignated class times and assigned (mock) project teams (discussed later in detail). Lecturetopics correspond to project framing activities which are applied to the mock project with clear,ordered deadlines and direct instructor feedback. Around week six, instructors begin thetransition to the role of facilitator while students self-assemble into capstone project teams. Atthis point, one lecture session per week
7. Select exemplar text for each theme to include in write-up of analysisFigure 1. High-Level Depiction of Research Method. The steps in the blue boxes primarilyinvolve quantitative analysis, and the ones in green primarily involve qualitative analysis. 8 Although the method we developed mixes quantitative and qualitative researchmethods, the descriptions below separate its quantitative and qualitative aspects to makethe underlying logic clearer.3.1 Quantitative Methods: Frequency Analysis and Topic Modeling3.1.1 Extended Frequency Analysis Using the Search Functions of PEER The purpose of the
Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU’s FSAE team.Prof. Farrokh Mistree, University of Oklahoma Farrokh’s passion is to have fun in providing an opportunity for highly motivated and talented people to learn how to define and achieve their dreams. Farrokh Mistree holds the L. A. Comp Chair in the