proposal-writing workshops; Co-facilitator (2004), Boston East Pipeline Network; and Alumni, Lead Boston 2004 (The National Conference for Community and Justice). She won the 2006 Northeastern University Aspiration Award, and was recognized at the 2003 Northeastern University Reception honoring Principal Investigators that obtained funding in excess of $1 million over a five-year period.Miss Maureen D. Cabrera, Center for STEM EducationMadeline Jean Leger c American Society for Engineering Education, 2016 Summer Research Programs for high school students, supporting componentsAbstractThe Young Scholars Program at Northeastern University provides a diverse group of high schoolstudents who have
a project on faculty workshops. In other words, we werepresented both as outside researchers and as "junior members" of their line of work, and studyparticipants related to us as such when discussing their experiences.Data collection: focusing on written attendee reflections Page 24.1366.4Within the existing workshop activities, written reflections were the data source that mostdirectly addressed our research questions about faculty motivations and workshop perceptions.All attendees were given time to hand-write brief thoughts on their hopes, worries, etc. for theweek at the start (Monday) and mid-point (Wednesday) of the workshop. This
research interests include active learning techniques, peer to peer learning, and participation of underrepresented groups in engineering.Mr. Ryan Christopher Reuer Gergely, University of Illinois at Urbana-Champaign Ryan Gergely is a Ph.D. candidate in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign where he is pursuing a degree in Theoretical and Applied Mechanics. He received his B.S. (2006) and M.S. (2010) in Mechanical Engineering from Rose-Hulman Institute of Technology. He plans to finish his studies at UIUC in 2015 Page 24.1372.1
: “Students must be prepared for engineering practice through thecurriculum culminating in a major design experience based on the knowledge and skills acquiredin earlier course work and incorporating engineering standards and realistic constraints” [2].The ME faculty have defined the following four areas to quantify and assess the ProfessionalComponent: • Engineering Design (teaching and practicing design skills) • Professional Communications (conveying designs and interacting with peers) • Professional Skills (teaching and implementing design tools) • Professional Ethics (evaluating and practicing appropriate professional behavior)In each of these areas, a formal implementation plan has been developed to coordinateinstruction across
development perspective, assistant professors may need help transitioningfrom graduate school to the role of an academic so activities relevant to them may includementoring and peer consultation with an emphasis on course reduction and reduced servicecommitments in the first year or two as they develop productive research program and teachingcredibility 8. One way of helping new faculty may be to consider team teaching or to ensure anew faculty member received early and ongoing feedback on teaching practices.In terms of research, it may help new faculty to be aware of university and government researchgrant opportunities, perhaps through the Research Office. The Research Office may also befamiliar with industry grant opportunities that are often
AC 2012-3077: ONE OR MANY? ASSESSING DIFFERENT DELIVERYTIMING FOR INFORMATION RESOURCES RELEVANT TO ASSIGN-MENTS DURING THE SEMESTER. A WORK-IN-PROGRESSProf. Amy S. Van Epps, Purdue University, West Lafayette Amy Van Epps, M.S.L.S., M.Eng., is an Associate Professor of library science and Engineering Librarian and Coordinator of Instruction at the Siegesmund Engineering Library, Purdue University. Her research interests include information literacy, effective teaching, and integration methods for information literacy into the curriculum and ethical writing skills of engineering students.Ms. Megan R. Sapp Nelson, Purdue University, West Lafayette Megan Sapp Nelson is Associate Professor of library sciences at Purdue
://quickplace.udayton.edu/kidslearn ); ‚ Overseeing all team activities; ‚ Coordinating the presentation to the school children; ‚ Delegating duties to team members; ‚ Scheduling out of class team meetings; ‚ Submitting a hard copy of the weekly progress reports to the graduate student instructor.Students were required to review their teammates’ performance. Peer review scores wereaveraged and a grade was issued based on the outcome of the peer review. Page 9.833.3Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering
students for the distance class werevolunteers and there was no control group available, there were no statistical methods use tocompare the students performance. Also, I was the only one evaluating the students in thedistance laboratory whereas in the previous semesters I was responsible for only a portion of the Page 4.411.5students’ overall grade. Another significant difference is that the students who participated inthe distance course were actually on-campus students. They did not need to rely oncommunicating only through the discussion group and email. They could communicate directlywith their peers. This is significantly different than
the engineering curriculum.Most engineering graduates employed in industry will work in collaborative teams. Currentprojects, particularly those in aerospace, defense, and vehicle design, are of such magnitude thatthe involvement of multiple disciplines becomes essential. Separation of disciplines essentiallydisappears in much of modern industry.1Some of the advantages of project teams include: • Teams provide the most efficient use of workers’ skills. • Employees are able to pool knowledge and ideas to arrive at better and more creative problem solutions.2 • Teamwork based on coordinated tasks and peer leadership permits removal of layers of hierarchy.3 • Teams benefit from the combination of people with diverse
address topical areas as part of an NSF-funded project. One of these focused on Statics and Dynamics; 24 instructors from research-based, community colleges, and MS granting institutions participated in the Mechanics VCP.The VCP was centered on aligning the classroom around teaching objectives, classroomactivities, and assessment and utilized the How Learning Works framework for discussions.Topics included Bloom’s taxonomy and writing learning objectives, active learning strategies,collaborative learning, conceptual understanding, hands-on activities, and flipping the classroom.An initial 8 week period introduced these topics and helped the instructors formulate their plansfor the upcoming term, and a follow-on period is currently underway to
yearengineering and computer science students.At UIUC, Redshirt students take a course for credit that focuses on academic support, studyskills, and engineering projects. This course is similar to an introductory engineering coursetaken by all first year students, but has a stronger focus on academic and professionaldevelopment. Students are also required to take a writing course, introductory chemistry course,introductory physics course, and a math course.Pre-matriculation Summer Programs/Community-BuildingAll Redshirt programs have a required pre-matriculation summer program to help students get ajump start on their academics and begin bonding with their Redshirt peers, though theseprograms look quite different from school to school. At CU-B, UW, UIUC
local not-for-profit organization.The intent of this paper is to present an initial assessment of the effectiveness of a service-learning experience on several outcomes including retention, student satisfaction, self-efficacy,motivation, identity, and moral reasoning. We utilized a number of psychological instruments tomeasure constructs which we believe underlie the course goals described above. Initial resultsindicate that the most significant gains experienced by the students were in their moralreasoning, school and peer attachment, and design and self-directed learning self-efficacy. Wealso observed that retention of students at the end of the year was strongly predicted bysatisfaction with the experience and learning self-efficacy
effectiveness of their teaching. Finally, a learning environment mustbe community-centered, one in which students are provided opportunities to learncollaboratively.There are many efforts underway within STEM education to move away from traditional lecturemethods of delivery towards more novel methods designed to engage the students in the learningprocess.9-12 In many cases, these methods are taking the How People Learn concepts fromtheory to practice. The highlights of two specific programs, Project Galileo11 and VaNTH12follow.Project Galileo has developed two novel pedagogical approaches: Peer Instruction and Just-in-Time Teaching. These approaches are designed to provide students “with greater opportunity forsynthesizing concepts while instructors
than either of the twoeffects alone.”[21] In his study, Henson[21] suggests that we may be able to predict outcomes notbased on a person’s past aptitude or grade point average, but rather, on their self esteem,dogmatism, and intrinsic or extrinsic motivation to be successful.[21] Evidence of the use of performance comparisons in efficacy belief formation is supportedby other research and supports the claim of self-efficacy theory that vicarious experiences aremore influential on students who have little experience in a particular area such as in comingfreshman engineering students.26 Yet, another study stated that individuals “who are lessconfident, experience negative interactions with peers and instructors, and hold
student’s schedule.Universities generally staff career services offices for their students, offering a host of resourceson finding internships, writing resumes and cover letters, and practicing effective interviewstrategies. However, nearly 40% of students never even visit their universities’ career servicesoffices [1]. Disseminating useful information on career and professional development, therefore,must occur through the individual department. And, the timing of such exposure should be suchthat the student can contextualize any career advice received; giving students advice in interviewstrategies, for example, when they are in the midst of finding internships is more effective thanadvice given pre-college, which is naturally proffered in the
one of the six ethical frameworksthey had been peer-taught in class OR an engineering professional organization’s code of ethicsinto their papers and presentations (or both). They also had the option to use other ethicsresources in addition to the aforementioned requirements. Students were not required toincorporate the same ethical frameworks for the end-of-semester writing assignment andpresentation that they had taught to the class for the first presentation—in fact, such arequirement would have been difficult since the teams had been scrambled and reassigned for thesecond half of the semester. Thus, the team members were all “specialists” in differentframeworks, necessitating team discussions and decisions about which codes and/or
- Preparing job talks - Excellent written and spoken English - Networking with industryIndustry Career Skills - Resume and cover letter writing - Transitioning from postdoc to industry - Leading a collaborative research team in the lab - Leadership on research projects Leadership Skills - Diversity awareness - Openness to critique - Mentoring graduate students and junior postdocs - Managing small groups Mentoring - Peer - mentorship - Access to role models
demonstrated in the remainder of this paper, we also saw this collaborativeassignment-writing as an opportunity. We believe that it was the very process of workingclosely with peers that enabled us to create an assignment that was both effective atsociotechnical integration and transferable across diverse contexts.Assignment Version 1In our initial meeting, we focused on creating a space for problem redefinition (or at leastconsidering how problems are defined and what factors influence problem definition), inspiredby prior work in this area [25]. Problem redefinition was something we agreed had relevanceacross our diverse course contexts. For example, traditional engineering science courses oftenpresent well-defined, closed-ended problems for
Scientific and Technical Communication program at Michigan Technological University. Her research interests include interdisciplinary theory and practice as well as the intersections of rhetorical theory and communication in the workplace.Karina Jousma, Michigan Technological University Karina Jousma is an undergraduate student earning a Bachelor of Science in Scientific and Technical Communication at Michigan Technological University. Her concentrations include writing and engineering. She joined Civil and Environmental Engineering International Senior Design this summer. Page 12.944.1
program impact included statistical analysis of pre- and post- tests, qualitative researchtechniques of eliciting information using subject-produced drawings, journal writing, focusgroups, and observation. This project is sponsored by the National Science Foundation (NSF)funded Information Technology Experiences for Students and Teachers (ITEST) program aimedat enhancing traditionally underrepresented youths’ interest in Science, Technology,Engineering, and Mathematics (STEM) subjects. Disciplinary experts were drawn from materialsscience, industrial engineering, mechanical engineering, computer science, sustainability, scienceeducation, mathematics education, cognitive psychology, counseling, and education researchmethods. These experts worked
submit a structured summary of a potential educationdevelopment project. A three-page structured summary describes the project in six half-pagesections: (i) project overview, (ii) potential adopters, (iii) development activities, (iv) broaderimpact plan, (v) propagation and evaluation plan, and (vi) project timeline. During the workshop,participants used information and exercises from the DSA book, the DSAAAI, and feedbackfrom peers and the project team to revise their summaries. Attendees provided feedback that thematerials and workshops helped them think about propagation differently and that theseexperiences resulted in positive feedback on grant proposals.Since both propagation and institutionalization share the goals of expanding adoption
resources research and interested in building acommunication project related to their own work. The students were asked to write a 300-wordstatement about what water resources research they were conducting, who their current facultymentor was, why they were interested in applying for the fellowship, and their ideas for acommunication project. The application portal remained open for one month. Approximately 1/3 of therespondents indicated that they applied after having the Fellowship opportunity presented tothem in one of their classes. The other 2/3 of the students applied after being told about theopportunity directly by a professor or peer. In the first year of the GC WSC Fellowship, 12 applications were received, 12 offerswere made
, and math involved in an engineering course) together insuch a way that student thinking is changed. Referencing Gagne’s design guidance [11], it iscritical to get their attention with an engaging opening and then pair that with a connection totheir past learning.Engineering students are often directed to the major because they are proficient in math andscience, yet they may or may not also possess impactful professional skills (writing, speaking,audio/visual production) that are not typically applied in engineering course work. The use ofthese skills needs to be encouraged as preparation for their engineering career. Recent feedbackfrom industry partners has yielded that many interns and recent graduates are technicallycompetent yet lack the
in the zone of proximal development (ZPD) due to socialinteraction. The zone of proximal development (ZPD) has been defined as "the distance betweenthe actual developmental level as determined by independent problem solving and the level ofpotential development as determined through problem-solving under adult guidance or incollaboration with more capable peers" [31, p. 86].Play and unstructured, informal activities stimulate children’s social interaction and influencetheir learning and knowledge construction [31]. These learning environments also promote socialconstructivist views of teaching and learning [33], where learning occurs collaboratively in smallgroups. In such informal settings, assistance from a more knowledgeable other, the
disinfection science. Dr. Liu has authored and co-authored textbooks (4), books (6+2) and book chapters (>15) and over 80 peer-reviewed journal articles. She chaired and organized international conferences and presented more than 100 talks in professional conferences. She has been hosting and co-hosting 10 visiting scholars to conduct leading-edge research on biomedicine, hydrogen fuel cells, photocatalysis and nanotechnology. During 15.5-year services in TAMUK, she taught about 10,700 students; trained more than 150 undergraduate students, 40 master students. She served as NSF panelist and Chaired the proposal review panel. She also served as Journal Editor and reviewed hundreds of peer-reviewed journal papers. Currently, Dr
dividesthe project into three phases: design, development, and integration. Each phase has an oralexamination at the end. The course also requires the students to write a proposal, progress, andfinal report with their respective oral presentations. During the first two oral examinations, thecourse faculty question students about their project schedule and task progress before separatingand questioning them about their design choices and their module implementations. Student teamsmust then demonstrate their fully functional and tested prototype for the third oral examination. Capstone project teams and their projects demonstrate the principles of ComplexityTheory. Student teams have the autonomy to choose their team members, project, client
monograph title data available for conducting this analysis include loan author, title, year,publisher, edition, and lender library. Patron information includes department affiliation andstatus; no further identifying information is recorded in the dataset used here. This analysis focuses mostly on requests made by patrons from engineering departments,and it analyzes trends over time by constructing visualizations to look at: • the most active academic departments and their request activity over time • the most heavily requested titles • requests by patron status (undergraduate, graduate, faculty, staff, unaffiliated) • the total number of requests made over time • what peer libraries are used to fill the requests This work
presenting on a particular topic of interestin designing and running student success initiatives, followed by an open-ended discussion.Topics included peer-facilitated learning, web-based advising tools and the use of technologymore generally in career development and advisement, the transfer evaluation process, how tobreak down barriers to collaboration, and the growth mindset (as defined and described bypsychologist Carol Dweck). A quick online reflections survey was made available to the PLCafter each meeting, and summary notes of the discussions were posted on the PLC forum. 1. What is the main reason you came to the meeting today? 2. What is one thing new you learned from today's meeting? (if nothing, please write N/A) 3. What is one
activity, I spent time looking ahead and/or making plansPreference ● This activity required me to write ● This activity allowed me to present my thinking in more than just a written format ● This activity caused me to go out of my comfort zone ● This activity was completed in small groups ● This activity required me to work individually ● This reflection felt pretty structured ● This activity required me to use skills that I do not normally use ● This activity allowed me to express my reflection using my personal strengths in communicationPrivacy ● I had to share my experiences with educators for this reflection activity ● I had to share my experiences with peers for this reflection activity ● I had to share
institutional focus on honorable behavior is considerable.After considerable deliberation, the independent-study grading model was adopted, with themodification that the student would face the same final exam as his peers, and that the score onthat final would be a major factor in determining the final grade. This philosophy of evaluationcan be summarized as flexible but verifiable. It was particularly important that the grading andevaluation scheme be relatively “bulletproof”, given that this was a test case and might drawconsiderable scrutiny from unforeseen persons or organizations. The shared closely-proctoredfinal exam administered at the home institution upon return was judged to be fair, illustrative ofthe student’s level of achievement, and