Iowa State University. Her research interests include learning and teaching an- alytics, dashboards, online learning, self-regulation, student engagement, and reflective practices. Her current work aims to examine how instructors’ teaching strategies and methodologies may be informed and improved by interpreting data visualizations (i.e., dashboards) in both in-class and online environ- ments.Dr. Evrim Baran, Iowa State University Evrim Baran is an associate professor of educational technology in the School of Education and Human Computer Interaction at Iowa State University. She conducts research at the intersection of technology in teacher education, human-computer interaction, and learning sciences. Her research
. Dating back to the 1960s, researchershave explored the theoretical characterization of intercultural competence and the effectivenessof varying classroom practices [24]. More recently, various researchers have explored theefficacy of CEL and research immersion experiences. Research shows that teachers learn tonavigate complex, intercultural encounters through challenging CEL experiences promoting,“reflective, critical and ethical practices” [25].Since international engineering CEL has the potential benefit to both increase interculturalawareness, while also demonstrating engineering as a career that helps humanity, engagingteachers in this type of experience may prepare them to encourage and inspire their students,particularly females and other
variables to create four composite variablesthat are scored on a percentile scale. The normed percentile scales make these variables ideal forsmall sample sizes as in the present case. The four composite variables are defined as follows in theLIWC Manual [6]: • Analytic Thinking - A high number reflects formal, logical, and hierarchical thinking; lower numbers reflect more informal, personal, here-and-now, and narrative thinking. • Clout - A high number suggests that the author is speaking from the perspective of high expertise and is confident; low Clout numbers suggest a more tentative, humble, even anxious style. • Authentic - A higher number is associated with a more honest, personal, and disclosing text
educational technology tools in STEM classrooms in the pastfew decades. Previous studies have discussed the impact of design, development, and use ofeducational technology tools on creating an interactive learning environment for students.However, in the realm of user experience, limited studies explored the context of technology andstudents’ experiences while interacting with educational technology tools, such as students’perceived ease of use. Accordingly, this work in progress study explores reflections of students’experience while interacting with the most commonly used education technology tools inpostsecondary classrooms. For this study, we recruited thirty undergraduate STEM students fromtwo midwestern educational institutes. Our primary
body. Over thepast twenty years or so, we have tried in the Department of Mechanical Engineering at MichiganState University (MSU) to delve into areas that are normally not on the radar of the mechanicalengineering student. Those areas are “extras” in the teaching of students and if we take the timeto question our students on what they have been asked to do outside of the technical pursuits, Ibelieve that we will find that their perceptions of life in the real world will far exceed fluids andcontrols. The purpose of this paper is to look at all the things that have been experimented withover the years at MSU and in future papers prepare documentation that reflects the reactions ofthe students to these “extras.”Within this paper will be a
. As this is a work in progress, future consideration willinclude CAD drawing, prototyping, and testing. The authors will discuss how the researchproject focused on each component of experiential learning: 1) experiencing, 2) reflection and 3)application. This work will also discuss the preliminary findings of a questionnaire used to guidethe student’s direction during the initial portion of the application phase.IntroductionInnovating new energy harvesting techniques that do not rely on fossil fuels is a critical steptowards expanding sustainable infrastructure and fighting the effects of climate change. The YaleProgram for Climate Change Communication (YPCCC) conducted a survey with Climate Nexusand the George Mason University Center for
this program is a work in progress, only preliminary data from the first two cohorts areavailable for program evaluation. Current evaluation efforts were based on participantreflections, pre- and post-program Local Systemic Change (LSC)11 surveys, participation inacademic year follow-up activities, as well as data collection and reflection during the follow-upacademic year. These sources were aggregated to describe the impact of the participants’summer experiences for primary investigators leading the program, materials and manufacturingresearchers, in addition to the NSF funding agency. The evidence collected regarding the nineobjectives based on the three research topics are listed in Table 1 including progress andrecommendations for the
• Based on interests • Sense of belonging • Locally applicable • Growth mindset PERIODIC/ REOCCURRING Community Involvement Survey of Classroom • Local Community Organizations Climate (e.g. City Council)Figure 1. Framework for series of classroom interventions.Authentic Project (Relevancy)• On the first day of class, an authentic project is assigned to pique student interest and demonstrate the applicability of the course. Students are asked to reflect on their
creating betterinter-corporation collaborations.The common assignment was graded by both professors who taught the two foundationalcourses. The reason for doing it was to understand and eliminate potential bias that an instructorcould have towards his/her students. Results of our first round of this intradisciplinaryassessment are presented in the next section.ResultsStudents work of the common assignment was graded by both professors for all five of thecriteria (i.e., Curiosity, Initiative, Independence, Transfer and Reflection). Each student wasgraded on a scale of 1-4 on each of the five criteria.Figure 2 shows the average grades of all 24 students enrolled in the Database Fundamentalscourse. We see that professor who taught the course (i.e
anengaging platform. In order to present students and teachers perception about this newmethodology, Kahoot system is presented in five different approaches: Introduction of anew concept or topic; Reinforcement of knowledge; Encouragement of reflection andpeer-led discussion; Connection of classrooms and Challenge for learners to make theirown Kahoot quizzes. Some of these purposes presented were studied in Physics I andChemistry courses for freshman students and Physics II course for sophomore students inan Engineering School.IntroductionImmediate feedback enhances students’ learning. For students, it’s a chance to go furtherby breaking misconceptions and changing learning routes. For teachers, it’s a practicalopportunity to feel the “temperature
differential effects of the instructors’ approaches.BackgroundCourse description. The course examined for this study is taught through a combination ofmethods, including directed readings, classroom discussions, activities, reflective writing, andpresentations by guest speakers. Students in both sections learn about self-management, values,centralized and decentralized organizational structures, the leadership vs. management debate,implicit bias, women in leadership, and creating a culture of participative decision-making.Guest speakers from a range of industries and levels of experience present to both sections andhave lunch with students. The students’ learning culminates in a team project.Instructor A’s section emphasizes class discussion
) educational programs and careers [1]. This underrepresentation is reflected in the normsand culture existing in STEM fields. The perception of a white-men dominated environment canoften result in unfair stereotypes and biases imposed on women and people of color. These studentscan face assumptions of inferiority and be considered as part of the STEM field only as part of arequirement or quota [2],[3],[4]. Group based project learning is a common tool used in the engineering classroom topromote the acquisition and development of skills that prepare students for engineering careersrequiring significant collaborative effort. Working in groups and collaborating towards acommon goal allows students to develop their communication, leadership
appreciate what an engineering degree, and engineering itself,entail. Students drawn to engineering because of high school success in math and science shouldleave first year informed about the other skills they will need if they are to thrive as engineers.Our first year must also prepare students for second-year specialization, both technically and inregards to the choice of department. Departments expect a certain level of readiness innumerical literacy, ability to use software tools, presentation and interpretation of data ingraphical form, and ability to critically reflect on the reasonableness of results. To achieve thesegoals, an engineering practice and preparation half-course called “Thinking Like an Engineer”(TLE) has been developed. The
program administratorshave determined those to be the courses students struggle with most in their first year in STEMat Rice [12]. Further, as not all topics can be covered in six weeks, individual topics within eachsubject area have been selected to ensure students are taught material on which underpreparedstudents at Rice have historically performed poorly compared to the rest of the class.Summer courses in RESP are taught by university professors, who cover the same content duringRESP that is taught in their classrooms during the regular semester. RESP students receivegrades for their work that reflect the same grading standards as regular fall and spring semesterclasses, though these grades do not count as part of the student's official
triggeringdifferent thinking in students to enhance his or her creative thinking. The proposedmodel can thus identify level of creativity and assist both teachers and students.IntroductionIn a highly competitive global market, industries urgently need talented people whocan innovate and engage in self-design. To meet the needs of industry and cultivatetalented workers, engineering education courses in most schools focus on developingstudents’ abilities to collect, analyze, interpret, and apply detailed information, as wellas to create, reflect, and adapt to change. Therefore, engineering education programsshould give importance to how they can equip students with adequate innovationskills.In creativity education, the interpretation and opinions of the
Variability in Instruction of Introductory Chemical Engineering Course: Does it Affect Our Students?AbstractEngineers are commonly described as problem solvers. Arguably, the best problem solversconsist of the most versatile information-gatherers and processors. Learning styles describe howindividuals gather and process information. The Felder-Silverman learning styles model consistsof eight learning styles dimensions, with two opposing preferences in each dimension(active/reflective, sensing/intuitive, visual/verbal, sequential/global) that categorize individualsbased on how they best process, perceive, receive, and understand information. It is important tonote that these descriptions of learning styles are preferences, and
role in a creative design-driven business environment. However, manymanufacturing SMEs that produce technologically complex products have insufficient humanresources and skills to cover the breadth of competencies needed. Opportunities forimprovement are often limited or seen to be too expensive, such as enhancement of their in-house design capacity through external resources in the form of design services, tertiaryinstitutions, or by cross-industry knowledge sharing.This paper describes an innovative educational program, which is aimed at the developmentof talent pathways for engineering students that reflect the skill requirements of design drivenmanufacturers. Concurrently, a professional development framework for design practitionersfrom
and the angle of inclination was measured using a protractor. 3) Measure the direct and diffuse solar radiation as discussed earlier in the afternoon. Again, the open-circuit voltage of the solar panel was measured with the multimeter and utilized to examine the amount of direct and diffuse solar radiation. 4) Measure the amount of solar radiation reflected from the ground. Again, the open-circuit voltage was utilized to study how much solar radiation is reflected from the ground. 5) Hook up the electric motor on the car and operate the car on solar power.After the afternoon tasks were completed, the teachers reconvened and discussed their resultsand how the content could be integrated into their middle school
• Business plan rehearsal (part 2) • Business models12 • Conceptual business model review • Feedback on business plans13 • Business plan preparation • Business plan competition14 • Business plan presentation to class • Formal design and business reviews • Business plan competition15 • Reflection on course and learning • Reflection on course and learning • Course and team reviews • Course and team reviews Page 12.679.5Course Goals and Learning OutcomesThe overall goal of the course is to prepare students for the professional challenges they will facein entrepreneurial
provide anindication of the ease and usefulness of this new technology for viewing the ME337C lecture.Survey on the Spot software, developed and made available by the UT College of Engineering,was used to design, collect, and report the podcasting survey. Additionally, the students took the Page 12.1161.2Index of Learning Styles Questionnaire online test to determine their learning styles.2 This test isoffered by North Carolina State University at www.engr.ncsu.edu/learningstyles/ilsweb.html anddetermines where students’ abilities lie on four different learning style continuums:active/reflective, sensing/intuitive, visual/verbal, and sequential
involves an integrated three-step processincluding a discipline-specific pre-lab activity, general/customized information literacyinstruction, and communication skills development. This paper describes how thecollaborating team has learned from each other’s reflections to make the assignment ameaningful learning experience.Librarians and faculty have been traversing on parallel paths during the past few decades.The rapid explosion of technological integration into nearly every aspect of daily life hasmerged the separate paths into one. Writing centers and libraries recognize their roles ascenters of learning and the importance of collaboration.1 Librarians, writing center staffand faculty must now travel in tandem in order to prepare students to
include the ability to use symbols, learning through observation, planning,self-regulation, and self-reflection [1]. A brief description of each of these humancognitive capacities follows: Ability to Use Symbols: By the use of symbols, humans transform immediatevisual experiences into internal cognitive models that in turn serve as guides for theiractions. Through symbolizing, people also ascribe meaning, form and duration to theirpast experiences. Learning Through Observations: Learning can also occur indirectly by observingother people’s behavior and its outcomes. Individuals’ capacity to learn by observationenables them to obtain and accumulate rules for initiating and controlling differentbehavioral patterns without having to
students are involved in active learning by being connected with libraries and being taughtsoft skills during their training.4-6 They will build upon these skills, horn them and evolve intolifelong learners. Sapp et al.7 used a treasure hunt assignment to teach students various sources of engineeringinformation and its contents. Slivovsky et al. 8 presented methods and strategies of integratingreflection into engineering design class. The engineering design notebook was one of thereflection methods developed and a well defined rubric was used to analyze it. The reflectiveexercises presented were successively shown to guide the students in their reflective thinkingduring the design course. Well formulated design notebooks have been shown to
ConclusionsThe results from both semesters of data collection clearly illustrate a correlation betweenpercentage of correct answers on lesson review questions and anonymity provided to the student.The provision of anonymity enabled the student to place self-doubt and fear of embarrassmentaside in order to answer according to his/her own understanding6, 7. The results from thepopulations using clickers as their response method were reflective of what one would expectfrom a class containing students of varying capabilities and levels of comprehension.Conversely, the results of the populations using hand-raising as their response method wereexcessively inflated. The lack of anonymity amongst these populations inaccurately skewed thedata dramatically in
suggest any improvements. This survey captures their opinions on the quality of theprograms reflecting the students, faculty and laboratory facilities (Figure A.3.)Intern/Co-op Supervisor SurveyOpinions of the Intern/Co-op supervisors on the skills and performance of the continuingstudents form another important feedback to a program. The ABET a-k outcome tool can beused in this survey (Figure A.4)Alumni SurveyAlumni with at least two years of professional experience are the valuable source of informationto judge the strength and recommend ways to enhance the programs. Their performance in theindustry is the major indicator of achievement of the program objectives. As shown in FigureA.5, a one page questionnaire is prepared on the basis of
included both the theoretical andpractical aspects of the peer tutoring process, was used as part the training process.Topics included everything from the writing process, to working with grammar andmechanics, as well as how to conduct face to face tutorials. The Fellows continued tomeet weekly with their supervisor throughout the semester. The Writing Fellows wereasked to write two reflection papers, one during the training week about their writingbackground and one at the end of the semester about various aspects of the program todetermine the effects of the program.ResultsResults show that WF experience has an effect on student performance. On the firstreport of the semester, 69 students (out of 71) turned in the design project report
AC 2009-1276: ASSESSING GROWTH OF ENGINEERING STUDENTS USINGE-PORTFOLIOS: A MDL-BASED APPROACHChristine B. Masters, Pennsylvania State UniversityAlexander Yin, Pennsylvania State UniversityGül Okudan, Pennsylvania State UniversityMieke Schuurman, Pennsylvania State University Page 14.239.1© American Society for Engineering Education, 2009 Assessing Growth of Engineering Students Using E-Portfolios: A MDL-Based ApproachAbstractOverall premise of the work presented is to study the potential of e-portfolios as a viablemechanism for student reflection and assessment of growth on attributes that are part ofbecoming a World Class Engineer. These
Employer Survey Triennially Center/SoT Staff Input from Industrial Advisory Board Faculty AnnuallyJob Placement DataData from the University Career Center on our graduates’ job placement reflects how successful ourgraduates are in securing a job in a related field.Alumni SurveyThe alumni survey is a written questionnaire which our alumni are asked to complete. Data will be collectedevery three years. The data will be analyzed and used in continuous improvement. A sample copy of thesurvey is included in Appendix A.Employer SurveyThe employer survey is a written questionnaire which
, in Senegal, El Salvador, and The Gambia.IntroductionExperiential education involves educators teaching by engaging students directly in realexperiences and focused reflection. Experiential learning is a component of experientialeducation, i.e., learning through direct experience. Experiential education and learning can be avaluable component of engineering courses [1,2,3,4,5].Engineers Without Borders (EWB) is a non-profit humanitarian organization dedicated toimproving the quality of life for impoverished communities around the world. EWB connectsstudents and professional engineers with communities in developing countries and provides helpthrough the implementation of environmentally and economically sustainable engineeringprojects. In
F 55Along with the students’ identification numbers and course grade, the data file recorded the raw Page 14.496.5survey response data, the number of responses that are identified as reflecting introvertpersonalities, and the percent of the total responses that were introvert responses.Table 3 shows the summary statistics taken from the raw data files. The mean reflects theaverage number of responses that were “introvert” in nature. For example, in the CIT 155 class,the 102 students averaged about three introvert-based answers from the seven statements posedon the questionnaire. (We used the numeric count values rather than