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2015 122nd ASEE Annual Conference and Exposition

作者： Coso, Alexandra Emelina Watson, Mary Katherine Llewellyn, Donna C. Georgia Institute of Technology Georgia Tech's Center for the Enhancement of Teaching and Learning United States Citadel Military College of South Carolina Department of Civil and Environmental Engineering United States Boise State University Institute for STEM and Diversity Initiatives United States

To provide significant learning experiences for undergraduate engineering students, educators have resources in the literature, colleagues, and personal experiences to supplement their course design process. This study aims to capture the stories of graduate students who are looking back at their undergraduate experiences and describing the features that made a specific course particularly impactful. Specifically, the goal of this study was to explore the educational philosophies enacted in the most impactful undergraduate classrooms, according to graduate students' perceptions, for the purpose of designing effective instructional environments. To capture the characteristics of the impactful courses, graduate engineering students from the Georgia Institute of Technology participated in an online survey. Participants reflected on the instructional environment that best described their most impactful undergraduate learning experience. Open-ended questions provided students with the opportunity to further justify or clarify their responses. The analysis indicated that students' most impactful classes were required, in-major, non-design courses. Furthermore, these courses were characteristic of instructor-centered philosophies, including essentialism and perennialism. However, when students did reflect on out-of-major courses, they tended to recount a wider variety of enacted philosophies, including more learner-centered ones (progressivism, social reconstructionism, and existentialism). Qualitative analysis of students' descriptions of their most impactful classes revealed five major factors that contribute to the success of a course: course components, the instructor, the student experience, the subject matter, and other stakeholders (e.g., peers and teaching assistants). Exploring these impactful classroom experiences highlights connections between the literature and student experiences as well as supports new faculty who are considering the type of instructional env

关键词： Educational philosophies Impactful courses Instructional environments Undergraduate engineering education

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Materials science as a high school capstone course for the physics first curriculum

Materials science as a high school capstone course for the p...

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2009 MRS Fall Meeting

作者： Unterman, Nathan A. Science Department Glenbrook North High School 2300 Shermer Road Northbrook IL 60062-6700 United States National Center for Learning and Teaching in Nanoscale Science and Engineering Northwestern University 1801 Maple Evanston IL 60201-3149 United States

ISBN: (纸本)9781605112060

By changing the high school science curriculum from Freshman Science, Biology, Chemistry, and Physics (BCP);to Physics, Chemistry, and Biology (PCB), we have an opportunity to create a new Senior level science elective. The entire high school science core curriculum has been reviewed and parts rewritten to create a coherent, integrated program based on common themes such as energy, particulate nature of matter, and forces. Nanoconcepts including size and scale and surface area to volume ratio are integrated where appropriate. In our school, we began PCB during the 2008-2009 academic year. In anticipation of these students becoming upperclassmen, a capstone elective course of Materials Science has been developed based on scientific models and literacies shaped in the PCB course sequence. Deployment of this new model-centered course is set for the 2010-2011 school year. © 2010 Materials Research Society.

关键词： Curricula

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Leaders like me

Leaders like me

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2019 Collaborative Network for engineering and Computing Diversity, CoNECD 2019

作者： Trenshaw, Kyle F. Aish, Nir Miskioglu, Elif Eda Asare, Philip Center for Excellence in Teaching and Learning University of Rochester RochesterNY United States College of Management Bucknell University LewisburgPA United States Department of Chemical Engineering Bucknell University Lewisburg PA United States Department of Electrical and Computer Engineering Bucknell University Lewisburg PA United States

The Workshop Program at the University of Rochester infuses collaborative learning into a variety of introductory STEM and non-STEM courses through small, weekly, peer-led problem-solving sessions called "Workshops." Decades of data from these Workshops indicate that 1) American Indian, Black, Hispanic, and Native Hawaiian students are less likely to attend them than White and Asian students and 2) that every additional Workshop students attend correlates with higher final course grades. To address this situation, the UR Workshop Program has partnered with the People Like Me project at Bucknell University. Before the start of the Fall 2018 semester, Workshop leaders were asked to respond to the People Like Me survey questions, and we crafted their responses into profiles. We then posted these profiles for students in the courses to view on a platform on which we could track those views at the individual student level. In this work-in-progress, we hope to answer the question: To what extent does viewing personal information about Workshop leaders affect students' likelihood to attend Workshops?. © CoNECD *** right reserved.

关键词： Students

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Work in Progress - Computing and Undergraduate engineering: A Collaborative Process to Align Computing Education with engineering Workforce Needs (CPACE)

Work in Progress - Computing and Undergraduate Engineering: ...

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IEEE Frontiers in Education Conference 2008

作者： Vergara, Claudia E. Urban-Lurain, Mark Briedis, Daina Buch, Neeraj LaPrad, Jeannine Paquette, Louise Sticklen, Jon Wolff, Thomas F. Center for Research on College Science Teaching and Learning MSU United States Instructional Technology Research and Development Division Science and Mathematics Education College of Natural Science MSU United States Chemical Engineering and Materials Science MSU United States Civil and Environmental Engineering MSU United States CSW United States Math of Computer Science Department LCC United States Computer Science and Engineering MSU United States College of Engineering MSU United States

ISBN: (纸本)9781424419692

This NSF-funded community-building (CB) project brings together Michigan State University (MSU), Lansing Community College (LCC), and the Corporation for a Skilled Workforce (CSW) to design and implement a process to create a collaboratively-defined undergraduate computing education within the engineering and technology fields in alignment with the computational problem-solving abilities needed to transform mid-Michigan's economy and workforce. In this WIP we outline the process we are developing to ensure that a wide variety of stakeholders - business, community leaders and post secondary educators collaborate to identify workforce computational skills, define how these skills can be integrated across a curriculum, and develop revised curricula that integrate computational problem-solving across engineering departmental courses. By documenting, evaluating and making the process explicit, this process can serve as a model for national efforts to revitalize undergraduate computing education in engineering, and should be extensible to other computing education reform efforts.

关键词： Computational problem-solving curricula Curicular reform Undergraduate engineering and technology Workforce computational skills

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Online programs increase the availability of education

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Computers in Education Journal 2019年第3期10卷

作者： Jarvie-Eggart, Michelle Freeman, Thomas Kemppainen, Amber Department of Engineering Fundamentals Michigan Technological University HoughtonMI United States Cognative Learning and Sciences Department Jackson Center for Teaching and Learning Michigan Technological University HoughtonMI United States

— This paper examines the trends in online programs and enrollment to support the argument that those attracted to full time online programs are place (and time) bound nontraditional students looking to continue their education (e.g., working professionals, stay at home parents, active duty military). The authors also survey the literature to explain the reasons why students choose online programs versus face-to-face education, concluding that the motivations for choosing online learning are unique and pose no threat to long term sustainability of physical universities. Online programs offer the opportunity for continuing the education of students who would otherwise be unable to attend college, while traditional students’ first choice for education remains in-person programs. © 2019 American Society for engineering Education. All rights reserved.

关键词： Students

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A unique research experience in bioengineering education for undergraduates in the VaNTH REU

A unique research experience in bioengineering education for...

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2008 ASEE Annual Conference and Exposition

作者： Linsenmeier, Robert Alley, Jean Hirsch, Penny Klein, Stacy Greenberg, Julie Bourgeois, Mark Northwestern University Robert R. McCormick School of Engineering and Applied Science Weinberg College of Arts and Sciences VaNTH Engineering Research Center in Bioengineering Educational Technologies Vanderbilt University Writing Program at Northwestern Outreach Vanderbilt University School of Engineering Department of Biomedical Engineering Radiological Sciences and Teaching and Learning Massachusetts Institute of Technology Philosophy Loyola University Chicago

Most Research Experience for Undergraduates (REU) programs are designed to provide summer research opportunities in a particular domain of engineering or science. The VaNTH REU has been unique in focusing instead on education research projects in bioengineering. These projects allow students from various fields to gain a different perspective on their education while making the decisions about content and pedagogy that instructors usually make. After an introductory session at Vanderbilt, students spend the next nine weeks working with mentors from Vanderbilt University, Northwestern University, Massachusetts Institute of Technology or the University of Texas at Austin. While at these sites, students meet weekly by video- or tele-conference to report on their projects. Work on ethics and communication were integrated into the REU experience. The REU students, who are mostly in engineering, have become engaged in the process and methods of engineering education research and, in many cases, have made substantial contributions to the development and/or classroom evaluation of educational materials. At the same time, they have learned a particular field of bioengineering more deeply. This paper discusses the VaNTH REU program and illustrates the contributions of REU students to successful innovations in bioengineering pedagogy. While it would be difficult to replicate the VaNTH REU program in its entirety, many of its components are transferable and could help students who are considering faculty careers or graduate school in engineering education. © American Society for engineering Education, 2008.

关键词： Students

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Practical implications in engineering education Who is supposed to do what?

Practical implications in engineering education Who is suppo...

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Frontiers in Education (FIE) Conference

作者： Jennifer Turns Drew Paine Brook Sattler Human Centered Design & Engineering University of Washington Seattle WA USA Center for Engineering Learning and Teaching University of Washington Seattle WA USA

In recent years, the engineering education community has invested significant energy and resources in the creation of a rigorous empirical knowledge base to support the transformation of engineering education practice. In this work, we address the specific question: When researchers identify practical implications in their research publications, what specific actions are they suggesting be done, and who is expected to take these actions? We answer this question by identifying "implication for action" sentences in a sample of sixteen articles across two issues of the Journal of engineering Education. We find that the actions offered are infrequently cognitive (15% in our dataset) and frequently related to courses (83% in our dataset); and the identification of an actor happens just under half of the time (43% in our dataset). We discuss these results through a pragmatic perspective and a critical perspective.

关键词： engineering education Communities Acceleration Pragmatics Decision making Encoding

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Research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soil

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Discover Education 2024年第1期3卷 1-16页

作者： Shah, Tavseef Mairaj Jannesarahmadi, Sahar Shokri-Kuehni, Salome Ellinger, Dorothea Brose, Andrea Or, Dani Shokri, Nima Institute of Geo-Hydroinformatics Hamburg University of Technology Am Schwarzenberg-Campus 3 (E) Hamburg 21073 Germany Center for Teaching and Learning Hamburg University of Technology Am Schwarzenberg-Campus 3 Hamburg 21073 Germany Department of Civil and Environmental Engineering University of Nevada Reno NV United States

We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields. © The Author(s) 2024.

关键词： Environment Microplastics Research-Based learning Soil Health Student-Participative Research

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Work in progress - A mixed-methods approach to developing an instrument measuring engineering students' positive ethical behavior

Work in progress - A mixed-methods approach to developing an...

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39th Annual Frontiers in Education Conference: Imagining and engineering Future CSET Education, FIE 2009

作者： Holsapple, Matthew A. Finelli, Cynthia Carpenter, Donald Harding, Trevor Sutkus, Janel University of Michigan United States Center for Research on Learning and Teaching University of Michigan United States Civil Engineering Lawrence Technological University United States California Polytechnic State University United States Institutional Research and Analysis Carnegie Mellon University United States

ISBN: (纸本)9781424447152

Ethics education and the drive to produce ethical professional engineers is an important focus of one body of research on engineering education. This research often defines the positive outcome of ethics education as students and professional engineers choosing not to engage in unethical behavior. This paper discusses a portion of a larger research project and details efforts to identify and validate a definition of ethical behavior that includes the decision to engage in a positive behavior, defined as a service to a larger community. Through a series of interviews and focus groups with engineering administrators, faculty, and students, the authors attempt to confirm the construct validity of service participation as ethical behavior. They also investigate the validity of the aspects of service participation to be included as a part of a national survey on engineering ethics education practices and outcomes. They then discuss the final steps that will be taken to test and further validate the development of the service participation portion of the survey. ©2009 IEEE.

关键词： Students

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Lab-in-a-Box: Development of materials to support independent experimentation on concepts from circuits

Lab-in-a-Box: Development of materials to support independen...

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2009 ASEE Annual Conference and Exposition

作者： Meehan, Kathleen Hendricks, Robert Doolittle, Peter Clark, Richard Shek, Carl Virginia Tech United States Departments of Materials Science and Engineering and Electrical Computer Engineering Virginia Tech United States Department of Materials Science Department of Learning Science and Technology School of Education Virginia Tech United States Center for Excellence Undergraduate Teaching Virginia Western Community College United States

A project known as Lab-in-a-Box (LiaB) was developed in 2004 as one of the outcomes of a department-level reform within the Bradley Department of Electrical and Computer engineering (ECE) at Virginia Tech, addressing a need that was identified through student and employer surveys for concrete examples of fundamental concepts in electrical engineering. LiaB is a set of 'hands-on' exercises in which students design, build, and test at home various d.c. and a.c. circuits using an inexpensive electronics kit, digital multimeter, and a software oscilloscope and, thus, has not require significant resources to implement. The inclusion of LiaB in our ECE curriculum has received overwhelmingly positive comments from the students as well as from faculty members who have used the kits for projects in upper division courses that have been traditionally lecture-based with no lab component and has been adopted by three community colleges. The aim of the first set of experiments that are under development, funded by a grant from the National Science Foundation, is to reinforce abstract concepts on first-order and second-order RLC circuits introduced in the companion circuits lecture course. The students construct circuits with physical components rather than symbolic parts in PSpice and determine the time-varying voltage drops and currents in the circuit by direct measurement rather than by plugging values into their calculators. Experiments enable students to explore how the component tolerances, the initial state of the capacitor and/or inductor, and the frequency response of the circuit affects the output signal. An approach to integrate evaluation and assessment is being undertaken, where methods to measure the educational outcomes are considered concurrently with the development of the learning materials. A description of our pedagogical approach to the development of these learning materials and the integration of evaluation and assessment metrics will be described. © Americ

关键词： Students

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