During the past six years, pre-semester assessments of student skills have revealed a lack of hands-on experience by women students in the First-Year Engineering Projects course at the University of Colorado at Boulde...
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During the past six years, pre-semester assessments of student skills have revealed a lack of hands-on experience by women students in the First-Year Engineering Projects course at the University of Colorado at Boulder. Moreover, instructors in this course have observed a pattern of female students choosing other activities within their teams rather than engaging in the hands-on construction aspect of product development. To address these concerns, a Women's Manufacturing Workshop (WMW) series was pibted during the 2002-03 academic year through a partnership between the Women in Engineering program (WIEP) and the Integrated teaching and learning Laboratory (ITLL). Another aim was to provide women students a context for pursuing engineering through acquisition of knowledge and skills applicable to the design-build process in a low-risk setting. This paper discusses the effects of the WMW on the students, including an increase for women in their comfort with machining and other hands-on skills, and an increased likelihood that these women will remain in engineering.
An extensive and innovative hands-on engineering curricula which focused on the topics universal to K-12 science, technology and math classes was developed by the Integrated teaching and learning (ITL) program. Gradua...
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An extensive and innovative hands-on engineering curricula which focused on the topics universal to K-12 science, technology and math classes was developed by the Integrated teaching and learning (ITL) program. Graduate engineering fellows were the key to successful creation of K-12 engineering curricula which covered a wide range of topics such as energy, laws of motion and electricity and magnetism. This curriculum experiences real-life applications of engineering in daily life and provides important lessons for future citizens and potential engineers. It was found that a well-developed engineering-based curriculum is a modern inquiry-based instrument for integrating science, math and technology in the K-12 setting.
Motivated by a desire to excite K-12 students about the joys of engineering and spark their interest in pre-engineering subjects, the Integrated teaching and learning (ITL) program at the University of Colorado at Bou...
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Motivated by a desire to excite K-12 students about the joys of engineering and spark their interest in pre-engineering subjects, the Integrated teaching and learning (ITL) program at the University of Colorado at Boulder has developed a pre-engineering outreach program targeted at K-12 teachers and students. To supplement anecdotal success indicators, ITL developed several assessment tools to measure the impact of these programs. Assessment strategies consist of three key components: 1) assessment of workshop participant feedback (teachers and students), 2) assessment of long-term outcomes (teachers), and 3) assessment tools developed for the teachers' classroom use (i.e., embedded assessment). This paper reviews the process used to develop the assessment plans and tools. Examples of the tools used to assess participant feedback and preliminary outcomes are provided. Additionally, the process used to develop embedded assessment tools is described, including development of performance criteria and assessment tools that are linked to the learning goals, objectives, and K-12 State educational standards.
The characteristics and attitudes that were useful in identifying student research assistants with potential are discussed. It is often easier to find students if advisor begin by selecting from students whom you know...
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The characteristics and attitudes that were useful in identifying student research assistants with potential are discussed. It is often easier to find students if advisor begin by selecting from students whom you know personally from class or who have been strongly recommended by other faculty members. A good indicator of success is the student's atttitude towards work. Advisor should look for students with internal motivation and the ability to get things done. The follow through of students is good indicator of their motivation and initiative.
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