An official website of the United States government
In college cybersecurity education, problem-based learning has been introduced to promote student agency in solving a complex problem. However, a dilemma of balancing the student agency persist and previous research has focused on students’ cognitive, metacognitive, and regulatory to enhance the efficacy of PBL. Given the importance of students’ self-awareness of their agency, this study suggests a concept of meta-agency as an essential learner characteristic that influences the effectiveness of student agency in PBL. Four dimensions of meta-agency, perceptions of productive struggle, expectation alignment between instructor and students, strategies for regulating agency, and familiarity with PBL tasks, were qualitatively explored with student interview data. Features of meta-agency and how students’ meta-agency level develop through cybersecurity PBL sessions were further investigated.
more »
« less
Work-in-Process: Cultivating Meta-cognitive Skills and Emotional Intelligence in First-Year Curricula
Typically college STEM instructors implicitly expect a level of meta-cognition, emotional resiliency, and general student readiness that largely exceeds any training or preparation students receive in K-12. Not meeting such expectations is perhaps a more significant barrier to student success than deficits in subject-based knowledge. This paper discusses initiatives at Sitting Bull College that seek, without substantial curricular change, to enhance student meta-cognition and emotional intelligence through the use of contextualized & project-based learning in a cohort model that incorporates specific skills training (such as Motivational Interviewing) for both students and instructors.
more »
« less
- Award ID(s):
- 1642047
- PAR ID:
- 10111719
- Date Published:
- Journal Name:
- 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32175
- Volume:
- https://peer.asee.org/32175
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
In the wake of COVID-19, student mental health has become a cause for concern in American universities, given rising rates of anxiety and depression amongst college-age youth. Faculty and administrators are beginning to take note of longstanding calls for a more holistic view of student life, acknowledging the impact that students’ emotional well-being has on their ability to learn. The capabilities approach is well suited to this challenge, offering a holistic account of opportunities and barriers students experience in college. Emotions are a prominent factor in many capabilities lists, including that of “emotional balance”, meaning the “ability to deal with challenges and stress”, or the “ability to be happy” (Walker et al. 2022:58). Education literature demonstrates that students’ ability to learn is significantly influenced by their emotional state (Immordino-Yang 2007, Phye et al. 2007). Positive emotions can stimulate students’ motivation to learn, while negative emotions such as anxiety or fear may cause students to withdraw. Emotional states are difficult to measure, which creates a need for assessment tools to evaluate students’ emotional capabilities in higher education. In this paper, we draw upon focus group outcomes and life-history interviews (n=24) with college seniors in an Electrical & Computer Engineering department in the United States to develop an assessment tool for emotional balance. We conducted a content analysis of the focus group and interview data, using qualitative codes that correspond with our capabilities list, material resources, and conversion factors. We then selected four case studies that demonstrate the importance of emotional balance, which were reviewed by the research team using consensus coding techniques (Stemler 2019, Harry et al. 2005). These case studies reveal the complex intersections between “emotional balance” and other higher education capabilities. Emotional imbalance may be exacerbated by a lack of structural support for emotional wellbeing on campus. However, in some cases, students may find more emotional support in campus environments than they find at home, making the university a place where emotional resilience is fostered. From this qualitative data, we generated an assessment tool that can be adapted for use by higher education administration. The assessment tool includes a survey element for collecting responses from students, along with a structural analysis to understand whether adequate support exists to help students navigate moments of emotional distress. This research will help operationalize the capabilities approach to make it more easily adaptable to other universities.more » « less
-
null (Ed.)Augmented Reality (AR) has become a valuable tool for education and training processes. Meanwhile, cloud-based technologies can foster collaboration and other interaction modalities to enhance learning. We combine the cloud capabilities with AR technologies to present Meta-AR-App, an authoring platform for collaborative AR, which enables authoring between instructors and students. Additionally, we introduce a new application of an established collaboration process, the pull-based development model, to enable sharing and retrieving of AR learning content. We customize this model and create two modalities of interaction for the classroom: local (student to student) and global (instructor to class) pull. Based on observations from our user studies, we organize a four-category classroom model which implements our system: Work, Design, Collaboration, and Technology. Further, our system enables an iterative improvement workflow of the class content and enables synergistic collaboration that empowers students to be active agents in the learning process.more » « less
-
The Additive Manufacturing Workforce Advancement Training Coalition and Hub (AM-WATCH) targets to address gaps in the current knowledge base of manufacturing professionals through the development of Massive Open Online Courses (MOOCs) based educational materials, delivery of professional development activities, support provided to 30+ instructors per year, and expanded outreach activities targeting K-12 and community college teachers and students. Tennessee Tech University is collaborating with the University of Louisville, Sinclair Community College, National Resource Center for Materials Technology Education, Oak Ridge National Laboratory, and industry in the development of cutting-edge and multi-dimensional educational modules and activities for instructors. Developed materials are presented to 30+ instructors through intensive two-day AM Studios every year. While instructors learn the latest trends and technologies in AM, they also grasp the ABET Student Outcomes and Continuous Improvement. This paper reports the current practices made in these studios and feedback received from the instructors.more » « less
-
Providing hands-on learning experiences increases student understanding of theory and practices in STEM (science, technology, engineering, and mathematics) fields. The experience gives students motivation and allows them to focus their career path towards completing a degree in a STEM field. This paper provides initial observations on the learning impact of community college students and their instructors participating in the Support Center for Microsystems Education 2021 Undergraduate Research Experience. Twenty undergraduate community college students and their instructors participated in a week-long hands-on project-based course in a cleanroom environment. Both students and instructors showed an increase in the level of knowledge regarding microfabricating based on the collected survey results after completing the program. Survey results and observations of participating mentors are presented.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
