Mirror Mirror: Reflection and the Building of Mindsets

Tranquillo, Joe

doi:10.18260/p.25724

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…Also in this section are the methods used to assess the programs using both structured (e.g. reflection ladder described in Tranquillo, 2016) and unstructured prompts. Specific assignments and a timeline of topics and lectures are given in Appendices A and B.…”

Section: Offerings and Research Methodsmentioning

confidence: 99%

Sustainable Development Challenge For BME

Tranquillo¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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in the Department of Biomedical Engineering, He is also co-director of the Institute for Leadership in Technology and Management, co-director of the KEEN Winter Interdisciplinary Design Program, and chair of the Biomedical Engineering Division of ASEE. Tranquillo has published three undergraduate textbooks and numerous engineering education publications, and has presented internationally on engineering and education. His work has been featured on the Discovery Channel, CNN Heath and TEDx. He was a US Case Professor of the Year nominee and a National Academy of Engineering Frontiers of Engineering Education faculty member.

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Section: Offerings and Research Methodsmentioning

confidence: 99%

Sustainable Development Challenge For BME

Tranquillo¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Faculty can bring in stories from alumni or local AIChE sections to illuminate how current class topics are aligned with students' future careers. While it is harder for faculty to explicitly make class projects personally meaningful for students, it's possible through giving students reflection prompts to encourage student thinking along these lines (for example: (13)).…”

Section: Implications For Course Designmentioning

confidence: 99%

How Much Does Student Perception of Course Attributes Impact Student Motivation?

Vigeant

Golightly

2020 ASEE Virtual Annual Conference Content Access Proceedings

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How much does student perception of course attributes impact student motivation?Intrinsic motivation creates a more positive and engaged atmosphere in the classroom, and is positively correlated with students' persistence in engineering. While an instructor can't "intrinsically motivate" students, they certainly can create conditions that cultivate or defeat intrinsic motivation. In this study, the impact on students' motivational state of five course design features was measured using Guay, Vallerand, and Blanchard's Situational Motivation Scale (SIMS) (1). Course features considered included the incorporation of open-ended problem solving, physical realization of a design, incorporation of broad perspectives, interdisciplinary student teams, and "real" problems. These course features were aligned with Self-Determination Theory to create the conditions for enhanced student intrinsic motivation (2). Prior work suggested that intrinsic motivation was especially cultivated by having students work in an interdisciplinary environment, on problems for external clients or that were personally meaningful (7). However, this prior work only considered faculty-reported presence or absence of course design features. Surveys suggested that students and faculty were not in perfect agreement about the presence of certain course features, notably interdisciplinary-interactions and the extent to which problems were "real" and reflective of what students expect to see in their career or find personally meaningful. This study focuses on the students' perceptions of course elements and the extent to which students' perception of the presence or absence of these elements impacts their motivational state in their coursework.

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“…Activities planned for completion during the summer of 2021 include completing the protocol and providing each mentor with more formal activities for their mentoring sessions. These activities, based on the KEEN Reflective Collection [36,37] are designed for the mentees to consciously connect their thoughts and actions and transform their goals into promises to themselves.…”

Section: Mentoring Workhopmentioning

confidence: 99%

Using Self-determination Theory to Guide Mentoring Activities for Underrepresented Students in Engineering Technology Programs

Dell,

Christman,

O'Neil

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Self-Determination Theory (SDT) posits that when three basic psychological needs-competence, relatedness, and autonomy-are met, individuals will be intrinsically motivated to support their own personal growth and well-being. Using self-determination theory to inform practice, the Self-Determined Critical Mass of Engineering Technology Scholars (SD-CoMETS) project at RIT seeks to build a more diverse student population through the recruitment and retention of students to the Engineering Technology (ET) programs within the College of Engineering Technology (CET) at the Rochester Institute of Technology (RIT). This project is funded by a National Science Foundation Scholarships in Science Technology & Math (S-STEM; NSF Award No. 1930313) awarded in 2020. The SD-COMETS program is a comprehensive program aimed at increasing enrollment of economically disadvantaged, academically talented students in ET academic programs at RIT, with targeted recruitment of underrepresented groups. The project is designed to increase first and second year persistence, known to be the critical years for degree completion. Using a research based approach, factors in the engineering education environment that contribute to the underrepresentation of women; First Generation; African American, Latin American, and Native American; and Deaf or Hard of Hearing students in these programs, are addressed. The scholarship program includes the development of a comprehensive Scholar Support Network (SSN) and activities to promote inclusive pedagogical practices that engage a broader spectrum of learners and support competence, relatedness, and autonomy. SD-CoMETS scholars will work with a faculty mentor to develop their personalized SSN and be provided guidance in how to make best use of it. This paper presents the Faculty Mentoring Protocol developed to guide mentoring practice and evaluation of mentoring activities for the SD-CoMETS program.

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Mirror Mirror: Reflection and the Building of Mindsets

Cited by 4 publications

References 27 publications

Sustainable Development Challenge For BME

Sustainable Development Challenge For BME

How Much Does Student Perception of Course Attributes Impact Student Motivation?

Using Self-determination Theory to Guide Mentoring Activities for Underrepresented Students in Engineering Technology Programs

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