How do first-year engineering students experience ambiguity in engineering design problems: The development of a self-report instrument

Citation: Dringenberg, E., & Wertz, R. E. H. (2016). How do first-year engineering students experience ambiguity in engineering design problems: The development of a self-report instrument.Design is widely recognized as a keystone of engineering practice. Within the context of engineering education, design has been categorized as a type of ill-structured problem solving that is crucial for engineering students to engage with. Improving undergraduate engineering education requires a better understanding of the ways in which students experience ill-structured problems in the form of engineering design. With special attention to the experiences of first-year engineering students, prior exploratory work identified two critical thresholds that distinguished students' ways of experiencing design as less or more comprehensive: accepting ambiguity and recognizing the value of multiple perspectives. The goal of current (work-in-progress) research is to develop and pilot a self-report instrument to assess students' relation to these two thresholds at the completion of an ill-structured design project within the context of undergraduate engineering education. The specific research questions addressed in this study are 1) if the piloted self-report instrument can be used to identify discrete constructs, and 2) how these constructs align with prior qualitative research findings. The objective of this study was addressed using a quantitative exploratory research design. Items for the self-report Likert-scaled instrument were designed to distinguish student experience that either accept or reject the presence of ambiguity and the value of multiple perspectives. The instrument was disseminated to a total of 214 first-year engineering students. Exploratory factor analysis was used to identify the constructs that emerge from the self-report data, and these constructs were checked for alignment with the previously identified thresholds. The results of this investigation will be used to help advance progress towards an easily administered instrument able to assist engineering educators with the identification of students in need of intervention or explicit instruction related to critical aspects of learning engineering design. The instrument could also be used to track student growth over time, and, with further development, to provide evidence for ABET student outcomes. © American Society for Engineering Education, 2016

Granzyme A Required for Regulatory T-Cell Mediated Prevention of Gastrointestinal Graft-versus-Host Disease

In our previous work we could identify defects in human regulatory T cells (Tregs) likely favoring the development of graft-versus-host disease (GvHD) following allogeneic stem cell transplantation (SCT). Treg transcriptome analyses comparing GvHD and immune tolerant patients uncovered regulated gene transcripts highly relevant for Treg cell function. Moreover, granzyme A (GZMA) also showed a significant lower expression at the protein level in Tregs of GvHD patients. GZMA induces cytolysis in a perforin-dependent, FAS- FASL independent manner and represents a cell-contact dependent mechanism for Tregs to control immune responses. We therefore analyzed the functional role of GZMA in a murine standard model for GvHD. For this purpose, adoptively transferred CD4+CD25+ Tregs from gzmA-/- mice were analyzed in comparison to their wild type counterparts for their capability to prevent murine GvHD. GzmA-/- Tregs home efficiently to secondary lymphoid organs and do not show phenotypic alterations with respect to activation and migration properties to inflammatory sites. Whereas gzmA-/- Tregs are highly suppressive in vitro, Tregs require GZMA to rescue hosts from murine GvHD, especially regarding gastrointestinal target organ damage. We herewith identify GZMA as critical effector molecule of human Treg function for gastrointestinal immune response in an experimental GvHD model

A PHENOMENOGRAPHIC ANALYSIS OF FIRST-YEAR ENGINEERING STUDENTS\u27 EXPERIENCES WITH PROBLEMS INVOLVING MULTIPLE POSSIBLE SOLUTIONS

Engineers are expected to solve problems that are ill-structured. These problems are presented with a lack of necessary information and allow for different ways of engaging with the problem; they are open-ended and involve multiple possible solutions with multiple means of evaluation. In order to allow maximum time for students to develop skills for solving such problems, undergraduate engineering programs can introduce such problems during the first year of students’ education, in the form of cornerstone design tasks. This provides students with more opportunities to develop their ability to engage with ill-structured problems, which are characteristic of engineering work. Researchers have documented variation within both the behavior and perceptions of students’ early experiences with design problems. General themes include novice-like design behavior, discomfort with lack of information, difficulty with problem scoping, and resistance to ambiguity. To build on these generalizations of students’ experiences, a more thorough understanding of the variation in how students experience this phenomenon of engaging with ill-structured problems is needed to design effective learning environments

Ways of Being Smart in Engineering: Beliefs, Values, and Introductory Engineering Experiences

Common discourse conveys that to be an engineer, one must be “smart.” Our individual and collective beliefs about what constitutes smart behavior are shaped by our participation in the complex cultural practice of smartness. From the literature, we know that the criteria for being considered “smart” in our educational systems are biased. The emphasis on selecting and retaining only those who are deemed “smart enough” to be engineers perpetuates inequity in undergraduate engineering education. Less is known about what undergraduate students explicitly believe are the different ways of being smart in engineering or how those different ways of being a smart engineer are valued in introductory engineering classrooms. In this study, we explored the common beliefs of undergraduate engineering students regarding what it means to be smart in engineering. We also explored how the students personally valued those ways of being smart versus what they perceived as being valued in introductory engineering classrooms. Through our multi-phase, multi-method approach, we initially qualitatively characterized their beliefs into 11 different ways to be smart in engineering, based on a sample of 36 engineering students enrolled in first-year engineering courses. We then employed quantitative methods to uncover significant differences, with a 95% confidence interval, in six of the 11 ways of being smart between the values personally held by engineering students and what they perceived to be valued in their classrooms. Additionally, we qualitatively found that 1) students described grades as central to their classroom experience, 2) students described the classroom as a context where effortless achievement is associated with being smart, and 3) students described a lack of reward in the classroom for showing initiative and for considerations of social impact or helping others. As engineering educators strive to be more inclusive, it is essential to have a clear understanding and reflect on how students value different ways of being smart in engineering as well as consider how these values are embedded into teaching praxis

An Intervention to Promote Growth Mindset and STEM Self-Efficacy of High School Students: Exploring the Complexity of Beliefs

The marginalization of women in engineering is a persistent problem. The overall goal of our collaborative project was to promote interest and participation in science, technology, engineering, and mathematics (STEM), particularly for high school girls. We took an action research approach with a local high school science teacher to develop, implement, and research the impact of a classroom-based intervention designed to encourage growth mindset and STEM self-efficacy beliefs using mixed methods. We analyzed pre- and postsurvey data collected using a control-treatment design to determine the impact of the intervention on high school boys’ and girls’ self-efficacy and mindset beliefs. We also conducted semi-structured, one-on-one interviews with purposefully selected participants from the treatment group to further explore students’ mindset and STEM self-efficacy beliefs qualitatively. We found that the intervention did result in a statistically significant change towards more growth-oriented beliefs for the high school girls who received the intervention as compared to the control group. We found that the intervention did not result in any statistically significant change in the girls’ self-efficacy beliefs, the boys’ mindset beliefs, or the boys’ self-efficacy beliefs. The qualitative analysis revealed that after receiving the intervention, students held contradictory beliefs about the role of effort and the role of innate ability in STEM achievement. Further, we found that context and gender mattered in how students justified their self-efficacy: boys and girls both expressed the belief that effort would lead to their ability to succeed in science classes, but the girls were less likely than the boys to express the belief that effort would lead to their ability to succeed in the context of a science career. By connecting our findings to broader cultural narratives, we suggest that for the continued success of intervention efforts aimed at promoting a growth mindset and STEM self-efficacy, particularly for girls, such efforts should include opportunities for students to reflect upon and unpack the broader cultural narratives about effort, innate ability, and the gendered stereotypes about STEM ability that inform their beliefs. Finally, from the perspective of a high school science teacher, we also advocate for more representation of women among science teachers and classroom speakers and the importance of explicitly connecting class content and success in classrooms to real-world contexts

Digital Concrete Production With Vertical Textile Reinforcement: First Trials

One major challenge preventing widespread introduction of digital concrete production is the integration of reinforcing materials. Textile grid structures offer a possible solution for this challenge. Textile reinforced concrete (TRC) has been researched for approximately 20 years and is currently being commercialized, initially in pre-cast elements for facades and bridges. TRC enables the construction of thin-walled, strong structures with a high freedom of design, properties well suited for the integration in digital concrete production. First trials for this integration have been performed and published. However, these studies only use short fibres mixed into the concrete matrix or textile reinforcement within the printing plane, which limits the transferred loads. This study shows the results of preliminary tests of vertical, out-of-plane textile reinforcements for digital concrete production. The textile reinforcement is fixed vertically and the concrete printing process is performed diagonally, “through” the textile. The results of four-point bending tests are presented

Effects of Patterned Sound Deprivation on Short- and Long-Term Plasticity in the Rat Thalamocortical Auditory System In Vivo

Postnatal sensory experience plays a significant role in the maturation and synaptic stabilization of sensory cortices, such as the primary auditory cortex (A1). Here, we examined the effects of patterned sound deprivation (by rearing in continuous white noise, WN) during early postnatal life on short- and long-term plasticity of adult male rats using an in vivo preparation (urethane anesthesia). Relative to age-matched control animals reared under unaltered sound conditions, rats raised in WN (from postnatal day 5 to 50–60) showed greater levels of long-term potentiation (LTP) of field potentials in A1 induced by theta-burst stimulation (TBS) of the medial geniculate nucleus (MGN). In contrast, analyses of short-term plasticity using paired-pulse stimulation (interstimulus intervals of 25–1000 ms) did not reveal any significant effects of WN rearing. However, LTP induction resulted in a significant enhancement of paired-pulse depression (PPD) for both rearing conditions. We conclude that patterned sound deprivation during early postnatal life results in the maintenance of heightened, juvenile-like long-term plasticity (LTP) into adulthood. Further, the enhanced PPD following LTP induction provides novel evidence that presynaptic mechanisms contribute to thalamocortical LTP in A1 under in vivo conditions