Relevant bibliographies by topics / Structured Experiences for Use in the Classroom Project

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Academic literature on the topic 'Structured Experiences for Use in the Classroom Project'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Structured Experiences for Use in the Classroom Project"

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Lilja, Niina, and Arja Piirainen-Marsh. "Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences." Applied Linguistics 40, no. 4 (2018): 594–623. http://dx.doi.org/10.1093/applin/amx045.

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Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions
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Murray, Garold L. "Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program." TESL Canada Journal 17, no. 1 (1999): 01. http://dx.doi.org/10.18806/tesl.v17i1.877.

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This article reports on a classroom-based research project exploring the learning experiences of 30 Japanese English-as-a-second-language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. It first addresses a growing concern among practitioners, that is, how to create a learning environment that facilitates learner autonomy. One possible answer is a learning structure that first requires students to reflect on their second-language needs and interests. They then set their learning goals, devise projects to help meet these goals, and self-assess
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Basilotta Gómez-Pablos, Verónica, Eva María Torrecilla Sánchez, Ana García-Valcárcel Muñoz-Repiso, and Azucena Hernández Martín. "Project-based learning in the classroom: a case study at High school level." Aula Abierta 49, no. 4 (2020): 429–38. http://dx.doi.org/10.17811/rifie.49.4.2020.429-438.

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This research presents the results of a case study that analyses the Solidarity Atocha project, which was implemented at a school in Madrid, Spain, and in which 114 first-year High school students participated. The main objective of this study is to analyse the experience of students that participated in the Solidarity Atocha project and to understand how they evaluated it and how satisfied they were with it. The method applied in this case study is a mixed one that used both qualitative and quantitative techniques. A semantic differential and a semi-structured interview were used to collect d
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Alnajem, Mohamad. "Learning by doing: an undergraduate lean A3 project in a Kuwaiti bank." TQM Journal 33, no. 1 (2020): 71–94. http://dx.doi.org/10.1108/tqm-01-2020-0010.

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PurposeThis case study shows how methods of lean philosophy can be successfully taught to undergraduate students and applied to improving a real-world loan process. Students were instructed to use newly acquired classroom skills to analyse and improve a bank loan process in Kuwait.Design/methodology/approachThis study involved an initial gemba walk through the bank. A case study format with direct observation and semi-structured interviews was adopted by 27 undergraduate students to identify waste, analyse the loan process and develop an efficiency plan.FindingsThe results revealed that underg
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Malecela, Issa Omar. "Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia." IIUM Journal of Educational Studies 5, no. 1 (2018): 76–92. http://dx.doi.org/10.31436/ijes.v5i1.152.

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Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classroo
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Isaacs, Serena, Jenny Rose, and Charl Davids. "Transformative Learning: Postgraduate Students' Reflections on a Community Engagement Program in South Africa." Social Behavior and Personality: an international journal 44, no. 1 (2016): 103–15. http://dx.doi.org/10.2224/sbp.2016.44.1.103.

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We explored the promotion of active citizenship through reports of engagement in a rural community program in the Western Cape. Students enrolled in a community psychology postgraduate course participated in this project, during which they made use of reflective journaling to record their individual processes. We used thematic analysis to explore the themes within these journals. Through engagement with the community, students were able to acknowledge and reflect on significant differences between learning in the classroom and in the community. They were also able to identify the qualities nee
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Bergh Nestlog, Ewa. "De första naturvetenskapliga skoltexterna." Educare - vetenskapliga skrifter, no. 1 (August 16, 2019): 72–98. http://dx.doi.org/10.24834/educare.2017.1.5.

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In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, s
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Johnson, Lindy L., and Grace MyHyun Kim. "Experimenting with game-based learning in preservice teacher education." English Teaching: Practice & Critique 20, no. 1 (2021): 78–93. http://dx.doi.org/10.1108/etpc-10-2019-0125.

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Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experi
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Garzón, J. C. V., M. L. Magrini, and E. Galembeck. "EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION." Revista de Ensino de Bioquímica 13 (August 24, 2014): 13. http://dx.doi.org/10.16923/reb.v13i2.581.

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Introduction and objectives: The New Media Consortium (NMC) Horizon Project defines educational technology in a broad sense as tools and resources that are used to improve teaching, learning, and creative inquiry. Each technology has been carefully researched and framed in the context of its potential impact on higher education. Within the Horizon Project there are currently seven categories of technologies, tools, and strategies for their use that the NMC monitors continuously. All they have the potential to foster real changes in education, particularly in the development of progressive peda
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Elving, Pernille Risør, and Thomas Ryberg. "Pædagogiske spændingsfelter ved inddragelse af programmering i grundskolen." Tidsskriftet Læring og Medier (LOM) 11, no. 19 (2019): 21. http://dx.doi.org/10.7146/lom.v11i19.103100.

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Abstract (dansk)I denne artikel undersøges, hvordan programmering benyttes i en pædagogisk praksis i grundskolen, samt hvilket perspektiv faglærerne har på at inddrage programmering som fagligt element i deres undervisning. Artiklen bygger på en empirisk undersøgelse af tre skolers inddragelse af programmering i undervisningen på mellemtrinnet under Coding Class-forløb i Vejle Kommune, hvor fire faglærere blev interviewet omkring deres erfaringer med forløbet. Analysen er struktureret omkring en række spændingsfelter, der omhandler brugen af programmering som enten et fagspecifikt eller tværfa
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Book chapters on the topic "Structured Experiences for Use in the Classroom Project"

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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch013.

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The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.
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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch007.

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The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.
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Etter-Lewis, Gwendolyn, Roselyn K. Banda, and Sarah A. Kinley. "Teaching to Digress." In Supporting Multiculturalism and Gender Diversity in University Settings. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8321-1.ch007.

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This chapter explores the challenge of creating a “liberated” classroom, one that digresses from the norm in both content and structure according to feminist principles. This teaching project was designed to create a unique learning environment through the use of black feminist pedagogy. Charged with teaching a cross-listed course (Women's Studies, Black Studies) entitled “Black Feminist Theory,” the teaching team consisted of a professor, a graduate student, and an undergraduate student. The team came together from a diversity of educational experiences in the U.S. and Africa. This chapter is a reflection of the team's experiences co-teaching a “non-traditional” course as well as a collective inquiry about the strategic importance of incorporating oppositional discourse into the college curriculum.
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Bengtson, Douglas W., John Golden, Lisa A. Kasmer, Sarah M. Thomas, and Paul Woo Dong Yu. "Mathematics, Social Structure, and Technology." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7222-1.ch022.

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This chapter provides insights gained from a collaborative action research project with university and middle school mathematics faculty. A categorical framework that considers the relationship between technology, mathematics content, and social interaction was used by the researchers to more deeply examine the varied uses and types of technology related to online teaching. In particular was the use of a relatively new category of software, Interactive Mathematics Classroom Builders, which integrates powerful mathematics tools with highly interactive classroom management features. The teachers found opportunities to try several novel uses of technology in their online lessons, advancing their teaching and the student experience, while learning lessons about teaching with technology that may apply to both remote teaching and the face-to-face classroom.
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Barrett, James, and Stefan Gelfgren. "Learning Places." In Multi-User Virtual Environments for the Classroom. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch003.

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The chapter, based on a set of developed teaching scenarios, discusses how virtual worlds, in particular Second Life, can be used in student centered pedagogy; intertwining theory and practice, emphasizing process-thinking, critical perspectives, and strengthen the confidence and independence of the student. Drawing upon experiences from traditional education, Web 2.0-tools, and problem based pedagogy grounded in project work, social media, engineering, and digital humanities, this chapter presents a pedagogy based upon the concepts of participatory culture, and co-creation on the part of students in the learning process. The authors have been involved in developing the core curriculum for a term-long (four month) course for Museum Studies. A problem based, student centered pedagogy is both integrated and contrasted with traditional classroom settings, that are also part of the planning, implementation, and assessment stages of the course. Based upon the practical experience of conducting this course, the article critically discusses ICT and problem oriented learning on a general level – including the benefits and disadvantages for the student and for the teachers. How this approach to learning, from the experiences in virtual worlds, can fit in to the established structure of learning goals, lectures, examination, and assessment is questioned in the chapter, based on the experiences gathered from teaching the course.
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Lavy, Ilana. "Leveraging Existing Knowledge to Match Industry Expectations." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch003.

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During the last four years, information systems graduates participated in a practicum project during their last study year and took part in various professional activities in the industry in accordance with their professional aspirations and their desired specialty. The main purpose of this project was to reduce the gap between the graduates' acquired academic knowledge and the industry expectations. The aim of this chapter was to reveal the graduates' perceived contributions of the project. For that matter, semi-structured questionnaires and interviews with graduates who participated in the project in the last four years were conducted. The graduates experienced real workplace environments, acquired extended knowledge and skills, built social infrastructure to assist them with future job seeking, and above all gained real-world experience that helps them to build their professional image, and gain confidence in their traits and abilities. In addition, the practicum-based approach was compared with other common approaches used to bridge the gap, and its relative advantages and disadvantages were discussed.
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McGill, Tanya. "Introducing Information Systems Students to Research with a Structured Group Project." In Current Issues in IT Education. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-753-7.ch003.

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This chapter reports on an approach to getting information systems research students started. The approach involves beginning research students undertaking a structured group research project in which the instructor is an active participant. The major purpose of this group project is to provide a gentle, supportive, structured introduction to information systems research. This approach benefits students by ensuring that they have participated in a complete research project before they have to assume complete responsibility for their first large individual project. The chapter discusses the use of this approach at an Australian university. In general, students have participated well, learning from their own experiences and the experiences of others in the group.
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Osheim, Darcy. "Gamification of the Classroom." In Emerging Research and Trends in Gamification. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8651-9.ch010.

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Students need the classroom in order to educate in a way in which they can relate, and grow bored when that does not happen. Gamification employs game mechanics, techniques, and theory in areas that traditionally are not set up to function like a game, and many instructors and administrators at the university level are eager to use gamification to encourage students to learn. However, gamification is not a generic fix to the problems found in the classroom. Instructors should gain insight on how successful games work, and gamify specific classroom functions to retain the deep learning required for subject mastery. The author employs the method of heterotopian rhetorical criticism and the methodology of autoethnography to analyze World of Warcraft and re-imagine experiences in the game through critical communication pedagogy to enact change in the traditional college classroom. A general definition emerged: Gamification must consist of high-choice, low-risk engagements in a clearly structured environment.
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Amir, Nazir. "Fostering Creativity and Joy of Learning Amongst Students in a Singapore Classroom Through Fun Design-and-Make STEM Projects." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch003.

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This chapter describes a classroom-based research of how the author makes an attempt to foster joy and creativity amongst his class of 38 students, averaging 13 years of age, who are in an academically low achieving group in a secondary school in Singapore. For this purpose, the author developed a simple candy floss kit project to teach science to them in science lessons, as well as guiding them to showcase their creativity through variations of the kit in design and technology lessons. An instrument was designed to capture the students' views towards the use of the project as a vehicle for them to showcase their creativity. This instrument infused elements from Guilford's and Torrance's frameworks for creativity (fluency, flexibility, originality, and elaboration) and indicators of product creativity (novelty, resolution, and style) through Besemer's Creative Product Analysis Model. Findings highlight that the students enjoyed doing the project and found it as a useful vehicle to showcase their creative use of science in the design-and-make process.
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Gremler, Claudia, and Elisabeth Wielander. "The Benefits of Student-Led Video Production in the Language for Business Classroom." In Cases on Audio-Visual Media in Language Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch007.

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The use of video in the language learning classroom has long been seen as a way to enrich the student experience and to increase student engagement. This case study presents a good practice example of student-led video production tasks. The project which is analysed here was conducted with undergraduate students of German at Aston University in Birmingham, UK. It examined student responses and student achievement in relation to a number of different video-based learning activities and explored the potential of student-led digital video production in a language for business context. Results of the study highlighted the various benefits of using video production tasks with language learners. In particular, the data demonstrated how video-based tasks embedded in a Content and Language Integrated Learning (CLIL) approach and supported by adequate scaffolding, such as task-based learning structures, provide collaborative learning opportunities and increase students' confidence.
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Conference papers on the topic "Structured Experiences for Use in the Classroom Project"

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Martínez Carrasco, Robert. "Using Wikipedia as a classroom tool — a translation experience." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8112.

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This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation ed
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Ellis, Timothy, and William Hafner. "Building a Framework to Support Project-Based Collaborative Learning Experiences in an Asynchronous Learning Network." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3206.

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Providing students in an asynchronous learning network (ALN) a rich learning environment is not easy, especially in terms of promoting higher cognitive functioning such as analysis and evaluation. The use of project-based, collaborative assignments has been demonstrated to foster greater depth of learning in traditional classroom settings, but this type of assignment is very difficult to plan, develop, and execute in an ALN. This paper presents a case study describing a systems-based framework for designing, implementing, and evaluating project-based collaborative learning experiences to be de
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Foroudastan, Saeed, and Brigette Thompson. "Experimental Vehicles Program Aides in Innovative Hands-On Learning Experiences." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66100.

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The Experimental Vehicles Program (EVP) was created in 2004 as an umbrella program for five different undergraduate experimental vehicle design teams. These projects consist of the Solar Vehicle, Moonbuggy, Baja SAE, Formula SAE, and Solar Boat. The goal of the EVP is to foster undergraduate student development through hands-on construction of experimental vehicles with the guidance of faculty mentors and partnerships with both national and international industry leaders. Each EVP project performs a vital function in the professional development of students. The projects provide a forgiving en
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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology.
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Harding, Bruce A. "The Treasure in Technical Information: A Research Project for All Disciplines." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-43533.

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Engineering practitioners often find themselves required to locate technical and non-technical information from a variety of sources. They may generate quotes, research equipment specifications, determine market shares, delineate a proposed manufacturing process, find company profiles, retrieve demographics data, certify compliance with international or national standards, or research any one of countless other pieces of information. This may involve books, CDs, periodicals, newspapers, corresponding via email, fax, letters or the worldwide web, across several languages. Few classroom projects
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Dose, Thies, and Gunar Kachel. "Business-Oriented Reserves and Resource Management - Experiences from a Merger." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206322-ms.

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Abstract In May 2019, the merger between Wintershall GmbH and DEA Deutsche Erdoel AG was closed, which was the start of Wintershall Dea.This paper provides detailed insight into managing reserves and resource information during this merger. After merger, three resource management activities required attention: (i) combining existing resources reporting, (ii) defining a lean but effective resources management and control system, and (iii) ensuring readiness for Initial Public Offering (IPO) by establishing an external independent evaluation of resources ("external resource audit"). This paper d
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Alemohammad, Hamid R., and Mohsen Shahini. "Active Learning in Mechanical and Mechatronics Engineering, Case Study: Computer-Based Interactive Learning in Robotics Classroom." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39430.

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This paper is concerned with the review of active learning methods implemented in Mechanical and Mechatronics Engineering courses. The active learning methods are categorized into two groups of in-class activities without the use of computers and computer-based classrooms. The strategies to encourage university instructors to adopt active learning methods are also discussed. The paper also addresses the pilot project for the implementation of a novel computer-based experiential learning in the course of “Robot Manipulators: Kinematics, Dynamics, Control” at the University of Waterloo, Canada.
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Ponciano, Lesandro. "Debate Estruturado: Uma Estratégia Pedagógica para Ensino e Aprendizagem de Valores Humanos em Interação Humano-Computador." In XVII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação (SBC), 2018. http://dx.doi.org/10.5753/ihc.2018.4209.

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Interactive systems are increasingly present in people’s daily lives, generating new demands for interface and interaction. Examples of demands are those derived from human values, such as: gender identity, privacy, and the need for systems to provide explanations to the people who use them. Therefore, to be successful, professionals working in the area of HumanComputer Interaction (HCI) need to be increasingly sensitive to these values. Unfortunately, there are still few pedagogical resources to help HCI students develop such sensitivity. Seeking to contribute to the solution of this problem,
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LeRoy, Marcus, Rogelio Guajardo, Miguel Santiago Urrea, and Thomas Hennig. "In Line Inspection in Lieu of Hydrotesting for Low Frequency ERW Pipelines: Developments and Experiences in 12 - and - 22 Inches Pipelines." In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9393.

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Abstract Pipeline operators use different approaches, often in combination, to ensure the safe operation of an asset. Historically, hydrostatic testing is the most accepted methodology for assessing critical flaws in a pipeline system, achieved by stressing the pipeline above the standard operating limits. By design, a release during this test removes a critical flaw from the system. There are significant drawbacks to this type of assessment. Such drawbacks include high costs of implementation, feature growth, previously blunt defects sharpening and system downtime. Driven by the operator (Mar
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Choate, Rober, and Kevin Schmaltz. "Improving Student Design Skills Through Successive Design and Build Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14734.

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Mechanical Engineering students at Western Kentucky University (WKU) are given instruction and must demonstrate their abilities to execute design projects during each of their four years of study. The features and goals of these projects are governed by a Professional Plan, which assures that graduates of the program have experienced key areas of the engineering profession and shown the ability to perform in an acceptable professional manner. The Engineering Design component of the Professional Plan is the focal point of the professional experiences. For students to be able to execute a struct
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Reports on the topic "Structured Experiences for Use in the Classroom Project"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden
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