in shifting student bias towards inclusion in the three interventions. The mostpromising approach is student-led, where senior students worked to change the student culturedirectly.Introduction and BackgroundImproving diversity in STEM fields is an important goal and has been widely studied. It is well-known that students and professionals in STEM careers in the USA do not reflect the generalpopulation of the country [1]. For example, white men make up 31.6% of the general populationwhile they make up 51% of scientists and engineers. Black men make up 6% of the populationand 3% of the STEM workforce. The percentage of non-white and non-Asian people in the USAis 31.3% while the percentage of this sub-population working in STEM is just 12%. In
, several ofour middle years major-required courses, and a new third-year course designed for students whoexpect to graduate within the next year [29]. The first-year course introduces students toprinciples of reflection as a building block of SDL, in addition to design thinking, and thebiomedical engineering (BME) field. In the middle years’ courses, students engage in signaturelearning experiences that foster their entrepreneurial mindset and encourage them to integratewhat they are learning with some of their prior extra- and co-curricular experiences. In their thirdyear, students complete a new, major-required course entitled The Art of Telling Your Story thatacts as a type of capstone experience in this vertically integrated curriculum.The
. The earlier in their education engineers are exposed to the layers ofabstraction associated with the leaps from experiment to project and product, the more theywill be able to advance not only their own craft, but the field altogether. The stakeholders whobenefit from a self-reflective engineering force will live comfortably and sustainably, so longas engineers are equipped to recognize all the abstract constraints they face in the design oftheir processes and products.Frameworks like Engineering for One Planet help offset the simple unfathomability ofchallenges on time scales incomprehensible to engineers and their stakeholders today. EOP inparticular takes advantage of the logical conclusion of engineering fields undergoing‘expansive
engineering population of the United States. While the institutionsused in this study share common matriculation practices, all institutions of the same type are notnecessarily identical to each other. For example, some institutions offer majors not availableelsewhere and some may have enrollment criteria for specific engineering majors that exceed therequirements for engineering at large.AcknowledgementThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1545667. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] A. Theiss, J. E. Robertson, R. L. Kajfez, K. M. Kecskemety, and
years compared to earlier years as reflected in the sample data shownin Table 3, and we believe this is largely due to increased faculty engagement and positivityrelated to EML. Table 3 Average Student Ratings Related to E-learning Modules Question 2015* (n = 98) Fall 2020* (n = 133) The instructor reinforced what you learned in the e-learning 3.58 3.95 module through an assignment or a project The assignment or the project was effective in reinforcing 3.44 3.91 what you learned
faculty: “I think maybe like a Best Practices Guide for students taking online classes would bebeneficial, how to effectively manage one’s time since I think time management is really key. It'skey in any situation, especially for incoming students, not quite knowing how is college differentthan high school. Managing their time would be giving student a lot more freedom. So, I thinkimplementing Best Practices Guide, strategies for time management, as well as setting outschedules would give them ample opportunity for breaks as it hard for students to sit in front of acomputer all day long” (Research Participant 5)Conclusion & future work In this study, multiple common themes reflected faculty perceptions of studentexperiences and
’ professional development and thedevelopment of a community project, critical indicators, including student end-of-semestersurvey, reflection items, and the success of the implementation of the semester communityproject present evidence of the effectiveness of the model for this program. Specifically, end-of-semester survey results indicate positive trends concerning understanding, applying, anddescribing the Foundry overall. Additionally, presentations indicate a level of understanding ofthe Foundry as all community event designs were required to integrate the model as part of theirplanning and implementation. In terms of retention and engagement, end-of-semester surveyresults indicate that the majority of the students in the program will persist in
factors might have influenced their decision. The intent was to better understandhow students, who are uncertain about their choice of major at the start of the fall semester, cometo a decision about which major to declare. And why some students who are more confident oftheir intended major at the start of the semester end up changing their intended major. Theprimary question being asked is: What can the 1st-year engineering program do to better aid students in their choice of major?An estimated 40% of entering 1st-year engineering students are uncertain about their choice ofmajor [1]. This was reflected in the number of 1st-year students at Binghamton University asreported in a survey they were given in
).[26] V. Venkatesh, S. A. Brown, and H. Bala, "Bridging the Qualitative-Quantitative Divide: Guidelines for Conducting Mixed Methods Research in Information System.," MIS Q., vol. 37, no. 1, pp. 21–54, Mar. 2013.[27] M. Friedman, "Use of ranks to avoid the assumption of normality implicit in the analysis of variance.," J. Am. Stat. Assoc., vol. 32, no. 200, pp. 675–701, Dec. 1937.[28] J. Walther, N. W. Sochacka, and N. N. Kellam, "Quality in Interpretive Engineering Education Research: Reflections on an Example Study.," J. Eng. Educ., vol. 102, no. 4, pp. 626–659, Oct. 2013.[29] J. Saldaña, The coding manual for qualitative researchers., 3rd ed. SAGE, 2015.[30] H. W. Marsh and R. G. Craven, "Reciprocal Effects of Self
on the quality of the work they produce and the actual project product itself. Inaddition, students also receive a number of reflection assignments so that the instructor main gaininsight into how the students are viewing the course and their performance (positives and areas forimprovement) as students/employees [22]. In a corporate environment, such information can begleaned by a supervisor with an employee during a yearly performance appraisal discussion. Theseitems provide some insight into student readiness to work in industry through how the studentdiscusses the experience and through the choice of subjects the student chooses to discuss in someassignments.Pilot runs of the courseThe course was piloted in 2018, 2019 and 2020. The 2018
perfect. He reall understandsthe material, orks hard to contribute to the group ork, and does it ith a good attitude and Jamie is a lot like me in that she found herself not knowing as much about MATLAB and thus,not being as useful. Carla s comments for this period reflect continued frustration ith theune en ork distribution ithin the team. She states, I ha e contributed more than my fairshare of ork to each and e er milestone . I feel the qualit of the ork I ha e been doing ishigh and that I ha e been an effecti e team member.Be ond the added orkload, Carla s e perience ma ha e been e en more negati el impactedby her interactions with Jack. While we do not know how their in-person interactions playedout, e can see documented e idence from the
. Modern media and academic sources have repeatedlyreported the stress and impacts of an education crisis. Students of all ages have beenasked to isolate and learn without the social support of their classmates and teachers.The grief over the loss of community has been noted and described with reports ofemotional, mental, and physical distress [1]. The grief being described in the ongoingreports equates to a trauma, and while trauma can imply a psychological injury it can initself become a mental health problem [7]. As the pandemic overtakes its one-yearanniversary, educators must reflect on the potential impacts from the prolongedisolation and loss on both individuals and communities and those impacts on the futureof higher education. An entire
complicated. • I think all the project simulations were as helpful as they could be during these circum- stances. • I think it would still be a challenge for the hands-on experience because of the virtual learning we must use. However, I do feel once we are allowed to go back to school, we will be able to have a much better and improved experience with these projects.From the survey responses collected from the participants, it is evident that many students ex-pressed a better understanding of engineering discipline when the course was offered in virtualmode. These responses do not necessarily reflect the enhanced learning experiences in the virtualmode because only 66% responded favorably rated their experiences compared to 79
Engineering”, Alonso [11] studied how engineering identities intersect with other identities. This study brings another element to the framework of Intersectionality - the individual’s perception and a peer’s perception of them being identified as an engineer. To clarify, we are not only observing if the individual identifies as an engineer but how that reflection compares to them feeling they are being portrayed as an engineer within their community. It is a matter of discerning which factors contribute to these identities and which factors dissociate the student with that identity. Through our study, it was apparent that this identity could be solidified by being established prior to attending college. Rincon [5] states [that] “...expressing early
. Additionally,because each platform implements rapid development methodologies differently, there can beinconsistencies and some expected feature sets do not always come out-of-the-box (OOTB) [11].RAD is most prevalently used in commercial applications because projects are “schedule intenseand require amalgamate set of team members” [9]. These requirements are the same for capstonedesign courses [2], [3] and research-centric projects. Further research suggests that whenpresented with the same set of independent software variables to examine, student developers’analysis is statistically similar to that of professional industry developers [12], indicating thatstudent behavior is reflective of developer behavior in industry. These parallelisms suggest
topic of interest tothe student. The use of problems framed as technical challenges to report to a supervisor ortechnical peers provides context to inspire students to recognize the independent learning skillsthey will need to be successful engineers.Alignment to Workplace CompetenciesIn addition to the seven defined ABET student learning outcomes, there have been numerousworks to define additional workplace competencies that would be expected by the modern globalengineer [17,24,25]. The National Academy of Engineering (2004) [17] notes that an engineerworking in an interdisciplinary global workforce requires leadership, teamwork, communication,reflective behavior practice, interdisciplinary skills, disciplinary perspective, contextualawareness
. • I use my personal email more frequently than my school email. Also, update as much and as soon as possible to blackboard. Industrial Robotics • I have taken online classes in the past and I didn’t learn as well as I do in face-to- face lectures. • I hope Blackboard works throughout the semester. The survey results (Table 2) reflect the following facts for each challenge and the possible impact onthe program quality. Table 2. Possible impact on program quality with respect to challenge type Challenge typeFacts Possible impact on the program quality Technology • About 40% percent of students
the living and learningenvironment can easily derail a RedShirt student’s academic progress. Most programs include asecond year in the dorm. While RedShirt students expressed some ambivalence about thisrequirement in the second year, most third year students were grateful for dormitory supportwhen reflecting on their second year. A number of third year students struggled with the impactof moving back home after moving out of the dorm and others struggled with logistics aroundliving in an apartment. These third year struggles were worsened by the pandemic. This seemslike another area where continued engagement with RedShirt staff in the area of intrusiveadvising would be helpful to assist juniors with making their living arrangements when
detailed exploration of student perceptions of the questionsacross the two instruments. We will continue to administer both instruments annually tounderstand students’ long-term trajectories and identify which factors have the greatest impact ondevelopment of identity. By better understanding identity development, we can work to improvepersistence in computing programs.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1833718. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References [1] G. Kena, L. Musu-Gillette, J. Robinson, X. Wang, A. Rathbun, J
PBL to be effective. Simply giving students a problem to solve in a group does notautomatically confer benefits. Transfer is also aided by reflection, which is often incorporatedinto problem-based learning. In brief it is worth considering that in disciplines like engineeringwhere addressing contingencies in practice is important knowledge matters, but experience maymatter more. Ultimately, we become what we do so techniques such as cases, simulations, andPBL allow students to gain experiences with applying contingent knowledge. If designedeffectively these learning experiences can transfer to practice.Another area that most of these degree programs have in common are some form ofcomprehensive examination before an individual is licensed for
expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Khasawneh, M., Bachnak, R., Goonatilake, R., Lin, R., Biswas, P., Maldonado, S.C.,(2014) “Promoting STEM Education and Careers among Hispanics and Other Minorities throughPrograms, Enrichment, and other Activities.” ASEE Annual Conference and Exposition,Conference Proceedings, 2014.2. Martinez, D., Jacks, J., Jones, D., Faulkner, B. (2010). “Work In Progress – RecruitingInitiatives for Hispanic, First-Generation Students.” 40th ASEE/IEEE Frontiers in EducationConference, 2010.3. Enriquez, A., Langhoff, N., Dunmire, E., Rebold, T., Pong, W. (2018). “Strategies forDeveloping, Expanding, and
, Kim,& McDermott [57]. To recap key aspects of the discussions and opinions appearing in the precedingpages, I offer Table 4, in which I have listed my subjective rankings of various factorsthat help women’s participation and achievement in STEM fields, based on my personalobservations and experiences in the US and Iran over a 48-year academic career. I couldhave listed inhibiting factors, but perhaps accentuating the positive is preferable as wellas more intuitive (higher scores reflect greater desirability). The total score should betaken with a grain of salt, as not all factor have the same importance.Table 4. A comparative summary of factors helping women’s participation/achievementin STEM educational programs and careers (on
39.52 compared to 36.45 from UPRM. Therefore UPRM participantsexhibited characteristics of a collectivist society in which people are born into groups that providesupport and help to others in exchange for loyalty. Thus, the UPRM student population reflects amore ingrained sense of collectivism. Meanwhile, the mainland score of 91 represents anindividualist society, where people expect to take care of themselves. On the contrary, MSUstudent population scores align with the characteristics of a more collectivist culture.The analysis by gender revealed that female students reported a score lower than the generalpopulation at both institutions, with 33.98 for MSU and 36.31 for UPRM. For male students, weobtained a higher score of 46.40 and 37.18
DEI efforts and larger DEI efforts. As part of the plan we haveengaged with constituents and discussed ways to implement the following levels for the Call toAction by addressing the following questions and then reflecting on the levels in Figure 4. ● How do we make the initiatives actionable? ● How do we make the actions sustainable? ● How do we measure success of the actions? ● How do we manage accountability for the initiatives? ● What did we miss? What have we not considered? ● What are the strengths, weaknesses, threats and opportunities? Figure 4. Call To Action Levels of ActionNext StepsThe BIE Call to Action offered a solid foundation for the launching of other BIE strategicinitiatives. Among
my protégé. And she started getting a masters in nursing. So we were like going, who's gonna finish first?”Nathan’s wife encouraged him to pursue an advanced degree as she said, “…hey look, you should go forward to great opportunities. So I decided to do it and never looked back since then. It was a great experience. Great professors and yeah, that's pretty much it.”Alex reflected on who had a role in directing him toward the engineering field and mentioned hismother: “It was maybe, her, pushing me to do something else [other than her profession], you know, turned me more toward engineering.”Another participant said it like this “... they [my family] don't truly understand what I go through as a PhD
.[5] W. Lee and N. Conklin, “High-altitude radiation detector (HARD): An exemplary means to stimulate electrical and computer engineering undergraduate research,” in Proc. ASEE Annual Conference and Exposition, June 14-18, 2014, Indianapolis, IN, pp. 1-12.[6] K. Arnsdorff, A. Chen, R. McCord, and S. Peuker, “Work in progress - Student description of self-regulated learning: A qualitative investigation of students' reflection on their first semester in engineering,” in Proc. First-Year Experience Conf., August 6-8, 2017, Daytona Beach, FL, pp. 1-5.[7] O. Lawanto and H.B. Santoso, “Development and validation of the engineering design metacognitive questionnaire,” in Proc. ASEE Annual Conference and Exposition, June 15-18, 2014
worked on the project only at home.Less than 1/3 of students had made music using a computer prior to the competition, and fewer(16.4%) had used the EarSketch platform prior to the competition. In terms of their coursework,nearly all students (94.5%) reported being currently enrolled in a computer science or technologyrelated course, and a large portion of students (89.0%) reported that they had previously taken acomputer science or technology related course.Students’ Feedback on the Competition: Students were asked to reflect on various aspects of thecompetition. On eight of these ten items, average student responses fell between the “Agree” and“Strongly Agree” scale points, indicating generally positive feedback about most aspects of
with OMSI, Marcie is a founding member of the Informal Learning Leadership Collaborative (ILLC) and engages with her community as a facilitator for conversations about race and activities for personal reflection. American c Society for Engineering Education, 2021Engineering Awareness at Design Challenge Exhibits (Fundamental)IntroductionEngineering in communitiesAn increasing number of federally funded projects have focused on encouraging youth andfamilies to exercise engineering skills (e.g., GRADIENT [1], Engineering is Elementary [2], andHead Start on Engineering [3]). This trend, paired with the increasing popularity of designchallenge-based
to the local context. They are therefore unable to neither take fulladvantage of local knowledge nor develop city-wide /’at-scale’ responses.”vii “The practice of approaching services’ in an individualized, technocratic form highly reliantupon engineering solutions and expert knowledge reflects institutional and management overlapsand incoherencies between sectors that are not required or in the habit of communicating,whether across governmental ministries, departments or donors, and indeed, is valid across theservices’ spectrum, whether for waste, water, food or energy. … Approaches to municipal wastertend to be fairly technocratic in provision and analysis, ignoring the overlapping effects of wasteon water, sanitation, food and health