Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Amy Voss Farris, Pennsylvania State University; Anna Eunji Kim, Pennsylvania State University

Tagged Topics

Diversity

of disciplinary specialization, and to create an initial lesson design thatcould be used with middle school students (U.S. Grades 4 – 8). The participating preserviceteachers’ disciplinary specializations were Social Studies (n = 3), English Language Arts (n = 8),and Mathematics (n = 12). We found that all students portrayed that learning goals aboutartificial intelligence (in general) and machine learning (in particular) were relevant to their focaldisciplinary areas and their understanding of literate participation in society. Additionally, someTCs focused on students’ understandings of the social and ethical dimensions of artificialintelligence technologies. This included perceptions of the ethical dimensions of AI and thediverse cultural

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College

Tagged Topics

Diversity

in both written and oral forms.The development of these skills has the indirect effect of increasing student confidence, improving criticalthinking and problem-solving abilities, and enhancing both verbal and written communication skills. Inaddition to providing a meaningful research experience, the site includes a variety of enrichment andprofessional development activities that allows students to better appreciate the inherent complexities ofurban engineering and to explore the broader social and political implications of their work.Enrichment activities include an ethics workshop, a seminar series on urbanism, a reading group, andfield trips focused on urban policy and managing the urban infrastructure.REU program efficacy can be framed

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Frank T Fisher, Stevens Institute of Technology (School of Engineering and Science); Ashley Lytle

Tagged Topics

Diversity

[12] T. Martin, K. Rayne, N. J. Kemp, J. Hart, and K. R. Diller, “Teaching for adaptive expertise in biomedical engineering ethics,” Sci. Eng. Ethics, vol. 11, no. 2, pp. 257–276, Apr. 2005, doi: 10.1007/s11948-005-0045-9.[13] T. Martin, S. D. Rivale, and K. R. Diller, “Comparison of student learning in challenge-based and traditional instruction in biomedical engineering,” Ann. Biomed. Eng., vol. 35, no. 8, pp. 1312–1323, Aug. 2007, doi: 10.1007/s10439-007-9297-7.[14] K. Rayne, M. Taylor, S. Brophy, N. J. Kemp, et al, “The development of Adaptive Expertise in biomedical engineering ethics,” J. Eng. Educ., vol. 95, no. 2, pp. 165–173, Apr. 2006.[15] D. L. Schwartz and T. Martin, “Inventing to Prepare for Future Learning: The