faculty (VF) ○ Motivation: Decrease workload and increase project variety ● 2020-21 Single principal instructor model with assigned collaborative faculty (AF) ○ Motivation: Maintain project variety and reduce faculty workload while short- staffed lead instructors ● 2021-22 Multi-instructor model with split responsibilities (MI-S) ○ Motivation: address workload and project management difficulties of previous models 6 NUMBEROFPARTICIPATINGFACULTY 5
LIS scholarship, Peterson believes that multiculturalism has“clogged our literature primarily with the mantra ‘Everyone is different, and isn't that special?’[4]” Observing a superficial treatment of these underlying issues with little reflection or analysison the implications for our practice, Honma [26] builds on Peterson’s work, noting that althoughLIS scholarship often uses words like diversity, equity, and inclusion when discussing race andracism, “the precise reasons why we need to ‘diversify’ seldom receive(s) any close scrutiny.”Honma goes on to say that “the focus on concepts such as ‘diversity’ and ‘ethnicity’ elides anymention of race, problematically divorcing these terms from the distinct power relations of theirracialized
to get to the shake table faster and getting that out of the way.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.CMMI-1943917. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors would also like the thank Dr. Hong Lin of the Center for FacultyExcellence at the University of Oklahoma for her assistance with the assessment.References [1] K. L. Ryan, S. Soroushian, E. Maragakis, E. Sato, T. Sasaki, and T. Okazaki, “Seismic simulation of an integrated ceiling-partition wall-piping system at E-Defense. I: Three-dimensional
either Discord or a Google account.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under the NSFEAGER Grant DUE-1745922. Any opinions, findings, and conclusions, or recommendationsexpressed in this paper are those of the authors only and do not necessarily reflect the views ofthe National Science Foundation. The authors extend their gratitude to all interview participantswho allowed us to add their narratives to this study. The authors also extend their appreciation tothe anonymous reviewers for their thoughtful comments and feedback.References[1] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The Difference Between Emergency Remote Teaching and Online Learning,” Educase Review, no. 27
address this need, thisstudy examined the relationship between student cognitive engagement in iSTEM and itshypothesized predictors: curricular opportunities for STEM content integration, engagement inmultiple solution development, agency in STEM practices, evidence-based reasoning, datapractices, and collaboration. The study is guided by Roehrig et al.’s (2021) Detailed ConceptualFramework of Integrated STEM and Moore et al.'s (2014) framework for Quality K-12Engineering Education. We utilized multinomial logistic regression (MLR) analysis due to thepolytomous categorical distribution of the outcome variable. This study used classroom videodata from previous work that examined the presence of critical features of K-12 iSTEM. Scoresusing a novel
are asked to reflect on and discuss where they haveencountered a similar problem in their home or community and are invited to discuss and sharetheir ideas using whichever language(s) are most useful to them. For example, students mightdiscuss: Where do they see plastic polluting the environment? Have they had challenges crossingan intersection as a walker, biker, or skateboarder? How much light do they like in their room asthey go to sleep? By inviting students to reflect on related experiences, students can approach aproblem, even a new problem, with a focus on what knowledge and skills they bring that caninform their investigations and solutions.Develop familiarity with materials, tasks, and terminology. Students’ background knowledge
suggestions that engineering faculty members’ beliefs about knowledge and aboutteaching and learning may be linked to the difficulties in improving engineering education(Montfort et al., 2014). Our research question is: how do engineering faculty members at a singleinstitution describe good teaching? Methods1 This material is based upon work supported by the Kern Family Foundation (KFF) and the Kern EntrepreneurialEngineering Network (KEEN). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the KFF or KEEN.WHAT MAKES “GOOD” ENGINEERING PEDAGOGY
Jacob Marszalek Kathleen O’Shea University of Missouri-Kansas City Dan Justice Metropolitan Community College-Penn ValleyAbstractIn this paper, we explore the lived pandemic experiences of civil and mechanical engineeringstudents participating in a S-STEM scholarship program during the 2020-2021 academic year.The program, launched in 2020, is designed to facilitate the transfer of students from acommunity college to an urban-serving research university co-located in a Midwestern city.Findings reveal how the pandemic both challenged students and illuminated resiliency andsources of on- and off-campus support. A description of how findings have informed programgoals and implementation is
improve the undergraduate engineering experience through evaluating preparation in areas, such as mathematics and physics, evaluating engineering identity and its impact on retention, incorporating non-traditional teaching methods into the classroom, and engaging her students with interactive methods.Benjamin Caldwell (Associate Provost) (LeTourneau University)Julie S Linsey (Professor) Georgia TechTracy Anne Hammond (Professor) Dr. Tracy Hammond is the current Secretary of the Faculty Senate and passionate about Faculty governance. Hammond is Director of the TAMU Institute of Engineering Education & Innovation and Professor of Computer Science & Engineering. Hammond holds a Ph.D. in EECS and FTO (Finance
inclusion in STEM fields. This includes evaluation of NSF ADVANCE, S-STEM, INCLUDES, and IUSE projects, and climate studies of students, faculty, and staff. Her social science research covers many topics and has used critical race theories such as Community Cultural Wealth to describe the experiences of systemically marginalized students in engineering.Sriram Mohan (Professor of Computer Science & Software Engineering) Sriram Mohan is a Professor of Computer Science and Software Engineering at Rose-Hulman institute of Technology.Selen GülerSelen Güler is a PhD student in Sociology at the University of Washington and a research assistant in the University ofWashington’s Center for Evaluation & Research for STEM Equity (UW
). In terms of student teamcollaboration context, Woods et al. (2021) used Sharma’s survey instrument on ten personalcultural orientations, expanded from Hofstede et al.’s (2018) national cultural dimensions, topredict students’ reported power distance by their uncertainty avoidance and metrics of countryculture. Alternatively, Wei et al. (2019) examined the cultural influence on peer ratings ofteammates between international and domestic students by considering team members’ culturalorientation on individualism based on their internationality. Following Wei et al. (2019), we defineteams consisting of students born in different countries as multicultural teams, as a more
. Sigmund and K. Maute, “Topology optimization approaches,” Structural and Multidisci- plinary Optimization, vol. 48, no. 6, pp. 1031–1055, 2013. [3] C. Li, I. Y. Kim, and J. Jeswiet, “Conceptual and detailed design of an automotive engine cradle by using topology, shape, and size optimization,” Structural and Multidisciplinary Optimization, vol. 51, no. 2, pp. 547–564, 2015. [4] C.-H. Chuang, S. Chen, R.-J. Yang, and P. Vogiatzis, “Topology optimization with additive manufacturing consideration for vehicle load path development,” International Journal for Numerical Methods in Engineering, vol. 113, no. 8, pp. 1434–1445, 2018. [5] P. D. Dunning, B. K. Stanford, and H. A. Kim, “Coupled aerostructural topology optimization
addressed through the program in detail. The activities included theoreticalclasses, practical labs, and games. In the last activity, all the students worked in different groupsso that they could interact more with the rest of their peers. Topic 2D design 3D design Electronics 1 Replication Electronics 2 Project Exhibition Days 1 and 2 3 4 and 5 6 7 and 8 9 10 Content Basic concepts Bases for Theory of Basis of Presentation Design Requirement of dimensional three- electricity mass of electronic methodology s design (color, dimensional (voltage
0.600 Includes considerations of audience, purpose, and circumstances surrounding the writing task(s). Content Development 28 0 3 1.36 0.731 Genre and Disciplinary 28 1 3 1.64 0.678 Conventions: Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields." Sources and Evidence 28 0 2 0.14 0.448 Control of Syntax and Mechanics 28 1 3 2.32 0.670Table 2: Summary statistics for student papers, post-tutoring N Minimum Maximum Mean Std
, instructional activities, and the associatednational STEM standards. NGSS: Next Generation Science Standards [7]; CC: Common CoreStandards [8] Learning Objective Instructional Activities National Standard(s) • Interactive lecture introducing clinical and sports performance CC: ELA WHST.11-12.2 Explain how motion analysis is used in applications of motion analysis NGSS: PS2.A Forces & clinical and sports
reflect the views of the NSF.ReferencesBertolini, R., Finch, S. J., & Nehm, R. H. (2021). Testing the impact of novel assessment sources and machine learning methods on predictive outcome modeling in undergraduate biology. Journal of Science Education and Technology, 30(2), 193-209.Brown, T.B., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., Neelakantan, A., Shyam, P., Sastry, G., Askell, A. and Agarwal, S., (2020). Language models are few-shot learners. arXiv preprint arXiv:2005.14165.Burstein, J., Horbach, A., Kochmar, K., Laarmann-Quante, R., Leacock, C., Madnani, Nitin., Pilan, I., Yannakoudakis, H., Zesch,T., Proceedings of the 16th Workshop on Innovative Use of NLP for Building Educational Applications
about engineering solutionsneeding to work, i.e. be economical and effective. Amy also mentioned that a completelycreative solution would not be achievable due to the constraints given in the problem. These statements suggest three key themes. First is that some domain knowledge relatedto a problem is helpful in allowing engineers to be creative. However, second, knowledge ofexisting solution(s) to the specific problem being solved impacts a practitioner’s ability to becreative. In this case they may not necessarily use their creativity to develop a new solution whenone is already known to exist and work. A third theme seems to suggest that practitioners mayfeel restricted by expectations, specifically that they are expected to develop a
describes tools and practices for creating, living, andsustaining partnerships between community colleges and B.S.-granting colleges of engineeringand computer science by drawing from our experiences in a multi-institutional partnershipfunded via an NSF S-STEM ENGAGE (Engineering Neighbors: Gaining Access, GrowingEngineers) program designed to support pre-transfer, low-income, academically talentedengineering and computer science students where participating institutions include twoCalifornia Community Colleges – Allan Hancock College and Cuesta College – that are highly-ranked Hispanic-Serving Institutions and a predominantly white College of Engineering atCalifornia Polytechnic State University (Cal Poly) in the California State University system
International Journal of Science Education 5(3) Top authors and their affiliations. Table 2 summarized the authors who havepublished more than three articles on STEM preservice teacher education. The top fourauthors are Blackley S, Aydin-gunbatar S, Sheffield R and Radloff J. They havepublished four or more articles that were related to STEM preservice teacher education.From the analysis of these authors’ affiliations and countries, there is an obviousphenomenon of cooperation between the authors of the same university or country,especially Curtin University. STEM pre-service teacher education is a relatively newfield, but some trends are beginning to emerge, there is a great space and potential forresearchers
accomplished in four ways: • With a target image (or marker): A static 3D image appears after the camera associated with the application recognizes a pre-determined reference image (a marker). • With a target image and animation(s): An animated 3D image (or multiple images in a sequence) appears after the camera associated with the application recognizes a reference image. User will not have control over the animation while operating the application. • With a target image, animation(s), and control script. One or more animated 3D images appear after the camera associated with the application recognizes a reference image. User will have control over the animation during operation of the application based on
; Exposition, 2016, doi: 10.18260/p.26120.[2] D. A. Chen, M. A. Chapman, and J. A. Mejia, "Balancing complex social and technical aspects of design: Exposing engineering students to homelessness issues," Sustainability, vol. 12, no. 15, p. 5917, 2020, doi: 10.3390/su12155917.[3] R. Olson et al., "Developing changemaking engineers–Year four," Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2019, doi: 10.18260/1-2--32203.[4] S. M. Lord et al., "Creative Curricula for Changemaking Engineers," Proccedings of the World Engineering Education Forum-Global Engineering Deans Council, pp. 1-5, 2018.[5] M. H. Davis, "Measuring individual differences in empathy: Evidence
Paper ID #37111Finding a Place to Belong: Understanding the Role of Place inDeveloping Learner Identity Among Students Returning toIn-person LearningDiana G. De La Rosa-pohl (Instructional Associate Professor) Diana de la Rosa-Pohl is an Instructional Associate Professor in the Department of Electrical & Computer Engineering at the University of Houston. She is also currently the Director of the Endeavour S-STEM Program. Her areas of interest are motivation and engagement and how they relate to the success of low-SES STEM students in higher ed. © American Society for Engineering Education
synthesizedinformation of this study will answer the research questions of this systematic literaturereview. It is hoped that this study when completed will better inform the engineering communityof the current state-of-the-art of project-based learning in engineering education, the impact ofengineering education on students’ academic achievement, and recommend future direction forproject-based learning in engineering education. The study will also contrast project-basedlearning in the United States to other countries.References[1] Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96(3), 118–121. https://doi.org/10.1177/014107680309600304.[2
computationalthinking for young learners. Journal of Digital Learning in Teacher Education, 36(1), 46-62.[3] Crowley, K., Callanan, M. A., Jipson, J. L., Galco, J., Topping, K., & Shrager, J. (2001). Sharedscientific thinking in everyday parent‐child activity. Science Education, 85(6), 712-732.[4] Klein-Gardner, S. S. (2014, June). STEM summer institute increases student and parent understandingof engineering. In 2014 ASEE Annual Conference & Exposition (pp. 24-1103).[5] Ribeiro, L. M., Cunha, R. S., Silva, M. C. A. E., Carvalho, M., & Vital, M. L. (2021). Parentalinvolvement during pandemic times: Challenges and opportunities. Education Sciences, 11(6), 302.[6] Alemdar, M., Moore, R., & Ehsan, H. (2021). Call for Papers: A Special Issue of the
Paper ID #38434Work In Progress: Initiating a graduate teaching fellowprogram to support undergraduates transferring intoengineering and computing programsMarian S. Kennedy (Associate Professor) Marian Kennedy is an Associate Professor within the Department of Materials Science & Engineering at Clemson University. Her research group focused on the mechanical and tribological characterization of thin films. She also contributes to the engineering education community through studying the process/impacts of undergraduate research and navigational capital into graduate school.William Ferriell W. Davis Ferriell is a
Co-PI on the NSF S-STEM grant. Her research area is number theory and mathematics education. Her work on Self-Regulated Learning and Mathematics Self-Efficacy won the CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instructions in 2013. She participated in the CUNY-Harvard Consortium Leadership program and initiated the CUNY Celebrates Women in Computing Conference.Nadia Kennedy Nadia Stoyanova Kennedy is Associate Professor in Mathematics Education in the Department of Mathematics and Program Director of Mathematics Education. Her research focuses on inquiry approaches to mathematics teaching and learning; mathematics identity; philosophy of mathematics education, and mathematics teacher education. She
proposed VR clinical immersioncourse will provide access to hospital procedures to all BME and medical students at a largescale while increasing the pedagogical effectiveness of the educational materials by developingmore robust remote learning content.Acknowledgements:Research reported in this publication was supported by the VentureWell Faculty Grant Program(Award No. 19823-19) and the National Institute Of Biomedical Imaging and Bioengineering ofthe National Institutes of Health (Award No. R25EB031116). References[1] J. Stephens, S. Rooney, E. Arch, and J. Higginson, “Bridging Courses: Unmet Clinical Needsto Capstone Design (Work in Progress),” in 2016 ASEE Annual Conference & ExpositionProceedings
for places of agreement anddisagreement between coders before moving on to reading the next transcript. Codes wererepeated across multiple days of implementation.Table 4: Codes Codes Description Context Integration When teachers situate students learning in real-world scenarios [CXI] through engineering design challenge Content Integration When a teacher connects content from two or more STEM [CNI] disciplines (S, E, and/or M) Explicit [Ex] When the teacher makes a direct connection between two or more STEM
sociotechnical engineering courses, and aconcentration of their choosing [35]. The majority of students who participated in this study werepursuing the sustainability concentration, however students can also choose a concentration inbiomedical engineering, embedded software, law, or an individual plan of study.MethodsIn Spring 2021, we interviewed five students (out of the nine enrolled in the class) at the end ofthe course using a semi-structured protocol that probed their motivation(s) for choosing anengineering major, as well as their perceptions about engineering and engineers. We asked thestudents: • Q1: Why did you choose to major in engineering? • Q2: How do you define engineering? • Q3: Please describe an engineer. • Q4: What