,” in Frontiers in Education Conference (FIE), Lincoln: IEEE, 2021, pp. 1–8.[12] J. P. Gee, “Chapter 3 : Identity as an Analytic Lens for Research in Education,” Rev. Res. Educ., vol. 25, no. 1, pp. 99–125, Jan. 2000, doi: 10.3102/0091732X025001099.[13] H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” J. Res. Sci. Teach., vol. 44, no. 8, pp. 1187–1218, Oct. 2007, doi: 10.1002/tea.20237.[14] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study,” J. Res. Sci. Teach., p. n/a-n/a, 2010, doi: 10.1002/tea.20363.[15
phase.References[1] J. Qadir, K. L. A. Yau, M. A. Imran, and A. Al-Fuqaha, “Engineering education, moving into 2020s: Essential competencies for effective 21st century electrical & computer engineers,” in IEEE Frontiers in Edu. Conf., Uppsala, Sweden, Oct 21-24, 2020, doi: 10.1109/FIE44824.2020.9274067.[2] R. L. Duyff, “The value of lifelong learning: Key element in professional career development,” J. of the Academy of Nutrition and Dietetics, vol. 99, no. 5, pp. 538-543, 1999, doi: 10.1016/S0002-8223(99)00135-2.[3] Accreditation Board for Engineering and Technology. “Criteria for accrediting engineering programs, 2022-2023”. https://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting
Design and directs both the UM Global Health Design Initiative (GHDI) and the Sienko Research Group. Dr. Sienko is the recipient of an NSF CAREER award and several teach- ing awards including the ASME Engineering Education Donald N. Zwiep Innovation in Education Award, UM Teaching Innovation Prize, UM Undergraduate Teaching Award, and UM Distinguished Professor Award. ©American Society for Engineering Education, 2023Exploring Virtual Reality as a Design Observation Training Tool for Engineering StudentsAbstractDirect observation of design contexts allows engineers to collect detailed data in ways that are notpossible with other methods, and is therefore a key method in sociotechnical engineering
fundamentalconcepts, ability to retain knowledge gained, or their ability to apply these concepts to solve realworld problems in their future engineering careers [3]. Additionally, in recent years, 90% ofstudents have been found to use solutions manuals available online or on ‘homework help’platforms to complete homework assignments [4]. While the effective use of solutions manualscould potentially help students be more motivated, learn at a deeper level, and level the playingfield for all students, it can also pose a risk for some students who might not spend adequate timesolving the problem and merely copy from the solutions manuals.Engineering educators have used various techniques like active learning, gamification and game-based learning, hands-on in
qualitativecomments about each other at 4 points during the term. We tracked patterns of coded languageuse [27] amongst selected teams, and did a deep analysis of how coded language increased inintensity across the term. We also assessed how minoritized teammates indicated warnings oftheir marginalization. We have reported some analysis from these data elsewhere [27], [28], [31].Finally, we conducted a diary study during spring 2022, much delayed from our originaltimeline. We conducted in-person initial interviews with diary participants who were recruitedbased on their self-indicated identities as someone from a historically excluded group inengineering, using the device of a career journey map to structure the conversation. We thenasked them to reflect on
for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female fac- ulty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Anna Romanova, Winthrop UniversityPhilip NelsonDr. Siobahn Day Grady, North Carolina Central University Siobahn is the first woman computer science Ph.D. graduate from North Carolina Agricultural and
to pursue a career in structural engineering, practicing in the United States, focusing on seismic design and sustainability.Dr. Anahid Behrouzi, California Polytechnic State University, San Luis Obispo Anahid Behrouzi is an associate professor of architectural engineering at California Polytechnic State University - San Luis Obispo. She has been involved with STEM education beginning in 2003 as a volunteer and summer instructor with the North Carolina Museum of Life and Science. She has been engaged with undergraduate/graduate course delivery in the topic areas of engineering problem-solving as well as structural design and analysis at North Carolina State University (2008-2011), the University of Illinois at
their educators. Her research focuses on articulating frameworks for precollege engineering education.Dr. Darshita N. Shah, The Pennsylvania State University Darshita (Dipa) Shah is the Curriculum Director for Youth Engineering Solutions at The Pennsylvania State University. Dipa has spent her career grappling with the challenge of how to best design motivating and engaging curriculum materials for students across the K-16 spectrum that can be practically imple- mented across the rich variety of our nation’s educational contexts. Most recently, Dipa was the senior associate director with MIT’s Teaching and Learning Lab where she facilitated workshops for campus educators on how to design curricular materials
(indigenous) culture, which I was not related to. It was not only learning the language but the whole culture, how they live their childhood, how they relate to the environment, with society in general… For the first time in my career, I detected how I could apply engineering in many more aspects than I imagined… The idea was to propose a project because they do not believe in the national government. They have their own community and their own laws. The idea was to propose a project to help the community… Most (indigenous people) could not read or write. So, they have political proposals from the current government, and we sort of advised them. (Student C, Colombian University)This experience increased
authority figure and often assumed to be anunquestionable part of their authority or legally justified [1], [11]. While legitimate power maybe used appropriately or without causing undue negative effects on less powerful groups, that isnot always the case, and research from students suggested some stakeholders with legitimatepower took actions or made decisions that negatively affected other stakeholders. For instance,the student investigating lead paint on the East Side of Buffalo noted property owners haveignored or found ways to evade laws to address lead paint, leaving this area, which ispredominantly a community of color, with unsafe living conditions. As engineers move intotheir professional careers our students will need to interact with a
creativity and design skillsfrom the outset to facilitate the development of interdisciplinary, holistic, and problem-solvingskills. In interpersonal and cognitive dimensions, design thinking helps students develop self-awareness, efficacy, and effective communication and networking skills [103]. Implementingdesign thinking can yield beneficial outcomes related to creativity and sustainability, thuspreparing students with core skills and career readiness, critical thinking [104]. Additionally,design thinking enhances students' collaboration and communication skills, while scholars havedemonstrated that it can improve engineering students' leadership, algorithmic thinking,entrepreneurial, critical thinking, creativity, and innovation culture [103
student reflections, authentic learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Adam Steinberg ˜ Sullivan, Georgia Institute of TechnologyDr. Carol Subino Carol Subi˜no Sullivan is the assistant director of faculty teaching and learning initiatives for the Center for Teaching and Learning (CTL). In this role she supports educators through workshops, short courses, consultations, faculty learning communities and fellows groups, special events, scholarship of teaching and learning, digital resources awards and recognitions, and partnerships. In all of her efforts, her goal is to support educators in
Distinguished Chair in ICT at Aalto University, Finland (2021). He is a past recipient of the NSF Early Career Award (2009) and received the University Teaching Excellence Award (2002) and Mentoring Excellence Award (2022) for undergraduate research at George Mason University. His edited volume International Handbook of Engineering Education Research (IHEER) will be published by Routledge in 2023. He was awarded a Ph.D. in Learning Sciences & Technology Design (2007) from Stanford University, Palo Alto, CA. More information is available at: http://mason.gmu.edu/˜johri ©American Society for Engineering Education, 2023 Recognizing Principles of AI Ethics through a Role-Play Case Study on
) Reaching out to students with individual emails requested by the departmentTo further increase student engagement, in Spring 2022, the department requested that instructorsof all base courses reach out to students with a copy of the email to each student’s assigneddepartmental Undergraduate Academic & Career Advisor regarding missed graded events. Thesuggested note is: “Dear Student (insert name here), I was reviewing the grades in ECE XXXX and noticed that you were not able to complete assignment XXX. Is there anything our support team for the class can do to help you keep on track in the class? I am happy to have you in this class and want to see you succeed. I understand that we all face demands outside of
“on demand” as well asmultiple times. This option could and should be offered more to support faculty teaching whileunderstanding that some courses do not allow time for an in-person librarian lecture.Project Based LearningBoth business and engineering faculty spoke about their desire to incorporate project-basedlearning into their courses. As one business faculty said when asked about tests, papers, or otherprojects in their course, “No tests, but yes, definitely papers [but] not the traditional collegeessays.” They go on to say their students create materials for the course, ones that simulatematerials they might make in a future career such as persuasive memos, informative pamphlets,etc. Another business faculty member spoke about working
., Automata Theory and Assembly Programming Language) to the job market. Becauseacquiring both theoretical and practical knowledge is important for students’ learning in highereducation [52, 53], instructors can use real world problems to convey their usefulness to theindustry or may want to revisit the role of these courses in the sequence. Not only did students discuss how theoretical courses like Automata Theory andAssembly Programming were irrelevant to their future career goals, but they also found thecourse topics difficult. In order to enhance students’ learning, instructors can require prerequisitecourses and explore ways to teach courses more effectively. For example, in Automata Theory,prior work has found that visualization
thediscretion of our student team. This helps to foster a feeling of equality and belonging early on,especially when considering the demographic of our new hires. For our team, as a program onlyhiring federal work study students, a vast majority of our applicants are first year studentslooking for a position for the rest of their college careers. The intimidation of starting a new jobon top of a whole new lifestyle can be lessened by establishing peer relationships to people thatmight typically be called managers. Our method of integrating new members into our team further promotes the type of teamenvironment that has helped the success of our program, while also introducing new types ofchallenges. We aim to hire and train these team members in
focuses on the neural mechanisms underlying steady state flight control in Drosophila melanogaster. She has been involved in numerous educational outreach programs throughout her undergraduate and graduate career, and held a leadership position in the GALCIT graduate student council. She earned her M.S. from Caltech in Aeronautics in 2019, and her B.S. in Mechanical Engineering from Johns Hopkins University in 2018.James Ragan, California Institute of Technology James Ragan is a Ph.D. Candidate in the Autonomous Robotics and Controls Lab working with Professor Soon-Jo Chung. His research activities include developing algorithms that enable spacecraft to perform autonomous fault detection, including in multi-agent or
will be useful in my future career. 6. I feel prepared before coming to lecture. 7. I need to seek out material beyond what is provided by the instructor. 8. It is hard to pay attention for a full lecture. 9. I can understand examples covered in lecture. 10. In class, I can identify previous concepts that are important to the task at hand. 11. I am satisfied with the quality and content of lecture activities. 12. I prefer traditional classes over flipped classes. Questions 1 and 2 directly measure work-life balance. Non-traditional students haveworkloads that affect their retention and engagement [1]. Questions 3 and 4 indirectly measurework-life balance by assessing factors influenced by the ability to dedicate time to
phase of their careers ifthey could collaborate with an international team during their educational phase [14]. Moreover,international virtual exchange programs are not associated with high cost and investmentcompared to study abroad programs and are timely and more flexible; hence can be adopted asan alternative or supplement to study abroad programs [13].IVE allows for international and intercultural interactions among students, which substantiallylowers the barriers for participating in such exchange. It is clear that IVE has potential tocontribute to sustainability, and develop the ability to collaboratively contribute to the alleviationof global sustainability issues, such as climate change [15].The InVEST (International Virtual
outpacing the supply, with renewable and environmental jobsincreasing by nearly 250% in the last five years alone [13].Engineering education can produce individuals equipped to address and prevent environmentaland social issues such as environmental toxicity, air and water pollution, and climate change.Numerous studies have shown that chemical toxicity, environmental degradation, and pollutionhave disproportionately burdened people of color, yet people of color have been historicallyexcluded from engineering education [14]. Justice- and impact-oriented STEM careers andeducational pathways may help attract and retain people of color in STEM fields and producesolutions to planetary damages [15]. A study of EOP Framework implementation at Oregon
Paper ID #38773Instructional Development at a Time of Involuntary Changes: Implicationsfor the Post-Pandemic EraDr. Qin Liu, University of Toronto, Canada Dr. Qin Liu is a Senior Research Associate with the Institute for Studies in Transdisciplinary Engineer- ing Education and Practice (ISTEP), Faculty of Applied Science and Engineering, University of Toronto, Canada. Her research interests include engineering students’ learning experiences and outcomes, includ- ing competency development and career pathways.Dr. Greg Evans, University of Toronto, Canada GREG EVANS PhD, P.Eng, FCEA, FAAAS is the Director of the Institute for
right.The instructors explained that the“Accomplishments” slide is not abragging opportunity, but intendedto simply communicate what thesub team has done, for the othersub teams’ benefit; “Setbacks” areexpected, and “Recoveries” arewhat you are doing to remedy thesetbacks.In summary, the students designedand installed the exhibit over aperiod of three semesters using aset of processes that not onlyprovided structure andorganization, but also exposedthem to skills that are directly Figure 6. An example of the Subsystem Block Diagramtransferable to successful careers in slide.industry.KT 4: Effective electronic communications and record keepingPrior to the beginning of the project, the VIP instructors queried several members of the Schoolof
. This lab plays asignificant role in preparing students for such upper-level courses with more practicalprojects such as courses on “Embedded Systems”, “Testing of Digital Circuits”, but mostimportantly, students take a great deal of experience from the lab and apply it to their seniorcapstone projects, as well as, in their future careers.3.1 Course Content and Outcomes The following lists some of the educational goals and the students’ acquired knowledge and skills upon completion of our digital logic laboratory course: o Design and implementation of logic circuits: theory, simulation, physical circuit o Introduction to TTL Gates o Design with small-scale integration (SSI) and medium-scale integration (MSI
and even regenerative.Integral to this work is fundamentally and systemically changing who will want to become anengineer, graduate as a trained engineer, and pursue a career as a professional engineer; Black,Hispanic, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander students are stillmarkedly underrepresented within engineering education at the undergraduate and graduatelevels.9 Additionally, it is imperative that the marginalized communities —who bear much of theburden and harm due to human-caused impacts on the planet— are able to and encouraged toshare their perspectives, knowledge, and lived experiences.10,11 Their leadership andcontributions must be sought, respected, and integrated into future technological and
uponreturning.Finally, several respondents lamented the exodus of seasoned lecturers from Nigerian Universitiesto ‘greener pastures’ which they said could either mean engineering companies within the countryor academic and professional engineering positions outside the country due to the prolongedstrikes. Two exceptional educators reached out during the research to say that they were no longerin the country, having just begun their academic and professional careers abroad. These starkrealities were further expounded by the deans and provosts of the College of engineering whodiscussed how difficult it was to fill the entry-level positions of faculty in their engineeringprograms, most of whom, they claimed had decided to resign and continue their