focus groups were audio and video recorded,professionally transcribed by Rev.com, and reviewed before being uploaded to NVIVO12 (QSRInternational).Guiding questions prompted participants to reflect on the utility of program events, theirexperiences in their respective engineering programs, and how the program influenced theirability to achieve their personal and professional goals. Guiding questions and follow-upquestions asked students to contextualize the role and impact of the cohort on larger theoreticalconstructs like motivation and identity development. Table 2 presents interview protocolquestions relevant to this study. Data regarding prior engineering experiences were collected byasking participants why they chose engineering as their
integrated a variety of homework, projects, and quizzes into the curriculumacross the sophomore, junior and senior years, which allows students to consider the impact oftheir design, or engineering solutions in a global, economic, environmental, and social context.Their assignments begin as homework and quizzes with reflections so that they can consider theimpact of the solutions. By the senior year, the projects are more complex and there are typicallymany contexts which warrant consideration and analysis.References[1] J.J. McCarty and R.S. Parker. “The pillars of chemical engineering: A block scheduledcurriculum.” Chemical Engineering Education, 38(4):291-301, 2004.[2] J.J. McCarthy, R.S. Parker, and M. Besterfield-Sacre. “The pillars of CHE: An
content page. It is only after the user leaves the RECET pages and moves to the vendor site that they will find extensive branding. This greatly minimizes the effort needed to enable RECET users to access the latest information and interfaces with all vendors equally.A scaled-up version of RECET must incorporate processes that directly address participantincentives and local barriers to participation. Academics who have created original, innovativenew courses need a place to rapidly share their work with colleagues and other schools and findcollaborators they can team up with to build on their initial concepts. The need for a place topublish and share courses has been reflected by repository projects that have tried to respond.Most
fill out this form ahead of time. The IAB members were also givenlinks to the Engineering Unleashed website which showcased the Entrepreneurial MindsetFramework. The total time allotted for the workshop was about 2 hours and 45 minutes with 1hour and 40 minutes allotted to the workshop itself and the remainder of the time was spreadbetween welcome remarks, lunch, reflection, and concluding remarks.WorkshopOn the day of the workshop, we had a total of 12 participants in attendance consisting of 7 IABmembers and 4 faculty from the Civil and Environmental Engineering Department. In addition,we also had a faculty from a collaborating university, Drexel University, as one of theparticipants. We split the participants into two groups with six
) and do not necessarily reflect the views of the National ScienceFoundation.AcknowledgmentsFor their support of and valuable contribution to this work, we also thank Kent Holsinger, Ph.D.,Joseph Madaus, Ph.D., Thomas Deans, Ph.D., Sally Reis, Ph.D., Brenda Brueggemann, Ph.D.,and Nicholas Gelbar, Ph.D.References[1] T. Armstrong, "Neurodiversity: The Future of Special Education?" vol. 74, (7), pp. 10-16,2017.[2] J. L. Haney, "Reconceptualizing Autism: An Alternative Paradigm for Social Work Practice,"Journal of Progressive Human Services, vol. 29, (1), pp. 61-80, 2018. . DOI:10.1080/10428232.2017.1394689.[3] C. L. Taylor et al, "Divergent thinking and academic performance of students with attentiondeficit hyperactivity disorder characteristics
inmedians with all but question Q7, the survey results still indicate some important takeaways.Bench-top Arduino experiments appear to improve perceived gains in areas relating to individualcontrol loop elements, PID tuning for good control, troubleshooting, and confidence to applycontrol in the real world. Pilot-scale experiments appear to improve perceived gains inunderstanding of process nonlinearities, curiosity about control topics, and persistence inunderstanding. Taken together, exposure to both types of experiments appears to provide awell-rounded complimentary experience with control application and enhancement of controltheory learning.Instructor ReflectionAlthough purely anecdotal, some reflection by the instructor of the courses
Adjust Bid to Reflect New Information Received Bid Day Activities Evaluate
similarpattern to the ToSLS, so there is no reason to suggest that the decline is due to the ToSLS itself.In addition, grades for students in these classes serve as an objective measure that most studentsare learning this material, they are just not translating this learning to their performance on post-tests.5. CONCLUSIONWe conclude that students, both STEM and non-STEM, indicate that their scientific skills andknowledge increase over the course of a semester in which they participate in a CAB project.This is reflected in the high pass rates of students enrolled in all of these classes, whichobjectively assess (through a variety of means) that students have learned the assigned material.The anomalous findings from the ToSLS and the Alternative SL
leadership of the entire Chemical Engineering area, supervising the hiring of new Professors, and forming excellent teams of workers. In the development of his study and profes- sional work, he has led high-level, quality research, reflected in more than 25 WoS-indexed scientific publications, along with more than 15 presentations at national and international conferences. ©American Society for Engineering Education, 2023 Analysis of gaps in the training of engineers in relation to international standards: the case of industrial engineering students in Chile.AbstractGlobalization has redefined engineering education. New engineers must use their knowledgeto improve the quality of life and well-being of
these face-to-face strategies should be translated into a web-based environment[24, 25].We have implemented collaborative learning activities in our courses using the group features inPrairieLearn while encouraging students to use the POGIL roles of Recorder, Manager, andReflector. The Recorder is the main “driver” who enters most of the answers in PrairieLearn. TheReflector completes a survey at the end of each activity, reflecting on the group’s interaction andhow the activity itself helped their learning. The Manager coordinates team’s efforts, making sureeveryone is contributing and following along. Currently these roles are encouraged, but notenforced by the system. Members of each group are required to alternate in these roles such
receivingscholarship through the NSF award and through the CARA donor, which currently have GPArequirements of 2.5/4.0 and 3.0/4.0, respectively. A main goal of the Spring 2022 semester willalso be to create more group cohesion between the 22 scholars and to engage scholars to be moreactive participants in the workshops, events, and on campus.AcknowledgementsPartial support for this work was provided by the National Science Foundation Scholarships inScience, Technology, Engineering, and Mathematics (S STEM) program under Award No.2028340. 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.References1. Bailey, T.R., K.L
justice is not servicing students. In order to changeperspectives and for students to develop the skills and competencies through a critical lens,integration to solve this challenge is paramount [18].Other barriers were more geared to ensure that the students were able to ease into the discussionsand topics by first understanding their positions through reflexive conversations and writtenwork. The barriers discussed did not reflect impediments geared towards faculty, but how as aprofessor Armanios et al. [19] could help mitigate any negative feelings and ensure theclassroom was ‘safe’ and comfortable’.Moving forward in the exploration of concrete steps, perhaps understanding the ease of gettingpermission to discuss the subject of DEIJ and the
-medium size companies and multi-national enterprises such as global strategy planning, cross-border business entry, middle manager training, and partner development. These business achievements are reflected in his aca- demic activities through the designing of lectures and mobility programs with practical implementation perspectives. Ishizaki has been actively presenting and publishing his academic achievements at interna- tional conferences in the Asia Pacific region and North America such as APAIE, WERA, and NAFSA. He earned a Master of Business Administration majoring in international business at the University of Southern California in the United States of America, and a Bachelor in Law at Hitotsubashi University
/853: Robotics: Kinematics and design,” https://smr.unl.edu/MECH453-853.[17] R. Likert, “A technique for the measurement of attitudes.” Archives of psychology, 1932.[18] J. Saldaña, “The coding manual for qualitative researchers,” The coding manual for qualitative researchers, pp. 1–440, 2021.[19] B. Miles Matthew, H. A. Michael, and S. Johnny, “Qualitative data analysis: A methods sourcebook,” 2014.[20] A. Carberry, S. Krause, C. Ankeny, and C. Waters, ““unmuddying” course content using muddiest point reflections,” in 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013, pp. 937–942.
program based on the continuous collection of data from a variety ofsources. These sources included interviews from a mixture of stakeholders (instructors, administrators,students, alumni, and advisors), pre-post-retrospective surveys from students within the program, studentwork, and reflections from an embedded ethnographer. The analyzed data includes interviews from 30students, 20 alumni, and 14 faculty/administrators/advisors as well as over 241 pre/post/retrospectivesurvey responses. The data from these sources were analyzed and reviewed by the cross-college facultyfor refinements to the model at the end of each academic year as well as for identifying institutionalbarriers toward, and strategies for, transdisciplinary programming. As a
thestudy groups, and three of the five achieved the required C to continue on to the next course in the EEsequence. However, for the Scholars who did not achieve a C, the PI ran a mini-course after the semesterended, to raise their skill levels to C level. Out of the two, one was able to continue to the next course,while it was recommended to the other, that he change his major to a two-year electrical technologymajor, which he eventually did. It should be noted that the student who did not achieve the skills neededto continue in the major, also scored very poorly on our department’s math pre-Calculus assessment tests,even though he scored at least a C in Pre-Calculus, Calculus I and Calculus II, which indicates that gradesdo not always reflect
reflect the views of the National Science Foundation.Bibliography[1] Zheng, P., Wang, H., Sang, Z, Zhong, R.Y., Liu, Y, Liu, C., Mubarok, K., Yu, S., and Xu, X., “Smart manufacturing systems for Industry 4.0: Conceptual framework, scenarios, and future perspectives,” Frontier Mechanical Engineering, 2018, 13(2): 137–150[2] Industry 4.0, https://en.wikipedia.org/wiki/Industry_4.0, last accessed on 3/1/2020.[3] Manyika, J., Ramaswamy, S., Khanna, S., Sarrazin, H., Pinkus, G., Sethupathy, G. and Yaffe, A. Digital America: A tale of the haves and have-mores, McKinsey Global Institute Report. New York, 2015.[4] McLeman, A. (2014). Manufacturing skills gap: Training is the answer. Control Engineering, 61(10
determine the impact of authoring POGIL activities has on teaching withPOGIL in the classroom.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantDUE-1626765. Any opinions, findings & conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] M. T. H. Chi and R. Wylie, “The ICAP framework: Linking cognitive engagement to active learning outcomes,” Educational Psychologist, vol. 49, no. 4, pp. 219–243, Oct. 2014, doi: 10.1080/00461520.2014.965823.[2] H. H. Hu, C. Kussmaul, B. Knaeble, C. Mayfield, and A. Yadav, “Results from a survey of faculty adoption of Process Oriented Guided Inquiry
. 16-01). http://cepa.stanford.edu/wp16-01[18] Delgado Gaitan, C. (2013). Creating a college culture for Latino students: Successful programs, practices, and strategies. Thousand Oaks, CA: Sage Publications.[19] Fine, M. (1993). Apparent involvement: Reflections on parents, power, and urban public schools. Teachers College Record, 94, (4), 682-729.[20] Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-41.[21] Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91.[22] Crisp, G., & Nora, A
. Sci. Educ., vol. 39, no. 6, pp. 742–760, 2017.[12] L. Curry and M. Docherty, “Implementing competency-based education.,” Collect. Essays Learn. Teach., vol. 10, pp. 61–73, 2017.[13] R. M. Crespo et al., “Aligning assessment with learning outcomes in outcome-based education,” in IEEE EDUCON 2010 Conference, 2010, pp. 1239–1246.[14] S. Adam, “An introduction to learning outcomes.” article B, 2006.[15] J. M. Williams and others, “The engineering portfolio: Communication, reflection, and student learning outcomes assessment,” Int. J. Eng. Educ., vol. 18, no. 2, pp. 199–207, 2002.[16] G. Lesmond, S. McCahan, and D. Beach, Development of analytic rubrics for competency assessment. Higher Education Quality
method inengineering ethics education.Case-Based Instruction in Engineering Ethics EducationCase studies or case scenarios (we use these phrases interchangeably) present students withethical dilemmas embedded in real-world contexts. These dilemmas generally do not have rightor wrong answers, but rather better or worse decision outcomes for various stakeholders [2].These shades of gray encourage students to think deeply about their values, experiences, andprofessional practice [14], [24]. Students reflect on scenarios with information provided in termsof news media reports, academic publications, regulatory documents, or other materials.Instructors in engineering classes often teach the code of ethics of professional organizationssuch as the
individual’sconnections with others and the level of support they receive from their classmates andcolleagues can be quantified through social capital [15]. In this study, social capital is defined asthe number of friends a student indicated they work with academically—in other words, thenumber of friends a student also uses as an academic resource.The clustering coefficient is a measure of network density, reflecting the interconnectedness ofan individual’s egonet. Figure 2 shows two different students’ social networks. The left socialnetwork has a clustering coefficient of 0.14. This is a low clustering coefficient which indicatesthat the ego’s network of friends are mostly not friends with each other. Each node is connectedto the ego, but there are only a few
inventory. Out of the 28 students who were registered for the course,20 participated in the review process. The high participation rate suggests that the results are areliable reflection of the class’s perspective on the project. Although it may have been informative to collect data from students frequently throughoutthe project, we decided that approach might lead to survey fatigue and encourage students to rushthrough the survey rather than provide thoughtful feedback. Furthermore, taking feedback toofrequently would not provide enough time to review and implement student suggestions. In future iterations of the project, it would be beneficial to distribute surveys at least twice toallow for initial feedback to be incorporated into the
, doi: https://doi.org/10.18260/p.27205.[9] A. Edgcomb and F. Vahid, "How Many Points Should Be Awarded for Interactive Textbook Reading Assignments?," in 45th Annual Frontiers in Education Conference (FIE), El Paso, TX, 2015, pp. 1-4, doi: https://doi.org/10.1109/FIE.2015.7344350.[10] C. M. Burchfield and T. Sappington, "Compliance with required reading assignments," (in English), Teaching of Psychology, vol. 27, no. 1, pp. 58-60, Win 2000, doi: https://psycnet.apa.org/record/2000-07173-017.[11] R. Wang and A. K. Ribera, "Moving students to read - Unpacking the relationship with reflective and integrative learning," in American Educational Research Association Annual Meeting, Washington, DC, 2016, doi: https
work may lead to important insights on how to betterimprove military student support across multiple institutions.This study will continue to generate data from institutional agents working with militarystudents, especially those working within the college of engineering, to better define thedifference in awareness and gaps in support for military students pursuing an undergraduateengineering degree.ACKNOWLEDGEMENTSThis material is based upon work supported by the National Science Foundation under Grant No.2045634. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of National Science foundation
glaze that solely used materials from the Black Hills, as it added additional creative andtechnical challenges to overcome.The scientific and creativity rubric that was used to for the MET 352 competition can be seen inTable 2. The students were evaluated by program faculty and the AIR. The students also receiveddirect feedback (comments) from the evaluators.Spring 2022 MET 352– Results and Lessons LearnedThe A+E team goal for the MET 352 course was to have the student teams design and produce(formulate, fire, glaze) a unique ceramic body. In that regard, the design goal for MET 352 was asuccess as all teams successfully designed and fabricated prototypes. One point of reflection forthe PIs after the term was complete was the reproducibility or
with less difficulty and workload, even though they were told all choiceshad similar workload and difficulty. Understanding what groups of students feel stressed whenchoosing from multiple options can help design strategies to minimize such negative effects ofassignment choice.We hope that the findings presented in this paper help educators with proper implementation ofISBL and decision-making related to offering context choice to their students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2000599 (ECR program). Any opinions, findings, and conclusions, or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the
power the four drone arms’ motor/electronic speed controller and three optional outlets3.3 Function Testing of PDBAfter the conceptual design in adopted, the next step towards developing this concept into aworking model is to test the function of PDB. The basic electric connectivity between the mainpower node and the utility (distribution) nodes was tested and verified to reflect the circuitdesign. Another important operational consideration is the heating of the board due the highcurrent it delivers from the battery to the motors- through the electronic speed controllers (ESC)-and other utilities. With guidance from the electrical engineering faculty mentor, student withmechanical engineering background set up a test to monitor the temperature
resisting white supremacy as it is to resisting the patriarchy?” Or, more directly, “What docoalitions of women focused on anti-racism and the support of Black women look like?”Coalitions serve as a foundation for accountability because they are rooted in shared efforts, sharedpower, and shared pursuit of justice, and they function in contradistinction to the politics that undergirdWhite feminism. Chavez [16] describes coalition as a replacement for “normative/inclusionary andutopian politics” (p. 147). According to her, coalition is ● a present and existing vision and practice that reflects an orientation to others and a shared commitment to change; ● ... the ‘horizon’ that can reorganize our possibilities and the conditions of
3 4 5 6 is an important reflection of who I am. I have come to think of myself as an 1 2 3 4 5 6 “Engineer/Scientist/Anthropologist”. I feel like I belong in the field of 1 2 3 4 5 6 engineering/science/anthropology. I am an Engineer/Scientist/Anthropologist. 1 2 3 4 5 6 My ethnic/racial identity is an important part 1 2 3 4 5 6 of who I am. My ethnic/racial identity is an important part 1 2 3 4 5 6 of my being an Engineer/Scientist/Anthropologist. I think of myself as a ______ 1 2 3 4 5 6