: 10.1007/s43683-020-00030-z.[10] R. E. Clark, “Reconsidering Research on Learning from Media,” Rev. Educ. Res., vol. 53, no. 4, pp. 445–459, Dec. 1983, doi: 10.3102/00346543053004445.[11] M. E. Beier, M. H. Kim, A. Saterbak, V. Leautaud, S. Bishnoi, and J. M. Gilberto, “The effect of authentic project-based learning on attitudes and career aspirations in STEM,” J. Res. Sci. Teach., vol. 56, no. 1, pp. 3–23, 2019, doi: 10.1002/tea.21465.[12] N. Falchikov and D. Boud, “Student Self-Assessment in Higher Education: A Meta- Analysis,” Rev. Educ. Res., vol. 59, no. 4, pp. 395–430, 1989, doi: 10.2307/1170205.[13] J. Seifried and A. Rausch, “Applying the Experience Sampling Method to Research on Workplace Learning,” in Methods for
Program: Students’ PerspectivesAbstractEffective advising ensures students take the proper classes to stay on track for their graduation.For example, in an engineering curriculum, it is crucial that students maintain the propersequence of courses that results in the culmination of the program's required capstone designcourse(s). Any human error during the advising process can risk the disruption of the smoothprogression through the program for a student. Thus, a computerized web-based advising toolcan be highly useful to eliminate such human errors in identifying the most needed coursesduring an advising session. Currently, many advising tools are available through commercialbusinesses or developed by those working in the field of education. In
extracurricular nature of these research opportunities. Bibliography[1] B. P. Chang and H. N. Eskridge, “What Engineers Want: Lessons Learned from Five Years of Studying Engineering Library Users,” presented at the 2015 ASEE Annual Conference & Exposition, Jun. 2015, p. 26.1721.1-26.1721.17. Accessed: Feb. 24, 2023. [Online]. Available: https://peer.asee.org/what-engineers-want-lessons-learned-from-five-years-of-studying- engineering-library-users[2] J. de la Cruz, A. Winfrey, and S. Solomon, “Navigating the Network: An Exploratory Study of LGBTQIA+ Information Practices at Two Single-Sex HBCUs | de la Cruz | College & Research Libraries,” Mar. 2022, doi: https://doi.org/10.5860/crl.83.2.278.[3] F. Albarillo, “Information
placebo. Innovation,Science, Environmental, Special Edition: Charting Sustainable Development in Canada (2007),106-130.4. Beder, S. (1989). Educating ecologically sustainable engineers. Education Links, (37), 24-25.5. Lemkowitz, S. M., Bibo, B. H., Lameris, G. H., & Bonnet, J. A. B. A. F. (1996). From smallscale, short term to large scale, long term: integrating ‘sustainability' into engineering education.European Journal of Engineering Education, 21(4), 353-386.6.Elms, D. G. (1996). The Environmentally Educated Engineer: Findings on Fundamentals. WITTransactions on Ecology and the Environment, 17.7.Gunn, I. W. (1996). Education For Attainability Through Engineering. WIT Transactions on.Ecology and the Environment, 17.8.Vanderburg, W.H. (1999
Paper ID #38442Hands-on Experience in Solving Real-World Problems via a UniqueStudent-Faculty-Industry Collaboration ProgramMiss Swapana Subbarao Jerpoth, Rowan University Swapana S. Jerpoth received her B.Tech degree in Chemical Engineering, and her M.Tech degree in Petro- chemical Engineering from R.T.M. Nagpur University, India . Currently she is in the 4th year of Ph.D. program at the department of Chemical Engineering, Rowan University, Glassboro, NJ. Her expertise includes process design, mathematical modeling, process control, process optimization, data analytics, higher-performance computing, and assessment of
Navigating STEM Identity,” J. ofNegro Educ., vol. 88, no. 3, pp. 358–378, Summer, 2019.[9] K.A. Callwood, M. Weiss, R. Hendricks, and T.G. Taylor, “Acknowledging and SupplantingWhite Supremacy Culture in Science Communication and STEM: The Role of ScienceCommunication Trainers,” Frontiers in Com., vol. 7, pp. 1–8, Feb. 2022, doi: 10.3389/fcomm.2022.787750.[10] N. Hatfield, N. Brown, and C.M. Topaz, “Do introductory courses disproportionately driveminoritized students out of STEM pathways?” PNAS Nexus, vol. 1, no. 4, pp. 1–10, Sep. 2022,doi: 10.1093/pnasnexus/pgac167.[11] S. Fries-Britt and D. White-Lewis, “In pursuit of meaningful relationships: How Blackmales perceive faculty interactions in STEM,” The Urb. Rev., vol. 52, no. 3, pp. 521–540, Feb
vibrations, robotics, controls, and experimental methods,including various hands-on labs. He is involved in outreach and extra-curricular activities,including engineering summer camps for high schoolers and elementary robotics competitions. 16References:[1] John Wiley. (2016). Fundamentals of heat and mass transfer, 8th Edition.[2]Theory and Design for Mechanical Measurements, Fourth Edition; Figliola, R. S. andBeasley, D. E., 2006[3] Nick Connor (May 22, 2019). What is Heat Transfer – Definition. Thermal Engineering.https://www.thermal-engineering.org/what-is-heat-transfer-definition/[4] National Instruments. Operating Instructions and Specifications: NI
Paper ID #39113Board 46: ”Good communication skills are super, super important”:Developing students’ professional communication skills for career-readyengineersDr. Jennifer Linvill, Purdue University Dr. Jennifer S. Linvill is an Assistant Professor in the Department of Technology Leadership & Inno- vation at Purdue University. Her research examines organizational communication, particularly in the contexts of destructive workplace behaviors, leadership, teams, and workforce development. Notably, Dr. Linvill is a Co-Principal Investigator on the SCalable Asymmetric Lifestyle Engagement (SCALE) production proposal
curriculum that promotes students' confidence in both design and projectprocess and practical aspects of mechanical and electrical fabrication, integration, andtroubleshooting.References[1] ABET EAC, “Criteria for Accrediting Engineering Programs,” Baltimore, MD: ABET, 2023.[2] El-Abd, M., Preparation of Engineering Students for Capstone Design through a Microprocessors Course, International Journal of Engineering Pedagogy, Vol. 7, No. 4, 2017.[3] Goldberg, J., Preparing Students for Capstone Design, IEEE Engineering in Medicine and Biology Magazine, November/December, pp. 98-99, 2009.[4] Rutherford, A. Stanton, B., Turoskiu, S. and Varnes, E., Designing a Comprehensive Project for a Junior-level Multidisciplinary Engineering Design Course
anadditional expectation or burden. Participation rate has been relatively high since the launch ofthis module (77.5%, 78.7%, 54.2%, and 78.6%, respectively, from Fall 2020 to Spring 2022). Inthe future, we plan to continue making improvements to the modules, create surveys to collectmore student feedback, and conduct a follow-up study of student performance in subsequentcourses to analyze the impact of these extended learning opportunities.References[1] S. J. Matthews, J. C. Adams, R. Brown, and E. Shoop, “Incorporating parallel computing inthe undergraduate computer science curriculum,” in Proceedings of the 51st ACM TechnicalSymposium on Computer Science Education, 2020.[2] Z. Zhu, U.K. Bhowmik, Y. Wang, Z. Cheng, and Y. W. Chen, “Having it all
degree in Geotechnical Engineering from the College of Engineering Guindy, Anna University, India and graduated with Ph.D. degree in Civil Engineering from University of Illinois USA.Dr. Dinesh Kumar KSA, National Institute of Technical Teacher Training and Research Chennai Dr. K S A Dineshkumar, Assistant Professor, Department of Civil Engineering. He has been working in the domain of Structural Engineering, Geographical Information System, Sustainable development, Smart City, Instructional technologies and Teaching aˆ C” LeaMuthuramalingam Sankayya ©American Society for Engineering Education, 2023 Design of self-regulated learning framework for professional development
deployed a bomb finding robot named the LynchBot to Iraq late in 2004 and then again in 2006 deployed about a dozen more improved LynchBots to Iraq. His team also assisted in the deployment of 84 TACMAV systems in 2005. Around that time he volunteered as a science advisor and worked at the Rapid Equipping Force during the summer of 2005 where he was exposed to a number of unmanned systems technologies. His initial group composed of about 6 S&T grew to nearly 30 between 2003 and 2010 as he transitioned from a Branch head to an acting Division Chief. In 2010-2012 he again was selected to teach Mathematics at the United States Military Academy West Point. Upon returning to ARL’s Vehicle Technology Directorate from West
exploring if the different teaching strategiesare useful for students on offering a positive effect on personal performanceaccomplishments, vicarious learning, social persuasion, and physiological and affectivestates. Also, we are examining the fidelity of those instructors' teaching. Those analyseswill provide a deeper understanding of the efficacy of teaching techniques. In the future,we will present a summary of our findings combining all the results. Reference[1] J. Milord, F. Yu, S. Orton, L. Flores, and R. Marra, “Impact of COVID Transition to Remote Learning on Engineering Self-Efficacy and Outcome Expectations,” 2021 ASEE Virtual Annual Conference, Jul. 2021, Accessed: Feb. 04, 2022. [Online
students with a different setof skills. Moreover, considering students said they felt they had a better performance at class:improved retention, confidence on their knowledge, discipline, and others. However, it wouldbe relevant to consider the faculty perspective making a comparison between classes that usemind maps and classes that do not.References[1] S. J. T. Jansen, H. Boumeester, and R. M. Rooij, “Architecture students and research courses: are they aligned? Students’ attitude towards research courses,” Learn. Environ. Res., vol. 25, no. 2, pp. 549–563, 2022.[2] B. Obeidat and L. M. Obeidat, “Attitudes of Jordanian architecture students toward scientific research: A single-institution survey-based study,” Cogent Eng., vol. 10, no
The computer science program is ABET accredited and has built-in assessments in all core courses in computing. CS I TABLE VII and CS II are a part of these core courses. C OURSE NUMBER TRANSLATIONS ABET states specific proficiencies that students must pos- sess at the conclusion of the semester. They are abilities to: Course # Name Semester COMP 1000 Computer Science I Fall 1) Choose the appropriate data type(s) for implementing a
graduating each year is shownin Figure 7. Over the four-year period presented, the graduation rate is fairly steady.Student Scholar DataAn additional source of data came from members of the STEM Scholars Program (SSP). Membersof the program were required to fill activity reports detailing their time use and academic progress(attendance, grades, etc.) The reports contained weekly data and were submitted monthly viaemail. In addition, students filled reports describing how they spent their stipend from grant. Themonthly data was complied, analyzed, translated to semester data, and reported to the S-STEMScholarship Reporting Site (www.s-stem.org).Key findings from the activity reports [5] include:• A common theme related to financial aspects of the
race and ethnicity, which best describes you? (select all that apply) American Indian or Alaska Native Asian or Asian-American Black or African-American Hispanic, Latino, Latina, or Latinx Middle Eastern or Northern African Native Hawaiian or other Pacific Islander White Another option not listed here (please specify) Prefer not to answerEnd of Block: DemographicsEnd of SurveyReferences[1] S. G. Krueger and L. Ward, “Assessing Textbook Costs at a Small College,” Va. Libr., vol. 64, no. 1, p. 4, Jul. 2020, doi: 10.21061/valib.v64i1.598.[2] S. Appedu, M. Elmquist, J. Wertzberger, and S. Birch, “Inequitable Impacts of Textbook Costs at a Small
, 2021. [Online].[17] M. Vijaylakshmi, P. Baligar, K. Mallibhat, S. M. Kavale, G. Joshi, and A. Shettar. “Transition from in-person learning to technology enhanced learning in engineering education: Faculty challenges,” Proceedings of the Frontiers in Education 2021 FIE conference, Lincoln, NE, USA, Oct. 13-16, 2021. [Online].[18] A. J. Martin, H. Nejad, S. Colmar, and G. A. Liem, G. A., “Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty,” Aust. J. Guid. Couns., vol. 22, no. 1, 58–81, 2012. doi: 10.1017/jgc.2012.8.[19] R. E. Ployhart and P. D. Bliese, “Individual adaptability (I-ADAPT) theory: Conceptualizing the antecedents, consequences, and measurement
abroad for students’ personal, academic, and career goals. 3. Responsible parties shall communicate the importance of understanding the social, historical, political, economic, linguistic, cultural, and environmental context(s) for each program and location. Student Learning Objectives 1. Responsible parties shall evaluate student competencies and place students in language and other courses at their level. Responsible parties shall prepare participants to navigate the cultural transition and to engage in culturally relevant, ethical, and reciprocally beneficial activities in relation to the local context. 2. Responsible parties should encourage students to consider the social, cultural
learning introductory programming in higher education,” IEEE Transactions on Education, vol. 62, no. 2, pp. 77–90, May 2019. [3] K. Quille and S. Bergin, “CS1: How will they do? How can we help? A decade of research and practice,” Computer Science Education, vol. 29, no. 2-3, pp. 254–282, May 2019. [4] M. Hertz, “What do “CS1” and “CS2” mean? investigating differences in the early courses,” in ACM Technical Symposium on Computer Science Education (SIGCSE), Mar. 2010. [5] M. C. Parker, M. Guzdial, and S. Engleman, “Replication, validation, and use of a language independent CS1 knowledge assessment,” in ACM Conference on International Computing Education Research (ICER), Aug. 2016, pp. 93–101. [6] M. S. Kirkpatrick and C
international perspective,” J. Nanoparticle Res., vol. 21, no. 11, 2019, doi: 10.1007/s11051-019-4638-7.[2] L. Wright, S. D. Eigenbrode, and T. A. Martin, “Architectures of adaptive integration in large collaborative projects,” vol. 20, no. 4, 2015.[3] B. Akbar, J. Brummet, S. Flores, A. Gordon, B. Gray, and J. Murday, “Global perspectives in convergence education,” J. Nanoparticle Res., vol. 21, p. 229, 2019.[4] S. Anwar, N. A. Bascou, M. Menekse, and A. Kardgar, “A systematic review of studies on educational robotics,” J. Pre-College Eng. Educ. Res., vol. 9, no. 2, pp. 19–42, 2019, doi: 10.7771/2157-9288.1223.[5] I. M. Verner, D. Cuperman, and M. Reitman, “Exploring robot connectivity and
inclusive and diverse STEM community.7. References[1] M. Riojas, S. Lysecky, and J. Rozenblit, “Educational Technologies for Precollege Engineering Education,” IEEE Transactions on Learning Technologies, vol. 5, no. 1, pp. 20–37, 2012, doi: 10.1109/TLT.2011.16.[2] N. Kerimbayev, N. Beisov, А. Kovtun, N. Nurym, and A. Akramova, “Robotics in the international educational space: Integration and the experience,” Educ Inf Technol (Dordr), vol. 25, no. 6, pp. 5835–5851, Nov. 2020, doi: 10.1007/s10639-020-10257-6.[3] S. Anwar, N. A. Bascou, M. Menekse, and A. Kardgar, “A systematic review of studies on educational robotics,” Journal of Pre-College Engineering Education Research, vol. 9, no. 2. Purdue University Press
Conference, 2008.[10] A. L. Campbell, I. Direito and M. Mokhithi, “Developing growth mindsets in engineering students: a systematic literature review of interventions”, European Journal of Engineering Education, vol. 46, no. 4, pp. 503-527, 2021, DOI: 10.1080/03043797.2021.1903835[11] A.J. Elliot, H.A. McGregor, and S. Gable, “Achievement goals, study strategies, and exam performance: a mediational analysis,” Journal of Educational Psychology, vol. 91, no. 3), pp. 549-563, 1999.[12] P. Hsieh, , J.R. Sullivan, and N.S. Guerra, “A closer look at college students:Self-efficacy and goal orientation,” Journal of Advanced Academics, vol. 18, no. 3, pp. 454–476, 2007, DOI: 10.1037/0022-0663.91.3.549[13] A. Vrugt
introducing a smalllottery-based compensation for survey participation. (These amendments to the survey protocolare subject to IRB approval.) Additionally, the 360 Coaching program will continue to seekfeedback from the 360 Coaches throughout the year and respond to these by considering andimplementing improvements.References[1] S. Tantum, S. T. Santillan, L. Temiquel-McMillian, and J. Ganley, “Work-in-Progress: 360 Coaching to support whole-student advising in the first-year,” presented at 2022 ASEE Annual Conference and Exposition, Minneapolis, MN, June 26–29, 2022.[2] K. Bartimote-Aufflick, A. Bridgeman, R. Walker, M. Sharma, and L. Smith, “The study, evaluation, and improvement of university student self-efficacy,” Studies in Higher
-divided into specialty groups such as structural, electrical, fabrication, procurement, etc. Thestudents were fully engaged in every aspect of the project. Those with construction experiencetook on more of the installation tasks but still participated in student teams involving structuralanalysis and solar design optimization. Advanced tools were used such as ANSYSc (forstructural) and National Renewable Energy Laboratory (NREL)’s open-source solar optimizationtools such as HOMER, along with analytical methodologies.The final system design was a 30,720-Watt grid-tie PV system with 96 solar panels, eachgenerating 320-watts arranged in 4 sub-arrays of 24 panels each, connected to 6 invertersconverting DC (Direct Current) solar power to 3-phase 208
and satisfaction. The formative evaluation helps determinewhether project goals were met and what hampered their implementation. A summative reviewassessed this program's impact on student's professional abilities for global employment. TheGlobal Perspective Inventory [20] and Engineering Global Preparedness Index were used tocreate a survey (e.g., the belief that one can make a difference through engineering problem-solving). The evaluator used a Likert scale to poll students before and after IRES. The surveytool examined research skills and global perspective inventory professional skills. Research Skill Development - Pre v/s Post Survey Peer review and publication process Report writing and poster presentation Result
&M University Victor Ugaz is the Carolyn S. & Tommie E. Lohman ’59 Professor in Engineering Education in the Artie McFerrin Department of Chemical Engineering at Texas A&M University. He joined the faculty in Jan- uary 2003. His research focuses broadly on harnessing the unique characteristics of transport and flow at the microscale, with specific interests in microfluidic flows (both single-phase and nanoparticle suspen- sions), microchip gel electrophoresis, PCR thermocycling in novel convective flow devices, and construc- tion of 3D vascular flow networks for biomedical applications. Ugaz earned B.S. and M.S. degrees in Aerospace Engineering at The University of Texas at Austin, and a Ph.D. in
Vanderbilt University.Dr. Kenneth W. Van Treuren, Baylor University KEN VAN TREUREN is a Professor in the Department of Mechanical Engineering at Baylor Univer- sity and serves as the Associate Dean in the School of Engineering and Computer Science. He received his B. S. in Aeronautical Engineering from the USAF Academy in 1977 and his M. S. in Engineering from Princeton University in 1978. He completed his DPhil in Engineering Sciences at the University of Oxford, United Kingdom in 1994. He then taught at the USAF Academy until his military retirement. At Baylor University since 1998, he teaches courses in fluid mechanics, energy systems, propulsion sys- tems, heat transfer, and aeronautics. Research interests include
graduate students to a flipped online format found that, whileaverage performance levels remained the same, there was an increase in performance dispersionover time.These studies show that the results of implementing a flipped classroom are varied. Whileperceptions tend to be positive, the change in learning levels varies from no effect toimprovement. In this regard, it is essential to consider the impact of various factors, includingstudent education levels (secondary, undergraduate, postgraduate), the number of studentsinvolved (a small group or a large course), and the design and appropriateness of the material(s),among others. Consequently, the results largely depend on the particularities of each situation.MethodologyThe methodology applied
%] 4 4.00 100.00%In this course, I engaged in critical thinking and/or problem solving.[1 = Never…4 = Frequently] 4 3.64 91.09%Based on what the instructor(s) communicated, and the informationprovided in the course syllabus, I understood what was expected of me.[1 = No…3 = Yes] 3 2.72 90.50%This course helped me learn concepts or skills as stated in courseobjectives/outcomes.[1 = Did not help… 4 = Definitely helped] 4 3.50 87.52%Please rate the organization of this course.[1 = Not at all organized 4 = Very well organized] 4 3.36 83.91