mentorship indicators. Fromthere, the researcher sought out additional literature. After having read and reflected on theinformation, the researcher constructed a draft conceptual framework for the purposes ofcategorizing and conceptualizing the types of mentorship, including traditional, effective, andcritical mentorship, as well as identifying the relevant mentorship indicators associated with thesementorship types.3.2 Scoping ReviewFor this study, a scoping review protocol based on Arksey and O’Malley’s framework [4] wasutilized as described previously [5]. Scoping reviews are useful when probing the literature as theyemulate the rigor of systematic reviews while keeping laser-focused on answering the researchquestions [4], [5]. Scoping reviews
Diffusion in Polymer Networks. Her research interests include polymer physics, nanoparticle diffusion, and engineering and physics education.Steven Warth, Austin Peay State University Steven Warth is an undergraduate researcher, who attended a STEM program throughout half of his time in high school. Currently pursuing a bachelors degree in engineering physics.Dr. Bobette Bouton, Austin Peay State University Dr. Bobette Bouton is an associate professor at Austin Peay State University. Her current area of research is socio-emotional development in the domain of empathy. She is a Deweyan Pragmatist who focuses on student-centered teaching and reflection. She also is working toward making higher education a more socially
The sociotransformative constructivism theoretical framework informed the curriculumchoices. Prior work on designing STEM curriculum for middle grade students has applied thisframework to guide similar choices5. In applying this framework, we sought to ensure that theactivities and assessments emphasized the elements of sociotransformative constructivism:dialogic conversations, authentic activity, metacognition, and reflexivity. To do this, we gatheredinitial information from the participating community educators through the application process(see description below) in order to inform the creation of authentic activities that reflect the skillsof geospatial professionals contextualized to the locations of the camps. We hope to co-createsome
challenging dominant narratives and fostering inclusive and equitablepractices. By engaging in self-reflection and critical dialogue, engineers can better recognize thesocial implications of their work, identify potential sources of bias or discrimination, and strivetowards more ethical and socially responsible solutions. Critical reflexivity, thus, encouragescollaboration and interdisciplinary engagement, inviting engineering students to consider diverseperspectives and alternative approaches to problem-solving.Pilot Study The initial step in this pilot study entailed selecting a tissue mechanics course that is partof an undergraduate biomedical engineering program. The course consisted of a ‘lecture-driven’,traditional teaching environment
] frameworks were most appropriate for the developing study.Next StepsThe initial research results will be used to develop the qualitative methods for the secondphase of the research project.Further, the PI will continue to advance her engineering education research capacity byparticipating in additional workshops, such as the Modern Meta-Analysis Research Institute.AcknowledgementThis material is based upon work supported by the National Science Foundation under NSFGrant Number 2225399. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.Bibliography[1] United States Census Bureau, “The Chance That Two People Chosen at
elicited in the physical mode, while more conceptual practices were elicited in the virtual mode, and approximately the same amount of social practices were elicited in each mode. • Physical and virtual laboratories can be complementary, each targeting a specific set of epistemic practices, creating a learning outcome more reflective of real engineering practice. • The instructional design, instructor framing, and student activity need to align with the affordances of the laboratory modes to produce a complementary outcome. This means implementing the laboratories in a way that positions the affordances of each to be maximally leveraged by students.Broader ImpactsWe have the
demonstrate increased ideation in the form of student conceptualdesigns, as hypothesized, they do indicate that students made critical connections betweenbiological and engineering design concepts. In nearly all design cases, students were able toarticulate one or more patterns in biology and how their design mimicked those patterns. We alsosaw evidence that students made modest structural changes in design revisions that resembledthose found in biological patterns, including (a) adding IR reflective material to reflect or containheat and (b) adding layers of different functional insulators. While these changes were alsopresent in existing solutions and could have been copied from there, many student teamsexplicitly connected (and credited) the
a need to strengthen K-12 computing educationresearch (CER) and to ensure that the research holistically is reflective of the students wecollectively teach. This includes increasing the volume and quality of studies, and pinpointingresearch gaps that ensure all students’ learning needs are met. To address these issues, ourNational Science Foundation (NSF) project investigates three key questions: RQ1: How comprehensive is K-12 CER when examined with a specific lens on how it explicitly addresses broadening participation in computing or equity goals? RQ2: What are the barriers that prevent K-12 computing education researchers from conducting research across the four components of CAPE? RQ3: How effective are new
STEM education programs: Reflections on, and implications for, the NSF ITEST program," Journal of Science Education and Technology, vol. 25, no. 6, pp. 847–858, 2016. [Online]. Available: https://doi.org/10.1007/s10956-016-9632-6.[2] The Cochrane Collaboration, Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0, 2011. [Online]. Available: www.handbook.cochrane.org.[3] The Campbell Collaboration, Campbell systematic reviews: Policies and guidelines. Campbell Policies and Guidelines Series No. 1, Jan. 10, 2019. [Online]. DOI: 10.4073/cpg.2016.1.[4] M. Borenstein, J. P. Higgins, L. V. Hedges, and H. R. Rothstein, "Basics of meta‐analysis: I2 is not an absolute measure of
are reflected in numerous publications and presentations at prestigious IEEE; ASEE conferences, Wiley’s & Springer Journals. His research primarily revolves around understanding Cognitive Engagement Analysis, Assessing Methods in Engineering Education, and Facial Expressions (emotions) in the Learning process. He is a member of various technical committees, serving as a reviewer for esteemed journals and international conferences including ASEE, Springer (JAIHC) , JCEN, and IEEE Transaction on Education. His commitment to advancing education, paired with his extensive academic and professional experiences, positions him as a promising researcher in engineering education.Dr. Angela Minichiello, Utah State
result reflecting the observation of Maharaj and Banta [11]. Despite thatacceptance, the bulk of the students displayed the typical attitude that writing has little ifanything to do with learning engineering statics, although a significant minority embraced theidea of writing being a part of engineering career practice. Because of their expected attitudetowards writing, students saw little if any benefit from requiring more writing in an engineeringstatics class. Again, those results conformed to expectations. However, three aspects of the resultsfrom the present work were unexpected. First, considering the substantial practical differencebetween mean exam grades shown in the inset table in Figure 2, a statistically significantdifference
sources. They are also encouraged to share their own biographical information. Students are also provided with a sample of a previous bio-sketch. The assignment is scheduled for the first month of the course, but with flexibility to adapt to circumstances such as late matching, busy schedules, etc. Students are also advised to propose a meeting schedule for the project. • The “exchange” assignment requests from students to provide a narrative of 3-4 pages with the most relevant information exchanged in the meetings that students select for sharing. • The “personal assessment” assignment is intended for students to provide a one-page reflection on the added value of this project and some
including peer feedback, communication protocols, team process reflection and meeting documentation.6. Program a microcontroller to perform tasks involving inputs, outputs, and a control algorithm.7. Develop and debug computer programs of moderate complexity that include data type control, variable assignments, arrays, loops, branching, and functions.8. Design, build and troubleshoot simple electronic circuits.Instruction in weeks four and five shifts focus to an introduction to the engineering designprocess in the context of a highly scaffolded team project to design, build, and program a modeltraffic signal as shown in Figure 1. This “warm-up project” provides context for students topractice new programming skills and learn to work with the
understand howBME students develop an entrepreneurial mindset (EM). These studies explore curricular EMinterventions designed to encourage development of EM skills such as curiosity about the coursetopics [22], reflective thinking [16], and designing for a certain customer base [17], [42]. In Kinget al.'s study [40], BME students participated in capstone design projects where they worked inteams to design prototypes based on existing patent applications of industry professionals. Thesestudents were able to learn about the engineering design process as well as the business side ofintellectual property development such as patents, customer discovery, budgeting, andcommunication of results [40].In several studies on EM development within a BME context
Fort Wayne, a campus specializing inhealth service fields, while PFW retained its broader academic focus.Within PFW in the College of Engineering Technology and Computer Science, the School ofPolytechnic, formed in 2018, continues a rich legacy dating back to the institution's founding era[3]. Originating from engineering technology programs established in the 1960s, its offeringshave evolved and adapted over the decades. Notably, the School's programs attained ABETaccreditation in the early 1970s, with ongoing advancements in assessment methodologiesculminating in successful reaccreditation in Fall 2022, reflecting the institution's commitment toacademic excellence and innovation [4].ABET Suggested Display MaterialEffective ETAC-ABET
mechanisms, and habits/patterns that no longerserve us in a professional environment. A sample scenario used in this session is below. Thisscenario enables students to feel the power of both (1) self-awareness and (2) blind spots andhow ignoring a blind spot can become a barrier to deeper relationships with their ecosystem.Sample Scenario: We explored conversations with superiors - executives, upper management -and their body language / facial expressions in response to our request and reflection on whatmay have been a blind spot on our part. This is a way to sharpen your self-awareness byunderstanding the impression you make on your ecosystem and how to elicit the desired outcomeby improving on your blind spots. A strategy to learn about your blind
program origin stories,” in ASEE annual conference & exposition, 2019.[3] Deloitte and The Manufacturing Institute, “2018 Manufacturing Skills Gap Study,” Deloitte United States. Accessed: Jul. 01, 2023. [Online]. Available: https://www2.deloitte.com/us/en/pages/manufacturing/articles/future-of-manufacturing- skills-gap-study.html[4] L. Avendano, J. Renteria, S. Kwon, and K. Hamdan, “Bringing equity to underserved communities through STEM education: implications for leadership development,” Journal of Educational Administration and History, vol. 51, no. 1, pp. 66–82, 2019.[5] D. Reider, K. Knestis, and J. Malyn-Smith, “Workforce education models for K-12 STEM education programs: Reflections on, and implications for, the
engineering system. This is equivalent to 4 years of bachelor’s and 2.5 years ofmaster’s studies in the Chinese higher education system. During the undergraduate(preparatory) stage, students pursue courses in basic sciences and humanities, with intensivetraining in mathematics and physics, reflecting a typical feature of French engineeringeducation (Lemaître, 2017). In the master's (engineering) stage, students engage in generaland interdisciplinary engineering studies and specialize in an area of study in which they willcomplete a master's thesis.Figure 1. SFEP curriculum structureThe WIL program at SFEP includes three internships designed to develop professionalcompetences in a progressive manner. These include a one-month ‘observation internship
managementfor online learners are highly encouraged for REACH students to address these concerns. Theworkshops are provided at no cost to CGCC students on the platform:www.college2success.com and include: “Online Courses: Staying Motivated & Disciplined”, “10Tips For Success In Your Online Course”, “Study Tips & Note-Taking Strategies”. Aftercompleting one of the workshops, the students are invited to fill out an action plan that includes4 points of reflection: Overcome challenges, Establish a schedule, Know your instructor, andBreak large tasks into smaller chunks. In the next semesters, a question will be added to thesurvey to assess the impact of taking those workshops on the academic integration scores. This preliminary study includes only
method as described above, the preliminary codebook wasapplied to all transcripts and subsequently probed using thematic analysis [34], [35]. Our teamreviewed the codebook and discussed potential modifications while using comments attacheddirectly to the data points to note sections of interest in the themes or other feedback. The firstauthor then modified the existing codes to reflect the team’s discussion, such as combiningsimilar concepts (e.g., Community and Collaboration includes “relationships”, “community”, and“collaboration”) or adjusting code names to be more precise (e.g., “social health” was changed toConnections and Interactions). The revised codes were applied to participant responses anddefinitions of each code were informed by
educators and industry partners. This strategic approach seeks to raise awareness oflocal engineering opportunities, contributing to talent retention within the region and fosteringsustainable growth in the skilled technical workforce. AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1943098. 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.
reflect the views of theNational Science Foundation.ReferencesBolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership(4th ed.). Jossey-Bass.Center for Evaluation & Research for STEM Equity, and Rose-Hulman Institute of Technology(2017a). Creating Strategic Partnerships: A Tip Sheet from REvolutionizing engineering andcomputer science Departments (RED) Participatory Action Research. Retrieved fromhttp://depts.washington.edu/cerse/research/current-research/.Center for Evaluation & Research for STEM Equity, and Rose-Hulman Institute of Technology.(2017b). Communicating Change: A Tip Sheet from REvolutionizing Engineering and ComputerScience Departments (RED) Participatory Action Research. Retrieved
, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and Instruction - Science Education, and a B.S. in Materials Science and Engineering.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de
capital, to provide support for engineeringtransfer students based on individual location and demographic needs. Years 4-5 will supportpiloting, implementation, and iterative improvement of the dashboard.5. Evaluation and Project Outcomes to DateThis CAREER project is guided by a two-phase evaluation methodology. First, an ongoingformative internal evaluation is ongoing integrating the monitoring of research with evaluationthrough assessing achievement of milestones, reflection on project questions, fit-for-purposedata, and sense making. Summative, external evaluation is led by an Advisory Board chair whois an expert in transfer student STEM research is assisted by an Advisory Board of expertsrepresenting key disciplinary areas of study. The
engineering internships. We willshare these insights in our poster.Education PlanThe goal of our education plan is to provide practitioners with data driven tools for them toprovide more responsive support for their students. Our tools are in the form of workshops,where we use our research findings to educate students and practitioners on the possibilities ofresponsive support, and an SJI. We have made considerable progress on our education plan.During year four, we developed and finalized the structure of our SJI [6], which is an assessmenttool containing one sentence scenarios typical to undergraduate engineering and several responseoptions, reflective of typical student behavior.To finalize the structure of our SJI, we had to pilot our initial
with research. 4. A dedicated staff member whose job is to be a student liaison and plan/coordinate and facilitate REU events is a critical addition to the leadership team.Acknowledgements: This material is based upon work supported by the National Science Foundationunder Grant 2149667. 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 National ScienceFoundation.References[1] National Academies of Sciences Engineering and Medicine, Advanced Technologies for Gas Turbines.Washington, DC: The National Academies Press, 2020.[2] National Academies of Sciences Engineering and Medicine, Commercial Aircraft Propulsion andEnergy Systems
2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 SedimentSketch, teaching tool for undergraduate sedimentology to provide equitable and inclusive learning for Hispanic students Anna Stepanova Saira Anwar Juan C. Laya Carlos A. Alvarez Zarikian Nancy E
, experiential [17] and inquiry-based learning [18], collaboration, reflection, andgamified learning experiences [19]. Each lesson is divided into activation, mini-lesson, gameplay,student-led work time, and debriefing. In addition, each lesson features equity spotlights,including Universal Design for Learning (UDL) [7] and Culturally Sustaining Pedagogiesprinciples (CSP) [8].Additionally, educators' self-efficacy influences their confidence in teaching hardware concepts[20]. In our framework, this confidence is further sustained by the integration of teacherimplementation strategies and educative materials, which are informed by the TechnologicalPedagogical Content Knowledge (TPACK) framework [20]. Through this alignment, educators'self-efficacy serves
Reflections On Four Approaches Taken At Rensselaer,” presented at the 2009 Annual Conference & Exposition, Jun. 2009, p. 14.1386.1-14.1386.16. Accessed: Jan. 30, 2020. [Online]. Available: https://peer.asee.org/sustainability-as-an-integrative-lens-for-engineering-education-initial-re flections-on-four-approaches-taken-at-rensselaer[6] J. L. Aurandt and E. C. Butler, “Sustainability Education: Approaches for Incorporating Sustainability into the Undergraduate Curriculum,” Journal of Professional Issues in Engineering Education and Practice, vol. 137, no. 2, pp. 102–106, Apr. 2011, doi: 10.1061/(ASCE)EI.1943-5541.0000049.[7] D. M. Riley, “Pushing the Boundaries of Mass and Energy: Sustainability and Social Justice