their participation in mathematics classes as preparationfor their future career as engineers. Mathematics is both a requirement for entrance into thecareer and a necessary knowledge to pursue the career. Thus, identity in mathematics ismaintained through both imagination and alignment33.4. African American Males Academic Success at Community Colleges AAM students in community colleges can be studied through persistence and academicsuccess literature. AAM students’ academic persistence, graduation, and success rate enteringCCs are alarming. The US Department of Education (2006) reported that a one year persistencerates for AAM students show low rates to continue their academic studies at CCs. AAMs haveapproximately 74% first year
. Departmental boundaries, constraintson resources, and even student and faculty culture can make program reinvention or curricularchange difficult. These challenges will not look unfamiliar to other institutions and programsseeking to drive change and it is intended that the creative solutions developed at UTEP couldhave traction for others as well.Forging a multi-institutional collaborationAlthough UTEP has developed relationships with a number of institutions and programs centeredon engineering leadership, they sought out a significant partnership with the Olin College ofEngineering. Olin College was started from scratch in 1999 through a generous gift from theOlin Foundation to address calls for transformation in engineering education, and graduated
higher education and improve learning outcomes. Her research to date has focused on educational designs that emphasize learner ini- tiative and agency through inquiry or problem-based learning in formal and informal learning contexts. She has published several papers on the characteristics of learning environments that support or constrain opportunities for any students (including those from non-dominant backgrounds) to participate in key science and engineering process skills such as scientific argumentation. Her work is largely informed by the principles and perspectives on human development and cognition articulated by Cultural Historical Activity Theory. Putting theory into practice, she teaches a service-learning
especially interested in innovative teaching and learning approaches in engineering. Page 26.1628.1 c American Society for Engineering Education, 2015 Understanding the Relationship between Living-Learning Communities and Self-Efficacy of Women in EngineeringAbstractRutgers University’s Douglass Residential College and School of Engineering developed apartnership to provide first-year women in engineering the opportunity to live together and studyengineering through the Douglass Engineering Living-Learning Community (DELLC). Thishigh-impact program, which provides first-year women enrolled in
professional develop- ment seminars for local industry on topics including forecasting, inventory control, production planning, project management, transportation logistics, procurement, and supply chain management.Dr. John Pickard, East Carolina University Dr. Pickard is an Assistant Professor at East Carolina University in the College of Engineering and Tech- nology. He teaches undergraduate and graduate Information and Computer Technology (ICT) courses within the Department of Technology Systems. Dr. Pickard plays an active role in building positive and sustainable industry relationship between the college, local businesses, and industry partners. Current industry recognized certifications include; Cisco Certified
, geographically distributed, collaborative research projects among scholars, and with underserved communities. She is also a lecturer in the Mechanical Engineering department where she currently teaches a course Global Engineers’ Education.Ms. Sneha Ayyagari, Stanford University Sneha is a student studying engineering at Stanford University. She is interested in understanding the role of education in solving pressing health and environmental issues. Through her experience in non-profit work, she has developed an interest in learning how to work with underserved communities to create sustainable solutions.Mr. Jonathan Edward Pang, Stanford University I am an undergraduate studying mechanical engineering at Stanford University
B.S. degree and beyond for several participants, and strongoutcomes for degree attainment. These, in addition to providing students with a sense ofbelonging, community, and a network of faculty members who become a touchstone or constantfor the students, make this bridge experience notable in a student’s academic career. Page 26.1576.14Degree Completion and Graduate School Enrollment: The development of strong educationalgoals leads directly to positive outcomes for degree completion. More than 120 students haveparticipated in the SCCORE program through 2013. At the conclusion of the Fall 2013 semester,69.1% of the participants had transferred
Sooner Engineering Education Center dedicated to engineering education related initiatives and research focused on building diversity and enhancing the educational experience for all engineering students. Dr. Shehab teaches undergraduate and graduate level courses in ergonomics, work methods, experimental design, and statistical analysis. Her current research is with the Research Institute for STEM Education, a multi-disciplinary research group investigating factors related to equity and diversity in engineering student populations.Dr. Susan E. Walden, University of Oklahoma Dr. Susan E. Walden is the founding Director of the Research Institute for STEM Education (RISE) and an associate research professor in the
thesuccess of each respective student “type” that will prove useful to faculty, staff, and practitionerswho work with Black male students in STEM.IntroductionThe nation strives to maintain a competitive edge internationally by contributing significant andinnovative advances in science/engineering. However, our postsecondary institutions are notproducing the number of graduates with degrees in science, technology, engineering, and math(STEM) fields, necessary to keep pace with demand. To curb projected shortages, it isimperative that the country invests in developing and educating a talented pool of qualifiedSTEM graduates. It must do so with an increasingly racially/ethnically diverse society andcollege-aged population. Despite the high demand and
-term study abroad programs. The results of and conclusions from the three studieswill be disseminated to the larger engineering education community through an innovative,online approach. Not only will we provide this information in actionable forms, but we will alsobe able to query responders about their own programs, and update the information in near realtime. Specifically, we will aggregate information as the various models for developing globalpreparedness are being employed, and will assess their effectiveness. Results from this initiativeoffer the engineering education community a set of impactful and flexible research-basedglobally focused engineering education pedagogical practices that correlate to learning, diversestudent populations
capstone design project, but will help build their identity as engineers and better preparethem for professional practice 41, 42. Research points to several contributing factors which play arole in improving student learning during engineering design experiences, including the impactof active, project-based, and hands-on learning methodologies, and the development of a sense ofcommunity and a peer support network23, 43-45. Cooperative learning approaches that are hands-on and interactive are particularly appealing to underrepresented students 46-49. First-yearengineering design was highlighted as one of six key areas in engineering education innovationat the 2011 ASEE Annual Conference 50. Pioneered in the 1990’s and implemented in severalNSF
student in the School of Engineering at The Univer- sity of Oklahoma. Her passion for engineering education stems from her basic curiosity to develop more effective engineering curriculum to help students to meet their professional demands. This motivated her to take part in engineering education research.Mr. Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering Dan Carlton is pursuing his Bachelor’s in Aerospace Engineering at the University of Oklahoma, where he is expected to graduate in 2016. He is a Midshipman in the Naval ROTC unit at the University of Oklahoma, and is involved in undergraduate fellowship program sponsored by NASA and the Oklahoma Geospatial and Space Grant
each year. The programs she leads include sum- mer camps for K-12 students; programs that send undergraduates and graduate students into schools to work with elementary and middle school students; training sessions for NC State engineering alumni who want to be volunteer teachers in their communities; and professional development and classroom support for K-12 teachers who want to introduce engineering concepts to their young students. In addition, she co-authored statewide engineering standards for K-12 and delivers teacher professional development in integrated STEM. Bottomley also directs NC State’s Women in Engineering program, which works to boost the number of women engineers in academia and industry. The NC
-programs/dual-degree-engineering/dual-degree- engineering-requirements28. Perry, Reginald J. "An analysis of a pre-engineering program model used to predict a student's persistence to graduation." Frontiers in Education Conference, 2013 IEEE. IEEE, 2013.29. Ennis et al, “GoldShirt Transitional Program: First-Year Results and Lessons Learned on Creating Engineering Capacity and Expanding Diversity, 2011 ASEE Conference,30. Knight et al, “The Impact of Inclusive Excellence Programs on the Development of Engineering Identity among First-Year Underrepresented Students, 2013 ASEE Conference, Atlanta, GA.31. Kingma et al, “The Washington STate Academic RedShirt (STARS) in Engineering Program, 2014 ASEE Conference, Indianapolis, IN.32
engineering side. I like math. I like building stuff. I discovered later – actually, I developed a passion later…for the field, for the coursework. It wasn’t as much linear algebra and math stuff; it was taking some of that and building circuits and stuff. You know, projects – taking that stuff and using it and that was really cool. So I really got excited. (Brent)Whether interested in how things work in general, or in new gadgets and high-tech items, ormath and science, or more hands-on building, these men were distinctive in that the activitiesthey find inherently motivating and enjoyable would be best fulfilled through an engineeringcareer. For example, other professional career fields would be unlikely to provide
(volume 2): a third decade of research. San Francisco, CA: Jossey-Bass, 2005.16. Banks, J.A., Banks, C.A.M. Multicultural Education: Issues and Perspectives. Hoboken, NJ, John Wiley and Sons, 2010.17. Merolla, D.M., Serpe, R.T. STEM enrichment programs and graduate school matriculation: the role of science identity salience. Social Psychology Education 16:575-597, 2013.18. Bilimoria, D., Joy, S., Liang, X. Breaking barriers and creating inclusiveness: lessons of organizational transformation to advance women faculty in academic science and engineering. Human Resource Management, 47(3): 423-441, 2008.19. Yoder, B.L. Engineering by the numbers. Engineering College Profiles & Statistics ASEE, 2012.20. CRA-W, Career mentoring
Paper ID #11774Impacts of a Neural Engineering Summer Research Experience on High SchoolStudents (Evaluation)Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering Kristen Clapper Bergsman is the Pre-College Education Manager at the Center for Sensorimotor Neural Engineering at the University of Washington. She is also a doctoral student and graduate research assistant in Learning Sciences and Human Development at the University of Washington. Previously, Kristen worked as an educational consultant offering support in curriculum development and production. She received her M.Ed. in Curriculum and
. You can better imagine how government, school systems, private trainingorganizations, public educational organizations, watchdog agencies, standards organizationsCOGS), industry, and utilities view the issues and why."154.3 Knowledge-Building ActivitiesLearning activities and deliverables were developed in order to deepen and broaden theknowledge gained by participants while also capturing and preserving their findings and gainsboth for the participants themselves and for the purposes of dissemination and grant reporting.Most of these activities and deliverables were facilitated and supported through the use of anonline “course” site hosted on Instructure’s Canvas course management system (see Figure 6)and reports, discussions and other
meet the demands ofan increasingly “flat” world, where competencies that go beyond pure technical skills, includingcreativity, leadership, flexibility, and communication, are becoming more and more essential.3, 4Traditional engineering education is also being challenged to respond to emerging fields that blurdisciplinary boundaries, such as nanotechnology, synthetic biology, and biomemetics. Manyworry that the U.S. production of engineering graduates lags well behind that of some notablecompetitor nations, such as China, a shortfall not only in absolute numbers but also in the overallpercentage of college graduates who have an engineering degree.1What has been largely absent from most discussions of the future of the US technical workforceis
are excluded from participation bycultural and structural elements of the teams. This paper offers recommendations to advisors,departments, and engineering educators about the scaffolding necessary to offer more authenticlearning opportunities and build teams that are more diverse.IntroductionThe development of individual skills such as leadership and communication along withopportunities for collaborating with diverse individuals in a team environment are consideredessential to prepare undergraduate engineering students to meet the grand challenges facingsociety.1, 2 This consideration is informed by the global need for engineers who can workeffectively toward solving complex issues in an increasingly diverse yet inter-connected
and observation of student confidence in the labs willgage the total success of teaching manufacturing for a large class.ReferencesGroup Cell 1) Leighbody G.B. and Kidd D.M., Methods of Teaching Shop and Technical Subjects, Delmar publisher, 1966. 2) Nowak, M.L., Identification of Teaching Strategies and Leaning Activities for Manufacturing Technology Education Programs, Dissertation, Texas A&M University, 1988. 3) Miller M.R., Strategies for Developing an Exemplary Program in Manufacturing Engineering Technology, Dissertation, Texas A&M University, 1993. 4) Nelson M.S., Technical Competencies for Entry-Level Manufacturing Engineering Technologists for the Year 2000, Dissertation, Texas A&M
school that has educated students since 1988 in aresidential setting. In 2013, Accelerate, South Carolina’s Engineering Launchpad, began in apilot phase, offering blended online coursework with instruction delivered using live video-conferencing technology to exceptional students from across the state. Conceived as a means todraw future engineering talent from across the state, Accelerate was created to attract andprepare the next generation of creative, articulate, and agile engineers. An integrated set ofcollege and honors courses that delivers superior science, engineering, and mathematicsinstruction along with valuable communication skills through dedicated English coursesdistinguishes Accelerate from other engineering courses offered in
]. Many of these skills can be gained through meaningfulincorporation of liberal arts into higher education [16]. However, current engineering educationhas not yet embraced the notion of the “cooperation among the previously separate disciplines toattack problems that have no recognizable boundaries” (p.17) [17] to enable students to quicklyadapt to the consistent shifts in directions taken by technology and engineering in the real worldwhere the globalization, the development of a knowledge economy, and rapid changes intechnology make skills of recent graduates obsolete in as little as 18 months [12, 18, 19]. Page 26.677.4However, changes in