problemformat that was less constrained also offered the student a more genuine and creative engineeringexperience.The workshop leverages the LLP methodology to provide the students with an experientialengineering design learning experience. The LLP process forces the participants to formalize aseries of hypotheses [7] that are tested and refined based on feedback provided by possiblestakeholders and customers. Students test their ideas and modify their designs to reflect theirnewly gained knowledge. In this regard failure is an option. Failure of the student’s hypothesishappens on a routine basis and requires the student to go back to the drawing board, figurativelyand literally. These ‘failures’ are used as learning opportunities where the student’s
undergraduate materials engineering students, as well as any other studentsallowed by their programs to take unrestricted engineering electives. I selected the history ofmaterials because it was a topic that has always been of interest to me, and because it tied wellwith the long history of the places where we would be traveling. The course has now beenoffered three times (May 2012, 2015, 2016) with the course content being continuously revised.There is a particular focus throughout on metals and metals processing, which reflects both mypersonal background and an area of emphasis at my university. Although there is some emphasison German (and European) history, the content is generally global in scope.Course DescriptionThe primary text for the course
estimates of college-educated Americans who identify as LGBTQ (2.8%, [15]), but reflects trends where a largerproportion of young adults identifies as LGBTQ than in previous generations. 35% of thesample identifies as women, 64% as men, and around 1% as gender non-binary. We includegender non-binary respondents in the LGBTQ indicator but because of concerns aboutidentifiability of this small proportion, we do not include gender non-binary as a dichotomousindicator in the models nor provide the precise percent of the gender non-binary population inTable 1. As such, the category “woman” (which includes those who identify as cis-gender andtransgender women) is compared to both the categories of men (which includes cis-gender andtransgender men) and
reflected their enthusiasm for science andengineering (Intrinsic Psychological). For example, students commented: ‘My motivation for studying [BE] is that I have always had a passion for the biomedical side of science. I hope to do research in viruses and diseases to help better society.’ ‘I really like the idea of working with living systems using engineering, biology (my favorite science subject), and mathematics. I also like the thought of me in the future helping out the community by doing something I enjoy.’However, many students focused solely on their potential to positively impact the world. Thesesentiments
level. Though it is oftenPrograms in engineering technology grant students a technical base education. However, it doesnot completely prepare students to handle the breadth of the material instructed in engineeringcourses. A Master’s degree offered in the engineering technology department will have to betailored to match qualifications the undergraduates while also meeting the changing demands ofand the progress of the industry .ConclusionThe researchers examined students’ responses and found that they reflect an overall positiveattitude toward their own education in the construction engineering technology program atFAMU. The student responses derived a reasonable assessment of overall student sentiment.The results indicated that the students
gender as a predictor of the level-1 intercepts andslopes.MeasuresStudents participated in five online surveys throughout the fall semester. The first survey usedcomplete scales for all measures. The second, third, and fourth surveys contained short versionsof each scale. The fifth survey was comprised of short scales for the mindset measures and acomplete scale for engineering identity. Only the means of the short scales were used in theseanalyses.To measure engineering identity, items from Chemers’ science identity survey were adapted toengineers (Chemers et. al., 2010; Estrada et. al., 2011). The engineering identity measurecontained items such as, “Being an engineer is an important reflection of who I am.” Responsesranged from a scale of 1
progress through theSTEM pipeline also depends on the types of opportunities, experiences, and support studentsreceive while in college (Chang, Eagan, Lin, & Hurtado, 2011; Espinosa, 2011). “Theeducational experience and the culture of the discipline (as reflected in the attitudes and practicesof faculty) make a much greater contribution to [STEM] attrition than the individualinadequacies of students or the appeal of other majors” (Chang, Sharkness, Hurtado, & Newman,2014). In addition to the academic and social supports deemed essential for studentpersistence and transfer, there appear to be some specific recommendations that encourageSTEM students in particular to persist, transfer, and ultimately complete a STEM degree
of x, (b) Calculate 𝑍!" at 𝜆! /8 away from the load, (c)Calculate Γ! , (d) Calculate VSWR and (e) Calculate the transmitted power and reflected power as apercentage of incident power 𝑃!"Solution: (a) 𝑍! = 0, 𝑍! = 50 Ω. !! !!! Γ! = = -1 = 𝑒 !!"# => Γ! = 1 50 Ω 𝑍! !! !!! Φ = 180 ! !/! Applying this for 𝑉(𝑥) , we get ( 𝑉(𝑥) = 𝑉! (1 + Γ! )! − 4 𝑠𝑖𝑛! (𝛽𝑥
particular. Further,there are still few published studies that contribute in meaningful ways to our understanding ofhow to recruit and retain learners from diverse groups. We close by setting research agendas andavenues needed to understand and impact concerns over diversity and inclusion in engineering.Introduction and backgroundDespite myriad calls for and programs aiming to bring engineering into K-12 settings, progresshas been hampered by an already crowded curricular scope, comparatively limited resources forteacher professional development on teaching engineering practices, and a relatively sparseadoption of state standards that include engineering. In this metasynthesis, we reflect on pastfindings and contrast this with more recent
manufacturing. Students in Engineeringprograms have been very well versed in analysis, simulation, and abstract design. By themselveseach of these programs have strengths and weaknesses. However, when combining students fromboth of these program we develop teams that more closely reflect professional design teams. Theability to successfully implement complex design and build projects is enhanced.This paper outlines the design of a program at Western Carolina University (WCU) thatculminates with a senior capstone project for industry. Projects are done by teams of studentsmixed from the School disciplines of Electrical Engineering, Mechanical Engineering, Electricaland Computer Engineering Technology, and Applied Systems Engineering Technology. A
Harvard’s Gender-Science IAT and were required to submit a form reflecting on taking the IAT (students did not submit the results from taking the IAT) 3. Implicit bias presentation: a lecture was given to all classes revisiting implicit bias, discussing why students took the IAT, showing interviews with women from industry, and suggesting possible ways to address implicit bias; students shared their own stories during lecture and via online formAlong with these implicit bias activities, we wanted to know how our students’ perceptions ofstereotyped traits, learning environment, and perceived abilities changed over the course of thesemester. Student cohorts can change drastically even from semester-to-semester, so it
and abandoned properties, and building on a sense of pride of place among the residents. Two undergraduate anthropology students studied, ethnographically, the interactions of the interns (e.g. Bernard 2011). They spent all 10 weeks observing the interns’ daily activities, participating in group events, conducting interviews, and analyzing interns’ periodic reflections. Two anthropology faculty met regularly with them. This paper principally relies on their anthropological analysis. This paper highlights some of the successes and challenges involved when the number of
hands-oninstruction to students on a variety of topics. Each week the program followed a similar pattern,involving a warm-up discussion about a professional from a STEM field, a thematic mainactivity, and a closing portion that encouraged review and reflection. At select points in theprogram, a field trip was incorporated that allowed students to visit university labs, sciencemuseums, or engineering open houses.SEBA Project OutcomesOver the course of the project multiple measures were used to assess student attitudes,engagement, and the overall impact that teaching assistants, parents, and mentors had onstudents’ perspective of STEM. Feedback about the program design, implementation, content,and outcomes was obtained from school staff, parents
along threedimensions: Process, Project, and Reflection.With regard to the process we anticipate students will be able to: ● Describe the “lens” of one’s disciplinary framework ● Find, read, and incorporate information from across multiple disciplines ● Communicate one’s perspective and decision-making process to colleagues from other disciplinesWith regard to the project we anticipate students will be able to: ● Design and build a quadcopter using open source technology ● Plan and implement projects in an interdisciplinary team environmentWith regard to the reflection component of the course, we anticipate students will be able to: ● Articulate in verbal and written form the importance of interdisciplinary teams ● Identify
effect oftheir efforts. Often a true demographic of these students is not understood, leaving organizerswith generalizations based upon activities and interactions in the informal setting. Manysuccesses have been recorded and discussed at length11,13, without a great deal of differentiationof students based on gender, age, or ethnicities. All of them have been proven to influencechoice of major and extracurricular interests.Demographics. Some assert that the demographics of different STEM groups have changed dueto these efforts inside and outside of the formal school setting. However, the demographics havenot changed in ways that reflect current demographics of the population at large14. It is unclear ifthis is due to targeted or convenient
evaluating projected cash flows against a Minimum Attractive Rate of Return (MARR), we bring up the issue of whether profitable plants should be closed if their rate of return is not sufficient. Closing the plant would put hundreds of people out of work, and decimate the local economy. A decision on whether to outsource a labor intensive activity to an overseas plant may need to account for qualitative factors such as local labor practices and how they might reflect on the company reputation, as occurred with NikeThese kinds of issues, that are quite real, require students to have an awareness of the biggerpicture, and a well developed value system.A number of approaches to improve the engineering economics course
-curricular support: A multi-case study of engineering student support centers,” Virgnia Polytechnic Institute and State University, 2015.[16] J. Nosoff, “Minority Engineering Student Organizations,” in Handbook on Improving the Retention and Graduation of Minorities in Engineering, National Action Council for Minorities in Engineering, Inc, 1985.[17] G. Young, D. B. Knight, and D. R. Simmons, “Co-curricular experiences link to nontechnical skill development for African-American engineers: Communication, teamwork, professionalism, lifelong learning, and reflective behavior skills,” in Frontiers in Education Conference (FIE), 2014.[18] W. C. Lee and H. M. Matusovich, “A Model of Co-Curricular Support for
collected from the participants’ teacher for a response rate of over 50%.Upon confirmation that both the participant and the participants’ parents had signed the letter ofconsent, the letter was removed from the responses to anonymize the data.Data AnalysisDespite underrepresentation of females in the survey population, over 50% of the participantsidentified as female. This was ideal for studying gendered perceptions, but may reflect somegendered perceptions of the importance of this area of research.In this work two questions of the survey will be analysed, those where students were asked torate the skill set of a typical engineer, and then rate themselves in those same skills. The 13 skillsevaluated are found in Table 2. Of the 27 respondents two
university with a private charter located on the eastcoast. Data were collected via a faculty climate survey in spring 2014. The survey was developedusing faculty climate surveys tested and implemented at the University of Wisconsin-Madisonand at the Rochester Institute of Technology. Some questions were taken directly from Bilimoria,et al.’s survey to reproduce their work with a high degree of fidelity. Finally, questions wereadded and refined to reflect the specific climate and history at our institution.The original sample consisted of 644 full-time faculty members on and off the tenure track.Because the professional experiences of faculty off the tenure track vary considerably withcollege and workload assignment, we limited our final sample to
engineering bachelor’s degrees. However, while women receive over halfof bachelor’s degrees awarded in the biological sciences, they receive far fewer in the computersciences (17.9%) and engineering (19.3%). This trend reflects upon the workplace in these fieldswith women making up only 29% of the science and engineering workforce, with relatively lowshares in engineering, around 15%. The need for more educational opportunities for femalestudents in fields of Science, Technology, Engineering and Mathematics (STEM) is present andthere is a need for programs to help correct this trend8.There are currently some STEM outreach programs in place within the United States. The UnitedStates Naval Academy (USNA) is the host of a STEM Summer Camp program. The
Design for an Integrated ProjectDelivery Studio. Proceedings of the 46th ASC International Conference. Omaha, Nebraska, 2011.8 Vanasupa, L., K.E. McCormick, C.J. Stefanco, C. J., R.J. Herter, & M. McDonald. Challenges in Transdisciplinary,Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate. Journal of InnovativeHigher Education. 37/3, 2011.9 Estes, A.C. and Baltimore, C. “Using K’nex to Teach Large Scale Structures to Architects and ConstructionStudents.” Paper 2014-9826. 2014 ASEE Annual Conference and Exposition Proceedings, ASEE, Indianapolis,2014.10 ARCE Magazine, “K’nex Connection: Students Play with Toys, Learn About Structures.” Department ofArchitectural Engineering, California Polytechnic
skillsand primarily the practice of exemplary leadership. It started with a self-refection where eachstudent was given a list of behaviors and actions to reflect if in leadership positions, they preformthem or not. The workshop then went into the five practices of exemplary leadership and how touse them. At the end of the presentation the ambassadors split into groups to create a skit basedon a given scenario and the material covered. The second workshop focused on team building.The workshop started with defining a team and the difference between a group of people and ateam. Then the ambassadors were divided into groups and given a task. After the task wascompleted and presented the group thought back to the first workshop on leadership. Each
temperatures. In addition, the antenna setup should be carefullyselected for temperature. For example, at room temperature, if the RFID antenna is required 2ftof antenna to antenna distance, the best distance between tag and the antenna is 3ft for the bestdetection rate. At the higher temperature, T = 130°F, if the tag is located 4ft away from thereading antenna, 4ft of antenna distance or DCA = 2ft is the best for the maximum reading rate.There are couple of limitations. First, the environmental temperature is simulated using smallbox and only the tag is inside of the box while the antennas are outside. This implies that onlythe tag is affected by the temperature, while the reflected signal from the passive tag is partiallyaffected. In other word
empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Mr. Joshua M Cruz Joshua Cruz is a PhD student studying education at Arizona State University. He is interested in in- novating qualitative methods in research, how students transition between high school and college-level coursework, student writing, and student engagement studies. He currently teaches educational founda- tions courses at Arizona State University’s Mary Lou Fulton Teachers College. c American Society for Engineering Education, 2017 Connected Ways of Knowing: Uncovering the Role of Emotion in Engineering Student Learning“Connected
within the team. Students were alsoless likely to exhibit the largest negative shifts in teaming attitudes (bottom quartile) if they hadpositive shifts in their multicultural awareness - openness. Results of this quantitative work wereused to further refine instruments and data collection protocols for replication in the subsequentphases of the project.Diversity OrientationsQualitative results indicate that students consistently described why diversity was important intheir teams and in engineering as a field. These descriptions reflected conversations within theirclasses and the language used by instructors to discuss why diversity and working in teams wereimportant learning objectives in the courses. However, when talking about their
, conceptual design is considered the most cognitively intensive inthe engineering design process (Kim, 2011). Therefore, throughout the whole design process,students may have engaged in their task differently, behaviorally emotionally and cognitively.Thus, we perceive the videos recording their design processes as temporal data. In order toanalyze such data, we used sequence analysis – a temporal data analysis method (Abbott,1995). Each video was divided into a number of two-minute segments for adequate coding,and each segment was watched and compared with predetermined indicators that reflect thethree types of engagement and thus record the presence of each type of engagement at thesub-group level. Due to space limit of this paper, these indicators
from Cognitive Information Processing theory to moreaccurately reflect SVE decision making about majoring in engineering. Practically, the resultscan inform military transition assistance programs and improve university efforts to ensure thatstudent veterans experience a successful transition from their military career to higher educationand engineering studies.This work focuses on two research questions. For Research Question # 1 “What are somebroader influences on the decision to major in engineering?” three themes emerged from ourdata. Theme 1: Decision to major in engineering was made prior to military service. Theme 2:Decision to major in engineering was prompted through the encouragement from otherindividuals. Theme 3: Decision to major
developing standards-based lesson plans.In turn, it was expected that teachers’ research experience(s) and implementation of theinstructional modules in their classrooms would thus impact upon their students’ learning andmotivation to pursue studies in STEM areas16.The success of the RET program has been reflected, in part, by the number of teachers whocontinued to seek a place in the RET programs that followed each summer. One such teacherwas a participant in the first RET program, and since then has been invited back each year toparticipate in the program; the only teacher to have been invited back for each of the ten years ofthe program to continue development of engineering curricula for her high school and serve as amentor for other teachers in
of the summer research experience (See Figure E)as well, with general attitudes reflecting an extremely positive experience for most respondents;a majority of responses were “Strongly agree,” and the following statements received 75% ormore “Strongly agree” responses: “My position provided me with opportunities for learning andprofessional growth”, “There was a positive value to the research project in which I wasengaged”, “I would be interested in another research experience at CIAN”, and “I wouldrecommend this program to my colleagues.”Figure E. 2010-2016 Aspects of ExperienceParticipant Reported Perception of ExperienceROKET participants were asked to rate their overall experience, to which 89% indicated it was“Excellent” (97% indicated
were clarified. Students came to lab more familiar with the circuit and the process to buildit. All these effects contributed to prevent mistakes in the process.To sustain these improvements, the revisions to the lab assignment will be made permanent; theinstructor and teaching assistants will look for clarifications in other assignment instructions. In thefuture, students will be asked to anticipate failure modes and how to prevent them as part of the pre-laboratory assignment, then reflect on those predictions in lab report conclusions. Training on otherLean Six Sigma techniques will be included in the curriculum.This project demonstrates that even a brief, 75 minute Kaizen event held for freshman circuits studentscan improve their