product. 4. Analyze the operation or functional performance of a complete system. 5. Troubleshoot a failure of a technical component or system.Undergraduate Research and Internship ExperiencesIn 2008 George Kuh identified ten “high impact practices” in higher education literature found toincrease student engagement and learning outcomes [8]. These ten practices are: first-yearexperiences, common intellectual experiences, learning communities, writing intensive courses,collaborative assignments, experiencing different worldviews, community-based learning,capstone experiences, undergraduate research, and internships. In particular, undergraduateresearch and internships are relevant to engineering education but are not utilized by
, we are committed to broadening the definition of engineering.Instead of perpetuating a false division between technical and social aspects of problems, weseek to explicitly recognize engineering as a socio-technical discipline. As Erin Cech writes,“Prioritizing certain ‘technical’ features (faster, smaller, cheaper vs. quality or sustainability) overothers is a social and political choice at its core. Thus, the notion that engineering work cansomehow be separated from the social world is itself a cultural frame for understanding whatengineering is [13].” We envision an innovative engineering culture that is inherentlyinterdisciplinary, engaging faculty across engineering departments and across campus toprovide students with an engineering
negotiationson a common topic, namely: agricultural productivity incorporating the use of geneticallymodified organisms, sustainable intensification, and agro ecology. One optional term project (U8) offers students an opportunity to submit an application for a national or internationalfellowship opportunity in the broad area of “science policy” (i.e., Fulbright program, [31]) toallow students an opportunity to explore alternative career paths beyond the traditionalengineering approach of working for a company, consulting firm, or regulatory agency. Andone optional term project (U 9) offers students an opportunity to write a case study of sciencediplomacy on a topic of their choosing using the lessons of the Antarctic Treaty of 1959 as aguide [32] to
published several peer-reviewed articles in journals and conference proceedings, and is the recipient of various awards and competitive grants. Dr. Mitra received her baccalaureate degree from Presidence College in Kolkata, India with honors in Plant Biology, Geology, and Physiology. She received her master’s degree from University of Calcutta, India, and her doctoral degree from North Carolina State University, Raleigh, NC in 2002.Mr. Blake Prout, University of Maryland, Baltimore County Blake Prout is a sophomore at the University of Maryland, Baltimore County (UMBC) and is studying Mechanical Engineering.Mohsin Mehmood 21 years old working on a general engineering degree with specialization in Aeronautics.Ms. Kalah A
currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well
, information technology architecture/engineering, and collaboration systems research. In September 2015, she joined Science Foundation Arizona (SFAz) to lead the Girls in STEM initiative and translate her passion for STEM into opportunities that will attract, inspire and retain more girls in STEM to make it the new norm. She has also architected SFAz’s enhanced Community College STEM Pathways Guide that has received the national STEMx seal of approval for STEM tools. She integrated the STEM Pathways Guide with the KickStarter processes for improving competitive proposal writing of Community College Hispanic Serving Institutions. Throughout her career, Ms. Pickering has written robotics software, diagnostic expert
Paper ID #21397Panel discussion on the History of the Women in Engineering Division: Re-flections from Past Chairs of the DivisionDr. Beena Sukumaran, Rowan University Beena Sukumaran has been on the faculty at Rowan University since 1998 and is currently Professor and Chair of Civil and Environmental Engineering. Under her leadership, the Civil and Environmental Engi- neering Program has seen considerable growth in student and faculty numbers. Her area of expertise is in micro-geomechanics and has published over 100 peer reviewed conference and journal papers including several papers on engineering education and the
, 2].In engineering education research, belongingness is often investigated through the experiences ofwomen in science, technology, engineering and mathematics (STEM) majors and careers [6, 7].Tonso found that “Women belonged only in the social arenas of Greek societies, not asengineers” [8, p. 365]. Women were excluded from the social activities in engineering availableto their male peers and thus had decreased perceptions of belonging. In a survey of 288undergraduate engineering students, Cech and colleagues [9] found that students, especiallywomen, who developed confidence in their fit with the engineering profession were more likelyto persist in engineering. Other studies have also shown that creating an alignment betweenwomen’s
understanding thetheory and concepts guiding their research projects, t(12) = 2.856, p = .014 (see Table 1). In theinterviews, participants reported acquiring or improving several research skills includingmanaging data (70%; “You know, you have your own data and learning how to correlate andanalyze your own data is definitely something I got from this”), time management (46%),creating a poster (54%; “I learned a lot about…creating posters…about how to compile a posterand how…to analyze data”), writing scientific papers (54%), and oral presentations (46%).Table 1. Self-Evaluation of Research Skills: Test of Hypothesis 1b How would you rate yourself on the Mpre (SD) Mpost (SD) following skills? Ask pertinent insightful questions about
Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof. James A. Middleton, Arizona State University James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education
of bearings)as well as some questions involving refining a design (e.g., based on which parts have lowerfactors of safety). This might not be an open-ended design experience, but it is more likely thanthe FE to measure ability to design a machine.Second, being able to write code, combine models of fluids, or design a machine constitutesminimal competency in these areas—an assessment that does not reach these levels cannotcredibly claim to show even minimal competency. Therefore, the FE is unlikely to have criterionvalidity, i.e., it is probably not predictive of preparedness for professional practice.The FE is not useful for assessment for ABETAligning FE results with ABET student outcomes is challenging. Other authors have notedmisalignment
shall at all times strive to servethe public interest,” and “shall be guided in all their relations by the highest standards of honestyand integrity” [1]. Design challenges push students to pay attention to the public interests anddifferent perspectives of community members, government officials, etc., as they work tounderstand and solve design problems. In addition, design challenges require both teamwork andindividual participation. This allows students to practice working with peers, similar to workingwithin a community of professionals. This can aid students in understanding the values andfunctions of their fields as well as the required knowledge they need.BackgroundPast research has demonstrated the benefits of early design experiences
to gain insight into the motivations andconceptions of the authors and their audiences, but most of the evidence produced so far by our 2 analysis is quantitative.Although advocates of the T-shaped ideal often mention global competitiveness as a motivationfor developing T-shaped professions, it is not clear to what extent the discussion is aninternational versus a distinctively American phenomenon. To get some sense of the scope of theconversation, we compared publications on the topic in English and in German, the languages inwhich we write, read, and publish. To get a sense of the distribution of national affiliationswithin the ASEE corpus
learned. In an online environment that is asynchronous, learnersdo not have the constraints of time and place. By leveraging online technologies, studentlearning should be designed with transfer of same information to all learners. For the freshmanstudent, online learning is most suitable for factual type learning or less challenging learningactivities [12].F2F would be recommended for intensively challenging, high-benefit learning activities. Forexample, the hands-on laboratory experiments in EE110 solidify key concepts learned from themultimedia content: online videos, text readings, assigned homework and frequent onlinequizzes. Through peer collaboration, students can help each other work through the labs as wellas learning how to troubleshoot
specific as using a new design tool or performing aspecific task (e.g., a weighted decision matrix); documenting and/or considering a new criterion,constraint, or focus area (e.g., users, marketability); or adhering to new project managementstructure (e.g., a set of milestones/deadlines).In some cases, these approaches were restrictive initially. For example, Hannah felt that thedocumentation aspect detracted from her technical design work, which was where she believedinnovation was occurring. We have this big design document... It's a 15 or 16 page document that we had to write about the project partner… So, obviously, we wanted to record what went on. Each failure, why it went wrong, things like that. But a lot of it was like
]. Given thelimited time of the survey, we used a short ten-item measure for the BFPT. The BFPT wereapplied successfully multiple times in Entrepreneurship Research [6]. The operationalizationof the BFPT as well as the other SCCT constructs are described in the following.Despite its shortness the Ten-Item Personality Inventory (TIPI) from Gosling et al. [1] hasproven its validity many times. Gosling suggests using the TIPI, if a very short measure isneeded due to time constraints or if you “can tolerate the somewhat diminished psychometricproperties associated with very brief measures” [1]. Also, Gosling found that TIPI has “(a)convergence with widely used Big-Five measures in self, observer, and peer reports, (b) test–retest reliability, (c