challenge due to the unavailability of the participants and their parents. This was resolved by arranging the camp in two separate weeks to make sure that all twelve participants can take part in both weeks’ activities.(3) The length of the summer camp was an issue for some participants. Personal conversations with the participants revealed that some of them would preferred a week-long camp instead two weeks. It was also reflected in the performance of some of them as they become less attentive at the end of week two.(4) As shown in Appendix A, a session was scheduled for parents to inform them about their children’s career in engineering/technology areas. However, the session was postponed owing to less interest from them
ideal place to maximize our sample of first-generation college students. A confirmatory factor analysis will be conducted on the funds ofknowledge scale to finalize validity evidence of the scale. After the funds of knowledge scale hasbeen validated, we will continue forward in answering the research questions.AcknowledgmentsThis work was supported through funding by the National Science Foundation under EAGERGrant No. (1734044). Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] E. T. Pascarella, C. T. Pierson, G. C. Wolniak, and P. T. Terenzini, “First-Generation College Students
considered.Many of Course modules are very high quality, and is in the process for publishing in teachingengineering [10]. A sample list of course modules is shown in Table 3, which reflects differentschool districts, different STEM subjects at both middle and high school levels. A complete list ofcourse modules is posted on the website [4]. Note that these modules all made use of the inquiryapproach to teaching to some extent. Further, many of these modules were implemented insideclassrooms as observed by OU faculty visiting the sites. Thus, we also make the claim that thisallowed more underrepresented students (that is those attending minority school districts) toparticipate in STEM research. In short, intermediate goals 1, 2 and final goals 1 & 3
and the Maker Movement(Halverson & Sheridan, 2014; Jordan & Lande, 2016; Larson, Lande, Jordan, & Weiner,2017; Weiner, Lande, & Jordan, 2017; Wigner, Lande, & Jordan, 2016).Like Differentiated Instruction (DI), Project-Based Learning (PBL) is also used as astudent-centered and student-driven approach which enables teachers to help studentsmeet their learning needs (Miller, 2012). Miller (2012) proposes six strategies forDifferentiated Instruction in Project-Based Learning; (1) differentiate through teams:structuring teams is important as it helps teachers facilitate the teams through instructionbased on their needs, (2) reflection and goal setting: an important part of PBL is reflectionas it helps students know their
engineering programs. Future research is needed tounderstand specific stressors and elements of engineering programs that promote the associationof stress with engineering in order to improve culture in engineering programs and enhancestudent well-being. Furthermore, understanding disciplinary history and the evolution of socialnorms within each engineering discipline will allow us to consider strategies to dismantle orovercome social norms that no longer reflect current and future engineering practice.AcknowledgmentsA grant from the National Science Foundation (#1738186) supported this study.References[1] L. Schneider, "Perceived stress among engineering students," in St, Lawrence Section Conference, Toronto, Canada, 2007.[2] K. J. Cross
. Industry partners’ assessments of participating students and the collaboration4. Students’ weekly and final reports, including reflective writing assignments5. Students’ research presentations6. Group interviews with participating faculty7. interviews with participating undergraduate students,8. Formal project implementation reviewEvaluation question 1: What were the effects of the summer research experiences on theparticipating undergraduate students?A. How successful was the project in recruiting and supporting students from underrepresentedgroups?B. How do the participants understand research in the context of engineering, and anysimilarities or differences between academic and industrial research?C. How do the participants describe
modules, one of which is on DIY Solutions. Other topics includebioconstruction, rain water harvesting, and off-grid electricity, and reflections using ideas fromthe Philosophy of Technology.As of the writing of this article, three 3-hour class periods have been devoted toward training thestudents on the materials and techniques necessary to build the basic DIY solutions and also onhow to deliver workshops “train-the-trainers” [12]. This includes training to lead brainstormingactivities, conduct mental health exercises, perform surveys, and promote balanced gender rolesand language. The students are divided into four groups of six, and each group has theresponsibility to identify a community that it interested in the activity and organize a
. 2.87 (0.85)- Students are treated equitably and fairly by faculty in my major. 3.20 (0.83)- Course content reflects contributions of all engineers or computer scientists, including women and people of color, etc. 2.98 (0.89) 3.16 (0.81) 2.73 (0.95) 0.43 (0.002)- Students of all backgrounds/identities participate in class (in discussion, in-class assignments, team projects, etc.). 3.08 (0.88) 3.22 (0.86) 2.89 (0.90) 0.33 (0.004)- I received positive feedback from instructors that I can do well in engineering and/or computer science courses. 2.69 (0.99)- My engineering and/or computer science
individuals should spend time bettering their community. So, when the opportunity presented itself to assist youth, I could not refuse. However, before diving in, I reflected on my availability and the perceived requirements this project would entail. As important as this project is, it deserves a fair bit of time, energy, and attention. The fact that I am a part of this paper, reveals my decision. This begs the question: If I were to go back, would I still agree to take on this project? The answer to that question is yes. However, there are things I wish I would have known before starting the project, some of which are specific to this project, and others that have been learning lessons I can take onto
, rather than reflect more sounds outwards.Of the thirty-two students assigned the speaker project, only one did not “meet expectations” onthe three performance indicators assessed.Feedback from studentsOn the day students tested their speakers they were asked to complete an anonymous survey. Thesurvey was administered to assess the level of connection students made between the coursematerial and the speaker project. Additionally, it served to determine student ownership of andinterest in the project. On the survey, students self-reported to have spent between 1 and 27 hoursworking on the project and the majority of the students spent about 5 hours total working on theproject.On the survey, students were asked to rank their level of effort on
integrated: Figure 1 - Example Implementation of Integrated Weekly ThemeIn designing this sequence, the instructors collaborated not only in deciding on the overall topic,but also on the specific sequencing, so that in each course there was some new skill, activity, orawareness/knowledge that was directly utilized in the following course. Thus, In CSCI 101,students would learn how to use spreadsheets to organize information in a grid andautomatically add numbers. In PSYC 100, students would use this spreadsheet knowledge tolay out a weekly personal schedule, which could form the basis for a discussion of time-management skills. This discussion would involve some reflection on the various things thattake time during the week, such as
work.Stakeholders include users as well as others that have influence or will be influenced by theproblem and solution developed. These aspects all exist within a larger sociocultural andenvironmental context as well as within a timeline of what has been done before and theexpected future.Study DesignOur study is comprised of three phases. The first two phases include semi-structured interviewswith engineering students and professionals about their experiences solving a problem requiringsystems thinking and a think-aloud interview in which participants are asked to talk through howthey would approach a given engineering scenario and later reflect on the experiences thatinform their thinking. Data from these two phases will be used to develop a written
, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank the STRIDE team, survey and interviewparticipants for their participation in the study.References[1] L. L. Bucciarelli and S. Kuhn, “Engineering Education and Engineering Practice: Improving the Fit,” in Between craft and science: Technical work in US settings, S. R. Barley and J. E. Orr, Eds. Cornell University Press, 1997, p. 210.[2] P. M. Leonardi, M. H. Jackson, and A. Diwan, “The Enactment-Externalization Dialectic: Rationalization and the Persistence of Counterproductive Technology Design Practices in Student Engineering
political identity, social welfare, and perspectives ofdiversity. In reflecting on the personal impact of recent national events and how politicaldiscussions have or have not been integrated into their STEM courses, two themes emerged: 1)political awareness and 2) future-self impact. Findings revealed that first year engineeringstudents recognized the personal and social impacts current national events imposed on theirfriends, family, and society. However, students did not sense the significance of politicaldiscourse concerning the social impact and ethical practice of engineering. Our research showsthat limiting political discourse in the classroom and depoliticizing engineering spacescontributed to students dissociating the relevance of political
engineering design process English 3 Portfolio Proposals, Drafts, Individual Workshops, Final drafts/exhibits, Reflection Entrepreneurship 3 Pitch, Presentation Problem validation, Group evaluated by outside Business model experts generation, Team formation, and
because culture influences what constitutesintelligence and intelligent acts [9, 10]. Indeed, conceptions of “smartness” in school often caterto analytical abilities, while ignoring other types of intelligence, such as creative or practicalabilities [11]. This emphasis on analytical abilities is magnified even further in engineeringschool, where math and engineering science dominate the curriculum. This cultural norm ofvaluing analytical intelligence above all else reflects white, middle class constructions ofintelligence. This reality contributes to the exclusionary narratives about who belongs inengineering as the qualities that are revered in academia (e.g., brilliance, rigor, seriousness,rationality, objectivity, etc.) are all traditionally
potential benefitsand challenges of supporting multidiscipline teams in an academic curriculum. Whilemultidisciplinary project-based learning and multidisciplinary service-learning are not new ideas,rarely is the team composition considered in relation to the impacts to student learning andperception.This work examines the experiences of three multidisciplinary, sustainability focused teamsproviding solutions for use and education in communities considered food-deserts. The threeteam structures vary in degree of multidisciplinary composition, one of the EPICSdifferentiators. Students were asked to define multidisciplinary teams and then reflect on theirown team experiences and team compositions. Transcripts of focus group interviews with currentand
havesome kind of engineering analysis” and pressed them to explain why their project was “sogreat.” Her concern reflected the instructor’s comment, “What can you really uniquelycontribute as an engineer?” as she pressed, “Why is there a need for it?” The studentsexplained the potential for saving lives by having a way to detect symptoms of shock.Steve’s team struggled to define this as a design problem and resisted reframing theproblem. Instead, they treated the problem as well-structured and their task as finding theright answer, primarily adopting a performance orientation. Vignette 4: Feb 4Daniela: I just thought that something bothers me the fact that (.) yeah we're gonna put the sensor on the stomach (.) right? During surgery
each team as well as expert involvement.Table 1Additional details on the composition of each team, as well as relevant information on the SIL experts. Data Collection and Analysis During the IDC, the first author assumed the role of a non-participant observer and collected all the data used in this study. Following an ethnographic approach, he did not engage in any of the activities in which the students participated throughout the IDC and interacted with them only when observation alone did not provide data on instances he believed to be relevant to answering the overarching research question (e.g., when participants worked quietly, independently, or engaged in self-reflection). Main sources of data consisted of extensive field notes, videos
asking the participants about their “story” (for example, “How did you get intoengineering?”), followed by reflecting on their engineering identity, sense of belongingness inengineering for themselves and for other students, and their present and future activities and plans in CE.Interviews were conducted by two members of the research team and were approximately one hour long.Qualitative Data AnalysisInterviews were professionally transcribed, and transcripts were reviewed by the interviewers to correcterrors. Initial qualitative analysis was conducted using descriptive coding (Miles and Huberman, 1994);responses to questions about belongingness were coded with the intention of capturing how participantsdescribed their sense of belongingness in
qualitative data explicitly asked about whichfactors strongly influence their career choice. Immediate family and friends came in the top 10strongest factors, with immediate family coming in at number 2.This aligns with the findings of Yun et al. who concluded that parents are the front line withregards to the education of their children, and are important agents in the development andeducational achievement of their child in a formal setting [17].ConclusionsThere were a variety of very influential factors found in the study that impact male and femalestudents’ desire to pursue a career in STEM. The most influential factor found in the qualitativedata for both male and female students was Career Plans. This was also reflected in thequantitative data
that was the first thing that tipped me off because I love to fix things [andthought] You know what? We can do something better.LimitationsAll five researchers in this study are women and none of us served in the military. Qualitativeresearch, by its nature, is designed to explore in depth the experiences of a relatively few people.Therefore, the opinions and experiences of these students may not reflect those of all Marinesand sailors. In addition, we were limited to studying only publicly available recruiting documentsand more current or non-public ones may reflect different priorities.Discussion and ConclusionThe reasons that people join the military and choose to major in engineering are multi-facetedand interwoven into their life
forlongitudinal studies, or for educators who want to enact timely interventions to support currentstudents.In addition to studying engagement because it provides a window into the present academicsituation for students, this study also chooses engagement metrics which are all motivational innature, as opposed to engagement variables commonly used in other studies such as time on taskand time spent in specific learning activities [30]. Motivational measures are important becausethey reflect not only how engaged a student is in the present, but also how likely they are toremain engaged and persist with their studies in the future. Research has shown that beingintrinsically or self-motivated predicts a student’s desire to learn and achieve better than
likely to be retained [6].Effects of gender on retention and successGender influences patterns of retention and academic success in engineering programs. Inengineering majors, men typically outnumber women, as reflected in a 2017 report whichrevealed only 21.3% of bachelor’s degrees in engineering were earned by women [14]. Despitewomen earning fewer engineering degrees than men, a positive correlation between being femaleand graduation rates has been found [3]. Women frequently have been reported to be more likelythan men to earn a bachelor’s degree once enrolled, regardless of the time frame needed to earnthe degree [15] [16] [17]. The evidence, however, has not been uniform: Lord et al. [18] foundno significant difference in four-year
rationale for each form. At the end of the semester, students wereasked to reflect on the strengths and weaknesses of whatever grouping technique was used intheir section. A qualitative analysis of all of these data has led to a description of the experiencefrom the perspective of the students. Further, the trends that emerged from these engineeringstudent descriptions were compared to and contrasted with the benefits described (largely byinstructors) in implementations in mathematics courses elsewhere.Course Background, Description, and SettingThe work described was situated in the first-year engineering honors program [17]. Thisprogram, which has enjoyed a rich history, typically serves between 350 and 450 students peracademic year. Almost all of
changes in teaching and learning have transformed the foundationof education. Over time, the role of the teacher has evolved, from the transmitter of knowledge(traditional education) to facilitator [1]–[3]. Dewey [4] argued that people learn by doing,students should be exposed to experiential activities that promote reflection. Students are nowplaced in the center playing the main role as they are the ones who actively construct their ownknowledge through the tools that the teacher provides and social interactions [5].Active learning has been defined in different ways, Bonwell & Eison [6] provided a practicaldefinition as "any activity that involves students doing things and thinking about what they aredoing." It has been documented that
of your workshop colleagues (partners will be paired up in the workshop) • A “guided practice” document for the lesson, again revised according to collegial feedback (note that there will be some overlap between the lesson plan and the guided practice. The lesson plan is for your use; guided plan is for student’s use.) • A brief reflection about what, if anything, you plan to do for flipping a class in Fall 20XX. Note you don’t actually have to flip anything, but we hope you do! Comment on the time, energy, etc and if you are planning to flip, describe how you plan to get those resources.Lessons LearnedDuring the course of this flipped learning initiative, it was
difficult to adequately evaluate these programs. In order to evaluate andassess new experiments and projects, prior to introducing them in our curriculum, we use summerprograms with different students to develop content and test learning objectives. We introduce thenew topics to a cohort of students of diverse cultural background from local and internationalstudents. Our methodology is similar for the curricular development of each program (Figure 1)and consists of four main and distinct stages: (1) planning and administrative preparation, (2)content development and small-scale testing, (3) deployment and daily student assessment, (4)reflections, modifications and adjustments for a final course implementation. [6
Approachreaction leading to reduced crop losses and an increase food security. Tsubsection presents the main idea that PHL technologies are not continually implemented due toa misalignment of resources, needs, and cultural norms. Here, cases found in the backgroundsection possible solutions are discussed.Figure 4. Solution section for volunteer module designed to be adaptable.Solution: This section discusses the process through which the issue will be addressed as shownin Fig. 4. The results from the background and household sections will be presented in anAudience subsection. Under Tools, volunteers will be asked to reflect on this module and discussthe teaching strategies used to engage with the audience and increase memory retention. Anyother
) providing energy for the future, (2) restoring andimproving urban infrastructure, (3) improving the environment, (4) improving healthcare, (5)improving education through personalized learning, and (6) securing personal and organizationalinformation more so than when they began the course (tables 3 and 4). However, significantdifferences between time points were not observed given our small sample size. Tables 1 and 2are broken up by gender to show the comparison of men and women’s interest in topics withinaerospace, while tables 3 and 4 reflect the knowledge all students of both genders felt they hadbefore and after the class.Table 1: Women’s reported interest in application of aerospace engineering at Time 1. Note: N=3 Provide en