programs; each at different institutions, and each at different stages of programdevelopment: One in its initial launch year, one already operating for over six years, and onewith more than 40 years of experience. The hope is that the analyses will spur refinement andstimulate additional program startups. The three universities contributing to this paper are: • Purdue University, a mid-western land grant institution in the USA, has developed and gained both institutional and state approval to offer such a doctorate. In securing such approval, an extensive needs assessment was conducted, and this was followed by a soft- start pilot program. Subsequent to these two activities, a proper first cohort was recruited and
demonstrations and received similar coaching tosuccessfully complete their in-person tool competencies. After completing all training, studentswere given two weeks to complete the IDE project. Two consecutive laboratory sections werededicated to the project, and teaching assistants supervised additional open laboratory hours toprovide students with more time to complete the IDE project.MethodsStudy Context. The setting for this study was the first mechanical engineering design coursetaken by all mechanical engineering majors at a mid-sized (ca. 160 students/year), ABET-accredited program at a land grant university in the mid-Atlantic United States. The timing ofthis study was such that it coincided with a pre-planned change in the undergraduate
departments,but solutions particular to chemical engineering departments require additional examination.We have been teaching a chemical engineering design laboratory, primarily directed towards ourfirst year students, over the past six years at the University of Utah. This course was initiallytaught in a lecture hall and a series of satellite labs, centered around the space used for a unitoperations courses. Due to the first-year course’s success in achieving learning outcomes and itspositive reception by students, we have been able to design and build a combined laboratory,instructional, and maker space specifically meant to facilitate early- and mid-curriculum hands-on project-based learning. For the past three years this first-year course, and
Perceptions of Engineers and Engineering as a Career Relate to Their Self-Efficacy, Career Expectations, and Grittiness?AbstractThis complete research paper examines the potential connection between student beliefs aboutengineering as a profession, as well as the perceptions of their family and friends, to their reportedself-efficacy, career expectations, and grittiness.The student responses examined were obtained from non-calculus ready engineering students at alarge land grant institution in the Mid-Atlantic region. The students participated in a well-established program focused on cohort formation, mentorship, professional skill development, andfostering a sense of inclusion and belonging in engineering. The program, consisting of a one-week pre
disabilities.Empathy, a trait that is less frequent in those with high analytical abilities like engineers, mayplay a role in ‘othering’ STEM students with disabilities and reluctance to provideaccommodations [41] [42].Disability at the current universityThe setting of our research is a growing research university located in the mid-Atlantic region. Ithas seen explosive growth since 2012 when it opened an MD-granting medical school and a yearlater acquired a second DO-granting medical school. The university is named after its benefactor,who provided a $100 million gift to strengthen the region’s engineering capacity. This giftspurred the creation of a College of Engineering that has six academic departments:Civil/Environmental Engineering (CEE), Chemical
Engineering Spatial Skills Enhancement Program.” Paper presented at 2018 Mid Atlantic Section Fall Meeting, Brooklyn Technical High School, Brooklyn, New York, New York, 2018.[13] Fontaine, M., De Rosa, A. J., & Metz, S. S., “A First-Year Engineering Spatial Skills Workshop: Implementation, Effectiveness, and Gender Differences.” Paper presented at 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity , Crystal City, Virginia, 2019.
, B. M. Wallen, and J. A. Starke, “An Environmental Engineering Sequence: Deliberately Addressing and Evaluating Environmental Attitudes and Knowledge (presentation & 6-page paper),” presented at the 2017 Mid-Atlantic Section Fall Conference, 2017.[3] S. Dexter, E. Buchanan, K. Dins, K. R. Fleischmann, and K. Miller, “Characterizing the Need for Graduate Ethics Education,” in Proceeding of the 44th ACM Technical Symposium on Computer Science Education, New York, NY, USA, 2013, pp. 153–158, doi: 10.1145/2445196.2445245.[4] A. R. Bielefeldt and N. E. Canney, “Changes in the Social Responsibility Attitudes of Engineering Students Over Time,” Sci Eng Ethics, vol. 22, no. 5, pp. 1535–1551, 2016, doi: 10.1007/s11948-015
mechanical and electrical engineering. Projects are taken home to facilitate participants sharing their learning with their families. The Mid-Atlantic Workshops High school girls The Ambassador has created and implemented a series of workshops that are held at a local library. Participants are introduced to electrical and
college in the northeast, and two large publiccomprehensive universities (one in the mountain west and one in the mid-Atlantic). After startingwork, participants were interviewed with a semi-structured protocol that focused on theirresponsibilities, work activities, challenges, and accomplishments at 3, 6, and 12 months ofwork. All subsequent data collection was managed by three researchers (co-author [Author 1] aswell as two additional members of the research team, [Member 1] and [Member 2]). Allworkplace interviews used a common base protocol, followed by tailored prompts to follow upon previous data collection; for example, the six-month interviews followed up on commentsfrom the three-month interviews and so forth. This approach allowed the
of the US involvement.MethodsParticipantsThe students that participated in this study were all interviewed in the second semester of theirfirst year at the aforementioned Mid-Atlantic university. The study institution is a primarilySTEM focused university. The participants were from three disciplines: three from Biochemistryand six each from Chemistry and Chemical Engineering for a total of fifteen students. All self-reported demographic information can be found in Table 1 below, along with the pseudonymsassigned to each participant. Pseudonym Discipline Race Sex Seojun Biochemistry Asian Male Catalina
particularly useful prompting question was: “Why?”Research QuestionsWe investigated three research questions for this study: 1. How do kindergartners engaged in an engineering design challenge analyze (i.e., diagnose and/or explain) their design failure experiences? 2. Do kindergartners whose designs fail choose to persist by trying again? 3. How do kindergartners whose designs fail apply testing results and failure analysis when creating their next design attempt?ContextParticipants and SchoolsWe recruited participants from five kindergarten classrooms across three schools within a schoolsystem in the mid-Atlantic region of the United States. Adamsville Elementary is a Title I schoolin an urban area with about 500 students. Blakely
TechnologyDr. Eric J. AlmDr. Alison F Takemura, US Department of Energy Joint Genome Institute Alison loves wading into a good science story. Her first was her MIT doctoral thesis project, unlocking the gastronomical genome of a Vibrio bacterium. For some of the Vibrio’s meals, she collected seaweed from the rocky, Atlantic coastline at low tide. (Occasionally, its waves swept her off her feet.) During grad school, Alison was also a fellow in MIT’s Biological Engineering Communication Lab. Helping students share their science with their instructors and peers, she began to crave the ability to tell the stories of other scientists, and the marvels they discover, to a broader audience. So after graduating in 2015 with a