actual labs and give a good visual of what to expect on the actual lab day.”Instructor Reflection about the VL ImplementationThe AAE 20401 instructor shared his experience during the VL implementation. The instructorspecifically talked about the challenging issues that he faced during the implementation. “When we first received the Virtual Lab software (Spring 2018), we received the prototype version of the software. Thus, it needed some work before implementing it in the student learning environment. In Spring 2018, we had graduate student lab TAs run the prototype VL program so that we can get a proper feedback. Then, during Summer 2018, I hired one graduate student to go through all the functionality of VLs
engineering education and how their experiences reflect broader structural andsocietal inequalities present in engineering education.Dr. Suren Jayasuriya is an assistant professor in the Arts, Media, & Engineering program atArizona State University, and serves as Madeleine’s mentor on multiple projects. Hisbackground and research are in electrical engineering and computer science, although he has newresearch projects in engineering education, including epistemologies and student experiences ininterdisciplinary engineering and the arts/humanities programs. His subjectivity in this projectmostly focused on the application of queer theory and philosophy in the works collected in thisliterature review, including analyzing how effectively those ideas
examines the effectiveness of interprofessional project-based service learning (PBSL)experience in fostering a deep orientation to learning, and professional skills (especiallycommunication and teamwork). Learning orientation describes a student’s attitude towards andmotivation for studying. It is desirable that engineering students adopt a so-called deep learningorientation, emphasizing understanding as well as reflection on the applicability of course contentand the transferability of learning experiences to professional settings 5 . The need for a focus onprofessional skills has been emphasized since the 1990s due to the preponderance of engineeringjobs being in commercial industry, where the ability to function as part of a cross
results is on events andforces emerging from the primary character and the setting. Images and themes in the partici-pants’ responses become a tool in uncovering hidden interpersonal perceptions not typicallyfound in other, more quantitative research tools. Debate exists concerning whether the meas-ure reflects how individuals perceive themselves, how they perceive others, how they actuallybehave, norms, stereotypes, bias or some combination of these possibilities, yet experts agreethat the TAT is capable of capturing images not likely to be expressed with other techniques[10].Emotion Scale (PANAS): Mood ReportThe second measure, supplementing the story results, is a short version of the PANAS multi-ple-item, two factor scale that ensures content
on things that have a deep significance to them, so if developers comefrom a diversity of backgrounds and sensibilities, their innovations will have a greater impact onthe world. Nichols states that the culture of robotics changed between 2008 and 2018, and due tothe rapid change in technology, it will continue to change [10]. However, in the past, due to theexpense, technical challenges and programming language complexity, roboticists were veryspecialized, and the workforce reflected the very limited persistent stereotype of an engineer.This stereotype was that the majority of people who work in robotics, engineering, and computerscience are white males. Due to these challenges, women and minorities became severelyunderrepresented in
for Engineering Education, 2020 Spatial Visualization Skills Training at Texas State University to Enhance STEM Students Academic SuccessAbstractA diagnostic of thirty questions administered to incoming STEM students in Fall 2013 and Fall2015 - Fall 2018 reflects that their spatial visualization skills (SVS) need to be improved.Previous studies in the SVS subject [1], [2], [3] report that well-developed SVS skills lead tostudents’ success in Engineering and Technology, Computer Science, Chemistry, ComputerAided Design and Mathematics. Authors [4], [5] mention that aptitude in spatial skills isgradually becoming a standard assessment of an individual’s likelihood to succeed as anengineer.This research reports the
’ ratings fromone moment in time to another. Each survey included 13 questions intended to capture a student’soverall sense of community, derived from the Basic Psychological Need Satisfaction andFrustration Scale [22]: Thinking about your experiences in your undergraduate studies so far, please indicate how true each statement is for you on a scale of 1 (Not at all true) to 5 (Extremely true). Each question also included a ”Not Applicable” option. 1. I feel a sense of choice and freedom in what I undertake 2. I feel capable at what I do 3. I really like the people I interact with 4. I feel confident that I can do things well 5. I feel that my decisions reflect what I really want
autoethnography.MethodsAutoethnography is a qualitative research method that aims to improve sociological understandingthrough drawing on personal experiences with social phenomena [7, 8, 9]. It looks at whatexisting literature says about these topics and relates it to one’s personal experiences throughrigorous self-reflection [10]. The researcher becomes the research subject. The process can besubjective and, as such, can only be properly experienced and understood by the self [7].This study originated when an informal discussion between two of the co-authors occurred aboutthe struggles female faculty face when teaching a predominantly male student population. Manyof the experiences articulated were found to be similar to those of individuals facing gender bias.Published
sets were significant across the classroom types (p < .05).Figure 2. Sprint Retrospective Reports Analysis. Error bars indicate standard deviation. *indicates significant difference with Pro Mentor classroom type (p < .05).Sprint Retrospectives are progress report documents generated by the student team every 2weeks. These reports include a list of tasks committed and completed during the last workperiod (a two-week "sprint"), a breakdown of the relative effort of the team members, descriptionof the feedback received by the team from their project sponsor, and a reflection on teaminteractions.As seen in Figure 2, across the Sprint Retrospective averages, the ProTA mentored students hadthe highest average score, followed by the Fall 2019
ethnoracial minorities remain under-represented in engineering education andpractice [22]. Despite constituting just over half (51.5%) of the US population, women compriseonly 40% of the science and engineering workforce, and just 13% of professional engineers.African-Americans, though 12.3% of the general population, are underrepresented within scienceand engineering (7.7%) [23]. Underrepresentation is a concern for both utilitarian reasons ofeconomics and prosperity [e.g. 24] and also for moral reasons: it is simply unjust for the world tobe constructed by a professional community that does not reflect the demographics of that world.Interventions and investigations over many years have identified some factors that improve theexperience and increase
position individuals assimilar or different from others within networks of relationships and organizational structures (see Burkeand Stets, 2010; Walton & Jones, 2018). These self-meanings can be based in beliefs about one’s personalor individual characteristics (e.g., I can learn new things quickly), one’s role in relation to others in agroup (e.g., I am a problem solver, organizer, leader), and one’s membership in broad social groups orcategories (e.g., I am a black, female, graduate student). Each of these different bases of identity (Burke,2003; Deaux and Burke, 2010) provide self-reflective meanings that are “built-up” from interactiveprocesses and experiences through which individuals seek self-verification, or a correspondence of
reflects the individual student’s average rating acrossall five categories as compared the average of the team overall. This factor can then be used toadjust team deliverable scores to individual grades. CATME has been widely used in engineeringeducation across a range of disciplines and levels of students, with use at over 1000 institutionsby nearly 6000 instructors and over 300,000 students (https://info.catme.org/about/our-user-base/).It is important to understand the extent to which peer ratings may be influenced by unconsciousor implicit bias [8]. Studies of unconscious bias have established the following situationalelements as being more likely to result in unconscious bias: lack of information, time pressure,stress from competing tasks [9
Feedback research statements Video conference with former ACADEME participant Developing cover letter Tenure track explained, expectations assistant professor Interviewing tips Teaching and mentoring Equipment and start up packages Learning styles Time management Developing course learning outcomes- ABET Mock grant review Discipline based education research Finding sources of funding Guest lecture-Actualizing education theory in classroom Preparing proposal budget Mini lesson – development, video tape, feedback Collaborations Reflection – strategies to improve teaching Proposal tips Use of assessments
[22] Engineering skills (tinkering) self-efficacy [22] Engineering design self-efficacy [23] Engineering academic engagement n/a, original instrument Creativity Creative self-efficacy [24] Value of creativity [25] Personal Development General self-efficacy [26] Grit/perseverance [27] Professional Skills Teamwork skills [28] Communication skills [28] Leadership skills [28] In the T2 instrument, we additionally utilized a retrospective pre-assessment,implemented at semester end but asking participants to reflect on
diverse workplace are often assumed and not carefully considered. Extantliterature finds that while there certainly can be benefits from diversity, it can also be a source ofconflict and misunderstandings [8], [9]. Increasingly, new types of pedagogy and learning thatrelies on reflection and understanding one’s own identity in comparison to others can lead toincreased group performance [9]. In order to benefit from diversity and inclusion, intentional 4planning and learning opportunities need to be considered. As we plan for a new makerspace, wemust be intentional in order to reach our goals of inclusion and diversity.In thinking about the benefits
qualitative sensibility was selected to describe the personalexperiences associated with the issue of liberal arts in higher education engineering courses andprograms. The rationale is that a narrative study affords an opportunity to tell the story throughteacher reflection [17]. The story is a chronological [17], first-person, autobiographical account[18] with prompting from archived annual review documents and subsequent validation fromcolleagues. The classroom settings included one public land-grant and one private institutionwith a mixture of engineering and architecture students in opposing degree granting programs.The narrative context is threefold as it describes a broad timeframe and scope, and then narrowsto experiences in and out of the
had this entire new experience together to explore the city.” SiliconValley peer community experiences seemed to vary slightly based on the size of the housingunit. In some of the smaller units, finding cohesion within the group was a challenge because“there weren’t necessarily always people home.” Notably, Silicon Valley respondentsemphasized the value of the “DTech Circles” sharing/reflection (roses and thorns) time infostering peer community within their living community. This activity was offered but seeminglynot heavily utilized in Chicago or RTP.5.2 (PE) Internship ExperienceParticipants’ summer internship experience, while not directly provided through the program,was integral to the students’ experience of the program and served as a
chosen for the design. 3. You always have to expect the unexpected when designing for human use. The original plan for the project was to work on the foot/ankle, pylon, and socket component of the transtibial prosthetic limb. However, the stump of the client was not aligned axially and render the prosthesis ineffective in walking straight. A universal joint compensator that could readjust the alignment of the stump/leg vertically was necessary and, therefore, an extra year was added to complete the project.The lessons learned from the service-oriented project reflects what others reported [20]-[23] thatengineer students need to interpret non-technical needs from client into technical constraints forthe
“messiness” that, in some instances, blurs the lines betweenintellectual merit and broader impacts. We also note that the proposals that were part of the2017 cohort’s submissions were reviewed when the knowledge generation requirement wasstill new; neither program officers nor reviewers had become well-acquainted with what thisaspect of the proposals should reflect. All of these factors likely contribute to difficulties thereviewers showed in properly delineating strengths and weaknesses under the appropriatemerit review criteria. And although our findings point to the need for more research, thisstudy clearly indicates that more useful feedback for research teams would be helpful,particularly in the area of broader impacts. Specifically, the
’ awareness of and preparation forcareers in instrumentation and manufacturing.This material is based upon work supported by the National Science Foundation's AdvancedTechnological Education Program under Grant #1801177. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.Rationale for ProjectThe United States workforce faces a shortage in skilled workers, especially in jobs requiringindustry relevant skills but not necessarily four-year degrees. According to a report by theNational Academies of Sciences, Engineering, and Medicine, 3.4 million skilled technical jobsare expected to be unfilled by 2022 [1]. Additional
develop effective latent variable model and instrument that reflects the factors of college students’ retention.Dr. Carol S Gattis, University of Arkansas Dr. Carol Gattis is the Associate Dean Emeritus of the Honors College and an adjunct Associate Pro- fessor of Industrial Engineering at the University of Arkansas. Her academic research focuses on STEM education, developing programs for the recruitment, retention and graduation of a diverse population of students, and infusing innovation into engineering curriculum. Carol is also a consultant specializing in new program development. She earned her bachelor’s, master’s and Ph.D. degrees in Electrical Engineer- ing from the U of A and has served on the industrial
traditionally served by the field of engineering due to a lack ofrole models. Although the six-year graduation rate for women is comparable to men [5] and thetotal number of engineering bachelor’s degrees awarded to women has increased by 71% during2006-2016, the percentage of engineering bachelor’s degrees awarded to women held steady atapproximately 20% over that decade [9]. This percentage may be a reflection of a lack of rolemodels as women represented only 14% of the engineering workforce in 2017 [9] and only 17%of engineering tenure-track faculty positions in 2018 [10].Another barrier for entering engineering programs is the prescriptive nature of engineeringcurricula [11]. The pipeline for becoming a successful engineering student is long
prerequisite structures present ina curriculum, the instructional complexity intends to capture the curriculum’s qualitativecomponents. Heileman et al. [14] admit this is a difficult task, especially in terms of quantifyinglatent qualities of such a system. Like structural complexity, we associate each course with ameasure that reflects its position in the overall curriculum – however, it does not appear to have aspecific name like ‘cruciality.’ The individual course instructional complexity is proxied by thepass/fail rate of the course. One could find the average pass/fail rate for the curriculum,mirroring the use of summing blocking and delay factors to calculate structural complexity, butthis could be a weak measure. Order and concurrency or
in both parts of the project.3.5 DeliverablesThe teams were required to produce mini-reports at the end of each part, in addition to an overallfinal report and presentation at the conclusion of the project. At the end of Part 1, teams had tosubmit a word document providing the answers to each of the clues, along with specificstrategies and steps they took to reach the answers. The teams also had to submit a worddocument at the conclusion of Part 2, including selfies in front of the target building and uniqueclue, alongside written descriptions of their physical observations and details about the uniqueclue. Final reports and presentations included consolidated versions of the mini-reports above, aswell as reflections about team challenges
module, students were placed into groups of three to four. The teams decided on a communication method and planned a meeting schedule for the semester. A composition notebook was provided to each group to document their meetings and to record a brief reflection of each meetings. Students were required to bring their group notebooks to the ENGR194 class. Notebook checks were performed randomly during the semester to keep track of the learning process. • Four-year Graduation Plan Development: The purpose of this module is to guide student to develop their plan for taking courses during their undergraduate years. In the first session of this module, the instructor described some important rules and
them to use every second, every minute, while you are walking from class to class, that you think about mathematics. Always thinking. Practice a lot. I tell them (students) that you have to think like a mathematician - practice like a basketball player. That is what I tell them to do before they come to the classroom, and after they leave.Interview data in support of developing teamwork and communication skills: Student: It really helps, as a female, to be able to get together with other females - and males - to work in groups in what is otherwise a male dominated field. It is easier to ask questions, see role-models. Student reflection statement: What I will remember about this workshop is the
. It looks like when a student finds the post helpful they do notprovide an alternative solution and when they find the post less helpful they instead suggest analternative. The two characteristics together consistently make up about 70% of the replies.It is important to realize that although each module was similar in the amount of contentpresented and that the amount of time students had to complete each module was identical, somemodule concepts were more challenging for students to grasp and implement then others.Anecdotally, we observed students struggle more with modules 1, 2, 6 and 7 then they did withmodules 3,4 and 5. We see several of the trend lines reflecting this pattern.To compare performance on the exam programming questions we
faculty. In 2017, ASEE surveyed 338 universities nationwide that have four-year degreegranting engineering programs and found that of the 27,412 tenured/tenure-track engineering facultymembers, only .52% were African American women [1]. Although this number depicts a dismalrepresentation, this number actually reflects an increase in the number of African American womenfaculty members in engineering over time [1].There are a variety of reasons why diversifying the engineering ranks adds value. Diversity has the abilityto either hinder or drive innovation [5,11]. Additionally, given the importance of role models inrecruiting and retaining underrepresented minorities, the lack of diversity in the academy influences therepresentation of
thatincorporates personal, private, public and professional identities (Cruess et al., 2015; Piaget &Inhelder, 1969; Kohlberg, 1984; & Kegan, 1982). The complex identity formed as individualsprogress from infancy into adulthood is represented by individual, relational, and collectivedomains (Vignoles, Schwartz, & Luyckx, 2011). The individual domain focuses on personalcharacteristics and beliefs, the relational refers to influence from significant individuals likefamily and friends, and the collective domain reflects on the impact of social groups to which anindividual belongs (Cruess et al., 2015).Drawing from these theoretical foundations, it can be inferred that some undergraduate AECwomen may begin their nascent AEC-PID process even before
3 Teaching 101 Facilitation Strategies 4 Cultural Responsiveness 5 Project Management/Project Preparation 6 Reflection Table 2. The 2019 Ambassador workshop outlineAn element of support that is built into the Ambassadors program is the development of the“sponsor” role. Ambassadors apply with their sponsors, who are asked to fill out a separatedocument at the time of the Ambassador’s application. Sponsors are expected to serve as localsupport for Ambassadors in their outreach endeavors and are invited to attend SWE alongsidetheir Ambassador. In some cases, sponsors are family members, though other sponsors