plugging the resistors into ablinking LED circuit to determine the relationship between LED brightness and resistorstrength. The weak resistor showed a bright LED, while the strongest resistor displayed nolight. Each lesson in the MMC was designed to highlight the microcontroller's software forspecific CT skills. Students trained to read circuit diagrams by plugging the expected pins onthe Arduino board; most circuit activities in MMC are comprised of LED lights and buttons.Ultrasonic sensors were introduced within the Arduino IDE, and text-based programminglanguage was used to teach students how to reflect the Scratch structure. As a result, studentslearned to correlate how the blocks programming corresponds to real-world coding. On
between the ages of three to five years acquire these skills. The second development stagereferenced by Piaget is visualizing objects in three-dimensional forms and being able to perceivethese objects from different dimensions via mental rotation. Students typically acquire this skill byadolescence for objects they are familiar with [24]. He cautions, however, that if the object is notfamiliar, students may have difficulty in visualizing the object even while in college. Piagetclassified projection skills as the third stage, where students can visualize different measurementsand combine them such as distance, rotation, volume, translation, and reflection [24].Theoretical PerspectiveThis study evaluates the literature through the lens of a social
choice of major was correct shouldreduce the likelihood that the student will change majors, which can extend the time tograduation.Results of pre- and post-bootcamp surveys demonstrated improved self-confidence regardingskills important to their majors, particularly in their ability to learn and apply math concepts, aswell as an increased sense of belonging in the major. The authors also assessed the ALEKSmathematics learning tool as a means to improve students’ math skills. Evaluation of the impactthat PBL modules had in helping students recognize the importance and application ofmathematics in their chosen fields and the faculty reflections on the bootcamp are still inprogress. Data on participants’ success in Fall 2019 math courses and
without fear of repercussions [18]. When groups lack voice safety, the benefitsof incorporating diverse perspectives cannot be realized [19].Voice safety is an important aspect of good group decision making, and it is related to thehierarchical decision making described above. An individual might perceive a lack of voicesafety for a variety of reasons, including actual enforcement of power differences within a groupbut also including differences in expectations regarding conversational rituals [20]–[22]. Items inthe survey were based on validated items from [18], though language was changed to reflect theproject team context.Sense of Belonging and CommunityA sense of belonging is when a student feels as if they fit in and belong to a community
career following the REU experience.Acknowledgement: This research was supported by a REU Site grant from the National ScienceFoundation (# EEC 1757882). Any opinions, findings, conclusions, or recommendationspresented are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References 1. Aggies Invent : Solving Problems in 48 Hours, Engineering Entrepreneurship program, College of Engineering, Texas A&M University, https://engineering.tamu.edu/student- life/aggies-invent/index.html (accessed, May1, 2020). 2. Nepal, B., Pagilla, P. R., Srinivasa, A., Bukkapatnam, S., Moturu, P., 2019, “Preparing Next Generation of Manufacturing Leaders: A case of REU site in Cybermanufacturing
eagerness to program the robots. Besidesbeing exposed to advanced mathematical material, the teachers were able to use this to bridge intoother academic areas. To help their students learn to identify angles, teachers used sentence wordgaps (shown in Figure 2), a technique commonly used in teaching language arts.Figure 2: A first-grade teacher at an elementary school, using the sentence word gaps to teach earlyelementary students the angles they need to program the direction of the robots.BOTS consisted of a series of progressive PD sessions held for three hours on a Saturday morningalmost monthly throughout the academic year. Each session built upon the previous and gave theteachers the opportunity to reflect and receive feedback on their
reading more and more. This class has opened my eyes to what I want to do. It allows a person to really self-reflect on their opinions and career goals. I learned how much work takes to make a research paper, and the time to make sure you understand the main goals of the experiment. I learned how to breakdown a scientific paper, and I was interested to … research opportunities that I wouldn’t have known of otherwise. Breaking down the research process and explaining how it’s done. Then being able to examine research that has been conducted helped to understand the process better. Learning to actively look for jobs in detail and make sure
asked to reflect on their choice ofuniversity and major, as well as their experiences with courses and assessment. Furthermore,participants were asked to speak about various aspects of their social experience thus far in theiruniversity career, including the disciplinary makeup of their friend group and their participationin disciplinary professional societies and other extracurricular activities. Interviews lastedapproximately one hour each. The recordings were sent to a professional transcription serviceand were checked once more by the research team to ensure the accuracy of the transcript.AnalysisThe process for this analysis began with familiarization with each of the individual participant’sinterview transcript. Each was read first for
important factor in a potential faculty member’s decision to join.Additionally, PhD students play a vital role in mentorship of undergraduate students, serving asteaching assistants in courses and as mentors in the laboratory. Graduate students can beparticularly influential role models for undergraduates considering research careers. Finally,graduate students that go on to successful careers in a variety of sectors plays a crucial part inexpanding the reputation of the School. Their success is a direct reflection of the laboratoriesand faculty that mentored them.Just as important as the number of graduate students is the diversity of the student body. TheNational Science Foundation (NSF), other members of the National Academies, and the USCongress
elementary students, and in discussing possible pathways intoengineering with the elementary students. Perhaps these changes could improve the impact of theWP on college students, and provide further evidence for positive impacts on the elementarystudents.AcknowledgementThis research received no specific grant from any funding agency in the public, commercial, ornot-for-profit sectors. Any opinions, findings, conclusions, and recommendations expressed inthis paper are those of the authors and do not necessarily reflect the views of the university.ReferencesBielefeldt, A. R., & Canney, N. (2014). Impacts of service-learning on the professional social responsibility attitudes of engineering students. International Journal for Service
inFigure 8a and b, respectively. Students in Group B were substantially more confident inunderstanding the project geometry compared to Group A, which was reflected in theirrespective scores on the problems. A total of 79% of students in Group B noted they eitheragreed or strongly agreed that it was easy for them to understand the geometric parameters. Only37% of students from Group A found it easy (agreed or strongly agreed) to comprehend theproblem by having access to 2D model. The survey also showed that Group B participants werequite confident in their understanding, despite many of the students making minor errors inunderstanding the nailing details in the problem. (a) (b)Figure
students to reflect on how useful ClassTranscribe was for learning, preparing examsand working on assignments. Students reported favorable and similar utility in all threecategories (see the Lickert results presented in Fig. 5). Only one respondent chose “Not at alluseful.” Figure 5. Survey responses to the utility of ClassTranscribe for learning, preparing for exams and working on assignments in a bioengineering sophomore required laboratory course. Note for comparative visualization purposes, we conservatively represent “moderately useful” as a neutral response.These results are congruent with the survey results from earlier surveys in ECE and CS coursesthat have larger sample sizes which we report in the next section.The
Center 5. Continue the engineering specific tutoring and provide the engineering cohort leadership opportunities and a community in which they feel they can belong. 6. Create a programmatic pre-engineering track. This material is based upon work supported by the National Science Foundation under Grant No. DUE-1832553. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Approved by the City Colleges of Chicago IRB (IRB2018007). 11[1] T. D. Holmlund, K. Lesseig, and D. Slavit
judges. We provide tablets, orjudges can use their phones or other electronic devices to rank and score the pitches. The scoresremain hidden during the competition. With anonymity guaranteed, the judges are unafraid touse the entire range of the scoring card: 1 - 10. The scoring form not only lists the category, butalso a small explanation reminder to enable consistent scoring. A score of 10 reflects the highestachievement. The team can get a maximum score of 50. There are five overall categories toevaluate the delivery and content of a pitch. • Presentation: verbal, non-verbal and ownership of the pitch. A “read straight from the script” situation is valued at the lowest score of 1; on the other end, a true “evangelist
engineering design to produce solutions that meet specific needs with consideration ofpublic health, safety and welfare as well as global, cultural, social, environmental and economicfactors [2].” Applying these criteria into the Civil Engineering Capstone Design which exposesthe senior engineering students to real-world design challenges reflects experiences students willface as professionals, benefiting those who plan to pursue engineering careers after graduation.Exposing students to both the UN Sustainable Development Goals and the Envision RatingSystem aligns with both the ASCE BOK and ABET criteria requiring engineers to understandthe importance of sustainability within their designs. The Capstone Design projects examinedwithin this study are
of the students at ASU, though some students there were also challenged by them.It may be desirable to introduce more features to customize the level of the exercises to differentstudent populations and to give instructors more flexibility on which levels they can choose toassign. Such adaptations will be explored in future work.The biggest differences between institutions appeared to be on the preference between CircuitTutor and other options, which may reflect the use of different electronic homework systems atdifferent institutions. For example, WileyPLUS is used at ASU and Pearson’s Fig. 5. Results of an end-of-semester survey at three different institutions in Fall 2019 covering the entire Circuit Tutor system (not just the topics
know has a correct answer,and I think this made a big impression on the students.”These issues reflect the underlying challenges and misconceptions of the scientific method forstudents who are new to research. Because students are typically given close-ended problems intheir high school courses, where there is a specific “right” answer, it is difficult for them tounderstand that most real life applications of engineering and science are open-ended and thatmultiple solutions can produce the same result. This has been evident in prior research [15],showing that restricted lab procedures in high schools frequently result in moderate learningprocesses, as students do not spend adequate time in sense-making (i.e. making sense of orgiving meaning to
students to be mentored towards pursuing graduate degrees. The remainder of thepaper will discuss respondent demographics and present comparisons and analyses based ongender identities of the surveyed students in the California State University, Fresno. Note that inthe year the survey was conducted, California State University, Fresno graduated 33 femaleengineering undergraduate students and employed 5 female tenured/tenure track faculty,reflecting a ratio essentially the same as the national ratio.Respondent demographics and survey response ratesOver the course of the 2018 - 2019 academic year, students of all genders enrolled in sixteendifferent departments from four colleges across California State University, Fresno and graduatesof these
growing body of research that supports the belief that academic courses about appliedethics and the social implications of technology are not effective in increasing ethical knowledgebut rather knowledge and awareness is discovered and acquired during the years of educationand training [14], [2]. A key purpose of the NSPE code of ethics is to engage the members towork and behave according to the principles of the association and to protect the organization’sinterests [14].With experience practitioners acquire both knowledge about ethical issues and better strategiesfor working through ethical problems [12]. The survey results might reflect a lack of trainingand experiential learning in the practice of engineering as well as a need for greater
regard, case study researchers collect the maximum amount of informationavailable to them with the intent of theorizing or hypothesizing about the phenomenon. Merriam(1998) maintained that case studies are interpretive in that they draw upon descriptive data theinvestigator uses to develop conceptual categories that in turn illustrate, support, or challengeexisting theoretical assumptions held prior to the data collection [19]. The primary data-gathering strategies employed were participant observation of project activities over a two-yearperiod. Participant observation optimizes the research team’s access to data, often through directparticipation and observation of AGEP project events, analysis of related institutionaldocuments, and reflection
recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] T. G. Duncan and W. J. McKeachie, “The making of the Motivated Strategies for Learning Questionnaire,” Educ. Psychol., vol. 40, no. 2, pp. 117–128, 2005, doi: 10.1207/s15326985ep4002_6.[2] R. H. Liebert and L. W. Morris, “Cognitive and emotional components of test anxiety: A distinction and some initial data,” Psychol. Rep., vol. 20, pp. 975–978, 1967.[3] R. L. Matz et al., “Patterns of gendered performance differences in large introductory courses at five research universities,” AERA Open, 2017, doi: 10.1177/2332858417743754.[4] B. King, “Changing college majors: Does it
present.These results reflect the reduced communication channels between the instructor and the student.When the student is given a hands-on task, the reduced communication channels impacted theability of the instructor to convey information. One of the key metrics that demonstrates this wasthat students provided significantly lower scores for ”Communicate Effectively with Instructor”when the instructor was telepresent instead of co-located.Interestingly, students also gave lower scores to the telepresent instructor for questions about theirinterest in doing future work. In response to questions about their interest in doing future workdesigning such projects and in working with hot glue guns, students gave the telepresentinstructor significantly lower
to discuss how their commitment to their interests also led them to mentor and serveothers using their knowledge. This pattern commonly employed by the participantsremarkably reflects the three tenants of Stewardship Theory as if it were a template used toconstruct each personal statement. The guidelines provided for the GRFP orient applicants todemonstrate their aptitude for conserving, generating, and transforming knowledge.Stewardship Theory constitutes the implicit framework applicants are led to use in their bid todemonstrate their viability as graduate students.ConservationEach participant demonstrated how they grew to become stewards of their discipline throughtheir learning and studies. They distinguished themselves from their peers
Information Foundation. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the Engineering Information Foundation. Work CitedAeby, P., Fong, R., Isaac, S., Vukmirovic, M., & Tormey, R. (2019). The impact of gender on engineering students’ group work experiences. The International Journal of Engineering Education, 35(3), 756–765.Apesteguia, J., Azmat, G., & Iriberri, N. (2012). The impact of gender composition on team performance and decision making: Evidence from the field. Management Science, 58(1), 78–93.Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem
early trends seen in this data hold true for alarger, more diverse population.This material is based upon work supported by the National Science Foundation under Grant No.1644119. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.6.0 References[1] R.W. Lent, S.D. Brown, and G. Hackett, “Toward a Unifying Social Cognitive Theory ofCareer and Academic Interest, Choice, and Performance,” Journal of Vocational Behavior, Vol.45, pp. 79/122, August, 1994.[2] A. Duckworth, C. Peterson,M. Matthews, and D. Kelly, “Grit: Perseverance and Passion forLong-Term Goals,” Journal of Personality and Social Psychology, vol. 92
presume to speak for all, buteach act of adding perspective would help the collective understand the process of graduate schooltogether.Methodologically and analytically, I approach my research and life as an ethnographer, a critical scholar,an educator, and an engineer (Secules & Groen-McCall, 2019). Although there was not a formal in situseries of autoethnographic reflections for these findings, I consider my own lived experience to be asource of embodied knowledge. As such, I do not draw on statistics, literature, or studies about graduatestudents to present these findings, these sources do not provide a sense of agency, voice, or the knowledgethat personal experience brings by graduate students. Rather, I synthesize my own and others
to other STEMdepartments to understand the generalizability of results beyond the discipline and institutionstudied, using this analysis approach as a guide. It is also important to begin to consider howequity considerations factor into graduate funding allocations, meaning what students arereceiving what types of sequential funding and how that impacts persistence and completion forwomen and Students of Color.AcknowledgementsThis research was funded by the National Science Foundation through grants #1535462 and#1535226. Any opinions, findings, and conclusions in this article are the authors’ and do notnecessarily reflect the views of the National Science Foundation. We would like to thank ourcollaborators for their contributions to this
18 8 Figure 16: To what extent do you expect Social Issues to be challenging at our university?Overall, their expectations reflected their earlier experiences with maybe a slightly higheramount of angst being at a bigger, and perceived to be more rigorous school.Conclusions: Overall, our findings were fairly consistent with existing studies. The studentswere for the most part concerned with financial aspects of their education. Most chose going to a2-year school first in order to lower their overall educational costs. They also reported a higherlevel of concern over financial resource issues than most of the other issues addressed by thesurvey.Our findings also supported the idea that proximity to home was important to low
projects course on student retention,” in Proceedings ASEE Conference and Exhibition, 2003.[19] C. B. Zoltowski and W. C. Oakes, “Learning by doing: Reflections of the epics program.” International Journal for Service Learning in Engineering, vol. 9, 2014.[20] National Academy of Engineering, Educating the engineer of 2020: Adapting engineering education to the new century. National Academies Press, 2005.[21] J. A. Mejia, D. Drake, and A. Wilson-Lopez, “Changes in latino/a adolescents engineering self- efficacy and perceptions of engineering after addressing authentic engineering design challenges,” in Proceedings of American Society for Engineering Education Annual Conference, 2015, pp. 1–14.[22] C. B. Zoltowski, W. C. Oakes, and