interests [21]. However, in the Birmingham study no more than 11% of the diplomatesmade comments directly related to the overloading of the curriculum.In one way and another, the picture presented by the diplomates and students was of a newdimension added to their knowledge and perception of themselves, even though for some, themost remembered effects were enjoyment and relaxation from the rigours of the major study.The benefits were many and various, for the sake of becoming a more balanced human being.These findings have to be set against the fact that much confusion about the aims of liberaleducation was found among both teachers and students.Qu 7. Were the Colleges justified in accepting students with alternative qualifications to‘A’ levels?Yes
solving.During the design process, be sure to create spaces for underrepresented engineers to be present.Some suggestions for doing this can be to invite guest speakers with an underrepresented identityto speak about their role as an engineer and their journey towards achieving that role, to showvideos in classrooms where underrepresented identities do work in the engineering field, to provideplatforms for education where underrepresented models deliver the information or act in anengineering role, etc. It is important that the students see themselves in the physical role of anengineer in a positive light, so that they may also see themselves in that role (Casey et al., 2023).Having in-class discussions in small and large groups could be greatly
, geographically distributed, collaborative research projects among scholars, and with underserved communities. She is also a lecturer in the Mechanical Engineering department where she currently teaches a course Global Engineers’ Education.Ms. Sneha Ayyagari, Stanford University Sneha is a student studying engineering at Stanford University. She is interested in understanding the role of education in solving pressing health and environmental issues. Through her experience in non-profit work, she has developed an interest in learning how to work with underserved communities to create sustainable solutions.Mr. Jonathan Edward Pang, Stanford University I am an undergraduate studying mechanical engineering at Stanford University
Engineering Design (EDSGN 100) acts as a gateway engineering course forover 3800 students across 20 Penn State campuses each year. Recently, the course has incorporatedsix educational modules, which cover topics from creativity to professional communication tomaking. However, these modules require a unifying experience so that the students are able toperceive how the content from the individual modules coalesces to form the unique identity of anengineer. To address this need, a new framework is proposed to guide the creation andimplementation of an 8-week long design challenge within EDSGN 100. This framework identifiesa series of 8 project characteristics necessary to create a clear connection between the content fromeach of the individual modules
workplace for students in the seminar course orstopping by the nest.While there is nearly a decade between my experiences in undergraduate engineering and myparticipants’ experiences, I relate to my participants in various ways, albeit my racial, gender,spiritual, or role identity. I intentionally excluded questions about race, gender, or class in theinterview protocol because I was not interested in generalizing certain groups concerning theirrace, gender, class, sexual orientation, or identification as a first-generation or continuinggeneration college student. Instead, I preferred for these aspects of their social identity to emergeorganically. One particular experience that arose throughout an interview involved one of myparticipants, Simone
address such issues. Management, teaching,and medicine also educate people for practice and must continually engage with a changingworld to remain relevant. In this paper it is hypothesized that degree programs in thesedisciplines confront, with varying degrees of success, a tension between providing theknowledge needed to act and inculcating the ability in students to act spontaneously and in theright way. This paper explores this tension by looking across these disciplines to identifypractices that are believed to be effective in giving students the knowledge and abilities neededto act professionally. The general approach that has emerged is having students actively addressproblems of varying degrees of difficulty and constraint through
Karis Boyd-Sinkler is a doctoral candidate in Engineering Education at Virginia Tech. She also serves as support staff for the Center for the Enhancement of Engineering Diversity where she is involved in the recruitment, outreach, and retention of engineering students. Her research interests include diversity in engineering and the role of engineering student support centers in regards to student attrition and persistence rates. Ms. Boyd received her B.S. in Engineering Science from the University of Virginia in 2014.Adam Stark Masters, Virginia Tech Adam S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. They received a B.S. in Mechanical
friends, and voluntary training services, which these widows preferredto the various formal training services available to them. He showed how MIL analysis could beused to design programs to meet the needs of a specific group of females.Thompson, in a 1992 study of female persistence44 in baccalaureate nursing programs, found that Page 15.367.5females who dropped out of these programs lacked satisfactory MIL. In Thompson’s model,female students sought a balance between load and power and dropped out because they couldnot find adequate margin in their lives. Participants in Thompson’s study pursued the program ina condition where power and load
and most common purpose was to research the characteristics of diverse people, be itby gender, race, or some combination of the demographics described in section 4.3. Someexamples of the specific questions being asked around these characteristics of diverse people are:which factors enable minorities’ success, how do specific demographics perform in teamworkscenarios, and how can we recruit diverse groups. Some specific examples of nontraditionalquestions asked within this category are the “relationships between student characteristics andentrepreneurship education (curricular and co-curricular) choices” (Celis & Huang-Saad, 2015),as well as how does socio-economic status play a role in course performance (Agrawal,Stevenson, & Gloster
a Life Member of APSIPA. American c Society for Engineering Education, 2021 Work in Progress: Review of teaching strategies towards development of a framework for online teamworkAbstract:Teamwork and leadership (T&L) skills are highly valued skills in industries allover the world. These graduate attributes significantly influence studentemployability and improve chances of early career growth. Coronavirus (COVID19) pandemic has pushed the higher education sector to convert teaching deliveryfrom face to face (f2f) to online abruptly. Teamwork activities are traditionallyassociated with f2f engagement between students, peers, and faculty. Hence,cultivating teamwork and
9 students from their sophomore year through graduation by awarding a cumulative 81annual scholarships totaling $486,000. In each year of the project, up to four students can receivean additional $2,100 of summer support if they participate in a research experience or internshipand the site they attended does not provide a stipend.The other three program pillars are academic support, career support, and community support(including creating a community of scholars). The COMPASS program uses several strategies,balanced on these pillars, to ensure success and sustainability. First, it leverages existing UNCPprograms such as career services, recruitment, and financial aid. Second, it explicitly builds acommunity of scholars who receive
Innovative Intervention to Infuse Diversity and Inclusion in a Statics CourseAbstractEngineering educators strive to prepare their students for success in the engineering workforce.Increasingly, many career paths will require engineering graduates to work in multidisciplinaryteams with individuals possessing a diversity of skill sets, backgrounds, and identities. Therefore,it is important not only for future engineers to have the opportunity to work in teams as students,but also to have specific instruction that teaches them about teamwork skills and the valuediversity and inclusion bring to engineering practice. Furthermore, it is important that thisinstruction occurs throughout their engineering coursework, giving
—orbelieves, as we do—that all of the EOP competencies are important for students toexperience by the time they graduate, it behooves us to think about how to deliver thesecompetencies across a curriculum.The engineering curriculum in which this study occurred is designed to provide at least onePjBL class each semester. We envision a delivery of different subsets of the EOP frameworkcompetencies across the project-spine to ensure meaningful engagement is achieved for allcompetencies. This approach allows for at least two synergistic pedagogical and researchopportunities: 1) emphasizing a different subset of EOP competencies in different PjBLcourses allows students to see the interdependencies between those competencies in moredepth; and 2) spreading
environmental implications. This paper presents a case study of anundergraduate research experience aiming to demonstrate how early research engagementopportunities can enhance students’ engineering education and shift their career trajectories.Furthermore, it is shown here how sustainable engineering research plays a vital role in attractingundergraduate students to research, transforming students’ identities, and contributing tostudents’ development of research and interpersonal skill. It is concluded that UREs create aunique opportunity to integrate undergraduate students into research, enabling interdisciplinaryexploration that bridges knowledge gaps while fostering critical thinking, adaptability, and aholistic understanding of sustainable
Paper ID #37261Working Full Time and Earning an Engineering Degree:Wellbeing in a Co-Op-Based Engineering ProgramCatherine Mcgough Spence (Assistant Professor)Luke John NybergJustine Chasmar (Assistant Professor and Quantitative Reasoning CenterDirector)Jodi NelsonMarissa Tsugawa Marissa Tsugawa is an assistant professor in the Department of Engineering Education at Utah State University. Their research interest is in neurodivergence and how it manifests in engineering education. Past work includes exploring motivation and identity of engineering graduate students, women of color's experiences on engineering teams, and
somedescribed the workload as being too intense for student wellness. “So, you know, if they talkabout not being able to have all three of those things [good grades, social life, and health], welllet's make some adjustments,” Shelley asserted. They described a balancing act thatundergraduate engineers must constantly perform to succeed (i.e., studying enough, makingfriends, and getting enough sleep) and responded with a call for change. As Ashley touched on inthe prior section, some felt that meeting the student at their level with a holistic approach was themost effective educational approach.One way to support this environment was with a “cohort-based approach” as suggested by Kara,who felt their department’s “strong sense of community” was partly
. Thedifference between points 4 and 5 represents the sophistication and depth of a project. While 4may represent a freshman LTS experience, 5 would be a capstone LTS experience, building uponprevious technical and social learning in programs such as EPICS, which provides graduatedproject experiences for freshmen through seniors and graduate students that can become morecomplex as the project progresses and as more senior-level students become involved.This balance can be viewed in terms of Butin’s models.6 Basically, we have collapsed Butin’sCultural, Political, and Anti-foundational models onto one axis. In our experience fewengineering LTS program have a very strong anti-foundational goal set. The goals tend to bemore often technical, cultural, and
was online. The guidelines underscore thevariety of materials and approaches employed to ensure that a balance of qualitative andquantitative data are available to assess the program.2.1 Web based tools for assessmentA web page developed for the Introduction to Engineering Program states the objectives of theprogram, gives current and prospective students valuable information about course requirements,and links course outcomes to ABET criteria, with links to other key resources. From thehomepage, students can directly access WebCT, an online tool supported by the College ofEngineering to provide students with current information about their classes. WebCT allowsstudents to submit assignments, view their grades progressively throughout the
-Teacher Identities: In addition to identity issues regarding area of specialization amongthe teachers, similar concerns were noted among the facilitators. As specified previously, the fourdedicated facilitators for the PD were graduate students and postdoctoral researchers inengineering fields. However, as the PD progressed, the facilitators began to develop a greaterappreciation for the work done by the teachers. This illustrates an effective, bidirectionaloperationalization of social capital with facilitators and teachers learning from one-another.For each of the aforementioned themes, Table 2 below provides examples of key issues affectingteachers during the PD while Table 3 provides examples of changes induced and observed in boththe
seminars. As Table 3 indicates, there are vocabulary differences in the waystudents are talking about the ILC at the end of the first semester. The “stayers” tend to use “I”in diverse and un-patterned ways, tend to talk about the cluster in past tense, and tend to talkabout the math course more than others. A comparison between students in first-year writing atNMSU who enrolled in an un-clustered section and ILC students can be made. In Green’sdissertation on “Student and Teacher Identity: Pedagogy and Identity in First-Year Writing,” thetypical use of “I” in prompted writing exercises rarely exceed 4% of the corpus regardless ofgenre or pedagogical approach in her study.8 Having the students clustered might be one of thereasons for the higher use
them into adisciplinary research group, and determines when the students are ready to graduate. Finally,most research in the US is funded by grants to individual faculty members, thus reinforcing thetie between the student, faculty mentor and academic discipline, and which further encouragesthe view that graduate education should be a byproduct of immersion into an intensive researchexperience.Students trained using traditional educational methods are at a disadvantage in a world whereunderstanding of complex interrelationships, interdisciplinary thinking, and experience incollaborative problem solving are needed most.2,3,4 Further, relevancy is often difficult for thestudent to grasp, in part because the unifying relationships are the
personal growth as well as program growth. Also noted was that having thelounge open for both groups would make it less about any one group and more about a diversityand growth mindset among students utilizing it.Though there was not disagreement in having a diversity lounge as opposed to a loungespecifically for the women in engineering program, a few students expressed concern that eachgroup still needs its own identity, and that this identity should be treated with the utmost respect.Likewise, a diversity lounge should not be perceived as altering the need for a women orminorities in engineering program, but rather build a foundation of commonalities between thetwo groups. Though many things experienced by all underrepresented minorities are in
. Page 10.1087.1 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”IntroductionSenior design courses at Vanderbilt University in the departments of Biomedical andMechanical Engineering have long been stand-alone full year courses (3-3). Studentexchanges between the design teams in BME and ME first took place in 2001-2002school year, when 2 ME students joined BME teams. The Electrical and Computerengineering department began to require a senior design course in 2003-2004 for theirmajors requiring a design course (Electrical engineering and computer engineering), andthe instructors involved agreed to collaborate on a
identified by our team as having a significantwriting component. The second survey, hereafter referred to as the department survey, was givento faculty having key department administrative roles in every engineering department of theuniversity. Both surveys contained multiple-choice, select-all-that-apply, rate-on-a-scale, andshort-answer questions. The instructor survey consisted of four sections: i) participants’perceptions of writing within their discipline and expectations for their students after graduation,ii) instructional practices and assignment design related to writing, iii) participants’ perceptionsof challenges related to writing instruction, and iv) participants’ current best practices. Thesurvey contained 30 questions and took
,IfeltveryproudandhappyofwhatIhadaccomplished.Workingwiththeseprogramsandworkingonthisprojecthashelpedmeseemyfutureinengineeringandhasmadememoreexcitedthanever.”The faculty member reflected on his experience as well noting that students performed betterafter giving them ample time to work on their projects in class where the professor could guidetheir work. He hopes to create a better balance between homework and in-class project time nextsemester. He also noted the need for students to gain a more solid foundation of the facts,concepts, principles, rules, procedures associated with engineering graphics and requestedassistance on strategies for creating a more active learning atmosphere when teaching thesefoundational knowledge and skills. Conclusions and Next StepsThe ExEL program at our university is in its infancy. The first round of ExEL qualified courseswere delivered in fall 2017. The
schedule but rathercollaborated with the lab members to find a balanced means of supporting students withoutoverloading them with too many activities. Their feedback and input were regularly used toadjust our offer to better fit their needs as the project evolved. This approach was judged moreappropriate for our goal of leveraging a community of practice that engaged students.The lab director selected a Master’s student (who is also a co-author of this article, and to whomwe will refer to as lab ambassador) to be responsible for the activities inside the lab and to workwith our team. The role of this student was key to the success of this project in that he helpedplan the schedule, developed activities with us, gathered feedback, and kept both our
in the Cullen College of Engineering at the University of Houston. She joined the University of Houston after completing a postdoctoral/lecturer position split between the General Engineering program and the Engineering & Science Education Department and a Ph.D. in Bioengineering from Clemson University. Erin’s research interests include preparing students for their sophomore year, minority student engineering identity development, and providing mentoring relationships to help foster student growth and success. c American Society for Engineering Education, 2018 Developing a Critical Incident-Centered Transition Theory Framework to Explore Engineering Education Research Faculty
was provided at the beginning of the fall 2021 semester. Training focused onthe benefits of mentorship, the concepts of belonging and identity within STEM, the roles a mentorplays, and the different structures that mentoring relationships can take on. Through year 4 peermentors have been supported through monthly meetings with faculty mentors at both FCC andCSU-F.Fall 2022 began with six transferred scholars attending CSU-Fresno and acting as peer mentors.Two of the scholars have left school for personal reasons and are no longer participating in theESP.A significant peer mentoring event is the Transfer Students Panel presentation, held in spring 2023.During this ESP wide event the current transferred ESP scholars from CSU-Fresno
benefits of self-selected photos inphoto elicitation studies as expressed by Hatten, Forin and Adams 9 are: photos acts as metaphors thus providing participants with the ability to articulate abstract concepts, photos act as a bridge between identity and conceptual understanding, photos build connections between how participants view themselves and what they do, photos reduce the power dynamic between researcher and participants, and photo elicitation provides the opportunity to observe progression in participants’ ability to articulate identity.Palmer’s movement approach to changeChange literature often times discusses
has experiencein higher education, mentoring may also lead to increased persistence because it helps studentsnavigate the university context [14]. Furthermore, hearing about a mentor’s experiences mayhelp students make connections between their coursework and future careers [15]. The benefit offaculty mentoring is stronger among under-resourced and underrepresented students as theyoften lack access to role models or advice related to courses and careers [16]. While research suggests that mentoring supports students’ achievement and persistence,the psychological mechanisms underpinning this relation are not well understood. Additionally,despite the prevalence of mentoring programs, research on their effectiveness is limited, as thereis