read and understood in isolation. The purposeof the literature review was to discuss the current state of knowledge regarding the topic, andhow the individual sources related to each other and each informed the current state ofknowledge. Students were expected to make substantial use of at least 8-10 sources in theliterature review. Most of these sources were the same as those cited in the annotatedbibliography, though it wasn’t unusual for a student to discard one or two sources and find newones between the annotated bibliography and the literature review.Structurally, the revised Research Sequence is identical to the old in terms of the goals of thethree assignments. The primary modification is the selection of the topic and a new linkage to
research projects in collaboration with graduate, undergraduate, and high schoolresearchers under the leadership and mentoring of faculty researchers. The project team invitesSTEM teachers from over 400 local middle and high schools to apply for the research internshipproject. Along with extensive advertisements at science fairs and robotics competitions, the teamorganizes several open house sessions allowing teachers to visit NYU SoE and better understandthe project’s requirements, opportunities, commitment, follow-up, etc. Each year, between 10 to12 teachers are selected from over 30 applications by a selection committee comprising of facultyand experienced graduate students. The selection is done based on evaluating the applicationmaterials
nexus of entrepreneurial programs, activities and thinking, a placefor all students from across campus to learn and experience entrepreneurship.An interdisciplinary and independent organization, the Center for Leadership, Entrepreneurship,and Innovation reports to the Provost and helps undergraduate and graduate students developentrepreneurial skills by offering experiential learning opportunities and fostering relationshipsbetween the University and the global business community. Students have opportunities toengage in classroom activity; interact with business owners, corporate executives, professionals,university faculty, and entrepreneurs; and travel domestically and abroad to gain a globalperspective and ignite ideas for creative
Paper ID #11872Torsion Mobile App for Engineering Education Using a High PerformanceComputer (HPC) ClusterDr. Kurt C. Gramoll, University of Oklahoma Prof. Kurt Gramoll is currently the Hughes Centennial Professor of Engineering at the University of Oklahoma. He has previously taught at the University of Memphis and Georgia Tech. He graduated from Virginia Tech with a PhD in Engineering Science and Mechanics in 1988. His research includes development and implementation of educational technologies for engineering education and training that utilize simulations
Foundation Difficult Dialogues, NSF ADVANCE, and Susan G. Komen (the last in collaboration with MU’s Medical School). She has held 2 national interdisciplinary fellowships: she has been a Kellogg National Fellow (leadership training and interdisciplinary research), and a Carnegie Scholar (scholarship of teaching and learning). In 2011, she attended a summer institute at the Alan Alda Center for Communicating Science. Since then, Suzanne has conducted communicating science workshops using actor- training techniques to enhance presentation skills; and collaborated on an MU NSF grant: "NRT-IGE:A test bed for STEM graduate student communication training,” 2015-2018. Suzanne is co-author with Bill Timpson, a member of her Kellogg
interdisciplinary group of humanities and social sciencesfaculty located within SEAS. The students take roughly 40% of their humanities and socialscience requirements (4 courses) in interdisciplinary HSS courses designed for engineeringstudents. (The remaining 60% of the HSS hours are selected from those offered by departmentsin the College of Arts and Sciences and designed for a general student population.) The STScourse work provides an integrative framework and intellectual foundation that help studentsdevelop an in-depth understanding of the contextual aspects of engineering practice.STS also manages the undergraduate thesis project that has been a graduation requirement ofSEAS for nearly 100 years and a major part of the engineering curriculum since
an analytical device to unpack thesegendered contradictions and thus capture the heterogeneity of practice for being successful asengineering students and professionals.4, 5, 20 In an online survey study of 288 undergraduateengineering majors across four institutions, Cech and colleagues attributed student participants’persistence as engineering majors to professional role confidence. 5 They defined professionalrole confidence as “individuals’ confidence in their ability to successfully fulfill the roles,competencies, and identity features of a profession.”5 Cech and colleagues argued that women’slack of opportunities in developing professional role confidence in male-dominated engineeringcontexts explain women’s low retention in the
apositive impact on a student’s identity and self-efficacy. Institutional leadership who supportpractices that create a culture of inclusion and eliminate negative cultural practices that underminea diverse learning environment and community are also critical in making advances in STEMdiversity. Although strong leadership commitment to diversity in STEM is critical, the authorssuggest that the support of faculty is even more critical to the success of diverse students in STEM,as faculty have significantly more one-to-one contact with the students on a daily basis, and overa longer period of time. Thus, it is critical to more adequately prepare faculty for this role throughdiversity and inclusion training, in order that they may engage and
case study.Using the model of intercultural communication competence, suggestions and strategies areprovided in order to offer ideas for STEM faculty to build a healthy relationship with a newChinese graduate student. 1. Introduction:International students are a critical part of enrollments of graduate education at US universities,especially in science, technology, engineering, and mathematics (STEM) disciplines. TheInstitute of International Education's 2021 Open Doors report reveals that, in the academic year2020-2021, the US hosted a total of 914,095 international students [1]. This data emphasizesthe significant role played by international students in the graduate education landscape of theUS. The report further highlights that a
, student success and retention, and diversity in STEM. He received his Ph.D in Engineering Education from Virginia Tech, his M.S. in Industrial & Systems Engineering from Virginia Tech, and his B.S. in Industrial Engineering from Clemson University.Dr. Erin J. McCave, University of Houston Erin is an Instructional Assistant Professor 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. Before returning to graduate school for her Ph.D., Erin worked for Merge
300responses. These 300 respondents have genders that range from man, woman, transman, trans woman, demi-girl, demi-boy, agender, nonbinary, genderqueer,genderfluid and a few that were still questioning or cisgender and gendernonconforming. The responses came from across the US, and respondents werediverse in terms of race, ethnicity and disability status.These gender demographics are important to show, as it helps to position who the300 students are. It shows the level of balance in the data between different genders,and demonstrates the great diversity of our transgender and gender nonconformingundergraduate engineering student population. These 14 categories are how wegrouped the genders in the questionnaire for demographic reasons. There is a
challenging, recently, to bring my best self to my work. I am not in agood place mentally - all of the stresses of COVID and racism issues; my daughter at home for‘online learning’; my husband working from home since March. And as usual far too muchgoing on at work.So, bringing my best self starts with being in a good space mentally. The overall balance of mylife as a whole.My best self has the time for curiosity, and forgives myself and others for lack of perfection.“Maintaining “high expectations for the life trajectories of all [ ] students and resist acting asgatekeeper[] with students who do not fit easily into comfortable or familiar schemata [20].” Isaw this quote in a Patterson and Gray [21] paper I’m reading for an EDUC course that I
between familiesand the partner schools. Recruitment will prioritize inclusivity and will be based on an expressedinterest by the student to participate in a college-connected STEM enrichment program.Although resources are not unlimited, it is not our intention for the program to be selective. Theprogram enrollment cap at each school is not rigidly fixed at 20 but is instead based on abalancing of material resources, teacher-mentor oversight capacity, and physical spaceconstraints. Due to graduation and other attrition, the group of students at each school willchange from year to year, although students may also participate for consecutive years if desired.Thus, the informal learning experiences in each year of the program will be designed to
school. Her research is focused on solving problems relating to educating and developing engi- neers, teachers, and the community at all levels (P12, undergraduate, graduate, post-graduate). A few of these key areas include engineering identity and mindsets, global competencies, failure culture, first year experiences in engineering, capstone design thinking, integrating service and authentic learning into the engineering classroom, implementing new instructional methodologies, and design optimization using traditional and non-traditional manufacturing. She seeks to identify best practices and develop assess- ments methods that assist in optimizing computing and engineering learning. Dr. Gurganus was one the inaugural
. The studyreveals that these first-year instructors' deep understanding of subject-specific contentsignificantly influences their pedagogical approaches. The dynamic interplay between personalPCK and classroom context emerges as a crucial factor, with these instructors tailoring theirpractices to align with both their teaching styles and student needs. Moreover, these instructors'beliefs and prior experiences act as filters or amplifiers for their classroom practices. Thisresearch provides valuable insights for current and future first-year engineering instructors,guiding them on leveraging content expertise, balancing personal PCK with classroom dynamics,and being mindful of the beliefs shaping instructional practices. As engineering
. A. McCarthy, “The pedagogical power of storytelling.,” Scholarsh. Teach. Learn. Psychol., vol. 5, no. 3, pp. 247–253, Sep. 2019, doi: 10.1037/stl0000152.[7] T. T. P. Nguyen and L. G. Phillips, “How storytelling can work as a pedagogy to facilitate children’s English as a foreign language learning,” Lang. Teach. Res., p. 136216882211354, Nov. 2022, doi: 10.1177/13621688221135481.Proceedings of the 2024 ASEE North Central Section Conference Copyright © 2024, American Society for 12Engineering Education[8] A. Godwin and A. Kirn, “Identity‐motivation: Connections between first‐year students’ engineering role identities and future‐time perspectives,” J. Eng. Educ., vol. 109, no. 3, pp. 362–383, Jul. 2020, doi
mission of preparing graduatesfor the practice of their professions. This was evident in the responses to the question aboutpreferred methods for evaluating faculty research. Private consulting was valued by the faculty,because it maintains disciplinary currency that is believed to support higher quality, state-of-the-practice learning environments. In many cases, the responses of the faculty and deans weresimilar. Both groups agree that “striking a balance between Retention, Promotion, and Tenure(RPT) standards and the teaching workload” is the most important reason for the review andrevision of RPT criteria. They were in general agreement on the top four methods for evaluatingteaching, including: student evaluations, self-evaluations
level, we understand that faculty play a critical role in supporting adiverse student body and the equitable treatment of those students. Increasing support forstudents with minoritized identities requires institutional, program, and faculty endorsement ofdiversity, equity, and inclusion (DEI) values to facilitate organizational transformation. Althoughwe understand this importance, literature is sparse with examples of this exploration. Scholars have illuminated that faculty could ease students’ academic journey throughactivities such as 1) mentoring that aligns with students’ cultural background and 2) supportinginstitutional DEI efforts [27], [28]. A study by Marchiondo and colleagues [28] exploredinformal methods for fostering
. Page 22.913.2 IntroductionThere is an increasing demand from industry, and a responsive desire by academics, to providemore professional practice skills and experiences to BS graduates of engineering programs. Thisis actually not a new phenomenon, as engineering programs have changed emphasis frompractical training to theory and research often over the past 100 or more years. We are at a timenow, however, when global competitiveness in innovation combined with an ever increasingknowledge base and complexity of the problems we as engineers face, is driving the need for aneffective balance between theory and practice in the engineering curriculum.The methods of providing practical training to
engineering students’ beliefs and experiences regarding their job searchand career decision-making processes. A survey was administered to approximately twothousand engineering students at the six schools in the fall of their junior or senior year. Sixty-two students were interviewed between two and five months later, purposefully sampling formechanical engineering and chemical engineering students (to limit potential differences in thedata by discipline) and to match (to the extent possible) the student demographics in eachdepartment. Students determined to be actively looking for their first job post-graduation wereinterviewed using one version of the interview protocol, while all other students wereinterviewed using another. Each interview
students. Barbara uses applied psychology and art in her storytelling methods, to help students and leaders traverse across the iterative stages of a projects - from the early, inspirational stages to reality. Founder of the Design Entrepreneuring Studio, she is the author of,”Working Connection: The Relational Art of Leadership;” ”Entrepreneurial Leadership: A Balancing Act in Engineering and Science;” and ”Designing for Social Participation in the Virtual Universe.” With her students in ME 378, she co-authored, ”The Power of First Moments in Entrepreneurial Storytelling.” Barbara makes productive partnerships with industry and creates collaborative teams with members from the areas of engineering, design, psychology
old-timers alike. Of course, by the same token, these resources can become obstacles to learning … The long beak that made a species successful can be its downfall if circumstances change. Communities of practice are not immune to such paradoxes. Remaining on a learning edge takes a delicate balancing act between honoring the history of the practice and shaking free from it. This is often only possible when communities interact with and explore other perspectives beyond their boundaries.23Given that a community of practice is shaped primarily by its participants, if participants withinthe community are resistant to change, so will be the broader community of practice; practices –be they good or harmful – will
curriculum. Thecommon program, taught entirely in-house, provides the opportunity for the earlydevelopment of a sense of belonging and identity as an engineer. Data presented in the formof student feedback, assessment results and evaluations suggest that this program may wellprovide examples of best practice.IntroductionIn the mid 1990s a series of international reviews of engineering education1,2,3, called forengineering graduates to be: “more outward looking, more attuned to the real concerns of communities. Courses should promote environmental, economic and global awareness, problem-solving ability, engagement with information technology… communication, management and teamwork skills, but on a sound base of mathematics and
Paper ID #29335Integrating Ethics into the Curriculum through Design CoursesProf. Scott A Civjan P.E., University of Massachusetts, Amherst Scott Civjan is a faculty member at UMass Amherst where he has taught a wide variety of undergraduate and graduate courses over the past 20+ years. He has 4 years of consulting experience between obtaining his BSCE from Washington University in St. Louis and his MS and PhD in Structural Engineering from the University of Texas Austin.Prof. Nicholas Tooker, University of Massachusetts Amherst Nick Tooker is a Professor of Practice at the University of Massachusetts Amherst. He teaches
collaborations between practitioners and researchers that are organized toinvestigate problems of practice and solutions for improving schools and districts” [4, p.48]. Ourrole in the recently formed RPP is both as a thought-partner and internal evaluator. Our goals areto measure the effectiveness of the RPP through the context of equitable collaborative work as weaddress the agreed upon problems of practice. The two problems of practice in this RPP are: 1)school leaders in Tennesse need broad buy-in to bring CS to all their students and 2) leaders inTennessee want clear definitions of what high quality CS K-12 pathways look like.As the evaluator for this RPP, we centered our work on the Five Dimensions of Effectiveness [1].Each dimension of the
Moines Area Community College, and University of Minnesota-Duluth,each with more than 50 attendees. The attendees included university and college administrators(117), department chairs and heads (184), faculty (270), graduate students (103) andundergraduate students (299).Caucus events support other Partnership programs, CIMC, CI-A&A and CI-DCPD, by offeringprograms that address issues and concerns raised by participants like implicit and explicit genderand racial bias as well as bystander intervention. Although we have no pre-pandemiccomparison, the virtual format of these events, facilitated by the experience in virtualconferencing tools acquired during the pandemic emergency, is making them accessible to abroad audience. To accommodate
which gender [19].Negative stereotypes can lower girls' aspiration to have a science or engineering career while agrowth mindset fosters their interest and achievement in math and science, which is critical forwomen to persist in STEM [1], [3]. Students’ choice of STEM disciplines and courses is heavily influenced by their teachersand parents and they are more likely to engage in STEM activities if they have had engagingexperiences of STEM activities in their classrooms [20]. As ‘the success or failure of the STEMmovement will depend on the acceptance and buy-in that schools and teachers give to theintegration of these four disciplines in an already crowded curriculum’ [21], both preservice andin-service teachers play an important role
and to act as a pleasant diversion from the Program’s routine.At the end of the day student participants would author their journal entries and a communalDebriefing would follow. The AHM would often conclude with a social activity (e.g. a BBQ).While the students worked on their special projects, all graduate and faculty mentors would meetfor a Project Staff Meeting (PSM). During the meeting, the staff would assess the researchprogress, discuss issues that occurred and solutions to overcome them and, finally, plan /coordinate future activities of the Program. It should be noted that a few PSMs in the beginningof the summer experience were held via teleconference during normal weekdays to immediatelyaddress some pressing logistics. Finally, the
models for thinking about gender and race in the context of engineering education. She was recently awarded a CAREER grant for the project, ”Learning from Small Numbers: Using personal narratives by underrepresented undergraduate students to promote institutional change in engineering education.”Jordana Hoegh, Purdue University Jordana Hoegh, M.S., is a doctoral student in the Department of Sociology at Purdue University. Her research interests include early adult life course and transitions, self and identity, sociology of the family, work and organizations, and social networks. She is currently conducting her dissertation research on the role of motherhood in the career paths of women with engineering
,” was written during a more radical moment in U.S. history. It was cutting in itscriticism in a way that was consistent with the general protest culture of the 1960s. Beginningwith the statement that, “Technology has brought mankind to a critical point in history. It is in aposition to destroy man; it may even be in a position to save him,” Olmstead‟s committeeadopted the stance that it was necessary to completely rethink how schools approached theliberal education of engineers. Students were to be trained to understand the role of technology“within the total human culture,” and to control its adverse effects. Considering the task at hand,the committee judged all prior attempts at engineering and liberal arts integration to be a failure,and