attempts to understand and mitigate patterns of marginalization on teams using an onlineteam formation, support, and assessment tool called Tandem.In Tandem, students rate themselves and teammates using a fairly typical peer assessment(usually twice per term) as well as complete a short “team health” check regularly (weekly inmany courses)[18]. Students also receive tailored lessons on teamwork topics through Tandem.One such lesson, the focus of this analysis, addresses group communication and voice safety,including messages about turn-taking, active listening, ensuring all perspectives are heard, andrespecting the value of others’ roles and contributions. The interactive lesson also includescommentary regarding how our multiple identities can
research.Previous scholarship suggests that this increase in persistence could be due to research programsproviding students with space to develop professional and technical skills and engage in thescientific community [8]. Additionally, UREs have been found to provide valuable mentorshipexperiences for marginalized students [2], [9]-[10]. Because faculty and graduate studentmentors take on a collaborative, supportive role in research programs, they can give studentsguidance to support their overall development [2]. Also, when students’ research mentors havemarginalized identities that intersect with their own, the mentors can become supportive rolemodels for the students, which may challenge negative stereotypes students have previouslyencountered [9]-[10
the hassle and cost of relocation. • Students who have declared a major are more likely to succeed at the new institution [14], [15]. • Academic preparedness [27], [29]: If the new institution is tougher than the old one, some students tend to struggle. • Work/life/school balance, specifically for working students [27], [31]: The struggle to main- tain a balance between work and personal life compels some students to drop out or change their career path [33]. Adversities to life expectancy like COVID-19 disrupt the educational plans of students [10]. Students who did not have a balanced life found that it made them more tired and feel lower self-esteem, which gave them the
results ofthe quantitative analysis were varied; the Engineering Ethical Reasoning Instrument (EERI)findings support the theoretical framework showing a significant increase in graduate studentempathic perspective-taking and ethical reasoning, the Defining Issues Test 2 (DIT2) findingsdid not indicate change, and the Interpersonal Reactivity Index (IRI) measure indicatedperspective-taking tendencies were enhanced [19]. Combining the results of these two studies,the qualitative and quantitative findings seem to suggest that there is tentative support for aframework that makes explicit the role of perspective-taking in engineering students’ ethicaldevelopment.Structured ControversiesThe structured controversies approach was introduced to
Program; Science, Mathematics, and Research for Transformative DefenseScholarship for Service, Navy’s Acquisition Development Program, and more. Students alsolearned how to identify and evaluate the merits of professional engineering and technology jobpostings. 4. Engineering Identity: By far, students were most excited when they were introduced topracticing engineers, who were veterans themselves, whether on a field trip, or as guest speakers.The guest speakers were from various business and industries, e.g., Newport News Shipbuilding,Lockheed Martin, Smithfield Foods, etc. At some point in their presentations, all guest speakersmentioned that military veteran graduates were special. They made a point of saying that, whenthey hired a veteran
engineering education.Mr. Matthew Scheidt, Purdue University-Main Campus, West Lafayette (College of Engineering) Matthew Scheidt is a Ph.D. student in Engineering Education at Purdue University. He graduated from Purdue University with a B.S. in Mechanical Engineering, The Ohio State University with a M.S. in Mechanical Engineering with a focus in Ultrasonic Additive Manufacturing. Matt is currently part of Dr. Allison Godwin’s STRIDE (Shaping Transformative Research on Identity and Diversity in Engineering) research group at Purdue. His research interest focuses on supporting military veterans within post- secondary education.Ms. Christina Nicole Willis, University of Utah Christina Willis is a Ph.D. Candidate in the
tank by a drainpipe with a valve. Another drainpipe with a valve is included toprovide an additional flow outlet (disturbance variable). The liquid level in the tank is measuredby a pulley system in contact with the top liquid surface. The PID controller acts upon theelectric signal that regulates the speed of the peristaltic pump to establish the water flow rate. Figure 1. “Small tank” liquid level setup: picture and basic diagramTable 1. “Small tank” main equipment components Fluid reservoir to hold the water used in the experiment. Made of Plexiglas, with a rectangular base 40 x 20 inches and 20 inches high, located at the bottom Recirculating pump to recirculate water between the reservoir and the small tank. Peristaltic
students have, pointing to a need forinterventions to teach problem-solving skills.IntroductionIn 1996, ABET mandated the development of professional skills such as effectivecommunication and working in teams through the EC2000 criteria. At the time, many educatorswelcomed this increasing emphasis on teamwork not only as preparation for workplace but alsoas a way to increase the participation of women and minorities in engineering (Brown, 2001;Ettenheim et al., 2000; Rosser, 1995; Teague, 1995). Team projects were thought to beparticularly congenial to women because they promote learning through social interaction withothers and can provide a cooperative balance to the often competitive atmosphere that dominatesmany science and engineering
Management for Students of Technology: A Case Study in Information Technology Education Dr. Sam C. Geonetta University of Cincinnati, College of Applied Science 2220 Victory Parkway, Cincinnati, OH 45245Introduction In her article on graduates of engineering and technology programs Kerry Hannonobserves that “. . .corporations want the whole ball of wax—soft skills, science skills, anddiversity.”1 Loria Yeadon, a patent attorney who holds a master’s degree in electricalengineering, emphasizes the need for technology professionals to be “business-minded”.2 InInternetWeek, Nick Evans states that “Most will agree that
showed that the students as a group became more collaborative in their conflict management styles between their junior and senior years.IntroductionMarket forces within the construction industry are demanding more collaborative environments.Construction Management at Risk, Design/Build, Lean Construction, and Integrated ProjectDelivery (IPD), now account for most of all construction contracts.1 In particular, IPD requires asignificant level of collaboration to succeed. However, these increasingly collaborative projectdelivery systems do not ensure collaboration. For example, Lean Construction proponentsfrequently employ the principles of IPD and have positively impacted the construction industry,but success does not occur on every
period of2002-2011, the trend showed a higher enrollment rate of minority students. Women’s enrollmentis very low and no sign of increment is evident.As displayed in second pan of the chart in Figure 1, the number of graduation is highest amongwhite students, followed by the number of minority and female students. The trend of the whitestudents’ graduation rate appeared almost uniform throughout the years. Minority students’graduation rate appeared to be decreasing. Despite the increased enrollment of the minoritystudents, the graduation rate was decreasing. This could be an indication of a lower success rateof minority students. That might be due to the time difference between the enrollment andgraduation. After careful examination, the student
two cases from our own teaching. We investigate the natureof the multiple, often competing goals that engineering instructors need to balance. We thenconsider possible moves we could make in response to these assessments, connecting to work onresponsive teaching in math and science. One case takes place with fourth graders in anelementary classroom, the other with university students in a graduate-level teacher educationprogram. We conclude by advocating for increased attention to and study of the in-the-momenttensions and decisions engineering instructors face, even in well-designed tasks and learningenvironments.Disciplinary substance in engineering designWhile formative assessment has not been an explicit focus in engineering education
interpretations of these experiences. By addressing this research gap, we hopeto inform future design pedagogy related to user interactions in capstone projects.3. Methods3.1 Research questionsThis study aimed to draw a connection between the perspectives of student designers regardingthe role of user interactions in capstone design projects and the approach that these students tookto user interactions as a result. The research questions that guided this study were: 1. What are the different ways that student design teams perceive the role of user interactions in their capstone design projects? 2. Based on these different perspectives, how do student design teams approach interactions with their users as part of their projects?By
the data for each skill. The p-values calculated for each category were almost zeroshowing that there are significant differences between the average of the students’ confidencelevel at the beginning and end of the semester.The results of the survey, according to Table 2, suggests that the students are more confident intheir writing and oral skills at the beginning of the semester compared to the graphics. Thechange in the standard deviation, in all categories, suggests that upon graduating fromCornerstone of engineering, students possess a more uniform level of skill sets. Table 2 - Summary of the Survey Results Writing Oral Graphics
engineering into secondary science and math classrooms. Dr. Benson teaches introductory undergraduate engineering, biomechanics, and graduate engineering education courses. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. degrees in Bio- engineering from Clemson University. Page 24.507.1 c American Society for Engineering Education, 2014 Engineering Students Perceptions of the Future: Implications for Student PerformanceAbstractThis work seeks to understand how engineering students’ long-term motivations influence theirpresent
fifth year. Some studentsreported learning about CxC and the resources available at the Engineering Studio “late in thegame.” Of the students who successfully completed the CxC Distinguished Communicatorcertification, most identified direct contact and follow up with staff as the guiding force behindtheir completion. One student suggested that in future semesters CxC consider pairing upper-level students in the Distinguished Communication program with incoming interested students tohelp guide them through the process and act as a work buddy. Other students suggestedidentifying upper-level students with industry experience, or recent graduates, to act as industrymentors to help students translate their academic experience into the
Integrated STEM Instructional Leadership (PreK-6) Post-Baccalaureate Certificate Program at TU. She currently serves as the Chair of the Pre-College Engineering Education Division of ASEE, and is a member of the ASEE Board of Directors Committee on P12 Engineering Education.Ms. Elizabeth A. Parry, North Carolina State University Elizabeth (Liz) Parry Elizabeth Parry is an engineer and consultant in K-12 Integrated STEM through Engineering Curriculum, Coaching and Professional Development and a Coordinator and Instructor of Introduction to Engineering at the College of Engineering at North Carolina State University. For the past sixteen years, she has worked extensively with students from kindergarten to graduate school
0.391 planning F (1,9) = 0.392 0.547 self-checking F (1,9) = 0.389 0.5484.8 Flow State Scale. FSS was implemented only for the second semester of students in order tobegin to examine problem solving as it related to inducing a flow state. This scale examines nineconstructs related to a sense of flow. These constructs are: Challenge-skill balance [challenge],Action-awareness merging [act], Clear Goals [goal], Unambiguous feedback [feedback],Concentration on task at hand [task], Paradox of control [paradox], Loss of surroundings [loss],Transformation of time [transcendence], Autotelic experience [enjoyment].There was an increase in all
stronger sense of identity with the engineeringprofession compared to younger classmates.Adult students can experience high levels of stress and inter-role conflict stemming from theirresponsibilities in work, personal, and academic domains. Kohler Giancola, Grawitch, &Borchert explored the interactions between stressors, inter-role conflict, coping behaviors,appraisal styles, life satisfaction, and general well-being by surveying a sample of 159 adultstudents at Saint Louis University’s School for Professional Studies.9 Students reported thehighest levels of stressors related to work (as opposed to academic or personal stressors), whichis believed to be related to the limited control the students have over work demands. Studentsreported the
problem-solvingissues of regional importance. It was determined to create a framework and process fortransdisciplinary collaboration, which could serve as a model for future applications. The sevenproject-faculty included four engineers, one marketing, management and information systemsanalyst, one social anthropologist, and one bilingual educator. To expand the disciplinarybreadth and experience of the project team, the seven project-faculty invited a total of twoundergraduate students, three master’s students, and one doctoral student to participate.The decision to include students in the project team was a deliberative act to providetransdisciplinary training and experience in undergraduate and graduate education. A recentreport by the Council
25.1401.4out of doggedness (a strong determination to complete their degree) regardless of theirconfidence, level of enjoyment, or satisfaction13.The academic background that students receive from their high school education has an effect ontheir persistence in engineering. Jackson et al. showed that there were no differences in highschool GPA, ACT or SAT scores, or family background between students who persist than thosewho switch majors. However, the results also showed a difference between men and womenstudents with respect to their academic background. Women students tended to rank themselvesas having lower academic ability in science, math, and writing compared to other high schoolstudents9.In 2009, Pierrako et al. completed focus groups and
interesting students, a female student who had designed and soldher own jewelry, with the proceeds going to aid women in an underdeveloped country. At Howard’s engineering school, they are very competitive for one main demographic --African American students. Clearly, other HBCUs are obviously in competition with Howard forthis student pool. In addition, Howard does derive a student population from internationalstudents, mostly Carribbean and African, who feel very comfortable with Howard’s message,role and history. Howard respondents told us “because of Howard’s legacy we get people whoseparents have graduated from Howard and they are middle class, upper middle class and then youhave other people who are in the first generation college, so those
this time, the researcher made a judgment about the student’s voiceprojection. Quieter students were asked to wear a lapel microphone. Audio/video recording wasdone to capture the participants as they verbally worked through the problem, as well as, to showwhat participants were reading, drawing, and so on. The documents used in administering theproblem were colored to help the observer differentiate between information (blue), problemdefinition (yellow) and student work (white).Three hours were allotted for students to complete the design task, although the average studentcompleted the problem prior to the administrator stopping the session. During the participant’sdesign session, a member of the research team acted as the administrator of
, particularly for secondary students.The course seeks to strike a balance between the level of rigor typically found in high schoolsand engineering college courses. The aim is twofold: first to reinforce the introduction andlearning of new knowledge to prepare the student for in-class dialogues and projects, and second,to challenge their comfort levels in terms of the amount of homework and effort required,thereby helping them adjust their habits. These habits include time management, organizationalstrategies, sustained critical reading and writing, and voluntary attention spans. Through thisapproach, students are actively engaged in cultivating the purpose, outcomes, and goals of theirlearning, with an emphasis on intrinsic motivation and student-led
). Students describeddistinctions between engineering innovation and other engineering work (e.g.., “routine” courseprojects, internships, research experiences). They did so primarily by identifying characteristicsof innovative solutions and, in some cases, features or outcomes of the processes that led to thosesolutions. The learning related to this theme often involved moving from a self-identified naïveunderstanding to a more informed understanding. The more informed understanding generallyconnected to features of projects that students had personally led or participated in.Table 2. Elements Comprising the Definition Theme Element Description Balances needs of many Recognizing that innovation involves many stakeholders
after receiving a diploma, or about a quarter of the time needed to gain thoseskills [4]. At the same time, businesses have expectations that employees will come in with skillsthat will allow them to compete, and recent graduates are not equipped with competencies tomeet those expectations [5, 6, 7], leaving many students with loan debts and dismal prospects forthe future.How can current and future students be prepared for “jobs that do not yet exist, to usetechnologies that have not yet been invented, and to solve problems that we don’t even know areproblems yet” (p.2) [8]? Researchers and practitioners suggest that rapid changes in anengineering world require a new prospective on the profession, and particularly education. It isduring their
is a strategy that can connect students on what can seem dauntingly large andlonely university campuses 22. Learning communities can be organized around common interestsand curricula. “These can be used to build a sense of group identity, cohesiveness, anduniqueness … and to counteract the isolation that many students feel” 23.Networking mentoring has a long, rich tradition within academe as a strategy for bringingwomen together for their mutual benefit and support 24, 25. Defined as “an ever-changing seriesof dyadic contacts in which each person plays the role or mentor or mentee to differing degreesin each dyad” networking mentoring is an empowering strategy that has been successful inassisting women with academic progress both as faculty
contribution to the multi-disciplinary team lies in qualitative methodologies, cultural theory and the belief that outliers offer great insight into the workings of power. Her research interests include cultural theory, the cultural/historical construction of women’s identities and roles in past and present societies, and most recently, equity issues surrounding gender and underrepresented populations in engineering education. She can be contacted at cynthia.e.foor-1@ou.edu.Dr. Rui Pan, University of Oklahoma Dr. Pan is currently working as a postdoctoral research associate in the Research Institute for STEM Education at the University of Oklahoma. She received her Ph.D in Engineering Education, M.S. in Statistics and B.S
, and the connection between the two. In this way, a deductive boundarywas set, and then data analysis within that boundary proceeded in an inductive manner.Data AnalysisThe analysis team consisted of two graduate students (counseling psychology PhD students) andtwo professors (counseling psychology professor, chemical engineering professor). The firstgraduate student was a cisgender, Black woman. The second graduate student was a cisgender,White woman. The first professor was a cisgender White man, and the second, a cisgender Whitewoman. The research team followed Braun and Clarke’s (2006) six steps for conducting thematicanalysis [17]. First, all researchers independently engaged in familiarization and immersion byactively reading and re
addition, Professor Walton received MSU’s Teacher-Scholar award in 2010 and was a 2010-2011 MSU Lilly Teaching Fellow.Amanda M Portis, Michigan State UniversityEldred H. Chimowitz, University of Rochester Eldred Chimowitz is a professor of chemical engineering at the University of Rochester. He teaches courses in process design and control to undergraduates and statistical mechanics and thermodynamics to graduate students. He is the author of a textbook titled: ”Introduction to Critical Phenomena in Fluids” which was published by Oxford University Press in 2005. It was nominated for an American Associa- tion of American Publishers Award for Excellence in Scholarly Publishing. Jennifer Condit who helped prepare this