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design of the course and its qualitative evaluation, before concluding.2. BackgroundPatel [1] proffers that there is considerable need for cybersecurity graduate program graduatesand that this need is evidenced by the typical number of offers that students get (typically five ormore for M.S. students and two to three for Ph.D. students). The bureau of labor statisticspredicts 37% growth by 2022. Others have contended that there are currently negativeunemployment [2] levels and even a “crisis” occurring [3]. In many cases, this is resulting inunfilled positions or positions that are filled with individuals who are less qualified than desiredfor the position [2].2.1. Cybersecurity Graduate ProgramsA variety of formats have been proposed for
the projectframework throughout the 2018-2019 academic year, and then iterate on I-CELER coursesbetween Fall 2019 and Spring 2022. We expect courses to include three core components:• Community-Engaged Learning: Students partner with the community to identify and, when possible, address problems• Ethics: Students engage with ethical concepts (i.e., ethic of care; pragmatism)• Reflection: Students apply ethical theory to interpreting and reframing community-engaged experiencesTable 2: A possible outline for an I-CELER course Curricular 1. Problem Scoping 2. Concept Generation 3. Solution Realization Component Duration ~1.5 month ~1 month ~1.5 months Community
moreengineers by the year 2022 [2]. In addition, the progressive retirement of the baby boomergeneration will result in the loss of just as many engineers, creating a need for more than amillion engineers to enter our workforce in the next five years [1]. Unfortunately, not enoughstudents are entering engineering programs in college and thus are not pursuing careers inengineering [7-8]. Two of the more critical reasons for this are the absence of engineering topicsin K-12 science, technology and mathematics curriculum [9-13] and the chronicunderrepresentation of women [8,14-17] and minorities [8,17-18].The Need for Effective STEM Education: Too many students lack an interest in engineering,due in part to a general lack of public knowledge about what
topresent?”5. The Case and the Role Play ActivityThe seminar provided is an elective course open to bachelor as well as master students of alldegree programs at the University of Applied Sciences Darmstadt. Therefore, one characteristic ofthe seminar is its interdisciplinary blend of attendees. The course is named “CO2-Emissions,Climate Change and Climate Policy”. It discusses a topic of special political interest in Germanyas the Federal Government decided for an exit strategy from nuclear power after the Fukushimadisaster in 2011. By the year 2022 all German nuclear power plants have to be shut down anddismantled. Concerning CO2-emissions the nuclear power is seen as a clean technology,nevertheless major groups of the general public are not in
million construction workers in February, 2015, or about 4 percent of thenation’s workforce41. Employment in the construction industry by 2022 is expected to beabout 7.4 million workers; a 21 per cent increase over 2014 levels42. While this may notappear to be a large part of the US workforce, construction industry accounted for 20.3percent, 796 out of 3,929, of the overall fatalities in 201343.There are many ways that workers compensation requirements are disseminated to employersas coverage is mandated based on regulations. However, when it comes to involvement inchanging the state rules that control the process and the impact of an open or state run systemthe information sharing mechanisms are not well known. Many construction
the near-term urgency, a National Academies of Sciences, Engineering, and Medicine report predicts a shortfall of nearly 3.4 million skilled technical workers by 2022. [4]The challenge lies in effectively connecting technician educators to NSF ATE fundingopportunities to help them address the skilled technical workforce shortage. The following paperdescribes the progress that Mentor-Connect has made in engaging more two-year technical andcommunity colleges in NSF-ATE-funded projects that address ever-changing technology andemployers’ needs for highly skilled technicians. Receiving grant funding to work on technicianeducation, however, is just an interim outcome and step toward addressing the workforce need.What happens as a result of
9 million jobs between2014 and 2022 [1]. In fact, various computer and biomedical engineering fields are projected tohave more than four times the job growth by 2024 compared to the average growth for alloccupations [2]. The necessity for the United States to have a highly qualified STEM work forcehas created national educational initiatives, both secondary and post-secondary, to address theneed to increase the participation of underrepresented people in STEM-related fields. In fact, theU.S. Department of Education [3] outlined specific goals to increase the quality of education andsuccess of undergraduate students. These efforts have included strengthening secondary Careerand Technical Education (CTE) programs and preparing students to
may be hard tomeasure. I have volunteered for more leadership opportunities as a result of running this regionalconference. At NKU, I agreed to serve as an Associate Dean and Chair. I also stepped up whenasked to volunteer with NCWIT, serving in various positions including a 3-year rotation as a co-chair of the Academic Alliance. Finally, I was more confident to volunteer with ACM SIGCSE.I served as ACM/SIGCSE Bulletin co-editor, am currently serving as co-chair for ACM/SIGCSEKidsCamp, and will serve as symposium co-chair for 2022 and 2023. Most, if not all, of theseopportunities resulted from connections I made organizing TRIWIC. I encourage others toorganize a conference! It is fulfilling in and of itself; but more than that, you get to
largest cohort from any givencountry. Engineering is the second most popular field of study for international students with 19%choosing engineering after business and management chosen by 22% .1 Similarly in Canadaover the past decade, the largest percentage of international students have come from China2 andengineering is the second most popular field of study with approximately 15% of internationalstudents selecting this field after business and management.3 Moreover, international studentsenroll in engineering twice as often as Canadian students. A recent Government of Canadareport on International Education4 advises doubling the number of international students inCanada from 239,131 in 2011 to more than 450,000 by 2022 and creating mechanisms
. Pract., vol. 18, no.1, pp. 271–278, 2017, doi: 10.1039/C6RP00195E.[18] J. C. Trullàs, C. Blay, E. Sarri, and R. Pujol, “Effectiveness of problem-based learningmethodology in undergraduate medical education: a scoping review,” BMC Med. Educ., vol. 22,no. 1, p. 104, Feb. 2022, doi: 10.1186/s12909-022-03154-8.[19] T. Y. E. Siswono, S. Hartono, and A. W. Kohar, “Effectiveness of Project BasedLearning in Statistics for Lower Secondary Schools,” Eurasian J. Educ. Res., 2018, Accessed:Dec. 26, 2023. [Online]. Available: https://eric.ed.gov/?id=EJ1181463[20] A. J. Romiszowski, Designing Instructional Systems: Decision Making in CoursePlanning and Curriculum Design. Routledge, 2016.[21] S. Ersel Kaymakamoglu, “Teachers’ Beliefs, Perceived Practice and
neurodiversity in engineeringeducation,” Frontiers in Education, vol. 7, 2022.[29] R. L. Sparks, J. Javorsky, and L. Philips, “College students classified with ADHD and theforeign language requirement,” Journal of Learning Disabilities, vol. 37, pp. 169–178, 2004.[30] C. L. Taylor, A. E. Zaghi, J. C. Kaufman, S. M. Reis, and J. S. Renzulli, “Characteristics ofADHD Related to Executive Function: Differential Predictions for Creativity-Related Traits,”The Journal of Creative Behavior, vol. 54, no. 2, pp. 350–362, 2018.[31] D. Shirley, “Women in Engineering: Focus on Success. Numerous opportunities exist forcreative solutions to the problem of insufficient numbers of women engineers in theworkforce,” The Bridge, vol. 29, no. 2, pp. 7-14, 1999.[32] C
titled “Professional Development for Interdisciplinary ComputationalScientists & Engineers,” is tailored for students in interdisciplinary computational science andengineering program. This course evolved over the last 10 years (over two S-STEM grantprograms) as informal professional development activities organized for computational sciencestudents until it was formally offered as a course starting in 2021-2022 academic year. This is atwo-semester course sequence (Fall and Spring) that awards one credit each term. The goal ofthis course is to help students develop an individual development plan that helps themsuccessfully complete their graduate studies and identify and plan for activities and explorationsthat help prepare them for success
the growing needs ofthe industry.References[1] J. Krajcik, “Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom,” Science Scope, vol. 039, no. 03, 2015, doi: https://doi.org/10.2505/4/ss15_039_03_16.[2] İ. Topsakal, S. A. Yalçın, and Z. Çakır, “The Effect of Problem-based STEM Education on the Students’ Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills,” Science Education International, vol. 33, no. 2, pp. 136–145, May 2022, Available: https://icaseonline.net/journal/index.php/sei/article/view/400[3] C. Sen, Z. Ay, A. Seyit, and Kiray, “STEM Skills in the 21 st Century Education.” Available: https://www.isres.org/books/chapters/STEM
our previouswork on this project and will serve as a baseline for future longitudinal analysis of identitydevelopment.Procedure & ParticipantsAll incoming first year engineering students at Penn State Berks who meet the requirements forS-STEM eligibility (low-income status defined as Pell eligible) were invited to apply to becomea LION STEM Scholar. An online portal accepts applications on a rolling basis throughout theyear prior to admissions and a team of evaluators reviews applications and interview potentialscholars in early spring. Applicants are informed of the committee’s decision which coincideswith the release of the university financial aid package. The participants included in this paperare from the first (2022) cohort of the