Paper ID #18261Exploring School-to-work Transitions through Reflective JournalingMr. Ben David Lutz, Virginia Tech Ben Lutz is a PhD student in the Department of Engineering Education at Virginia Tech. His research in- terests include innovative pedagogies in engineering design, exploring student experiences within design settings, school-to-work transitions for new engineers, and efforts for inclusion and diversity within en- gineering. His current work explores how students describe their own learning in engineering design and how that learning supports transfer of learning from school into professional practice as well
for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public
4, it can be seen in the year 2030, theunder 18 population is at 18.4 million, while the 65 and above population is at 73.1 million. By2040, however, the under age 18 population is at 76.8 million, while the over 65 age population isat 80.8 million. The actual cross-over in population projections occurs in 2035. Figure 3 – Cross-Over of Dependent PopulationsFigure 4 – Population by Age: Projections 2020 to 2060The shift from a youth-dependent population to an elderly-dependent population has significantimplications as discussed above. The combined youth and old-age dependency, however, is evenmore revealing. Figure 5 below [1, p. 6] reflects this combined dependency on the working agepopulation. From the below figure, two lines in
-majority’ of America (or the ‘majority-minority’) wherethe non-Hispanic White population becomes the minority overall for the first time in U.S.history. Figure 1 depicts this transition. Figure 1. Changing U.S. Demographics 2016 – 2060 (000)As with any country, the youth of the U.S. reflect the bench strength of the nation. Thesemembers backfill for the aging and are the primary workers for sustaining age-related socialprograms. They are the strength of the working class and hold the keys to our innovation. Thisgroup must be sufficiently educated and capable of sustaining a country.In the year 2020 (Figure 2), less than one-half of the children under 18 years of age wereCaucasian (thus, a minority). This crossover comes with a
age of 18 were only 51.5% non-HispanicWhite. These trends show a tremendously changing racial and ethnic make-up of our youngergenerations. From prior years data, we know in 2020, for all children under the age of 18, thenon-Hispanic White population is now the minority population, giving way to the collectivemajority population represented by all children not considered non-Hispanic White.From this perspective, it is clearly the millennial generation that is ushering in the nation’s futurediversity; with Gen Z that follows as the generation to solidify and further define the racial andethnic trend line.The data on changes in 18-34 year-olds from 2000 to 2015, a 15 year window, reflect there was anet loss of nearly one-quarter million white
and persistent gap between the demand for STEMskills and the supply include, “the low quality of basic education in Science and Maths withinSSA; (and) a higher education system skewed towards disciplines other than STEM such asthe Humanities and Social Sciences” (p. 4). This finding indicates that reforms in educationshould likewise be geared towards STEM literacy. 2Since then, many recommendations have been made to improve STEM literacy in SSA [11],[14], [15]. International agencies that support governments in the implementation ofeducational reforms (e.g. development banks, donors, NGOs, philanthropic organizations,etc.) urge such governments to reflect a shift in priorities in their policies
these factors, it is common for themto interrupt their academic progress for a semester or two, and pick it up later (or even drop it). Inaddition, these students can only take one or two courses each semester. However, for those whopersevere, they are usually more motivated and often possess a genuine interest to learn theengineering concepts. Furthermore, the online learning environment is conducive to a morereflective mode of learning in which students take time to reflect and relate course materials totheir own professional and life experience [12,13]. Many of our colleagues with long careers inengineering education feel that these students are a joy to teach and some are their best students.Another triumphs of the program is the use of
] investigated the relationship between learning settings (classroom,laboratory/home) and instructional use of the Analog Discovery Board on potential studentoutcomes. Their study noted that faculty and students benefited from the use of the AD Boardsand there were increases in constructs reflecting required affective pre-requisites to learning,including interest in content, motivation to learn, and confidence in ability to learn.Fowler and Schmalzel [8] stressed the importance of measurements in the STEM field asmeasurements are precursor to control, management, and improvement of engineering systems.They also noted that instrumentation is needed to perform the measurements. Hence, for effectiveinstrumentation, sensors must reliably and accurately
few days later and included the two itemsshe had requested. The salary was not quite the level Sarai had hoped for, but given her interestin remaining in the region and her success in receiving funding for both of her requests, shedecided against negotiating for a higher salary. All in all, the negotiation workshop had, in hereyes, paid off. Without it, she reflected, she would have just accepted the verbal offer withoutarticulating what else she needed to help her succeed in this new position.Administrative Level NegotiationsCase 3: College level budget negotiationState U had just hired a new provost. He was a biologist and one of his platforms was to launch anew STEM program. The university had, however, been weathering budget crises for
reuse. These lessons can guide professionaldevelopments for not only K-12 teachers, but also for engineering educators in cybersecurity andcomputer science.Funding:This work was supported by the Wyoming Department of Education (WDE) and theNational Science Foundation (NSF) through the CS for All: RPP - Booting Up ComputerScience in Wyoming (WySLICE Award #1923542) and Sustaining Wyoming’s AdvancingReach in Mathematics and Science (SWARMS Award #1339853). Any opinions, findings, andconclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF.ASEE 2021 ReferencesAbramovich, S. (2016). Understanding digital badges in higher education
, Writing and Learning Disabilities Vol. 6, pp. 223-247.9. Johnson, D.W., Johnson, R.T. & Smith, K.A. (1991), “Active Learning Cooperation in the College Classroom,”Edina, MN: Interaction Book Company.10. Fairhurst, A.M., & Fairhurst, L.L. (1995), “Effective Teaching, Effective Learning,” Palo Alto, CA: Davies-black Publishing11. Dale, E. (1969), “Audiovisual Methods in Teaching,” (3rd ed.), New York: Dryden Press.12. Wankat, P.H. (1999), “Reflective Analysis of Student Learning in a Sophomore Engineering Course,” Journal ofEngineering Education, Vol.88, (no.2), 195 -203.13. Finelli, C., Klinger, A., & Budny, D.D. (2001), “Strategies for Improving the Classroom Environment,” Journalof Engineering Education, Vol 90, (no.4), pp. 491
findings relating to these questions in a framework ofimplications for further research and for instructional practice in continuing engineeringeducation.Learner PreferencesTwo aspects of learner preferences are considered next: learning strategy preference and verbal-visual preference.Learning Strategy PreferenceOne way to address individual differences in how students learn and to personalize learningoptions is through the concept of learning style. Learning style (also referred to as psychologicaltype6,8) refers to how students preferentially perceive (e.g., sensory vs. intuitive and verbally vs.visually), organize (e.g., inductive vs. deductive), process (e.g., actively vs. reflectively), andprogressively understand (e.g., sequentially vs