research introductions. Class homework: Students apply what they learned in the workshop to their second draft. Students begin meeting UWC consultants. At the UWC: The BME writing instructor runs training sessions for consultants. Consultants begin working with students. Week 3 In class: Students bring to class the second draft for peer review. (This second draft is not included in the Assessment.) Week 4 Students submit their final (third) draft. Week 5 Students complete the first set of short reflections on their UWC consultation Post-Semester The BME writing instructor administers the second self
Paper ID #38448Overlooked, Underlying: Understanding tacit criteria of proposalreviewing during a mock panel reviewMs. Randi Sims, Clemson UniversityKelsey Watts, Clemson University Kelsey Watts is a recent graduate from Clemson University. She is part of the Engineering Education Research Peer Review Training (EER PERT) team and has also developed Systems Biology outreach modules for high school students.Ms. Evan Ko, University of Illinois at Urbana - Champaign Evan is recent undergraduate graduate in Bioengineering with a minor in Material Science and Engineer- ing at the University of Illinois at Urbana Champaign.Prof
' experiences within a cohort regarding theirutilization of social capital, we leveraged these definitions to characterize students' networks andhow they used social capital. Specifically, this paper focuses on the support provided to studentsinside and outside of structured institutional support mechanisms (i.e., the cohort program), suchas the connections provided by relationships to faculty or professional contacts and the emotionalsupport of peers and advisors.MethodsThis paper uses qualitative data from an ongoing NSF-funded mixed methods study (NSFgrant #EHR-1833738) which looks at a cohort of academically talented engineering studentswith demonstrated financial need. This larger study used semi-structured focus group interviewsto learn more
differentresults. For example, the Reformed Teaching Observation Protocol (RTOP) [19]–[21] includes25 elements grouped into “Classroom design and implementation”, “Content”, and “Classroomculture”, each rated on a scale from 0 (never occurred) to 4 (very descriptive). The TeachingDimensions Observation Protocol (TDOP) [22], [23] identifies observed activities every twominutes, using codes such as “Lecturing while writing” and “Lecturing from pre-made visuals”.The Classroom Observation Protocol for Undergraduate STEM (COPUS) [24] was adaptedfrom TDOP, and includes Peer Instruction practices such as “individual thinking/problemsolving” and “discuss clicker question in groups”. The Science and Engineering ClassroomLearning Observation Protocol (SEcLO) [25
students in STEM (Ong et al., 2018; McGee, 2018), understanding how Black PhDstudents navigate their engineering studies could be particularly insightful in boosting the enrollment rateand retention. However, all the information related to engineering experiences are only disseminatedtraditionally in the form of peer-reviewed scholarly manuscripts, which has limited impact to those whochoose to read such literature. Given the current socio-political climate in the aftermath of two pandemics(i.e., racism-20 and COVID -19), greater awareness of the ways students from traditionally marginalizedgroups in higher education interact and make sense of their environments is of paramountimportance. Black students have shared stories of microaggressions
talk about their responsibilities as college-level learners (e.g., know what is expected,do the work, manage time, present work clearly, write effectively, create productive groups, andcommunicate professionally). A “lack of social integration” is addressed by providing weeklyopportunities to connect with their peers (e.g., partnered in class activities, peer tutoring), withfaculty (e.g., office hours, one-on-one advisement sessions), and with major resources (e.g.,study rooms, major events like mixers, college events like career fairs).The content delivery is designed to be engaging and student-centered. Experiential learningapproaches such as active learning, project-based learning, and service learning are the norm inthe intervention, as is
, interviews, self-reflection, and peer assessment [22] are common and valuable approaches to assessingindividuals' teamwork performance. Critical Team Behaviors Form (CTBF) measures teamworkskills in tactical decision-making teams, in which the critical skill dimensions and behaviorsmust be identified and presented in reports. Multiple raters strive for consistency in theirjudgments on assessment reports (David Kraus). Furthermore, the format for the measurementmethodology must be readily understandable and usable [20]. Teamwork assessment tools usedin engineering education have also been studied in the existing literature, for example, self-reflections [23], peer assessment [24], e-portfolio [25], online assessment tools [26].3.2 Methodological
us to conduct research “with” and not “on”another, situating the Other as equals not to change the other but to change self [18].MethodsAnuli and Glory discovered that they had similar interests at an online conference and thereafterthe idea of writing a duoethnography emerged, they then invited Kelly to join the team, and webecame a trio-ethnography. Our research process started in July 2022 when we participated in a 5-week workshop where we worked with mentors to refine our research plan. Thereafter, we metevery Monday for an hour over 6 months to execute our study. Collaboration tools utilized wereZoom, Google Drive, WhatsApp, and emails. After our interview questions were drafted to guideour dialogue, we emailed them to a faculty member
to provide diverse perspectives on pressing topicswithin academic and non-academic communities. Individuals participating in panels are usuallybrought together to express a wide range of viewpoints and to combine ideas, research, andexperiences. We see an opportunity to extend panel discussions to have enduring impact bybroadly distributing the data synthesized during the panel discussions. The use of paneldiscussions as a research endeavor has the potential to broaden researchers' ways of knowing, yetknowledge transfer from panel conversations to peer-reviewed publications has to this point beenminimal.This paper highlights a methodology for analyzing panel discussions, discourse content, andpanelist reflection to produce research results
organizations such as the National Society ofBlack Engineers, the Society of Hispanic Professional Engineers, and the Society of WomenEngineers have been shown to provide students with connections to access opportunities forprofessional resources and development [3, 4].We anticipate that the COVID-19 pandemic environment changed the opportunities available forengineering students to develop professional skills. With the onset of the pandemic in the US inMarch 2020, student organizations, club activities, internships, teaching modalities, coursestructures, and peer study group interactions all suddenly changed. Since that time, some of theseinteractions have returned to pre-pandemic states while others have permanently changed.Recent research has
Paper ID #36879Strategies to Optimize Student Success in Pair Programming TeamsDr. Ayesha Johnson, University of South Florida, College of Nursing I am an assistant professor of statistics in the College of Nursing at the University of South Florida. My research interests include educational methods, and health equity. I have experience in data analysis for various types of research designs.Dr. Zachariah J Beasley P.E., University of South Florida Dr. Zachariah Beasley received his Ph.D. in Computer Science and Engineering from the University of South Florida with a focus on sentiment analysis in peer review. He is the
IKC Value rubric was used to code thestudent reflections. The results of the study demonstrated that living in the learning communityand studying the concepts of intercultural competence while interacting with students of diversebackgrounds allowed the students to develop interculturally. Also, engaging students in guidedreflection helped them to reflect on the intercultural skills that they developed through constantinteraction with peers that requires efficient communication among the team members. Similarly,in another study by Swartz et al. [13], students were challenged to collaborate internationally withstudents from three different countries during a 6-week project to increase their interculturalcompetency. The results of the study
engineering students to work effectively in teams, writing that“because of the increasing complexity and scale of systems-based engineering problems, there isa growing need to pursue collaborations with multidisciplinary teams of experts across multiplefields” [1, pp. 34–35]. ABET has similarly dedicated one of its seven student outcomes toteamwork, wording it as: “An ability to function effectively on a team whose members togetherprovide leadership, create a collaborative and inclusive environment, establish goals, plan tasks,and meet objectives” [2]. Research studies have also repeatedly underlined the importance ofdeveloping engineering students’ abilities to work in teams to meet industry needs [3], [4].As a result, there has been an increased
2003,with many students only graduating after a period of 10 years. On average, the completion ratesfor engineering doctoral programs after 3 to 4 years were just below 20% [3]. Hasbun et al. [4]found that for many students, coursework can be an external motivator as it imposes deadlinesand encourages them to interact with fellow students. Whereas, students perceive the writingphase as the most difficult. Common concerns with this last portion of the doctoral programinclude not having the necessary writing skills to communicate effectively, while beingchallenged to publicly demonstrate competence. Many students also shared concerns regardingtime management, questioning their abilities (personal and academic), isolation, and the expectedtime
influenceneurodivergent students’ sense that they need to work harder and longer than other students.Several participants mentioned experiencing imposter syndrome, which may be described as thefeeling that one is a fraud despite one’s accomplishments [47]. And even though many graduatestudents may experience imposter syndrome at some point in their career, these feelings likelyplace a heavy burden on neurodivergent graduate students who may feel pressure to hide theirchallenges to prove that they belong in academia. As Ó Meadhbh Murray et al. [47] write,“Students expend time and energy doing emotional work to navigate imposter feelings withmarginalized students experiencing more persistent and intense imposter feelings than their moreprivileged peers, often in
, directories, books and monographs. • Engineering database - Compendex & Inspec (Engineering Village): 1884 - Current; Indexes 2,600+ international scholarly and trade journals and conference proceedings in all aspects of engineering. Compendex is Elsevier’s flagship engineering-focused database that provides comprehensive and trustworthy content to improve research outcomes and maximize the impact of your engineering research. • Engineering Education database - Papers on Engineering Education Repository (PEER): This is the American Society for Engineering Education (ASEE) conference proceedings database. For the first two databases, to ensure populated results were adequate in achieving
Facebook, Twitter, LinkedIn, Instagram, etc. [1]. Recent research hasdemonstrated how to use network science concepts and data-driven methodologies to quantifysocial influences in social media [2]. Due to the ease and ubiquity of Social Media tools and easeof accessibility via a laptop, smartphone, or tablet, an increasing number of students are usingthem [3]. Students can interact with current and previous peers through social media, which alsomakes it easier to access emotional support and suggests creative activities [4]. This is crucialbecause, for minority students, making connections is one of the essential components of afulfilling academic experience. Due to communication barriers or other reasons, minoritystudents are typically less
engineering students are often notconsidered [4, 13].As described by Polkinghorne [20], narrative research commonly includes two forms of analysis:narrative analysis, in which structured narratives are built from existing data, and analysis ofnarratives, in which data already exists in narrative form. This outcome of the analysis ofnarratives technique often consists of a set of themes that the researcher can use to makeinferences about the sample they studied. Meanwhile, the outcome of the narrative analysistechnique is a story, ordered chronologically, that synthesizes various data into a cohesiveelement. This form of narrative analysis can be thought of as writing an account of someone'slife, such as a biography. The researcher may interview the
. Later, they scaffolded newly learned concepts and constructed a smart streetlight using sensors and integrated circuits. To add functionality to the design, participants learned basic programming to write a simple code to make an LED blink.Data collection Data collection included ten interviews with teacher participants, six classroom observations,and the review of student artifacts produced in the camp. The instructors included one facultymember from electrical and computer engineering, three graduate students, and oneundergraduate student. Instructors were interviewed to provide retrospective insights once afterthe first week of camp and once after the second week of camp (two interviews, 45 minutes each,for a total of ten
homeworkassignments. Oral exams, due to their adaptive diagnostic nature, provide an opportunity to probestudents’ thought process behind their decision-making. In contrast, written exams are limited inthis capacity: when students write down an equation, it is difficult to tell whether they understandthe concept well or if they are trying to recall similar procedures from class examples andhomework assignments. Oral exams also allow students to receive feedback from a contentexpert who can clear up misconceptions. Group explanation activities offer the benefits offeedback exchange and social learning among students. The paper will present the details ofthese learning activities as well as the outcomes. Mixed research methods were used to study theimpact of
, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2023Capturing attrition decisions in engineering graduate students using longitudinal SMS dataKeywords: Attrition, longitudinal study, SMS (Short Message Service), time series dataAbstractThis research paper reports results from a longitudinal Short Message Service (SMS) text messagesurvey study that captured attrition decisions from engineering graduate students who decided toleave their Ph.D. program or change degree objectives from Ph.D. to M.S. (Master’s-leveldeparture). While past research has investigated doctoral attrition across disciplines to
approach and avoidance achievement motivation.,” J. Pers. Soc. Psychol., vol. 76, no. 4, pp. 628–644, 1999, doi: 10.1037//0022-3514.76.4.628.[37] S. Purzer, T. J. Moore, and E. Dringenberg, “Engineering cognition: A process of knowledge acquisition and application,” in Cognition, Metacognition, and Culture in STEM Education. Innovations in Science Education and Technology, Y. J. Dori, Z. R. Mevarech, and D. R. Baker, Eds. Springer, 2018, pp. 167–190.[38] R. Ferrari, “Writing narrative style literature reviews,” Med. Writ., vol. 24, no. 4, pp. 230– 235, 2015, doi: 10.1179/2047480615z.000000000329.[39] J. A. Byrne, “Improving the peer review of narrative literature reviews,” Res. Integr. Peer Rev., vol
students want from TAs in engineering education settings.Prior Use of NLP in EducationThe use of NLP in education has been significant, particularly in the assessment andclassification of student learning. Assessment involves determining the quality and level ofstudent learning, while classification aims to comprehend student learning without evaluating it.Automated assessment is an attractive solution for large student populations, and one of the mostcommon applications of NLP in education is the assessment of student writing in the Test ofEnglish as a Foreign Language (TOEFL) [3]. NLP is used to evaluate grammar, mechanics, wordusage, complexity, style, and organization of student essays. NLP-based assessments havedemonstrated remarkable
’ perspective, hence there isa moral obligation concerning how they write. Reporting is the process where the authors hope tobring people together. Following Kvale's [39] guidelines, when the authors reported the analysisresult in the next section, they contextualized and interpreted the quotes while making themrelevant to the general writing. The authors rendered the conversations into a readable, writtentext format, and the maximum length of the interview quotes is no more than half a page. Onlythe most essential quotes are presented. ‘How to dialogically engage in reading and writing andmake the piece reader-ly?’ was a concern while they were writing up the piece. The goal is neverto generalize the stories. Everything we look at here is not
is an assistant professor of rhetoric and composition and the writing program admin- istrator at Embry-Riddle Aeronautical University in Prescott, AZ. His research on rhetorical theory, in- frastructure, and communication pedagogy informs his teaching of courses in rhetoric, composition, and technical communication in engineering.Elizabeth Ashley Rea, Embry-Riddle Aeronautical University - Prescott ©American Society for Engineering Education, 2023 Fostering Educational Equity in EngineeringAbstract: This is a research paper. Students in introductory engineering courses face challengescommunicating and integrating their ideas in team projects. Often these challenges with
ZPD was proposed by Lev Vygotsky as a sociocultural theory that describes learning anddevelopment [10]. The ZPD conceives learning as the space between what a learner can dowithout assistance and what the learner can do with competent assistance. A common way totranslate implications from the ZPD to the design of learning interventions is by providingstudents with scaffolding. Scaffolding refers to all types of support and guidance offered in theclassroom either by the instructor or peers or supported by technology [11].In the context of higher education, scaffolding refers to teaching techniques or tools that supportstudents' learning. Students are provided with learning supports that help them accomplish tasksthat they normally would not be
interviewee's consent. The interview was fully structured, and the interviewersfollowed the interview protocol to ensure that all the points were covered. iv. Analysis ● Transcription: The eight completed interviews were then transcribed using the online platform “otter” [ 21]. Then the transcripts were revised by the research team to ensure transcription accuracy. ● Coding: We adopted the thematic analysis coding approach with the following six-step process [22]: Familiarization We started by reading the interviews and familiarizing ourselves with their details. In addition to memoing and writing early insights. Coding We started with one
Multilingual Board GameIntroductionSerious games are a category of games that are often used in education to provide access tocomplex systems. In past research and curriculum development, engineering teachers haveimplemented curriculum around STEM-focused games [1], such as for urban planning [2],transportation engineering [1], chemistry education [3] and computational thinking [4]. Due tothe increased interactive engagement of games compared to lecture [5], [6], [7], engineeringeducators have utilized games to positively impact students' learning. However, theseeducational games are often only available in English. Students whose first language (L1) is notEnglish may be limited in how they present their ideas to peers in these playful spaces
, aligning with the profession’s values, and developing a professional identity[6]. Thus, the study of social belonging confidence in students, particularly through professionalsocialization, is a key step in understanding persistence in the field of ML/AI. We study socialbelonging through the lens of confidence, another predictor of persistence [7]–[9]. We define socialbelonging confidence as how confident a person feels that they will fit in with the social and culturalaspects of a profession and develop meaningful relationships with their peers. Belonging uncertainty,defined by Walton and Cohen [10], may be interpreted as a lack of this confidence.Lower levels of confidence have been found to negatively affect persistence of women and girls
complexity. R is also open source, making the platform and packagemore accessible to the community. We chose to write our package in R because of theexisting packages for analyzing data from MIDFIELD, namely midfieldr [16] andmidfielddata [17]. The midfieldr contains ready-to-go functions for properly processing dataat the student level, and the second package is a stratified random sample from MIDFIELDfor users to practice on and explore. The data produced from this project will be madeavailable in a similar format. We anticipate the output synergizing with the broader goal ofexpanding access to and participation in MIDFIELD’s development [18].Data CollectionAlthough originally intended for project communication alone and standardization to