how team dynamics affect undergraduate women’s confidence levels in engineering.Dr. Malinda S. Zarske, University of Colorado, Boulder Malinda Zarske is a faculty member with the Engineering Plus program at the University of Colorado Boulder. She teaches undergraduate product design and core courses through Engineering Plus as well as STEM education courses for pre-service teachers through the CU Teach Engineering program. Her primary research interests include the impacts of project-based service-learning on student identity - es- pecially women and nontraditional demographic groups in engineering - as well as pathways and retention to and through K-12 and undergraduate engineering, teacher education, and
devices and systems. Her work considers the intentional and unintentional consequences of durable struc- tures, products, architectures, and standards in engineering education, to pinpoint areas for transformative change.Dr. Malinda S Zarske, University of Colorado, Boulder Malinda Zarske is a faculty member with the Engineering Plus program at the University of Colorado Boulder. A former high school and middle school science and math teacher, she has advanced degrees in teaching secondary science from the Johns Hopkins University and in civil engineering from CU-Boulder. Dr. Zarske teaches undergraduate product design courses through Engineering Plus as well as STEM education courses for pre-service teachers through
’best practices’ for student professional development and training. In addition, she is developing methodologies around hidden curriculum, academic emotions and physiology, and en- gineering makerspaces.Dr. Louis S. Nadelson, Colorado Mesa University Louis S. Nadelson has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher pro- fessional development, program evaluation, multidisciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college math, science, computer
Paper ID #21594Improving Senior Design Proposals Through Revision by Responding to Re-viewer CommentsProf. Judy Randi, University of New Haven Judy Randi, Ed.D. is Professor of Education at the University of New Haven where she is currently teaching in the Tagliatela College of Engineering and coordinating a college-wide initiative, the Project to Integrate Technical Communication Habits (PITCH).Dr. Ronald S. Harichandran, University of New Haven Ron Harichandran is Dean of the Tagliatela College of Engineering. He led the Project to Integrate Technical Communication Habits at the Tagliatela College of Engineering. All
PhD student in the Department of English and the Center for Writing Studies. She currently serves as Assistant Director for Center for Writing Studies. She teaches a range of writ- ing courses and works with faculty and teaching assistants across disciplines to help hone their writing pedagogy. Her research and teaching focus on holistic literate development.Prof. S. Lance Cooper, University of Illinois at Urbana-Champaign S. Lance Cooper is Professor and Associate Head for Graduate Programs in the Department of Physics at the University of Illinois at Urbana-Champaign. He received his B.S. in Physics from the University of Virginia in 1982, his Ph.D. in Physics from the University of Illinois in 1988, and he was a
theperception of stress as part of engineering culture stress perception can also attract more studentsfrom marginalized groups.References1 Schneider, L. in A Paper Presented at St. Lawrence Section Conference. Toronto, Canada. Retrieved from: www. asee. morrisville. edu.2 Ross, S. E., Niebling, B. C. & Heckert, T. M. Sources of stress among college students. Social psychology 61, 841-846 (1999).3 Goldman, C. S. & Wong, E. H. Stress and the college student. Education 117, 604-611 (1997).4 Hudd, S. S. et al. Stress at college: Effects on health habits, health status and self-esteem. College Student Journal 34, 217-228 (2000).5 Macgeorge, E. L., Samter, W. & Gillihan, S. J. Academic Stress
engineering. 10References[1] E. Godfrey and L. Parker, “Mapping the Cultural Landscape in Engineering Education,” J. Eng. Educ., vol. 99, pp. 5–22, 2010.[2] T. McCarty and T. S. Lee, “Critical culturally sustaining/revitalizing pedagogy and Indigenous educational sovereignty,” Harvard Educ. Rev., vol. 84, no. 1, pp. 101–124, 2014.[3] H. S. Alim, “Critical Hip-Hop Language Pedagogies: Combat, Consciousness, and the Cultural Politics of Communication,” J. Lang. Identity Educ., vol. 6, no. 2, pp. 161–176, 2007.[4] J. Irizarry, The Latinization of U.S. Schools: Successful Teaching and Learning in Shifting Cultural Contexts. Routledge, 2015.[5] V. Kinloch, Harlem on Our Minds
College Health Assessment II: Reference Group Executive Summary Spring 2014. Hanover, MD: American College Health Association.Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1-32.Brown, K.W. & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848. Center for Collegiate Mental Health. (2017). 2016 Annual Report (Publication No. STA 17-74). Penn State UniversityFlowers, S. (2014) What is mindfulness-based stress reduction? (Vol. 2014). Chico, CA: Mindful
experience-based writing instruction and assignments, what constraints or opportunities drove the course(s) you targeted? ● What real-world/real-work communication situations (written or oral) did you choose to demonstrate professional communication competency? How have students, industry partners, and/or faculty evaluated (formally or anecdotally) the performance of students in these assignments? ● What kind of assessments have informed or validated your design and incorporation of authentic experience-based writing instruction and assignments into your engineering curriculum? ● What have been the biggest challenges in the approach you have taken, and how have you addressed them? ● If you had known when you
. My social I appreciated that I identity All of my teammates I learned something was paired with impacts the contributed uniquely to the from the student(s) on student(s) of a way I interact team products (This does my team with a different or am not mean equal quality or different discipline. discipline(s). perceived on a amount of contributions
Civil Engineering Course," presented at the ASEE, St. Louis, Missouri, 2000.[10] O. Buzzi, S. Grimes, and A. Rolls, "Writing for the discipline in the discipline?," Teaching in Higher Education, vol. 17, pp. 479-484, 2012.[11] H. Drury, T. Langrish, and P. O Carroll, "Online approach to teaching report writing in chemical engineering: implementation and evaluation," International Journal of Engineering Education, vol. 22, p. 858, 2006.[12] F. S. Johnson, C. C. Sun, A. J. Marchese, H. L. Newell, J. L. Schmalzel, R. Harvey, et al., "Improving The Engineering And Writing Interface: An Assessment Of A Team Taught Integrated Course," presented at the ASEE, St. Louis, Missouri, 2000.[13] J. A. Leydens and J
dimensions of diversity explored hereare presented as a useful first step in the necessary and difficult process of reimagining ourengineering institutions, classes, spaces and research environments in order to create the roomfor different kinds and types of voices to speak and be heard. References[1] “Engineering - Field of degree: Women - nsf.gov - Women, Minorities, and Persons with Disabilities in Science and Engineering - NCSES - US National Science Foundation (NSF).” .[2] E. Mather, “Facts and Stats,” University of Virginia School of Engineering and Applied Science, Jun-2017. .[3] C. E. Brawner, M. M. Camacho, S. M. Lord, R. A. Long, and M. W. Ohland, “Women in
, Engineering, and Medicine echo Guilford et al.’s claim in their 2017report, stating that “there is a paucity of evidence on the possible relationships between intra- andinterpersonal competencies and the success of students intending to major in science, technology,engineering, and mathematics fields” (p. 72). Overall, the largely underexplored studies onthriving competencies for engineering education populations conceal the relationships betweencompetencies that support engineering students to thrive.Consistent with the underexplored nature of thriving in undergraduate engineering studentpopulations, uniting previously disparate lines of research would offer insights into the bigpicture of engineering thriving. For example, we know that students who
Education,” Journal of Engineering Education, vol. 93, no. 2, pp. 105–115, Apr. 2004.[5] S. Ferguson and R. W. Foley, “Assessment of Student Learning Outcomes and ABET Accreditation: A Pilot Study of Fourth-Year Engineering Students using Longitudinal Concept Maps,” presented at the 2017 ASEE Annual Conference & Exposition, Columbus, OH, 2019.[6] ABET, “Rationale for Revising Criteria 3 and 5,” 2016. [Online]. Available: http://www.abet.org/accreditation/accreditation-criteria/accreditation-alerts/rationale-for- revising-criteria-3/. [Accessed: 19-Dec-2016].[7] R. W. Foley, L. M. Archambault, A. E. Hale, and H.-K. Dong, “Learning Outcomes in Sustainability Education Among Future Elementary School Teachers,” Journal of
. Perdigones, D. Valera, G. Moreda and J. Garcia, "Competences in demand within the Spanish agricultural engineering sector," European Journal of Engineering Education, vol. 39, no. 5, pp. 527-538, 2014.[13] H. Passow and C. Passow, "What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review," Journal of Engineering Education, vol. 106, no. 3, pp. 475-526, 2017.[14] A. González-Marcos, Alba-Elías F. and J. Ordieres-Mere, "Learning project management skills in engineering through a transversal coordination model," International Journal of Engineering Education, vol. 32, no. 2, pp. 894-904, 2016.[15] S. Haase, H. Chen, S. Sheppard, A. Kolmos and N. Mejlgaard, "What does it take to become a good
, The NMC horizon report:2016 Higher education edition. [Online].www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/[2] Babson Survey Research Group, 2015 online report card: Tracking online education in theUnited States. [Online].https://onlinelearningconsortium.org/read/online-report-card-tracking-online-education-united-states-2015/[3] CAST, Universal design for learning guidelines version 2.0. Wakefield, MA: Author, 2011.[4] Burgstahler, S. E, Universal design in higher education. Cambridge, MA: Harvard EducationPress, 2015.[5] Smith, F. G, Analyzing a college course that adheres to the universal design for learning(UDL) framework. Journal of the Scholarship of Teaching and Learning, 12(3), 31-61, 2012.[6] Scott
activity conducted over two consecutive course periods, students, in teams, choosefrom a list of articles about different types of technologies, such as a bridge, a GPS app, airconditioning in office buildings, and airbags. Many of the articles were non-academic includingsome blogs. Our intent here was to push students to not only be able to discern the key points theauthor(s) raise(s) and what information and evidence (or lack thereof) is used to support theirclaims, but also critically consider what the stance of the author is and how this might havecolored his/her assumptions and viewpoint.After evaluating the article as a whole, students are asked to analyze the technology itself andcreate a single presentation slide to summarize their
of thinking that roughly capture patterns in LAs’descriptions and diagnoses of, and imagined responses to, the teamwork troubles: individualaccountability, where the trouble is seen as caused by individual(s) described as “off task” or“checked out” or demonstrating some level of incompetence; delegation of work, where thetrouble was located in the team leader’s inability to delegate tasks effectively to team members,or in the group’s general lack of communication about what tasks need to be completed, whoshould execute the tasks, and what work other groups in the team were doing; and emergentsystems, where trouble was described as a group-level phenomenon emerging from the patternsof interaction amongst group members, contextual features
,WPI’sMassachusettssettingsurelymakesadifference:wherestatelawsprotectindividualchoiceingenderidentityandexpression,onewouldexpecttofindamorecomfortableenvironmentforLGBTQstudents.However,asnotedinourshorthistoryofNewVoices,WPI’suseoftheatretoexplorequestionsofsexualorientationextendsbackto1987,afullsixyearsbeforePresidentBillClinton’s“Don’tAsk,Don’tTell”policyandmanyyearsbeforemostpeopleevenentertainedthepossibilityoflawspermittinggaymarriageoradoption.Howmightthepresenceofthisvibranttheatreprogram,andopportunitiesforengineeringstudentstowriteandperformoriginalplaysontopics2Rich,A.(1980).“CompulsoryHeterosexualityandLesbianExistence.”Signs5.4:631-660.3Harris,S.(2014).“ThirdofGayEngineersHideSexualityfromColleagues.”TheEngineer.23July.4Cech,E.(2015).“LGBTProfessionals’WorkplaceExperiencesinSTEM-RelatedFederalAgencies.”ASEE.Paper#12513.5Trenshaw,K.etal
Education Conference and Exposition, 2017.[4] NAE, “Educating the Engineer of 2020: Adapting Engineering Education to the New Century,” Washington, D.C., 2005.[5] ABET, “Criteria for Accrediting Engineering Programs,” 2006.[6] S. Danielson, A. Kirkpatrick, and E. Ervin, “ASME Vision 2030: Helping to Inform Mechanical Engineering Education,” in Frontiers in Education Conference, 2011, p. T1J– 1.[7] J. Creswell and D. Miller, “Determining Validity in Qualitative Inquiry,” Theory Pract., vol. 39, no. 1, pp. 124–130, 2000.[8] AICHE, “Body of Knowledge for Chemical Engineers,” 2015.[9] “The Vision for Civil Engineering in 2025 | ASCE.” [Online]. Available: http://www.asce.org/vision2025
. Leydens won the James F. Lufkin Award for the best conference paper—on the intersections between professional communication research and social jus- tice— at the 2012 International Professional Communication Conference. In 2015, he won the Ronald S. Blicq Award for Distinction in Technical Communication Education from the Professional Communica- tion Society of the Institute for Electrical and Electronic Engineers (IEEE). His current research focuses on rendering visible and integrating the social justice dimensions inherent in three components of the engineering curriculum—in engineering sciences, engineering design, and humanities and social science courses. That research, conducted with co-author Juan C. Lucena
: The health benefits of narrative. Journal of Clinical Psychology, 55(10), 1243-1254.5 Rude, S., Gortner, E. M., & Pennebaker, J. (2004). Language use of depressed and depression-vulnerable college students. Cognition & Emotion, 18(8), 1121-1133.6 Wang, C. C., & Geale, S. K. (2015). The power of story: narrative inquiry as a methodology in nursing research. International Journal of Nursing Sciences, 2(2), 195- 198.7 Remenyi, D. (2005). Tell me a Story–A way to Knowledge. The Electronic Journal of Business Research Methodology, 3(2), 133-140.8 Paulos J, 1999, Once Upon a Number – The Hidden Mathematical Logic of Stories, Allen Lane Press, The Penguin Press, London.9 Kelchtermans, G
discuss here some of the benefits and challenges challenges of associated with the adoption of this technology (in a broader electric vehicle transportation context, not only related to [university]’s adoption transportation system) Quiz after Question 2 (Day Based on our discussion, please answer the following two Day 1 1) – Personal questions: a) What did you learn from today's activity? opinion about b) How did our discussion and activity change your personal electric vehicles opinion about electric vehicles? Quiz after Question 3 (Day How does the electric vehicles adoption change the Day 1 1) – Electric community's well-being? Are
social responsibility and moral decision-making,specifically in terms of engineering pedagogy.Keywords: social responsibility, embedded teams, human-centered design (HCD), engineeringeducationIntroductionSince Corporate Social Responsibility (CSR) was first introduced in the 1950’s to expandorganizational bottom-lines from profit and legal considerations to issues of social impact, CSRhas grown into a global force for linking corporations with the areas in which members live andwork. Extant research has explored CSR on a broader organizational level, without necessarilyconsidering how social responsibility manifests on the team level. Thus, we contend that feelingsand understandings of responsibility experienced by students working on design
engineeringeducation compelled them to rely on quantitative standards for accreditation. Although ABET’sEngineering Criteria 2000 (EC 2000) reforms during the mid-1990s specifically worked to moveaccreditation beyond quantitative standards, namely the old “bean counting” approach, the actualimplementation of EC 2000’s “a-k” learning outcomes at some institutions still wind up in theend affirming Seron and Silbey’s findings: the new learning outcomes were often interpreted as alist of requirements to be met, rather than the starting point for a set of institutionally-specificcriteria that would require greater use of professional judgment on the part of both programevaluators and the faculty from programs undergoing evaluation (ABET 2016; also Pool 2016).This
emotions of others”[10]. The latterhalf of this definition aligns well with the cognitive and affective dimensions of empathyin psychology literature. Crowley et al. also explicitly addressed empathy, recognizing itas a “foundational component of emotional intelligence.” Notably, while Welker andCarlson’s and Crowley et al.’s papers treat empathy respectively as a framework forengineering students’ moral and emotional development, neither one cites sources thatexplain the theoretical underpinnings of empathy. The lack of reference to academic sources on empathy lasted for a few more years,during which time a number of papers appeared in ASEE that explore the role of empathyin communication, teamwork, and design, and yet authors of these papers
than third 2 Jung Typology Extrovert (E) 5 Introvert (I) 4 Sensing (S) 4 Intuition (N) 5 Thinking (T) 5 Feeling (F) 4 Judging (J) 7 Perceiving (P) 2
ofVirginia nor the participants.References[1] J. Kabo, X. Tang, D. Nieusma, J. Currie H. Wenlong and C. Baillie, “Visions of SocialCompetence: Comparing Engineering Education Accreditation in Australia, China, Sweden, andthe United States,” in ASEE Annual Conference & Exposition, San Antonio, TX, USA, June 10-12, 2012.[2] R. M. Marra, S. M. Kim, C. Plumb, D. J. Hacker and S. Bossaller, “Beyond the Technical:Developing Lifelong Learning and Metacognition for the Engineering Workplace ProfessionalDevelopment and Lifelong Learning” in ASEE Annual Conference & Exposition, Columbus,OH, USA, June 24-28.[3] P. Strauss and S. Young, “I know the type of people I work well with”: student anxiety inmulticultural group projects,” S. Higher Education
) informal and formal reports2) memos3) oral presentations4) technical drawings5) otherThe “other” category is a catch-all for uncommon or less significant forms of TC such as briefpresentations, memos written from a template, lab books, and brochures. These categoriesallowed us to organize the information collected during the interviews into a single figure basedon a plan of study flow chart that has been used in the ME department for many years. Figure 1shows this flow chart in which each of the TC categories is assigned a color. The colored band(s)contained in a course box indicate which types of TC are required within that course. A half bandin a course box indicates that this type of TC is required by some instructors but not others. Aswe move