, Anatomy, or AP Biology class. So she saw the students multiple times per week. The first students encouraged us to change to an online journal so they could type rather than write their reflections. Being in touch with them in person or by email made a big difference. One year there was a student taking a PLTW (Project Lead the Way) class, so the PLTW teacher monitored and helped the student with their presentation. Western enrollment went up requiring more sections of Biology so the research class went away (there were not enough teachers to keep the research class). This is when the center staff got more involved reading and monitoring public school student journals and providing input on their presentations.WISE expanded to all local
existing organizingentities into deeper conversation. Our intention beyond this meet-up will be to reflect and listento suggestions and participant interests in terms of the directions we might take, create strongernetworks with participant-researchers, and foment these toward change-making tactics andstrategies for seeding the movement and sustaining its practices.References[1] E. A. Cech, and T. J. Waidzunas, “Navigating the heteronormativity of engineering: Theexperiences of lesbian, gay, and bisexual students,” Engineering Studies, vol. 3, no. 1, pp. 1-24, 2011.[2] E. Conlon, “The new engineer: Between employability and social responsibility,” EuropeanJournal of Engineering Education, vol. 33 no.2, pp. 151–159, 2008.[3] A. E. Slaton
engineering design process English 3 Portfolio Proposals, Drafts, Individual Workshops, Final drafts/exhibits, Reflection Entrepreneurship 3 Pitch, Presentation Problem validation, Group evaluated by outside Business model experts generation, Team formation, and
because culture influences what constitutesintelligence and intelligent acts [9, 10]. Indeed, conceptions of “smartness” in school often caterto analytical abilities, while ignoring other types of intelligence, such as creative or practicalabilities [11]. This emphasis on analytical abilities is magnified even further in engineeringschool, where math and engineering science dominate the curriculum. This cultural norm ofvaluing analytical intelligence above all else reflects white, middle class constructions ofintelligence. This reality contributes to the exclusionary narratives about who belongs inengineering as the qualities that are revered in academia (e.g., brilliance, rigor, seriousness,rationality, objectivity, etc.) are all traditionally
potential benefitsand challenges of supporting multidiscipline teams in an academic curriculum. Whilemultidisciplinary project-based learning and multidisciplinary service-learning are not new ideas,rarely is the team composition considered in relation to the impacts to student learning andperception.This work examines the experiences of three multidisciplinary, sustainability focused teamsproviding solutions for use and education in communities considered food-deserts. The threeteam structures vary in degree of multidisciplinary composition, one of the EPICSdifferentiators. Students were asked to define multidisciplinary teams and then reflect on theirown team experiences and team compositions. Transcripts of focus group interviews with currentand
havesome kind of engineering analysis” and pressed them to explain why their project was “sogreat.” Her concern reflected the instructor’s comment, “What can you really uniquelycontribute as an engineer?” as she pressed, “Why is there a need for it?” The studentsexplained the potential for saving lives by having a way to detect symptoms of shock.Steve’s team struggled to define this as a design problem and resisted reframing theproblem. Instead, they treated the problem as well-structured and their task as finding theright answer, primarily adopting a performance orientation. Vignette 4: Feb 4Daniela: I just thought that something bothers me the fact that (.) yeah we're gonna put the sensor on the stomach (.) right? During surgery
each team as well as expert involvement.Table 1Additional details on the composition of each team, as well as relevant information on the SIL experts. Data Collection and Analysis During the IDC, the first author assumed the role of a non-participant observer and collected all the data used in this study. Following an ethnographic approach, he did not engage in any of the activities in which the students participated throughout the IDC and interacted with them only when observation alone did not provide data on instances he believed to be relevant to answering the overarching research question (e.g., when participants worked quietly, independently, or engaged in self-reflection). Main sources of data consisted of extensive field notes, videos
asking the participants about their “story” (for example, “How did you get intoengineering?”), followed by reflecting on their engineering identity, sense of belongingness inengineering for themselves and for other students, and their present and future activities and plans in CE.Interviews were conducted by two members of the research team and were approximately one hour long.Qualitative Data AnalysisInterviews were professionally transcribed, and transcripts were reviewed by the interviewers to correcterrors. Initial qualitative analysis was conducted using descriptive coding (Miles and Huberman, 1994);responses to questions about belongingness were coded with the intention of capturing how participantsdescribed their sense of belongingness in
qualitative data explicitly asked about whichfactors strongly influence their career choice. Immediate family and friends came in the top 10strongest factors, with immediate family coming in at number 2.This aligns with the findings of Yun et al. who concluded that parents are the front line withregards to the education of their children, and are important agents in the development andeducational achievement of their child in a formal setting [17].ConclusionsThere were a variety of very influential factors found in the study that impact male and femalestudents’ desire to pursue a career in STEM. The most influential factor found in the qualitativedata for both male and female students was Career Plans. This was also reflected in thequantitative data
that was the first thing that tipped me off because I love to fix things [andthought] You know what? We can do something better.LimitationsAll five researchers in this study are women and none of us served in the military. Qualitativeresearch, by its nature, is designed to explore in depth the experiences of a relatively few people.Therefore, the opinions and experiences of these students may not reflect those of all Marinesand sailors. In addition, we were limited to studying only publicly available recruiting documentsand more current or non-public ones may reflect different priorities.Discussion and ConclusionThe reasons that people join the military and choose to major in engineering are multi-facetedand interwoven into their life
forlongitudinal studies, or for educators who want to enact timely interventions to support currentstudents.In addition to studying engagement because it provides a window into the present academicsituation for students, this study also chooses engagement metrics which are all motivational innature, as opposed to engagement variables commonly used in other studies such as time on taskand time spent in specific learning activities [30]. Motivational measures are important becausethey reflect not only how engaged a student is in the present, but also how likely they are toremain engaged and persist with their studies in the future. Research has shown that beingintrinsically or self-motivated predicts a student’s desire to learn and achieve better than
experienceshave had a clear effect on my studies in engineering, and I expect the same may be true for myfellow veterans who have also decided to pursue undergraduate degrees in engineering. In fact,my contemplation and reflection of how experiences following my military career affected mystudies drives this very research. I have been utilizing my experiences from military service,engineering academic studies, and time working in the engineering and education industry tobetter understand the transition from active duty military member to engineering student.Ultimately, it is my hope that my experiences have offered a unique approach to this study andthereby benefit veterans seeking engineering degrees.Validity and ReliabilityDue to commonalities in our
likely to be retained [6].Effects of gender on retention and successGender influences patterns of retention and academic success in engineering programs. Inengineering majors, men typically outnumber women, as reflected in a 2017 report whichrevealed only 21.3% of bachelor’s degrees in engineering were earned by women [14]. Despitewomen earning fewer engineering degrees than men, a positive correlation between being femaleand graduation rates has been found [3]. Women frequently have been reported to be more likelythan men to earn a bachelor’s degree once enrolled, regardless of the time frame needed to earnthe degree [15] [16] [17]. The evidence, however, has not been uniform: Lord et al. [18] foundno significant difference in four-year
rationale for each form. At the end of the semester, students wereasked to reflect on the strengths and weaknesses of whatever grouping technique was used intheir section. A qualitative analysis of all of these data has led to a description of the experiencefrom the perspective of the students. Further, the trends that emerged from these engineeringstudent descriptions were compared to and contrasted with the benefits described (largely byinstructors) in implementations in mathematics courses elsewhere.Course Background, Description, and SettingThe work described was situated in the first-year engineering honors program [17]. Thisprogram, which has enjoyed a rich history, typically serves between 350 and 450 students peracademic year. Almost all of
changes in teaching and learning have transformed the foundationof education. Over time, the role of the teacher has evolved, from the transmitter of knowledge(traditional education) to facilitator [1]–[3]. Dewey [4] argued that people learn by doing,students should be exposed to experiential activities that promote reflection. Students are nowplaced in the center playing the main role as they are the ones who actively construct their ownknowledge through the tools that the teacher provides and social interactions [5].Active learning has been defined in different ways, Bonwell & Eison [6] provided a practicaldefinition as "any activity that involves students doing things and thinking about what they aredoing." It has been documented that
of your workshop colleagues (partners will be paired up in the workshop) • A “guided practice” document for the lesson, again revised according to collegial feedback (note that there will be some overlap between the lesson plan and the guided practice. The lesson plan is for your use; guided plan is for student’s use.) • A brief reflection about what, if anything, you plan to do for flipping a class in Fall 20XX. Note you don’t actually have to flip anything, but we hope you do! Comment on the time, energy, etc and if you are planning to flip, describe how you plan to get those resources.Lessons LearnedDuring the course of this flipped learning initiative, it was
difficult to adequately evaluate these programs. In order to evaluate andassess new experiments and projects, prior to introducing them in our curriculum, we use summerprograms with different students to develop content and test learning objectives. We introduce thenew topics to a cohort of students of diverse cultural background from local and internationalstudents. Our methodology is similar for the curricular development of each program (Figure 1)and consists of four main and distinct stages: (1) planning and administrative preparation, (2)content development and small-scale testing, (3) deployment and daily student assessment, (4)reflections, modifications and adjustments for a final course implementation. [6
Approachreaction leading to reduced crop losses and an increase food security. Tsubsection presents the main idea that PHL technologies are not continually implemented due toa misalignment of resources, needs, and cultural norms. Here, cases found in the backgroundsection possible solutions are discussed.Figure 4. Solution section for volunteer module designed to be adaptable.Solution: This section discusses the process through which the issue will be addressed as shownin Fig. 4. The results from the background and household sections will be presented in anAudience subsection. Under Tools, volunteers will be asked to reflect on this module and discussthe teaching strategies used to engage with the audience and increase memory retention. Anyother
) providing energy for the future, (2) restoring andimproving urban infrastructure, (3) improving the environment, (4) improving healthcare, (5)improving education through personalized learning, and (6) securing personal and organizationalinformation more so than when they began the course (tables 3 and 4). However, significantdifferences between time points were not observed given our small sample size. Tables 1 and 2are broken up by gender to show the comparison of men and women’s interest in topics withinaerospace, while tables 3 and 4 reflect the knowledge all students of both genders felt they hadbefore and after the class.Table 1: Women’s reported interest in application of aerospace engineering at Time 1. Note: N=3 Provide en
of Danish and American students. This understanding fact made the first contacts very formal and reflected by writing long, very formal e-mails. This turned out to have a negative effect on the efficiency of communication and project progress. It should later turn out, that this assumption of having to stay formal was false and the visit of DTU students at PURDUE changed totally the students’ assumptions of cultural differences between the teams. As the project progressed, the cultural differences did seem to merge into a “universal culture”, with the aim of succeeding with the
to learn more about ground level air quality 4.32 ±0.77 This demo activity was a good use of class time 4.71 ±0.57 I benefited from this demo activity 4.57 ±0.66The remaining two questions asked students their perspective on the impact and quality of thedemonstration. Students provided ranked responses, No Impact (1) to High Impact (5), to thequestion on “What impact has this activity had on your understanding of inversion in theatmosphere,” resulting with an average and standard deviation of 4.23±0.75. Six of the 31 studentsdid respond “Neutral (3)” for this question, reflecting that they were not influenced in eitherdirection. For the
Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, 2007.[5] D. M. Masters, A. S., & McNair, L. D., & Riley, “Identifying Practices of Inclusion in Maker and Hacker Spaces with Diverse Participation,” in 2018 ASEE Annual Conference & Exposition.[6] V. Wilczynski, “Academic Maker Spaces and Engineering Design,” in ASEE Annual Conference & Exposition, 2015.[7] J. Walther, N. Sochacka, and N. Kellam, “Quality in interpretive engineering education research: Reflections on an example study,” J. Eng. Educ., vol. 102, no. 4, pp. 626–659, 2013.[8] N. Kellam and A. Cirell, “Quality Considerations in Qualitative Inquiry
workas a reflection of themselves. For example, Wynita, a third-year robotics engineering student,described how the makerspace allows her to create. In the makerspace environment, I don’t feel like I’m being pushed to do something. I’m working on this. I’m going to do it my way. No ifs, ands, or buts about it. This is going to be me. This is going to be my own work.It appeared that more time in the makerspace for these participants to create their own projectsfostered more autonomy and confidence. The makerspace also represented an environmentwhere there was some flexibility for trial and error. Although Winnie noted that female makers,including herself, felt self-imposed pressure to maintain perfection, she also acknowledged
and organize focus group interviews withunderrepresented students conducting undergraduate research in general. The objective is to assessthe process of attaining their research position. In this regard, focus group interviews will beutilized to facilitate collective reflection and dialogue by providing students opportunities toopenly discuss their learning experiences with fellow peers.Resultantly, Phase 3 of this long-term project involves developing communication channels withfaculty in the school of engineering who have underrepresented minorities conducting researchunder their supervision in order to assist each other in identifying and recruiting more students.REFERENCES[1] Russell, S. H. (2006). Evaluation of NSF support for
solving problems that do not requirelibrary use [2]. Even though most colleges require humanities and language arts courses forundergraduates in science and engineering programs, these students typically seek helpdifferently than those in liberal arts majors. They typically don’t use the library beyond itstraditional purpose of a place to study. They may be unaware of library services and resourcesand are not known to ask for help in using library resources or completing research assignments[2]. Their confidence and competence in being technologically savvy makes them morereluctant to fully utilize library services [3].Carroll, et. al. [4] hypothesized that engineering and science students low usage of the librarydoesn’t reflect on their lack of
reflect the population as a whole. [1].The report continues to state that: While continuing to pursue increased knowledge and higher standards of excellence in teaching, research and innovation, two- and four-year colleges in Texas will need to consider more explicitly the primary reason most students attend college: to get a better job and achieve a better life. [1]A primary outcome of the 60x30TX initiative relevant to our discussion is the following: By 2030, all graduates from Texas public institutions of higher education will have completed programs with identified marketable skills: The marketable skills goal emphasizes the value of higher education in the workforce. Students need to
example the “watershedmodeling” and “food processing” courses,), but in many of the courses, the computation softwareis still insufficient [26], [27], [28]. This fact has been reflected in the survey results of this study.This may result in some alumni engineers having to learn the software in post-graduationopportunities or internships. This underutilization of computer skills in some of the BAE courseshave challenged the students with class examples and homework problems that require the use ofthe software practice based on today job market needs [29], [30]. Therefore, the need to invest inand investigate this knowledge gap is a critical issue that has been highlighted in this study.The evaluation of results also indicates that many instructors
University, North Carolina University, Michigan State University, Illinois Institute of Technology, Washington University in St. Louis, University of Illinois Collected Data Points: Prerequisites to the course, main topics covered, subtopics included, referenced materials, programs utilized, assessment standardsSince Data Science courses offered on online platforms reflect the current expectations of theindustry, we’ve included a small sample of Data Science courses offered by Coursera andfast.ai. Our approach for gathering data from these courses was the same as our approachtowards universities to keep our data consistent.The data points mentioned above were then used to create a
world demands and deadlines. These contextualelements could make STEM elements more obvious. This could be in one of three ways. First, theM2 approach places making in a context that is culturally and socially situated to the students’ ownexperience. Second, it exposes students to the facets of the production pipeline, leading them tothe potential to develop novel and useful products for society. Third, M2 creates a scenario thatplaces students in long-term production as Makers fully engaging in STEM. Altogether, thisapproach could give students a holistic view as to their developed making skills may be transferred.This reflects Grovetants’ identity formation specifically as to how the M2 holds implications onteamwork, leadership, critical
engineeringdesign, additive manufacturing, energy management, building automation and IoT technologiesshould produce a number of projects that will include the IoT House. Each of these modules willbe tested and refined and shared with the participants. The goal will be to use the IoT House tosupport a number of student projects during the fall 2019 and spring 2020 semesters.AcknowledgementThis material is supported by the National Science Foundation under DRL Grant Numbers1615019 and 1614496. Any opinions, findings, conclusions, or recommendations presented arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Strobel, J., Wang, J., Weber, N. R., and Dyehouse, M., 2013, "The Role of Authenticity