split between industry and academia, which we categorized as Industry and Education forfuture career sector. Students on Teaching Assistantships or Research Assistantships gaindifferent experiences that may help them in different employment sectors. We categorized thefive primary funding mechanisms as Research Assistantship, Fellowship, TeachingAssistantship, Personal Earnings, and Other. Initial Employment is categorized as Unemployed,Temporary, and Employed. Our research questions are: 1) What are the 3-year and 6-year career sector breakdowns for engineering doctoral recipients by gender and race? 2) How, if at all, do graduate student funding mechanism, gender and race, and initial employment predict future
widespread among students, despite the differentpreparation levels among first year students and the fact that many women and students ofcolor report first and second hand discriminatory experiences before they graduate. We thussuggest that a “color-blind” and gender-blind undergraduate professional culture is constructedby students to obfuscate inhospitable climates and persistent structural challenges for womenand students of color.INTRODUCTION:Recent national reports show the United States does not produce enough engineering studentsto stay globally competitive with other countries [1, 2]. Furthermore, employers consistentlyexpress their need to hire a more diverse workforce as well as students who exhibitprofessional engineering competencies in
2016 to 2026 makingthe severe workforce shortages of the construction industry a nationwide crisis [1] [2][3][4].Coupled with workforce shortages, lack of diversity and challenging student transitions into theconstruction profession remain a huge concern. These emphasize the need for constructioneducators to attract and prepare minority students who persist into construction professional (CP)roles towards a more competent and diverse construction workforce for improved 21st centurybuilt environments [4]. CPs play a critical role in the design, engineering, planning,development, management, operation, maintenance, sustainability, deconstruction, anddemolition of built environments. The dynamic and competitive construction industry is
’ confidence in chemistry, engineering andcomputer skills increased as a result of the course. The most significant increases were observedin engineering skills because initial confidence levels in this area were low. A majority ofstudents reported increased interest in STEM fields and 100% of students (during the 2018cohort) reported that increasing their confidence in science, math and engineering contributed tothis intensified interest. This program evaluation reviews the program’s objectives, format,teaching tools, student feedback and plans for future programming and assessment.IntroductionThe need for STEM-educated workers is long-standing and well-established [1, 2]. The USgovernment has responded by encouraging the development of a STEM
partnered with public libraries to conductengineering activities with children in grades 2-5. This partnership enhances the capacity of thelibrarians to conduct hands-on engineering, provides role models to children, and builds the ability ofthe engineers to inspire children. Project BUILD libraries offer a variety of programs that maximizelearning in the library setting: they are social events that directly engage caregivers; center on creativity;and encourage children to try again through the Engineering Design Process.Additional InformationProject BUILD is a National Science Foundation-funded project. In Project BUILD, librarians conduct 1 – 2hour programs for children in grades 2-5 once a month for 4 months, with engineers from the
Faculty, Mohave Community College, Kingman, Arizona 2011- 2012 Instructor, Baker College of Muskegon, Muskegon, Michigan 2004-2011 Research/Teaching Assis- tant, Marquette University, Milwaukee, Wisconsin 2002-2004 Tutor, Iowa State University Academic Success Center, Ames, Iowa RECENT PUBLICATIONS • Russell Cox, Fabien Josse, Stephen Heinrich, Isabelle Dufour, Oliver Brand, ”Characteristics of Laterally Vibrating Resonant Microcantilevers in Viscous Liquid Media”, Jour- nal of Applied Physics, 111 (1), 2012, 14 pages, jap.aip.org • Russell Cox, Jinjin Zhang, Luke Beardslee, Fabien Josse, Stephen Heinrich, Oliver Brand, Isabelle Dufour, ”Damping and Mass Sensitivity of Lat- erally Vibrating Resonant
Paper ID #26534Provoked Emotion in Student Stories of Motivation Reveal Gendered Percep-tions of What It Means to be Innovative in EngineeringProf. Barbara A. Karanian, Stanford University Barbara A. Karanian, Ph.D. , Lecturer, formerly visiting Professor, in the School of Engineering, in the Mechanical Engineering Design Group at Stanford University. Barbara’s research focuses on four ar- eas: 1)grounding a blend of theories from social-cognitive psychology, engineering design, and art to show how cognition affects design; 2) changing the way people understand the emotion behind their work with the intent to do
, with graduates reporting that theywere 8.7x more likely to feel attached to their alma matter if they felt that their university hadprepared them well for a career and for life after college [1].The Academic Pathways (APPLE) Study provides additional support for the value of internshipsand other career-related experience as a component of an engineering undergraduate education.That study found that work-related experiences (i.e.: internships, co-ops, etc.) were the topresponse when seniors were asked how they gained their knowledge about the engineeringprofession. The researchers also found a positive correlation between engineering-relatedemployment experiences and students’ self-reported gains in engineering knowledge [2]. Outsidethe realm
graduate school, be it degree deliverables or requirements topublish, and engineering students are entering graduate school underprepared for these writingtasks. Beyond the writing demands of the graduate program, it has been shown that writing skillsare critical in both industrial and academic careers [1, 2]. But engineering graduate students rarelytalk to their advisor about the writing process and many have not taken a writing intensive coursewithin the last two years [3]. Students procrastinate on writing assignments, either because of anunfamiliarity with the writing process or by sheer aversion to writing, and this procrastinationbecomes a major source of anxiety [4, 5]. Writing is a critical skill for engineering graduatestudents and
+ students and its notablywelcoming attitude toward them. From examining student-run practices across technical theater,acting, directing, and organizational management, I find that the practices of identity negotiation,performance, and flexible democratic decision-making, situated in an alternative technical-socialspace, are sociotechnical practices with a queer inflection important to the site. These can helpengineering educators in three ways: 1) by simply providing a description of some meaningfulsociotechnical experiences of queer students; 2) by beginning to bridge the “diversity-oriented”and “technically oriented” streams in engineering education research through considering howqueer STEM students are innovative technologists in their own
to many engineering education discussions, talks, andpublications, e.g., [1-6]. With both individual and meta-studies exhibiting benefits of activelearning for many learners, the interest appears warranted. Despite the evidence, active learninghas not been universally adopted in engineering courses with full-class lectures and statictextbooks still common. If a professor doing disciplinary engineering research does not adapt tonew research in their field, they are left behind. However, if the same professor adopts the samelecture and textbook for decades, little incentive to modernize the classroom is offered at many,research-focused universities. Here, the focus will be innovation at the cross section of activelearning and
base perspective of first-generation college students by providing asset-based approaches to understanding this population. Dina is interested in understanding how first-generation college students author their identities as engineers and negotiate their multiple identities in the current culture of engineering.Dr. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Associate Professor in the Engineering, Design & Society Division at the Colorado School of Mines and Co-Director of Humanitarian Engineering. She is an anthropologist with two major research areas: 1) the sociocultural dynamics of extractive and energy industries, with a focus on cor- porate social responsibility, social justice, labor
that can be used to buildstrong engineering programs [1] – [6].Literature ReviewThe benefits from these activities reach a multitude of stakeholders. For students, the benefitsinclude improved academic persistence and increased interest in pursuit of graduate education.These activities also foster broad development in areas that include communications and technicalskills, understanding the research process, ability and confidence to conduct research, motivationto learn, and ability to work in teams as well as independently. These effects are also seen asstrong motivating elements for underrepresented minority student populations that areexperiencing greater gains than others participating in undergraduate research [7] – [10].MESA Center
mathematical basis with theatre’s human and communication basis. II. BackgroundThe collaboration between the fields of engineering and theatre can be observed in technicallydemanding productions, such as shows like Cirque Du Soleil’s KA [1], and in college programs,such as theatre engineering. Shows such as KA require engineers to help bring the vision of theshow to life through technical features such as lighting, rigging, pulley systems, etc. Theatreengineering programs provide engineers with the education to accomplish those technical feats.Theatre engineering programs are offered at different universities across the United States, suchas Purdue University [2], Lafayette College [3], the University of Arizona [4], and PennsylvaniaState
university of interest, their highest priority is to assist their Deaf and Hard of Hearing(DHH) graduates with the progress of employment. There is a report revealing that DHH alumniwith bachelor’s degrees or higher earn about 60% more on the average than students who leftuniversity without a degree [1]. Also, DHH alumni’s dependency on federal income supportprograms such as Supplemental Security Income (SSI) or Social Security Disability Insurance(SSDI) decreased [2]. DHH alumni employed in STEM fields earn 31% more than non-STEMfields [3]. These three pieces of evidence show DHH students graduating from the universityresults in major economic benefits for them.However, DHH alumni with bachelor’s degrees or higher in their work career show they
methods such as Construction Management at Risk, Design/Build,Lean Construction, and Integrated Project Delivery (IPD) now account for most constructioncontracts.1 However, the use of these increasingly collaborative project delivery systems does notensure collaboration. For example, although Lean Construction proponents frequently employthe principles of IPD, success does not occur on every project. The reasons for failures areconsiderable, but one commonly cited cause is the inability of the construction managers, onthese projects, to manage conflict in a cooperative manner or adjust their mindsets to operatewithin a collaborative framework. Although individuals with strong records of success onprevious projects are often selected to manage
and howthey can advance to more sophisticated scenarios. Like a computer game, students become excitedto improve their level of knowledge and go beyond a simple laboratory. They develop the datamodel, implement a base, then improve to intermediate and advanced models. Like a game, severalstudents often go beyond and develop additional scenarios of their own interest.1. IntroductionSimulation in education is a well-known and an established field. Engineering education, defensetraining, and medical exercises are a few noticeable examples. As part of the degree requirements,engineering students often learn how to use modeling and simulations for their future workplaces.Whether designing and constructing bridges, buildings, auto vehicles
groups, and team peer evaluations).BackgroundThere are many different approaches to team formation described in the literature (see Barkley etal. [1] for review), including random assignment, self-selection, and instructor assignment. In alarge course (e.g., 50 projects and 160 students), the process of forming teams is particularlychallenging [2]. There are some algorithms (www.catme.org) that have been developed to try toimprove this process by considering a specified set of parameters [3], but these processes leavestudents with minimal agency in the final decision. Despite the best efforts of faculty, studentsare sometimes unhappy with their assigned team and/or project. This dissatisfaction, ifunchecked, can result in poor team performance
encouraging creativity and hands-on fabrication skills in students. The benefitsof providing high-impact opportunities are evident to prospective students and the employers thatwill one day hire them. At our institution, we have a unique opportunity to expand on previousresearch on makerspaces as we design a new building which will include a 20,000 squarefoot Innovation Center.While the benefits of makerspaces are well-documented, increasingly so arethe potential shortcomings [1], [2]. It is critical to design welcoming and inclusive spaces thatsupport all types of learners. We addressed this challenge by conducting a needs andopportunities assessment of our currently available fabrication areas. Data werecollected through interviewing faculty, staff
adevice, such as entering a security code and actuating an electric door lock. Early evidenceindicates that rural kiosks can help villagers improve their economic standard of living byexpanding livelihood options and empowering them with information, tools, goods, and services(such as education and healthcare). 1 In the ever-changing culture of today, it seems that the worldcontinues to move toward “computer-facilitated self-service technologies” like ATMs,pay-at-the-pump gas stations, and self-checkout at grocery stores tend to unveil both supportersand critics of the idea. 2 A reporting kiosk is simply a stand-alone machine that resembles an ATMor it can be a dedicated computer where a probationer can report for required check-ins with
University, Stillwater, OK have been exposed to state-of-the-artautonomous vehicle technology as an interdisciplinary senior design project. The project wasintroduced as a competition among teams consisting of electrical engineering technology (EET),fire protection safety engineering technology (FPSET), and mechanical engineering technology(MET) students. The objective of the project was to design a vehicle that can autonomouslynavigate a specified course at high speed while completing an assigned mission. The learningoutcomes of the project are: (1) evaluate students for their ability to think beyond the classroomeducation while solving an important societal problem, (2) gain experience working in aninterdisciplinary team of students with diverse
were designed to guide the study in the exploration of the livedexperiences of eleven female students in an undergraduate engineering program. These questionsprovided a foundation for gaining a detailed understanding of how the participants made sense oftheir experiences and factors that were influential in their choice and persistence in engineering.1. How might choice and persistence take shape for women in an undergraduate engineering program? a. What roles do pre-college engineering-related learning experiences play in women’s choice of engineering as a major? b. How do women overcome social and cultural barriers in their persistence in an engineering program?ParticipantsThe recommended sample size for
female. Enrollment in College Physics I, which focused onmechanics was between 20 and 30 students per semester. College Physics II, which focused onwas often smaller and composed primarily of students who intended to move on to graduate studyin biology or physical therapy. These classes were smaller and had between 15 and 20students.The 200-level students who enrolled in Physics I and Physics II were most often 1st or 2nd yearengineering majors, with 10-20 per semester. There were usually between 2 and 6 students frombiology, chemistry, or biochemistry who planned to pursue professional programs in medicine,dentistry, or optometry. These students were often 3rd or 4th year students. Additionally, 1-2math or math education students may also be
, including STEM. While MSIs attempt to bridge educationalgaps seen in these students with pre-college resources, first year mentoring, and tutoringsessions, awareness and participation in URE is not prevalent at a MSI. Participation in suchactivities, however, has been linked to improved career prospects and an increase in thenumber of students seeking graduate degrees. Past studies [1],[2],[9] have suggested that aninitial interest in STEM does not necessarily continue throughout undergraduate education witha higher number of students requesting major changes and/or prolonging their graduationtimeline. This paper proposes to identify current notions and perceptions surroundingundergraduate research of STEM students at a mid-sized MSI along the U.S
play throughthe game, students are classified based on their perceived knowledge of the subject matterpresented to them. From this classification, students can be provided individualized assistance inthe form of tutorials, hints, prompts, or even videos of experts solving similar problems. Thesetailored prompts provide students with immediate feedback in their areas of difficulty,maintaining the momentum of the learning process and improving student comprehension.IntroductionWith recent efforts in student education placing major focus on student knowledge transferenceand problem solving 1 , problem-based learning (PBL) has gained momentum 2 . This is especiallytrue for more complicated educational paths such as STEM fields; particularly
currentlearning and future application. Introducing children to valuable STEM experiences, startingat a young age, has been shown to improve science literacy, promote critical thinking,develop problem solvers, and empower the next generation of innovators, creating newoutcomes that strengthen the economy [1]. Not all countries, however, acknowledge the need for STEM education. For example,although Kuwait, a small country in western Asia, ranks 57th (of 189 countries) on theHuman Development Index (HDI), with a score of 0.808 (or very high human development),the country ranks among the lowest in human development for Arabic/Persian Gulf countries[2]. CS curriculum in Kuwaiti K–12 public schools fails to prepare students for the 21stcentury
third Morrill Act for the 21st century to provideguidelines for increasing pathways into STEM education. The editorial highlighted the roleengineering education may play in addressing issues of access and engagement, reasserted thevalue of STEM literacy integrated with liberal arts, and emphasized the need for universities to beprepared to support diverse learners [1]. Unfortunately, the solicitations advocated in this reportmirror requests made for at least two decades for undergraduate engineering education. Thisgradual sense of change demonstrates how transforming engineering education from a local andsystemic perspective is indeed difficult [2].However, despite the difficulty and perceived resistance to change, this call for innovation
. Second, a literature review identifiedhow engineering-specific research on the LGBTQIA+ student experience aligned with thesethemes. We identified several themes in the first phase of the literature review: (1) Climate, (2)LGB Monolith, (3) Intersectionality, and (4) Identity Development. Engineering and engineeringeducation literature demonstrated similar themes, although this body of work was unique in theexploration of LGBTQIA+ coping strategies and the use of the technical/social dualismframework. Overall, the engineering education literature on LGBTQIA+ student experiencesseemed relatively underdeveloped.Keywords – LGBTQIA+, Inclusion & Diversity, Literature Review, Interdisciplinary HigherEducation ResearchIntroductionResearch on the
emergingworkforce needs.Overall project goal:There are two overall goals of the ATE-2YC project:1.To broaden knowledge of, build capacity, and increase access to the NSF ATE programamong all community colleges across the U.S. with ATE-allowed 2YC programs in fieldssupported by the ATE program including, but not limited to, advanced manufacturingtechnologies, agricultural and bio-technologies, energy and environmental technologies,engineering technologies, information technologies, micro- and nano-technologies,security technologies, geospatial technologies.2. To increase the number of competitive proposals in the ATE program submitted byfaculty at 2YCs.Workshop formatThe PI and grant staff hosted 2.5-day workshops with mentoring in Ohio in August 2017and
emerging technology integration in design.Mr. Efe Kutuk, Kean University c American Society for Engineering Education, 2020 A SURVEY ABOUT INTERNET of THINGS (IoT): WHAT DOES IoT MEAN to INDUSTRIAL DESIGN STUDENTS Prof. Bekir Kelceoglu, Syracuse University Prof. Efecem Kutuk, Kean UniversityAbstractThe concept of the Internet of Things (IoT) is not new. The first “traceable” practical applicationof the IoT technology was a vending machine, which reports the condition of the beveragesinside, developed by Carnegie Mellon University in 1982 [1]. It was a simple system withsimple sensors, compared to today’s extremely sophisticated IoT applications