implicationsthan engineering inherently has.AcknowledgementThis material is based upon work supported by the National Science Foundation under GrantNo. 1836504. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] U. National Academy of Engineering, The engineer of 2020: Visions of engineering in the new century. National Academies Press Washington, DC, 2004.[2] W. Faulkner, "Dualisms, hierarchies and gender in engineering," Social studies of science, vol. 30, no. 5, pp. 759-792, 2000.[3] D. Riley, Engineering and social justice: Synthesis Lectures on Engineers, Technology, and Society
studentexperience and what their experience has been like working on their research projects. Theinformation that is collected is used by the program staff to make any changes in mentor/menteeassignments and consider what additional programming might be needed for the participants.Participants also participate in a focus group interview with an external evaluator. Questions askparticipants to reflect on their experiences during the summer program, how the program hasimpacted their career and academic goals, and how the experience has developed confidence indifferent research skills.Data AnalysisA subset of eleven questions that considered students’ overall satisfaction, confidence, and self-efficacy in their research skills were considered for this study
research that indicates that the need to supportengineering faculty in curriculum development efforts so that all identities are represented andfully integrated into the engineering curriculum, assignments, and assessments [33], [37], [38].This is critical because students who have minoritized identities are able to recognize that notonly is their own identity excluded from the curriculum, but also other minoritized identities,which can amplify these students’ sense of isolation and lack of belonging in the engineeringmajor and career. Designing curricula, assignments, and assessments that reflect diverseperceptions of engineers and engineering work can help cultivate the professional formation ofengineering identity and encourage students with
; Sexuality Knowledge Community. Alex has an expertise in facilitation of training programs as well as performing institutional scans and program reviews. He has worked with higher education institutions, non-profits, and for-profit organizations on their inclusion efforts. Alex believes that authentic dialogue, reflection on our identities, an understanding of our history, and direct and consistent action are key to creating a more inclusive environment. Alex graduated with a Bachelor of Arts in Communications with a concentration in Public Relations from the University of Hartford and completed his Master’s Degree in Student Personnel Administration in Higher Administration at Springfield College. He currently serves as
careers andpathways. Phase I and II were done in collaboration with teachers participating in the teacher PDsessions, while Phase III entailed specific breakout sessions just for counselors. Participantsattended at least one synchronous session (approximately three hours) per week, including anintroductory kickoff meeting with the project team and collaborative sessions with teachers.Counselors were given opportunities in these sessions to undertake activities in teams.Discussions were held to share experiences and reflect on their learning of engineering.Asynchronous sessions afforded counselors with opportunities to work on engineering projectsindividually, read relevant literature, and construct mind maps demonstrating their understandingof
review response as “just part of the game,” thesescholars are a part of a coalition of authors who have penned an anti-racist reviewer’s guide [19].In the development of this guide, the coalition has identified this kind of behavior for what it is:the centering of a particular way of knowing and communicating to the exclusion of other ways.The reviewer’s exclusionary behavior maps onto several faces of oppression, most notably,marginalization (of particular ways of making knowledge) [20]. Further, the proposedcommunication and knowledge-making suggested by the reviewer reflects Western ways ofknowing, making knowledge, and communicating [21]; as such, this aligns with culturalimperialism and, following Dotson, is a form of epistemic violence [22
form mentoring programs, it is important to monitor theoutcomes over multiple years to accurately monitor the effects. There is also a lack of researchon the effect of mentoring programs on the mental health of students during COVID-19.Methods The mentoring program within the WISE program has now been running for threesemesters since Fall 2019 and the findings after the Fall 2020 semester were measured to 1)assess the cohort’s satisfaction and engagement in the program through a voice of customersurvey including reflections, 2) compare the increase in the number of mentor/mentee pairs fromthe initial pilot period of Fall 2019 compared to the Fall 2020, 3) compare the average GPAs and4) the retention in engineering and science for women
statistical report,” The Ohio State University, Tech. Rep., 2019.[14] National Science Foundation, National Center for Science and Engineering Statistics, “Women, minorities, and persons with disabilities in science and engineering: 2019,” 2019, special report NSF 19-304.[15] P. Ring, L. Neyse, T. David-Barett, and U. Schmidt, “Gender differences in performance predictions: Evidence from the cognitive reflection test,” Frontiers in Psychology, vol. 7, 11 2016.[16] L. G. Jones and L. P. Jones, “Context, confidence and the able girl1,” Educational Research, vol. 31, no. 3, pp. 189–194, 1989. [Online]. Available: https://doi.org/10.1080/0013188890310304[17] L. S. Dix, Ed., Women: Their Underrepresentation and Career
adopted [10,11]. The study abroad literature supports theintegration of experiential learning as a key medium for promoting higher-impact learning.Lutterman-Aguilar and Gingerich [10] argued that for an effective study abroad experiencestudents should be prepared as responsible global citizens and in order to do that the programsneed to incorporate the principles of experiential education that encourage reflection, criticalanalysis, and synthesis. A similar model was presented by McLaughlin and Johnson [12] forshort-term study abroad programs.Empirical studies have conducted to measure the personal and professional development ofstudents who participated in study abroad programs and evaluated factors such as civiccommitments (locally and
reflect the views of the National ScienceFoundation.References[1] World Health Organization, “Water, sanitation, hygiene and water management for the COVID-19 virus,” 2020.[2] C. Hendrickson and L. R. Rilett, “The COVID-19 Pandemic and Transportation Engineering,” Journal of Transportation Engineering, vol. 146, no. 7, pp. 1–2, 2020, doi: 10.1061/jtepbs.0000418.[3] R. K. Bhagat, M. S. Davies Wykes, S. B. Dalziel, and P. F. Linden, “Effects of ventilation on the indoor spread of COVID-19,” Journal of Fluid Mechanics, vol. 903, 2020, doi: 10.1017/jfm.2020.720.[4] T. R. Witcher, “Collaboration among Professionals: The Role of Civil Engineers in Public Health,” Civil Engineering, vol. 90, no. 6, pp
assessments are conducted at each course with CPS/IoT infusion. The outcomesand impacts of the course modules are monitored via student surveys as indirect measure andcourse assignment evaluations by instructor as direct measure. The student surveys reflect theiropinions on the course and their learning. Rubrics are developed for each course module onexercises and/or lab exercises, class projects, and independent projects to provide directmeasurements that quantify students’ achievements on the educational objectives presented inthe module outline. Each rubric includes the outcome indicators that align with some of the newABET students learning outcomes “1 through 7” and the levels of achievements for theexperience of CPS/IoT. For each instructional
services they need to succeed. As faculty,we need to be advocate and champion for talented students who have been impacted bycatastrophic event if we want to retain and graduate them to become successful STEMprofessionals.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantsNo. 1354156 (Nanotechnology Center); 1833989 (EECOS); 1833869 (PEARLS); 1832468 and1832427 (RISE-UP). Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. The authors are greatly thankful to the advisory board members andevaluators for their valuable input and feedback. We are also greatly
the use of student evaluations ofteaching in peer review and tenure and promotion processes. Given the abrupt switch to onlineeducation in spring 2020, as well as continued virtual delivery of most classes in the 2020-2021academic year, task force members were concerned that traditional course evaluation metrics andstudent feedback would reflect student dissatisfaction with online education, rather thansummative feedback as to teaching quality. This concern was compounded by the known bias instudent evaluations of teaching, where female faculty, faculty of color, and those from othermarginalized groups are disadvantaged [8], [21]. For both spring 2020 and the full 2020-2021academic year, student course feedback is to be included in future
respected by theirmembers. The U.S. score is below average, represented by a degree of acceptance of new ideasand trying new things. This can also be reflected in the good perception that innovation andcreating new products have [16].Finally, in terms of masculinity, the dimension that explains how much a society is driven bycompetition, achievement, and success, Ecuador and the U.S. have very similar rankings in themiddle of the spectrum. The countries can be considered highly success-oriented and drivensocieties, competitive, and status-oriented [16]. While these two countries rank similarly, thecompetitive drive differs according to their cultural dimension of Individualism. For example,Ecuador is a highly collectivistic country, so competition
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
and students. 3In this first experience, we and the teacher coordinated several lessons in which we used freesoftware to introduce the science of waves. After this introduction, students developed a projectin which they created sound installations and reflected on how their installations vibrated andgenerated sound [2].We used free sound editor Audacity [11] for students to visualize waveforms (as anoscilloscope), create pure tones (as a signal generator), and create sound compositions. For aspectrogram, we used free software UltimaSound (See Figure 1). Using and installing thesoftware on the school’s computers was possible because we were
material for Industry 4.0 qualifications so students can appreciate the marketabilityof the new degree in RET. Furthermore, the creation of stackable micro-credits, certificates andworkshops is aimed to enable non-traditional students and professionals to select content mostrelevant to their needs. Experiential learning will be incorporated in the educational activities bydeveloping the hand-on lab experiences in a design iterative approach that creates opportunitiesto reflect on the outcomes and results of an experiment, and then requires the synthesis of a newor evolved approach.Furthermore, the development of the RET curriculum will strengthen and improve the quality ofengineering technology education for undergraduate students by creating
barriers to student success in highereducation. The goal is to provide participants with opportunities to critically examine theintersections of their strengths with their social/cultural identities to support students as theytransfer from community college to a highly selective predominantly white institution. Ultimately, though the data currently reflects a small number of transfer studentparticipants, our plan is to gather more information over the course of the next academic year toquantify how and how many transfer students participate in extra- and co-curricular activities.Ultimately, we intend to describe the impact participation has on their sense of belonging and thedevelopment of their engineering and computer science identity, and
(reflective of the overall idea of its contents) isapplied to a unit of data–– were used to analyze her responses. (Example of Holistic Codeapplied to represent data excerpts from student interview can be found in Appendix F.) Belowwe describe ideas and observations derived from Jamie’s interview which may relate to thequantitative findings.Idea 1: The student faced challenges during the programming portion of the intervention.Jamie discussed some of her experiences programming, stating: That if one tiny little thing is wrong, your whole entire problem could be wrong…I was using different variables because I thought I didn't have that variable [made]. So then I'd have two different variables and then something wouldn't work for
skills,knowledge, and attitudes of a faculty can be a roadblock to training and determining facultyreadiness [13]. Teaching behaviors by faculty that reflect knowledge, skills, and attitudes must beidentified prior to a faculty training program, and training content must be developed to meet theirneeds at the appropriate level [14].Instructor and Learner’s InteractionBolliger & Halupa [15] stated the need to place a high value on communication between theinstructor and students, and the instructor’s timely responsiveness. Interaction facilitates dialogueand promotes active and collaborative learning. Unlike synchronous or face-to-facecommunication, online courses may lack interaction due to the physical separation of students andinstructor
moreclosely with industry partners in order to meet their workforce expectations and develop curriculathat align with the workforce of tomorrow based on cloud computing job roles.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1801024. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Fayer, A. Lacey and W. Watson, A. “BLS spotlight on statistics: STEM occupations- past, present, and future,” U.S. Department of Labor, Bureau of Labor Statistic, 2017. [Online]. Available: https://www.bls.gov/spotlight/2017/science-technology
analytical thinking pervades engineering design activities,the integration of the performance of components and sub-systems is vital to the success of allbut the simplest design problems. Consequently, the role of systems thinking is vital in solvingcomplex engineering design challenges while simultaneously considering environmental issues,safety, ethical implications, and economic factors [11]. Systems thinking permits students “tobreak out of the narrow definition of a problem and reflect on the relevant systems and how theyaffect, and in turn are affected by, new and improved technologies” [12]. By integrating systemsthinking experiences into early engineering design challenges, students may become moreexcited about engineering, while learning
the possibilities that surround me, and along with them…beauty.Circling a new role, now not who I am but what I do, yet more than that.A minister, literally, to be a servant, one who serves, reflecting my values unveiled and embraced.Circling fluidly between identities and roles grounded in who I am, a leader, a husband, a father, a teacher, a student, still…a servant.My eyes gazing outward, not on a goal nor an identity, external or internal, but anchored to a purpose found within myself yet beyond myself, to live for others, to serve humanity, particularly the “least of these.”Crashing into labels and stereotypes, Slowly circling, while negotiating the
well as thediscussion that occurred as the participants discussed each action research presentation.Additionally, some participants submitted a final report using a template provided by NationalAlliance for Partnerships in Equity, where participants shared information on their actionresearch issue, strategies applied, number of students reached, results, reflections, goals for nextyear, and other additional information (see Figure 2 in Appendix A). Additional data have beencollected throughout the project that will provide added content for analysis in the future,especially as it relates to the findings from this preliminary study. These data include student andschool team surveys, focus group interviews, and artifact collection and review
HBCU, met and exceededthe diversity of most REU programs across the nation. In terms of broadening participation inengineering, note that the majority of the participants were African-American, while a significantnumber were non-African American. The last cohort showed more gender and ethnic diversity,with ethnic diversity reflecting just as many African-American participants as non-AfricanAmerican participants; gender percentages were also equal by the final year of the program.evaluation methodologyThe evaluation plan included a hypothesis of increased modeling self-efficacy from pre-test topost-test. Yildirim et al. [4] developed an Engineering Modeling Self-Efficacy (EMSE) instrumentwith 36 items and 7 dimensions drawn from Tsang’s (1991
#1926330. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.7. REFERENCES[1] “Code of Ethics | National Society of Professional Engineers.” https://www.nspe.org/resources/ethics/code-ethics (accessed Apr. 19, 2021).[2] D.-L. Stewart, “Racially Minoritized Students at U.S. Four-Year Institutions,” J. Negro Educ., vol. 82, pp. 184–197, Jul. 2013, doi: 10.7709/jnegroeducation.82.2.0184.[3] M. T. Williams, “Microaggressions: Clarification, Evidence, and Impact,” Perspect. Psychol. Sci., vol. 15, no. 1, pp. 3–26, Jan. 2020, doi: 10.1177/1745691619827499.[4] E. A. Cech, “Culture of Disengagement in Engineering
reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.18. Wenger, Etienne, Richard A. McDermott, and William Snyder (2002). Cultivating communities of practice: a guide to managing knowledge. Boston, MA: Harvard Business School Press.
for the week.The rest of the time was spent with the students performing introductory tasks in the online sketchingenvironment. They took turns sharing their screens and assisting each other with the virtual sketching tasks.These class interactions accounted for a small amount of the course grade. The majority of the grade wasassociated with completing the online training modules described previously. Short reflections were alsoa required part of the course. The students read articles or watched videos related to visualization orvisualization training, and then wrote 200 – 300 words about their reactions. Three of these assignments © American Society of Engineering Education, 2021 2021 ASEE Illinois-Indiana Section
included a design sprint topractice design thinking, an introduction to the team’s selected focus area (presented by subjectmatter experts), and then proceeded with design thinking activities, further defining needs andinterests within the focus areas, ideating and then prototyping solutions, and developing actionplans. The curriculum included community-led, hands-on and practical exploration, ideation,prototyping, feedback and reflection sessions that resulted in a conceptual design conceived bythe community team.4.3. Symposium MethodologyOrganizing TeamThe organizing team for this symposium included several members of the IUDC, each of whomis a principal author of this work: 3 professors (Marcel Castro, Electrical Engineering;Christopher
, rather than having to immediately solvein a more “public” fashion. Also, candidates may prefer explaining problems with a pencil on thepaper or on a computer using an integrated development environment. Next, they suggested usingproblems actually encountered at the company, since many puzzles are not reflective of real-worldsituations. Such tasks are seen as giving an unfair advantage to candidates just out of school.Finally, they propose problem solving “as colleagues, not as examiners” a recommendation whichhighlights that rather than an intense interrogation the process should be balanced, and shouldinvolve working together to solve issues, and that this could even be accomplished with other“potential teammates.”In addition to the two