BackgroundAdmission to engineering and computer science programs in the United States is often basedlargely, if not solely on traditional measures of academic achievement such as standardized testscores (e.g. SAT and/or ACT), high school grade point average, high school rank or postsecondarygrades from community college or university.1 Unfortunately, studies have shown that thesemeasures may be poor predictors of academic success in most disciplines;2 moreover, preliminaryanalysis of data collected in this project show that SAT may predict only about 10% of the variancein students’ self-reported Grade Point Average (GPA), while a group of ten Non-Cognitive andAffective (NCA) factors taken together predict 26% of this variance.3 We are exploring what
school to college requires extra supportand therefore offer college summer bridge programs. However, the transition from the freshmanto sophomore year is a critical formational period and yet often neglected in student successinitiatives [1-3]. The sophomore year is a defining moment in the college career, and also a timethat is filled with uncertainty and a sense of losing support students had in their freshmen year [2,4-6]. We recognized the need for students to strengthen their motivation, resolve, and capabilityto persevere through the challenges that tend to hit them particularly hard when they reach theirfirst engineering courses, typically in their sophomore year. We hypothesized that servicelearning projects during the students’ freshman
-world situations where they interact with people who have specific needs andconstraints. These factors motivate them to learn and work responsibly. Index Terms — Innovative training technique, K-12 outreach activity, real-world trainingenvironment, service learning, senior project capstone course, solar project, 3-D printing project.1. IntroductionService learning has become an important part of teaching pedagogy at the California StatePolytechnic University Pomona (Cal Poly Pomona) for a number of years. It provides studentswith structured opportunities to learn through active participation and organized communityinvolvement. A service learning course is an academic course where a service project or serviceexperience is part of the overall
-technicalcompetencies to the DFC, competitors find that their holistic set of skills are more valued while atthe same time competitors also claim that the amount of technical content of the DFC is greaterthan other cybersecurity competitions.1 IntroductionThere is a critical shortage of professionals in cybersecurity. As with the rest of the field ofcomputing, this need is exacerbated by the lack of gender and racial diversity in the cybersecurityworkforce. This problem has been recognized by NIST’s National Inititative for CybersecurityEducation (NICE) working group, which has an objective of increasing the participation byveterans, minorities, and women in cybersecurity 1 .Cybersecurity competitions have been promoted to increase participation in
* 1 Cañada Community College, Redwood City, CA 94061 2 School of Engineering, San Francisco State University, San Francisco, CA 94132 3 Skyline College, San Bruno, CA 94066 *Corresponding Author: zsjiang@sfsu.eduAbstractTopology optimization has great potential to achieve the most economical and efficientengineering designs due to its ability to allocate materials to the most effective locations.Topology optimization techniques have been applied to tall building design. However, due to thelack of an automated process, a simplified procedure is commonly used to find the optimizedpattern of the exterior bracing. An automated topology
, 42]. Most colleges initially place the underpreparedstudents into some developmental math courses followed by appropriate regular college courses.With effective teaching strategies, developmental math course success rates can be improvedconsiderably diverse groups of students, if students are engaged with mathematical concepts instructurally appropriate motivational context. "Education researchers are ultimately interested inhow to structure the educational context to maximize student learning outcomes." [43] Mostteachers have a genuine interest in creating an engaged classroom. Visual representations ofmathematical concepts help in engaging students with complex ideas about the conceptual issues[1, 2, 42] , which are otherwise
females in engineering, enrollmentnumbers have remained virtually stagnant for over 20 years.1 For the U.S. to remain competitivein the global economy, it is essential to retain more women in engineering.As our nation’s potential scientific talent pool expands to include more persons from diversebackgrounds, particularly females, so does our need to understand their educational experiences,industry experiences, as well as the barriers and supports that relate to their path throughacademia and industry. In this paper, I will present what research been conducted so far in aliterature review, present the methodology of how I will collect and analyze data, as well assummarize the expected results and implications.While understanding the broad
research experience and strengthening their confidence and interest in pursuing aSTEM profession. The program also helped the students improve their skills in teamwork, timemanagement, scientific writing, and presentation.I. IntroductionAn adequate supply of quality workers in the science, technology, engineering, and mathematics(STEM) fields is vital to continued US economic growth and competitiveness [1]. Communitycolleges enroll almost half of the nation’s undergraduate students, thus their role inundergraduate STEM education is very important, especially for individuals from groupstraditionally underrepresented in the STEM field. With support from the Department ofEducation Minority Science and Engineering Improvement Program (MSEIP), a
school GPA, and SAT mathscores. Further details of the interventions, study, results, and the literature review conducted upto that point can be found in the paper 1. There is evidence that subtle psychological interventionscan be self-reinforcing under certain conditions, for example, in environments with chronicevaluations (such as school), performance gains can magnify and reinforce the intervention 2.There has been additional work published on fostering a growth mindset in engineering studentpopulations in the past two years. Freeman et al. described positive outcomes, includingdevelopment of a growth mindset, from engineering students being taught in a way that developsthe six engineering Habits of Mind 3. Frary examined if a growth mindset
determined and motivated as they progress through their educational pathways.1. Introduction Background: With funding from the Department of Education, Canada community college and San Francisco Sate University have collaborated to offer research internship experience to the under-represented community college students. This program has been conducted for several yearsnow and every year it impacts close to 20 community college students. The community collegestudents are selected for this program based on criteria of diversity, technical background, and fit.The program covers four disciplines of Electrical, Computer, Mechanical, and Civil Engineering.In each discipline, there is a faculty research advisor at San Francisco State University who
have shown to be effective5,6,15,7–14. Hence, the objective of the authorsis to present topics in heat transfer through a platform familiar to students to improve studentlearning. In this work, YouTube videos are used to supplement existing course material, andYouTube analytics are used to study how these videos are used by students. The effectiveness ofthese videos is assessed from student performance on tests.The questions to be explored based on the video analytics and student performance assessmentdata are: 1) What is a range of video length that would retain viewership? 2) What is anappropriate number of videos to improve student performance? 3) What type of videos are mosteffective – problem-solving or conceptual videos?Course
Skills. Best practices are highlighted with descriptionsof the technologies and techniques that were found most promising.IntroductionThe past 20 years were dominated by technological advances, but many modern classrooms arerun the same as they were in the 1990s. An overarching goal of educational institutions is tomaximize the quantity, quality, and accessibility of education for their students [1], [2]. There iscurrently a gap between the technologies available and the ways they are implemented toimprove education accessibility [3]. This “tech-lag” is an opportunity and necessity for collegeseverywhere to close the gap and create classrooms with diverse access points to learning,increasing each student’s chance for academic and professional
learningbehavior and patterns unique to computer programming [1-4]. Within the context of anintroductory programming course, choosing the most effective teaching method can bechallenging. The analogy of learning a new language is sometimes used to describe the types ofskills that are needed to communicate with a computer. Language pedagogy may provevaluable in introductory programming courses. Current practices in language instruction advisedeductive teaching for simple rules and less skilled learners, versus inductive teaching forcomplex rules and more skilled learners [5]. Deductive teaching begins with a general rule oftheory presented by the instructor, followed by specific examples and practice problems.Inductive teaching begins with specific
American Society for Engineering Education, 2019 WORK IN PROGRESS: Understanding pre-service teacher beliefs aboutvaccination using and modifying group-based computational simulationsIntroductionThe Texas Department of State Health Services reported 56,738 kindergarten through 12thgrade students entered the 2017-2018 school year having been unvaccinated for non-medicalreasons [1]. These children have parents who file for a conscientious exemption to vaccines orare more colloquially known “anti-vaxxers.” [2]. While this figure only represents 1.07% of thestudent body of Texas, a closer analysis shows the heterogenous composition of unvaccinatedstudents in schools. Austin, Texas presents an interesting case where schools range invaccination rates
teams that exist inworkplaces within the United States and abroad. As such, the purpose of this paper is to describethe process of creating and subsequent plans for implementation of an interdisciplinary capstonecourse at a large research-intensive institution in the Southeast US. The challenges associatedwith developing a course that meets the need of each disciplinary capstone experience and spansthe boundary of different approaches to pedagogy, knowledge structure and learning will beexplored as well.Background and ObjectivesOne of the most common complaints among recruiters of engineering graduates is a failure ofuniversities to properly prepare their students to collaborate within a diverse workplaceenvironment [1], [2]. Students typically
documented various aspects of the program over its first 9 years. The purpose of thispaper is to describe the current state of the integrated teaching and learning strategies that theprogram uses to facilitate engineering design learning with an entrepreneurial mindset in a PBLmodel.Awareness of the IRE program has increased recently with the program being recognized as theABET 2017 Innovation award winner and in the top ten emerging leaders in engineeringeducation in the “Global state of the art in engineering education” report by Dr. Ruth Grahamreleased in 2018 [1].Purpose of researchThe purpose of this paper is to describe how the Iron Range Engineering (IRE) program leadsstudent engineers to ”become the engineer they want to be” by working with
Academy of Engineering (NAE) for ”For innovations in nanomanufacturing with impact in multiple industry sectors”; Society of Manufactur- ing (SME)’s David Dornfeld Blue Sky Manufacturing Idea Award for ”Factories-In-Space”; SME-S.M. Wu Research Implementation Award; three Edison Awards for Innovation; Tibbett Award by the US Small Business Association sponsored by EPA for successful technology transfer; R&D 100 Award, (the ”Os- car” of innovation); Fellowships to the International 1. Academy of Production Engineering (CIRP), 2. the American Society of Materials (ASM), 3. the American Society of Mechanical Engineering (ASME), and 4. the Institute of Physics (IoP), London, England; multiple best paper awards
expectations. While these themes were commonacross the studies included in the analysis, the way the themes manifested across data sets raisesinteresting questions about the formation of engineers and the socialization experiences thatcontribute to that formation. As research on engineering practice continues to develop, it isimportant that researchers consider where engineers are within their career trajectory and howthat influences their perceptions about the work they do and the agency they have withinorganizations.Introduction and BackgroundWhat constitutes engineering practice is constantly changing and revised as engineeringproblems become more complex and multidisciplinary, and the scale on which engineeringproblems are solved increases [1
). Some of de Paula’s academic and professional accomplishments include being the recipient of a Fulbright FLTA scholarship (2008-2009) and a Cambridge University Best Practice in State Education Scholarship (2011). In addition, he has attended and presented in conferences and teacher training seminars in Argentina, England and the USA c American Society for Engineering Education, 2019 "Ingeniero como vos": An analysis of the Mbyá-Guaraní Practices Associated with Engineering DesignAbstractThe Mbyá-Guaraní are a group of nomadic people that have inhabited impenetrable territories inSouth America for centuries [1]. They are one of the groups that had the least amount of
E R, P U RD U E U NI V E RS I T Y | RU S H 7 @P U RD U E . E D U K AY L A MA XE Y , P U RD U E U NI V E RS I T Y | C AR T E 2 3 1@P U RD U E . E D U D R . M ON I C A C ARD E L L A, P U RD UE U NI V E RS I T Y | C ARD E L L A @P URD U E . E D U D R . M OR GA N H Y N E S , P U RD U E U N I V E RS I T Y | H Y N E S M@P U RD U E. E D UA myriad of factors contributes to the disproportionately low representation of racially and ethnically diverse students participating inengineering. Informal learning environments are locations where racially and ethnically diverse students can experience STEMactivities in culturally-relevant and culturally-responsive ways. Identity portraits are a tool
ofengineering practices, the characteristics of engineers, and how students’ interests intersect withengineering careers.IntroductionEngineering education has become a part of science instruction as early as elementary school inthe United States. Engineering educators and the Next Generation Science Standards hold goalsof engaging children in engineering practices, informing children about the nature of engineeringwork, and ensuring that youth have the option to select future engineering study and careers [1].Research studies indicate that children are increasingly well-informed about the nature ofengineering work as a result of a growing number of K-12 engineering curricula [2]–[4] and thatelementary students in the United States are increasingly
questions were designed togage how much impact the sessions have had regarding knowledge of and attitudes toward theengineering profession. Both objective and subjective question forms were utilized.MotivationWriting on Dartmouth College’s achievement of awarding more than half of its undergraduateengineering degrees in Spring 2016 to women, Dean of Engineering Joseph Helble stated “Weneed to educate increasing numbers of talented and creative engineers, drawn from all corners ofsociety” [1]. That is absolutely true. To reach those far corners, recruitment of diverseengineering candidates cannot happen just during freshman year of college, or even during highschool. Many researchers have demonstrated that perceptions of technical careers in general
the College of Education at NC State University. c American Society for Engineering Education, 2019 A Comparative Analysis on the Engineer of 2020 – A Holistic REU ProgramIntroductionSince the beginning of the millennium, the conceptual Engineer of 2020 established themotivation for early 21st Century engineering curricula [1]. While it has created someimprovement in educational programs, its impact is far more reaching in areas beyond itsoriginal objective, such as Research Experiences for Undergraduates (REUs). This REU programimproves the traditional REU procedures by incorporating methods that produce the desiredtraits of the Engineer of 2020.The Future Renewable
, 2016). Society is transitive. Thecultural, moral, technological, economic, environmental, and safety realities of individuals 1 The definition of methodology used here is a collection of methods used to perform the research and analysis. 2 The definition of complex as outlined in Clark, et. al. 2012. along with human beliefs have evolved over time. Students, instructors, and engineers are alla part of society and experience this reality from their own perspective. Case studies, such asthis one, are inherently rooted in Critical Realism.We use a Situative Theory framework to deliver our capstone
for all students tohave their questions addressed fully, we organized tutorials in which approximately 12 studentsworked with a junior SJTU faculty member with experience in writing scientific papers inEnglish (Figure 1). To ensure consistency in teaching across the different tutorial groups anSJTU Professor of Biomedical Engineering, a co-Director of the course who had obtained herdoctoral degree at the University of Oxford and who has many years of experience publishingscientific papers in English, oversaw and monitored the material covered in tutorials. A Chineselanguage version of The Elements of Style by William Strunk, Jr. and E.B. White [1] was used asa textbook for the tutorials. Different tutors adopted somewhat different approaches
of Delaware, and her Ph.D. in Mechanical Engineering (2014) from New York University. She is passionate about translational research and engineering education. c American Society for Engineering Education, 2019 A FRAMEWORK FOR QUANTIFYING STUDENT SELF-CONFIDENCE AND TASK CHOICE IN ENGINEERING DESIGN-RELATED ACTIVITIES Jenni M. Buckley, PhD1,3, Sara Grajeda, PhD2, Amy E. Trauth, PhD1, Dustyn Roberts, PhD4,1 1 University of Delaware, Department of Mechanical Engineering 2 University of Delaware, Center for Research in Education and Science Policy 3 University of Delaware, College of Education and Human Development
engineering whereas teachers with themaster’s in engineering were preferred by male students.1. IntroductionDual credit and Advance Placement (AP) courses have been around for decades. Typically, thesetypes of courses have focused on core subjects such as Mathematics, English, Economics andHistory. While some might question the value of AP courses in predicting college success, thereis no doubt that these types of courses are enriching and popular with college-bound, high schoolstudents [1]. For 11 years, the University of Arizona (UA) has offered an award winning, dualcredit, introduction to engineering course to high school students. Results collected from courseevaluation surveys have shown that after course completion, nearly 80% of students
academic preparation, first-semester experiences, study habits,and gender. Identifying these factors and the extent to which they affect student success is crucialto understanding how to increase retention rates. Supplemental instruction (SI) has been usedsuccessfully in academic settings to limit attrition in challenging programs, especially amongfemales. The College of Engineering at Northeastern University has implemented a SI programfor first-year engineering students, and our group has identified factors that may predict the useof SI in a required first-semester general chemistry course by these students [1]. For example,students who used SI in high school were more likely to use SI during their first semester incollege, showing a correlation
Cornerstone Design, Senior Capstone Design,Engineering Education, Engineering Retention1. IntroductionEngineering curriculum at the university level typically culminates in a senior design capstonecourse. The goal of the senior capstone design course is to challenge the students with an exampleof a real-world project, preparing them for industry. University curriculum used to focus heavilyon design and design challenges, typical of industry level engineering. Due to increasing systemcomplexity, engineering curriculums were prompted to add more science and mathematics classesto help students understand needed tools and methods.1 However, over time this produced studentswith a decreasing understanding of the practical applications of engineering and