Paper ID #42482Board 420: Urban STEM Collaboratory: 5 Years of Lessons LearnedDr. Stephanie S Ivey, The University of Memphis Dr. Stephanie Ivey is a Professor with the Department of Civil Engineering in the Herff College of Engineering at the University of Memphis. She directs the Southeast Transportation Workforce Center and the West TN STEM Hub at the UofM.Craig O. Stewart, University of Memphis Dr. Craig O. Stewart is a professor of Communication at the University of Memphis.Dr. Aaron Robinson, The University of Memphis Dr. Aaron L. Robinson is an Associate Professor in the Department of Electrical and Computer
engineering and global education programs.Natali Huggins, Natali Huggins is a PhD student in the Higher Education program at Virginia Tech. She holds a mas- ˜ terˆa C™s in public administration from the National Experimental University of TA¡chira in Venezuela. She has several years of experience in higher education aJulia Machele Brisbane, Virginia Polytechnic Institute and State University Julia Brisbane is a Ph.D. student in the Engineering Education Department at Virginia Tech. She received her M.S. in Biomedical Engineering from the Virginia Tech-Wake Forest University School of Biomedical Engineering and Sciences Engineering and her
-peak.Eileen Milligan, Massachusetts Institute of TechnologyAlexander Rokosz, Massachusetts Institute of TechnologyElizabeth Schanne, Massachusetts Institute of TechnologyDr. Reza S. Rahaman, Massachusetts Institute of Technology Dr. Rahaman returned to MIT in 2018 after a 29 year career in the Consumer Packaged Goods, Pharmaceuticals, and Agricultural Chemical Industries to lead the four School of Engineering Technical Leadership and Communication (TLC) Programs – the Gordon-MIT Program in Engineering Leadership (GEL), the Undergraduate Practice Opportunities Program (UPOP), the Graduate Engineering Leadership Program (GradEL), and the School of Engineering Communication Lab. Immediately prior to MIT, Reza was the Vice
that is equivalent to M.A. from Fontys University – Netherlands (1998). Currently, he is a Professor with the Department of Electrical and Computer Engineering, Jackson State University, Jackson, Mississippi. His main research areas include Electromagnetics, Antennas, Phased Arrays, RF/Microwave Circuits, Numerical Methods and Engineering Education.Dr. Satinderpaul S. Devgan P.E., Tennessee State University Dr. Satinderpaul Singh Devgan is Professor and Head of Electrical and Computer Engineering at Ten- nessee State University since 1979. He received his M.S. and Ph.D. degrees in Power Systems from Illinois Institute of Technology before joining Tennessee State University in 1970. He has developed and
assistant and frontend developer of ClassTranscribe. He was nominated for Illinois Innovation Prize 2020 because of his contribution to educational software.Dr. Maryalice S. Wu Maryalice is the Director of Data Analytics at the Center for Innovation in Teaching & Learning at the University of Illinois Urbana-Champaign. She holds a position as an adjunct assistant professor in the Department of Sociology at the University of Illinois and has a Ph.D. in Sociology from the University of Illinois. Her recent research focuses on the economic and health empowerment of women in developing nations. Her other projects relate to program evaluations and learning analytics in academia. . She has taught several courses at
military career he spent over 10 years on the faculty at the US Military Academy at West Point teaching civil engineering. He has also served as the Director, Graduate Professional Development at Northeastern University’s College of Engineering.Dr. David S. Hurwitz, Oregon State University Dr. David Hurwitz is an Associate Professor of Transportation Engineering, Director of the OSU Driv- ing and Bicycling Simulator Laboratory, and Associate Director of the Pacific Northwest Transportation Consortium in the School of Civil and Construction Engineering at Oregon State University. Dr. Hurwitz conducts research in transportation engineering, in the areas of transportation safety, human factors, traffic control devices, and
, and digital signal processing.Ms. Jocelyn B. S. Cullers, Boise State University Jocelyn B. S. Cullers is a Data Analyst at the Institute for STEM & Diversity Initiatives at Boise State University.Dr. Sonya M. Dennis, Morehouse CollegeDr. Yingfei Dong, University of Hawai’i at Mnoa Dr. Yingfei Dong received his B.S. degree and M.S. degree in computer science at Harbin Institute of Technology, P.R. China, in 1989 and 1992, his Doctor degree in engineering at Tsinghua University in 1996, and his Ph.D. degree in computer and information science at the University of Minnesota in 2003. He is an Associated Professor at the Department of Electrical Engineering at the University of Hawaii at Manoa, and an IEEE Senior
Society for Engineering Education, 2019 T e c h n ic ia n -T e c h n o lo g y T e a m w o r k : M u ltifu n c tio n a l C o lla b o r a tio n o n I n d u s tr y P r o je c t sA b s tra c tT h e im p o r ta n c e o f m u ltif u n c tio n a l te a m w o r k h a s b e e n a d v o c a te d f o r s o m e tim e . T h is in c lu d e sh a v in g te c h n ic ia n s a n d e n g in e e r in g te c h n o lo g is ts le a rn to w o r k e ff e c tiv e ly to g e th e r . T h e g o a l o fth is p ilo t p r o je c t w a s to h a v e s tu d e n ts f r o m 2 -Y e a r a n d 4 - Y e a r p r o g r a m s le a r n to v a lu e th e irc o u n te r p a r ts b y w o rk in g to g e th e r o n a c o m b in e d
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named in his honor.Mr. Boz N Bell, HP Inc.Mrs. Tiffany Grant King, HP Inc. Mechanical engineer with both academic research experience and industry experience in the areas of automotive, pharmaceutical, paper manufacturing, consumer products/goods, and technology engaged in the challenges in STEM education, talent acquisition, and global business systems. ©American Society for Engineering Education, 2023DIVERSIFYINGSTEM PATHW AYS:MATH CIRCLES OFCHICAGO Doug O’ Roark Boz BellA Ne wJ o u rn e y 1. The Need 2. A Solution 3. Outcomes 4. Shared Vision 5. Reflecting on the JourneyIn t ro d u c t io n s Doug O’ Roark
teaching awards, two Professorships, two national ASEE teaching awards, and is internationally recognized in his primary research field. c American Society for Engineering Education, 2016 Promoting Research and Entrepreneurship Skills in Freshman Engineering Students: A Strategy to Enhance Participation in Graduate and Enrichment ProgramsAbstractThis paper describes the structure, implementation strategy, and early results of an undergraduateNSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) Programaimed at: (a) increasing the number of graduating engineers with research and entrepreneurshipexperience, (b) preparing students for the future needs
for Engineering Education, 2016 Challenges and Benefits of Introducing a Science and Engineering Fair in High-Needs Schools (Work in Progress) Science and Engineering (S&E) Fairs are a valuable educational activity that are believedto increase students’ engagement and learning in science and engineering by emphasizingcreativity and inquiry-focused learning.1,2 However, S&E Fairs put demands on teachers,parents, and students for time and resources.3,4 Organizing such an event is especially demandingin the first few years of implementation. As a result, poor and low-achieving schools are lesslikely to implement such a program for their students, despite the potential benefits 1,3,4. Ourstudy is based on data
Computer Engineering & Computer Science student at Northeastern University. c American Society for Engineering Education, 2019 Community Engagement and Service-Learning: Putting faces to a community to create better engineersAbstractThis complete evidence-based practice paper presents how Service-Learning (S-L) helped first-year engineering students attending an urban institution to grow their concept of community.When S-L is incorporated into a first-year engineering design course, students expand theirlearning as they work and teach in the community. In addition, students get a chance to see andexperience the greater community to which they belong. Through S-L, engineering students
effective. In Table 6, the frequentassessments help reinforce the concepts in the lecture per one student comment. Students likethe rewind feature to view the video when they do not understand the topic. The flippedclassroom approach appears to come close to the face-to-face instruction per second studentcomment. The frequent knowledge assessment questions are consistent with past studies5-7.1. The teaching methods in this course are effective:The eva l ua ti ons through the vi deo rea l l y hel p to rei nforce concepts covered i n the l ecture.I l i ked the wa y tha t the l ectures focus ed on jus t one or two poi nts a nd thoroughl y expl a i ned them. I a l s ol i ked tha t i f there wa s a topi c tha t I di d not unders ta nd i mmedi a tel y I
discussednext.Question 1: The teaching methods in this course are effective. In Table 6, the frequentassessments help reinforce the concepts in the lecture per one student comment. Students likethe rewind feature to view the video when they do not understand the topic. The flipped1. The teaching methods in this course are effective:The eva l ua ti ons through the vi deo rea l l y hel p to rei nforce concepts covered i n the l ecture.I l i ked the wa y tha t the l ectures focus ed on jus t one or two poi nts a nd thoroughl y expl a i ned them. I a l s ol i ked tha t i f there wa s a topi c tha t I di d not unders ta nd i mmedi a tel y I coul d rewi nd the vi deo a nd vi ew thema teri a l a ga i n.The tea chi ng methods were a s effecti ve a s they coul d be wi
usingPowerPoint help reinforce the concepts in video mini-lectures and is consistent with paststudies7,8,9.1. The teaching methods in this course are effective:The eva l ua ti ons through the vi deo rea l l y hel p to rei nforce concepts covered i n the l ecture.I l i ked the wa y tha t the l ectures focus ed on jus t one or two poi nts a nd thoroughl y expl a i ned them. I a l s ol i ked tha t i f there wa s a topi c tha t I di d not unders ta nd i mmedi a tel y I coul d rewi nd the vi deo a nd vi ew thema teri a l a ga i n.The tea chi ng methods were a s effecti ve a s they coul d be wi th out a fa ce to fa ce.I enjoy the qui z s tyl e for the extra credi t a s wel l2. Interactive video with embedded knowledge checks enhance engagement for the student
of peer support to achieve in higher education [2]. Co-curricular and informal learning opportunities can provide students access to expert thinking intheir disciplines, and can improve retention in the sciences [3]. S-STEM scholarship programswere designed to provide curricular, co-curricular, and financial support to students withfinancial need who are underrepresented in STEM fields. Results from S-STEM programindicate scholars experience greater retention and higher achievement than their peers, [4,5,6] yetlittle is known about how S-STEM scholarship programs shape students’ professional identitiesin their fields.The Cybersecurity National Science Foundation S-STEM scholarship project is a joint effortbetween two- year and four-year
the Associate Dean for Student Affairs in the UMass Amherst College of Engineering. She has over 30 years experience in recruiting, retaining and graduating engineering students. From 2003 through 2007, she also served as Director of Education, Outreach and Diversity for CASA - an NSF Engineering Research Center. She has been a Co-PI and Program Director for several previous CSEM and S-STEM awards. Page 26.1543.1 c American Society for Engineering Education, 2015 The Impact of Federally Funded Scholarship Programs on the Success of Transfer Students at a Public
capture the nuanced experiences of this group, as well as anacademic culture that inadvertently maintains exclusions. Future work will look to identify andamplify these root causes so that they can be attended to, in turn supporting the development ofeffective mental health interventions for all graduate students.ReferencesArksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.1080/1364557032000119616Anandavalli, S., Borders, L. D., & Kniffin, L. E. (2021). "Because Here, White is Right": Mental Health Experiences of International Graduate Students of Color from a
Paper ID #29030WIP: Mitigating Transfer Shock for Undergraduates in Engineering toIncrease DiversityMrs. Claire Duggan, Northeastern University Claire Duggan is the Director of The Center for STEM Education at Northeastern University. While serving in this role she has supported the design and implementation of multiple National Science Foun- dation initiatives including but not limited to ATE, GK12, ITEST, REU, RET, S-STEM, and STEP grant initiatives.Ms. Rachelle Reisberg, Northeastern University Rachelle Reisberg is the Assistant Dean for for Undergraduate Curriculum and Students in the College of Science at
, proposing a conceptualmodel of the factors that influence global competency levels, and also identifies the baselinelevels of global competency for benchmarking. The resulting conceptual model and globalcompetency measures will be useful toward larger scale inquiries to evaluate how participationin study abroad programs, international experiences, culturally-relevant curricula, and otherrelated activities can contribute to changes in students’ ability to work in diverse environments.The Miville-Guzman Universality-Diversity Scale short form (MGUDS-S) measures the“universe-diverse orientation” construct, which “reflects an attitude of awareness of both thesimilarities and differences that exist among people”2. Higher MGUDS-S scores have
against MGUDS-S global competence scores, also using MATLAB.⚫ To propose methods for identifying key factors for enhancing levels of student engagement and satisfaction in group activities, in the context of international, collaborative workshop involving students from diverse backgrounds.During the online robotics workshops in AY2022 and 2023, the study's authors, Iwata andKimura, were undergraduate students in the Department of Engineering Science andMechanics at the College of Engineering at SIT, and had been serving as Student TeachingAssistants (TAs) on the Online Robotics workshop; they were then chosen to also be part ofthe team carrying out Slack-based evaluation. They worked under the supervision of thestudy authors, Prof. Nagasawa and
FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering. c American Society for Engineering Education, 2019 “J UST L IKE ME” : IMPR O VING THE IMAGE O F ENGINE ERING FOR E LE ME NTAR Y SCHOO L STUDE NTS (RE S O UR CE EX CHANGE) | UNIT GR ADE LE VEL: 3 -5 J E S S I C A RU S H L E E K
reconsider the role that spatial skills actuallyplay in training engineers. This paper argues that spatial skills testing and training interventionsare a misuse of the time and energy of people who want to help women and other historicallyexcluded students succeed in engineering. We must reframe our interventions withoutperpetuating deficit models about cognitive abilities like “spatial skills,” a construct which, inspite of its wide popularity in the STEM education community, has been very poorly formulated.References[1] S. G. Vandenberg and A. R. Kuse, “Mental rotations, a group test of three-dimensionalspatial visualization,” Percept Mot Skills, vol. 47, no. 2, pp. 599–604, Dec. 1978, doi:10.2466/pms.1978.47.2.599.[2] M. Peters, B. Laeng
bachelor’s degrees may be eager to enter the engineering workforce. However,in many engineering disciplines, individuals have more earning potential and career trajectoryoptions with a master’s degree. In this paper, we identify several categories of barriers and lessonslearned to launching an S-STEM focused on graduate students at a large R1 public institution thatmay be useful to other such programs. These include discussions on recruitment of this specializedpopulation of students into graduate school, especially those from other institutions, can bedifficult because i) there are structural and legal barriers to accessing financial information aboutstudents to identify low-income students and ii) smaller institutions may not have the
Fellowship at the University of Cambridge, UK. He joined the UIC Chemical Engineering faculty in 1991, and has research interests in fluid mechanics, transport phenomena, applied mathematics and computer simulations - with applications in drug delivery technology.Prof. Jeremiah Abiade c American Society for Engineering Education, 2019 An Integrated Program for Recruitment, Retention, and Graduation of Academically Talented Low-Income Engineering StudentsIn this paper, we summarize the poster presented at the NSF Grantees Poster Session that providesan overview of the S-STEM program. The S-STEM program at the University of Illinois atChicago (UIC) began in 2017 and was developed to provide
of competence ● Validated and reliable student performanceTo answer the Research Question, teaching can be redesigned to support students in transfertheir knowledge and skills by integrating the transfer of learning and authentic assessmentconcepts displayed in Table 1.MethodologyBased on an undergraduate engineering program at the Singapore Institute of Technology,students are exposed to simulations using finite element analysis (FEA) and computationalfluid dynamics (CFD) as part of their Year 1 engineering foundation [15], [16]. In Year 2, thestudents are taught the Mechanical Simulation (M&S) module to learn how to solve ill-structured
at a private, research I universitycompleted surveys asking about their perceptions of norm-referenced exams with means in the 20’svs. those with means in the 60’s.The results overwhelmingly show that students found exams with means in the 20’s—but not thosewith means in the 60’s—discouraging and as evidence of bad and uncaring teaching. Studentsreceiving an “A” for exam scores in the 30’s were unlikely to feel proud of their accomplishment andwere highly unlikely to feel that they had learned what the instructor expected. These same students,however, did feel proud when an “A” was based upon an exam score in the 80’s. Students were alsomore likely to consider cheating and were less motivated to study when the median score was in the20
, Boulder Dr. Wendy Chi is director of ABC Research & Evaluation, as well as a research analyst at Jefferson County Public Schools in Colorado. Dr. Chi holds a Ph.D. in Educational Foundations, Policy, and Practice from the University of Colorado at Boulder. Her research interests include educational equity and access for underrepresented students, with a specific focus on underrepresentation in STEM. c American Society for Engineering Education, 2020Developing Meaningful Studies of Student Success with Equity in Mind –Considering Context (Experience Report)AbstractThe National Science Foundation Scholarships in Science, Technology, Engineering and Math(S-STEM) grants are designed to support
, academically talented students. An innovative scholarship program developedand implemented at Florence-Darlington Technical College, Florence, SC has achieved an 81.8%on-time graduation rate for students in engineering technology programs and other advancedtechnologies by addressing a barrier referred to as the “digital divide” (NSF DUE #0422405,#0806514, #1259402). A technology support element was added to a National ScienceFoundation-funded S-STEM scholarship program in 2004 to address a well-documented needamong prospective scholars. Many scholarship recipients did not have access to a personalcomputer with the software and capability to do assigned work when off campus. To besuccessful, students were making extra trips to the campus to work in an