N° 5151 del 26 de marzo de 2014. De Agencia Espacial del Paraguay. (2014, March 27). Retrieved from http://www.bacn.gov.py/NDY1Mg&ley-n-5151 [2] Nayak A., Sreejith A.G., Safonova M., Murthy J., (2013) High-altitude ballooning programme at the Indian Institute of Astrophysics. Current Science, 104: 708-713 [3] Fuke H., Akita D., Iijima I., Izutsu N., Kato Y., Kawada J., Matsuzaka Y., Mizuta E., Namiki M., Nonaka N., Ohta S., Saito Y., Seo M., Takada A., Tamura K., Toriumi M., Yamada K., Yamagami T. and Yoshida T. (2010) A new balloon base in Japan. Advances in Space Research, 45: 490-497 [4] Smith I.S. (2002) The NASA balloon program: an overview. Advances in Space Research, 30: 1087-1094 [5
shows thatstudents prefer having workshops in the evenings as opposed to mornings. The preference forevening workshops is corroborated by Hoffman et al.’s study [7]. This could be due to the timingof survey collection; the 2017 survey was sent out in Mid-March, while the 2018 survey was sentout Mid-January. The differences in preference could be a result of students considering theirschedules for the spring semester in the 2018 data. This could also serve to explain the increasein preference for a one-hour workshop in the ‘amount of time’ data.Figure 3. Student responses to the time of day question asked in the ASEE@SU survey.Figure 4. Student responses to the amount of time question asked in the ASEE@SU survey.Data collected by the STEM
International Strategy,Washington: U.S. Department of Education, 2012.[3] S. Huntley, “Attributes of a global engineer 2014,” Global Engineering Deans Council, July 30, 2014.[html]. Available: http://www.gedcouncil.org/publications/attributes-global-engineer-2014 [Accessed:December 3, 2018].[4] National Research Council, Engineering Tasks for the New Century: Japaneseand U.S. Perspectives. Washington, DC: The National Academies Press, 1999.https://doi.org/10.17226/9624. [Accessed: 2-4-2019].[5] A. Chan, and J. Fishbein, “A global engineer for the global community,” The Journal of PolicyEngagement, vol. 1, no 2, 4-9, 2009.[6] U.S. Department of Defense, Department of Defense strategic plan for language skills,regional experstise, and cultural
towards subject area.**=significant differenceConclusions and Future StudyClearly, it is important to identify and research factors that impact girls’ decision to participate inSTEM classes and careers. Curriculum needs to be examined to determine if it not only raisesstudents’ test scores but also provides a stimulus to pursue a career in STEM. Researchdocumenting differences in achievement and attitudes towards STEM subjects need continuedstudy. If differences are evident, it is important to determine when those differences occurred.Without an understanding of the differences in attributes of girls and boys in STEM areas, it isdifficult to provide an equal learning opportunity for both groups.ReferencesAud, S., Hussar, W., Johnson, F., Kena, G
TECHFIT, whosereach have been restricted due to software availability on limited platforms, may want toconsider employing Wine with CrossOver to develop comparable software for otherplatforms used by their participants.References[1] M. E. Joorabchi, M. Ali and K. Philippe, "Real challenges in mobile app development," in Empirical Software Engineering and Measurement, ACM/IEEE International Symposium, 2013.[2] Wine HQ, "What is Wine?," Wine HQ, CodeWeavers, [Online]. Available: https://www.winehq.org. [Accessed 21 January 2019].[3] CodeWeavers, "CodeWeavers Licensing Questions," CodeWeavers, [Online]. Available: https://www.codeweavers.com/store/licensing. [Accessed 21 January 2019].[4] A. R. Harriger, B. C. Harriger, M. G. Flynn and S
Foundation for Education, Washington, D.C., 2009.[3] A. Radford, Military service members and veterans in higher education: What the new GI billmay mean for postsecondary institutions, New York: American Council on Education, 2009.[4] K. Meyers and B. Mertz, “A large scale analysis of first-year engineering student essays onengineering interests,” in ASEE Annual Conference and Exposition, Washington, D.C., 2011.[5] N. Canney and A. Bielefeldt, “Validity and reliability evidence of the engineering professionalresponsibility assessment tool,” J. Engineering Education, vol. 105, no. 3, pp. 452-477, 2016.[6] S. Tucker-Kulesza, G. Liang, E. Fitzsimmons, J. Zacharakis, “Work in Progress: Investigatingthe Role of Social Responsibility on Veteran Student
“grit”, self-determination and social cognitive careertheories are used to explore self-efficacy, goal orientation and perception of institutionalculture as mediators of academic achievement. A significant part of this paper analyzesresponses to interventions designed to support retention of students lacking the mathbackground to “hit the ground running” upon entering a large, public predominantlywhite institution (PWI)’s college of engineering, with a disproportionate number ofminorities in the underprepared category. Targeted retention interventions for first yearstudents yielded statistically significant improvement in math course progression,particularly for minority students. Overall attrition decreased by 10% in two successiveyears
is supported by National Science Foundation under grant number 1426989.References[1] Ziaeefard, S., N. Mahmoudian, M. Rastgaar and M. Miller, “Engaging Students in STEM Learning through Co-Robotic Hands-On Activities (Evaluation),” Proc. ASEE Annual Conf. and Exp., 2016.
persistence of engineering students’ misconceptions in heat transfer. Journal of Engineering Education. 101, 3, 412-438.[4] Prince, M., Vigeant, M., and Nottis, K. 2016. The Impact of Inquiry-Based Learning Activities on the Retention and Transfer of Conceptual Learning in Heat Transfer. Chemical Engineering Education. In press.[5] Koretsky, M., Falconer, J., L., Brooks, B. J., and Gilbuena, D. 2014. The AIChE Concept Warehouse: A Tool to Promote Conceptual Learning. Advances in engineering education. 4, 1.[6] Prince, M., Vigeant, M., and Nottis, K. 2012. Using inquiry-based activities to repair student misconceptions related to heat, energy, and temperature. Frontiers in Education.[7] Koretsky, M., Mihelic, S., Prince, M
having access to a role model, we created a code for servingas a role model or having a role model. We define a role model as a person(s) whom theparticipant observed and was inspired by without necessarily having any prior relationship orcommunication. For example, many participants explained that their faith in their own ability tobecome an engineer was strengthened after seeing someone excelling within an engineeringprogram who “looked like them” or came from a similar background. Their role models inspiredand motivated them to work harder. Additionally, many participants described increasing theirinvolvement in NSBE/SHPE as a result of observing role models. As one participant said, “she isdoing all these things— if she can do it I can do it
.193-212. 8. Rogowsky, B.A., Calhoun, B.M. and Tallal, P., 2015. Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), p.64. 9. Dekker, S., Lee, N.C., Howard-Jones, P. and Jolles, J., 2012. Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in psychology, 3. 10. Peterson, E.R., Rayner, S.G. and Armstrong, S.J., 2009. Researching the psychology of cognitive style and learning style: Is there really a future?, Learning and Individual Differences, 19(4), pp.518-523. 11. Allen, I.E. and Seaman, J., 2013. Changing Course: Ten Years of Tracking Online Education in the United States. Sloan
traditional class instruction and lab work. In newer use settings, thishomework often was for extra credit or exploratory purposes and was an extension of regularlyassigned work. As use became more embedded and the instructor(s) more familiar, inclusion inhomework reflected advanced opportunities to practice/learn material.Variations by Instructional Use. Method of use also varied by site with multiple uses found ateach of the 13 settings. The key methods of use included: 1) instructor demonstration (e.g.,faculty active; student passive, instructor usually at the front of the classroom); 2) cooperative(e.g. student-student dyad or triad collaboration working on a specific assignment in classroomand in lab settings); and 3) independent (e.g
, D., Ziyatdinova, J. Development of innovative activities of graduate and postgraduate students of the Institute of Polymers using the US research universities experience (2012). Vestnik of Kazan Technological University, 15 (7), pp. 214-218 [In Russian].7. Duval-Couetil, N., Reed-Rhoads, T., Haghighi, S. Engineering students and entrepreneurship education: Involvement, attitudes and outcomes (2012). International Journal of Engineering Education, 28 (2).8. Sultanova, D., Kochnev, A. Development of entrepreneurial skills among engineering students (2013). Proceedings of International Conference on Interactive Collaborative Learning (ICL), P.766-767.9. Ziyatdinova, J.,Bezrukov, A. , Osipov, P. , Sanger, P.A. , Ivanov
tools. My project does not need risk E analysis at all A Benchmarking 2. In an HOQ, to better understand B Reverse Engineering competitor’s product(s), I am aware of C Kano Diagram two standard methods that could be D Either A or B Second best 15.56 employed. E Both A & B Best
multiple responsibilities such as school, work,significant other, family, etc. The STARSS scholarship has given me the opportunity to takecontrol of my time by allowing me to cut out a very significant part of my time which is work.AcknowledgementsThis work is supported by the National Science Foundation Scholarships in Science,Technology, Engineering, and Mathematics Program (S-STEM) through Award No. 1154093.References1. Excelencia in Education, What Works For Latino Students in Higher Education, 2013, retrieved fromhttp://www.edexcelencia.org/research/what-works-series2. Rio Hondo College, Application for Reaffirmation of Accreditation: Self-Evaluation, 2014, retrieved fromhttp://www.riohondo.edu/accreditation/wp-content/uploads/sites/28/2014
challenges and created things but in those situations we have been so product driven and obsessed with having something that works that we have often skipped over crucial steps in this ideation process. […] I had also never tried to solve a customer driven problem and I found the customer discovery process to be incredibly fascinating.Another student reflected on their personal role within groups and stated, “This class providedme the opportunity to get a good look of how I work in groups. It made me truly realize thateveryone needs to take initiative and be actively engaged for the group to function.”One student reflected on the role s/he played as well as mistakes made in regards to groupparticipation and interaction. The
, those communities are more likely to be impactedby fund depletion, often in locations where there is already less funding of education than in lessdiverse, more affluent communities.Case StudyBy the early 2000s, the public school systems in Louisiana had been in decline for quite sometime with issues ranging from academically unacceptable scholastic achievement to high dropoutand poor graduation rates. The public school systems in New Orleans prior to Katrina consistedof roughly 65,000 students spread among ~4,000 teachers with a predominantly (~93%) blackpopulation. The term ‘white flight’ was coined in the mid 1900’s to represent the drain of whitefamilies from inner city to suburban neighborhoods after desegregation. In the late 80’s to
-level 3Dprinting sessions for returning students and/or expanding the program to other middle schools inthe local area.References 1. Gonzalez, S. and D. Bennett. (Fall 2014). Planning a 3D Printing Service in an Academic Library. Issues in Science & Technology Librarianship. 78. DOI:10.5062/F4M043CC 2. Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf 3. Johnson, M., M.J. Clapp, S.R. Ewing, and A.G. Buhler. (2011). Building a Participatory Culture: Collaborating with Student Organizations for 21st Century Library Instruction. Collaborative Librarianship. 3(1), 2-15
showing a frontview of the electromechanical trainer and one showing a rear view. A reservation interface isbeing developed that will allow a student to log into a central system, reserve time on a particulartrainer, and indicate which experiment they wish to perform. An instructor will have indicated inadvance which mode the system needs to be in when the student connects for that particularexperiment. Before giving the student access to the trainer, the System Controller will send theappropriate commands to that trainers supervisory controller, which will set the appropriateparameters and return an acknowledgement. The student will then be able to connect directly tothe PLC or microcontroller to complete their experiment(s). They will be able
further actions. Reflection on experience was framed as an intentional and dialectical thinking process where a student revisited features of an experience and used one or more lenses in order to assign meaning(s) to the experience that guided future action.28 From this standpoint, reflection the students had before, during, and after the international experience were analyzed. Reflection that occurred during the interview itself did not qualify as ‘Reflection’, as the nature of the interview was to engage the students to reflect on their experiences. Thus coding this way would have been unnecessary and uninformative. 6. Inductive – refers to codes that emerged from out of the interview data, not included in the
strategic plan2 was developed to guide UDCI ’s direction and growth, with amission encompassing areas of research, facilities and programs for UD students to study inChina, developing partnerships with industry, continuing and professional developmentopportunities for industry, providing R&D expertise to companies through sponsored research,contracts, and student projects, and recruiting, both bringing students to UD, and assistingcompanies to cultivate talent for employment.The Memorandum of UnderstandingThe Memorandum of Understanding3 (MOU) between UDCI and its industry partnersestablishes a foundation from which relationships can grow. This non-binding agreementindicates the roles and responsibility of each entity. The details and
Annual Conference, Indianapolis, IN.7. Orr, M. K., Ohland, M. W., Long, R. A., Brawner, C. E., Lord, S. M., and Layton, R. A. (2012). Engineering matriculation paths: Outcomes of direct matriculation, first-year engineering, and post-general education models. Frontiers in Education Annual Conference, Seattle, WA.8. McLoughlin, L. A. (2009). Success, Recruitment, and Retention of Academically Elite Women Students without STEM Backgrounds in US Undergraduate Engineering. Engineering Studies 1, no. 2: 151-168.9. Valian, V. (1999). Why So Slow? The Advancement of Women. Cambridge, MA: MIT Press10. Slaton, A. E. (2010). Race, Rigor, and Selectivity in U.S. Engineering: The History of an Occupational Color Line
Page 26.978.2 student centered teachingThe most commonly prevailing model in engineering education, being practiced from 1950’s, isthe large student in-class lecture delivery system. This norm particularly involves a lecturer’sdiscretion on how a class is organized along with how the student interactions in a class takeplace. The interactions here are defined by a debate, student to student discussion, student tolecturer discussion and so forth 3. Such interactions play an important role in quantifying &analyzing if the goal of improving a student’s knowledge is achieved. Over the past few years,current trends are being observed in stimulating various interaction patterns among students andlecturers in an educational setting
draw a scatter diagram and determine the sinusoidal function of best fit. Finally, studentsuse their model to answer various questions concerning the length of the day at a particular timeof the year.These projects progress were presented on the weekly meeting by each group. The final projectresults were presented and evaluated on the end-of-project conference. Each group alsosubmitted a project report. The first place team was recognized on the ceremony and awarded$500 scholarship to each team member if s/he retain or transfer to TAMU-K engineeringprogram. The scholarship was provided by the TAMU-K engineering student success center.Activity objective 4: Track and monitor progress of faculty and students who participatedin SRP.Pre and Post
feedback about specific elements of the LLC program. Wehave found that our first two cohorts of female engineering students, currently in their secondand third years, express significantly higher levels of career expectations, self-efficacy, feelingsof inclusion and coping towards engineering than when they first entered. !IntroductionEngineering remains an academic area where women obtain a small fraction of bachelor degrees,and this trend does not seem to be changing in the near future. A recent report by the NationalStudent Clearinghouse found that although more students are pursuing S&E degrees, women’sshare of these majors has failed to increase over the last ten years.1 Researchers’ assumptions thatas women claimed more of the
Baltimore County Shawnisha S. Hester is an Evaluation and Assessment Coordinator. She earned both her BA in Psychol- ogy and MA in Applied Sociology from University of Maryland, Baltimore County. She went on to complete her MSW from University of Maryland School of Social Work. Her research interests focus on using qualitative research methods that measure various phenomena and making connections via an interdisciplinary approach, qualitative evaluation and assessment measurements, increasing the number of minorities in STEM fields, and program development at the graduate level. She has had the oppor- Page
ablended format and was the first semester in the MS program for all of the students. This limitedtheir prior knowledge and expectations for the blended class structure. All of the other classes inthe students’ degree program were in a traditional face-to-face format.The class used for this educational research project is a required course in operationsmanagement in the Engineering Management Master’s Degree at Missouri University of Scienceand Technology (Missouri S&T). The class is typically taught multiple times a year, both face-to-face and live streaming over the Internet for distance students. The Engineering ManagementMaster’s Degree is a “broadening” degree. Students enter the program with a BS degree inalmost any engineering and