shun away from—global cooperation. To prepareour best engineers to tackle these global challenges, engineering education community needs tofurther push for academic cooperation. Tsinghua’s ongoing efforts of renewing its global strategy– possibly the global strategy 2.0 – indicates its continuous commitment to the global communityof engineering education.AcknowledgementsThis study is supported by the Engineering Education 111 Project (B20073).ReferencesAndreas, J. S. Rise of the red engineers: The Cultural Revolution and the origins of China's new class, Calif.: Stanford University Press. 2009.Bao, Ou. “Soviet Experts and the Construction of the New Tsinghua: A Micro-investigation of Sino-Soviet Union Communications.” 2nd
DefinitionAn engineering way of thinking The kinds of knowledge that are valued and the prevalent way of thinking within engineeringAn engineering way of doing Shared beliefs about how teaching and learning should be done within engineeringBeing an Engineer “Beliefs and assumptions around the attributes and qualities inherent in being an engineer” [1, p. 14]; engineering identity and enculturation into engineeringAcceptance of Difference Issues of diversity and homogeneity in engineering; values and norms associated with the dominant group(s
Paper ID #33427Is Engineering Education the Weak Link in Licensure’s Three-legged Stool?Dr. Matthew K. Swenty, Virginia Military Institute Matthew (Matt) Swenty obtained his Bachelors and Masters degrees in Civil Engineering from Missouri S&T and then worked as a bridge designer at the Missouri Department of Transportation. After obtaining his Ph.D. in Civil Engineering at Virginia Tech, he worked at the Turner-Fairbank Highway Research Center. He is currently a professor of Civil Engineering at the Virginia Military Institute (VMI). He teaches engineering mechanics and structural engineering courses and enjoys working
Students Collate and distribute peer-review comments 7 March Instructor Slides/Posters Due 11 March Students Oral Presentation Session(s)* 14 March All Poster Session* 19 March All Peer Review Response and Updated Paper Due* StudentsCase Study 3: The Funding ProposalFor the third case study, graduate students in a graduate elective class in advanced propulsionsystems (AERO 570 at California Polytechnic State University San Luis Obispo (Cal Poly))responded to a fictional funding call from a fictional research agency (see
use 2 trucks spaced 50-ft and consider the 90% of the loads.Service Limit State, Strength I: Qn <= 1.25DL + 1.75LLImpact Factor, IM=1.33 applied to the truck or tandem loads ➔ LL = Lane + IM (Truck or Tandem)Figure 6: Live Loads (LL) from HL-93 loads.a.Stress at beams due Dead Load (fresh b. Stress at beams: LaneLoad + concrete for s/w + hard concrete for railing) 1.33TruckLoad @ Centerline Design Stress at Centerline (tension at bottom flange) = 1.25*15.1 + 1.75*(11.3) = 38.7 ksi Design Stress at Supports (compression at bottom
leaders to enhancethe leadership and management skills. It is important to emphasize to the HODA leaders that thestudents doing the HODA are not to be told which archetype(s) are applicable. The studentsshould be allowed to experience the systems archetypes and think for themselves whicharchetype fits best. While it would be faster and easier if students were told which archetypes arepresent in the HODA, it is important at the graduate level that the students be allowed to usehigher orders of thinking to identify the archetypes, discuss options with the class members, andpresent their evidence as to which archetypes fit best.DebriefingThe debriefing aims to inspire students to extract experience and observations related to systemsthinking from
Computer Science Education, Larnaca, Cyprus, Jul. 2018, pp. 36–54, doi: 10.1145/3293881.3295778.[4] J. R. S. Blair, A. O. Hall, and E. Sobiesk, “Holistic cyber education,” Cyber Security Education. pp. 160–172, 2020, doi: 10.4324/9780367822576-10.[5] A. P. Henry, “Mastering the cyber security skills crisis,” Cyber Security Education. pp. 29–54, 2020, doi: 10.4324/9780367822576-2.[6] Global Cyber Security Capacity Centre University of Oxford, “Cybersecurity Capacity Maturity Model for Nations (CMM),” Oxford University, Mar. 2016. [Online]. Available: https://gcscc.ox.ac.uk/the-cmm.[7] P. A. Book, “All Hands on Deck: Ten Lessons from Early Adopters of Competency-Based Education,” Western Interstate Commission for Higher
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brought to bear.BIBLIOGRAPHYCrawford, M. (1991). Can Architects Be Socially Responsible? In Ghirardo, D (Ed.), Out of Site:A Social Criticism of Architecture (pp. 27-45). Seattle, WA: Bay Press.Cuff, D. 1998. Architecture: The Story of Practice. Boston, Massachusetts: MIT Press.Davis, Mike. (2006). Planet of Slums. New York, NY: Verso.Ettlinger, L. 1977. “The Emergence of the Italian Architect in the Fifteenth Century” In Kostoff,S (Ed.), The Architect (pp. 96-123). London, England: Oxford University Press.Frampton, K. 1991. “Architecture: A Critique of Contemporary Production” In Ghirardo, D(Ed.), Out of Site: A Social Criticism of Architecture (pp. 17-26). Seattle, WA: Bay Press.Foucault, Michel. (2002). Space, Knowledge, Power, Interview with
not just the university’s responsibility. You need to go and you need to try and develop your own skills and prepare yourself for the future…This shift in narrative was common for students. Alexander likewise repeated the importance of“tak[ing] advantage of everything they offer. At least, everything that [he] think[s] is applicableto [him] and [his] well-being.” Students began to reference other facilities and services providedby the university, including career offices, recreational activities, and wellness programs. Thefocus shifted from students simply putting effort into being good students and members of thecommunity to direct engagement with university structures.Financial Investment
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community colleges that can supportand facilitate their transition into community college faculty positons.9 AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grants No.1723209 and 1723245. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.10 References[1] R. W. Fairlie, F. Hoffmann and P. Oreopoulos, "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom," The American Economic Review, vol. 104, no. 8, pp. 2567-2591, August 2014.[2] A. Perrakis and L. S. Hagedorn, "Latino/a Student Success in Community Colleges and
, China). Her engineering education interests include student perceptions of engineering disciplines, student engagement strategies, and program accreditation.Dr. Eric Scott Hald, Shantou University Eric S. Hald is Lecturer and Director of Undergraduate Teaching at Shantou University in Shantou, Guangdong, China. As part of an ongoing collaboration between the University of Michigan, Shantou University, and the Li Ka Shing Foundation, his instructional focus is on developing forward thinking biomedical engineering curriculum in the new biomedical engineering department at Shantou University. He holds a Ph.D. in Biomedical Engineering from the University of Minnesota and a B.S. in Bioengineer- ing from the University of
appropriate systems so they can log hours and be paidOnboarding of SURE faculty and/or a O: SURE Faculty O and P: highly variable dependingstudent in lab GRA train the student to be and/or a GRA(s) on the lab and SURE student productive and safe in the P: SURE student assignment labOngoing student This correspondence could O: SURE faculty and O: variableand faculty be related to many things studentcorrespondence including schedule, research goals, research meetings, lab protocol, etc.Poster fair SURE students are
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.[11] C. K. Lam, S. N. Cruz, N. N. Kellam, and B. C. Coley, “Making space for the women: Exploring female engineering student narratives of engagement in makerspaces,” in ASEE Annual Conference & Exposition.[12] M. Jennings, B. C. Coley, A. R. Boklage, and N. N. Kellam, “Listening to Makers: Exploring Engineering Students’ Recommendations for Creating a Better Makerspace Experience,” in ASEE Annual Conference & Exposition, 2019.[13] S. Vossoughi, P. K. Hooper, and M. Escudé, “Making through the lens of culture and power: Toward transformative visions for educational equity,” Harvard Educational Review. 2016.[14] M. Patton, Qualitative research and evaluation methods, 3rd ed. Thousand Oaks, CA
) 1132 3.68 N/S Commitment to Engineering Education (8 items) 1132 3.94 N/S*=significantly different from comparison group p< .05; **=significantly different from comparison group p |t| Intercept 1 4.231676 0 0.040529 104.41 ChiSq Intercept 1 -3.0065 0.2756 118.9611
Engineering study abroadprogram with the following percentages (see above). 4 The Problem Engineering Demographics 18% Women, 12% URM 11% of U .S. college students study abroad in 2017-2018, with only 5% being engineering students* Study Abroad Course Pedagogy is lacking Studying abroad provides immersion experience that can change students, but this is not typically measured or planned out to provide developmental change# Gap in the research about pedagogical approaches to support greater intercultural development
Oceanography with Comics. In AGU Fall Meeting 2020. AGU.Chin, S. M. (2020). An REU Experience Around the Globe. Matter, 3(5), 1387-1388.Comert, G., & Pierce, C. E., & Berk, Z., & Huynh, N. N., & Petrulis, R., & Uddin, M. (2020, June), Delivering Contextual Knowledge and Critical Skills of Disruptive Technologies through Problem- based Learning in a Research Experiences for Undergraduates Setting Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2—34377Dalbotten, D., Watts, N., Geraghty Ward, E., & Berthelote, A. (2020). The REU on Sustainable Land and Water Resources 2020: a (Virtual) Tribal and Community-Based Participatory Research Experience.Pierce, C
), doi: 10.1126/science.1240487. [5] Camacho, M. M., & Lord, S. M. (2013). Latinos and the exclusionary space of engineering education. Latino Studies, 11(1), 103-112.[6] Institutional Research and Decision Support (2019). Undergraduate Freshmen Retention Rates Official Statistics, Official Statistics and Other Reporting, Loyola Marymount University , last updated October 24, 2018.[7] Harper, S. R. (2010). An Anti-Deficit Framework for Research on Students of Color in STEM, New Research Directions for Institutional Research, 148, doi: 10.1002/ir.362.[8] Case, J. M., & Light, G. (2014). Framing Qualitative Methods in Engineering Education Research, Cambridge Handbook of Engineering Education Research (CHEER), Cambridge
[5] Gee, J, P, "Chapter 3: Identity as an analytic lens for research in education". Review of research in education, 25, 1, 2000, 99-125.all departing students are anticipated. This would yield amore complete picture of engineering identity development [6] Meyers, K, L, Ohland, M, W, Pawley, A, L, Silliman, S, E, andat Campbell University in the 2017-2018 academic year. Smith, K, A, "Factors relating to engineering identity", Global journal of engineering education, 14, 1, 2012, 119-131. Additionally, the data gathered for this study typicallyreflect single points
September 24, 2013.2 https://www.asee.org/about-us/the-organization/our-board-of-directors/asee-board-of-directors-statements/diversity3 EAGER: Promoting LGBTQ Equality in Engineering through Virtual Communities of Practice.NSF EEC-1539140. S. Farrell, PI; A. Minerick, E. Cech, R. C. Guerra, & T. Waidzunas, co-PIs.4 Stephanie Farrell, “Climate Change: LGBTQ Inclusion in Engineering.” Seminar given at WPI.October 25, 2017. 1to our most pressing social, civic and ethical problems.”5 Although socially progressivescholarship is not new —it dates back to John Dewey’s work in the 1920s— it constitutesa sea change in engineering education, which is
Confirm international partner(s) and conduct first conference call September Distribute advertising material and Discuss potential research theme and application form to students project topics October Create a database to collect all student Agree on a research theme. Draft research applications topics November Draft a budget and discuss with partner Finalize research project topics institutions Identify research mentors
(procrastination) Questioning Study groups (peer learning) Use academic services* Prep for and taking exams *Tutoring, professors office hours, library, advising, career center, etc.Assessment:We propose two types of assessment for this assignment. First, an assessment rubric for theinfographics evaluates the quality of the infographic (see Table 2). The rubric is given when thefirst draft is assigned and students peer review the draft infographics using the rubric during thefacilitated in-class workshop(s). The rubric areas inform the authors of areas for improvementincluding creativity, graphics, fonts, and colors, but is also meant to inform instructors towardour
classroom and as homework, that use of the approach be integrated in both classand lab settings, and that use be expanded to course pre-requisites as well as follow up/advancedcourses. Overall, the use of experimental centric approaches to learning and teaching appears tooffer a promising method of increasing and enhancing circuits based classes so that futureengineers will be better able to meet the needs of a rapidly changing world. Further research isneeded on the role of faculty teaching style, specific course content, and long-term achievementoutcomes.References: 1. Suitts, S. (2003).Fueling Education Reform: Historically Black Colleges Are Meeting a National Science Imperative. Cell Biol Educ. 2003 Winter; 2: 205–206.doi
why theymatter. s.l. : Association of American Colleges and Universities, 2008.4. Unmasking the effects of the student engagement on college grades and persistence. Kuh, G.D.,Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R. M. s.l. : Journal of Higher Education, 2008, Vol. 79.5. Baxter Magolda, M. B. Self-authorship as the common goal of twenty-first century education. [bookauth.] M. Baxter Magolda & P. King. Learning partnerships: Theory and models to educate for self-authorship. Sterling : Stylus Publishing, 2004.6. Cardone, T., Turton, E. S., Olson, G., & Baxter Magolda, M. Learning partnerships in practice:Orientation, leadership, and residence life. American College Personnel Association and WileyPeriodicals, Inc. 2013.7
” education to haveinsufficient curricular coverage at the undergraduate and graduate levels. Research is less clearas to if and how considerations of gender and race are integrated into environmental engineeringlearning frameworks (e.g., it is possible that these considerations are included within the “socialjustice” or “engineering and poverty” topics in Bielefeldt et al.’s [13] survey, but not known ornamed precisely). Many faculty members and cross-sector partners have strong interest increating learning settings that highlight the human health, cultural, social, and justice relateddimensions of environmental studies [5], [8], [14]. Yet course experiences that aim to expandunderstanding of how different gender and racial groups enter
Senior or More n 5,819 1,722 4,097 807 932 2,714 2,384 721 % Total 100% 30% 70% 14% 16% 47% 41% 12%2 For the purposes of this study, underrepresented minority (URM) is defined as any respondent who indicated a Latino/a, African American, Native American or Pacific Islander race or ethnicity. First Generation College (FGC) is defined as any respondent whose parents(s)/guardian(s) had less post-secondary education than an Associate degree. There are many possible definitions of a first generation college student (see Choy 2001; Auclair et al. 2008; Toutkoushian, Stollberg, and Slaton 2015) and this