indicator, the Mini-Hint messages aim to keep the student in the ZPD and do not tellthe student exactly where their mistake is, but require the student to actively engage and find itthemselves. Some of the Mini-Hint text messages include: “You may be missing a line(s)”, “Youmay have an extra line(s)”, “Hidden Line Incorrect”, or “Close! Draw more carefully” (Fig. 4).The purpose of a Mini-Hint is to provide some guidance to the student without showing them thesolution. One objective of this paper is to determine if the current Mini-Hints are effective andunder what circumstances additional Mini-Hint messages could be provided to support studentlearning. Figure 4. Textual Mini-Hints Provided to Students Based on Errors in Submitted Sketch3
- Winter 2021, 115 students were included in the study. Five out of 120 enrolledstudents did not submit the midterm or final or both of these tests so they were not included inthis study.Table 2. A summary of the student-designed assessment configurations in the courses understudy. Course Require/ Peer 1-1 meeting Guidance on Frequency Integration to the title Optional review with IA(s) the selected course and grade questions weight ECE 101 - Required for No Yes, minimal 4 sets with 5-10 Replaced the midterm exam, Summer 2020 all students
workforce development – Multiple studies in the quantum community has focused on the need for workforce education and development to drive the coming “quantum revolution” [7], [8], [54]. Without careful attention to equity and inclusion, however, QIS runs the risk of replicating the patterns of its progenitor fields, which have made among the least progress among STEM fields in tackling longstanding diversity problems [55], [56]. To combat these trends, Aiello et al. call specifically for an Course Pseudonym Home Dept Institution Type Course Level Listed Dept(s) Since A Albert Computer Science Private R1 BFY Undergrad Computer Science 1999 B
. This voidof Black leaders in engineering is felt across the field. For example, only 2.4% of all theengineering faculty are Black [1]. As we continue advancing our understanding of engineeringleadership, we must include the perspectives of engineers holding marginalized identities, suchas Black engineers. Black engineers, who may also be at the intersection of other marginalized identities inengineering, often find themselves as involuntary representatives of their identity group(s) evenbefore assuming leadership roles. Thus making their experience in leadership even more uniqueand complex. This work seeks to explore the lived experience of Black engineers in leadershipby addressing the research questions: What are the experiences of
minimize bias in research articles, it is important toconsider that we are part of a community and that our research and resulting journal articles areinfluenced by the broader EER and engineering community. Beddoes (2014) writes about this inone of her papers where she reflects on her experience publishing a journal article. She describeshow her paper evolved in response to reviewers and editors during the review process. Shedescribes this process as “multiple and competing deliberations and negotiations” (p. 273)between the author(s) and the editorial team. These deliberations and negotiations may also beinfluenced by power and privilege where some authors may feel agency to push back onreviewer comments while others may feel that they need to
each other; and 3) How was the CS PD translated to classroom activity? The first PD opportunity (n=14), was designed to give hands-on learning with CS topics focused on cybersecurity. The second PD opportunity (n=28), focused on integrating CS into existing curricula. At the end of each of these PDs, teacher K-12 teachers incorporated CS topics into their selected existing lesson plan(s). Additionally, a support network was implemented to support excellence in CS education throughout the state. This research study team evaluated the lesson plans developed during each PD event, by using a rubric on each lesson plan. Researchers collected exit surveys from the teach- ers. Implementation metrics were also gathered, including
, and what you think a more positive interaction might have looked like.Participants in this study were LAs who consented to have their responses used as part of thisanalysis. Table 2 details the participants involved in this study. Fifty responses were analyzed.Table 2. Participant information. Private Public Number of LAs 24 26 Discipline(s) Chemistry, Biology, Chemical, Biological, and Chemical and Biological Environmental Engineering Engineering, Mechanical
education often focus on increasing the useof such RBIS strategies in classrooms (e.g., PBL [3]). Such a change in practices and principles portendsfundamental shifts in the role of teachers and students in a classroom [4]. Evidence is clear that RBIS contributeto learning. However, evidence also suggests that students' own theories of learning and knowing may notperceive the shift in roles, practices, and theories of learning that come with that greater learning [5].As researchers, we are interested in students’ perception of educational role(s) and their perception of what makesgood teachers and good teaching1. We see the authentic voice of students as too-often missing from research onthe shift to student-centered teaching. Prior research shows
Education, vol. 14, no. 3, pp. 340–352, 09 2021. [Online]. Available: https: //www.proquest.com/scholarly-journals/s-dude-culture-students-with-minoritized/docview/2348348625/se-2[13] J. Misra, J. H. Lundquist, E. Holmes, S. Agiomavritis et al., “The ivory ceiling of service work,” Academe, vol. 97, no. 1, pp. 22–26, 2011.[14] N. A. Fouad, W.-H. Chang, M. Wan, and R. Singh, “Women’s reasons for leaving the engineering field,” Frontiers in psychology, p. 875, 2017.[15] J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in interpretive engineering education research: Reflections on an example study,” Journal of engineering education, vol. 102, no. 4, pp. 626–659, 2013.[16] K. J. Cross, S. Farrell, and B. Hughes, Queering STEM
semester reports. There was a total of 23 reports (Semester A – N = 8, Semester B – N = 7, Semester – N – 8) with a maximum of 8 reports per semester. Theme 2, regulation in healthcare had the highest frequency (1.65 text references/report, 38 references,/23 reports). When comparing theme 4, public health perspectives between class cohorts, Semester B had the highest frequency (0.43 text references/report, N=8). atient compliance Degree in which a person adheres to medication or medical advice ase of administration rocess of a person ta ing medication is simplified ood and Drug dminstration .S. regulatory body guiding pharmaceutical development and uality Clinical trials
obtain a pool of respondents and facilitate interview selection in a largerphenomenographic study. This paper presents the results from the survey, and focuses ondeveloping a better understanding of mentoring in K-12 STEM outreach programs through theresearch question, Do K-12 STEM outreach program characteristics differ between programsthat are and are not believed to foster mentoring relationships between university and K-12students? The survey yielded useful responses from 61 program coordinators representing 131K-12 STEM outreach programs. Tests for association between individual program characteristicsand program coordinators’ beliefs about mentoring in their program(s) and a binomial logisticregression model were carried out using IBM SPSS
[23]–[25].The value of fields external to traditional computing are explored through frameworks which canhelp orient one's praxis within computing. This includes frameworks for thinking about activism(i.e. praxis, intersectionality), interactions between technology and society (i.e. sociotechnicalsystems, technological determinism, and technological solutionism, and the New Jim Code [26]),and intervention (i.e. critical participation). By exploring alternative ways of orienting one'spraxis in computing, students are empowered to consider the central question of the module—from where do I want to frame my interventions and what could my conceptual framework(s) tolook like?The second module, titled “Inclusion as Intervention,” explores what it
Education, 2021 Culturally Responsive Engineering Education: Creativity through “Empowered to Change” in the US and “Admonished to Preserve” in Japan Author(s) InformationAbstract:Enhancing creativity is an indispensable goal of many engineering courses. However, withflourishment of global collaboration in various engineering classrooms and best educationalpractices being replicated across cultures, there are not many curriculum interventions thatoriginate from students’ diverse cultural needs. When cultural differences are ignored, studentsmay get culturally biased grades and face confusion and difficulties. For instance, the notion of“disruption” and “breakthrough” in product design innovation is
://www.sciencemag.org/careers/2013/05/myidp). Consider drafting a PowerPoint to inform an initial conversation with your advisor, committee, and/or mentoring team. Draft a bio for inclusion in the NRT website. Visit www.cases2020.org and identify one session each in break-out sessions I and II you are interested in moderating. Sign, date and submit the consent to participate form!Onboarding and Orientation Event Agenda 1. Introductions – 1-2 mins per person. Share as many details as you can/want academically/professionally (e.g., UG/Grad institution(s), UK Department, research interests, expected career path) and personally (e.g., where are you from, hobbies, etc.). 2. Brief description of/questions about the
-test results for pre- and post-CCLP knowledge test, *p < 0.01. Before NILA After NILA 95% CI for Mean Difference M SD M SD n Lower Upper r T df 57.6154 14.21070 91.7769 9.30888 130 -37.09034 -31.23274 0.014 -23.078* 129 Figure 8. Histogram of NILA 2019’s post-CCLP test scores. N = 130, mean = 91.78, and standard deviation = 9.35.3.2 Leadership Self-Efficacy Following the EFA, we created new variables to represent the mean scores for eachsubscale (i.e., factor), as well as the total score for leadership self-efficacy (both pre- and post-NILA experimental conditions) to facilitate
. Page 26.1718.1 c American Society for Engineering Education, 2015 What Behaviors and Characteristics Do Engineering Competition Team Members Associate with Leadership?Engineering student competition teams (ECT) are promoted as incubators for the development ofleadership, 1, 2 yet we know little about how leadership actually develops within these teams. Acase study of two teams at a public university in the central U. S. was performed, with theobjective of exploring leadership development at the individual and team levels. Implicit in theconcept of team leadership development is the development of individuals as leaders. This paperdiscusses the behaviors and characteristics that students
of formulae. For example, ourintuition tells us that the words tree or eat can not be broken down into any meaningful parts.In contrast, the words trees and eating seem to be made up of two parts: the word tree, eatplus an additional element, -s (the ‘plural’) or –ing (the ‘past o present participle’). In thesame way, our intuition tells us that the chemical word Fe can not be broken down into anymeaningful parts. In contrast, the word Fe(s) seems to be made up of two parts: the word Feplus an additional element (s), which indicates the solid state of aggregation.Inflectional versus derivative morphemes‘Tree’, ‘eat’ and ‘Fe’ are called free morphemes; while ‘–s’, ‘-ing’ and ‘(s)’ are called boundmorphemes. Two or more morphemes in
was developed. The intent ofthe survey was to gather the student’s opinions on the value of the course(s) to them and theorganization, both short and long-term; whether they believed the course(s) helped improve theircommunication and leadership skills and professionalism; whether their problem solving skillsimproved; and whether the course improved their ability to generate creative ideas and solutions.The survey was sent to a sampling of former students – those that completed the CertificateProgram and those that did not – as well as some HQUSACE employees that did not take any ofthe offered courses. Non-students were included in the survey to better understand theirreluctance to take any of the offered courses.The survey was emailed to
careers to solvesocietal challenges that mitigate and prepare for climate change and its global implications forsustainability. Attached below is the survey instrument developed and currently undergoing validatingand reliability testing.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1635534. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.ReferencesABET. (2013). Criteria for accrediting engineering programs, 2014 - 2015. Retrieved from http://www.abet.org/eac-criteria-2014-2015/Allenby, B., Murphy, C., Allen, D., & Davidson, C. (2009
the linkograph for Team 2’s design episode, while Table 3 summarizes of thedata taken from the linkography analysis for all three teams. The link index is the ratio betweenthe number of links and the number of moves that generate them. The link index, together withthe critical moves serve as an indication of the amount of linking activity and is used inevaluating the effectiveness of a design session (Kan & Gero, 2007).Figure 1: Linkograph for Team 2Table 3: Quantitative results of linkography analysis Team 1 Team 2 Team 3 Total moves 61 125 202 Total links 122 209
was particularly challenging to think of an activity that would not Incorporating Challenges in only be about the topic but would also ensure that the specific SEP three dimensions NGSS-plus-5E was being met. I also had to research the concepts at a much greater of NGSS implementation detail than I had initially anticipated.” “I was a little afraid of [Facilitator 4]’s lesson plan. It was so detailed How to and wordy. I don’t think I would have the stamina or the attention incorporate 5E’s
Poly’s Orfalea College of Business and Penn State’s Engineering Library,Mark Bieraugel and Paul McMonigle, respectively, for their assistance refining the literaturesearching methodology for this paper.References:Ashford SJ, Tsui AS. 1991. Self‐regulation for managerial effectiveness: the role of active feedback seeking. Academy of Management Journal 34( 2): 251– 280.Atkins, L., Martinez-Moreno, J. E., Patil, L., Andrews, K. J., Wu, M. S., Dutta, D., Hug, B. & Bresler, L. (2015). Fostering innovative skills within the classroom: A qualitative analysis from interviews with 60 innovators. Proceedings of the 2015 ASEE Annual Conference & Exposition, Seattle, WA.Author, 2018. Blinded for review.Bernal, A., Brackin
training of new Ph.D.’s is toonarrow intellectually, too campus-centered, and too long” [3].Educational reform at the national level occurred with the advent of the National ScienceFoundation (NSF) university-led Engineering Research Centers (ERCs). ERCs and similar typesof programs typically offer different engineering Ph.D. student research experiences thantraditional basic research experiences, requiring more applied research projects, greaterinteraction with industry and government sponsors, and different student skill sets [10, 11]. Oneof the original goals of ERCs was “to improve engineering research so that U.S. engineers willbe better prepared to contribute to engineering practice” [6]. To accomplish this goal, ERCsincorporated a focus on
demographic characteristics and college experiences across varying levels of parental educational attainment and family income level.A set of mutually exclusive groups was created based on respondents’ answers to questions aboutparental educational attainment. • No College – students for whom parent(s) did not finish high school or graduated high school, but did not attend college or complete any degrees. • Less than Associate’s Degree – students for whom at least one parent attended college, but did not complete a degree. • Less than Bachelor’s Degree – students for whom at least one parent completed an Associate’s degree, but did not complete a Bachelor’s degree. • Bachelor’s or Higher – students for whom at
wherever you want, and orient the axes however you want;the value of a scalar remains the same.*If one desires, one can represent this invariance with an equation. Consider two orthonormalcoordinate bases, S and S , which differ by an arbitrary proper, rigid rotation, as shown inFigure 1(a). If a is the value of a certain scalar (such as your pen’s mass) in S, and a is the valueof the same scalar in S , then a = a. (1)This is the transformation rule for scalars under proper, rigid rotations. (a) (b) Figure 1. (a) Two orthonormal coordinate bases S = {ˆ ˆ3 } and S
science education literature onrepresentational competence discussed above, is to provide students physical representations ofthe abstractions used to construct these problems so they can develop a better conceptualunderstanding of these systems rather than just memorizing problem solving procedures. Asimplemented and described further below, the SMK activities generally provide the first exampleapplication(s) of the relevant concept(s) after students encounter new topics through pre-classreading assignments. Students can directly relate these models to the problems they see inexamples in the reading and homework assignments.The SMK approach offers several other benefits that can facilitate the inclusion of physicalmodeling activities in any
varysubstantially.Date: Lesson: Observer: Time Notes Code(s)Camera(s) & Audio Recorder(s): School/Grade/Teacher:Figure 2. Field note template for LiveScribe equipment For the case study phase, field notes were collected using an Apple Pencil and iPad Prothrough the Notability application. Key information about how to collect field notes moreeffectively for the project was divided into six main categories: Case Study (CS) Attendance. For the CS Attendance column, write each student’s initials to clarify who is in the classroom. Teacher ID. For the Teacher ID column, please do not use the teacher’s name. Rather, please use their
Century skills survey. The engineering design portfolio assessment(EDPA) includes an electronic log to document students’ progress through the stages of theengineering design process. The survey is designed to measure critical thinking, leadership,communication, and collaboration, and teamwork.Background: The Maker Movement and High School Technology EducationThe ‘maker movement’ is defined by Adweek as the umbrella term for independent inventors,designers, and tinkerers 4, and is viewed by Time magazine as a driver for innovation 5. Thismovement, which started in the 1990’s, embodies a reversion from the theoretical to thepractical, using one’s hands to physically make and build things for the purpose of solving newproblems, solving old problems