identification of theskills needed by early career engineers as they enter the workplace.The Academic Pathways Study was originally designed to investigate these research questionsusing data from four cohorts of participantsa. In 2005, a fifth group was added (referred to as theCross-sectional Cohortb) that included students not in the original design and provided cross-sectional data from all four undergraduate years.APS Longitudinal data were collected at four pseudonymous institutions: Technical PublicInstitution, Urban Private University, Suburban Private University, and Large Public University.The Cross-sectional Cohort data were collected at a fifth institution (another large publicuniversity). The Broader Sampling Cohorts expanded the number of
, and mathematics (STEM) careers. These E3programs seek to create interest, provide exposure, and develop the academic skills necessary forstudents to pursue an engineering career. In addition, all pathway programs require parentparticipation. Our proposed E3 Pathway Programs are in line with the “best practices” describedin the National Association of Multicultural Engineering Program Advocates (NAMEPA) Region Page 14.946.3C Model Program Workbook21 and NACME’s Academic Gamesmanship: Becoming a “MasterEngineering Student”22.The students recruited into the UC’s College of Engineering through the aforementioned E3Pathway Programs are invited to
. Participants in Vinson and Stevens’ studyreported that industry-based internships helped them to clarify their career pathways [9]. Their studyfound that students who completed multiple internships had a better understanding of the sectors andenvironments in which they would like to work and were able to secure more desirable jobs thanthose who lacked such experience. Extra-curriculars, as Tomlinson notes, help students to build so-called ‘soft credentials,’ which they use to differentiate themselves in the labor market [10].Employers in Atkinson and colleagues’ study believed that extra-curriculars facilitate the formationof leadership, teamwork, and interpersonal skills and that students who participate in them are betterable to get along with a
education with the programs on hand. This includesexperience with UAS vehicle design, construction, and flight experience, as well as team dynamicsand exposure to the SEDP.Motivation.The desire for educational programs within the field of aerospace engineering continues to bepopular. This is both due to the increasing availability of technology and job opportunities withinthe aerospace engineering career field. According to the Department of Labor’s Bureau of LaborStatistics (April 2018), “Employment of aerospace engineers is projected to grow 6 percent from2016 to 2026, about as fast as the average for all occupations.” Rationale for this growth isattributed to several factors, including the increased use of cubesats, aircraft
. AssociateProfessors can be appointed without these higher education course credits but are required totake these credits within four to five years to receive tenure.Systems of career recognition have been established in a significant number of theseUniversities. Examples include appointment as Excellent Teacher at Uppsala University, and noless than four different models for appointing Excellent Teaching Practitioners at LundUniversity. Winka in her review of processes for career recognition in teaching at SwedishUniversities in 2017 [5] concluded that 22 of 47 Higher Education Institutions had establishedsuch systems. Similar requirements are emerging in many European countries [6].There is also a substantial movement in some UK universities to provide
/ Philosophy of Engineering Division of ASEE. He is Professor Emeritus and former chair of engineering technologies at Shawnee State University, Portsmouth, Ohio. He is a Fellow of the American Society for Engineering Management and Associate Fellow of the American Institute of Aeronautics and Astronau- tics. Mr. Hilgarth has a 29-year career in academia instructing courses in industrial management, financial management, computer technology, and environmental technology, as well as leading seminars in the uni- versity’s general education program. Prior to academia, Mr. Hilgarth was employed as as engineer in the aerospace industry in laboratory and flight test development, facilities management, and as a manager in quality
preventing them from doing those activities, if anything.] 6. Understanding of engineering as a career Now I would like you to picture someone with a job where they design, create, and build things. What comes to mind when you think about this person? What do they look like? [Probe for characteristics of engineers as well as ideas about what the engineer does] [If student has not already used the term engineering] If an adult did that kind of work (designing, creating, and building) what would you call that? [Don’t use the term engineering--use their own terminology.] Do you know anyone with a job like that? [If yes: have them describe what those people do] What
Deepa is responsible for developing Boeing’s strategies to support early learning, primary and secondary education, and ensure alignment with post-secondary workforce initiatives across the company. Through- out her career, she has worked on a range of issues including U.S. public health, global health and eco- nomic development, the arts, and nonprofit capacity development. Prior to Boeing, she was a senior pro- gram officer for the MacArthur Foundation and a consultant with McKinsey. In 2012, President Obama appointed her to the National Council on the Arts. Deepa has an MBA from Northwestern University, an MPA from Harvard University, and an AB from the University of Chicago.Dr. Timothy Kieran O’Mahony, University of
biology and technical careers. 10 Language, Literacy, and Provides professional development for participants in Culture, PhD Candidate the Black Engineer of the Year national conference.Table 2 below provides the major categories presented in the PSOC framework, brief definitionsand key terms, and descriptive quantitative results of the number of responses that fit within eachcategory. The information presented in the table showcases results, which are discussed belowwith examples of each category provided in participants’ own words.Table 2: Results of phenomena observed in “non-STEM” data, based upon PSOC framework
extracurricular activities as an opportunity to gain further hands onexperience and knowledge about subjects that relate more to the real world. For example, Jimmysuggested he was eventually interested in joining the Engineering Car Racing team because hewas simply interested in learning more about how cars work and function. Beyond learning,Jimmy did not see too much value in extracurricular activities. Because he expected thatengineering companies would be more intently focused on his grades when considering him forinternships or future careers, Jimmy designated that he intends to prioritize his studies rather thaninvolving himself in extracurricular activities. This decision seems to align well with Jimmy’searlier assertion that responsibility and
the University of Southern California in Los Angeles and her B.S. in Electrical Engineering from Southern University in Baton Rouge, Louisiana. Her career in the telecommunications industry included positions in software and systems engineering and technical project management. Tanya taught mathe- matics at the Denver School of Science and Technology, the highest performing high school in Denver Public Schools. She is a PhD student in the School of Education at University of Colorado Boulder studying Learning Sciences and Human Development. c American Society for Engineering Education, 2018
Paper ID #24998Engaging in STEM education equity work through a course: studying race,class and gender theory in engineering educationMs. Tikyna M. Dandridge, Purdue University Tikyna is a doctoral student in the School of Engineering Education at Purdue University.Mr. Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering) Hassan Al Yagoub is a Ph.D. student in Engineering Education at Purdue University. His research in- terests include diversity & inclusion, advising and mentoring, students’ persistence, engineering career pathways, and school-to-work transition of new engineers. He
Research (CLUSTER). In her research, she is interested in understanding how engineering students develop their professional identity, the role of emo- tion in student learning, and synergistic learning. A recent research project uncovers the narratives of exemplary engineering faculty who have successfully transitioned to student-centered teaching strategies. She co-designed the environmental engineering synthesis and design studios and the design spine for the mechanical engineering program at UGA. She is engaged in mentoring early career faculty at her univer- sity and within the PEER National Collaborative. In 2013 she was selected to be a National Academy of Engineering Frontiers of Engineering Education Faculty
dissemination of an online resilience and interpersonal communication training program.Prof. Bianca L. Bernstein, Arizona State University Bianca L. Bernstein, Ph.D. is Professor of Counseling and Counseling Psychology in the College of In- tegrative Sciences and Arts at Arizona State University. Dr. Bernstein guides the CareerWISE research program, supported by the National Science Foundation since 2006. Her over 250 publications and pre- sentations and over $4 M in external support have focused on the application of psychological science to the career advancement of women and underrepresented minorities and the development of effective learning environments for graduate education. She is a fellow of the American
at the University of Delaware. She received her Ph.D. in Sociology from Harvard University. An organizational sociologist, Dr. Vican in- vestigates the adoption and implementation of new employment practices and corporate social behaviors. Across her research, Dr. Vican explores how organizational policies and practices, managerial behavior, and workplace culture shape individual career outcomes as well as broader patterns of labor market in- equality. Her current research includes a qualitative study of corporate diversity management strategies and a series of mixed-methods projects on diversity in the academic workforce.Prof. Yvette A Jackson, University of Massachusetts Dartmouth Yvette Jackson, Professor of
AC 2012-4740: GENDERED SOCIALIZATION DURING THE FIRST SEMESTER:CONTRASTING EXPERIENCES OF MALE AND FEMALE TRANSFER/NON-TRADITIONAL ENGINEERING STUDENTSDr. Peter Thomas Tkacik, University of North Carolina, Charlotte Peter Tkacik is an Assistant Professor of mechanical engineering within the motorsports focus area. His largest area of research is in the engagement of high school students and early career engineering col- lege students through hands-on learning activities and exciting visual and experiential research programs. Other research activities are related to the details of the visual and experiential programs and relate to race car aerodynamics, vehicle dynamics, color-Schlieren shock and compressible flow
MCENGuidelines for the weekly discipline module activities are presented in Table 5. The moduleinstructors had great liberty in designing weekly activities; the only requirement was that thestudents be divided into teams to produce a single module deliverable. The deliverable was ateam presentation to demonstrate that the team had explored the application of the modulediscipline to at least one of the Engineering Grand Challenges. As discussed earlier, the NAEEngineering Grand Challenges1 were used to focus all the discipline modules onto a common setof “big” problems that will likely shape the careers of many of the current first-year students.The module curriculum focuses on the process to generate engineering design requirements. Inthis way, the
AC 2012-4541: LESSONS LEARNED ON PREPARATION, MOTIVATION,EXPECTATION, AND REFLECTION WHILE TEACHING AND MENTOR-ING AS A GRADUATE STUDENTKacie Caple D’Alessandro, Virginia Tech Kacie C. D’Alessandro is currently a Ph.D. candidate in the Structural Engineering and Materials Pro- gram of Civil Engineering at Virginia Tech (Blacksburg, Va.). She received both her B.S. and M.S. from Clemson University. Once completing the Ph.D. program at Virginia Tech, D’Alessandro plans to pursue a career in academia to teach and to continue research on concrete structures. She also plans to pursue opportunities with engineering education research and K-12 outreach programs
incorporation of „conference style writing‟ as a teaching toolinto an introductory multidisciplinary (Bioengineering and Materials Science) laboratory course.The goal of this work was to evaluate the use of “conference style” abstracts, oral presentationsand poster presentations to teach undergraduate laboratories, and evaluate the students perceivedvalue of these tools and skills in their future engineering careers. A 1 credit (3 hours per weekfor 16 weeks) materials science laboratory was used to instruct 7 materials science laboratoriesusing pre-lab conference skills tutorials, pre-lab content quizzes, individual student 1 pageabstract submissions, team conference presentations and final team poster presentations. Theresults of this work show that
Session 3142 Graduate Student Practice of Technology Management: The Cohort Approach to Structuring Graduate Programs Ken Vickers, Greg Salamo, Ronna Turner University of ArkansasBackgroundMany conferences have been held to discuss the skills needed by engineering and technologyprogram graduates to be successful in technology based careers. These conferences strive tounderstand the full spectrum of job requirements by typically including representatives ofacademe, government, and industry. A common result of these conferences 1, 2, 3, 4, 5 has beenlists of
prepare electrical engineering students to enter theworkforce with the necessary skills to be successful in their careers and remain in a professionthat holds so much promise for this country's future. The intention of this study is to beexploratory in nature, and therefore the resulting goals are not meant to be an exhaustive list ofthose important in the electrical engineering profession. It is hoped that the results of this studywill be merely a starting point for further discussion and research into the values shared bydifferent sectors of the profession so that these groups can then use this information to betterprepare future electrical engineers for practice.MethodsData To address the research question, the author used interview data
directly out of high school to work in engineering-relatedfunctions such as assembly. In the recent past, it was common to have a career path that led toengineering positions within the same company or industry for these individuals. Today, themajority of entry-level engineering positions require a BS degree, and technical experience aloneis not enough to be competitive for such jobs.4Additionally, adult student and graduate student enrollment traditionally increases during periodsof financial recession, with some programs seeing adult education applications double over thelast few years (Master’s programs in Education at Texas State University). These studentsrepresent a growing segment of the population. They are often unable to attend classes
study, “The Engineer of2020,” emphasizes the need for engineers to have professional skills including strongcommunication skills, leadership skills, and the ability to make good decisions, a strong moralcompass, ethics, and cultural awareness. 3Employers of UMaine MET graduates value the same skills. In 2001 the MET programresponded to employer expectations by developing a new course, MET 100 Introduction toMechanical Engineering Technology. This course gives first semester students opportunities tolearn teamwork and professionalism skills they can apply in internships and in their careers. Theprogram also increased the number of individual and team project-based curriculum elementsmimicking professional tasks. For example, students in the
teams to work on real-world problems in our community, we also anticipate that thistraineeship program will foster new convergence research opportunities (Objective 2). Further,by strategically bringing together students recruited from various departments on campus, wehope to increase our university’s capacity to produce diverse cohorts of interdisciplinary STEMprofessionals with skills essential to a range of research and innovation-related careers withinand outside of academia (Objective 3).Recruitment and OrientationTrainees participate in the training program using a cohort model. Each year we recruit around20 students to participate as a cohort, intending to recruit at least 100 students over 5 cohorts.Trainees must be enrolled in a
face in thearray of organizations they will be a part of, the diversity of teams they will be part of, and thediverse roles they will play in work environments. “Leadership, creativity, communication,management, professionalism, ethics, agility, resilience and flexibility are some examples ofskills that go beyond the technical competence and which give professionals more ability to takeownership of their own career and deal with the current market’s demands” (de Campos et al.,2020).Educating the Whole Engineer implicates learning and competencies that go beyond the deeptechnical engineering knowledge that fill-up most engineering curricula. Whole engineereducation involves competencies like communication skills, ethics, leadership
importance, but did not studythe actual use of these collections or services. For example, while 69% of faculty in their studyindicated that library databases were important or very important, there was no correspondingassessment of these faculty members' actual use of library databases.A multi-institution interview study organized by Ithaka S+R of civil and environmentalengineering faculty found that researchers preferred to use Google and Google Scholar for arange of information needs including finding datasets, gray literature, and scholarly articles(Cooper et al., 2019). Similarly, in an interview-based study with early career life sciences andengineering faculty at a single institution, researchers found that faculty in their study
of shafts, graph and figure development, technical communication andprofessional presentation. This is an intensive, all-inclusive learning activity for which studentshave reported a great deal of enthusiasm and appreciation.Forensic engineering classes are typically taught at the graduate level due to themultidisciplinary range of skills and knowledge. As such, it is uncommon for undergraduatestudents to have sufficient exposure to determine if forensic engineering is a personal area ofinterest. The engineering forensic investigation experience is a rare opportunity forundergraduate students to discover the oft-overlooked forensic engineering career path.Student’s have expressed enthusiasm for the learning module through favorable feedback
in Technology1.0 - AbstractWhat is the long-term experience of Master’s degree graduates after completing an acceleratedweekend masters degree program (WMP)? This paper shares the results of a longitudinal follow-up study of nearly 300 professionals, most from business and industry, who graduated fromPurdue University’s Center for Professional Studies in Technology and Applied Research(ProSTAR) programs. This cohort-based set of programs employs a hybrid classroom anddistance-supported, innovatively-delivered graduate degree (MS) in technology. An onlinesurvey collected the data and cross-tabulation and frequency analysis identified the findings.Consequences; with respect to career experiences, advancement and salary; are reported
AC 2011-908: STEM INTEGRATION IN A PRE-COLLEGE COURSE INDIGITAL ELECTRONICS: ANALYSIS OF THE ENACTED CURRICU-LUMAmy C. Prevost, University of Wisconsin-Madison Ms. Prevost is a doctoral student in Education Leadership and Policy Analysis at the University of Wisconsin-Madison. Her research is focused on the STEM career pipeline, especially related to engi- neering, engineering education and the molecular biosciences. In addition to her work in education re- search, she is also the Director of scientific courses at the BioPharmaceutical Technology Center Institute in Madison, WI, where she coordinates curricula in the area of molecular biology.Mitchell Nathan, University of Wisconsin, Madison Mitchell J. Nathan, BSEE
,Inc.Some K-12 programs focus on mutual concepts that appear in both engineering and the physicalsciences (engineering science) rather than design and problem solving (engineering design). It isno coincidence then that middle school students do not know what engineers are or what they doin practice. Hence, they do not choose engineering as a possible career choice. While the formerhas its merits with regard to enriching math and science education for students, the later isnecessary for a true understanding of engineering as a profession. Here we examine changes instudents‘ attitudes toward math and science, as well as their development of ideas aboutengineering after receiving instruction using both approaches - a science curriculum withintegrated