or 12th)in high school (53%) and underclassmen (Freshmen, Sophomore) in a 4-year college (32%), withten (10) alumnae post-college (6 in medical school, 3 in the workforce, and 1 in college). Thecontrol respondents were skewed towards younger students who were recently waitlisted orrejected due to program capacity. 30% of the controls were underclassmen in high school; 58%were high school upperclassmen; and 12% were in college. Alumnae reported that the program had a positive effect on their interest in medicine,self-confidence in hands-on tasks, and perception of women in engineering and medicine (Figure1). There was no difference in these outcomes between alumnae who have matriculated tocollege and those still in high school (p>
. This wouldalso help in getting a better understanding of the molding process and deciding injectionparameters. Three primary designs were developed for experimentation in this project; thedesigns went through a progression from basic to more complex (Figure 1). (a) Initial Design (b) Modified Design (c) Final Design Figure 1. Photograps showing the progression in mold design The initial design was made up of simplified features from the final part desired. The initialdesign (Figure 1a) has two fingers that protrude upwards with a curved section to represent oneof the 8 curved fingers on the final design. Rectangular and cylindrical features were tied intothis design as well to give a
someinformation related to estimated family contribution that facilitates such recruitment.) Withadditional time to recruit, UW is able to select highly motivated students with a higher level ofmathematical preparedness. The results given in this paper should be viewed in light of therecruitment process at each university. The demographics for each cohort are given in Table 1.One thing to note is that at WSU, because nearly all the applicants were accepted, thedemographics were not altered through a selection process other the selecting students whoapplied for and were eligible for the STARS program. At the university level, approximately38% of the incoming freshmen are first generation and roughly 32% are minorities. The percentof the STARS students in
focuses on the topic ofnegotiation, with an emphasis on providing practical ideas and strategies relevant to academicprofessionals at both entry-level and mid-career who find that they need to negotiate a careeropportunity. The paper will review negotiation basics, as well as discuss what can be negotiated,how one might proceed to discuss these, and how listening is critical to negotiation. By viewingnegotiation as a “wise agreement”1 that seeks to meet the needs of both parties to the extentpossible, this paper presents several common cases or scenarios that illustrate the importance ofunderstanding the elements involved both from the faculty member’s perspective as well as fromthe perspective of their department head, dean or
-orienteduniversities [1] in graduating potential industry leaders, managers and supervisors with a broaderview of STEM disciplines, which may provide additional incentive to prospective students to maketheir career decisions towards STEM areas.What is Mechatronics?The term mechatronics was first used in the late 1960s by a Japanese Electric Company to describethe engineering integration between mechanical and electrical systems. It is an integratedcomprehensive study of electromechanical systems, integrating electrical, mechanical andcomputer engineering areas [1]. Mechatronics can be defined as the analysis, design, andintegration of mechanics with electronics through intelligent computer control [2], as can be seenin Figure 1: Figure 1 Mechatronics
identified teamwork as one of themost valued and necessary skills for college graduates, as the majority of engineering employerswant engineering educators to focus on developing students’ teaming and collaboration skills [7].Despite the clear emphasis on teamwork in engineering and the increasing use of student teamprojects, our understanding of how to support engineering students to develop these skills islimited [1]. Some engineering education researchers consider how to teach teaming skills inengineering courses [9], but some others question if teamwork can be taught [17]. Moreover, fewstudies have linked student collaborative learning or teaming skills to specific instructionalstrategies.Case-based instruction asks students to analyze realistic
platform is a web-based integration platform(Figure 1) composed of two subsystems, each with its own user-facing components. The primarycomponent, CAssess (short for Continuous Assessment), provides features for 1) integrating datastreams from open tool APIs, 2) performing basic statistical analysis, and 3) displayingvisualizations and notifications to students and instructors. The second and supporting system iscalled Nicest (Nicely Integrating Complex Education Software Together), and has primarilyresponsibilities for user and team management, and for provisioning the various tools beingintegrated into CAssess, again via open APIs. In this section we briefly describe each of thesecomponents and how they integrate to provide feedback and ensure
nanotechnology was improved, and that they would bebetter equipped to field questions that visitors to the museum might have.Due to the positive response from attendees, a second event was scheduled on a related topic:The origins of atomic theory. This presentation had a similar goal to the first: provide museumvolunteers and staff with a foundational understanding of the topic, which would in turn allowthem to improve the understanding of visitors. After this presentation, attendees were asked tocomplete a short survey about the presentation; the survey questions, and aggregated responses,can be seen in Figure 1. The survey was developed using well documented principles for Likertstyle surveys34,35,36,37,38, though due to its short length some
theuniversity and visited the local STEM high school for girls. The Women in TechnologySymposium also featured female student researchers who gave oral poster presentations. Inaddition, to keep students involved and motived in the technology field, a series of workshops,mentoring, and professional development seminars were incorporated for ongoing studentengagement. Background: The need to improve diversity in STEMDuring the last several decades, there has been a growing public consensus that it is vital toprepare a qualified STEM workforce that will generate a profound impact on the nation’seconomy and prosperity 1. Even though the total percentage of undergraduate studentspursuing STEM degrees in the U.S. has moderately increased
Future35. In “Sustainability Education in K-12 Classrooms”, Church and Keltondescribe similar outcomes as critical to global sustainability36. These include: 1. Taking a global perspective, including a recognition that issues, people, and places are interconnected 2. Understanding how systems operate 3. Thinking critically and making informed decisionsAlthough not explicit within our final learning outcomes, environmental engineering and otherSTEM concepts were a critical component of each module and throughout the framework of thecamp. Incorporating STEM disciplines enabled us to best promote an understanding ofsustainable living practices.ASEE 2016, K12 & Precollege Engineering Division Citrin, R.A, Kney, A.D., &
Communication (formerly Engineering Design and Communication), a course co-taught by faculty from engineering and writing in which all first-year engineering students work on real design projects for real clients. c American Society for Engineering Education, 2016 Exploring Interdisciplinary Design in Relation to Workplace Success and Campus CommunityIntroduction and Research QuestionsAnswering calls from industry and government, engineering design programs have proliferatedin colleges over the last 20 years 1-7, with design being introduced as early as the first year andnow even being integrated into K-12 STEM education 8,9. Commonly defined as a systematicand intelligent problem
InternationalStudent Assessment (PISA) [1] states the need to train people with the future skills such asmathematical literacy. PISA [1] defines mathematical literacy as the capacity to identify, tounderstand, and to engage in mathematics and to make well-founded judgments about the rolethat mathematics plays, as needed for an individual’s current and future private life, occupationallife, social life with peers and relatives, and life as a constructive, concerned, and reflectivecitizen. Subsequently, more specific studies [2] [3] aimed at a very specific population, futureengineers, have made explicit the prevailing need for the basic individual education taking intoaccount the fact that they should develop generic skills that complement and reinforce the
to conventional drawing standards.Figure 1. Semester project for control group section Components are assigned so that they, and/or the resulting engineering drawings,reinforce recently taught concepts. In the same manner, the topic of assembly modelingoccurs when the radial engine’s components are ready to be assembled (Figure 1).The modified approach: the geometric design section While initial familiarization with the modeling environment and feature creationcontinues to be based on modeling exercises and tutorials, the geometric design modulesintroduce a step change in the software use. In contrast to the traditional modeling mode,where the students’ principal challenge is using the software to create the given model
the College ofEngineering, so the curriculum for Fall 2015 was heavily influenced by feedback andobservations from the previous year of this course offering. The three instructors collaborativelydesigned the curriculum the summer prior to the class. Table I shows a summary of the activitiesand topics that were included in each week: Table 1. ENGR 101 Weekly Course Activities and Topics Week Activity Week 1 Welcome and introductions; engineering design cycle team activity Week 2 Engineering discipline presentation Week 3 Industry career panel Week 4 Global perspectives in engineering role playing activity
ensure that students understand the impact of engineering projects on society aswell as the social contexts within which they operate, to develop confidence in the students’ability to solve problems, to help the students function successfully and comfortably in aprofessional engineering environment, and to understand and appreciate what it means to be aprofessional engineerService learning has been shown to do this while also providing an experience that is bothfulfilling and enlightening [1-2]. Many engineering students are overwhelmed by the workloadof the engineering curriculum, and are not stimulated by the course materials. Some studentslack the maturity or experience to understand how the engineering curriculum will be of value tothem in
Developed from a Research-Informed FrameworkI. IntroductionThis document describes an introductory helicopter aerodynamics and design engineering coursefor undergraduates in aeronautical or aerospace engineering. The three major sections of thisdocument are Content, Assessment, and Pedagogy. These sections have been developedaccording to Engineering Education research principles and findings, such that the three sectionsare aligned with one another. Each section presents at least one tool to guide coursedevelopment. The course’s foundation is to provide authentic practice for meaningful learning.The primary purposes of this paper are to present a unified strategy and a toolkit for developingengineering courses in Figure 1 and to use helicopter
recognizedmembers of the profession? Situated learning theory [1] proposed the notion of legitimateperipheral participation as central to a newcomer’s trajectory toward membership in acommunity of practice. This approach left a number of issues underdeveloped, [2, 3, 4]incluing the issue of what are the processes by which legitimacy was conferred or denied.This is a critically important question in engineering education, given persistent and onlypartly successful efforts to increase representation in the field of members of historicallyunderrepresented groups.Our objective in this paper is to address these questions by considering the relationshipbetween institutional category systems and the processes by which legitimacy isconferred upon newcomers. To do
• Current City: City, StateDemographics – 0-5 Year GraduatesOf those graduating in the last 5 years who participated in the survey, 24 graduates responded.Of the respondents in this group, only males responded. 23 graduates were in the 23-30 year agebracket, and one was in the 31-37 year old age bracket. Of the 24 graduates, half graduated witha degree in MET and the other half in ECET/EET. None of the graduates responding to thissurvey was a graduate of the MFT program. Table 1 contains the responses of graduates to thequestion asking where students started their studies. Table 1. Where 0-5 Year Engineering Technology Graduates Began Their Undergraduate Studies Purdue University – Technology
(voluntary mentors) prepare 1-2 page experiential learning research project summaries (by January). The laboratory research engineer budgets for the internship cost from his/her research project. • Laboratory Contracting Officer forwards research project summaries to university PM. • University PM develops an intensive promotional (with all STEM academic departments) and orientation program, and students apply on line. • University PM matches student applicants with research project summaries based on academic merit and mentors interests. Students are interviewed, if necessary. • Logistics including housing, local transportation, and air transport to the laboratory, etc. are jointly arranged for
wasdesignated as an HSI by the Hispanic Association of Colleges and Universities (HACU) in 2014,after FORCES began. Based on 2006-07 data (just before the FORCES proposal was written),UT Arlington had an enrollment of approximately 19,205 undergraduate students of whom53.2% were female, 14% were Hispanic, 12% were African American and less than 1% wereNative American. The College of Engineering’s undergraduate enrollment in 2006-07 was 1,884students, nearly 10% of the university’s. There were 410 students at the university who wereregistered with the Office for Students with Disabilities. Of those, forty-four (44), or nearly 11%,were engineering majors.6 National data at that time reflected enrollment of students fromunderrepresented groups in
supplement their verbaldescriptions of how their programs operate. Interviews were recorded and transcribed.Case records were developed to summarize the key aspects of the fourteen programsstudied in a common structure, and these case records were reviewed by interviewees toensure accuracy. The universities included are briefly described in Table 1 below, and areordered by the date their engineering leadership work started, from oldest to newest.Table 1: Program DescriptionsUniversity (year Brief Descriptionprogram began)Tufts University Tufts Gordon Institute is one of the oldest engineering leadership(1987) programs. Its most substantial offering is the Masters of Science in Engineering Management, an intensive and highly
available atCarson, 2015b) was used to assess critical and creative skills listed in Table 1.Table 1: Skills assessed by the Common Rubric.Raising questions, formulating problems 3 Articulating the issue and its scopeGathering and assessing relevant information Selecting and analyzing information Influence of context and assumptionsSynthesizing and generating ideas Combining elements or ideas in ways that are coherent and logical Embracing contradictions Generating and judging alternatives Originality of thought Adaptability and flexibility of thoughtConsidering alternatives and reaching reasoned conclusions Judging appropriateness Taking intellectual
students.Figures 1 and 2 illustrate the relationship between ACT, College Readiness Index (CRI), andTotal Economic Disadvantage (TED) for COE applicants from different feeder high schoolsbetween 2008 and 2013. The College Readiness Index and Economic Disadvantage factors ofdifferent feeder high schools were obtained from US News. The horizontal axis representscollege readiness (in Figure 1) or economic disadvantage (in Figure 2). The left vertical axis ineach figure is the average ACT for the corresponding college readiness or economicdisadvantage. The right vertical axis in each figure is the number of applicants for that index. Forexample, as read from Figure 1, there were about 800 applicants from high schools with aCollege Readiness index of 94. The
sequence that investigates 1)elastic and strength properties of aluminum alloys; 2) stress concentrations effects, theirmeasurement, and investigation of their role in failure under quasistatic loading conditions; and3) fatigue life of notched specimens. Stress concentration specimens used in the sequence ofexperiments are shown in Figures 1 and 2. Strain Gage Locations (c) photos of typical specimens Figure 1: Dimensions of stress concentration specimens used in static and fatigue loading to failure. All
, only 5% of B.S. engineering graduates have been AfricanAmerican and only 7-8% have been Hispanic.2Shoring up the leaky STEM pipeline, particularly for underrepresented groups, is of nationalimportance. The first two years of college are particularly important for STEM retention.1 Onestrategy employed by some universities to remedy the gap in retention rates is the creation ofsummer bridge programs.3. Research BackgroundResearch suggests this achievement gap does not reflect a difference in student ability but ratherstructural inequalities in K-12 educational experiences between students from high-performing,well-resourced schools and students from under-performing, low-resource schools.4 Studiesshow abilities, attitudes, and college
spring 2011. Examples of comparable dual diploma programs are recentlyestablished in few other institutions [1-3]. Although our experiences show similarities to thoseprograms, they differ in several aspects due to the characteristics of the major field of studyselected for collaboration and SIUE’s geographic location.Admission to the ProgramThe students are admitted into the program via a nation-wide university entrance exam given inTurkey. The exam is taken by more than 1.5 million university bound students each year. Basedon their quantitative, verbal, and science scores, students submit a ranked preference list indicating Page
otherengineering disciplines.IntroductionEngineers must gain the ability to communicate and collaborate across disciplines in addition togaining a deep technical disciplinary knowledge. This is increasingly true in modern society inwhich scientists and engineers must address complex, interdisciplinary challenges on a globalscale. While current efforts at teaching interdisciplinary problem-solving at the collegiate-level(e.g., class projects, capstone courses) exist, the effectiveness of many of these approaches areineffective in achieving interdisciplinary learning objectives. Richter and Paretti (2009)identified two main learning barriers to common interdisciplinary approaches: (1) students areunable to identify the relationship between their own
deregulation have created the frameworkfor the development of environmentally conscious distributed power generation, such as: wind,solar/photovoltaic (PV), geothermal, wave and tide energy, and fuel cells (FC), with zero (ornear zero) pollutant emissions. Given this rapid progress in renewable energy systems utilization,industry demand of trained professionals with adequate knowledge in this area increased as well.1-3, 6 Due to these facts together with the interest of keeping students abreast of the currentscientific and technological developments and trends, we believed that it was important andtimely to include renewable energy projects in senior project design courses in our DrexelUniversity Engineering Technology program. 6, 29, 30 Future
engineering), data from theWomen’s College were not included in this study.A multi-phased mixed-methods approach15,16, 17, 18 was used to investigate how often and in whatways engineering and computer science students at four diverse institutions spend time inacademic community outside the classroom (Figure 1). First, an exploratory sequential study Page 26.822.4(instrument development model) was completed in which focus groups with senior engineeringand computer science undergraduates were asked to identify the academic communities in whichthey had participated over the course of their undergraduate careers. Data from this phase offocus group
certified educators in support of effective contentdelivery, we increase capabilities of summer programs to provide program models that are viablefor replication or scalability of student interventions.Specific questions addressed in this report ask: 1. Do summer Science, Technology, Education, and Math (STEM) engagement activities increase student interest in STEM? 2. Did participating teachers gain knowledge, build critical instructional skills, and increase self-confidence in motivating students in STEM? 3. Did participating students gain STEM knowledge and become excited about moving forward in the STEM education and career pipeline