safely and competentlyassist in the work, and then properly describe the activity and its importance.The RS staff concentrates on a reflective write-up of the experiential experience during thefollowing term in the manditory seminar course. Four of the Fall 17 cohort have completed theirLSAMP project write-ups for publication in an undergraduate journal [41] [42] [43] [44]. One ofthe six member Fall 17 cohort dropped from the program due to incompatibilities with her majorand the summer RS programming, prior to the LSAMP experience. A second member of the Fall17 cohort changed degree objective into a non-STEM major during the following fall and did notcomplete the write-up portion of her RS commitement. One of the non-residential students in
programsIntroductionUniversities across North America have adopted global education as part of their educationalmandate [1]. This mandate corresponds to the emerging trend for a globalized workforce. In theUnited States (U.S.) specifically, study abroad has become more popular due to the emphasisplaced on global citizenry by institutions and employers [2]. This demand has more than doubledstudents’ participation in study abroad programs over the past decades [3]. Educational theoristKolb [4] posits that people learn effectively by immersing themselves in environments thatenable them to observe and reflect on their behaviors. Students who participate in internationalprograms acquire knowledge, skills, and beliefs useful in working with people in cross-culturalsettings [5
as enablers in thereinterpretation of cognitive theories and teaching techniques for the development ofcriticality. Our challenge as educators is how to employ innovative, virtual and technologicaltools that boost creativity and challenge students to solve complex problems usingunexpected solutions; appealing to the extensive use of their digital literacy skills [16]:Photo-visual; Reproduction; Branching; Information; Socio-emotional; and Real-time.The incorporation of reflective practices through spaces for dialogue in fully onlineenvironments should be carried out throughout the engineering program as an example ofcognitive and metacognitive tools using the technological platforms that are best adapted toeach subject. The objective of this
. There is no substitute for that experience, so that is a loss plain and simple. However,we realized that the prototyping process in this course takes up about 1/3 of class time and onlygenerates two useful datapoints in testing: truss failure load and weight. Some would argue thisis a poor return on investment. Practically speaking, not being able to fabricate opened up a lot ofclass time.Upon a bit of reflection, the answer to what could fill this void was obvious. Undergraduateengineering design has by definition a strong theoretical and technical foundation, but design isfundamentally creative in that it starts with a problem (nothing) and generates a solution(something). In our experience, beginning engineering designers often resist the
valued in this story was… Willingness to Experiment, Grit and Perseverance, Planning and Efficiency Internal alignment/ Alignment with The experience I shared influenced my Confidence, Purpose, Belonging others sense of… Openness/ Reflectiveness Any decisions that were made in this Intuition, Self-Reflection, Feedback from story were influenced by… others Flexibility Thinking about the future, this story Embrace risk, Be willing to adapt, Rely on encourages me to… familiar ways of
oftheir own demonstration of an EM. The ABET assessment reflects student learning and the EMassessment reflects student behaviors.The ABET and EM assessments are used to address three research questions. First, are studentsmeeting ABET Student Outcome 7? Second, does the self-directed project appeal to students andresult in demonstration of student curiosity? Third, what other dimensions of an EM aredemonstrated during the self-directed project?Measurement Systems Course OrganizationThe course under consideration, EME 3653 – Measurement Systems, was created as a third-year(i.e., junior-level) required course for students enrolled in the LTU BSME program.Measurement Systems was developed with two prerequisites (Differential Equations and Circuits
Pre-recorded video: Welcome by Dean1:15 PM Pre-recorded video: Welcome montage of staff, students, faculty and alumni1:25 PM Pre-recorded video: 3 current students share their stories of what helped them feel a sense of community and belonging1:35 PM Break into small groups to engage in self-reflection and facilitated discussions around the following themes: ● Their personal strengths and their mentors who have impacted their lives; ● Envisioning what an inclusive community would look like and how they can build on their assets to contribute meaningfully to create a
education, gender issues, women in engineering, students' perceptions,educational innovationIntroductionParticipation of women in the engineering industry is meager, and their under-representation inengineering remains despite the industry's efforts. Attracting more women into the field has notyet been achieved, and their participation is still judged as insufficient by several authors [1].This fact is reflected initially in the low number of women enrolled in careers in the engineeringarea. If we specifically analyze the construction sector, it is not effective to push more women toenter these careers since the percentage of women employed in construction is proportional toincome. The probability that they will finish the degree and serve the
-age women often lack interest in STEM disciplines because of prejudices andstereotypes that have discouraged them. Chile is one of the countries that has made significantprogress in reducing the gender gap. However, progress in training women in STEM disciplineshas been low compared to other Latin American countries.The Engineering Faculty of the Universidad Andres Bello has carried out the "Biobio Women inScience and Technology Meeting" for two consecutive years. The first was an in-person event,and the second in online mode. The sessions aimed to encourage young women in the last twoyears of high school (ages 16 to 17) to have greater interest and access to university STEMdisciplines.This study reflects on young Chilean women's needs and
experience; 2. Reflective observation, or thinking about this experience; 3. Abstractconceptualization, or learning from this experience; and 4. Active experimentation, or trying outwhat you have learned from this experience [52].3.1 Target populationThe target population for this intervention is newly formed teams of 4 to 5 undergraduateengineering students. Since the unit of interest is the team, students will be randomly assigned toteams, and teams will then be randomly assigned to a treatment condition. The key componentsof this sample are 1. that the team is newly formed; 2. that they are engaged in a project thatfollows the engineering or design process; and 3. that the team is working on a problem withsome level of complexity rather than a
play games such as Jenga. During spring 2020, a ‘DepartmentMeet and Greet’ was held over two days in which the participants met with the CEEC facultiesand learned about ‘Engineering for People Design Challenge’. Another activity was ‘Geowall’ inwhich students created a retaining wall using as little amount of paper as possible. Students andmentors also discussed study tips and reflected on their experience working on the group projectin the last meeting of the semester.In fall 2020, four cohort activities were held virtually since the in-person interactions werelimited because of the COVID-19 pandemic. During one activity, the cohort participated in the‘Fun with Professors’ event and played a virtual game ‘Skribbl’ [7] with faculties, GAs
moreHispanic undergraduates (59,703) than any other U.S. college or university and has the thirdlargest Black non-Hispanic undergraduate enrollment reflecting the racial and ethnic diversity ofthe 2.4 million residents of its service area. With MDC being the largest and most diverse publiccollege in the nation, underrepresented students are the targeted population for this initiative. Inresponse to cloud talent shortage, MDC launched a cloud literacy initiative to invest in cloudprofessional training with the industry leader in cloud computing solutions, Amazon WebServices (AWS). The cloud initiative included three components described in Figure 1 as follows: • Provide faculty professional development in cloud computing to teach cloud-related
professionals and 33 AI/ANstudents who identified as being in the engineering field participated in the survey. The studentstudy participants who identified themselves as being in the engineering field represent 17different AI/AN tribes; the professional participants represent 20 different AI/AN tribes. Thestudent participants were mainly in the age group from 18 to 29 years old (94%). As expected,most participants in the professional group were 30 years or older (69%). There were also moremale participants than female participants, which is reflective of the engineering field in general.A recent U.S. Bureau of Statistics report shows that 13% of engineers are female [25]. In oursurvey sample, 64% of the students identified as male, and 69% of the
andstyles, but there was no attempt to unify any of the classes. The primary point of similarity wasthat all the surveys and exam questions administered in this study were the same and were madetogether. All the exam questions were presented in a multiple-choice format to reflect the mostcommon method of questioning on the FE exam.University A required students to take the FE exam and students were reimbursed for the examcost if they passed. At University A, most senior students (approximately 75% or more per year)in civil engineering take the FE review course and depend on it as their sole source ofpreparation for the exam. Universities B and C strongly encouraged students to attempt the FEexam prior to graduation. At University B, review sessions
inhibited their ability to learn.In a few instances where a code embraced both helpful and non-helpful student responses, thecode was duplicated to preserve the link to the coded segments and then each code was renamedto reflect the opposing sentiments. The renamed codes were then assigned to the appropriatecategory. The students’ responses that each code referenced were then reviewed to ensure thatthe response was assigned to the appropriate category. In those instances, where the studentresponse included both helpful and non-helpful sentiments, the response was coded to bothcategories.In instances where a student’s response was unclear, we considered the totality of the student’sresponses on the survey. Proximity to the nature of the survey
theirown ability to teach engineering content. Or a teacher may provide different kinds of verbalsupport for students to engage with certain engineering practices based on their perceptions ofstudents’ abilities to engage in engineering practices in different classroom contexts (Lilly et al.,2020). Teachers’ beliefs can then affect the effectiveness of teachers’ implementation ofinterdisciplinary curricula and the opportunities that students have to engage in certaininterdisciplinary practices (Askew et al., 1997). In classroom practice, teachers draw upon their own privately-held PCK&S to make bothplanned and in-the-moment instructional moves. PCK&S is a kind of reflection in action (Schön,1983) where teachers monitor student
advantageous opportunity toprepare future engineers analytically, practically, and morally. Integrated ethics content canencourage students to practice “what is right to do and how will my decisions impact thesociotechnical and societal norms within society?” The process of seeking answers for thesequestions can help students to recognize the ethical and moral conflicts as a part of designproblems. In a complex design process, there are often conflicts, and these potential conflictsshould be considered simultaneously by design engineers [7].Researchers conceptualize the design process and propose moral reflections with distinctapproaches that are informed by empirical research in socio-technical contexts [6]. While someempirical studies look into
. Rationals form the lowest percentage in the general population (about 5 to 8%) which is reflected across all courses. Rationals are pragmatic, creative, problem solvers who are abstract in communicating and utilitarian in achieving goals. d. Artisans are the second largest segment of the general population (about 30 to 35%) after guardians. This ratio is much better reflected in the theater classes than the engineering/business classes where the lower percentage of artisans than the national average goes to somewhat make up the higher percentage of guardians than the national average. Artisans are concrete in communicating, utilitarian in achieving goals, and can bring creative ideas for teams.In
lower-division students to engineering as a sociotechnical discipline—that engineering is inherently political, and that we must understand our own stances asindividuals in conjunction with considering social impacts of our engineering [1]. In keeping withthe university mission, all graduates must complete two courses with the diversity, inclusion,and social justice (DISJ) university core flag, which seeks to help students develop critical self-reflection and the ability to analyze the complexities of social constructions in everyday life. As aresult of our campus environment, our version of User-Centered Design has evolved to beunique in its objective to cover topics including justice, power, intersectionality, and privilege andoppression
through the processes of social categorization, social identification, and social comparison. These processesFigure 1. System of analysis and theoretical framing considered result in a division of in-groups and out-groups which helpsenhance self-image. Social identities can be positive or negative; the latter reflect elements thatdo not comply with societal expectations. Because of the multiple spaces where we
new hands-on multidisciplinary introduction to engineering course, a unique introduction to engineering MOOC, and another MOOC focused on exploring global challenges from an interdisciplinary perspective. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students’ use of Digital Portfo- lios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design. American c Society for Engineering Education, 2021 Work
course content. 66.7 25.0 5.0 0.0 0.0 3.3 | College 4.072 0.807 5789 | University 4.094 0.870 42537------------------------------------------------------------------------------------------------------------------------In addition to the six (6) standard questions, instructors are permitted to ask additional ratingquestions on the SROI. For CM&E 111 an additional ten (10) rating questions were generated.These questions were provided to the students a week before the administering the SROI so thatthe students had an opportunity to reflect on their learning. These ten (10) supplementalquestions directly relate to
Rule–utilitarianism: Utilitarianism produce the most good for the most people. Brandt They fall under principles of duty which respect the autonomy and rationality of persons, and which can be Kant willed universally to apply to all people. Duty Theories They fall under principles of the prima facie duties which every rational, reflective person would have Ross accepted. They are the best way to respect the human rights of Locke and Melden Rights Theories everyone affected. Proceedings of the 2003 ASEE Gulf
Rule–utilitarianism: Utilitarianism produce the most good for the most people. Brandt They fall under principles of duty which respect the autonomy and rationality of persons, and which can be Kant willed universally to apply to all people. Duty Theories They fall under principles of the prima facie duties which every rational, reflective person would have Ross accepted. They are the best way to respect the human rights of Locke and Melden Rights Theories everyone affected. Proceedings of the 2003 ASEE Gulf
involves elements of Project Management, which arereviewed during the quarter. The culmination of the quarter involves the completion of a ProjectProposal by each student, which is reviewed by their academic advisors. Winter quarter (SP II) iswhen the students focus on manufacturing the parts which were analyzed and documented fromthe previous quarter. Along with additional purchased parts, students are required to produce aworking device by the end of the quarter. During this period their project proposals, renamed asproject reports, are continuously updated to reflect new observations, analyses, and revisionswhich come about during the manufacturing process. Finally, during Spring quarter (SP III) thestudents perform various tests on their
member expanding on the pre-workshop materials, then attendees shared theirperspectives in discussion groups while SDEI members served as moderators and note-takers.This paper provides a model for other student groups of the planning, structure, content, andoutcomes of an Unlearning Series. Responses from participant surveys conducted at the close ofthe summer and group reflections amongst SDEI committee leaders are also presented. Thisfeedback has been translated into lessons learned presented at the conclusion of this paper.IntroductionIntegrating diversity, equity, and inclusion (DEI) topics in university coursework intended toprepare future planners, designers, and builders has proven to be a challenge. Faculty membersin these fields base
investment in this area is essential. Without this investmentthe academy’s stated commitment to broadening participation in engineering rings hollow.Funding AcknowledgementThis research is sponsored by the National Science Foundation (NSF) Alliances for GraduateEducation and the Professoriate (AGEP; award numbers: 1821298, 1821019, 1821052, and1821008). Any opinions, findings, conclusions, or recommendations are those of only theauthors and do not necessarily reflect the views of the NSF.ReferencesChakraverty, D. (2020). The imposter phenomenon among black doctoral and postdoctoral scholars in STEM. International Journal of Doctoral Studies, 15, 433-460. https://doi.org/10.28945/4613Griffin, K. A. (2019). Redoubling our efforts: How
citationpractices belie a more complex system of relationships. Historically, they have established powerrelationships among authors, ideas, and larger sociotechnical systems within the university[26].Our citations reflect our reading practices while establishing field boundaries and contours andultimately funneling into the larger economy of the university. They undergird this universityeconomy in a number of ways: (a) we form communities of practice/discourse communities inhow we cite, excluding and including particular ways of knowing; (b) we give particular ideaspower and visibility in how we cite; (c) we decide whose work matters, who should be tenuredand promoted, who belongs; and (d) we teach ethics and intellectual property through citations.These
the author(s) and do not necessarily reflect theviews of the National Science Foundation.References[1] I. A. Toldson, I, “Why historically black colleges and universities are successful with graduating black baccalaureate students who subsequently earn doctorates in STEM (editor’s commentary),” J. Negro Educ., vol. 87, no. 2, pp. 95–98, 2018.[2] R. Winkle-Wagner and D. L. McCoy, “Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU,” Race Ethn. Educ., vol. 21, no. 5, pp. 593-606, 2018.[3] R. T. Palmer, R. J. Davis, and T. Thompson, “Theory meets practice: HBCU initiatives that promote academic success among African Americans