training. This can be achieved throughuniversity professional development programs such as workshops, events, courses, andadditional resources that have a DEI perspective. In addition to adopting inclusive teachingpractices that reflect the basic principles of diversity, equity, and inclusion [11], [12], it isimportant to ensure clear and objective language, conventional structure, and precise words.In the STEM field, the issue of teacher development with a DEI approach can be particularlychallenging. STEM teachers often encounter additional obstacles in identifying authenticgoals, objectives, and tasks related to DEI [13], [14]. There is often a lack of consensus orunderstanding regarding the definition of DEI activities, who should participate
STEM education, SCENIC aims to develop engineering & scienceidentity and engagement among underserved rural students. The program works with hundreds ofstudents annually across a dozen Colorado schools.Figure 1. SCENIC Conjecture Map (adapted from [9]) Problem Statement and Research QuestionsThe goal of the grant this paper works under is to refine and investigate SCENIC's infrastructureto support the development of pre-college students’ engineering identity, thinking, and pathways.In this paper, using student posters, we hope to explore the following:• RQ1: How do the student posters from SCENIC reflect the balance between science and engineering emphasis? Did this differ between the AQ and SQ curricula or other
reality under investigation, we, theresearchers, identified a telling consensus across their interviews. Participants illuminatedunrelenting reflections about their programs and “what does it mean” to offer one that is ofquality and how even answers to these questions may exist only “at that time” since they werelikely to change. Finally, there were other key quotes that found participants examining how theyused program goals and outcomes “to assess the[ir] program” and change them accordingly ifthey were not “working so well.” After three stages of (descriptive, linguistic, and conceptual)analysis, authors present a singular superordinate theme The Role of Assessment in Eng Ed PhDProgram Quality. Implications of this study are applicable to
, women in engineering programs, funding, and writingproposals were facilitated by the principal investigators and invited speakers. To help Fellowsbegin to develop action plans, they were encouraged to keep a daily reflective journal abouteach session with personal notes, notable takeaways, resources, and action steps for their ownuse. To document their potential action plans, they were asked to prepare a 5-minuteindividual presentation (using a provided Google slide template) about themselves, theirinstitution, what they learned from their “deep dive” data exercise, evidence-based practicesthat would impact their efforts, and their proposed Implementation Project. Thesepresentations were delivered on the last day of the summer institute and
test usage in engineering courses. Tests and exams are typically heavily usedin FECs like statics, dynamics, thermodynamics, and other courses in various engineeringdisciplines. Understanding why engineering instructors heavily rely on tests to assess studentlearning in these courses can be crucial in promoting the use of more diverse types ofassessments, such as portfolios, concept inventory, reflection-based practices, project-basedpractices, and intentionality in terms of designing, administering, and interpreting tests, butresearch has been scarce on documenting research on this topic. Conversations around why instructors make certain course decisions typically involve thecontexts these instructors are situated in, emphasizing how
academics and careers.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantIUSE-2044347. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of the National ScienceFoundation.References 1. U.S. Department of Education, National Center for Education Statistics. (2015). Demographic and enrollment characteristics of nontraditional undergraduates: 2011-12. https://nces.ed.gov/pubs2015/2015025.pdf 2. Horn L. (1996). Nontraditional undergraduates, trends in enrollment from 1986 to 1992 and persistence and attainment among 1989–90 beginning postsecondary students (NCES 97–578). U.S
collection during Spring 2023, present the results, and receive peerfeedback next year.AcknowledgmentsThis work was made possible by a grant from National Science Foundation (2106229). Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of National Science Foundation.ReferencesChang, D. (2012). College students’ perceptions of studying abroad and their readiness. Asia Pacific Education Review, 13, 583–591.Chieffo, L., & Griffiths, L. (2004). Large-scale assessment of student attitudes after a short-term study abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 165-177.Farrugia, C., & Sanger, J. (2017
they learn in a classroom environment and its reflection in professional applications. In addition, this collaboration bridges the gap between academia and industry. This semester was spent towards building a positive working relationship with industry. As the course is offered only once a calendar year, we will implement the plans generated by these ideas in Fall 2005. Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005, American Society for Engineering Education Future Approaches: 1. Guest lecturers from local companies: Invite the project manager or a company representative to spend a
, efforts made to diversity campuscannot be chalked up to individual accomplishments or failures, but rather demonstrate howinstitutional cultures determine which policies are adopted and acted upon [13]. We have selected these frameworks to reflect our commitment to better understanding howinstitutions, in conjunction with individual actors, can improve their diversity outcomes.Furthermore, our rationale is to look specifically at the institutional barriers that participantsmention that prevent them from being effective at carrying out diversity work, even if they arecommitted to that effort.Methods, Context and SampleThis paper developed from a larger project aimed at creating a sociotechnical framework toview, analyze and understand the
around making researchopportunities accessible and also suggest what can be done in class instruction to provide similarbenefits to student curiosity. In the current study, we found that students reported that classesencouraged their curiosity when the students encountered uncertainty that led to informationseeking, were able to see connections to real world applications and when they had engaginginstructors. Redundant content, overwhelming classes, time constraints, motivation to get the“right” answer, and critical professors were described as obstacles to students’ curiosity inclasses. Students also reflected on how their experiences of curiosity in research compared totheir classes in ways that aligned with the identified supports for and
]. Inter-rater reliabilitywas not calculated numerically due to a focus on consensus [21], [27]-[30].Results & DiscussionPractitioners' definition of engineering intuition did not vary by level of experience but did varyby gender. Men more frequently defined the concept in terms that reflected Innate whereaswomen leaned on Experience in their definitions. Despite these differences in how engineeringintuition was defined, there was largely consensus in participants’ responses to how engineeringintuition is developed. All participants attributed the development of intuition either completelyor in part to Experience, underscoring the notion that intuition develops alongside expertise, asexpertise is largely developed through experience [8]-[12
. Learning is a process of encountering new ideas, productive practice, giving and receiving feedback, reflection and continuous monitoring and adjustment.Research and Assessment and PlanWe plan to pilot the EMSLC for four years starting in Fall 2023 with a cohort of up to 24students per year. Table 5 lists the research questions we will investigate to assess progresstoward the goals described previously.Research MethodologyWe will use a mixed methods approach to investigate RQ1. WCC has been administering theSUCCESS survey since 2018-19 to learn about the non-cognitive and affective (NCA) profilesof the College’s engineering student population [52] [53]. The project team will compare surveyresults for EMSLC students with results from a comparable
together to solveimportant societal problems.” Another interviewee reflected on the range of perspectives thatneed to be integrated, putting it this way: If we’re going to have engineers who are trying to make a positive impact on the world, and understand sociotechnical problems and the context in which they’re trying to work, they need to understand society and power and history and beauty and art and what really matters to people. All sorts of things like that. And they won’t get that with a narrow disciplinary perspective.Interviewees not only indicated that sociotechnical integration could develop students’ skillsetsand impact on the world, but also could transform their very ways of being. For example, oneinterviewee
strategies as either necessary to succeed or even as desirable depending on theextent to which they have internalized dominant narratives about the irrelevance of sexual andgender identity to STEM, a reflection of the ways LGBTQ people are prone to minimize harmfulexperiences pertaining to sexual and gender identity [21]. However, each of these strategiesintroduces additional psychological and emotional burden that can interfere with the cognitiveresources needed to maintain motivation and succeed in a STEM major.The most immediate of these consequences is that LGBTQ people are much more likely toconsider leaving, and to leave, STEM than their cisgender, heterosexual counterparts [1-3]. Inaddition to this attrition, regardless of whether they leave
Orientation (June – July)▪Internal Housing deadlines for room assignments (sometime in July)▪Roommate selections (must live with another LLC student on the floor)▪Online acceptance deadline▪Waiting listPROGRAM & SEMINAR Academic Aspects▪Required 1 hour seminar course▪Fall & Spring enrollment required▪Attendance based▪4 sections/semester offered▪Must remain a degree seeking student Fall Seminar Content▪Canvas is our LMS – assignments, communications, learning modules, articles▪Use How To College as our textbook ▪Focus on transition to college during fall semester with a mixture of hands on projects ▪Reflective writing ▪Resume & professional email assignments ▪Transition from High School group
Progression 8Our retention-based programs were developed in reaction to our students need forprofessional development and community. Our initial measure of success wasbased upon the number of event attendees, event satisfaction survey, and retentionnumbers. The Annual Welcome Dinner Progression graph reflects of our fall first-year student classes from 2016 - 2019.The first section reflects our number of incoming first-year women enrolled in ourcollege. The second section accounts for the first-year women who attended thewelcome dinner. Finally, we collaborated with our Office of Institutional Researchand Assessment to calculate how many women who attended the women
and ability to motivate students to internalize the covered material [5]. Someinstructors reflected that often students join class discussions without completing the requiredpre-requisite reading [7].Inquiry-Based Learning for Pre-trainingDifferent from traditional methods, Inquiry-Based Learning (IBL) is an active learning formatthat involves students in a process of discovery and exploration [8]. Prior research has shownInquiry-Based Learning Activities (IBLA) increase student motivation and engagement, improvecritical thinking and problem-solving skills, and promote deep learning and understanding ofsubject matter. Inquiry-Based Learning is also associated with positive attitudes towardslearning, increased self-efficacy, and greater
schools, such as Texas Tech - Costa Rica, have accessed thecourse GVV modules on the OEC, suggesting that the course has the potential to be widelyadopted. We hope that ASEE members will find this to be a valuable resource for instruction.This evidence-based practice paper introduces the engineering ethics course and provides anoverview of how the GVV framework may be used in an engineering context. Its purpose is toprovide a framework for engineering educators who might wish to consider incorporating theseGVV modules into ethics courses. It further includes the instructors’ reflection on the new courseand how well it is achieving its goal of equipping undergraduates with knowledge,understanding, and practice to prepare them for ethical
course facilitators (ELAs). The grading rubric for the groupproject was based on previous HCD projects implementation at University of Illinois at Urbana-Champaign, using the following set of criteria: context, identified need, iterative process,reflection on feedback, solution, next steps, and presentation organization and skills. Thecomplete rubric is included in the Appendix A. For the second round of the project, a group peerevaluation was also developed based on feedback from the year before those students felt therewas an unequal distribution of work in some teams. The project runs from mid-October through mid-November for a total of six weeks.These dates were chosen because they fall between Chinese National Day and Fall Break for
established disciplinary context to new information, experiences, and ideas through a process of re-evaluating the ideas and/or approaches. 4. Evaluate the limitations imposed on any new approach or solution within a discipline to propose original contributions to problems. 5. Synthesize disparate or conflicting thoughts when evaluating questions/problems to form cohesive and collaborative solutions.The general education attributes (GEA) for learning outcomes 1 and 2 are structured through oral,writing, and reflection activities. Therefore, the developed communication module includes basicwriting and editing original contributions, writing scientific abstracts, and manuscripts, oralcommunication (speaking clearly and effectively
meanratings from the project-based sections. Results are presented in Table 1 below. Note that thelecture content across all course offerings was essential the same, it was the method ofassessment that differed.Table 1. Statistical analysis of student ratings for assessment practices and course impactcomparing a lecture-based version of the course to a PBL version Category Title Question t-value p-value Assessment Relevance of The assessments/assignments 4.62 0.000853 Practices assessment reflected what was covered in the course. Grading The grades I have received thus 3.13 0.00703
environments, systematic barriers, or other factors may limit or negate REM andwomen students’ ability to effectively engage with these spaces. While countless studies point to the manybenefits of Makerspace engagement[2]–[4], [6], [7], no work has studied how these benefits are inequitablydistributed based on race or gender, or what interventions may be needed to ensure Makerspaceenvironments foster a sense of belonging amongst REM and women students.In professions that are significantly gendered and raced, any “otherness” affects the ways in which womenand/or REMs are treated with respect to their technical capabilities[9]. This is particularly true inengineering, which is predominantly White and male [10].The purpose of this paper is to reflect on
generated from lab members’ responses to questions that directly and/orindirectly reflect on their collaborative work. The interviews transcripts, in-person field notes,and field notes taken over Zoom, were consulted to ensure that the patterns and themes identifiedduring the in-person interviewing and observations repeated and recurred with force (Owen,1984) across the three labs. The researchers discussed the emergent themes and compared thethemes with their own experiences in the field along with the memos they took duringinterviews, and meeting and field observations. This data analysis was also accompanied by themanuscript writing process which informed the interpretive processing of interview andobservation data. For example, writing the
spaces andcollaborative learning attitudes. Learning Environments Research, 22, 325-344.(5) Park, E. L., & Choi, B. K. (2014). Transformation of classroom spaces: Traditional versusactive learning classroom in colleges. Higher Education, 68, 749-771.(6) Chang, R. L., Stern, L., Sondergaard, H., & Hadgraft, R. (2009, January). Places for learningengineering: A preliminary report on informal learning spaces. In Proceedings of the Research inEngineering Education Symposium, Palm Cove, QLD. Retrieved December (Vol. 12, p. 2009).(7) Whittaker, C., & Charles, E. S. (2020). Flipping out–reflections on ten years of development,innovation and design in technology-rich collaborative learning spaces and active learningpedagogical capacity
importance of planning, executing and evaluating subjects that are linked to the interestsand objectives of the courses in which these ones are being offered, reflecting on what skillswe want students to acquire and how these are used in their careers.Prado [4] also suggest that it is necessary to develop a more contextualized, consolidated andattractive course, applying multidisciplinary and transdisciplinary activities, using activemethodologies, articulating practice and theory with the support of software, a fact that is alsohighlighted in the document that in Brazil guides the organization of engineering programs,the National Curriculum Regulations for Engineering Education (DCN1) [13].Stewart, Larson, and Zandieh [7] emphasize the need of
theory and practice of integrative engineering education. She contributes to various local and national initiatives dedicated to equity and inclusion in engineering education, technological stewardship, and professional reflection in engineering.Mr. Amit Sundly, Memorial University of Newfoundland, Canada Amit Sundly is an up-and-coming interdisciplinary researcher who has conducted both qualitative and quantitative research. His M.Ed. thesis focused on the previously understudied academic decision-making patterns of undergraduate engineering students, revealing disparities in engineering education in New- foundland and Labrador. Amit received his Bachelor of Arts degree from Hemvati Nandan Bahuguna Garhwal
. The work "Deep Neural Network Approach for Pose,presented in this paper achieved the state-of-the-art result to solve the problems of Illumination, and Occlusion Invariant Driveremotions reflecting driver's behavior such as the changes in illumination, side angle Emotion Detection" International Journal ofpositions of the sunlight, occlusions like hair and sunglasses, different angular face Environmental Research and Public Healthrotations. To assess our proposed approaches' detection capability, we have conducted
ideologies in engineering such as male-dominance,competition, exclusion of both faculty and student people of color (POCs) in engineering [3],more work needs to focus on how faculty and students in engineering understand the concept ofthe HC and its subsequent perpetuation of normativity on and within the discipline/s. With thisnew understanding of the ways POC receive the HC as more active than passive, and the impactsit has on their development in the disciplines of STEM (i.e., engineering) through means such asstandards, regulations, and professionalism, school administrators, and educators alike can bettercomprehend, reflect, and act upon how many of the standards present in their workingenvironments are normalized. For classrooms
preferred design by comparingoptions against specific criteria; consideration of design implementation and predicteddifficulties; and evidence of reflection and critical thinking.Introduction to Civil Engineering (IntroCivE)This was a 1-credit course intended to introduce first year students to the profession of civilengineering. The syllabus articulated five learning goals, including ‘define sustainability anddescribe its importance to civil engineering’. Another learning objective related to ethics, andsustainability is prominent within the American Society of Civil Engineers (ASCE) code ofethics. The course primarily used a flipped learning style where students were assigned a shortreading passage or video and then asked to complete a short
the unit of analysis which the researchers then map inorder to analyze it [10]” [11]. Codes were grouped together to form the typology, laid out in thefollowing section. The three codes deciphered from the interview transcripts were related tosafety, engineering ethics' social/technical debate, which we refer to as the demarcation problem,and tacit knowledge.As data were collected and interpreted during the COVID-19 pandemic, we must also recognizethat the pandemic has created a space for time and reflection about the education process andrethinking how we teach and learn. It provided engineering educators with opportunities toengage students in reflecting on how engineering expertise and creativity can help addresssocioeconomic and racial