and its development process, and will share the badgedevelopment process and badge modules with educators and others with an interest in helpingtechnicians develop cyber awareness. The project team is also considering ways to share thebadge development process with some or all of the eight federal agencies that lead skilledtechnical workforce development programs [8]. This work is part of a project funded by the Advanced Technological Education Program of the National Science Foundation DUE #2000867. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.References Cited:[1
, assuming there was no deformation at the boundary. After analyzing the data, theYoung’s modulus of the metal samples could be determined; typically, this was accurate towithin about 25-50%. We found that the clamping force, which was provided by a small thumbscrew, was inadequate to assume a perfectly rigid clamped boundary condition and that theactual deformation was somewhere between the limiting cases of simply supported and perfectlyclamped. Following the lab, students were asked to reflect on their experience and to answersome qualitative questions about the system. Students reported excitement at the extremeprecision of the optical technique, but also some frustration that they were not able to reproducethe Young’s modulus exactly
assess whether the factors of chemicalengineering self-efficacy, coping self-efficacy, and student integration have a significant impacton the achievement and persistence of chemical engineering sophomore students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2025035 through the Professional Formation of Engineers: Research Initiation in EngineeringFormation (PFE:RIEF) program. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] Culberson, O.L. “Attrition of ChE Undergrads,” Chemical Engineering Education, 4(1), 24- 27 (1970)[2
practicerelated to improving the diversity of students participating in the more technically-oriented rolesand career paths within engineering and will provide insight into institutional changes to enhancegender equality in engineering education curricula in order to better prepare women to entertechnical roles in the workforce. Taken together, results from our project reveal importantinsights about the track/specialization decision factors and career path plans of engineeringstudents.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1848498. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of
concepts. While the review work is in progress, we share the EDT modelin this paper in the hope that it could benefit the community and anyone who wants to use it intheir own research on design thinking and design cognition.AcknowledgmentThe authors would like to gratefully acknowledge the financial support from the U.S. NationalScience Foundation (NSF) via grant # 2207408. Any opinions, findings, and conclusions expressedin this publication or presentation are those of the authors and do not necessarily reflect the viewof the NSF.References[1] J. Mountstephens, and J. Teo, “Progress and challenges in generative product design: a review of systems,” Computers, 9(4), 80, 2020. https://doi.org/10.3390/computers9040080[2] M
contribute to a culture of engineering thatdemonstrates compassion, both interpersonally in the practice of engineers and intrapersonallysuch that we collectively value our holistic identities.AcknowledgementsThis work was supported through funding by the National Science Foundation (NSF CAREER#2045392). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Additionally, the authors gratefully acknowledge the anonymous reviewersfor their constructive feedback, which helped us to sharpen the paper.References [1] J. L. Huff, B. Okai, K. Shanachilubwa, N. W. Sochacka, and J. Walther, “Unpacking professional shame
Group B Group A Group B Group B Group A Group B Group ASelf-reporting data collection to understand the student and faculty perspective onanonymous grading.Once we have successfully tested out our platform for anonymous grading, we would like tosurvey students for their perception of the tool and its efficacy. We believe that anonymousgrading will have a positive reinforcement effect on students as it, by definition, implies that nofactors other than the solution of the exam will be used for grading. To test this hypothesis, wewill use a questionnaire on student perceptions of anonymous grading and reflections on theirperformance. Specifically, we will ask the
faculty to get to know their students andprovide opportunities for students to connect with their instructors outside the classroom.• Provide a Positive Campus Culture: Foster a positive and inclusive campus culture thatsupports and values all students.Implementing these strategies can help universities create a supportive environment forstudents and reduce the factors contributing to attrition and dropout.4. Acknowledgement.This material is based upon work supported by the National Science Foundation under GrantsNo. EECOS 1833989, NoTeS 190139, RISE-UP 1832468 and 1832427. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science
outlined in 1 inaccuracies; most links features outlined in 2 properly and reflect an agreeing with fact, the subject area; and 2. Does not fit well are correct. and 3. Does not fit well accurate understanding logic or known truth inappropriate words or into either category. into either category. of subject matter, terms are used. The meaning little or no map documents an misconceptions
programs and the workplace. BackgroundIn 2014, the inclusion of engineering content and practices at the same substantive level asscientific inquiry in the Next Generation Science Standards (NGSS) [9-11] raised concerns fromengineering educators [12-14]. Concerns reflected the limited preparation that engineeringeducators believed many P-12 science educators had to teach engineering concepts in great depth[12-16]. The NGSS also prompted concerns from both P-12 science and engineering educatorsregarding increased potential safety hazards and resulting risks that science educators wouldneed to be prepared to address when tasked with delivering hands-on, design-based engineeringinstruction [1,4,5,11,14,17
60% on the pre-test and 96% on the post-test, indicating significant improvement aftercompleting the training. By investing in faculty development, we are better equipped to provideour students with hands-on experience and knowledge of integrated systems, ensuring they areprepared for the challenges and opportunities of Industry 4.0.Importance of Such Trainings and Student SuccessTo address the skill challenges of the cutting-edge industry, it is essential for higher educationalinstitutions like ours to reflect these needs in our course curriculum, especially for EngineeringTechnology departments that emphasize applied engineering and hands-on learning. To achievethis, faculty members participate in professional development trainings to
, Electric Machinery Fundamentals, 5th ed. New York, NY: McGraw-Hill,2012.[3] Bin Wu, Yongqiang Lang, Navid Zargari, and Samir Kouro, Power Conversion and Controlof Wind Energy Systems, New York, NY: Wiley, 2011.[4] Amirnaser Yazdani and Reza Iravani, Voltage Sourced Converters in Power Systems, NewYork, NY: Wiley, 2010. The views expressed in this article are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government.
Tribe. My neighbors were lovely, and we even had a biggarden to grow our own produce. I consider Kenya my second home now.In Chimamanda Adichie’s TED talk [1], she discusses the dangers of a single, and one-dimensional, story. This concept helped me reflect on the ways my travels opened more complexstories about the places I traveled to. There were simple stories that influenced my ideas of theUnited States and Kenya before I traveled and experienced them personally. Now those storieshave been replaced by more holistic and complex stories through lived experience.When I started a Ph.D. in engineering and computing education in 2021, and started reading theliterature, I saw different stories being told about women in computing. Some scholars
importanceof the capstone projects is reflected in Accreditation Board for Engineering and Technology(ABET) criteria and assessment protocols. [7]2. EMET Senior Projects at Penn State - FayetteAt Penn State – Fayette EMET program the senior project coursework is based on requiredEMET 403 and EMET 440 courses. The EMET 403 is a one-credit course on design projectpreparation that includes the selection of the topic and initial design work that involves planning,creation of design schematics or blueprints, and design specifications, and culminates in thePreliminary Design Report (PDR) with a budget and schedule of all activities includingimplementation stage. Since the EMET program does not provide a separate course on projectmanagement principles with
results. In Fall 2023, we plan to offer a revisedversion of this PD program, recruiting a new cohort of engineering instructors. Data collectionwill be expanded to additional courses. We plan to collect data across all levels of theengineering program (e.g., first, second, third, and fourth-year courses) and across alldepartments.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2215003. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology, 2021
is on the three outcome measures we gathered in our survey. Thesemeasures include a sense of belonging in one’s major, science and engineering identity, andcommitment to one’s major. Each of these outcomes has been shown to predict retention in orcompletion of a STEM degree [7-9], serving as important intermediate outcomes along astudent’s trajectory toward that longer term goal. Here, we will define each of these outcomesand how they are measured, followed by the steps we took to test how well our surveysperformed in measuring each of these outcomes.Sense of belongingSense of belonging reflects the extent to which a student feels they are a part of a specificcommunity of interest. We adapted our measure of sense of belonging from one
. This work was made possible through the support of theNational Science Foundation under grants 2013505 and 2013547. Any opinions, findings, orconclusions found herein do not necessarily reflect the views of NSF and its employees.References[1] M. Tomko, R. Nagel, M. Alemán, W. Newstetter, and J. Linsey, "A makerspace is more than just a room full of tools," presented at the ASME IDETC 2018, Quebec City, Canada, 2018.[2] T. Sawchuk, E. Hilton, R. Nagel, and J. Linsey, "Understanding Academic Makerspaces through a Longitudinal Study at Three Universities," presented at the American Society for Engineering Education Annual Conference, Tampa, FL, 2019.[3] E. Hilton, R. Nagel, and J. Linsey, "Makerspace involvement
reflect this change as well.The project is selected to be challenging in regards to high current delivery and has a practicalapplication with other laboratory experiences, with the following output voltages, currents, LoadRegulation (+/- 5%), and Line Regulation (+/- 10%) requirements. i. + 9V at 1.5A, ii. -9V at 1.5A, iii. and 5V at 2A. In order for students to accomplish their projects, they would be expected to follow therequired steps and procedures and utilize the knowledge and experiences they have gained: i. Design the project using circuit analysis to come up with the required components, ii. Specify parts and components,iii. Order parts using an online catalog, iv. Cost analysis, v. Design the layout, vi
situation of manageable complexity. This can enhance the students’ ability toidentify and solve real-world problems, experiment with new ideas, and reflect on theresults of their work.References 1. DeGarmo’s Materials and Processes in Manufacturing. Black and Kohser.2020. 2. The Technology of Metallurgy. Dalton. 1994 3. Engineering Materials 2 – An introduction to Microstructures, Processing and Design. by Ashby & Jones. 3rd Edition.2012 4. ASTM E8-E8M Standard Test Method for Tension Testing of Metallic Materials. 5. ASTM E18 Standard Test Methods for Rockwell Hardness of Metallic Materials. 6. Effect of cold rolling on microstructure and material properties of 5052 alloy sheet produced by continuous casting. Zhu, et
relationship of certain factors to students’ sense ofbelonging. Results from the analysis of data from 380 student participants indicated that“students’ sense of belonging and retention are crucially influenced by both academicengagement and social engagement, but independently” [13]. A 2023 follow-up study furtherrevealed that their surroundings and personal space also affected students’ sense of belonging.“Surroundings equate to participants’ living space, and geographical and cultural location, whilepersonal spaces refer to life satisfaction, life attitudes, identity, and personal interests” [14]. Ahnand Davis (2023) further recommend that all four domains (academic and social engagement,surroundings, and personal space) be considered and reflected
hours at least once during the course. Students in all three courses reported overwhelmingly positive scores reflecting high comfort and motivation levels related to office hours (Figure 2). Students in the Test Course expressed marginally lower scores than Courses A and B, but only two of the Figure 2. Quantification of cognitive barriers to questions showed a
of educational advances is to spark learning desire and to create noveland innovative ideas to assist in solving the never-ending stream of incoming issues encounteredin modern life [2] .Thermofluids science is crucial in the industry sector as well as for the environment, and itcontributes to the long-term sustainable development growth of our modern society.Thermofluids is making its way up the engineering supply chain, and the ability toperform multistage simulations all through the designing process is becoming standard practicefor many companies [3]. Thermodynamics/Thermofluids is commonly taught using steam tablesor steam curves [4,5]. However, this does not reflect the reality of the thermofluid system designprocess. One of the first
former ABET outcome on lifelong learning, the wording ofthis outcome differs enough that a new rubric is needed. Few appropriate rubrics are available inthe literature. This outcome could reasonably be interpreted in various ways and assesseddifferently based on context; for example, this outcome has been assessed in a measurementsystems course with rubric items developed specific to individual lab activities [33].The language on “apply new knowledge as needed” reflects how engineers are expected to learnin response to a business outcome, with the learning ultimately being demonstrated through thatoutcome being met. Thus, this outcome goes beyond information literacy. Working engineers alsoengage in open-ended learning that is driven by
completed a survey to reflect on theirperformance, using the Marino Interview Assessment Scale (MIAS), and answered questionsabout their preparedness and the system. Later, hiring managers (n = 2) watched the videos of theinteractions and rated the students’ performance using the MIAS. We used Mann-Whitney U teststo compare the students’ ratings to those of the external evaluators. We also utilized descriptivestatistics to analyze the closed-ended questions and thematic analysis for the open-endedresponses. Although there was no significant change in self-assessed performance relative toexternal evaluations in hiring scenarios, we observed the need to help students improve theirintroduction and closing in a job interview. Furthermore, 90% of
, interviews, journals, and reflections with theirperceptions of the robot kits both before and after the integration. The results indicated that”...exploring with and using the robot kits, and activities, helped the teachers build theirconfidence and knowledge to introduce young students to computational thinking. The studyidentified that teacher professional development (PD) needs to focus explicitly on how to teachdevelopmentally appropriate robotics based STEM activities that further promote computationalconcepts, practices, and perspectives.” [33, p. 1]In another study focused on integrating CS with robotics, Sullivan and Bers integrated KIWIrobotics kits into a preschool through second-grade curriculum [34]. PreK-2 students (n=60)participated in
Phillips [2] investigated the benefits of having hands-on experiments in theirstatics class. They incorporated three experiments into the class covering the topics of particleequilibrium, truss structures, and static friction. Students were given a handout for eachexperiment, consisting of several questions that helped students think through and follow aprocess in order to solve a problem by drawing free body diagrams (FBD). The handout alsooffered a section where students could reflect on their results, and make a conclusion on whatthey did incorrectly. They compared average homework, exam problems, and overall examgrades for semesters that included the lab exercises versus semesters that did not. They foundthat the homework and exam problem
portions of the EMG controller at the end of the course. Second, instead of stoppingat assigning, grading, and reflecting on homework assignments at the end of each module,students are additionally tasked with developing elementary design solutions for the portions ofthe EMG controller corresponding to the module. The PBL exercises are conducted as ungradedexercises. For simpler problems, for example, selecting the sampling frequency for digitization ofEMG signals, a small group-discussion was held, and the instructor invited several groups toshare their solutions with the class. For more complex problems such as the paper design of theEMG controller, a group worksheet (see Appendix B) was provided for designing subsystems ofthe circuit. After the
guide students’ learning towards a deeper and conceptuallevel. They can also serve as a more authentic assessment tool than traditional written exams.Thus, in the end-of-quarter survey, students were asked to reflect on whether the oral examschanged their learning strategies. Overall, results show a quite even distribution of students’agreement level on how they find interactions during the oral assessment(s) changed theirlearning strategies. 29.4% of students agreed/strongly agreed on the prompt, while 38.1% ofstudents didn’t have a preference, and 32.4% of the students disagreed/strongly disagreed. Figure 7. Students’ perception of oral exam change their learning strategyResults showed that more URM students, FG students, and
minutes during a 15-week semester and maintained the 8content modules used the previous year.Assessments and GradingFrom the 8 course outcomes specified by the program (see Appendix A), the topics were refinedinto a list of 16 measurable topics, listed in Table 1. The topics presented here reflect those usedin the 2019 course. Quiz 2C was revised from “Determine hydrostatic force acting on floating orsubmerged bodies” in 2018 to “Determine the buoyant force acting on floating or submergedbodies” in 2019 to more accurately describe the problems associated with this topic.Table 1. Standard associated with each quiz. Quiz Specifications: Number Topic You will earn a score of
aircraft on a simulator through a simple mission. The research studentscontribute in this on-going study with collecting and analyzing literature, recruiting participants,conducting experiments, collecting data, analyzing data and drawing inferences. Reflections ofresearch students are discussed in this paper.1. IntroductionThe undergraduate research students are involved in the study of an interactive xFlight simulationusing eye tracking device. Global aviation is suffering pilot shortage, and by 2032, it is expectedthat international aviation will be 80,000 pilots short [1, 2]. Hence, there is an immediate need toidentify ways to expedite pilot training. Researchers have found that gaming positively impactscognition and hand-eye coordination