engage with students preparing to transfer.In addition, in year 4 program leadership transitioned due to a new role at new university and morestudents support requests of leadership at both the two-year college and the four-year transferuniversity than originally anticipated. This has resulted in reflection on the program administrationand the people and structures that sustain it. This poster will include summaries of scholaractivities, transition in and impact on program leadership, program evaluation results, and researchfindings from the first cohort of students that have transferred and completed a full year at theirnew institution.IntroductionThe Engineering Scholar Program (ESP) project aims to increase the graduation and persistenceof
, many institutions increasedofferings of diversity trainings for faculty and staff. But whether those diversity trainings wereeffective is up for debate, with evidence pointing to some promising initiatives but fewinstitutional changes that disrupt racism [13]–[15] and some well-intentioned trainingsexacerbating the problem of bias [16]. In turn, many campuses moved to embracing student-centered pedagogies. Tools and resources, such as the “Advancing Inclusion and Anti-Racism inthe College Classroom: A rubric and resource guide for instructors” [17] and “Toward anantiracist engineering classroom for 2020 and beyond: A starter kit,” [18] were developed to helpfaculty reflect on their identity and positionality, consider their students’ lived
, e.g., course department, as confounders for model to remove. Using this method,for the difficult dimension, the model learns to identify words that are more correlated withhigher difficulty ratings but not correlated with quality ratings.From these word lists, two of the authors manually annotated the words that were valid membersof the different dimensions based on fixed criteria. For example, the word “helping” would countas helpful but not clear because helpful words should reflect positive social behavior while clearwords indicate effective communication. Next, we adapt these lists to the original CCE dataset bycomputing the nearest neighbors to the words in each dimension, using word embeddings trainedon the CCE text data [22]. Computing
and assessed in different contexts.More specifically, Chinese immigrant STEM workers comprise a high percentage of all foreign-born workers in the U.S. Therefore, comparing the Chinese and American teamwork assessmentsystems can be conducive to constructing a generalizable understanding of teamwork assessmentin cross-cultural contexts [11].In addition, much literature discusses how to develop and assess teamwork. For example,portfolios, reflections, observations, tests, rubrics, and questionnaires are common teamworkassessment methods. However, less literature outlines how teamwork in engineering educationmight be implemented in different cultural contexts. We must fill this gap because abundantliterature already points to the importance and
slowlyincreased (Cunninghame et al., 2016), this group still remains largely underrepresented in STEMdisciplines (Moon et al., 2012). This discrepancy in representation reflects larger issues ofmarginalization in STEM fields and higher education at large. Current support structures fordisabled people remain ineffective, as accessing necessary resources requires navigatingphysical, cultural, and bureaucratic barriers (Groen-McCall et al., 2018). These barriers onlycontinue to widen for disabled students planning to pursue engineering careers (Prema & Dhand,2019), as seen in the high unemployment rate for disabled scientists and engineers, which isgreater than that of the entire U.S. labor force (Lee, 2010; NSF, 2017). Yet, disability is rarelyincluded
Jamboard 3:00 Policy, Research, Practice RoomsDAY 3:00 – Facilitated conversation: Building on the Breakouts, Stacey Large-group Chat/ONE 3:30 Sexton Shareout Jamboard 3:30 – Break 3:45 3:45 – Doing equity work in a politically charged environment: Facilitated Chat 4:45 Dynamics between the personal and systemic Discussion 4:45 – Closing Reflections: Applying the policy landscape to Closing
latter is consistent psychologist abilitieswith Feuerstein’s and Maturana’s ognitive Figure 1 - Learning outcomes‘ enhancement cycle and emotional change perspectives. Fortransformation to happen in a higher education setting, it is necessary to have certainconditions that allow cognitive and emotional transformation in students [26] [28].The second purpose is to mediate transformation. Based on Feuerstein’s Mediated LearningExperience theory and Maturana’s learning perspective, all interventions designed by ourteam have a mediator. The role of the mediator depends on the activity, which in any case isto promote self-reflection and critical
Science Outstanding Mentor Award. ©American Society for Engineering Education, 2023 Labor Based Grading in Computer Science - A Student Centered PracticeAbstractInnovation in teaching in STEM fields was explored widely during the COVID pandemic in 2020. Thispaper describes the adaptation of labor based grading for computer science courses. Labor based gradinghas been developed for language and writing courses by shifting the grading focus from summative examsto formative and reflective assessments. The method was tested in several computer science courses withtwo different instructors during the 2020-2021 academic year. Students were surveyed to understand howthey perceived grading methods
. The problem is that mosteducators need to reflect on the claims. The estimates below are not precise as they are related tothe students who show their worries or share with the educator. Notably, there might be concernsfrom both sides.The complaints related to stronger studentsMost of the claims are from stronger students as they expect others to help, but their teammatesmust assist with their share of the work as desired. Based on the reported debates, it is estimatedthat about 70% of the reported claims have been related to stronger students, which claimed thelack of participation of other members in the group. About 40% of the claims are ones in whichone of the students in the group does not help others, and 20% of the shares are ones in
limitations of the self-efficacy construct have been identified. Onesuch is a critique that the construct serves more as a reflection of motivation rather than adeterminant and therefore researchers should endeavor to understand the various sources of self-efficacy in greater depth in order to interpret its meaning [5]. These insights motivate a deeperinvestigation into the relevance of self-efficacy in this context.Our students’ transformation as they undergo design-build experiences is likely multi-faceted. Aseeming increase in confidence, ergo self-efficacy, stood out in the lead author’s initialobservations. Through reflection and discussion with colleagues at the university, two otherpossible experiences emerge for investigation. Students may be
[35], life sciences [36], engineering [37], and computer scienceteacher education [38]. Through the implementation of these pedagogies in the leadership course, the instructorssought to develop in CS students an awareness of the impact of technological advances insociety, an increase in confidence, and a sense of empowerment in their ability to handle conflictin a positive manner as they develop into future computing professionals. The pilot leadershipcourse integrated cooperative principles in all classroom activities, in particular, the purposefuland intentional development of skills for leadership. Komives et al. [3] argue the importance ofthese skills for leadership, especially perspective-taking, communication, reflection
not calculate the centroid. Both made reference to not using this skill in other courses and typically dealing with simple shapes (i.e. squares and rectangles) or using tabulated values of centroids. Neither had “prepped” for this topic in the statics course yet. Solution Evaluation & Do participants reflect Relatively few students reflected on any of their work Sense-Making on their work as they as they progressed through the problem. Only two solve the problem? students were
the classroom and what beliefs they specifically draw upon to create instructional movesfor more equitable spaces. Fifty written reflections were analyzed from LAs from twoinstitutions who taught various STEM courses, including: chemical engineering, biologicalengineering, mechanical engineering, environmental engineering, chemistry, and biology. Thesereflections detail their thoughts about a chapter in Ilana Horn’s book [7], which discusses what itmeans to be “smart” in a mathematics classroom and ways to create instructional moves thatpromote more equitable learning environments and mitigate status differences. The concept ofsocial status was originally defined by Max Weber as cultural capital or otherwise described associetal values [8
it well worth the effort. The opennessof project topics has led to student creativity and expression in class projects, including theembracing of their unique identities and exploration of more advanced materials under instructorguidance. Projects that address a gender-specific, interest-specific, or queer concern also letstudents (the project makers and their classmates alike) understand that computing applies inmany disparate domains and there is great value to a diversity of voices in technology. Thispaper describes the approach, general project design outline, the ethical reflection embedded inthe project, and experiences from several years of teaching (since Fall 2017). A list of studentprojects with brief descriptions is included so
from a Critical Feminist lens. Kinzie[1] reflected on their personally discouraging experience with science in college and theorized tounderstand inequities in women’s participation with four pathways: ‘nevers,’ ‘departers,’‘joiners,’ and ‘persisters.’ [13] examined STEM mentoring programs in their meta-analysis usinga Critical Feminist approach. Gender, oppression/patriarchy, challenges within institutions, andsystemic challenges were identified as obstacles for girls and women in STEM and the authorscritiqued STEM mentoring programs failed to address concerns for individuals who do not fitinto the binary gender category and the intersectional oppressions. There are many cases wherethe authors apply a Critical Feminist lens without explicitly
].Indeed, education researchers advocate for integrating HCD in higher education curricula [14],[7]. When using an HCD approach, designers focus on the human elements in the project andimplement processes such as exploring, empathizing, reflecting, brainstorming, and iterating toidentify and connect with stakeholders, generate ideas, and create and test prototypes of solutions[10], [11]. Within HCD, solutions may be products, services, experiences, or changes. Authors[15] visualized the HCD process as consisting of five spaces and 20 processes (Fig. 1).Figure 1: The human-centered design spaces and processesMerging Engineering Design and HCD: The Conception of Human-Centered EngineeringDesign FrameworkIn this paper, we argue that it is important
framework has involved the role of theresearcher, including both teacher librarians [12] and qualitative researchers [13], and stories ofpreservice teachers [14], adult learners [15], and women returning to education [16].This study responds to the lack of research on engineering leavers [17] as well as the gap in thedocumentation of women’s stories globally [4], by analyzing and re-telling the story of a womanwho tried engineering and left, but who nonetheless reflects heroism. She reported experiencingan apotheosis, or period of catharsis, which she took the time to share with us during her last dayin Dublin, before her flight home.The analysis reported in this paper applies and further tests a multi-part methodologicalframework for analyzing
Alignment Model,In this paper, the authors attempted to investigate current engineering entrepreneurship educationthrough the lens of Constructive Alignment. We want to understand if this framework can capturethe nuts and bolts of the abovementioned diverse entrepreneurship education program designs. Theauthors proposed a modified model for the existing constructive alignment model to reflect thefeedback we received from the field.2. Methodology2.1 Data SourceTo obtain a comprehensive view of Canadian entrepreneurship education, we accessed the list ofdesignated educational institutions from the Canadian Federal government’s web tool provided byEmployment and Social Development Canada. We limited the scope of the project to educationalinstitutions
specific place where students are personallyattached and live within the context [8], [14]. Many underrepresented students encounterdisconnects between formal instruction and their home experiences as the content often used inclassrooms does not reflect their community-based experiences. PBE addresses this challenge asit seeks to overcome this dissonance by leveraging learning from local surroundings [14]. InPBE, students are provided opportunities to explore local environments, phenomena, history, andeconomy in place. Teachers in rural school settings can use these place-based elements to createa meaningful STEM learning context for underserved populations [9], [10], [8]. The impact ofimplementing PBE in STEM activities can be powerful. Unique
development, grant proposal reviewIntroductionIt can be both thrilling and scary to receive an invitation to review on a National ScienceFoundation (NSF) panel. Conventional wisdom is that it is good for us; we know we will learnabout the differences between good and bad proposals, and developing a relationship with aprogram officer or two can’t be a bad thing. And then what? Logging into Fastlane and figuringout the process for submitting a proposal review is one part, and tutorials can help with that.Constructing a review that shows our understanding of the field, reflects an understanding of theproposed work, and provides useful feedback to both the principal investigator (PI) and theprogram officer is another part. If this were a journal article
and about STEM.We identified that empowering and establishing rapport with teachers was important for creatingopportunities for teachers to reflect on their teaching practices. The teachers sought to createSTEM learning opportunities that explicitly drew on students’ funds of knowledge, specificallytheir home language practices (including translanguaging) and border-crossing experiences. Theproject also allowed teachers to create materials that could result in a sustained and equitablechange in the educational experiences of working-class Latino/a/x in STEM learning. Finally,students constantly created ways to represent their identities and ways of being through theengineering activities, and reflected on the impacts of engineering design in
and thus effective teamwork?InterventionWe have adopted several modules of the Diversity, Equity and Inclusion Tools for Teamwork:Asset Mapping and Team Processing Handbook [11] to introduce students to important teamconcepts. Prior to forming groups and as part of the Handbook, students are asked to reflect ontheir identities, strengths, communication and conflict styles. As part of this, they complete aseries of self-assessments [12] and generate an asset map where they give thought to how theirlife experiences, not only educational experiences, will benefit a team. For an example of whatan asset map looks like, see examples in [4], [13]. Further, students read several articleshighlighting diversity and engineering and write a short
,foliage), and navigation processes (i.e. changing user viewpoint and maneuvering around site);and bringing all of these elements together into a working system prototype. The students wereprovided with mentorship from two faculty members of the San Francisco State University, onefrom Computer Science department and the other one from Civil/Structural Engineeringdepartment), along with feedback from the SEAONC DES committee to advance their work.This support system provided them the necessary technical support while providing expertise inthe context of the application.3. ResultsNote: The following reflects the experience of the student participants reported as co-authors tothis paper.Pre-Assessment: Reflecting on the computer science curriculum
students read, reflect, and discuss various equity and justice-themedarticles. The second is four weeklong projects over the semester that require a sociotechnicalperspective to complete. Lastly, students complete an open-ended final project that requiresattention to equity dimensions in each project step. This paper will examine the students’responses to the weekly discussion reading on environmental racism.In this study, we focus on one week in which students read and reflected on two articles. Onewas an article from The Atlantic, titled “A New EPA Report Shows that Environmental Racismis Real” (Newkirk II, 2018). The other was an article from Vox titled, “There’s a clear fix tohelping Black communities fight pollution” (Ramirez, 2021). The
example, a Building Information Model [8]. High schoolstudents need to primarily learn 2D geometry, but 3D geometry can be used as motivation and aneventual goal. Besides standard motions (translations and rotations), the virtual model can beused to study scaling (dilations), reflections and shears which are not possible with the physicalmodel. For example, a 2D reflection can be implemented by lifting a triangle up out of the 2Dplane into 3D space, flipping it over and putting it down again in the plane [9]. From aneducational technology design and development perspective, the team’s general theoreticalcontext and learning sciences framework includes several key components, which havecollectively demonstrated effectiveness during previous NSF
(WIED) at ASEE convened a panel of current graduate students andpostdoctoral scholars to discuss visions of gender equity in engineering 130 years from now, whereall gender identities feel respected, experience gender equity, and are able to maintain a healthywork-life balance. The panelists reflected on their experiences on advancing womxn and genderequity in engineering, envisioned the progress that should be made in the coming 130 years, andshared ideas on how to achieve those visions, focusing on how dualistic thinking around genderand cis-normativity serve to marginalize womxn in engineering’s learning environments andworkplaces, as well as the critical ways that racial identity and gender intersect in womxn of colors’experiences
HurricaneKatrina and (3) the student selected research project on an engineered system that negativelyimpacted their local community. For each case, we discuss the learning goals of the givenactivity, how the activity was enacted for the class, and finally draw connections between theactivity and the theories of power it emphasized. After presenting the details of each case weshare our reflections on each of them as instructors. Our reflections explore what went well witheach activity, what challenges it had, and what we might change for future implementations.Study ContextThe three cases reported here all happened in a year-long senior capstone course for a multipledisciplinary engineering degree at a Mid Atlantic University with a large engineering
participants. Our poster will present anoverview of our: 1) conceptual model informing our data collection; 2) workshop developmentand implementation; and 3) instrument revision and piloting.Project OverviewThis project is a multi-case study with three phases in the research plan and two phases in theeducation plan. The project is guided by a conceptual model developed during Years 1 and 2 ofthe project. Phase 1 of the research plan is a single case study, which involves data collection atthe PI’s home institution, which is the current stage of the project. Part 1 of the education planrelated to developing and implementing Situational Judgment Inventories is currently underwayas well.Before we began collecting data, we reflected on the research
impact of technology on geopolitics and society, in order to furtheranalyze and reflect on what engineering education should teach, whom it should serve, andthe ideology and value system behind it.To achieve the goals, it is not enough to simply learn Western textbooks and knowledge.Instead, we should use non-Western experiences, research, and perspectives to re-understandthe impact of the Cold War and neoliberalism on East Asian technological development,national governance, and labor structures. A dialogue-based classroom, as this paper argues,would be a possible pedagogical approach for teaching global engineering competency,especially in a non-Western context, and only then can we prevent engineering education inEast Asia and globally from
was used when asking about theirdefinition of assessment. “...using this analogy, driving a car, I would like someone to be able to start the car, and drive around town, and do a couple basic tasks, without hurting someone, without hurting themselves…"By using this metaphor, we can see that this participant used assessment to assess whether or notstudents can perform a desired task, as opposed to, for example, assessing student understandingor knowledge.The participant then used the metaphor multiple times when explaining how they created theirtest questions. “Whether this particular aspect of a problem, I focused enough or not, that will reflect my current lecture. Did I pay too much attention in this