for funding this work underGrant # 1834465. Any opinions, findings, or conclusions found in this work are those of theauthors and do not necessarily reflect the views of the sponsors.References[1] O. Ashour and C. Tucker, “Leveraging Virtual Reality to Connect Learning and Integrate Course Knowledge in the Industrial Engineering Curriculum,” 2018. [Online]. Available: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1834465.[2] J. E. Rudin, “Using virtual reality in education,” in STC, Education, Training and Research, 1995, pp. 55–58.[3] Accreditation Board for Engineering and Technology (ABET), “Criteria for Accrediting Engineering Programs 2018-2019,” 2017.[4] J. E. Froyd and M. W. Ohland, “Integrated Engineering
, recruit the new cohort of ACCESS scholarshiprecipients, and continue to connect students with peers, mentors, and industry and governmentprofessionals, providing them opportunities to network, learn from, and interact with potentialemployers for internships or full-time positions.The material is based upon work supported by the National Science Foundation under Grant No.1930282. 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.8.0 References[1] “Heatmap,” cyberseek.org. [online]. Available: https://www.cyberseek.org/heatmap.html. [Accessed March 3, 2021].[2] Bureau of Labor Statistics, U.S. Department of
participants had differentperceptions about the centrality of their Black identity and mixed feelings about enacting thisidentity while attending school. That is, although all participants were Black students, theyplaced race in different places of the identity circle (or, not at all), reflecting the relative salienceof the identity for each of them.From the FIE 2020 Paper: Brawner, Catherine, Marisa Orr, Rebecca Brent, and Catherine Mobley. 2020. “Experiences of Black Persisters and Switchers in Computer, Electrical and Mechanical Engineering in the USA.” Proceedings of the IEEE/FIE Conference, October.In this paper, we begin to provide information about institutional policies that may influencestudent persistence and attrition
motivational beliefs and learningstrategies. Qualitative data collected from individual interviews and focus groups is being codedand analyzed to provide a more complete understanding of what helps students persist tograduation in an engineering major. Recommendations for future work include investigationsinto the role student mindsets (growth vs. fixed) and student workload expectations play in theirretention.The material is based upon work supported by the National Science Foundation under Grant No.1644119. 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.6.0 References[1] O. Brown, M. Morris, R. Hensel, and J
trips.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1852161. Any opinions, findings, conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] Pariyothorn, M, Autenrieth, R.L, “Strategic use of summer undergraduate research experiences,” ASEE Annual Conf. & Expo, San Antonio, USA, 2012. doi: 10.18260/1-2--21934[2] West, M., Cross, W., Kellogg, S. Boysen, A., “A novel REU program to develop the skills of the engineer of 2020,” Proceedings – Frontiers in Education Conference (FIE), Rapid City, SD, USA, 2011. doi: 10.1109/FIE.2011.6143019[3] American Speech
of:performance accomplishments, vicarious learning, social or verbal persuasion, and emotionalarousal [4, 11]. Performance accomplishments or “mastery of experiences” are believed to be amajor source of self-efficacy beliefs. They are past direct experiences that demonstrate to aperson that they are able to successfully perform a future task (i.e., if you have done it before andperformed well, you can do it again). High self-efficacy evolves from success in pastexperiences and low self-efficacy from failures at activities within the given domain. Vicariousexperiences are observations of others successfully completing a task (i.e., if they can do it, socan I). However, since observing is not a direct reflection on one’s one skill it is believed tohave a
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 the National ScienceFoundation. The authors wish to thank Dr. Elizabeth Litzler, the Project Evaluator, for hervaluable input, and Hannah Chiou for her assistance in reviewing codes. Additionally, we thankthe students, advisors and faculty who participated in the study for sharing their experiences.References[1] M. T. Cardador, "Promoted up but also out? The unintended consequences of increasing women’s representation in managerial roles in engineering," Organization Science, vol. 28, pp. 597-617
pedagogy.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1915614. The opinions, findings, and conclusions or recommendations expressed are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1]. Evaluation Consortium, University at Albany (2016) Experimental Centric Based EngineeringCurriculum for HBCUs Leadership Team, HBCU Year Three Report.[2]. Gough, A., & Gough, N. (2018). Beyond Tinkering and Tailoring: Re-de/signingMethodologies in STEM Education. Canadian Journal of Science, Mathematics & TechnologyEducation, 18(3), 284–290.[3]. Astatke, Y., & Connor, K. A., Newman, D., Attia, J. O., & Nare, O. E. (2016, June),Growing
studentexperience and what their experience has been like working on their research projects. Theinformation that is collected is used by the program staff to make any changes in mentor/menteeassignments and consider what additional programming might be needed for the participants.Participants also participate in a focus group interview with an external evaluator. Questions askparticipants to reflect on their experiences during the summer program, how the program hasimpacted their career and academic goals, and how the experience has developed confidence indifferent research skills.Data AnalysisA subset of eleven questions that considered students’ overall satisfaction, confidence, and self-efficacy in their research skills were considered for this study
success, we will develop and test interventions that develop these beneficial beliefs and attitudes in students. • Continue to work closely with our collaborating institutions (Purdue and UTEP) to develop and pilot test initiatives as a means of changing NCA factors for students to improve student success.AcknowledgementThis material is based upon work supported by the National Science Foundation under grantnumbers DUE-1626287 (Purdue University), DUE-1626148 (Cal Poly), and DUE-1626185(University of Texas – El Paso). 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. We
takeplace online in October or November of 2021. Instructors and students will complete anothersurvey, after instructors attend the workshop, and instructors will again complete a follow-upsurvey in the spring of 2022.AcknowledgementsThis research is supported by the U.S. National Science Foundation (grant numbers DUE-1821092, DUE-1821036, DUE-1821488, and DUE-1821277).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] M. Prince, “Does active learning work? A review of the research,” Journal of Engineering Education, vol. 93, pp. 223-232, July, 2004, doi: 10.1002/j.2168-9830.2004.tb00809.x.[2
services they need to succeed. As faculty,we need to be advocate and champion for talented students who have been impacted bycatastrophic event if we want to retain and graduate them to become successful STEMprofessionals.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantsNo. 1354156 (Nanotechnology Center); 1833989 (EECOS); 1833869 (PEARLS); 1832468 and1832427 (RISE-UP). Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. The authors are greatly thankful to the advisory board members andevaluators for their valuable input and feedback. We are also greatly
increased byexperiences, there were two participants who had experienced a decrease in confidence, or whosaw that in others. The decreases in confidence were only reported by direct pathway students.One direct pathway student reported that an internship had impacted “the level of confidencewith which I proclaim results,” but in a way that reflected less confidence instead of more. Hereported having given specific numerical results as “a figure of speech”, and after beingchallenged on that in the workplace, changed his approach. As he stated, I throw a lot of disclaimers before I give specific numbers now because unless you have data to back it up, people will latch onto the numbers and then when it comes back and it’s only a 40
and students. 3In this first experience, we and the teacher coordinated several lessons in which we used freesoftware to introduce the science of waves. After this introduction, students developed a projectin which they created sound installations and reflected on how their installations vibrated andgenerated sound [2].We used free sound editor Audacity [11] for students to visualize waveforms (as anoscilloscope), create pure tones (as a signal generator), and create sound compositions. For aspectrogram, we used free software UltimaSound (See Figure 1). Using and installing thesoftware on the school’s computers was possible because we were
necessarily reflect the views of the NationalScience Foundation.References [1] Sonnert, G., & Sadler, P. M. (2014). The impact of taking a college pre-calculus course on students’ college calculus performance. International Journal of Mathematical Education in Science and Technology, 45(8), 1188-1207. [2] Bressoud, D. M. (2014). Attracting and Retaining Students to Complete Two-and Four- Year Undergraduate Degrees in STEM: The Role of Undergraduate Mathematics Education. National Academy of Sciences.[3] Wade, C., Sonnert, G., Sadler, P. M., & Hazari, Z. (2017). Instructional Experiences that Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus
my protégé. And she started getting a masters in nursing. So we were like going, who's gonna finish first?”Nathan’s wife encouraged him to pursue an advanced degree as she said, “…hey look, you should go forward to great opportunities. So I decided to do it and never looked back since then. It was a great experience. Great professors and yeah, that's pretty much it.”Alex reflected on who had a role in directing him toward the engineering field and mentioned hismother: “It was maybe, her, pushing me to do something else [other than her profession], you know, turned me more toward engineering.”Another participant said it like this “... they [my family] don't truly understand what I go through as a PhD
activitiespromoted ‘connectedness’ among SCOAM students and motivated students to work hard andcomplete their coursework.Small Group Activities and Monthly MeetingsStudents were asked to participate in 3 small group activities each semester. In cross-generational groups (i.e., freshman, upper classman, graduate student), students were asked toseek out and attend activities on campus or create their own social event. The purpose ofattendance at these activities was to encourage relationships between members of the cohort andto foster a sense of ‘belonging.’ After attending an activity, students were required to postpictures and a reflection on SCOAM’s online learning management platform. At least one ofthese activities had to focus on a social issue
backgroundIn 2006, Jeannette Wing, at that time, head of the computer science department at Carnegie Mellon,promoted the term computation thinking (CT). She defined computational thinking as "a range ofmental tools that reflect the breadth of the field of computer science."[1] (p.33). In this same article,Wing invited the community to see CT not only as a set of skills concerning computer scientistsbut every professional.After 2006 a significant movement of supporters of CT started to look for a formal definition andcomposition of CT. In the last 14 years, over 20 definitions and frameworks for CT have beenproposed [2], [3]. Nevertheless, although there have been increasing efforts to compile a singledefinition, those were unsatisfactory[4]. It is the
. Participating faculty first attenda workshop to learn what elements of the classroom process they should focus on and how toprovide helpful observations to their colleagues. They meet in their groups after the classroomobservations have been made to debrief one another and then submit a reflection paper on theirexperiences to the project leadership team. The goal of the program is for faculty to be able toobserve and be observed by colleagues in a non-evaluative environment.The Peer Observation Program has been run three times (spring semesters of 2018, 2019 and2020) with the number of faculty participants at 11, 13 and 15, respectively.(c) SOS (Steering Online Success) STEMDuring spring 2020 the university, like most, transitioned to fully online
multidisciplinary use. We hope that the analysis and reflections on our initial offeringshas improved our understanding of these challenges, and how we may address them whendesigning future data science teaching modules. These are the first steps in a design-basedapproach to developing data science modules that may be offered across multiple courses.1. Introduction As technology advances, familiarity and expertise in data-driven analysis is becoming anecessity for jobs across many disciplines. Data science is an emerging field that encompasses alarge array of topics including data collection, data preprocessing, data quality, data visualization,and data analysis using statistical and machine learning methods. A recent National Academy ofSciences