].Just as race and ethnicity may impact the inner workings of engineering teams [11], issues ofrace and ethnicity may influence who benefits from technology [12]. Hence, it is critical for first-year engineering students to begin to understand engineering and engineering design asprocesses that are inherently social and subject to unconscious bias.Course Description & PartnershipsEngineering 110: Design Your Engineering Experience is an introductory course in whichstudents explore the breadth of opportunities available to engineers in both their education andtheir career. The course is structured around three key themes: What is Engineering?, ExploringMichigan and Michigan Engineering, and Self-Understanding. The complete vision, mission
peerinteractions as well as interactions with faculty members, and these interactions could encouragemore effective understanding of materials and exploration of topics. Second, liberal artseducation focuses on cultivating adaptive problem-solving skills based on critical thinking,collaboration, and effective communication. These skills make students valuable collaborators inengineering projects and afford them a smooth transition into professional life [3]. That means aliberal arts education can potentially lead to a successful engineering career.In the meantime, the integration of engineering education into liberal arts universities posesseveral challenges to the engineering faculty members. For instance, faculty members may lackthe knowledge needed to
higher rates of mental health conditions in engineeringand understand factors that influence students’ decisions to seek help. Wider scale studies andcross-institutional engineering-specific studies can provide additional evidence for understandingthe mental health issues faced by our students and how engineering education plays a role inthem and their ability to address such issues timely. Aligned with that objective, this studypresents an initial exploration of the relationship between the stigma typically associated withmental health conditions and help-seeking behavior of students. It is a first step toward a morethorough examination of the engineering culture and its effect on students’ mental health.Engineering culture and mental
to think more aboutengineering (Jones, 2009). Also, principals, can make better policy and implementation decisionswithin their high schools to support their students’ outcome expectations. Accordingly, the purpose of this qualitative study is to explore teachers’ and principals’perceptions of students’ postsecondary career outcome expectations in two Virginia highschools. This study stems from a National Science Foundation (NSF) funded project on studyingsystemic gatekeepers and how they may influence students’ decision to pursue engineering. Weground this particular study within the Social Cognitive Career Theory (SCCT) (Lent et al.,1994) to answer the following research question (RQ): How do teachers and principals in twoVirginia
skills insummer 2021, and develop pre and post assessments for a more rigorous study on studentsdevelopment of professional skills. We are also working to pilot an additional program with the2021 Summer Undergraduate Research participants to explore how building electronic researchportfolios may reinforce professional development. Lastly, our work with undergraduatesindicates that many graduate students may be entering Masters and PhD programs lacking in avariety of research and professional skills. We are currently working with members of theengineering faculty to transition some of our workshops towards graduate students, with the hopeof designing a multiyear study on the impact of professional skill development on graduatestudent
the program is new, regional campuses had to explore outreach strategies and attractstudents to the major. One of the strategies was to have an overlap between engineering andengineering technology programs for the first year. This overlap of coursework would allowcampuses to retain students and offer opportunity for students to explore engineering technologymajor and make an informed decision on which educational path to take. First-year courses suchas physics, fundamentals of engineering and general education courses remain same forengineering and engineering technology students. In addition to these courses, new courses weredeveloped to teach introductory topics in engineering technology in the first year. Thecurriculum is shared with the
Chairman of the Department of Computer Science at Howard University. His primary research interest is in distributed computing. Dr. Burge is also interested in Computer Science Education and Diversity, and Tech En- trepreneurship and Innovation. His work in CS Education and Diversity has primarily been focused on informal and personalized learning, and on the use of technology to aid in the socio-technical encultur- ation of underrepresented students in CS, K-12 initiatives, and diversity, equity, and inclusion beyond compliance. Dr. Burge practices design thinking as an innovative teaching methodology and promotes immersive learning and learning by doing. He co-teaches the Bison Startup and Bison Accelerate courses
MIDFIELD research project on engineering education; she has served as a Co-PI on three research projects, including one on transfer students and another on student veterans in engineering.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Catherine E. Brawner, Research Triangle Educational Consultants
the group process talk, the topic proposal, andthe problem-solution talk (explained next).2. Researching an independent technical topic Students in the targeted communication course have the autonomy to choose a technicaltopic to explore for a sizable part of the semester. The student’s topic choice spans twoconnected talks; a topic proposal (3 – 4 minutes) followed by a problem solution talk (8 – 10minutes). Various in-class exercises, readings, and lectures are built into the course to helpstudents choose and research a topic that sparks a personal connection or interest. Students maychoose a societal problem followed by an engineering solution, or students may find aninnovative solution and pair it with a societal problem that the
., is the director of the University of Washington Center for Evaluation & Research for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 15 years. Dr. Litzler is a member of ASEE and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce. American c Society for Engineering Education, 2021Who benefits most from a holistic student
Associate Vice Provost for Digital Learning at UT San Antonio, where he established the Office of Digital Learning that created a unit focused on innovative delivery across the entire spectrum of technology enabled learning - from in-class to online. Over his career, he has helped a few hundred faculty from varied disciplines develop hybrid and online courses. He has also taught traditional, hybrid and online courses in various STEM disciplines ranging in size from 28 to 250. He is also co-developer of a Digital Academy which was a finalist for the Innovation Award by the Professional and Organizational Development Network and an Innovation Award winner. He was also named as the Center for Digital Education’s Top 30
Toronto District School Board. Teachers of both classes werefamiliar with Discovery and had previously participated in multiple in-person program offerings.Discovery-related deliverables graded by class-specific teachers made up 10-15% of final coursegrades.Discovery mentors were volunteer undergraduate and graduate students from the University ofToronto Faculty of Applied Science and Engineering. Prior to student interaction, mentors wereprovided a pedagogical approach “cheat sheet” that included technical specifics of the projectsand was compiled based on the experience of previous Discovery mentors and teachers.Program OutcomesEvaluation of the Fall 2020 offering of Discovery was completed using a combination of studentgrade data, student
, documentation of work conducted throughout the semester, and completion of a finalprototype.The research and design stages of an independent study can be similar to that of an EngineeringCapstone project however there are some key differences in the student experience. First, in anindependent study, the student usually initiates the creation of the project to explore a topic ofmutual interest with a faculty member. At smaller teaching-focused institutions, many advancedtechnical topics in a student’s major are not covered in-depth and some students would like moreexperience in a particular area out of pure interest or to prepare themselves for a future career inthat field. Secondly, the student is not part of a student design team and often works
Engineering. Students must complete one ortwo industry-sponsored projects per semester.Student Empowered Design and Monitoring is a guiding principal for the program model;students own responsibility for their learning. Students identify which outcomes will beaddressed at the beginning of each new project, while working with faculty. Each project cycleincludes two reports – a design report and a written report, and a final presentation. The finalpresentation is made to faculty and external clients, and includes an oral examination to assessstudent understanding of the knowledge and competencies required. Establish Learning Graduate Entering Students and Design
socialrelationships and an understanding of social issues is extremely valuable for the development ofengineering students. Unfortunately, engineering programs emphasize the technical content sointensely that most engineering students do not get the opportunity to work with social issuesthus never creating that awareness.The focus on technical aspects of engineering, and the perception that engineering work isobjective, has also led engineering students to think about the profession as apolitical [8, 9].This depoliticization frames engineering as a technical space where the social and politicalsides are tangential to engineering decision-making. Cech argued that students'conceptualization of engineering as apolitical has also created issues related to
universally accepted intercultural competence assessmentinstrument that can be used in every context does not exist. Our decision to use the IDI for ourquantitative analysis is rooted in our belief that the development of intercultural competence is aprogressive and ongoing process [2], [34], [35]. The IDI is recognized as a cross-nationallyvalidated psychometric instrument developed based upon Milton Bennett’s DMIS that spansfrom monocultural orientations to intercultural orientations to cultural differences. Theinstrument provides an indication of respondents’ predominant orientation to cultural differences,referred to as their Developmental Orientation. The IDI is well established as an instrument tomeasure student gains in intercultural
Education, 2021 Training University Staff and Faculty in Motivational Interviewing: Advancing Diversity, Equity and InclusionAbstractMany minority and under-represented minority University engineering students are experiencinga chilly climate, which is partially a result of experiencing higher levels of micro-aggressions,harassment, discrimination and unkind acts. It can be challenging to address these issueseffectively through formal University discipline procedures. This paper discusses an informalapproach to addressing such acts as an early intervention and education approach. Specifically, 17University staff and faculty in engineering were trained to use Motivational Interviewing forchange conversations around
ofreal-world experience as a factor in the ENGINE student experience is not surprising. Similarly,given the generally important role that faculty and teaching assistants (TAs) play in studentlearning as well as the importance of grades to undergraduates, the emergence of instructionalsupport and assessment as factors in the capstone design experience is also justified. Andfinally, the fourth factor, task value serves as an indication of students' motivation to participatein the ENGINE capstone experience. Task value draws from expectancy-value theory and hasbeen demonstrated to be a distinct contributor to academic engagement and effort [26, 27] aswell as educational and career aspirations [28].RQ2: Was there a difference in student perceptions
or choosing inventions to address specific concerns.From a descriptive perspective, students with low scores in academic motivation (AMO),persistence (PST), social engagement (SCE), and decision making in college major (DMA)should be referred to the academic consulting center, those who have low scores in fit withmajor/career (FIT) could lead to a consulting in the career center. Also, a low score in masterylearning goal orientation (MLG), personal achievement goal orientation (PAG), deep learningapproach (DLA), surface learning approach (SLA), and problem-solving approach (PSA) maywarrant a referral for tutoring in the major.The SASI III could be used for intervention development and research for causality-relatedconcerns from an
. The GPSS aims to supportgovernment decision-makers in boosting efficient large-scale intervention strategies andinvestment plans to reduce disaster risks in schools and improve learning environments forchildren.ContextIn the learning experience examined in this paper, two student teams were formed during theWinter 2020 term to collaborate with a professional team from the GPSS of the World Bank todesign a solution aimed at improving baseline data to assess the vulnerability of schoolinfrastructure. Students from an upper-division undergraduate level Human-ComputerInteraction (HCI) course and a graduate-level Artificial Intelligence/Machine Learning (AI/ML)course participated. The AI/ML team developed a back-end automatic structural
and alumniperceptions might differ. Although we will also be using student surveys and focus groups in thisproject, we decided to start with program alumni as we feel they are uniquely well-positioned todiscuss their learning experience in the program with a juxtaposition to their career and graduateschool experience, and speak to the relevance of the program’s teaching and learning approachesbeyond the program itself. Comparing faculty perceptions with alumni perceptions is key indistinguishing between the intended and the enacted curriculum [19], [20].To engage in this research, we sought previous research on comparing instructor and alumniperspectives. Interestingly, despite an extensive literature review, the majority of studies focuson
future career than non-ETS honors students.This paper investigates the student experience in the ETS-IMPRESS program in three ways. Tocapture student experience of the use of the IDP and the faculty mentor relations, we solicitedlong-form responses to anonymous surveys. Analysis of reflections submitted in courses andcomponents allows for a window into longitudinal student development as well as their directreflections on the effects of the program. Finally, analysis of student questionnaires, a full reportof which appears as an appendix, sheds light on student development. We find that studentsbenefit from this program and encourage the incorporation of IDPs and other means of reflectioninto engineering curricula, particularly as a regular
and members fromUniversity corporate and external relations offices. This board provides accountability andguidance to support the ongoing success and growth of the Lab’s mission. The director alsoworks closely with University Relations to identify external partners and funding sources. Whilethe director ties together all the components of the Lab’s functions, the faculty mentors are theprimary interface with students. Once a project is initiated with a faculty mentor, the facultyperson acts as the liaison between the students and the external partner. This person manages theproject, provides area expertise, and teaches the students associated professional skills. Primarysuccesses for the faculty mentor are in the student outcomes and
was open to the entire university. The hours variedduring the week but were generally 10AM – 5PM with a few weekend hours. In additionto the manager, there was an additional full-time staff member who split their time 50%with the makerspace and other IT services, and 45-50 student employees. The managerhad created a large team structure for student staff, with sub-teams who focused ondifferent aspects of operational support and student team leads. After training from themanager, graduate students led faculty course prototyping and training requests.Covid-19 and ongoing: In Spring 2020, the space was closed and the manager led PPEproduction, mainly face shields. All student staff were offered the option to workremotely to finish out the
research in engineering education in areas of sustainability, resilience and fuel cell education.Dr. Samantha Ruth Brunhaver, Arizona State University Samantha Brunhaver is an Assistant Professor of Engineering in the Fulton Schools of Engineering Poly- technic School. Dr. Brunhaver recently joined Arizona State after completing her M.S. and Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver’s research examines the career decision-making and professional identity formation of engineering students, alumni, and practicing engineers. She also conducts studies of new engineering pedagogy that help to improve student engagement and
learningopportunities. As Eyler points out, such opportunities provide students with “‘real world’challenge” [5, p. 41], and through workplace experiences students often come to see “therelevance of the curriculum to life in a complex organization” [5, p. 50]. Eyler (1993) morespecifically found that co-op students learned how to be “an expert on people and organizations”[5, p. 47], including how to be an effective member of their employing organization. It has alsobeen argued that internship or co-op programs are helpful for students’ professional growth [6].Based on their empirical study with business students, Bhattacharya and Neelam reported thatstudents developed greater confidence, negotiation skills, social sensitivity, and cross-culturalunderstanding
. Adams, University of Texas at Dallas Dr. Stephanie G. Adams is the Department Head and Professor of Engineering Education at Virginia Tech. She previously served as Associate Dean for Undergraduate Studies in the School of Engineering at Virginia Commonwealth University and was a faculty member and administrator at the University of Nebraska-Lincoln (UNL). Her research interests include: Teamwork, International Collaborations, Fac- ulty Development, Quality Control/Management and Broadening Participation. She is an honor graduate American c Society for Engineering Education, 2021
, North Carolina State University Julie Simmons Ivy is a Professor in the Edward P. Fitts Department of Industrial and Systems Engineering and Fitts Faculty Fellow in Health Systems Engineering. She previously spent several years on the faculty of the Stephen M. Ross School of Business at the University of Michigan. She received her B.S. and Ph.D. in Industrial and Operations Engineering at the University of Michigan. She also received her M.S. in Industrial and Systems Engineering with a focus on Operations Research at Georgia Tech. She is President of the Health Systems Engineering Alliance (HSEA) Board of Directors. She is an active member of the Institute of Operations Research and Management Science (INFORMS), Dr
Office of Economic Development (Eau Claire, WI); Open Silicon Inc. (Eau Claire, WI); Hutchinson Technologies . (Eau Claire, WI); Silicon Graphics Inc., (Chippewa Falls, WI); 3M Corporation (Menomonie, WI); AREVA T&D (Seattle, WA).New faculty recruitment/hire At least two faculty members are needed to teach electrical/computer aspects to ET, PE and MFGE students. An additional faculty member was needed to join the current faculty to ca a a a a CEE c . A nationwide search resulted in Dr. Cheng Liu joining us as a new tenure-track faculty member.Student recruitment E a ab Computer Engineering program at UW-Stout
skillswere developed through continual oral interaction between faculty advisor and team members,while reports were required to further enhance the use of technical writing.For this reason, the number of STEM undergraduate students engaging in research opportunitiesis rather significant given its short-term and long-term benefits [13], [15], [16]. In a surveyconducted by Russell in 2006, 53% of all STEM majors indicated some sort of researchcommitment throughout their undergraduate matriculation [12], [14]. Mogk and Tomovicsimilarly reported that partaking in undergraduate research is considered an effective educationaltool which enhances the overall undergraduate experience [6], [7]. Such tool has further proven toincrease the pursuit of STEM