://www.csedresearch.org houses three significant works: 1) a repository ofpeer-reviewed research articles on pre-college computing activities; 2) a repository of evaluationinstruments that can be used for assessing effectiveness of interventions at many levels; and 3)guides tailored to computing education for new researchers to design studies, write researchquestions, and report results. To keep this website current and driven by the needs of thecommunity, we have also provided a review mechanism for researchers and others to submitarticles and evaluation instruments for inclusion into the repository.For the repository of the peer-reviewed articles on pre-college educational activities, the focusgroup really stressed the theme of the quality of educational
related to social justice [3] [4]. Not all approaches toengineering support these outcomes. For example, writing about “engineering mindsets,” DonnaRiley suggests that the ways many engineers work to solve problems may serve to reproduceinequities [5]. The mindsets she describes are particularly troublesome when they preventengineers from taking ideas or perspectives different than their own seriously.As educators, we are particularly concerned about how privileging their own knowledge andexpertise at the expense of others may foreclose opportunities for future engineers to engagemeaningfully with stakeholders. In this paper, we will refer to the stubborn idea that technologyor technical knowledge alone can be used to identify and solve real
performance in engineering programs. Toaid in the retention and success of all students, many first year programs have special classes forstudents who many need additional math skill development. Math skills are recognized as essential tothe success of future engineers. However, other skills are integral to the engineering career path.Within industry, it is communication skills that often make or break careers. Technically capableengineers will find their careers stagnating without well-developed communication skills, which are anessential part of engineering work. In fact, it has been shown that engineers spend over half theirworking days (55-60%) communicating both orally and in writing [1]. When engineers were surveyedabout the most important
students, who entered the Tickle College of Engineering as freshmen.A program which spans a five-year process--two years at the community college, a summerbridge program, and three years at University of Tennessee--is proposed. Activities includefaculty exchange between institutions, student skills seminars, sustained mentoring, intra-cohortpeer learning, and inter-cohort peer-teaching. The individual elements of the program as well asthe synergistic integration of elements have been chosen to balance two influences: (1) aprogram designed with theoretical influence from Tinto’s Theory of Voluntary StudentDeparture, and (2) a practical acknowledgment of demonstrated success at the University ofTennessee. This paper will provide a summary of the
) program to support courses implementing significant active learningexperiences [10]; implementation of curricular peer mentoring and hiring of a PostdoctoralTeaching Fellow into the School of Engineering to serve as an embedded expert. While theseinterventions are all highly synergistic with each other and with broader university-levelinterventions, the introduction of a Postdoctoral Teaching Fellow in the School of Engineeringserved as a keystone to the Engaged Learning Initiative. The first engineering Postdoctoral Teaching Fellow was present in the school fromAugust 2014 – May 2015 (PDTF A), and the second from August 2016 - present (PDTF B).Both PDTFs were hired through an open external search process, with the explicit goal that
Nancy. At Rice, was awarded six campus-wide teach- ing awards, served as College Master for 10 years, served as founding Director of the Rice Center for Teaching Excellence, as founding Director of BrainSTEM (a weekly outreach program that pairs Uni- versity Neuroscience student mentors with High School Apprentices) and as founding Director of the Gulf Coast Consortium for Theoretical and Computational Neuroscience. Has published over 50 papers in peer-reviewed journals in Mathematics, Engineering and Science. Coauthored the text, Mathematics for Neuroscientists, with Fabrizio Gabbiani. Joined the Engineering Faculty at Northern New Mexico College in 2016, intent on recruiting, mentoring, teaching, challenging and
this interactivecourse, which introduces students to fundamental engineering skills – including teamwork,design, project management, technical writing, critical thinking, programming, communication(including written, oral, and graphical), and an introduction to engineering research. The courseincludes extensive introductory design pedagogy coupled with project management; includingtwo individual design challenges during the semester, and culminating in a team-basedCornerstone project that all students present at the end of the semester. For conveying keyinstructional topics to the students, a few select classes are held in the EG classroom(s), whileadditional instruction is delivered online via supplementary, instructor-created videos
: Brain Dump/Free write 1% T: Cooperative cases 2% R: Concept maps 2% K: Self/ peer formative assessment 2% C: Think/Pair/Share 2% J: Computer based interaction… 3% I: Formative quizzes / surveys 3% S: Cases 7% A: Student orally respond to a… 7% P: Debates 8% L: Small group presentations /… 8% M: Role playing/simulations… 13% V: Cooperative learning/problem… 15% G: Application activity
network with respect to theorganization than tenured faculty. For evaluating the availability of resources, the faculty werealso asked to rate their level of satisfaction with resources available for nine distinct aspects oftheir academic career. Among all respondents, the lowest areas of satisfaction were with industryrelations and research equipment. Tenure-track faculty reported significantly higher satisfactionthan tenured faculty in five of the nine categories: teaching training, grant writing, professionalnetworking, professional development, and overcoming bias. Gender differences between tenure-track faculty satisfaction were shown to be insignificant, with the exception that women weresignificantly more satisfied with resources for
. Serving as a model for waterquality and quantity management, students engaged in hands-on experiences using a small-scalewetlands setup in the Cook Laboratory for Bioscience Research at Rose-Hulman Institute ofTechnology. In independent research projects, undergraduate research students measured waterquality parameters including TSS, BOD and nutrients (nitrogen and phosphorus) and optimizedremoval of various contaminants. In the classroom in Environmental Engineering Laboratory,students measured water quality parameters of various water bodies within a watershed andresearched the impacts of excess nutrients on water quality and economies. Students toured theconstructed treatment wetlands and were able to learn directly from a peer who had
and authentic, the belief thateach member brings different and potentially useful information to the task, and theopportunity to iterate design ideas over time. Framing agency provides a lens forunderstanding the kinds of design learning experiences students need to direct their ownlearning and negotiate that learning with peers in design projects.IntroductionManaging design projects in undergraduate coursework is challenging, in large partbecause design problems are ill-structured, meaning there are many possible solutionsand framings of any design problem [2]. As engineering programs have increasinglyincorporated design challenges into first year and core courses, faculty must makedifficult decisions about feasibly managing design
to fail. This encourages English learners to take risks linguistically and engage more actively with their peers. (Environment: fail & risks) 4) Engineering allows students to experience success in ways that are not contingent on language fluency. For example, children can explore properties of materials, test their designs and make improvements based on testing data, without having language fluency. (Success w/o English fluency) 5) Engineering provides opportunities for English learners to engage in non-verbal communication in the form of writing, drawing, and gesturing. This allows students, who may not be able to articulate what they are thinking verbally, to participate. (Participation
studentstraveled on in order to protect their anonymity.Data Source Data for this narrative analysis are written journal reflections completed by participantsduring the abroad portion of the global engineering program. Table 2 provides an overview ofthe reflection prompts given to students while abroad. In addition to these prompts, students wereasked to write daily reflections on their experiences abroad. Sampled journals range from 7-15pages in length.Data Analysis We conducted a narrative analysis on reflective journals from eight VT-NETSparticipants in the broader experiential global learning program. We employ narrative as amethod of analysis [24], [26], [27], focusing on the stories participants share in their journalreflections. Our
space as well as at least eight engineering students who used themakerspace. Researchers specifically aimed to include women and individuals fromunderrepresented groups in the sample. Student participants were recruited via individualrequests, mandatory engineering courses and/or were recommended by the makerspacemanagement.Data analysisAfter interviews were conducted, they were transcribed and coded with recommendations fromSaldaña [10], which included: 1) utilizing broad codes for the preliminary coding stage, 2)repeating codes to find patterns in the data, 3) developing broader codes and categories, 4)writing analytic memos for insights that occur, and 5) reducing codes through code mapping(i.e., reorganizing and condensing codes to create a
responsibility? And when you have identified an issue or area, give it a short title, write it down on the paper provided and sign it. Leave some room at the bottom for others to sign [up to attend] [4].”In our event, our facilitator incorporated this prompt into their introductory comments; a more detaileddiscussion of facilitation is provided in later sections of this paper.Use of Open Space/Unconference in Engineering Education Unconferences have been used in engineering education research to bring experts together andleverage their collective expertise to achieve research goals. Examples of unconference structures inengineering education include the PEER Collaborative [6], which was designed as a vehicle for assistantprofessors
isolation on campus and other challenges related to their successful transition into theuniversity. Over the years, many strategies have been implemented in efforts to address thesechallenges. These strategies have included peer counseling, faculty, and corporate mentoring,targeted academic support programs, need-based financial assistance, centralized academicadvising, and student transition support. The projected shortcoming of students completing thedegree program create an urgent need for diversity within the field; it is critical to increase effortsto provide first-year and underrepresented students with the academic, social and transition supportneeded to promote their success.The purpose of this research is to introduce the Successful
products to market from mere concept stages. He also writes columns for The Huffington Post and Medium on various K-12 and higher education topics. A marathon runner and scuba diver, he has completed 25 marathons and has run across the Grand Canyon from rim to rim to rim.Nicole Gutzke, Cal Poly Pomona Ms. Nicole Gutzke is the Outreach Liaison with Cal Poly Pomona College of Engineering (CoE). As the Outreach Liaison, she is heavily involved in growing Cal Poly Pomona’s PLTW Summer Core Training Institute into a seven-week event that introduces hundreds of K-12 educators to the latest in STEM-related curriculum. As the Outreach Liaison, Nicole helps to recruit, retain, and graduate hundreds of female engineers each
Program take a three-credit hour leadership course eachsemester. The course in each semester includes a mandatory pre-semester retreat that is anintensive, multi-day event consisting of experiential learning, interactive exercises and dialogue.During the semester, weekly class sessions include dialogue with peers, business simulations,personal reflections, case study discussions, and conversations with thought leaders fromindustry, government, and nonprofit organizations.The student selection process includes an application, reference check and interview. Thestudents must be in good academic standing, but their grade point average is not a considerationin the selection process. Rather, we select students based on commitment to personal growth
on Undergraduate Research, undergraduate research is defined as “aninquiry or investigation conducted by an undergraduate student that makes an originalintellectual or creative contribution to the discipline [1].” As stated in literature, undergraduateswho conduct research show improvements in thinking independently, thinking critically, puttingideas together, solving problems, analyzing data, analyzing literature, interpreting researchfindings, conducting ethical research, writing and communicating [2-9]. Literature also assertsthat it is rare for students to have enough opportunity to gain higher-order thinking skills fromtheir undergraduate research experiences [10].Students involved in undergraduate research also report outcomes that may
course I feel confident in my ability to write a lab/design report I pulled my fair share of work Comradery: *My groupmate(s) were a distraction or to completing the assignments I got to know other people in my class *I felt ostracized by my lab group I felt a kinship toward other students in my class I felt heard and respected by my peers *I would have preferred to work by myself If I did not understand why a solution worked, I asked my group member to explain it to me *Questions where a disagreeing response is considered positive Figure 1. Survey Questions for Group Assignment StudyThe survey also asked students whether they would have preferred a different
impacted their leadership development and careeradvancement. Through data collection and analysis, the researcher will identify emergentdevelopmental relationship functions specific to engineering faculty. Researcher field notesreveal anticipated findings such as the power of observation and the significance of rolemodeling experienced by the participants. The anticipated findings support new functionsidentified in previous research specific to the population of higher education leaders. Theimportance of peer relationships and the existence of multiple developers are also consistent withprevious findings. Results from this study will inform a mentoring model being developed bythe author which will help faculty focus on being intentional about
Organizational aspects Sep - Nov Application • Writing skills: one pager research- • Choose and describe case studies Phase #1 intention + CV • Organize mentor team • Knowledge increase: Get acquainted with • Publish application information online general research location and local flood • Select 25 students to write full proposal risk related issues Dec - Jan Application • Writing skills: full research proposal
on the UMass Amherst campus to students whoare located together with their peers in classrooms abroad. The instruction is synchronous andallows for seamless two-way communication and active student engagement and thus provides anenvironment that is very similar to what students experience in a conventional residential program.By locating the studio on the main campus of the university, regular faculty members can be in-structors and thus ensure that the quality of the program is identical to what is normally taught oncampus. The cohort-based approach ensures that students can form a community, collaborate inthe classroom, and persist in the program.The technology is based on high-quality audio and video, interactive whiteboards, and a
. Despite this, the nation still struggles to produce the ENG talent it needs. Given this, programs to increase the number of ENGs that graduate have been promoted across the nation [1]-[3]. Such programs focus on recruitment [4], retention principles [5], persistence [6], as well as practices that help students with critical thinking [7]-[8], academics [9]-[10] and professional development [11]-[12]. The latter includes mentoring by faculty [13]-[14], peer mentoring [15], project-based learning [16]- [26], research experiences for undergraduates (REUs) [27]-[28], internships [29], preparing for graduate school [30], career planning [31], etc. We at Arizona State University’s (ASU’s) Fulton Schools of Engineering, have
coding as being different from rating. Like rate, code has different definitions indictionaries and in qualitative coding guides (Saldaña, 2015; Thornberg & Charmaz, 2014). 2However, we understand coding to include descriptions that are not necessarily related to qualityand that do not necessarily have a numerical assignment. For example, in our previous research(Authors, 2018) we identified forms of capital that high school students mobilized towardsolving an engineering design problem. Our codes included Social Capital: Peer, defined as“other high school students who provided ideas or information regarding potential designelements” and
understand how changes in classroom instruction impacts their attitudes towards and beliefs about STEM fields. In particular, she is looking at methods that positively impact girls, which may increase the number of women pursuing careers in STEM-related fields where they are currently underrepresented.Dr. Gillian Roehrig, University of Minnesota Dr. Roehrig is a professor of STEM Education at the University of Minnesota. Her research explores issues of professional development for K-12 science teachers, with a focus on beginning teachers and implementation of integrated STEM learning environments. She has received over $30 million in federal and state grants and published over 80 peer-reviewed journal articles and book
. Cornwall spent twenty years in the medical device industry with fourteen years as an executive in publicly traded companies. He has also completed a MBA at the Rady School of Management at the University of California, San Diego and was named a Rady fellow. He has published over 24 peer- reviewed publications, eight book chapters, and 24 US patents. Dr. Cornwall’s academic interests include: biomechanics, biomaterials, mechanical design, entrepreneur- ship, and innovation in medical devices and music. He has an active and long-standing interest in not- for-profit volunteering and service. Bryan is also an active runner completing more than 20 marathons around the world. He is a member of the ”7 Continent Club
, and STEM education. She has published 20 peer-reviewed publications in these areas, and her research has been funded by the NSF, AFRL, and LA-BOR. She also serves as an Associate Editor for the American Control Conference and the Conference on Decision and Control, two premier conferences in the controls community. She is a member of the IEEE, SIAM, and ASEE.Prof. Kirk St.Amant, Louisiana Tech University Kirk St.Amant is a Professor and Eunice C. Williamson Endowed Chair in Technical Communication at Louisiana Tech University (USA) where he is also a Research Faculty member with Tech’s Center for Biomedical Engineering and Rehabilitation Science (CBERS). He researches how cognition affects usability and the
, include student peer review of writing, and emphasize technical writing skills.Instructor Insights and Future RecommendationsFuture studies are needed to understand the importance of culturally-relevant pedagogy for localand international experiences in environmental engineering education. This could be done byexploring differences in student performance between groups that conduct in-country visits andgroups that do not. Alternatively, comparisons could be made to assess student performancewhile addressing local versus international environmental issues to better understand theimportance of global engagement. Local issues could focus on environmental problemsimpacting marginalized communities (e.g., water contamination issues in rural
students continue on the project throughtheir education they can see how the engineering sciences interact in design and how changingthe design to improve performance in one area may degrade it in another.The experiential learning elements of the ISD project are many. Multi-year projects are commonin industry, so the ISD experience starts early in the students’ educations to break the classroomexperience that after 15 weeks everything resets and you start over. With the involvement ofstudents over many years, it is common to have Freshmen and Sophomores working with Juniorsand Seniors, providing peer learning, leadership, and mentoring opportunities. The ISDexperience is run more like industrial projects with student teams assigned tasks, and the