the instructorneeds to move between students quickly or even worse…students may “fall through the cracks”as demand for help outpaces the instructor resources available. The result is students leaving labwith knowledge gaps regarding the topic that prevent them from creating a solid foundation onwhich to build their basic programming knowledge. Even worse is the fact this approach teachesstudents when they are handed a programming task to dive straight to code as fast as possiblewhich may not be consistent with how they will work in industry.The goal of this paper is to outline a new paradigm for structuring the lab period which teachesstudents how to work with peers to solve a problem, think before they code, and build conceptualunderstanding
passion for increasing Hispanic representation in STEM. She currently lives with her husband Andr´es, their two sons David and Sebasti´an, and their minia- ture schnauzer Lucca in Winter Garden, Florida.Esther Gonzalez Esther Gonz´alez, MPA, MBA, ABD is a PhD Candidate at University of Southern California’s Price School of Public Policy with subject matter expertise in organization behavior and diversity management. Her research is multidisciplinary and applies methods and fields in public policy and management. She is a published author in several peer reviewed journals with media mentions in Forbes. Previously, she served as Director on the Research and Innovation team at the Society of Hispanic Professional
ourinstrument was guided by the research question: What influence does the instrumental andpsychosocial support that engineering graduate students perceive from their advisor haveon their thesis self-efficacy? Using SCCT as our theoretical foundation, this work focuseson the development and validation of the Advisor Support and Self-efficacy for Thesiscompletion (ASSET) instrument with graduate students pursuing master’s and doctoraldegrees in engineering disciplines.Our resultant construct of Thesis Self-efficacy measures the confidence that a student has in theirabilities to complete specific tasks that are key to the writing of their dissertation, thesis, orapplied project report, while our Advisor Support construct measures a student’s perception
] including: a first-yearexperience course sequence with broad early exposure to engineering academic and careeroptions; community-engaged learning through participation in STEM outreach events; a course-based undergraduate research experience (CURE); a place-based learning community withintegrated instruction across multiple disciplines spanning two quarters.BackgroundWCC engineering students generally form a community of peer support at the 200-level becausemost engineering fundamentals courses are offered once per year, resulting in a cohort programby default. Students with similar transfer goals tend to have similar course schedules and buildcommunity around their shared interests. Unfortunately, many students who start WCC at the100 (or pre
projects that they completed. The logs were graded by the instructors for completeness. The struggles portion of the log format was used to provide additional resources or supplements. The instructors provided samples of good learning logs to help students with the content and writing. The format for the learning log can be found in Appendix C. 3. Peer Assessment: Students worked in learning groups and met weekly to engage in learning activities and problem solving. These sessions were documented to reflect on the learning that took place within the group. Students came together to discuss the grading and comments provided by the instructor and to learn from each other. The learning groups worked
: a. Diagnose team challenges and devise and implement solutions b. Coach your peers, team leader, client, or faculty c. Recognize and respond to conflict productively d. Influence others without authority e. Write collaboratively f. Use a project management technique such as design freeze planning, scheduling tools, customer needs assessment and conversion to product specs, team charters, change order management, etc. 7. In what ways, if any, did the course not support your design teams or projects that you wish it had? 8. Is there anything else that I should have asked or that you would like to share
unprecedentedly abrupt and challengingtransition from face-to-face to online instruction. And one of the hard-learned lessons was thatsolely changing the mode of class meetings from face-to-face to virtual did not work effectivelyfor engineering education. As shown in recent studies on student perceptions of online learningduring the pandemic, students experienced declines in peer-to-peer and student-instructorinteractions in fully online courses [1]. Students also reported difficulties in maintainingmotivation and getting support, which has negatively impacted their online learning [2].During this unusual time, the flipped classroom particularly has drawn attention as an effectiveway to address the challenges associated with fully remote teaching. In a
multidisciplinary study and the beauty ofcollaboration among students. Co-taught by a CS/Engineering professor and a visiting artist-in-residence, the course brought together students from diverse majors from Brown University andthe Rhode Island School of Design (RISD) and aimed to augment existing artistic robots anddesign new dynamic interactive creations. Students developed both technical and artistic skillswhile also contemplating and discussing as a class the uses of technology and its interaction withinsociety. Some of the lessons learned from this unique course structure were the critical importanceof communication and the educational value of learning from peers. Students stated that the coursesignificantly enhanced and deepened their education
tools and services, includingmentorship, professional readiness training, research opportunities, scholarships, and peer-mentor activities. These efforts have led to impressive outcomes, including a significant increasein retention and persistence rates, increased graduation rates having quad-fold those observed inthe general student population, and an impressive record of engagements in industry, research,and leadership experiences. This paper discusses the program structure and outcomes from fiveperspectives that include background experiences, the structure of provided services, the resultsof their execution, the elements of knowledge derived from its application, and the challengesexperienced throughout its implementation.I
exclusionary learning environments and curricula, lack of facultymentorship and role models, and lack of a supportive peer group (see [4]-[6] research findings onthese topics). For these reasons, there is a steep decline in the number of Black and Hispanicstudents graduating with a STEM degree from Baccalaureate institutions [7]. Classroom culture is shown to have a significant impact on the success of Black andHispanic students in higher education and in STEM in particular. Specifically, when Black andHispanic students feel like they have learning and supportive spaces to develop their STEMidentities, they are more likely than their peers who do not have access to such spaces toacademic persist in the STEM field [8]. However, Black and
. Each community cohort consists of an experienced Program Specialist facilitator andthree to four new Program Assistants. In total, 18 new staff members have participated for a fullyear in the program. Each cohort meets weekly for three hours in the Makerspace, and new staffrotate to a new tool domain every six weeks. During the sessions, the participants would practicenew skills through structured projects, design activities, and opportunities for peer teaching. Atthe time of writing this publication, new staff had completed two successful six-week rotationsof the CoP program and a third rotation is in process. CoP facilitators monitored the programthrough multiple assessment methods, including participant self-assessment through pre- andpost
senior-levelstudents [1,6]. Students were recruited as rising juniors in three cohorts consisting of eight, eight,and ten students from 2017-2019. These students comprised the core of a Student LearningCommunity (SLC). The SLC met to every two-weeks with activities designed to promotesuccessful academic habits and professional development as well as foster a sense-of-belongingand provide opportunity for both peer and faculty mentorship. Learning communities, especiallyfor first-year students, have proven to be effective at improving retention [7,8].A Faculty Learning Community (FLC) was also formed, and the group participated in acomprehensive program designed to increase interactions between faculty and students, supportstudent retention
, writing, andcommunication skills that are vital to successful careers in science and engineering [29].Student participation in REU programs was impacted by the COVID-19 pandemic and raisedconcerns related to REU learning outcomes. Several REU programs over the past few years wereheld remotely or virtually due to the COVID-19 pandemic. Research on the impacts of virtual orremote REU programs is limited. One study by Nyarko and colleagues highlighted how, despitechallenges encountered during a virtual REU, students demonstrated gains in knowledge,confidence, and communication skills [30]. Even as many REUs return to in-person experiences,research into the impacts of virtual or remote REUSs can be useful as developers and hosts ofREUs and other
approach.We have hired a digital marketing agency that specializes in website design and social media,and content marketing to begin work on some of these recommendations.Team Science TrainingAs interdisciplinary science continues to expand, scientists are increasingly working in largerand more diverse teams [3]. This particular team participated in the Teaming Readiness Survey,which evaluates a team's performance across key competencies. The survey feedback indicatedthat the team values the diversity of knowledge and experience among its members, with allmembers reporting that they learn from each other. Additionally, team members expressedfeeling respected by their peers and energized by their conversations and teamwork, as well as bythe project's
institution is relatively small, these young scholars arealmost invisible when compared to students, staff, and faculty at an institution [2]. There is alsono one size fits all solution for postdocs to improve in all the ways needed to becomecompetitive candidates in the highly competitive market for the tenure-track jobs less than 20%of them will eventually obtain [3]. Nowell et al.’s [3] systematic review of professional development (PD) of postdocsthoroughly examined what was and was not working for post doctoral PD. One of the areas theyidentified as an important skill postdocs wanted to learn or further develop were “grant,manuscript, and proposal writing” and improving their presentation skills. Teaching skills sawthe greatest
board for WEPAN from 2012-2014. She earned her M.S. in Youth Development from the University of Nebraska and her B.S. in Family Studies at Kansas State University.Esther Gonzalez Esther Gonz´alez, MPA, MBA, ABD is a PhD Candidate at University of Southern California’s Price School of Public Policy with subject matter expertise in organization behavior and diversity management. Her research is multidisciplinary and applies methods and fields in public policy and management. She is a published author in several peer reviewed journals with media mentions in Forbes. Previously, she served as Director on the Research and Innovation team at the Society of Hispanic Professional Engineers (SHPE). She is a multifaceted
forinternational graduate students, but with support and understanding, these students can adaptand achieve despite these difficulties [25].The success of international graduate students is greatly influenced by the social and academicrelationships they build. Research indicates that peer and graduate student support cansignificantly contribute to international students' success [22], [27]. Developing academic-centered relationships with professors and peers is critical for sharing knowledge andexperiences, which can help international students overcome academic and social challenges.Although some international students report being too busy to engage in social activities,studies have shown that having a friend who understands their situation can be
the statics book, as well as writing content that could not be found in othersources, such as the reaction forces. She wrote a few examples for the book, but most of the workwas editorial by organizing the content into chapters. When she was first asked to help compileand write this OER book, she was extremely excited. Once she began working on it, she began tofeel overwhelmed and found it quite daunting at the beginning. Although aspects of thedevelopment of the OER took numerous hours and became monotonous, she thoroughly enjoyedwriting her own sections and examples. The process was more time consuming than she expected,but once she finished compiling and writing all the chapters, she had a great sense of pride andaccomplishment.Overall
peer questions help eliminate holes in the work and foster understanding [15].The final three assessment categories include building a technical paper (section by section). Forexample, the student submits a draft of the Introduction section; during the next submission, theysubmit revisions of the Introduction and a draft of the Methods. Each iteration is weighted moreas they are further in the process of developing these writing skills. At the end of the year,students are required to present a poster, which they created, at the Science and EngineeringSymposium at the end of the academic year (NGSS RST.11-12.7, RST.11-12.8, and RST.11-12.9).Advanced Research: Engineering and Thesis Research: Engineering Courses (1 year / each)Upper-level
students performinvolve such topics as standing waves on strings, determination of the speed of sound,electrostatics, electric circuit design, motor building, and a variety of activities related to lightand color.In lieu of a final exam, students experience all aspects of writing a professional conferencepaper. This includes submission of an abstract, a first draft for instructor review, a second draftfor peer review, and a final camera-ready paper. On the last day of class, students present theirpapers at an in-class conference. Developed by one of the authors, this course has become ananchor for students pursuing an applied physics minor. Because the course has no prerequisitesother than a Q1 math prerequisite, for most of the students, this
as they navigate the complexities ofSTEM education and careers. Through this literature review, we aim to identify gaps in currentmentoring approaches for minority graduate and undergraduate students in STEM fields anddevelop a new mentoring strategy that addresses their specific needs and challenges. Historically, academic mentorship has concentrated on learning rather than careerdevelopment or psychosocial needs (Ensher, 1997; Stromei, 1998). According to research,undergraduate students who are mentored had higher GPAs, greater retention rates, and moreunits finished each semester than their unmentored peers (Campbell and Campbell 1997).Mentoring addresses key aspects of student identification and social integration into
7. Select exemplar text for each theme to include in write-up of analysisFigure 1. High-Level Depiction of Research Method. The steps in the blue boxes primarilyinvolve quantitative analysis, and the ones in green primarily involve qualitative analysis. 8 Although the method we developed mixes quantitative and qualitative researchmethods, the descriptions below separate its quantitative and qualitative aspects to makethe underlying logic clearer.3.1 Quantitative Methods: Frequency Analysis and Topic Modeling3.1.1 Extended Frequency Analysis Using the Search Functions of PEER The purpose of the
) Limit social media and cellphone use (n = 1) Social changes Make friends in STEM and non-STEM (n = 1) Join clubs on campus (n = 1) 3 Type of help received Meet with professors during office hours (n = 13) Peer tutoring (n = 7) YouTube and Internet (n = 5) Academic advisors (n = 5) TAs (n = 3) Off-campus tutors (n = 2) 4 Motivation
their own pace, acclimating to therequired knowledge prior to class and allowing class time for problem-solving and collaborationwith peers and the instructor.This study summarizes the results of implementing a flipped learning approach to a constructionmanagement cost estimating course. Mixed methods were used to collect quantitative andqualitative data. Findings analyzed student perceptions and indirect and direct assessments ofstudent achievements. The outcomes of the flipped approach indicated most students perceivedbenefiting from the flipped learning environment, with a positive impact on student achievement,comprehension of course material, and stronger student-to-student, and student-to-facultyengagement. Furthermore, results reinforced
program in the Mid-Atlantic region were tasked to write a reflective essay explaining the challenges faced intheir first four weeks in college. A thematic analysis of the qualitative data was used to analyzethe reflective essays.This “work in progress” paper will summarize the main results of the study. Based on theanalysis, we propose interventions to assist these students in their transition from high school tocollege. This project is relevant to institutions seeking to improve the retention of students intheir engineering programs.Background:First generation college students are defined as students whose parents completed only a highschool diploma or equivalent. Some researchers include in this classification those studentswhose parents
to Apply the concept of logarithmic decrement to extract the spring and damping constants from a given transient response, Generate frequency spectra and use them as the primary guidance to design a vibration system, Perform Fourier series expansion on a periodic square wave disturbance and interpret the impact of the harmonic components on the vibrating system, and Communicate effectively with a range of audience by writing a formal technical report.EML Objectives © American Society for Engineering Education, 2023 2 2023 ASEE Southeastern Section Conference CuriosityA history of airplane starting from the first flight in
us to conduct research “with” and not “on”another, situating the Other as equals not to change the other but to change self [18].MethodsAnuli and Glory discovered that they had similar interests at an online conference and thereafterthe idea of writing a duoethnography emerged, they then invited Kelly to join the team, and webecame a trio-ethnography. Our research process started in July 2022 when we participated in a 5-week workshop where we worked with mentors to refine our research plan. Thereafter, we metevery Monday for an hour over 6 months to execute our study. Collaboration tools utilized wereZoom, Google Drive, WhatsApp, and emails. After our interview questions were drafted to guideour dialogue, we emailed them to a faculty member
pertaining to financial necessities likeinsurance, which can only be provided to children through the age of 26 in theUnited States. Graduate students often have their own expenses, and may beginto have their own families that rely on them for financial support. Students whoare not financially supported by their department or program may be forced toleave their degree program to find financially stable work. Additionally, stu-dents who do not leave their degree program may be consistently burdened bytheir financial stress due to the limited pay (Levecque et al. 2017). 42.2 Internal FactorsInternal factors affecting students include: motivation, writing skills, and aca-demic identity (Sverdlik et al. 2018, p
. Additionally, we noted that assignments and projects alsosupported connections to community members (often through the use of guest speakers or eveninternships) and connections to future employers (again through the use of guest speakers andinternships). Furthermore, in the high school curricula, there was a strong focus on developingcommunication skills (through both written and oral presentations), developing collaborationskills (through many group projects and peer evaluation opportunities), and also a connection todigital literacy. In fact, entrepreneurship education programs at the high school level were oftenlinked (in both advertising materials provided by the schools as well as in language form syllabi)to 21st Century Skills development
teaching the course on tiger team interactions with other teams, and informaldiscussions with tiger team members over the course of the semester. Finally an end-of-yeargroup meeting between project managers, system engineers, and the tiger team providedparticipant feedback and cross-checking on larger themes that had emerged.This work in progress paper reports on the impact of the tiger team to-date in the capstone designcourse. At the time of writing the course is approximately 95% complete so the full effect of thetiger team is mostly, but not fully known; updated results will be presented at the conference.However the results to date do suggest several ways that a peer tiger team can address‘stuckness’ as well as other issues not anticipated at