that any analysis that does nottake intersectionality into account does not adequately address the manner in which Blackwomen are subordinated16. Being sure to look at the Black woman as she is, both a woman and ablack person, is both powerful and insightful. The studies in this literature review use anintersectionality lens by looking specifically at African American women.For the African American woman faculty member oppressions take the form of invisibility,isolation, and other barriers that stand in the way of career advancement as faculty. Malcom,Hall, & Brown discovered in their analysis almost forty years ago that, “[t]he more an individualresembles the ‘typical scientist’ the lower are the costs. Each deviation from the norm raises
program. This studyhighlights the opportunities that can either eliminate or alleviate such hurdles. It aims to identifythe contributing factors and the barriers to achieving a more accessible and prosperous pathwayfor students as they transition from a 2-year degree to a 4-year program in EngineeringTechnology.Introduction:The process of obtaining a 2-year Engineering Technology education degree is usually viewed asan efficient way to enter the workforce quickly. However, graduates of these programs may facelimitations in terms of career opportunities. A literature review was conducted to understand thefactors that influence the decisions of engineering transfer students.The literature review emphasized the importance of supporting the transfer
think harder and more imaginatively; satisfying advisors were also describedas attentive, willing to listen, and enthusiastic about their student’s work. Additionally, studentswere satisfied with advisors who gave them freedom and independence to explore research ideas,but also provided feedback and direction when needed.However, in reality, it can be quite difficult to find an advisor who possesses all of thesecharacteristics in addition to sharing research interests with the student. As a result, studentsmay need to seek alternate sources of support. One such resource is a mentor. According to theHow to Get the Mentoring that You Want Guide from the University of Michigan, a mentor is afaculty member with career experience who shares his/her
research on Si and GaAs electronic devices and semiconductor lasers at the research laboratories of GEC and ITT and published numerous articles in this field. He was a professor of Electrical and Computer Engineering at Dominion University. He has advised 14 PhD and 16 MS students. He received numerous awards: Doctoral Mentor Award 2010; Excellence in Teaching Award 2009; Most Inspiring Faculty Award 2008; Excellence in Research Award 2004; and Certificate of Recognition for Research - NASA, 1994. He is a Senior Member of the IEEE and a Member of the Electrochemical Society.Dr. Demetris Geddis, Hampton University Demetris L. Geddis is an associate professor and Chair of Electrical and Computer Engineering at Hamp
, where her thesis topic was Nanoparticle Diffusion in Polymer Networks. Her research interests include polymer physics, nanoparticle diffusion, and engineering and physics education.Lily Skau, Austin Peay State University Lily Skau is an undergraduate student at Austin Peay State University pursuing a bachelor’s degree in Engineering Physics and a minor in Mathematics and Sociology. She plans to graduate with her degree and minors in May of 2026 and enter the industry as a Mechanical Engineer.Dr. Bobette Dawn Bouton, Austin Peay State University Dr. Bobette Bouton is an associate professor at Austin Peay State University. Her current area of research is socio-emotional development in the domain of empathy. She is a
, particularly in observing studentperformance on exams. Generally, faculty members issue exams two ways for in-person/hybridmodality: 1) during the allotted class time, or 2) evening exams, which are granted an approximatetimeframe of two or three hours. During the course duration, the instructor posted lecture notes,homework assignments, and homework solutions on the CANVAS portal as supplement to assiststudents with course material. Additionally, all lectures were saved and recorded in the Zoomcloud in case students needed to review lecture concepts independently. However, during the examwindow, the instructor removed all student access to lecture notes, homework assignments andsolutions, and recorded lectures to enforce academic
describes the influence of inputs and environment on outputs. The inputs include astudent’s high school GPA, SAT or ACT score, and his/her demographics. These inputs areuseful in making admissions decisions. The environment describes the institutional policies,engagement opportunities, and student body. A student’s involvement in purposeful andappropriate activities in his/her environment is a key factor in degree completion. The outputsare the institutional measures of retention and graduation rates. An academic advisor canserve as the communication channel for identifying appropriate and purposeful activities inwhich a student may engage.This study explores quantitative data on student behaviors, actions, and engagement. Data pointsinclude course
have taken onthe role of K12 curricular materials developers. An engineering faculty member and aneducation/engineering faculty member at Northwestern University who are both involved in theNSF-sponsored VaNTH Engineering Research Center encouraged university students tovolunteer extracurricular time to develop a challenge-based module that would engage middleschool students in the engineering design process2. Middle school science teachers, faculty fromthe school of education, and faculty from the school of engineering helped round out the initialworking team. About 30 undergraduate and graduate science and engineering students haveworked together for about 2 years to develop a 600+-minute module that challenges middleschool students to draw
facultyresearchers.”6 In addition to allowing students to explore new ideas, undergraduate researchexperiences benefit students in numerous ways. These experiences can have positive effectsupon students' heightened interests in post-graduate science, technology, engineering, andmathematics (STEM) careers,7 students' decisions to pursue graduate studies,8 and students'persistence to graduation.9 Kardash10 found that both students and faculty mentors thought that Page 15.576.2students had increased their research skills during their undergraduate research experiences. Onekey distinction within these programs that is often touted is the direct supervision of
topic.We explore the mechanism of GPS spoofing and categorize different technologies. For eachcategory, we have summaries that present an overview of the attacks in each category. We believeour contributions can affect the development of this topic and more exploration will be made withour work.Figure 3 GPS spoofing attacks and detection on UAV 3. Students’ reflections about the REU program We conducted a survey with the REU students by the end of the first summer, to know theimpacts of the REU on their research and career goals. All students took the survey. We highlightedsome survey questions and the results are summarized as follows: Question 1: How certain are you that you will pursue a graduate degree? 0-100%, - 0% means you are
informed us that exams were not used in the class this year. Some of the faculty havesuggested that they gave more challenging exams because of their perception that students wereachieving deeper learning. This question has not yet been explored with every member of thevirtual community, but our informal analysis suggests that it may be difficult to compare examperformance between the control group and the intervention. PARTICIPANTS’ EXPERIENCES AND RESULTS At the conclusion of the second semester of the VCP, each participant had implemented his orher course transformation using RBIS. From the conversations during the VCP sessions, the ideaemerged for the participants to disseminate their RBIS experiences with the broader communityat the ASEE
of similar findings from previousyears at this REU site. Though some faculty might view REU programs as recruitmentopportunities for graduate studies in engineering, the reality may be that the experience compelssome students and discourages others, much in the way that holding an internship or a part-timejob in other disciplines affects students‟ career choices by providing a low-risk opportunity toexperience aspects of a particular type of employment. The REU students expressed interest innarrowing their post-graduation decisions, and the REU program seems to have contributed tothat process, whether or not it resulted in a greater desire to attend graduate school.Focus group discussion highlighted the importance of the relationship between
their potential engineering pathways [n=5]. Examples include “broader impact” efforts with research faculty, a calculus- ready program for high school students, neurodiversity, artificial intelligence in K- 12 teaching, and agriculture/STEM summer programs for girls.2. Projects that impact undergraduate students (scholarships, Summer Bridge programs, transfer bridge programs, wrap-around supports, persistence to graduation) [n=10]3. Projects that impact graduate students (scholarships, path to doctorate) [n=1]The second cohort (2023) was introduced to the Academy during Summer 2023through 6 half-days of similar presentations, breakouts & discussion. They werecharged with developing an Action Plan first, and then ultimately a
undergraduate students through research projects and honor thesis, the majority in the areas of mobile computing and mHealth. Her efforts over the last several years have led to several papers published in top ACM and IEEE conferences with undergraduate co-authors. Her field of interest encompasses Security, Trust and Privacy in Pervasive Computing, Internet of Things (IoT), Mobile Computing, CS education, and Mobile Healthcare Privacy. She has ben very active in broadening participation of women and underrepresented minority in computer science. She has also been working as an active member of various international conference technical program and journal review boards. She Additionally, she has served as Co Chair of IEEE
leftundetermined. Alternatively, it seems as though many of the male engineers rely on theirabilities more than females. Lastly, none of the students interviewed appeared to allow theirminority social identities (female/ethnic group) to interfere with their decision to major inengineering, at least consciously.ConclusionWe have come upon an under researched area of engineering that has important implicationstowards recruitment and retention. In attempting to analyze the “engineering identity” wediscovered that the foundation of that identity relies heavily on K-12 exposure via activities,personal connections, or otherwise. With increased amounts of exposure, comes a strongerbase on which to build a professional engineering identity, persistence through
your undergraduate career that influenced you to pursue an advanced degree?All interviews were recorded and transcribed. Each participant was given a pseudonym (whichare also used in the findings section).Data AnalysisFor this study, an interpretive phenomenological (IPA) approach was used as this is a qualitativeinquiry to discover the lived experiences of several individuals (i.e., Black Males) experiencing aphenomenon (e.g., graduate students in engineering, Black males with advanced degrees) [20],[21]. This method is iterative and ongoing. Two members of the research team independentlyreviewed transcripts. Portions of transcript text that gave insights into experiences of participantswere identified as examples of coding. After reviewing 5
workplaces of the future, one expects tosee a continual improvement in the ease with which people work together without having to fitinto any particular “culture”, so that they can each perform at their very best. Students must beeducated carefully in this respect.The Debate Over Systems EngineeringIn the late 90s and early 2000s, industry emphasized the need for systems thinking, and thedemand for systems engineers. This led to an examination by university faculty of how torespond to this demand. Several ideas are advanced. One holds that students graduating withaerospace engineering degrees from modern programs, are already equipped very well with the“desired attributes of the engineer”. After all, these are integral to the accreditation criteria
(2017) in whichthey stated that failure experiences are important to realize as such failures can result in unproductive anddisrupt youths’ engagement in positive youth development frameworks during summer camps.However, the main outcome of summer camp is sought to be an increased interest in the camp subject.Students’ attitudes towards a major or field are factors which maintain the potential to influence students’willingness to pursue that major in college. Several potential motivators, including interest, relevance, funand enjoyment, and hands-on learning can interact and may explain why a person pursues a particularaction. Drey (2016) explored students’ affect towards mathematics and science and their perceptions ofhands-on activities
students during theirinterpretation and practice. Since the purpose of this study is to explore and gain an in-depthdescription to understand as much as possible about how faculty teaching technical contentinclude social impacts and social justice perspectives into their courses a well-bounded andcollective case study approach was chosen [42].Study Design and MethodologyRQ: How do engineering faculty incorporate social impacts into their technical courses?Setting and recruitmentMany faculty members teach engineering science courses each with their own uniqueperspectives and curricula. It was essential for this project that faculty were selected who had afoundational understanding of sociotechnical integration as outlined in this paper. It was
a Member of Tau Beta Pi.Dr. Joseph B. Herzog, University of Indianapolis Joseph B. Herzog is an Associate professor in the R.B. Annis School of Engineering at the University of Indianapolis. He chose to come to the University of Indianapolis because he is passionate about teaching, is excited about the direction of the new R.B. Annis School of Engineering, is glad to return to his engineering roots, and is happy to be close to his extended family. Previously he was an Assistant Professor in the Department of Physics at the University of Arkansas. He is truly grateful for his time at the University of Arkansas, and enjoyed his department, students, and the campus. While in Fayetteville, he also served as a faculty
peers was generally valued as a higher motivation for deciding on professionallicensure decisions than advice from faculty, advice from faculty was the lowest-rankedmotivation. Respondents had the option to name faculty who motivated them to pursueprofessional licensure but only ten faculty members were named. Of these ten faculty memberslisted, eight of them had their PE and the other two were department chairs. This indicates theimportance of having licensed faculty on staff to encourage students in taking the FE. Beyond the seven motivating factors represented in Table 4, four respondents clarified thata motivating factor was that they were required to take the FE exam to graduate. Of these fourrespondents, three agreed or strongly
future graduates of the program they may hire. However, this form of recognitionminimizes other activities that serve specific functions for the department. Activities such asteaching, service, or community engagement are given markedly less space in the magazine,though other documents outline faculty and student engagement with K-12 schools, participationin engineering-based extracurricular activities, and mentoring. Notably, engagement with K-12schools is noted as an important way to spark interest in students who will eventually apply forcollege and may consider applying for this specific program (Electrical and ComputerEngineering Department External Review, pp. 53-54).Engineering Identity Not Merged with Personal Identities The
first-year retention in the college. This program was introduced in Page 25.480.32003 and repeated in 2004 as a one-week program offered to all incoming engineering freshmenand was designed to offer support to incoming students in calculus, chemistry, design, studentsuccess, and career decisions. Over the following two years, the program was expanded to sixweeks, with an additional design component and a total of three academic credits covering allelements of the program. In 2007, the program added three more components (classes inAutoCAD, computer programming, and introduction to engineering) to encompass a full six-credit academic
in theirreflection “I found it fascinating that you can simulate the error in a way that leads to results likein the lab.” This led to increased agency over the analysis and conclusions of the experiment,unencumbered by the errors viewed as out of their control in in-person experimentation.When doing the analysis, students focused on the outcomes and grappled more deeply with theprocess. A member of the instructional team commented “I had more students come to ask forhelp because their answer didn’t make sense than I expected.” Rather than simply go through themotions and submit an irrational answer—something that did occur in the face-to-face variantwhere several students reported a heat of combustion suggesting the combustion
%) 20Interactions: Not surprisingly, given the emphasis on guiding and mentoring activities,interactions between faculty members and students occur frequently and are often interpersonal Page 15.1217.10in nature. One prominent form of interaction occurs through the administration of feedback tothe students. Feedback is frequently given through written comments on written and oral reports,in person, and through electronic means (Table 7). Other forms of interaction include formal andinformal interactions outside of class, as well as weekly conversations during and immediatelyaround class meetings (Table 8). Interactions that occur in the team’s lab or work
research and teaching within university settings. However, the workforce needs of aglobalized economy and students empowered by their agency to venture outside the traditionalacademic sphere into industry, entrepreneurship, consulting, and pre-college leadership, forexample, have led to the emergence of varied and non-traditional career paths. These pathschallenge the conventional norms and expectations of what it means to be an engineeringeducator.Despite the gradual recognition and tokenized celebration of these diverse career paths, asignificant gap exists in understanding the experiences of those pursuing them. The narratives ofPh.D. graduates in Engineering Education who choose non-academic careers are oftenovershadowed by the predominant
the forefront and expect facultyto be positive role models. When they experience a cultural climate that deviates from thisexpectation, it can lead to negative social/emotional experiences which may lead some toquestion their decision to pursue engineering as a career path. The students leading the workshowed a deep commitment to sharing the student voice however, they also experienced anemotional impact due to the uncertain and challenging nature of the work. Overall, they reportedthis as a rewarding yet challenging experience through which they learned about thecomplexities involved in navigating change and advocating for an inclusive culture. Thedepartment benefited from hearing the student perspective as has inspired them to develop
programs will be covered.IntroductionMost degree programs that teach building engineering have design opportunities are often less thanideally constructed to reflect practical careers due to relatively few faculty members being trained, or theyhave no similar industry experience necessary to guide students [1]. Consequently in these settings, only asurface level understanding of their value is realized [2]. Many engineering students do not know how toapproach large complex systems due to their exposure to idealistic examples [3]. Additionally, they notcapable of providing critical multi-disciplinary integration of their designs due to the isolated nature oftopics in the classroom [4] [5]. Capstone courses provide a comprehensive evaluation of
. [1 credit hour, elective] E145: Academic and Professional Preparation for Engineers II: Engineering as a field of study and profession. Career and professional development, goal setting, decision making and effective communication strategies. [1 credit hour, elective] E201: Engineering Transfer to Success: This 8-week course will provide an overview of the NC State University policies and procedures, organizations, and resources available for enhancing the academic success of new transfer students in the College of Engineering. Lectures and discussion from departmental representatives will focus on requirements and availability for financial aid, cooperative education, career services, and campus student organizations
example) that might deriveexplanations for the findings. Bottomley concluded: “Because aspects of personality traits that make up the GRIT scale can, in fact, be taught, first year courses or programs to enhance student retention might be able to make important and impactful changes. Secondly, if GRIT is sufficiently predictive, as some earlier results suggest, some aspects of GRIT might be used to impact admissions or placement decisions, allowing students who are not able to show their capabilities on standardized metrics to have an additional input to the admission decision process.”By contrast, Williamson, Pannizo, Perriakos and