evaluations: two peer evaluations were collected during each module. Most of the students commented that class activities and the project work helped them improve their teamwork skills. However, one student commented that “The peer evaluation papers are the least valuable component of this course, since if you think that one of your teammates is slacking or not putting in enough effort you can just say something to them in person and work it out instead of writing it down. If it really becomes a problem then you can tell the teacher directly.”The fourth statement of the survey is on whether working on a design project increased students’interest in engineering or not. Student survey results in Table 3 show
intentions and destinations vary by students’ gender andrace/ethnicity? We examine students’ career pathways in other majors to contextualize patterns.Data come from the longitudinal, NSF-funded Engineering Majors Survey (EMS). The firstwave of EMS (EMS 1.0) was administered at a nationally representative sample of 27 U.S.engineering schools in 2015. A second wave was administered to 1.0 respondents in 2016, and athird wave, in 2017. Our baseline sample is maximally composed of 87 1.0 respondents whomarked that they were environmental engineering majors, 695 respondents marking civilengineering majors (our “peer” major), and 6,408 respondents majoring in other engineeringfields. Our longitudinal sample is smaller, requiring more of a detailed
graduated courses in their senior year.Novel Technical Elective – Cpr E 432 Cyber Security PracticumThis course focuses on the design and implementation of a secure networked environment that ispenetration tested by peers in the course. Evaluations are made of each environment andwhether it withstood testing, as well as what vulnerabilities were able to be exploited. After thisattack phase, students complete an evaluation of their security plans and take the necessaryremediation steps to further harden their networked environment. The lecture targets the tacticsneeded to be taken by the students in their weekly lab practicum. In addition to using technicalskills, students use their technical writing skills in their design documents
program (NSF IUSE), three community colleges fromNorthern California collaborated to increase the availability and accessibility of theengineering curriculum by developing resources and teaching strategies to enable small-to-medium community college engineering programs to support a comprehensive set oflower-division engineering courses that are delivered either completely online, or withlimited face-to-face interactions. This paper focuses on the development and testing ofthe teaching and learning resources for Introduction to Engineering, a three-unit course(two units of lecture and one unit of lab). The course has special significance as agateway course for students who without the role models that their middle class peers sooften have readily
our worksheets were well received andpositive correlation (p=0.05) between how much a others did not accomplish our goals. Thestudent participated in class and his or her final project greatest difficulty was in writing questions Page 26.1555.9grade. P-values were determined using a linearregression t-test. that were challenging and would push the students, but also not so hard that studentsfelt incapable and frustrated. We identified a few common
lower percentage (64%) of students found it comfortable touse the mobile device and application to document use of correct units during the solutionprocess. Participants were expected to use a stylus to write the solution process on the digitalwhiteboard made available through the Explain Everything application. This study did not askfollow up questions to the participants on why they found documentation of units particularlydifficult.Creation of graphs and the labeling of axis and curves were also areas of difficulty, since only58% of the participants expressed that they were comfortable in doing it. It appears thatcreating/importing a graph or labeling its component parts from within the Explain Everythingapplication, was not an easy task for
peer mentorship to develop leadership and additional support for early year studentsFollowing the guidelines of the Washington Accord12 , the CEAB has established a requirementfor Canadian engineering programs to demonstrate that graduates possess attributes in twelvecategories:5 1. Knowledge base for 7. Communication skills engineering 8. Professionalism 2. Problem analysis 9. Impact of engineering on society and the 3. Investigation environment 4. Design 10. Ethics and equity 5. Use of engineering tools 11. Economics and project management 6. Individual and team work 12. Lifelong learningThe EDPS
Paper ID #9010New Metaphors for New Understandings: Ontological Questions about De-veloping Grounded Theories in Engineering EducationDr. Kacey Beddoes, Oregon State University Kacey Beddoes is a Postdoctoral Researcher in the College of Engineering at Oregon State University. Her current research interests include interdisciplinary engineering education, gender in engineering education research, research methodologies, and peer review. She received her PhD in Science and Technology Studies (STS) from Virginia Tech, and serves as Managing Editor of Engineering Studies and Assistant Editor of the Global Engineering Series
interactively with their peers and the instructor. Performance on an identicalexamination showed the average of the experimental group was 2.5 standard deviations abovethe control group. In addition, student attendance and engagement were significantly higher inthe experimental group.Other, more comprehensive studies similarly find increased learning in classes that use activelearning pedagogies.2,3 Using pre/post-test data of over 6,000 physics students from a valid andreliable concept inventory, Hake4 found that courses that used active learning had normalizedlearning gains that were twice as large as the gains for classes that used only traditional lectures.Similarly, over a span of thirteen years, Poulis et al. 5 studied over 5,000 students in
toanother student)) You're also. Okay, ((looks at Lucas)) and you're... I can talk you through Javalater.” Walter seems to be organizing the level of instruction each will need as they proceed.Evidence for this can be seen from the way that Walter then organizes activity for eachnewcomer. He helps Eli find the code for the visual display, called a smart dashboard, that isavailable to the robot operators during competition, and allows Eli and another student to readthrough that code and interpret what it does. This is another form of enculturation employed byWalter, which can be seen as an early form of scaffolding, because Eli depends on peer supportto make sense of a worked example of code, but is not expected to write any code himself
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
problems visual through report writing of the entiremultimedia representation, etc.) as application process and then presenting toclass activities, class assignment and Assessment the class while discussion theira multi stage class project Triangle Metacognition aspects as well.independently and in groups. (LO.1) Every student can easily apply the basic mechanics principles to a real world engineering problem; a 3- stage class
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
roles are critical to smooth team operation and engineers need to be proficient inperforming such process roles. Page 10.837.1 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”Engineering educators have overlooked team roles specific to engineering student project teams.These are roles related to the accomplishment of the assigned project and require specificfunctional skills such as design (Design Specialist), construction (Builder), report writing(Technical Writer), computational expertise (Computer
amicroaggression scale than their White peers (Forrest-Bank & Jenson, 2015). As these slightinsults may be intentional or unintentional, microaggressions likely have contributed to theracial/ethnic and gender disparities in the engineering field. Within the last decade, engineeringeducators have expressed interest microaggressions and how these interactions impact thelearning environment, later workplace. Table 1 Microaggression Taxonomy, Sue et al. (2007) and Lewis and Neville (2015) Microinsult Microinvalidation Microassault Ascription of Alien in own land Assumptions about Intelligence style & beauty
increase the likelihood of first-yearand second-year student retention for low-income STEM students as compared to theirincome/high school GPA-ACT (or SAT)/geography-matched peers within STEM? RuralArkansas has experienced economic hardships that have severely limited STEM education-relatedresources for K-12 students as school systems in these areas have continued to struggle financially[3]. Data have also shown that students from rural areas receive limited exposure to academicenrichment programs. This can lead to lower levels of confidence as well as the belief that theyare not prepared to be successful in STEM programs [4]-[11]. Secondly, can the PTG supportinitiatives significantly increase the average first-year and second-year GPA for low
report improved levels of satisfaction in studies of flipped classrooms [9],[23] andspecifically in engineering courses [4],[13]. Research has shown a student preference for theflipped class model relative to traditional models [9],[24]-[27]. Student engagement within theclassroom setting and with peers is also facilitated by the flipped class model [23]. Interestingly,some research suggests high-performing students benefit more than weaker-performing studentsfrom a flipped class [27]. In addition, flipped classrooms have been shown to be impactful forretaining people of color in STEM [28].1.3 Why did we attempt a flipped class?While the flipped classroom approach may not be appropriate or effective for all types ofcourses, instructors, or
Bucknell University’s professionalliterary arts center. Its mission is to foster in a wide and varied audience an appreciation for thediversity and richness of contemporary American poetry, and to provide support for professionalwriters. The Stadler Center’s programs include, among other offerings, an annual series ofreadings by visiting poets and writers, fellowships and residencies for emerging and establishedauthors, and a nationally circulated literary journal. The Center also serves as the seat of theEnglish Department’s Creative Writing program. Like many such university-based arts centers,the Stadler Center serves both an on-campus and an off-campus constituency, bridging the dividebetween the university and the wider literary culture. Its
and have strong existing ties to the land-grant universitythrough programs funded by Federal and private agencies. Each Alliance institution identifiednew initiatives for this project to complement those already in place, providing synergy towardthe overall project goal. These initiatives include focused and enhanced recruiting; developmentof detailed transfer guides; training for admissions personnel and academic advisors; studentenhancement programs such as student research opportunities, internships, math immersion, andalternative spring break; a focus on career counseling; formal and peer tutoring; andimplementation of improved student tracking. A particular focus of the KS-LSAMP isrecruitment and retention of military veterans in STEM
learninginclude that students dislike forced interaction, dislike the increased responsibility for their ownlearning, and prefer instruction solely from an expert perspective [7]. The distribution ofcriticisms of active learning techniques are adopted as identifying elements of their practice inthe corresponding three categories: ‘Increased Interaction’, ‘Increased Responsibility’ and‘Decreased Expertise’. Decreased expertise in this context involves removal of the professor asthe primary authority for information as presented from the peer-directed activity; their peers areviewed as having decreased expertise compared to the knowledge of the instructor. It is ofinterest if there is parity in the criticism of the presented active learning activities in
equality in the study of engineering. It is suggested [10] that women’s learning isbetter supported in an environment that is different from those in traditional education and from thosethat support men’s learning. The ‘chilly climate’ in engineering classrooms has been identified as themajor reason that leads to women’s inferior experiences to their male peers [9]. Through addressingsome commonly identified issues for female students in male dominated courses, Lewis [21]elaborates what is required for technical education to be gender inclusive. She pointed out three Page 12.779.2aspects that have been neglected in the construction of
college level, so the material is new formost of the students. For example, the physics course concentrates on special relativity;chemistry focuses on aspects of organic chemistry and molecular synthesis. Each course gives ahomework assignment every week, designed to be challenging enough to require collaborative Page 24.691.4effort to solve. No student is advanced enough in all areas of science to complete eachassignment independently. This forces gifted students who rarely encounter true academicchallenges to be pushed from their comfort zone. To succeed they must ask for and acceptassistance from their peers or teaching assistants. The
, and programming, (b) stark variations in the core interests of thestudents, and (c) cultural disparities between engineering departments regarding reasonablelevels of assignment difficulty and commensurate time investments. To help address some ofthese issues in a junior-level Introduction to Biomedical Engineering course, the author haschosen (for four recent Spring course offerings) to set aside two to three weeks of each 16-weekcourse for discretionary topics chosen by the students. Each student or student pair then takes onthe role of the instructor and teaches that topic to the rest of the students in the format of a 25-minute seminar. Students must assign homework to their peers and grade the results; thesegrades are then entered into
and oral presentations for eachteam alternates. When written updates are due, team leaders provide a summary progress reportwhich is also shared with the project sponsor. The other team members each write individualreports to demonstrate their efforts. The individual report has four main areas: activities from theprevious week (since the last progress report), significant accomplishments, problemsencountered, and immediate future actions. The team leader’s report also covers these four areasas well as the status of the project (schedule), and conclusion. On the due date, the team leadercollates and sends all reports to the faculty advisors.Throughout the semester, four peer reviews (one every four weeks) are completed by eachstudent. The form
across several engineering disciplines. Each project team was supervised by atleast a faculty advisor and a student peer mentor enrolled in the four-year university. Theresearch project outcomes of the internship, as well as the external evaluation results, haveshown that the summer research internship program delivered its objectives to have studentinterns gain valuable engineering research experience, strengthened their confidence in problemsolving, and reinforced their interest in pursuing an engineering degree. Furthermore, theprogram improved the students’ technical skillset, team collaboration, time management, andcommunication skills. The first-year development and implementation of the program, as well asits outcomes and lessons learned
to increase the annual enrollment of students in the B.S. and Area of Emphasis inCybersecurity at West Virginia University. Specifically, the enrollment has more than doubled inonly two years (from 2020 to 2022). Furthermore, the ACCESS scholarship recipients havegreater diversity than their peers enrolled in the cybersecurity field at West Virginia University.Over the last three years, the ACCESS program provided numerous co-curricular activities andstudent support services and has strengthen its partnerships with employers from the public andprivate sectors. Students’ feedback, which was provided via anonymous surveys and focusgroups discussions conducted by an external evaluation team, was overwhelmingly positive andhighlighted numerous
their preparation when eventualtransfer occurs [18], resulting in transfer students being considerably less competitive in comparison totheir peers when seeking coveted upper-division research opportunities [19].In recent years there has been a push to provide community college students with opportunities todevelop research skills through course-based undergraduate research experiences (CURES) or byconducting independent research projects [20, 21]. Due to the unexpected circumstances created by theCOVID-19 pandemic, however, the education system transitioned to a remote format that could notsupport many of these research opportunities. With fewer opportunities for community college STEMstudents to engage in undergraduate research, an open
both member- ships, the following Codes have been translated: ASME B31.3, ASME B31.8S, ASME B31Q and ASME BPV Sections I. American c Society for Engineering Education, 2021 Paper ID #34131 While maintaining his industrial work active, his research activities have also been very active; Dr. Ayala has published 90 journal and peer-reviewed conference papers. His work has been presented in several international forums in Austria, the USA, Venezuela, Japan, France, Mexico, and Argentina. Dr. Ayala has an average citation per year of all his published work of
program.When designing the remote Transfer-to-Excellence program, the administrative team had severalpriorities: First, the team hoped to provide as many interns as possible with a research internship.They also sought to provide an experience as similar as possible to the planned in-personprogram. This required that interns felt a strong sense of community with their research lab andpeer interns. As the interns were all physically isolated from their peers, mentors, and facultyhosts, the administrative team sought to ensure interns felt well supported and as connected aspossible. However, they acknowledged that interns would not be able to spend excessive time onvideo calls, due to risk of zoom fatigue or boredom [9].Twelve faculty hosts unfortunately
three areas in which I believe graduate students will benefit most: developing coursematerials, in-classroom experience, and receiving feedback. For developing course materials, Ifound meeting with my faculty mentor before the semester began to discuss the syllabus and courseevolution was helpful for seeing how past experience can be used to continuously improve a course.Meetings with our supervising professor and graduate student peers were opportunities to brainstormand refine my ideas for in-class activities. Also as a result of our meetings and reflective writing, Iwas able to ensure that each activity could be mapped to the learning objectives. For example, thein-class worksheet for my instrumentation lecture was a tool for students to