,” Purdue Journal of Service-Learning and International Engagement, vol. 7, no. 1, Oct. 2020, doi: 10.5703/1288284317247.[14] A. A. Farinde, B. Tempest, and L. Merriweather, “Service Learning: A Bridge to Engineering for Underrepresented Minorities,” International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, pp. 475–491, Dec. 2014, doi: 10.24908/ijsle.v0i0.5579.[15] F. Ostuzzi, P. Conradie, L. De Couvreur, J. Detand, and J. Saldien, “The Role of Re- Appropriation in Open Design: A Case Study on How Openness in Higher Education for Industrial Design Engineering Can Trigger Global Discussions on the Theme of Urban Gardening,” irrodl, vol. 17, no. 4, pp
summarized in Table 1. The course begins with the review of basicknowledge in probability, statistics, and programming in Python (Appendix A). The rest of thesemester covers common supervised and unsupervised learning algorithms, and modelevaluation (Fig. 2). This review article provides the description of each covered topic [1]. Whilethese topics are similar to introductory machine learning courses offered by other Engineeringand Computer Science departments and online courses [2]-[4], students learn to apply thesealgorithms to biomedical and life science applications. Students are exposed to different types ofbiomedical data such as measured physiological signals and medical images (Appendix B). Theyalso see typical issues with biomedical data
intention of flagging any item which does notseem to contribute to the reliability of the scale. Using a classical item analysis, most items werefound to function statistically as intended, with the reliability if item removed being reduced. In aclassical item analysis, we primarily look at the alpha if item deleted. If the item is considered tobe functioning well statistically, it should not increase the reliability of the scale if it is removed.Therefore, any item that is flagged as having an “alpha if item removed” as greater than or equalto the scale reliability would be flagged as potentially problematic. Appendices A and B containthe items with the results of the classical item analysis.AMDS Self-Efficacy: The classical item analysis for this
Paper ID #37005Best Practices in Building Relationships and PartnershipsBetween Community Colleges, Universities, andOrganizations (Work In Progress)Vibhasri Davuluri Vibhasri (Vibha) Davuluri is a second-year undergraduate student at the University of Michigan pursuing a B.S. in Industrial and Operations Engineering with a sustainability certification. Her interests include research in engineering education, and sustainability in engineering and healthcare. At the University of Michigan, Vibha is heavily involved in Society of Women Engineers (SWE), and Project MESA (Making Examinations Safe and Accesible for All
educational materials in engineering can have in a woman’s overall sense of belongingand formation as an engineer.3.1. Research QuestionsThe research questions for this study are provided below. a) Was the online engineering game accepted by the students as an effective educational tool (Technology Acceptance Model)? b) Did students believe online engineering learning games for classroom instruction should reflect aspects of their ethnicity or culture? Why or why not? d) How did playing the online game influenced students’ perceptions of themselves as engineers? e) How does prior gaming experiences
61.0% 34.9% Goers OHI > 0 39.0% 65.1% Super-Goers OHI are outliers 2.8% 5.0%224 4 Analysis and Results225 To better understand help-seeking behaviour, we describe the help-seeking groups by looking at226 the students’ course grades on a 100% scale, prior programming experience, and computing227 attitudes mindset. (a) CS1-Eng, Kruskal-Wallis p = 0.029 (b) CS2-OOP,Kruskal-Wallis p = 0.1511 Figure 2: Grades for each Discussion Forum Group228 4.1 Course Grade (RQ1)229 First, we compared the final course grade of each help-seeking group to find of if there is any230
Lectures," 2008 21st Conference on Software Engineering Education and Training,Charleston, SC, USA, pp. 197-204.[7] Wu, B, Wang, AI , Børresen, EA, and Tidemann, KA. (2011). “Improvement of a LectureGame Concept - Implementing Lecture Quiz 2.0,” CSEDU 2011 - Proceedings of the 3rdInternational Conference on Computer Supported Education. 2. pp. 26-35.[8] KEEN Framework Spread, “KEEN- The Framework. [Online]. Available:https://keenwarehouseprod.blob.core.windows.net/keen-downloads/KEEN_Framework_spread.pdf[9] Hylton, JB, Mikesell D., Yoder, JD, and LeBlanc, H. (2019). “Working to Instill theEntrepreneurial Mindset Across the Curriculum,” Entrepreneurship Education and Pedagogy,vol. 3, no. 1, pp. 86-106.Appendix 1- Project (Jeopardy) EvaluationPlease
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completion of the summer experience. One of the participants decidedto continue the project as his senior design project. Two participants devoted time to work on theproject for two semesters after the program ended. The outcomes from 2018 and 2019 (the 2021cohort is currently developing their work for publication) resulted in 5 conference papers and 6poster presentations at national conferences (Berger et al., 2021; Donner et al., 2019; Jiang et al.,2018, 2019a,b,c, 2020; Meier et al., 2019a,b; Ohstrom et al., 2021). One of the 2018 REUparticipants was selected from a pool of almost 40 nominations to attend the 2019 NSF EECGrantees Conference as an invited REU Site participant.Each research project in the program is grounded in basic research with
thing even when no one is looking, since instructors cannot completely remove everyopportunity for cheating. Students need to understand how this then translates into professionalengineering ethics. Trust must be built between students and faculty. Time is best spent byfaculty in explaining and emphasizing to students how they need to develop the necessarycapabilities, and if they cheat through school, they will not succeed on the job as thediscrepancies will eventually become apparent.References[1] B. E. Whitley, "Factors Associated with Cheating Among College Students: A Review," Research in Higher Education 39 (3), pp. 235-274, 1998.[2] D. D. Carpenter, T. S. Harding, C. J. Finelli, S. M. Montgomery and H. J. Passow, "Engineering
, United States, Mar. 9. 2021. Accessed on Feb. 7, 2022. [Online]. Available: https://doi.org/10.17226/26061[6] A. H. Eagly and S. J. Karu, “Role congruity theory of prejudice toward female leaders,” Psychological review, vol. 109, no. 3, pp. 573-598, Jul. 2002.[7] A. B. Diekman,M. P. Joshi and T. M. Benson-Greenwald, “Chapter four-goal congruity theory: navigating the social structure to fulfill goals,” Advances in Experimental Social Psychology, vol. 62, pp. 189-244, 2020. [Online]. Available: https://doi.org/10.1016/bs.aesp.2020.04.003[8] S. J. Correll, E. L. Kelly, L. T. O’Connor and J. C. Williams, “Redesigning, redefining work. Work and Occupations,” Work and Occupations, vol. 41, no. 1, pp. 3-17, Feb. 2014
: Engineering Practices in Preschool.” Young Children, vol. 73, no. 4, pp. 89-93, 2018. [5] C.N. Lippard, M. H. Lamm, and K. L. Riley. “Engineering Thinking in Prekindergarten Children: A Systematic Literature Review.” Journal of Engineering Education, vol. 106, no. 3, pp. 454-474, 2017. [6] J. Dvash and S. G. Shamay-Tsoory. “Theory of Mind and Empathy as Multidimensional Constructs.” Topics in Language Disorders, vol. 34, no. 4, pp. 282-295, 2014. [7] B. L. Lowry, “'Tuning In’ to Others: How Young Children Develop Theory of Mind." The Hanen Centre, 2015. [Online]. Available: http://www.hanen.org/Helpful-Info
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. Martin, T. Short, T., & R.A. Soto‐Pérez. “How engineering instructors supported students during emergency remote instruction: A case comparison.” Computer Applications in Engineering Education, 2022. doi: 10.1002/cae.22495[12] I. Chirikov, K. M. Soria, B. Horgos, and D. Jones-White, “Undergraduate and Graduate Students’ Mental Health During the COVID-19 Pandemic,” 2020. [Online]. Available: https://escholarship.org/uc/item/80k5d5hw[13] Y. Zhai and X. Du, “Addressing collegiate mental health amid COVID-19 pandemic,” Psychiatry Research, vol. 288. Elsevier Ireland Ltd, Jun. 01, 2020. doi: 10.1016/j.psychres.2020.113003.[14] I. Eloff, “College students’ well-being during the COVID-19 pandemic: An
,” Panel at the Lane Department of Computer Science and Electrical Engineering, West Virginia University, Morgantown, WV, April 13, 2021.[10] L. Johnson, “The vast world within the cybersecurity domain,” Seminar at the Lane Department of Computer Science and Electrical Engineering, West Virginia University, Morgantown, WV, April 26, 2021.[11] J. Hernandez Jimenez, “Becoming a cybersecurity research scientist,” Seminar at the Lane Department of Computer Science and Electrical Engineering, West Virginia University, Morgantown, WV, October 27, 2021.[12] B. Bailey, “Using spacecraft digital twins for cybersecurity testing,” Seminar at the Lane Department of Computer Science and Electrical Engineering, West Virginia
, pp. 593–617, Nov. 2005.[4] A. E. Slaton, “Engineering segregation: The University of Maryland in the twilight of Jim Crow,” OAH Magazine of History, vol. 24, no. 3, pp. 15–23, 2010.[5] L. L. Long and J. A. Mejia, “Conversations about diversity: Institutional barriers for underrepresented engineering students,” Journal of Engineering Education, vol. 105, no. 2, pp. 211–218, 2016.[6] T. Strayhorn, R. Johnson, and B. Barrett, “Investigating the college adjustment and transition experiences of formerly incarcerated Black Male Collegians at predominantly white institutions,” Spectrum: A Journal on Black Men, vol. 2, no. 1, p. 73, Oct. 2013.[7] T. Yosso & D. Solorzano, Leaks in the Chicana and Chicano
, “Student Motivation, Previous Instructional Experience, and Prior Achievement as Predictors of Performance in College Mathematics,” International Journal of Instructional Media, vol. 22, no. 2, pp. 157–67, 1995.[17] B. Dorn and A. E. Tew, “Empirical validation and application of the computing attitudes survey,” Computer Science Education, vol. 25, no. 1, pp. 1–36, Jan. 2015, doi: 10.1080/08993408.2015.1014142.[18] H. J. Passow, “Which ABET Competencies Do Engineering Graduates Find Most Important in their Work?,” Journal of Engineering Education, vol. 101, no. 1, pp. 95–118, 2012, doi: 10.1002/j.2168-9830.2012.tb00043.x.[19] N. E. Canney and A. R. Bielefeldt, “Differences in Engineering Students’ Views of Social
faculty who voluntarily participated in this study. We are also grateful for theinformation sharing of the International Center for Academic Integrity 8.References[1] National Academy of Engineering, "The Engineer of 2020: Visions of Engineering in the New Century," National Academies Press, Washington, DC, 2004.[2] I. B. Mena and D. V. P. Sanchez, "Perceptions of Academic Integrity of Students in a First- Year Engineering Program," in American Society for Engineering Education, Columbus, 2017.[3] D. D. Carpenter, T. S. Harding, S. M. Montgomery and N. Steneck, "P.A.C.E.S. – A Study on Academic Integrity among
pandemic, and that such knowledge offered employment resiliency during theCOVID-19 recession beyond any resiliency associated with greater remote work capability and educational attainment.References [1] E. Barth, J. C. Davis, R. B. Freeman, and A. J. Wang, “The effects of scientists and engineers on productivity and earnings at the establishment where they work,” in U.S. Engineering in a Global Economy. University of Chicago Press, 2018, pp. 167–191. [2] S. Mongey, L. Pilossoph, and A. Weinberg, “Which workers bear the burden of social dis- tancing?” Journal of Economic Inequality, vol. 19, pp. 509–526, 2021. [3] L. Montenovo, X. Jian, F. L. Rojas, I. M. Schmutte, K. Simon, B. Weinberg, and C. Wing, “Determinants of
., and Leong, Helene. (2006). Reformulating Engineering Education at Singapore Polytechnic. CDIO Conference.Poce A., Amenduni F., De Medio C. (2019), From tinkering to thinkering: Tinkering as critical and creative chinking enhancer, 15(2), 101-112. Journal of e-Learning and Knowledge Society.Putnam, B. R. D. (1993). The prosperous community: Social capital and public life, 13, 35- 42. The American Prospect.Robinson, Ann, Adelson, Jill L., Kidd, Kristy A., and Cunningham, Christine M. (2018). A Talent for tinkering: Developing talents in children from low-income households through engineering curriculum, 62(1), 130-144. Sage Journals.Svitak, A. (2014). 5 suggestions for better STEM education, From
Paper ID #36982Sensitivity Preservation and Precision of Plagiarism DetectionEngines for Modified Short ProgramsDylan Ryman Dylan is currently an undergraduate studying computer science and mathematics at the University of Cincinnati. He is preparing to begin graduate studies in engineering education. His current research interests include source code plagiarism detection and computational thinking education with a focus on visual programming languages.P.K. Imbrie (Head and Professor, Department of Engineering Education andProfessor, Department of Aerospace Engin) Head and Professor, Department of Engineering
, J. B. Labov,“Insights from a Convocation: Integrating Discovery-Based Research into the UndergraduateCurriculum,” CBE Life Science Education, 15(2), 1-7. doi:10.1187/cbe.16-03-0118, 2016.
. FollowingSaldaña, 15 we defined themes as extended phrases or sentences that describe what data are about.We used themes as statements to summarize “what is going on,”20 or in this case, the ways that 4the curricula sought to support students’ understandings of environmental justice. Multipleresearchers, with expertise in engineering education and environmental justice, confirmed thesethemes appeared throughout the data, as a method for ensuring validity of the findings.21 Thethree primary themes predominant in the data were (a) blending individual human stories withlargescale datasets that highlight environmental injustices; (b) encouraging artistic and
education. 8:E Utvecklingskonferensen För Sveriges Ingenjörsutbildningar. https://www.academia.edu/63710497/Comprehensive_and_practical_method_for_integra tion_of_Equality_Diversity_and_Inclusion_EDI_into_engineering_educationHartman, H., Forin, T., Sukumaran, B., Farrell, S., Bhavsar, P., Jahan, K., Dusseau, R., Bruckerhoff, T., Cole, P., Lezotte, S., Zeppilli, D., & Macey, D. (2019). Strategies for Improving Diversity and Inclusion in an Engineering Department. Journal of Professional Issues in Engineering Education and Practice, 145(2), 04018016. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000404Kazemi, S., Ashraf, H., Motallebzadeh, K., & Zeraatpishe, M. (2020). Development and validation of a
combined faculty and peer academic performance. The Chronicle of Mentoring & Coaching. 2020; 4(13), 430-436.4. Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38(6), 727-742.5. Johnson, W. B. (2007). Student-faculty mentorship outcomes. In T. D. Allen & L. T. Eby (Eds.), The Blackwell handbook of mentoring: A multiple perspectives approach, 189–210. Blackwell Publishing.6. DePass, A.L., Chubin, D. (editors). Understanding Interventions that Broaden Participation in Research Careers (Volume VI): Growing the Community, at https://understandinginterventions.org/wp-content/uploads/2015/06/Understanding- Interventions
nontraditional college students. Social Science Quarterly, 86(4), 912–927. https://doi.org/10.1111/j.0038- 4941.2005.00363.x14. Crone, T., Babb, S., & Torres, F. (2020). Assessing the relationship between nontraditional factors and academic entitlement. Adult Education Quarterly, 70(3) pgs.277-294.15. Taylor, J., & House, B. (2010). An exploration of identity, motivations, and concerns of non-traditional students at different stages of higher education. Psychology Teaching Review, 16(1), 46–57.16. Meuleman, A., Garrett, R., Wrench, A., & King, S. (2015). “Some people might say I’m thriving but . . .”: Non-traditional students’ experiences of university. International Journal of Inclusive Education, 19(5), 503–517
the Useful Boundary PowerReferences [1] R. B. Evans, "A Proof that Essergy is the only Consistent Measure of Potential Work (for Chemical Systems)," Thayer School of Engineering, Dartmouth College Hanover, New Hampshire, June 1969, Hanover, New Hampshire, June, 1969.[2] J. H. Keenan, Thermodynamics, New York: Wiley, 1941, pp. 289-313.[3] J. H. Keenan, "Availability and irreversibility in thermodynamics," British Journal of Applied Physics, vol. 54, pp. 183-192, 1951.[4] K. Wark, Thermodynamics, New York: McGraw-Hill, 1983, pp. 312-315.[5] R. Sonntag and G. Van Wylen, Fundamentals of Classical Thermodynamics, New York: Wiley, 1965.[6] M. J. Moran, Availability Analysis, Englewood Cliffs, NJ: Prentice-Hall, 1982, pp. 44-84, RDS
Paper ID #37280Advancing Student Futures in STEMUrmi Ghosh-dastidar Urmi Ghosh-Dastidar is the Coordinator of the Computer Science Program and a Professor of the Mathematics Department at New York City College of Technology – City University of New York. She received a Ph.D. in Applied Mathematics jointly from the New Jersey Institute of Technology and Rutgers University and a B.S. in Applied Mathematics from The Ohio State University. Her current research interests include parameter estimation via optimization, infectious disease modeling, applications of graph theory in biology and chemistry, and developing and
experiences, such as the caregiver-child interaction, social environment, and the setting of engineering activities?MethodsThis study is being conducted in a science museum that focuses on exploratory, visitor-centeredengineering learning experiences. The museum's immediate local communities are highlydiverse, with nearly two-thirds of the current population being foreign-born, 81% of residentsspeak a language other than English at home [24], 52% are Hispanic, coming primarily fromCentral and South America, and 34% are Asian. Approximately, 23% of households are living ator below the poverty line [25]. Participants were recruited a) on the museum floor duringmuseum hours (including free hours), and b) through family and/or community programs
AmericanSociety of Engineering Education, Annual conference, Columbus, Ohio, 2017.[9] Dawson, P., van der Meer, J., Skalicky, J., Cowley, K. (2014). On the effectivenessof supplemental instruction: A systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010. Review of educationalresearch 84, no. 4 (2014): 609-639.[10] Wilson, C., Steele, A., Waggenspack, W., Gegenheimer, J. (2016). TheUnsubstantiated Cutoff: Deeper Analysis of Supplemental Instruction Sessions onEngineering Courses. Conference Proceedings of the ASEE, 2016.[11] Dachner, A. M., & Polin, B. (2016). A systematic approach to educating theemerging adult learner in undergraduate management courses. Journal of ManagementEducation, 40(2