graduates/new professionals in CS. Both groups of women were from the sameHistorically Black University in the Mid-Atlantic United States. The questions asked duringthese focus groups covered topics such as: established identity in CS with themselves and others,personal experiences and challenges as a black woman in CS that are gender and/or race related,psycho-social characteristics experienced (e.g. imposter syndrome and confidence), and personalfeedback/recommendations for promoting equity, inclusion, and representation of black womenin CS. Key results revealed that the majority of these women exhibited an identity with CS. Yet,the majority of them also noted a lack of confidence and exhibiting imposter syndrome as part oftheir CS experiences
, “The effect of context on student performance on a homework-styleproblem,” Proceedings of ASEE Mid-Atlantic, Online, 2021.[11] J. Sweller, “Cognitive Load During Problem Solving: Effects on Learning,” Cognitive Science,vol. 12, pp. 257-285, 1988.[12] J. Sweller, P. Chandler, P. Tierney and M. Cooper, “Cognitive Load as a Factor in theStructuring of Technical Material,” Journal of Experimental Psychology: General, vol. 119, no. 2,pp. 176-192, 1990.Appendix: All Survey InstrumentsFBD Survey AThe rectangle is supported as shown in the figure. It has a weight W that acts through the center of gravityat G.Q1: Draw a free body diagram of the rectangle. Do NOT solve the problem, only draw the diagram.Q2: How confident are you about the completeness
when they participated indiscussions and peer reviews applied research activities.MethodsResearch Design. This exploratory quantitative research study examined STEM graduatestudents’ perceptions of metacognition when they participated and completed the appliedresearch course learning modules. Specifically, this study examined how the inquiry-basedcollaborative approach impacted STEM students' perceived individual (self-regulation) andgroup (co-regulation) metacognition when they completed the applied research modules as partof their course requirements.Participants. Participants in this study were graduate students (n=155) enrolled in the AppliedInformation Technology (AIT) courses at one of the public universities in the Mid-Atlantic areain
communication will afford students with thecompetencies necessary to navigate the challenges faced by 21st Century engineers.The authors’ experiences teaching interpersonal communication in technical engineering coursesoffers a roadmap for how professional communication instruction can be effectivelyimplemented even in large-section engineering courses to further discussions around diversity,equity, and inclusion. Furthermore, the authors’ research and experiences working in anddeveloping integrated communication programs in engineering and other STEM fields providesthree unique cross-disciplinary case studies at three different institutions that offer clear andtransferrable recommendations for how communication instruction can be
propose policy is critical. For the leadership section,some highlights of what is covered include discussing the paper “What is EngineeringLeadership? A Proposed Definition” [19], specifically how to define engineering leadership andhow to compare it with engineering management. Also, ten qualities of an effective leader arediscussed and students complete a self-evaluation of their own leadership qualities based on“The Art of Leadership” [20]. Individually, students rate each of the ten leadership qualities(vision, ability, enthusiasm, stability, concern for others, self-confidence, persistence, vitality,charisma, and integrity) on a scale of one to ten (low to high) based on their success in thatparticular area. Then, they provide a self
Program,” presented at the 2006 Annual Conference & Exposition, Jun. 2006, p. 11.1410.1- 11.1410.13. Accessed: Sep. 27, 2022. [Online]. Available: https://peer.asee.org/using-service-learning-to- integrate-k-12-outreach-into-a-first-year-engineering-program[22] M. Lima, “The LSU Community Playground Project: Reflections on 16 Years of an Engineering Service- Learning Program,” Int. J. Serv. Learn. Eng. Humanit. Eng. Soc. Entrep., pp. 492–508, Dec. 2014, doi: 10.24908/ijsle.v0i0.5565.[23] G. J. Delagrammatikas and E. M. Waters, “Development of a Multi-Tier K12 STEM Outreach Program in New York City,” presented at the 2018 Mid Atlantic Section Fall Meeting, Oct. 2018. Accessed: Nov. 22, 2022. [Online]. Available: https
, engineering professors, and business officers.Some liaisons had expertise in civil engineering, electrical engineering, and engineering ethics.Four liaisons were in their first year of serving as a liaison, while one was in his second. Eachliaison supported one or two teachers at one or two high schools. Table 1. Summary of university liaisons’ institutions and involvement in e4usa University Liaison Institutional Year(s) with Number of High School (UL) Number Information e4usa Supported UL1 Private, Mid-Atlantic 1 2 schools (2 teachers) UL2 Public, Southeastern 1 1 school (2 teachers) UL3
, which we utilize to gather data for this study. The setting for thisstudy is an ABET accredited Mechanical Engineering program [16] at a public land and seagrant university in the Mid-Atlantic US with a mid-sized course enrollment (ca. 140 students peryear).Course and Design Project Descriptions“Machine Design” is typically a one or two semester course sequence, usually occurring in thejunior year, that builds upon the fundamentals taught in Statics, Dynamics, and Solid Mechanicswhile also serving as preparation for Senior/Capstone Engineering Design experiences[17,18,19]. Thus, these courses provide a key stepping stone from a more structured learningenvironment to a more open-ended workplace-like environment that serves as a culmination
multidisciplinarity of a team drives communication andargumentation decisions. This study investigated how team multidisciplinary (denoted“disciplinary diversity” of the design team) affects the communication strategies employed bysenior-level engineering design students at a large, public university.MethodsContext and Data Collection. This study was conducted on transcripts of student presentationsgiven for the Fall 2019 Senior Design Showcase at a large R1 university in the Mid-Atlantic UnitedStates. The Senior Design Showcase projects were scoped to solve real-world engineeringproblems experienced by industry sponsors. One of the core components of the Senior Designcurriculum is that teams are multidisciplinary (i.e., the teams include students from
HurricaneKatrina and (3) the student selected research project on an engineered system that negativelyimpacted their local community. For each case, we discuss the learning goals of the givenactivity, how the activity was enacted for the class, and finally draw connections between theactivity and the theories of power it emphasized. After presenting the details of each case weshare our reflections on each of them as instructors. Our reflections explore what went well witheach activity, what challenges it had, and what we might change for future implementations.Study ContextThe three cases reported here all happened in a year-long senior capstone course for a multipledisciplinary engineering degree at a Mid Atlantic University with a large engineering
’ approach toprocess safety judgements [34], [36]. There were five senior-level chemical engineering studentsrecruited from a process safety course at a mid-Atlantic institution for this pilot. Due toscheduling complications, only three students completed all phases of the data collection process.The participants were selected at random after they filled out an interest and consent form. Theirdata has been de-identified as part of the analysis process and pseudonyms were assigned to thestudents (Alex, Bradley, and Charlie). These students were all male, senior-level chemicalengineering students. The selected participants then completed the three-phase pilot researchstudy that took place over the course of the spring 2022 semester. IRB approval was