graduate study, whetherthe student’s family will be supportive of graduate study, and when the student might attendgraduate school. There was also a related query about the highest degree the student planned toobtain. Six of the queries employed a ten-point rating scale while the other two were multiple-choice questions from which one response was to be selected. Summaries of the responses ineach topic area follow.The differences between the IRAP and R2R cohorts are clearly reflected in the ratings submittedfor the queries that used ten-point scales (Table 4). The R2R group submitted higher ratings forevery query which reflects their status as upperclassmen and proximity to graduate study.While increases in means existed from pre- to post
interest, and this discrepancy isfurther reflected during the college application process. This mismatch cultivates a system ofexclusion for minoritized students: students are led to think they can succeed during outreach,only to be told they are not allowed in during recruitment.Holloway et al. [44] listed 11 major factors used to admit or deny students during the collegeapplication review process by IHEs in the years 2006-2010: (1) “subject matter expectations (thenumber of semesters of math, science, English, social studies, and foreign language that eachstudent is required to have taken in high school), (2) overall high school grade point average(GPA) (3) core high school GPA (English, math, science, foreign language, and social studiesclasses
in the number of units and modes of instruction for individual courses. • There are many university level committees making decisions (common courses committee, university conversion committee, undeclared majors committee, calendar committee) that effect the program. Get faculty to serve on those committees. • There was no formal methodology used. The program did prepare a reflection report looking at five other programs before starting.Our a priori expectation was that this is a parallel process and a once-in-a-generation opportunityto take a fresh holistic look at the curriculum. It was surprising that both programs interviewedtold us not to do that. There was not time in the conversion schedule to do that
conference papers, rather than including manydifferent types of sources. The rubric scoring criteria were revised to reflect this emphasis, andall scores for that outcome were updated to reflect the updated rubric (see Appendix A).The final ratings were then combined into a total rubric score. Course scores for each report, as apercentage of the total possible score, and the percentage of graduate students on each team werecomputed as well in order to compare the final data from the two semesters in the sample. Two-sample t-tests assuming unequal variances were used to look for statistical differences betweenoutcomes for the Summer 2021 and Summer 2022 data. As no significant differences wereidentified, average scores for each rubric outcome were
. The numbers of participants (total and for girls) are listed in Table 1, below. Because wefocus on the fourth and fifth grade girls who participated and because we do not have largeenough numbers to disaggregate by race or ethnicity, we do not report race or ethnicityinformation of the participants in this study. However, we want to note that the students whoparticipated in the research reflected the gender and race distributions of their schools and schooldistricts. Across the three years of this study, the student populations of the larger study and inthe focal schools were 2% American Indian or Alaskan Native, 8% Asian, 15% Black or AfricanAmerican, 21% Hispanic or Latinx, 0% Native Hawaiian or Pacific Islander, 49% White, and 5
areversed in this and many other tools that are far more advanced?Dr. Watford later comments on how curricular change does not need to happen all at once.Indeed, change an assignment, change a module, do this over time. She also reflects on howstudents do not do their homework. Why? Because faculty do not have the time to grade theassignments. She goes on to suggest the use of digital technologies to not only submit homework,but to grade it. She is certain that the practice of homework and feedback can only help. She alsogave the example of using data analytics to assess student performance. Again, use thetechnology! Dr. Watford also offered that computer science students could take on how todevelop electronic homework, how to grade it, and more
University (OSU), earned a Ph.D. in Bioengineering from the University of Pennsylvania, and an M.S. and B.S. in Biomedical Engineering from OSU.Dr. Monica Farmer Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor and Chair in the Department of Engineering Education at The Ohio State University. Prior to this appointment, she was a Associate Professor in the School of Engineering Education at Purdue University, the Inaugural Direc ©American Society for Engineering Education, 2023 Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and PositionalityAbstractIn this reflection
white and Asian, and 80% identify as men [3]. Usinga sample representative of the discipline would result in an instrument that not only did notaccurately reflect participants who are neither white, Asian, or men, but also would notaccurately reflect the nuance within minoritized groups. For example, Black computingundergraduates attending an HBCU may have differing academic experiences (as part of thedominant racial group on campus) from those attending PWIs (who are part of a non-dominantgroup both in computing and on campus). Students may also be part of a non-dominant group(e.g., race) and dominant group (e.g., gender or ability) based on different parts of their identity.In addition, Cross et al. [1] note that because people from non
had the occasion or courage to explore.” [1] Before Ibecame chronically ill as a person assigned female at birth, I rarely considered that the decisionsthat engineers made were as much social and political as they were technical. The decline in myhealth coincided with a strong desire and motivation to self-reflect and interrogate how engineersshaped medical realities, realities I dealt with every time I entered a clinic and failed to receive adiagnosis or a regime of care. Autoethnography inspires an analysis of the gaps in technologythat harm populations, how expertise-driven engineering cultures exacerbate these inequities, andwhy critical reflection alongside communities with lived experiences of health injustices canimprove the way we do
designed to address this training gap and transcendcommunication barriers between disciplines while promoting team science through creation ofan integrated inter-disciplinary educational model that reflects rapid advances in microbiomeresearch and the need for both interdisciplinary research and professional skills to address thesechallenges [6]. This paper reports on the evaluation of this project over five years with a focuson challenges identified in training graduate students with different entry level skills and acrossdisciplines. Strategies and training elements implemented to successfully address thesechallenges were made possible through close collaboration between the evaluation team andproject leadership who were highly responsive to
training project realization would be part of the moreall-encompassing scope of ITL as discussed in the section “ITL future work and applicability toscalability” . As with any cultural change to how students understand learning, it is advisable that instructorswho are adopting Inquiry over Transmission spend time explaining the method to students, sharing thevisual diagram of the different stages of Inquiry, and providing scaffolds, such as graphic organizers thatprompt students to reflect while engaging in what may be a very new and foreign approach to learning.The more explicit instructors can be about the value they place on learning through Inquiry, how thishappens, challenges students face initially, and other factors, the better
it is important for programs to helpstudents to quickly adjust to the program and to build upon their identities as researchers [7].Sense of Belonging This study utilizes Strayhorn’s [4] definition of sense of belonging, which refers to afeeling of mattering or being connected and can be seen as a reflection of the supports that existwithin a given context. According to Strayhorn [4], a student’s sense of belonging has beenfound to be related to the retention, specifically, of women students majoring in STEM fields.Literature focusing on sense of belonging for women engineering majors has shown that womenfeel a lesser sense of belongingness than their men counterparts, contributing to a lower rate ofretention for women in engineering
the project andhelp the student further their academic careers. Most of the students from the first year’s cohortare now working in the research lab of their mentor and/or organizing and mentoring the nextyear’s cohort.2.2. Logistics of Fellowship Program Operation2.2.1. Fellowship Application and Selection Process Program coordinators recruited mentors through email listservs and professionalnetworks. Mentors included professors, graduate students, and working professionals whostudied sustainable water resources. Water resources is a highly interdisciplinary andcollaborative field. Mentor disciplinary backgrounds reflect the wide variety of skills andknowledge needed to solve this grand challenge, and include environmental and water
aggression. As researchers have explicitly stated that individual attitudes toward diversity, personal experiences, and the presence or absence of specific practices do not reflect diversity climate [28], evidence of this climate was limited to emergent themes from qualitative studies [67][75][83]. Thus, we also excluded papers based on autoethnography or findings relying on unique statements reflecting the experience of a lone participant. Cultural mosaic beliefs climate: perceived cultural diversity [30][31] is a recent addition to the climate literature. We included it in our framework due to the high proportion of international students in engineering doctoral programs. Perceived cultural diversity climate is defined as how well
and enthusiasm,then students tend to reflect those emotions. Not surprising, if teachers show contempt or a lackof interest in a particular problem or body of research, students’ emotions of boredom, irritation,or anxiety surface [4]. If “both knowledge and emotion are inescapably matters of concern ineducation is one which has been reached by generations of teachers, parents, and educationistsfrom the time of Plato to the present day,” [5, p.229] why are discussing the importance ofemotions within the engineering classroom (and field in general) is still seen as taboo?Theoretical/conceptual frameworkSymbolic Interactionism To better understand the focal group for this study, we must explain the framework ofsymbolic interactionism that
their self-efficacy and perceived institutional support given a genderperspective. In light of the above the following reflections may be made given the literaturereview already reported on. Table 6. Results of the correlation tests by using spearman's coefficient of correlation for the total sample. SEf SB-g SB-i IS SEf CC 1,000 .503(**) .493(**) .083 Sig. (2-tailed) . .000 .000 .136 N
to feelings of success, and the qualities of mentorship thataffected STEM identity.The research of Dou and Cian (2022) quantitatively determined the significant contribution ofhome support in self-recognition as a STEM person and in the development of a STEM identityin URM undergraduates [5]. In this study, the qualitative analysis of interviews from three highschool student interns, two parents and two faculty mentors reflect what is seen at theundergraduate level - authentic science lab experiences result in an increase in STEM identityand interest. The positive influence of direct faculty mentorship in a research experience alsomirrors what is seen in UREs. Two unique themes emerged from this study – the importance ofthe parent
core values, the institution can prioritize the skills and knowledge thatare most important to them and their audience, and design microcredentials that reflect thosepriorities. For example, if an institution values innovation and cutting-edge technology, itsmicrocredentials should reflect that by incorporating the latest trends and technologies in the fieldof data science. If the institution values hands-on, experiential learning, its microcredentials shouldinclude opportunities for learners to apply their knowledge and skills in real-world scenarios.Defining core values can also help to ensure consistency and coherence across differentmicrocredentials offered by the institution. Without a clear understanding of the core values andmission of
questioning if she should bean engineer, which seemed to be a common feeling within her social circle. Today, as a recentgraduate, she explains that she sees engineering as a career and something that she is passionateabout, but not as an integral part of her because this status could change over time.Lastly, when reflecting on her identities within the context of civil engineering, Camille sharesthe following thoughts: “I think about when I was a kid, and I didn't see people who looked like me or who were like me. I wonder if I had met someone who was like me, would that have helped me? That makes me want to be that for someone else, I want to motivate people. You can't change anything if you don't start with yourself. I
acknowledges the unique experiences and identity development of male andfemale students who identify as Black. How they have achieved different stages of their racial identitydevelopment affects their STEM reflective identity, competence/ability, value/interest, and assimilationinto STEM culture [10]. Black males and females construct their STEM identities as they develop theirgender identities. Collins [10] notes how racial identity development and gender identity begin to formbefore the development of any STEM interest. The relationship between Black students' gender-basedracial identity and their interest and persistence in STEM is complex. Collins [10] places the gender-basedracial identity of a student in the center of the visualization to mirror
interest in and/orconfidence in civil engineering as a profession. The name generator survey may includequestions like, "What is their name?" "What best describes their gender?" "What kind of work dothey do?" and "What best describes your relationship with them?" The participants wererequested to list at least five individuals who, in their opinion, had a significant influence on theirdecision to pursue a profession in civil engineering. Sociogram Participants were instructed to draw a sociogram that represented their alters for theresearcher. Network diagrams with nodes that symbolize individuals and ties that reflect theirconnections are referred to as sociograms [52]. The researcher gave participants the followinginstructions as
third-partyplatforms are two widely used models at present in China2. In both modes, students completetraining sessions in real world engineering environment outside the universities. In the first modeof cooperation, universities use their previous cooperation basis to directly cooperate with theindustrial practice bases for jointly cultivation. While in the second cooperation mode, thethird-party platform integrates the demands of universities and companies to build a matchingbridge between the two parties. In this paper, two cases from China are selected to explore thecorporation under the two modes. The integration between university and industry to cultivateprofessional degree students in engineering is reflected in the key parts in the
proposed changes after they're implemented. The changes are reflected in a gamedashboard that displays information about the different variables that affect the systems' behaviorand balance.The player has a monthly budget, an initial inventory of species, and an estimated number ofvisitors as an entry point. All this information is available in their dashboard. They can use theirbudget to commission surveys of species or other park features and/or hire rangers for specifictasks such as removing an invasive plant species or creating park programs. The player willreceive a bonus when certain goals are met. New goals and problems may be introduced as eachpark level proceeds, and each level is won when all goals have been completed and the system isin
% 9% 28% 2017 - 2018 459 students 7% 44% 17% 31% First Year Second Year Third Year Fourth Year Fifth Year Sixth Year Seventh Year Eigth Year Have not graduated Figure 3: FTIC College of Engineering and Computing Students Graduation RatesThe number of FTIC STEM and EC students who graduate on time at FIU has been increasingover the past eight years as presented in Figures 2 and 3. This reflects an encouraging shifttowards more students graduating in four to five years and fewer students not graduating and
of programmatic efforts for the first cohort year. We recognize that thestudents in the program, in some ways, reflect the views typical engineering and/or computingstudents, as many programs emphasize internship pathways as crucial. In other ways, thestudents in the program have higher demonstrated financial needs than other students, which mayincrease their economic anxiety and desire for a secure well-paying job.We are conducting qualitative interviews and observations on the program as well, discussed inanother paper [15]. As we continue to provide feedback to improve the responsiveness andmessaging of the programming, we will continue to monitor the overall patterns of interest in thepathways and, eventually, the pathways that students
● Suggestions include (employer facing): help explaining multidisciplinary pathways to prospective employers and grad schools, connections to alumni, mentoring, overall better marketing/awarenessDiscussion and Recommendations for Future WorkResults from the analyses presented in this paper support the need for and value of nontraditionalundergraduate engineering pathways and other faculty negotiating multidisciplinary pathways inengineering settings. Student voices are an important contribution of departments and colleges asthey develop strategic statements and learning outcomes for the next generation of engineers,especially if they desire the populations of engineers to reflect the populations of theircommunities.The most popular emphasis in
hold both an insider(on racial identity and/or professional identity and/or doctoral student vs. faculty status) andoutsider (along same dimensions) role. We prioritized alignment along racial identities during datacollection to prioritize the comfort of co-constructors, and we were intentional, individually andcollectively, in considering our simultaneous insider / outsider perspectives during the meaningmaking process. We considered the diversity of identities and reflection about them during ourprocess to be a strength and an example of our explicit consideration of ourselves, researchers, asinstruments (Secules, et al. 2021). As a team, we also approached this work with collectiveawareness of the existence of systemic racism and its impact
the lockdown. Figure 2. Correlation Coefficient Matrix of the pollutants for Kolkata6.0 Experiential Learning Outcomes, Assessing Data Analytical and Problem-SolvingSkills, and Grand Challenges of EngineeringThe interns and the high school senior through their reflective essays on their learning experiencesduring the beginning and the end of the course demonstrated their perspective of acknowledgingthe big picture; ability to apply knowledge gained to real-world situations; and displaying empathyby perceiving the challenges of the pandemic, and the extent the underrepresented populations aredisproportionately affected.Experiential Learning OutcomesSome of the experiential learning outcomes included the following: a
development of technology [18]. These values tend to reflect the interests andneeds of those who have historically held power in society [16, 20, 22].The idea that technology is not neutral and is designed by humans also brings to questiondeterministic narratives of technology. Technological determinism assumes that technologydevelops in a self propelling fashion, where new technology is inevitable and humans mustsimply accept and adapt to it [23]. This framing absolves the creators of any responsibility inanticipating harm and designing to mitigate the negative impacts of the technology they design[17]. As technology is created by people, who live and work in societies, it inherently embodiesthe social norms, ideologies, and practices of societies