restrictions and lockdown from 2020-2022 inmany of the populated cities of the world. The University of Maryland Eastern Shore students (UMES)students in 3 undergrad courses (Introduction to Environmental Sciences; Biology for Honors students; andEcology) and 1 graduate course (Teaching STEM at K-12 schools), and summer-exchange undergraduateengineering and high school interns had the opportunity to research the effects of Covid-19 pandemic onair quality for selected overpopulated cities in the world. The data collected were from March 2020through summer of 2022. The objectives of integrating this research in STEM education are: a) tofind a correlation among air quality parameters because of Covid-19; b) to analyze the effects ofthe pandemic on CO
pedagogies. Journal of Professional Issues in Engineering Education and Practice, 141(1), 05014002.Finelli, C. J., Holsapple, M. A., Ra, E., Bielby, R. M., Burt, B. A., Carpenter, D. D., ... & Sutkus, J. A. (2012). An assessment of engineering students' curricular and co‐curricular experiences and their ethical development. Journal of Engineering Education, 101(3), 469-494.Furco, A. (1996). Service-learning: A balanced approach to experiential education.Garzón, J. (2021). An overview of twenty-five years of augmented reality in education. Multimodal Technologies and Interaction, 5(7), 37.Guntur, M. I. S., Setyaningrum, W., & Retnawati, H. (2020, July). Can augmented reality improve problem-solving and spatial
Paper ID #36960Social responsibility views in science and engineering: An exploratorystudy among engineering undergraduate researchersKassandra Fernandez, University of Florida Kassandra Fernandez is a Graduate Research Assistant at the University of Florida in Gainesville, Florida, where they are pursuing their PhD in Engineering Education (EED). They graduated from Miami Dade College with a B.S. in Biological Sciences and from the University of Florida with an M.S. in Microbi- ology and Cell Science. Before embarking on their PhD journey, they worked as a science teacher at a Title I school in Homestead, Florida and as
, Klan members; b) the group that fails toacknowledge whiteness, i.e., proponents of color blind ideology, and c) white guilt. In addition, adevelopment of a positive white identity necessitates the awareness and interrogation ofwhiteness [46]. This however is a process which involves stages like contact or denial of theracialized context of whiteness. Disintegration involves acknowledgement of white supremacyand systemic nature of racism. In addition to these elements, there is reintegration, where victimsof racism are blamed for their oppression. There are also other stages, the last being autonomy,where white people become active antiracists engaging with other white antiracists andmarginalized communities (people of color and other oppressed
63 100 51 Footnotes: Lecture/Lab < Studio (p<0.015) Lecture/Lab < Studio (p<0.001) a c b Var Lecture/Lab ≠ Var Studio (p<0.0001) b Var Lecture/Lab ≠ Var Studio (p<0.0002)Table 1 summarizes the ANOVA data for the site engineering and urban hydrology courses. Astandard F-test was used to determine that heteroscedasticity of model variances existed betweenthe lecture/lab and studio versions of both classes (pg 126 of [27]). A one-sided test (H0:lecture/lab PS
DesignIn this module, students are exposed to the structured steps in the product design process [9].These steps include (a) customer needs identification, (b) generating target product specificationswith measurable metrics and how to translate customer needs into engineering specifications, (c)how to then systematically generate concepts using concept generation and ideation techniquessuch as external searches including benchmarking, patent searches, talking with experts, andinternal search methods including creative brainstorming and ideation, and concept sketching;(d) how to generate alternative concepts for their sketches and how to relate them to targetproduct specifications; (e) how to systematically rate and rank concepts and select
Passive a, k, s a, k Type of instruction Interactive d, g, i, l, n, u i, l Type of instruction Constructive b, c, h, j, r, t b, j, rFor the actual course, Figure 2 shows the percentage in which, from the students’perspective, the instructor performed or asked them to do certain actions in class, such asdiscussing concepts with classmates and solving problems in groups, among others. For theideal course, students indicate the percentage in which they would like the actions to occuras part of the type of instruction. This is particularly important, since a semester has (onaverage) 30
. Accessed: Apr. 03, 2023. [Online]. Available: www.acnur.org/5d4b20184.pdf[3] Organización de las Naciones Unidas, Convención sobre el estatuto de los refugiados. ACNUR, 1951. Accessed: Apr. 03, 2023. [Online]. Available: www.acnur.org/5b0766944.pdf[4] C. Esguerra Muelle, “La representación periodística de las migraciones,” in Pistas para contar la migración, Bogotá: Fundación Konrad Adenauer, 2019.[5] L. Moll, C. Amanti, D. Neff, and N. González, Funds of Knowledge. Routledge, 2006. doi: 10.4324/9781410613462.[6] M. J. Strickland, J. B. Keat, and B. A. Marinak, “Connecting worlds: Using photo narrations to connect immigrant children, preschool teachers, and immigrant families.,” Sch Comm
expert consensus also illuminates thetopics that have not previously been explicitly named important in a CS2 course (Abstraction,Deep vs. shallow copy, How to choose data structures). These also represent the topics wheremore content and assessment development work is needed.AcknowledgementsWe thank the 17 experts that participated in our Delphi study.References [1] Vicki L Almstrum, Peter B Henderson, Valerie Harvey, Cinda Heeren, William Marion, Charles Riedesel, Leen-Kiat Soh, and Allison Elliott Tew. Concept inventories in computer science for the topic discrete mathematics. In ACM SIGCSE Bulletin, volume 38, pages 132–145. ACM, 2006. [2] Reed-Rhoads, T., and Imbrie, P. K. Concept inventories in Engineering Education. In National
Curriculum”. In Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 35.15678–15686.[9] A. Ottenbreit-Leftwich, K. Glazewski, M. Jeon, C. Hmelo-Silver, B. Mott, S. Lee, and J. Lester. 2021. “How Do Elementary Students Conceptualize Artificial Intelligence?”. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (Virtual Event, USA) (SIGCSE ’21). Association for Computing Machinery, New York, NY, USA, 1261. https://doi.org/10.1145/3408877.3439642[10] S. Anwar, N. A. Bascou, M. Menekse, and A. Kardgar. 2019. “A systematic review of studies on educational robotics”. Journal of Pre-College Engineering Education Research (J-PEER) 9, 2 (2019), 2.[11] A. Álvarez and
) Number of Events Attended Number of Resources UtilizedFigure 1. Distribution of number of events attended (A) and resources utilized (B) by 2021vs. 2022 first-time freshmenTaken together, this indicates that the 2021 cohort of incoming freshmen were more engagedwith college events and utilized more of the available resources, even though many of themtransitioned directly from a high-school experience that allowed very little in-person learning andsocial engagement during their senior year compared to students in the 2022 cohort.First-time Freshmen vs. Transfer StudentsWhen comparing first-time freshmen and transfer students, the primary difference was thattransfer students were significantly more likely to utilize
%. Some students wereenrolled in multiple classes, so we separate responses for each of the different courses in which eachstudent enrolled. Restricting to CSE majors, there are 660 CSE majors who responded at least once in atleast one their courses, of a total enrollment of 732 CSE majors among these courses, a 90% responserate.We use demographic categories based on the available institutional metrics and categories. Race/ethnicityis reported as “Asian/Asian-American” (A), “Black or African-American” (B), “Hispanic, Chicano, Latinoor Spanish” (H), “White/Caucasian” (W), “Not Given or Decline to State” (D). The number of AmericanIndian/Alaska Native respondents was too low to report without risk of re-identification. Gender is reportedas Female
ways limited, by our experiences as white individuals inthe United States.Project OverviewThis IRB-approved, NSF-funded research project included ten focus groups of students who self-identified as neurodivergent and were pursuing advanced degrees in STEM disciplines at an R1university in the Northeastern United States. Recruitment took place via an email that was sharedthrough a listserv for all graduate students and an email from the university’s disability servicesoffice. The focus group participants a) self-identified as neurodivergent, and b) indicated thatthey were completing a graduate degree in a STEM field. Degree programs were classified asSTEM programs based on the university’s list of STEM majors and/or their inclusion on the
Paper ID #38076Interest-Driven Major Pathways for Mid-Program Undergraduate Engineer-ingStudentsMs. Kelsey Louise Scalaro, University of Nevada, Reno Kelsey Scalaro is a doctoral candidate at the University of Nevada, Reno. Her emphasis is on undergrad- uate engineering student identity development with a dissertation focusing on how students access and interpret the recognition of their engineering identities. She seeks to leverage her B.S. and M.S. in me- chanical engineering along with her five years of aerospace industry experience to design project oriented classes that equitably support engineering identity
, and science courses for thestudent per term; 𝑔𝑖 is the grade earned on a 4.0 numerical scale in the 𝑖 𝑡ℎ course; and 𝑐𝑖 is thenumber of credits in the 𝑖 𝑡ℎ course. The conversion between letter grades and GPA points are inTable 2.Table 2: The numeric conversion between letter grades and GPA points on a 4.0 GPA scale. Letter Grade GPA Points A 4.0 A- 3.67 AB 3.5 B+ 3.33 B
expanded on this sentiment by stating, These classes right now are to teach us, you know, the basics of engineering. So, you know getting a B or some B’s in classes or you know a C in a class here and there or you know even having to retake a class in the grand scheme of things I don't think [grades] will have a large effect or impact on you know being an engineer in the future.While this theme was repeatedly identified throughout every participant interview, we alsoobserved participants explicitly differentiated between their identity as a student and theiridentity as an emerging engineer, which we captured in theme 2. When asked if they consideredthemselves to be engineers, each participant provided their own unique
found moremiddle-performance (B and C range GPA) students expected high stress from oral exams,compared to high-performance (A-range GPA) and lower performance (below C GPA) students(p-value = 0.0005 for A and B students, and p-value = 5e-06 for A and C students). 52% ofB-range GPA students and 64% students agreed or strongly agreed that the stress from oralexams would be excessive, compared with 43% A-range students.Students’ prior oral exams experience also impacts their expectations of stress. A pre-surveyquestion asked the students how many times they have had oral exams before, with answers of “never”, “yes but not for credits”, “once/ twice”, “several times”, and “many times”. Based on thepost-hoc analysis to compare the different levels
,” New Technol Work Employ, pp. 1–20, Dec. 2021, doi: 10.1111/ntwe.12226.[2] R. Stevens, A. Johri, and K. O’Connor, “Professional engineering work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York, NY, USA: Cambridge University Press, 2014, pp. 119–138. doi: 10.1017/CBO9781139013451.010.[3] B. Williams and J. Figueiredo, “Engineering practice as an emerging field of inquiry: A historical overview,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, LA, USA, Jun. 2016, pp. 1–12. doi: 10.18260/p.26660.[4] G. Kunda, Engineering culture: Control and commitment in a high-tech corporation, 2nd ed. Philadelphia, PA, USA: Temple University Press, 2006.[5
., Roy, P., & Zaidman, B. (1986). Oral interaction incooperative learning groups: speaking, listening, and the nature of statements made by high-,medium-, and low-achieving students. The Journal of Psychology, 119(4), 303–321.[6] Jassawalla, A., Sashittal, H., & Malshe, A. (2009). Students’ perceptions of social loafing:It’s antecedents and consequences in undergraduate business classroom teams. Academy ofManagement Learning and Education, 8, 42–54.[7] Felder, R. M., & Brent, R. (2016). Teamwork skills. In Teaching and Learning STEM: APractical Guide (pp. 245–269). John Wiley & Son.[8] Jaiswal, A., Karabiyik, T., Thomas, P., & Magana, A. J. (2021). Characterizing teamorientations and academic performance in cooperative
neighboring corridor, and then extending further toinclude the entire floor and building. Figure 3 shows an example of scans for small objects thatwere created as an early task for students to build their competency. In Figure 3(a), a studentcaptures the Man on a Bench artwork sculpture at the IIT campus [13] and in Figure 3(b) andFigure (c) they capture an object in their daily interactions. (a) (b) (c)Figure 3. Scans of small objects.Figure 4 shows the scan of the room that was created to show how the scans could create a smalloffice area. This task required taking at least more than one scan and students had to learn how totake scan segments, merge the scans, and visualize the
testing the test was split into subtests A and B (each comprising half of theoriginal 25 TMCT items) of equal difficulty. One item was eliminated from the selection due toits excessive difficulty among preliminary testing participants. Thus two distinct TMCT formswere developed from this work.Population A total of 196 BLV participants took the TMCT from 2018-2022. 178 participants chosethe tactile graphics format answer sheets, and 18 used large print. Data on the participants'gender was not collected. Each participants’ age was not specifically requested, however allparticipants were between the ages of 14 and 65+. The pre-COVID-19 data comes from 119participants who took the TMCT between July 2018 and early March 2020 before the onset
/00221546.2020.1775058.• [4] C. B. Wright and N. L. Vanderford, "What faculty hiring committees want," Nature Biotechnology, vol. 35, no. 9, pp. 885-887, 2017.• [5] M. A. D. Sagaria, "An exploratory model of filtering in administrative searches: Toward counter-hegemonic discourses," The Journal of Higher Education, vol. 73, no. 6, pp. 677-710, 2002, doi: 10.1353/jhe.2002.0055.• [6] N. Bhalla, "Strategies to improve equity in faculty hiring," Molecular biology of the cell, vol. 30, no. 22, pp. 2744-2749, 2019.• [7] A. Jonsson and G. Svingby, "The use of scoring rubrics: Reliability, validity and educational consequences," Educational research review, vol. 2, no. 2, pp. 130-144, 2007, doi: 10.1016/j
International Conference on Unmanned Aircraft Systems, Dubrovnik, Croatia, 21-24 June 2022.[4] Ossyra, S., Chen, Z., Lee, R., Ahmad, A., Pham, R., Fenstermacher, K., and Bhandari, S., “Tangent-Based Method for Collision Detection and Avoidance System for UAVs using ADS-B Transponder and ADS-B Like Solution,” Proceedings of International Conference on Unmanned Aircraft Systems, Dubrovnik, Croatia, 21-24 June 2022.[5] Moffatt, A., Turcios, N., Edwards, C., Karnik, A., Kim, D., Kleinman, A., Nguyen, V., Ramos, V., Ranario, E., Sato, T., Uryeu, D., and Bhandari, S., “Collaboration between Multiple UAVs for Fire Detection and Suppression,” Proceedings of International Conference on Unmanned Aircraft Systems, Hybrid
Paper ID #38004Advancing Student Perspectives through Bi-Institutional HemisphericCollaboration in Humanitarian EngineeringProf. Aaron Brown, Metropolitan State University of Denver 1st author: Aaron Brown is a professor and program director at Metropolitan State University of Denver in the Department of Engineering and Engineering Technology. He has directed much of his work towards a focus in the areas of Appropriate Design, Humanitarian Engineering and Humanitarian Technology. Dr. Brown has worked on projects that help marginalized or vulnerable people all over the globe in such locations as Costa Rica, the Dominican
at the University of Maryland. She has expertise in physics education research and engineering education research. Her work involves designing and researching contexts for learning (for students, educators, and faculty) within higher education. Her research draws from perspectives in anthropology, cultural psychology, and the learning sciences to focus on the role of culture and ideology in science learning and educational change. Her research interests include how to: (a) disrupt problematic cultural narratives in STEM (e.g. brilliance narratives, meritocracy, and individualistic competition); (b) cultivate equity-minded approaches in ed- ucational spheres, where educators take responsibility for racialized
., & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124(2), 240.[11] Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students' engineering self-efficacy: A validation study. Journal of Engineering Education, 105(2), 366-395.[12] Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, critical agency, and engineering: An affective model for predicting engineering as a career choice. Journal of Engineering Education, 105(2), 312-340.[13] Sorby, S. A., & Baartmans, B. J. (2000).The development and assessment of a course for enhancing the 3‐D spatial visualization skills of first year
, 1999, pp. 57 – 77.[5] Z. Kövecses, Metaphor: A practical introduction, 2nd edition. Oxford: Oxford UniversityPress, 2010.[6] D. Gentner, “Metaphor as structure mapping: the relational shift,” Child Development, vol59, pp. 47 – 59, 1988, doi: 10.2307/1130388.[7] D. Gentner and B. Bowdle, “Convention, form, and figurative language processing,”Metaphor and Symbol, vol 16, pp. 223 – 247, 2001, doi: 10.1207/S15327868MS1603&4-6[8] G. Fauconnier and M. Turner, The way we think: Conceptual blending and the mind’s hiddencomplexities. New York: Basic Books, 2003.[9] T.L. Brown. Making truth: Metaphor in science. Champaign, IL: University of Illinois Press,2003.[10] C. Müller, “Waking metaphors: Embodied cognition in multimodal discourse,” inMetaphor
Community College’s (NOVA) Data Center Operations (DCO) Tech projectis funded by National Science Foundation’s (NSF) Advanced Technological Education and isintended to strengthen data center and engineering technology career pathways in the region. Theproject has the following components: a) an engineering technology bridge program for highschool students, b) a career development & leadership program to prepare existing students forthe job market, and c) an externship for K-12 counselors to expand their knowledge andawareness of the industry and student opportunities. This paper investigates the extent to whichthe K-12 externship improved participant knowledge of regional career pathways in the datacenter industry and fostered intentions to
the student starts to have problems completing the work, then you can either (a) help them or (b) you know that the student is not what you expected. If you give a new student a project that you don't know how to complete, then you don't know if it is the student or the problem.He also advises asking this question: “‘and how will you evaluate that?’ There are lots of greatresearch ideas, but if we can't evaluate it, we can't get a paper published on it.”Be sure to talk with your student and set goals for each year they are in the graduate program.An Individual Development Plan (IDP) can be used [Marcus 2016]. This involves identifyingcareer goals, assessing one’s own knowledge, and discussing how to overcome weaknesses
regularly throughout the semester.References[1] M. K. Hartwig and E. D. Malain, “Do students space their course study? Those who do earn higher grades.,” Learn Instr, vol. 77, p. 101538, Feb. 2022, doi: 10.1016/J.LEARNINSTRUC.2021.101538.[2] A. Latimier, H. Peyre, and F. Ramus, “A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention,” Educ Psychol Rev, vol. 33, no. 3, pp. 959– 987, Sep. 2021, doi: 10.1007/S10648-020-09572-8/FIGURES/4.[3] C. R. Bego, P. A. Ralston, K. B. Lyle, and J. Immekus, “Introducing Desirable Difficulty in Engineering Mathematics with Spaced Retrieval Practice.” Jul. 26, 2021.[4] R. F. Hopkins, K. B. Lyle, J. L. Hieb, and P. A. S. Ralston, “Spaced