oninterpersonal skills showing the strongest connection to results8. Effective training is directlyrelated to performance, adaptation, and skills, and indirectly related to empowerment,communication, planning, and task coordination9. Ideally this brief video would be paired with aclass discussion or a reflection assignment to crystalize learning, similar to the reflectionassignment modeled by the students near the end of the video10, but the video can also standalone as an educational tool.Individuals are more motivated by work if they believe it to be important to them personally11,and receive the most benefit from training when they are highly motivated to learn12. As a result,the teaching of team skills and communication, which may seem out of place
26.822.9and computer science students?To address this question, quantitative survey data were analyzed first. The survey findingsshowed that students were most frequently “active or very active” in laboratory groups andinformal study groups and least frequently active in study abroad programs, activities sponsoredby the home college, and women/minority organizations (Table 3). More frequent and activeparticipation in lab groups and informal study groups reflects overall the emphasis and prioritythat engineering students place on their studies,19 while on the other end of the spectrum, theinfrequent participation in study abroad programs is consistent with generally low participationin such programs by engineers nationally,20 and may also be a result
navigate a course to geta good grade and look towards finding a position after graduation or move to graduate school.They have opted into the system that exists to graduate with an engineering degree.If put into a broader context, there are a number of additional reasons to reflect on the currentwidespread lack of professional pedagogical preparation of engineering faculty in the US and itspotential long-term ramifications if no corrective action is taken.It stands to reason that the prosperity and well-being of a nation can be linked to the education Page 26.1596.3and qualification of its population2,3. Therefore, parents as key stakeholders of
National Science Foundation is to support “basic scientific researchand research fundamental to the engineering process.” This doesn’t mean that NSF willsupport any kind of research, as long as it is of high quality. Rather, the perspective atNSF is that they are funding things in the national good [5]. Since it is not possible tosupport all high-quality research, priorities need to be established. This involvestradeoffs between activities that may not be directly comparable. Is solving an openproblem in cybersecurity more important than, say, developing better methods to makebuildings earthquake safe? NSF’s priorities are reflected in program announcements.Even a proposal that is rated very highly by a panel may not get funded if the
approach reflects a foundationalmisalignment in educational philosophies resulting in what might provocatively be characterizedas “bait-and-switch.” The bait-and-switch characterization reflects a mismatch between theengagement logics embedded in most K-12 engineering education and the exclusionary logicsunderlying most university engineering education. While we acknowledge from the start thatuniversity engineering programs are increasingly emphasizing student engagement, the rapidexpansion of K-12 engineering programs has outpaced reforms in higher education aroundengagement, thereby magnifying the problems associated with engineering bait-and-switchexplored in this paper.In popular vernacular, bait-and-switch is often associated with fraud or