careerchoice34. In other words, these quantitative data suggest that cis-identifying students are morelikely to persist in engineering and attempt to change themselves or the world around themthrough the use of engineering. Meanwhile, lower Conscientious and higher Opennessmeasurements reflect a lower need to conform to social norms and a greater acceptance ofexperiences unlike their own. Cis-identifying students are confident within engineering but aremore likely to accept individuals who differ from themselves. Through an examination ofcisgender engineering students, we have elucidated a group of students who could positionthemselves as changemakers within engineering culture for the benefit of minority populations.When examining the experiences of
academics, leadership,professionalism, and community support; develops pre-college and college students ontheir academic journey; and builds a support network for advancement throughopportunities that encourages engineering students to interact with their peers, faculty,alumni, and corporate representatives.VisionThe EOE program’s vision is to create a student body at the Cockrell School ofEngineering and the University of Texas at Austin that reflects the diversity of thecollege-age population within Texas.About MITE Enrichment ProgramFormerly known as the MITE Summer Camp, established in the 1980s, the programstrived to increase the number of minority students in engineering by inviting 100students to the UT Austin campus to become excited about
process but that don’t travel to the chapters partner community inEl Salvador, and those that are involved in the design process on campus and also travel to work with thecommunity.Currently, this project is attempting to understand the different instruments available to investigatestudent’s global competency and preparedness to work globally and how to measure and understand thedifferent models used in these six different groups. This paper will expand upon and reflect upon differentoptions for the project.Global engineering competencyIn engineering, global engineering competency can be seen as inhabiting three dimensions of technical,professional and global domains which contain the skills and attributes of a globally competent,professional
organizing preparation for the next general review. Previously, he has worked in promoting reflection in courses within Stanford University.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education
(summarized, by priority, in Table 1, below) include innovation;engineering education best practices; preparing students using a hands-on, project-based approach; integrating the traditional lecture format and laboratoryexperiences into a seamless “class-lab” format; strong professional developmentand service learning components; and an emphasis on a broad base of core skills,complemented with depth in focused concentrations: mechanical engineering(manufacturing focus) and chemical engineering (pharmaceutical focus). The initialconcentrations reflect regional and state engineering employment opportunities,the university’s historic strength in the health sciences, a forward-looking view ofengineering in the 21st century, and a desire to attract a
. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. We also wish to acknowledge the many faculty mentors who contributed tothis project, as well as the Bureau of Sociological Research at UNL for assisting with programevaluation.References Cited[1] Cesar Guerrero, Miguel Labrador, Rafael Perez, 2007, “Enhancing the Global Perspective ofREU Site Students,” ASEE 2007 Annual Conference & Exposition, Honolulu, Hawaii.[2] Robert Nerenberg, 2006, “Challenges and Opportunities in Working With Minority/OverseasREU Students,” ASEE 2006 Annual Conference & Exposition, Chicago, Illinois.[3] Terri Camesano, David
. interviews 2007 Student Engagement 2015 demographics 2007 9. Etkina and Harper. (2002) Weekly Reports: Student Reflections on Learning. An Assessment Tool Based on Student and Teacher 3a an ability to apply knowledge of mathematics, science, and engineering Student surveys Formative Chong Calibrated Peer Review Formative, Carlson Student and community Formative Elrod Feedback. Journal of College Science Teaching, 31 (7): 476
ideas of existence (that something physically existsin the world) and essence (the underlying rationale for a thing’s state of being) have becomedecoupled. This decoupling, i.e. disconnect of artefacts from the natural world, has led tomeans being separated from ends leading to a crisis for civilization (MacIntyre, 2009). Itmay be that our disconnect from the essence of existence triggers a need for control that isexpressed through mastering technology. Feenberg framed technology dialectically on twoaxes: (1) whether technology reflects or stands separate from human values, and (2) whethertechnological developments can be managed by humans or are ultimately incontrollable(Feenberg, 2006; Mitcham, 1994). Mapping definitions to these axes
a desire to effect social change. As indicated by Keating, nepantleros and nepantleras usetheir views to “invent holistic, relational theories and tactics enabling them to reconceive or inother ways transform the various worlds in which they exist” (p. 9).4 Thus, we argue that Latinxadolescents not only solve engineering problems using their ways of knowing, but also becomeagents of change and inspire others to do the same.Researcher’s PositionalityQualitative research is impacted by the researcher’s worldview, background, identities,experiences, and assumptions. Thus, within ethnographic approaches to research, it is importantto reflect on one’s biases, values, and experiences and make those explicit through reflection.14Reflexivity
engineer’s identity(Anderson, Courter, McGlamery, Nathans-Kelly & Nicometo, 2010). Problem solving ability isheavily emphasized in engineering education. However, engineering education has beencriticized for emphasizing problems that may reflect students’ ability to work with formulatedand represented problems, but that do not resemble the types of problems students will encounteras professional engineers.However, despite engineering educators’ efforts to align the school and work contexts, scholarshave noted that there is a scarcity of systematic analyses of engineering work (Trevelyan & Till2007, Stevens, Johri & O’Connor 2013). Moreover, Trevelyan (2010) pointed out thatengineering education operates on a model of engineering as
ofdifficulty in psychometric testing and thus the items might require additional testingmethodologies to ascertain their internal consistency [24].Factor Analysis was used to support the validity of the survey. Confirmatory Factor Analysiswas applied based on the four a priori item groupings we had previously identified on aconceptual basis, yet while the group of items reflected a great deal of homogeneity within theseconstructs, the methodology failed to identify the underlying latent patterns. Exploratory FactorAnalysis (EFA) has long been used by psychologists to test the latent factors of humanintellectual abilities. Proposed in late 19th/ early 20th century by the English Statistician SirFrancis Galton and later propagated by statisticians like
invested in particular activities was,in part, a measure of the student’s involvement. Further, Astin suggested that the learning anddevelopment associated with participation in a particular academic or social program is directlyrelated to students’ involvement in the program. Finally, involvement theory depicts time as avaluable resource to students, suggesting that activities wherein students must expend theresource of time reflect, to some degree, students’ priorities, interests, and long- and short-termgoals. Educators, Astin posited, are “competing with other forces in the student’s life for a shareof that finite time and energy,” which are directly related to “the extent to which students canachieve particular developmental goals” (e.g
negatively skewed.The CA scores were negatively skewed because they are the representation of the class activitiesthe students did in class. The authors corrected these violations by reflecting and square roottransforming the CA scores. The data was tested for normality after reflecting and transformingthe data, and the normality was met to run a regression analysis with the transformed data.CALC-IIICA scores in CALC-III violated the regression assumptions of normality and homoscedasticity.The CA scores were negatively skewed. To correct these violations, the CA scores were reflectedand square root transformed. Normality was met after transforming the data.CALC-II-2TFor this model, the original data for UL scores violated the regression assumption
Leaders from Baccalaureate-Granting Institutions. 2011, College Board. 10. Hrabowski III, F., Fostering first-year success of underrepresented minorities, in Challenging & Supporting the First-Year Student, M.L. Upcraft, Gardner, J.N., and Barefoot, B., Editors. 2005, Jossey-Bass: San Francisco, CA. p. 125-140. 11. Jewett, S. and Martin, S. “STEM Transfer Success: The Value of Critical Reflection and Shared Responsibility.” Evollution. Published online, August 20, 2015.http://evolllution.com/attracting-students/accessibility/stem-transfer-success-the- value-of-critical-reflection-and-shared-responsibility/ 12. Jewett, S. and Martin S. “STEM Transfer Success: Reflecting on Lessons Learned.” Evollution
, the question remains, howshould those programs be tailored to best match the needs of teachers in rural areas? Toanswer this, we identify notable areas of low confidence and high benefit from responsesof rural teachers to the survey.From section one, the area of least confidence among rural teachers was their ability toimplement the NGSS in their classrooms, as measured by agreement to the followingstatement: “I feel confident enough in my foundational engineering knowledge levels tobe able to develop and deliver engineering content focused on applications that satisfyengineering standards in the Next Generation Science Standards (NGSS).” (M = 3.8 on a7 point scale, centered at 4) This weakness was reflected across all demographiccategories
% thought parents would be “interested” and28% thought parents would be “in the middle.” These differences across staff and parentsresponses may reflect staff members’ own hesitation about the topic as appropriate for earlychildhood education, as well as feelings that there are already many other content areas that theprogram must cover.Families and staff primarily associate engineering with building and constructionDespite their excitement and interest, both parents and staff members indicated a somewhatnarrow perception of engineering, although a large minority of respondents mentioned planningand problem solving. Table 1 highlights the most common coded response categories for eachgroup and the frequency of responses within each category
tocurriculum planning and teaching coursework for all courses with a civil engineering specificdesignation. ABET and ASCE prefer that civil and environmental engineering faculty to belicensed in order to teach any course with significant design content, typically reflected in thecourse title and catalog description. The civil engineering faculty members are currentlylicensed as professional engineers while the environmental engineering faculty members arelicensed or in process of professional licensure as of the start of the fall 2016 semester.The Need for New Engineering ProgramsCurrently, thirty-two public and private universities in Texas graduate approximately 10% of allengineering students in the USA, about 65,000 current students in total as of
shaping), it is especially relevant when makingdecisions regarding how to synthesize these results into practice. Any changes to assessment mustalways be accompanied with reflection about how changes might affect different people, inparticular those who have been historically disadvantaged. In short, we caution against rushing toFigure 1: Screenshot of ELAN during data analysis. The large pane contains the screen capturevideo, the smaller window shows the front facing camera of a member of the research team fordemonstration purposes. These two video streams, and the audio, are played in sync using theplayback controls below the video panes. Below that we see the audio waveform and customdefined tiers, ELAN’s term for a single analytic layer of
English Language Arts (ELA)classrooms. Other researchers, however, have studied discourse in science classrooms todetermine what teacher discourse moves promoted dialogic spells in whole-class discussions.Zhai and Dillon, for instance, found that when teachers used storytelling and analogies to teachaspects of botany, their students were more likely to construct elaborate verbal explanations intheir subsequent discussions.11 McNeill and Pimentel’s research in urban high school classroomsin many ways reflected the findings of Nystrand and colleagues.6 They found that dialogicdiscourse was more likely to occur when science teachers made explicit connections to previousstudents’ comments and when they asked “open-ended questions,” or questions that
thinking competencies in the context of problem solving in children. The computational thinking competencies which most frequently appeared in educational apps appropriate for K-2 aged children.Each of the two researchers engaged in this process first coded one app individually. Next, weshared our experiences and findings to come into agreement about what certain activities in theapps required users to do. We then were able to generate examples and non-examples ofcomputational thinking. As we developed a collaborative understanding, we modified thecodebook with examples and non-examples reflected in Appendix 2.Next we used the codebook from Appendix 2 to code all 41 apps. Researchers spent exactly 30minutes
, anddid not allow students a chance to feel they were working on something “real”.The 2016 implementation modified the course in several ways. The list of topics covered wasaltered to reflect those topics most directly relevant to the evaporator. Most notably, transientconduction, analogous mass transfer, and computational methods were dropped, and boiling wasadded. Other topics were expanded (convection) or de-emphasized compared to the 2015 course.Initially, it was anticipated that the format of the course would move away from lecture and moretowards directed analysis of the evaporator. However the course ended up enrolling a singlestudent*, who expressed a strong preference for lecture-style class meetings. Out of respect forthis preference
a multi-institution study that queried students about the primary factor that influenced theirdecision to leave engineering, 8% of student respondents indicated that they found the curriculumtoo narrow; one female student reflected, “The curriculum was extremely narrow…there was littleto no room for any humanities…or any other type of class. I feel that this is a major failing of theengineering program.”9The same question about the potential impact of curricular choice applies to computing, which—like engineering—suffers from gender diversity that is not representative of the population at large,nor the over 50% of bachelor’s degrees earned by women in the U.S. each year.10 In 2014, just 14%of computer science and 12% of computer
full study includes quantitative and qualitative assessmentsin the form of surveys, focus groups with students, and evaluation of student work (lab reports ororal presentations) for quality and content by two external reviewers. Student learning styles(active/reflective, sensing/intuitive, visual/verbal and sequential/global) were also assessed usingthe Index of Learning Styles Survey (ILSS) by Felder and Solomon. Data was collected at threedifferent institutions: a public, land-grant minority serving institution, a private minority servingliberal arts college for women, and a private, predominantly white liberal arts college. A controlgroup of students experienced a traditional laboratory or seminar and an intervention groupexperienced case
. Itrecommended courses based on their relevance to the practice of global engineering, but itoffered no context within which students had to reflect seriously on global engineering itself.Consequently, students did not connect their coursework to global engineering and to theiridentity as engineers.Besides suffering a lack of focus, the GEC suffered a severe identity crisis, in that students,faculty, and staff repeatedly confused it with the IEC. There was no obvious difference betweenthe terms “International” and “Global.” The contrast was further blurred with the opening of anew Global Engineering Residential Academic Program, since it highlighted the importance ofworld language acquisition by engineers, rather than professional skills for
structure and home for students while a new program grows to criticalmass and fully develops its courses. Though these early students were officially MDE studentsand met the MDE course requirements (which are slightly different from the current BSEEErequirements), they were taught, advised, and mentored by both EEE and MDE faculty and staff.The first three students entered the MDE/EEE plan of study in Fall 2008, and the first twograduated in December 2010. The program grew significantly to almost 50 students by Fall2012. Early in the planning process, the name of the proposed program was chosen to be“Environmental and Ecological Engineering,” rather than a more traditional “EnvironmentalEngineering.” The name reflects unique aspects of the
, perspective-taking, getting feedback, or prototyping). Category 3: User as Human-centered design is a linear design process where users and other Information Source Input stakeholders are viewed primarily as sources of information, assistance, to Linear Process and/or support, not those whose needs should be reflected in design. Human-centered design is keeping the users’ needs and how design will be used in mind while designing. This approach involves gathering Category 4: Keeping the information about the users primarily from higher level stakeholders or Users’ Needs in Mind experts versus the users directly. Integrating that
. Expectancy-value theory (EVT)suggests that achievement-related decisions reflect individuals’ expectations of success orcompetence beliefs related to a particular task, and the subjective task value they associate with agiven option17, 18, 19. These beliefs and values are shaped by individuals’ personal identities, pastexperiences, the social context in which they are embedded, and their interactions with a givenset of cultural norms18, 19. Eccles and colleagues identify four types of subjective task value: Interest-enjoyment value: the extent to which an individual anticipates enjoying an activity. This type of value is likely to be integrated into an individuals’ self-concept. Attainment-achievement value: how a choice aligns with
, group C was assigned paper homework and group D wasassigned WeBWorK.On the day of the quiz, homework was collected at the start of the class period. To ensure thatquiz score would reflect the student’s understanding gained from the homework, both instructorsrefrained from answering any questions prior to and during the short 10-20 minute quiz(instructors could clarify problem statements but refrained from giving hints during the quiz).The quizzes were graded by a common third-party (neither instructor) grader under a specificcommon rubric. The grader had no previous knowledge of which test groups students belongedto during the grading of the quizzes. To verify the effects of either homework format on quizgrades, any quiz grades belonging to
engineering educators to develop teaching models andactivities to promote using problem decomposition and recomposition in engineering educationon the basis that professional engineers use more decomposition/recomposition that studentscurrently do.AcknowledgementsThis material is based partially upon work supported by Utah State University during Dr Song’sPhD candidature. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of that institution. Partof this material is based upon work supported by the National Science Foundation Grant No.EEC- 1463873. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the
peerreviews and periodic reflections on team dynamics. Interestingly, Giurintano, et al. [8], found aneed to focus on teamwork and leadership coaching after observing a lack of effective teamworkamong interdisciplinary teams. They adopted an approach similar to that discussed here withseveral capstone lectures devoted to teamwork and related topics. They also providedspecialized training to interdisciplinary teams. However, an important difference from ourapproach is that their capstone instructors developed and provided the training. The authorsreported that 70% of students surveyed felt that the material was valuable and only 6% said thatit had no value to them. This outcome supports the validity of our approach.MethodologyOur university is