material is based upon work supported by the National Science Foundation under Grant No.1154146. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. Rossetti, Manuel, Kim LaScola Needy, Ed Clausen, Carol Gattis, and Micah Hale. "Enrichment Activities in Support of a Student Integrated Intern Research Experience." American Society of Engineering Education (2014): 1-7. Web. 1 Aug. 2017.” American Society of Engineering Education (2014): 1-7. Web. 1 Aug. 2017.2. Rossetti, Manuel, Kim LaScola Needy, Ed Clausen, Carol Gattis, and Micah Hale. "On the Development of a Student Integrated
the earliest ages standthe best chance of continuing on career paths that will bring them greater economic prosperity.By increasing the opportunities for a greater and more diverse population of students to haveaccessibility to these subjects, the greater the number of curious, scientifically literate studentswill be prepared to learn and pursue engineering careers.AcknowledgmentsThis material is based upon work supported by the National Science Foundation (under GrantNo. 1647405) and National Grid. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thefunding partners.References[1] J. P. Holdren, M. Cora, and S. Suresh. Federal STEM
lessons we learned throughout the process aswell. First was the use of a kick-off event. We learned quickly that it was easier to get studentsto attend a kick-off event where they could learn about the competition, find teammates, and signup, than it was to ask students to directly sign up. We also recognize that it is important to havea solid timeline before the competition begins. That timeline should reflect both the dates thecompetitors will need to submit their deliverables, and also the dates of the workshops and otherevents. In planning this competition our original schedule, given out at the kickoff, set theworkshops for a specific week, and the actual date was given out a week or so before hand. Thislead to confusion and scheduling
turn can be used to identify asolution. Engineering educators tend to treat “society” as a distinctly separate silo fromengineering itself. This is not to say that society isn’t discussed within the engineeringclassroom, but it is often framed as a linear progression -- something is engineered, then it hasan impact on society. This is reflected in the 2016-2017 ABET outcome H: “the broad educationnecessary to understand the impact of engineering solutions in a global, economic,environmental, and societal context.” The very language of this statement indicates societalcontext is seen as relevant, but distinctly separate, from engineering solutions.Similarly, students’ lived experiences are typically contained in a separate silo. Students
primary goals of ourworkshops. Confidence and motivation promote community building, a significant focus area ofThe Carpentries.The final survey instrument included 26 questions. Figure 1 provides a select few questions fromthe survey. The entire survey, data set, and code used to prepare this paper can be found on ourGitHub repository at https://github.com/kariljordan/ASEE. The statements below reflect ways in which completing a Carpentry workshop may have impacted you. Please indicate your level of agreement with the statements ● I have been motivated to seek more knowledge about the tools I learned at the workshop. ● I have made my analyses
studies may have lesspatience towards changes in instructional methods and may find initial attempts at incorporatingactive learning disorganized [12]. This frustration with perceived disorganization was alsoreflected in the survey comments from older students, including that of the 20-year old studentquoted above. They were more likely to find the active learning sessions, especially those whichdid not include problem-solving exercises, as “busy work” and unnecessary for their success inthe class and may reflect differences in motivational factors and preferred learning environmentsnoted by some researchers [32], [33]. The differences in gender are more puzzling and arecontrary to what has been reported in studies of active learning
Milano,Dept. Architecture, Built Environment and Construction Engineering (ABC), Via Bonardi 9,20133, Milan. ilaria.oberti@polimi.it, francesca.plantamura@polimi.it[19] Jade Woodard (2017), “Investigating Properties of High-Performance Printing Concrete”,Master of Science at North Carolina A&T State University, 85 pages.[20] Brandy Diggs (2017), “Clustering Analysis: Envelope Energy Performance, MoistureControl and Thermal Bridge of Military B-Huts”, Master of Science at North Carolina A&TState University, 91 pages.[21] Sissy S. Wong, Jonah B. Firestone, Lionnel G. Ronduen, EunJin Bang, “Middle SchoolScience and Mathematics Teachers’ Conceptions of the Nature of Science: A One-Year Study onthe Effects of Explicit and Reflective Online
. Instead, a newseries of assignments asked students to reflect on their understanding of what it means to be achangemaking engineer, and to identify situations where the methods and models of ISYE 340could be used to effect positive change.Revising Lecture MaterialsTo meet the goals of the RED project, RED topics should be introduced into the course whilecontinuing to meet the primary course learning objectives. One way to achieve this is tointroduce common OR models by using RED contexts. For example, the characteristics of LPsmight be introduced using a two-variable example of growing corn or wheat with limitedresources of time, water and fertilizer. The scenario is easily understood but might seem quaintto U.S. students who envision large
authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Committee on Equal Opportunities in Science and Engineering, “Broadening participation in America’s STEM workforce: 2011–2012 biennial report to Congress,” National Science Foundation, Arlington, VA, 2014. Retrieved from https://www.nsf.gov/od/oia/activities/ceose/reports/Full_2011- 2012_CEOSE_Report_to_Congress_Final_03-04-2014.pdf2. S. Hurtado, K. Eagan, and M. Chang, “Degrees of success: Bachelor’s degree completion rates among initial STEM majors,” Higher Education Research Institute at UCLA, 2010.3. M. Ong, C. Wright, L. Espinosa, and G. Orfield, “Inside the double bind: A synthesis of empirical research on undergraduate and graduate
3 4 Business risk assessment is the business manager’s responsibility 4 5 I like to learn about entrepreneurship comparison 6 Every time I fail a task, I reflect on why I failed so that I can learn how to do better in the future 6 7 I understand why a monopolistic market is usually not favorable to consumers 7 8 I consider how multiple changes affect each other 8 9 I am confident in leading a team to work on a project
well as the barriers theyperceive to doing so. Results indicated that most elementary teachers support the inclusion ofengineering within the science standards for elementary grades. Teachers describe lack ofpreservice and in-service training, lack of background knowledge, lack of materials, lack of timefor planning and implementing lessons, and lack of administrative support as barriers toimplementing engineering activities within their classrooms.*The views and opinions of the speaker expressed herein do not necessarily state or reflect thoseof the U.S. Government or any agency thereof.Introduction The Next Generation Science Standards (NGSS) incorporated engineering practices intoK-12 science standards [1], and because NGSS calls for
teaching the first-year and many of thesophomore courses each year versus the most senior faculty 6 years ago. The improved teachingquality and training on developing rapport with students has an impact on improved retentionfrom first-year to sophomore year.Special Needs. The engineering leadership has developed a unique relationship with the directorof students with special needs. The faculty attending the mini-ExCEEd teaching workshopreceive pedagogical training to vary their teaching to meet the learning styles of students (activevs. reflective, sequential vs. global, sensory vs. intuitive, verbal vs. visual). When faculty ensureeach lesson allows a student to learn some content in a preferred style, it assists each student’slevel of
14/15 ME 2/6 4/7(A) Prototyping tool usage: Department-specific tool use in EE projects increasedsignificantly from before-PIDS at 5.7 (SD 2.5) to after-PIDS at 9.6 (SD 2.6); t(9) = 3.63, p =0.003 (Figure 1). Department-specific tool use among ME projects experienced a small, butsignificant increase from 6.8 (SD 2.0) to 8.9, (SD 2.1); t(17) = 2.45, p = .012 (Figure 1). Figure 1. Tool usage among department-specific projects.Within EE, the increase in tool use reflects an increase in both the number of tools used by eachteam and the proficiency of tool use. All tools were used by a larger percentage of teams after thedesign studio; the largest gains were made among
failure, and seek out growth opportunities.Similarly, Cutts, et. al18, conducted a study in their introductory programming course at theUniversity of Glasgow. Students in the course received one or more of three tools designed to be“mindset interventions,” i.e., to help students shift from a fixed to a growth mindset. The firsttool was a series of workshops taught by the tutors, guiding the students in reflecting on theirexperiences so far in the course and how they fit into a fixed or growth mindset. The second toolwas a handout listing resources, tools, and tips successful computing students frequently use toget unstuck. This handout would be referenced by the tutors whenever they helped a student,guiding them towards a recognition that they
a differentperspective of how a student’s URM identity could affect their progress towards degree completion. Finally,it provides institutions with recommendations on how to improve their support for students towards doctoraldegree completion. Acknowledgements This research was supported by the National Science Foundation under Award No. 1723314. Anyopinions, findings and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation. References [1] M. Sana, “Immigrants and natives in US science and engineering occupations, 1994–2006,” Demography, vol. 47, no. 3, pp. 801–820, 2010. [2] “Engage to Excel: Producing One
theadvantage of one of the largest and most diverse populations of learners in the state of Florida. TheBC and PBSC student populations reflect the socioeconomic and ethnic diversity of the SouthFlorida area, with a majority of the enrolled students hailing from minority backgrounds.The articulation program has intended to build a sustainable and growing pipeline of studentsenrolling in Computer Engineering and Computer Science majors. The implementation of theprogram has centered on student success. As we prepared the program, we asked, “What dostudents need to successfully decide/get into college?” In addition to the reducing the worryabout how they would pay for College, we recognized that students need support in terms ofmentoring and advising
identified as Asian, Hispanic or White. As stated previously this may reflect thestudents’ willingness to participate in engineering’s culture, although at this time no conclusiveevidence, and presents a clear arena for future work.Out-degreeHaving established that social structure was receptive to diverse interactions, we tested to see if aparticular racial group was more socially active than their peers. The descriptive statistics (Table3) suggest that out-degree behavior is highly volatile (large standard deviations and range),positively skewed and extremely leptokurtic. KW testing (H(5) = 5.6179, p = .3452) concludesthat out-degree values are not dependent on the students’ racial/ ethnicity identification. Table 3: Descriptive statistics for
student development and transfer into engineering.Participants were recruited from the 2013 to 2016 cohorts through a recruitment email explainingthe purpose of the study. Two focus groups of six participants each were conducted, lastingapproximately 75 minutes each. Focus group participants provided their consent for recordingthe session. Following an introduction, overview of the study, and completion of the IRB consentforms, the focus group facilitator engaged the students in a series of discussion questions andactivities, encouraging students to reflect on and share about their experiences in the FYSEprogram. After the sessions, the recordings were transcribed and reviewed by the researchers.Transcriptions and notes were then coded for
approaches with technical engineering skills. This requires anenhanced curriculum with a focus on student teamwork, a greater consideration of social context,improved communication with diverse constituents, and reflection on an ethical understanding oftheir decisions and solutions. Effective faculty members need to mirror these values and skills intheir instruction and mentoring. Efforts have begun to reimagine the “engineering canon” whichrequires a shift from positioning engineering as a purely technical endeavor to framing it associo-technical. We are developing a new General Engineering program that incorporates thisperspective [30]. In addition, we are developing modules that emphasize the sociotechnicalnature of engineering for traditional
% program I feel like I am successful in my 25% 43% 31% 2% engineering program I doubt my abilities to succeed in my 2% 8% 66% 25% engineering program*In my engineering classes, I feel like I 31% 34% 31% 3% matter. Always Most of the time Sometimes Never Findings from the focus group interviews are presented in order to reflect the majorfoci of the interviews: (1
of Liberal Arts Education [23], [31]. • Engineering work/practice considerations (7 items): respondents rated the importance of seven considerations relevant to engineering based on ABET criteria (e.g., technical, environmental, social, economic, health/safety, manufacturability, and ethical) [1].• Macro-ethics (8 items): Comprised of items about the obligations, duties, and social responsibilities of engineers, including in relation to the technologies they create.• Moral Attentiveness (7 items): A scale intended to measure the extent to which students perceive and reflect on moral issues in their day-to-day experiences [32]. • Moral Disengagement (24 items): A scale that measures students’ tendency to morally
the participants' workshop experience--a testament to the effort put forth bythe workshop coordinators and staff. ASCE will offer three ETWs in 2018, reflecting thecontinued strong demand for the program as its 20th anniversary approaches. The third workshopis made possible through generous funding from the Durham School at the University ofNebraska, Omaha where the third workshop will be hosted. The ExCEEd demand as defined bynumber of applications received is shown in Figure 2 as well as in Table 1.In total, 267 different institutions have sent faculty members to ETW. The eleven universitieswith the most ETW graduates are listed in Table 2. Given these institutions’ high level ofparticipation in Project ExCEEd, it is evident that ETW
(STEM).Dr. Tamara Ball, University of California, Santa Cruz Dr. Tamara Ball is a project-scientist working with several education and research centers at the Univer- sity of California, Santa Cruz. Her work with the Institute for Science and Engineer Educators focuses on informing efforts to redesign undergraduate STEM education to reflect workplace practice and engage stu- dents in authentic scientific inquiry and problem solving through design. Her work Sustainable Engineer- ing and Ecological Design (SEED) collaborative at has focused on developing programmatic structures to support interdisciplinary and collaborative learning spaces for sustainability studies. She is the program director for Impact Designs
offering.AcknowledgementsThis material is based in part upon work supported by the National ScienceFoundation General & Age-Related Disabilities Engineering (GARDE)Program under grants CBET–1067740 and UNS–1512564. Opinions, findings,conclusions, or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the NSF. The authors acknowledge the students that participated in this effort and their work in termsof example images and data that they provided for this paper. This material was included withthe written permission of the students. References[1] "iHealth Feel Wireless Blood Pressure Monitor," iHealth Labs Inc., 2017, https://ihealthlabs.com/blood-pressure-monitors/wireless
. collaborated on thedevelopment of a software package based on the Robot Operating System (ROS) to facilitateseamless communication and transfer of location information between robots. To effectively setupa distributed network (see Figure 7) and enable information transfer between the robots, they hadto understand the concept of custom messages in ROS. Later, using fiducial marker-based tracking,they extracted localization information and constructed a custom message that is transferred topeer robots. The project further involved reflecting the localization information of the robots intoan iPad app for user interaction.4.6. Game-based tele-rehabilitative solutions for stroke patients: The goal of Mr. A.R. in thisproject was to iterate through the
. However, students’ exposure to intuitive reasoning, which plays a role in all decision-making, is limited during their undergraduate engineering formation. In an effort to generate abaseline for how we can operationalize intuition in the context of engineering education, thepurpose of our current research was to synthesize characterizations and portrayals of intuitivereasoning. We focused on literature from the field of management because intuition isconsidered in the context of complex, strategic decisions, which are reflective of the designdecisions central to engineering. The specific research questions addressed in this study are 1)how does extant management literature characterize intuition?, and 2) how does extantmanagement literature
, the VIP Program is intended forstudents of sophomore rank and above. Freshmen who participate are exceptions to the rule, who oftenhave related experience and high motivation. The higher means reflect these traits. If the programactively recruited freshmen, the mean would likely approach that of or be lower than the sophomoremean.Analysis of variance on giving help also showed statistical significance for the number of semestersstudents were in VIP, with groupings of one, two, and three or more semesters. However, VIP experienceis related to academic rank, as both increase over time. The correlation is not one-to-one, because studentscan begin VIP at any academic rank, but they are related. This can be seen by visually mapping upperoutliers
necessarily reflect the views of theNational Science Foundation or the US Department of Education.REFERENCES1. NSF, Division of Science Resources Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering. Available at https://www.nsf.gov/statistics/2017/nsf17310/.2. National Center for Education Statistics, Digest for Education Statistics, Available at https://nces.ed.gov/programs/digest/d16/tables/dt16_219.70.asp.3. Joint Venture Silicon Valley (2012). The 2012 Index of Silicon Valley p. 36, Available at http://www.jointventure.org/images/stories/pdf/2012index-r2.pdf.4. NSF, Division of Science Resources Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering