cataloging YouTube problems is appreciated. This material is based uponwork supported by the National Science Foundation under Grant No. DUE 1712186. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. This workwas completed within the framework of University of Toledo IRB protocol 202214.Bibliography1. Zax, D., Learning in 140-Characters Bities. ASEE PRISM, 2009: p. 1-3.2. Bullard, L.G., The case against the use of solution manuals. Chemical Engineering Education, 2013. 47: p. 73.3. Lang, J.M., Small Teaching: Everyday Lessons from the Science of Learning. 2016: John Wiley & Sons.4
Purdue University The slowness of approval processes within the institution and the disbursement of funds The limited time available to participating faculty and staffConclusionAll in all, much was accomplished during the first year of work on this grant and the PIgratefully acknowledges the invaluable support of the National Science Foundation (NSF) andthat of the Co-PIs, all participating faculty, staff, university administrators, and organizations inNortheastern Indiana.Note: This work is supported by NSF through NSF Award #1565066. However, the opinionsexpressed in this document are those of the author and do not, necessarily, reflect those ofthe National Science Foundation (NSF).References [1]Talent Wave. http
of innovative research methods in addition to data [13, 14,15].In targeting institutions to join MIDFIELD, we are aiming to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Institutions are also targeted that excel or fail atgraduating under-represented minorities – plans include adding 5 Historically Black Collegesand Universities (HBCUs), 7 Hispanic Serving Institutions (HSIs), 5 institutions with highNative American populations, and 7 universities with high Asian/Pacific Islander populations.Whereas the project is designed to recruit a stratified sample of US institutions with engineeringprograms, institutions interested
they formed themselves, meet more frequentlywith the tutor and seek counseling from the STEM faculty and staff. The importance of closemonitoring, frequent counseling, cordial relationship building with the students, and patience arethe most important lessons learned in the first three years of the S-STEM scholarship program. Appendix A: Self-Assessment Worksheet (Prepared by the Office of Advising and Academic Success in the College of Engineering and Computer Science)Please take time to reflect on the questions below. Your advisor is there to assist you to findresources.Name____________________________________ UMID__________________________Challenges – In your own
-1711533. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] Paulson, D. R., & Faust, J. L. (1988). Active and Cooperative Learning. Los Angeles: California State University, Los Angeles. Retrieved from http://www.calstatela.edu/dept/chem/chem2/Active/index.htm[2] Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.[3] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics
conclusions or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] Geometric Optics, PhET, Available at: https://phet.colorado.edu/en/simulation/geometric-optics [Accessed 5 Aug. 2017].[2] B. Alberts, “Prioritizing science education,” Science, vol. 328, pp.249-249, Apr. 2010.[3] I. E. Allen and J. Seaman, Class Difference$: Online Education in the United States. Babson Survey Research Group, 2010. Available: https://files.eric.ed.gov/fulltext/ED529952.pdf. [Accessed December 29, 2017][4] T. de Jong, M. Linn, and Z. Zachariam “Physical and virtual laboratories in science and engineering Education,” Science, vol. 340
, Oxnard College, Santa Barbara City College, and both the ComputerScience and Information Technology departments of CSUCI. One of the first areasdiscussed was that the curricula at the community colleges and the BSIT program havediverged. Reflective of this is the incoming students surprise at how few of theircommunity college courses are transferring as disciplinary credit. The primaryrecommendation from this review of the data is the recommendation that the feedercommunity colleges and CSUCI faculty assess curriculum realignment.All parties are enthusiastic and future meetings are planned to reassess the curriculaalignment in order to assist student progress in transfer and completion. It is noteworthyto look at why this is important and what
renewable resources, theprimary topic area of the REU. Data for the first two years of the program (10 students in 2016 and 9 in2017) are included in the analysis. In addition to the quantitative results from close-ended surveyquestions, the comments made by the students in response to open-ended questions, both in the focusgroup and on their surveys, provide additional insight into their reflections on the impact of the REU andtheir interest in the research topic and research in general.SatisfactionOverall, the students have been happy with the REU experience, and good post-site ratings for the firstyear became even better in the second year. These ratings are presented in Table 1. Students who gaverelatively lower ratings tended to be those who
differentiating factors like race, ethnicity and age can be thought of asthe future scope of this particular study.AcknowledgementThis material is supported by the National Science Foundation under DUE Grant Numbers1501952 and 1501938. Any opinions, findings, conclusions, or recommendations presented arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Langdon, D., Mckittrick, G., Beede, D., Khan, B. & Doms, M., (2011). Stem: Good jobs now and for the future. Esa issue brief# 03-11. US Department of Commerce.[2] Carnevale, A.P., Smith, N. & Melton, M., (2011). Stem: Science technology engineering mathematics. Georgetown University Center on Education and the Workforce.[3
Qualitative Researchers, 2nd ed. Thousand Oaks: SAGE , 2012.[17] J. Walther, N. W. Sochacka, and N. Kellam, “Quality in Interpretive Engineering Education Research: Reflections on an Example Study,” J. Eng. Educ., vol. 102, no. 4, 2013.[18] L. K. Su, “Quantification of diversity in engineering higher education in the United States,” J. Women Minor. Sci. Eng., vol. 16, no. 2, 2010.[19] E. D. Tate and M. C. Linn, “How does identity shape the experiences of women of color engineering students?,” J. Sci. Educ. Technol., vol. 14, no. 5–6, pp. 483–493, 2005.[20] C. Hill, C. Corbett, and A. St Rose, Why So Few ? Women in science, technology, engineering and mathematics. Washington, DC: American Association of University Women
BPHS. 2. Have higher program retention rates for S-STEM Scholars than they would have had without the S-STEM program. Specifically, to have a 95% second-year retention rate and an 80% five-year graduation rate. 3. Improve the career-related knowledge of S-STEM Scholars through participation in career-development activities, including career counseling and formal reflection on internship experiences in relation to their assessed interests and values. 4. Have at least half of the S-STEM Scholars intern in the electric power industry and work in the industry upon graduation.Student Selection Process and Criteria The S-STEM program worked with the three partner high schools to recruit students fromeach high
, theCALSTEP team will have as one of its priorities connecting with organizations (e.g., theCalifornia Online Education Initiative, or OEI) to find resources to support the effort todisseminate the CALSTEP resources and prepare additional faculty to use the resources in theirclassrooms.AcknowledgementsThis project is supported by the National Science Foundation through the ImprovingUndergraduate STEM Education (IUSE) program, Award No. DUE 1430789. Any opinions,findings, and recommendations expressed in this paper are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References[1] President’s Council of Advisors on Science and Technology (PCAST) (2012). Engage to excel: Producing one million additional
, the shared Redshirt model consists of seven mainprogrammatic elements that are designed to improve the engagement and rates of retention andgraduation of students underrepresented in engineering and computer science. These elementsare “intrusive” academic advising and support services; an intensive first-year academiccurriculum; community-building; programming to develop career awareness and identification;mentoring by an engineering or computer science faculty member; financial support, includingthe NSF S-STEM scholarships; and second-year academic support. There is flexibility acrossinstitutions in how these core components are implemented, reflecting distinctions in theadministrative structure, resources, and student populations at each