, Physics, Chemistry, Biology, Geology, or some EnvironmentalSciences. If we consider attrition from subsequent courses in these sequences, only about 33% ofstudents who enter the CHEM I and II sequence complete it, and only 40 of every 100 do so inthe Physics sequence.These attrition points reflect the reality that the vast majority of Skyline College students,including many interested in pursuing STEM-related careers, are not ready for college-levelmath when they get to the college. On the math placement test administered to students enrollingfor the first time in Fall 2014, only 16% of students placed in Transfer-Level Math(Trigonometry). Far fewer Latinos (5.4%), African Americans (7.1%), or Pacific Islanders(11.1%) did so. In fact, 60% of the
contains multiple probing questions to help participants reflect deeply ontheir experiences as they relate to the research question. The protocol includes probing questionsdesigned to discover why people behave in a certain way by uncovering the assumed, mutualknowledge, symbolic meanings, motives and rules that provide the context for their actions [42].Analysis: Grounded theory was used as an analytic methodology to identify themes, whichincludes a two-stage, open, and axial coding process to analyze the data, followed by memowriting, theoretical sampling, and theoretical saturation [37]. The content analysis consisted ofresearchers coding themes independently followed by the five-member research team meeting asa group to reach consensus about
profiles developed. In contrast to the study described in [6], wedifferentiated between two dimensions of engagement – behavioral and emotional – andseparately explored the levels of engagement in each dimension. We also used a differenttimeframe; rather than considering a single class period, we asked students to reflect on theirengagement across the entire semester. These differences allowed us to develop a comprehensivepicture of student engagement profiles, which we hope will be useful for electrical engineeringinstructors. Specifically, knowledge of students’ engagement profiles may help instructors tounderstand the various ways students engage in a course. This knowledge may also help informinstruction and course management
, active/reflective, and sequential/global.Complementary teaching styles can be matched to each of the learning styles, and the traditional“chalk and talk” style can in no way encompass all of them. Several institutions found that amixed-mode approach which balances active learning and passive learning is best for teachingstudents, especially in early stages of development [4]. Thus, in order to teach STEM topics toall students, supplementary teaching tools should be utilized.There are some assignable causes linked to the lack of engagement and success in STEMclassrooms. Many times teachers themselves do not have adequate training to teach STEMtopics. This problem was illustrated in a study done in 2007 that revealed the United Statesranked 41 out
0.05 isconsidered significant.Table 5. Parameter estimates β and their exponentiated values, and P-values for the effect ofsession, gender, and language spoken at home. Effects Estimate Exp.Estimate P.value Significance (Intercept) 0.45 1.61 3.2×10−3 Yes Gender 0.48 1.6 0.16×10−3 Yes Session Pre −0.61 0.54 0.81×10−5 Yes Session WB 0.26 1.3 0.97×10−3 Yes Language 0.41 1.5 6.4×10−3 YesTable 5 shows the parameter estimates and their exponentiated values, which reflects the
of improving students’ development along one or more of the patterns. Additionally, we believe CSR is a particularly appropriate method for this study because the method permits teaching practices to be studied in the context of a real classroom. The classroom setting within our case study contrasts the laboratory setting used by a large number of studies that have informed the development of the matrix (e.g., [6][9]). The controlled conditions of these research studies do not accurately reflect engineering practice which often requires engineers to work on teams over long durations to solve complex problems. Additionally, the clinical setting does not reflect an educational setting in which a teacher is available to help guide and
order toidentify where these conceptualizations converge with or diverge from imaginaries of“mainstream” engineering; what social order they might promote; what values they might reflect;and what impact they might have on LTS engineers’ work and, by extension, relationship withsociety. In the end, we aim to gain a better understanding about whether the branch of theengineering profession called LTS cultivates imaginaries that echo LTS’s articulated values ofequity, justice, empowerment, and transformation and bring engineers closer to the publics theyaim to serve. Ultimately, we are interested in determining whether LTS aligns itself more closelywith diverse publics’ articulations of their own visions, definitions of their own needs, andvisions
/false/unsure). This measure reflects pilot studyfeedback about the measure’s validity and reliability: students were likely to know, with greaterconfidence, whether or not they would carry some substantive amount of student debt comparedto knowing about their exact student loan value or about specifics of their family’s wealth. Thequestion on athletics asks: “have you participated in a collegiate varsity athletics program?”(yes/no), and, “if yes, how many seasons will you have participated before graduating?” We thenconstructed a dichotomous variable of varsity athletics participation based upon 2 or moreseasons of participation. The Greek Life participation question asks: “as an undergraduate, wereyou a member of a fraternity or a sorority
for universities toidentify methods for attracting and retaining students, particularly women, in computer science.Interactionalist theory which suggests student retention to a degree is based on personal andenvironmental factors provided the framework guiding our study. In addition, career certaintymodels allowed us to investigate how experiences at the undergraduate level influenced careerinterest in computer science. Questions included prompts to reflect on environmental andpersonal factors that sustained or diminished interest in continuing within a computer sciencedegree and ultimately a career. Significant results suggest that females and males have a similarundergraduate experience and our results indicate that across institutions
, I'd say that that sense of that - that technical social dualism is reinforced throughout the curriculum, but especially in the – in two large areas of the curriculum in engineering science courses and humanities and social science courses. So, while the technical engineering science courses focus and - and privilege the technical, the humanities and social science courses in many universities do just the opposite.The separation of technical and social within the curriculum reinforces the perceivedseparation in students’ minds, which is not reflective of engineering practice where the twohave to be considered simultaneously.Requirements vs. electiveSome interviewees also commented on the challenges associated with teaching ESI inrequired
environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin Col- lege, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and
, concept generation,concept selection, design argumentation, design testing, evaluation argumentation, reportdevelopment, and reflection and discussion. Essentially the entire process each EDT involvesactive student engagement in science and engineering practices. Depending on teacherimplementation (e.g., number of design iterations), each EDT takes 300-400 minutes tocomplete.Table 2: EDT stages. EDT Stage General Components Introducing the problem Provide design challenge Identify needs and constraints Concept generation Research the problem
their appInquiry properly accomplish it. through surveys. A project having a real-world impact A class partnering with a local non-profitAuthenticity that creates a context beyond the to develop apps to help organizer their classroom. volunteers A project that allows students to A class in which students pitch app ideasStudent Voice have obtain ownership by giving to their professor and develop them forand Choice them judgement on the solution they the final project. wish to implement. Having students informally and Having students writing blog posts onReflection formally reflect on what, how
. He said, “…because I was always afraid I’d be, like, no, I’m going to becalled stupid and stuff like that.” But Troy found that he enjoyed the small group size at camp,and the friendly students as people he could relate to. When asked about the theme of the camp,he primarily focused on teamwork and cooperation. He appreciated the groupwork and time spenton sharing and reflecting at the start of each day’s session.Content AwarenessTroy was very excited to talk about rockets. He displayed a high level of understanding aboutrockets and NASA’s missions. His musings included the following comments expressed in ananimated matter: “Most of the rockets right now at this era are meant to go to the space station torefill fuel, or to resupply it, or to
accreditation visit and the accreditation process in general.ABET assigns a team chair and typically one program evaluator per program being evaluatedwith a minimum of two program evaluators assigned for an initial accreditation visit. The teamchair and institution negotiate a visit date which is typically scheduled between September andDecember.Self-study. The institution then has until July 1 to complete and submit its self-study to ABET, akey aspect of the accreditation process. The institution generates a self-study report that addressesthe accreditation criteria directly and is the primary document used by the ABET team to evaluatethe program prior to their arrival on campus. It is intended to be a self-reflective document inwhich programs have
participation in study abroad for STEM students is not due to lack of interest orintent. The literature indicates no statistically significant difference in intentions betweenstudents in arts and humanities majors and students in business, education, or science,technology, engineering, and math [8]. It appears that the question of most engineering andtechnology students is not whether or not they would like to study abroad, but rather whether ornot they feel able to study abroad with all the demands on their academic time.Engineering programs throughout the U.S. and the rest of the world follow very stringentcurriculum designs, with courses sequenced fairly inflexibly in most graduation plans. Theserequirements reflect accreditation standards (e.g
. We coded each section (reflection as a community member, as a farmer, as agovernment employee) with the same basic set of codes, adapted where notedCode Description -1 0 1First person Use of first person voice suggests They / passive You / one Iperspective student took up the perspective voice directlyEmotion Expressing emotions, including None One Multiple trust, was prompted by the question (How would you feel); not including specific emotions indicates lesser connection with the point of view.Water use Describes specific uses of
supplement details in the change ofparticipants’ perceptions appeared in Likert-type questions [42, 43].III. ResultsIn this section, we presented student responses on the pre-post surveys to reveal if the programmet the criteria for success intended for goals of the program. These would reflect any increasesthat favor pursuing graduate education.A. Impact of Program on Career GoalsFigure 1 shows students’ changes in their career goals after the REU programs by program andby total. The number of students that responded to the corresponding survey questions were intotal npre = 32 and npost = 28 (in AERO, npre = 12 and npost = 11; in MSEN, npre = 12 and npost = 11;and in IIT: npre = 8 and npost = 6). Figure 1 shows the percentages of each students in
survey with the Leadership Community in order tomeasure and document progress, satisfaction and outcomes for the LVCP community. At thetime the survey was administered, the participants had completed the facilitator training and haddeveloped the content of the Safe Zone level 1 and level 2 workshops. The results reflect theperceptions of the members of a Community of Practice in the early stages of development andwill provide an indication of the strength of the foundation of a sustainable community ofpractice capable of achieving individual and community goals.Of the original 20 members of the VCP, one was unable to attend the facilitator training ormeetings due to schedule conflicts, and two were PIs on the project. Links to the online
suggest that institution type may providevaluable insight into student identity formation. A potential explanation for this result is the cultural differences in place at eachinstitution. Students at the HSI may attend college with the expectation that they are receiving adegree to pursue a very specific career (e.g., “I’m getting an engineering degree to be anengineer”) while students at the PWI may attend college with the perspective that it will openmany different opportunities for them in the future (e.g., “I’m getting an engineering degreebecause it will allow me to do many different things with my career”). This trend is reflected inthe higher engineering interest and plans to work at an engineering job at the HSI
self-reflective in nature and designed to gather datarepresentative of the students’ perspectives of themselves as engineers and of the field (Table 2).The same questions were provided to the instructors to complete in written form via email.Table 2. Summary of survey questions used [10] (1) In your own words, define 'engineer'. (2) In your own words, define 'engineering'. (3) Do you consider yourself an engineer? Why or why not? (4) What are your professional goals in becoming an engineer? (5) What are the essential skills of a professional engineer? (6) What challenges do you have on working in group engineering projects?Data AnalysisAxial and thematic coding of the responses occurred for the survey responses to thesequestions
that seeks to promote diversity and improve transdisciplinary collaboration within the college. Specifically, I serve on the Resilience in Engineering Education Project team aimed to investigate the effects that students’ resilience and professional skills have on exam performance in technical courses.Dr. Nicola W. Sochacka, University of Georgia Nicola W. Sochacka is the Associate Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s research interests span interpretive research methods, STEAM (STEM + Art) education, empathy, diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of
to thefundamentals during all project phases and, especially, while conducting the analysis of theirmeasurements during the testing, revision and evaluation phases. The Virginia Tech class followsa top down approach, where the instructor provides a broad overview and the students analyzesome of the specifics of a standard trough different class assignments.The two classes consistently achieve the expected outcomes in terms of student performance,learning objectives, and instructor and class evaluations. We could observe a high student interestin 4G LTE, reflected by the students’ efforts in mastering the corresponding class assignmentsand project milestones. Interestingly, at Virginia Tech we observed that this motivation spillsover into
);• regular dialogue with the Board of Directors; and• diversity booth at Annual Conference & Exhibition (sponsored by industry).This time period included some struggles to get critical momentum going, although perseveranceprevailed until the committee reached a critical mass of members. Much of this progress was theimpact of Bevlee Watford’s role as a charismatic and direct-speaking leader. Processes becamemore institutionalized, which helped set ASEE precedents to move from good ideas, to actionand implementation, to institutionalization and sustainability. A reflection on this period isprovided in the Spring 2014 Diversity Committee newsletter by J.P. Mohsen, ASEE formerPresident [14].3.3. 2013-2014 (Chairs: Teri Reed & Adrienne Minerick
8.4% 7.4% 8 6 4.8% 4.4% 4 2.3% 2 0.1% 0Figure 2. Percentage by major of COE undergraduate students (N = 3804) in fall 2017Course FormatCommunication and engineering design concepts were delivered through lecture in an interactivediscussion format followed by in-class activities. Students were expected to attend lecture and toparticipate in exploration of these concepts through regularly scheduled in-class discussion,practice and reflection assignments. For example, the concept of “design problem statement” wasinitially introduced by
other capstoneprograms [8].In the 2016-2017 season, selected topics from The 7 Habits were introduced in two JuniorDesign lectures prior to team formation and reinforced by instructor throughout the course.These included proactivity and using the "circle of influence" as a specific tool to promoteadaptability; building trust by making "deposits" in the "Emotional Bank account"; thinkingabout desired outcomes (and requirements) through each step of the capstone program, i.e., to"Begin with the End in Mind"; and the importance of self-management as a prerequisite formanaging others [6]. In 2017-2018, short writing assignments were added to encourage studentsto reflect on the relevance of these concepts to their work as an engineering
student reflects on the culture shock of growing up in a largely Latinxneighborhood and entering a predominantly White institution: “I didn't necessarily feel comfortable. I just felt kind of weird. And out of place... [The PEEPS students] met before school started, and it definitely helped seeing people of different backgrounds, minority groups. I was like ‘This is great’... I'm really glad not only because I got the scholarship, but that I'm able to be a part of this wonderful group of people. And the different experience they have, or backgrounds that they have, it's nice because I have my own story. They have their own” Yeah, so that was my first welcoming group and little cohort that I felt-- Yeah I
and atti-tude. While this reflects the trend reasonably well, it is largely subjective. In the future, moreobjective data, such as information about the grades of the exams/homeworks in both the SIIPclasses and computational focused classes should be included to support the survey data.7 ConclusionIn this paper, we evaluate the efficacy of the implementation of computational modules into theMatSE curriculum through critical assessment of student feedback. The feedback illuminates in-creased student awareness of the importance of computational skills in materials science as theyadvance through the undergraduate program. It also suggests a demand for increased computa-tional content and the delivery of this content earlier in the
five years, ensuring that weare using the documents that are actively shaping and reflecting the current departmental life. Wechose to analyze public and internal documents in conjunction with each other because theyallow us to see the stories that the department tells the public and itself about itself throughofficial documentary artifacts. In this way, we are able to explore the messages within thesestories about engineering identity for undergraduate engineering students in electrical andcomputer engineering. TABLE I DOCUMENT TYPES Document Type Document Sub-Type # of Documents Analyzed Public-Facing
model of what is occurring in different classrooms or different schools for a diverse set of schools. Modeling those systems, they can then look at the attributes of the teachers, school, school district, and figure out what enhances or detracts from the successful deployment of EarSketch from a sustainability stand point, sustaining the project beyond the grant.This team member understands that modeling helps to develop theories about bothimplementation (P3) and sustainability (P4.) This is reflective of the initial goals ofthe modeling effort set forth in the proposal development, where the intent was toidentify barriers and enablers to intervention sustainability.Some of the members of the team articulated a more