, novelty, and quality in order to evaluate thestudent’s level of design ideation expertise.BackgroundThe phases of engineering design are often taught as having a circular, iterative nature. Anengineering product or process is designed through phases of (i) defining the problem, (ii)brainstorming solutions, (iii) planning a solution, (iv) prototyping, (v) evaluating the solution, andfinally (vi) reflecting for iteration, shown in Figure 1. Figure 1: Simple infographic conveying six phases of engineering design iteratively.In practice, the activities associated with each engineering design phase are highly interdependentand do not simply progress in a neat iterative circle, as implied by common infographics for theengineering design process
from different disciplines 3.14(1.03) 4.14(0.69) Clearly identify the type of knowledge and skills possessed by teammates 3.07(1.07) 4.00(0.82) from other disciplines Accurately recognize goals that reflect the disciplinary backgrounds of 3.00(1.18) 4.00(0.82) other team members Talk about a project design using other discipline language 2.86(1.17) 3.86(1.07)rated as the least confident (M = 2.86). A total of 13 students completed 4 sets of knowledgequestions and confidence level rating in
mastered the material at a level on par with their improved exam grade. Forexample if their initial grade is 65% and their corrected grade is 85% their new exam grade is 75%. Inorder for the student to receive this grade they had to demonstrate during this oral exam that theirknowledge was on par with a 75% exam grade. During these oral exams many students have difficultyexplaining how they solved the problems. This often led to student questions and self-reflection by boththe student and teacher that allowed both to identify common misconceptions.Surveys were used in 2018 and 2019 to get anonymous student input to determine if test correctionsencouraged learning from their mistakes. Table 4 shows the multiple choice question responses. Samplesize
in Table 5 in the pre- andpost- surveys on a scale of 1 to 5, with 1=Extremely Not Confident to 5= Extremely Confident.The arithmetic mean of the responses for each cohort was calculated and the Mann-Whitney testwas run to determine statistical significance between pre- and post- survey data.The data analysis shows an overall increase in confidence for almost all the statementsthroughout the years, with a few statistically significant improvements. For the 2016 cohort,“Using tools in the lab”, “Collecting data” and “Analyzing data” significantly increased (p ≤0.05) from pre- to post- survey. This result reflects the focus of the program on providingstudents with the opportunity to perform daily laboratory research, contributing to an
,” New York, NY: Routledge, 2013.[18] M. Koretsky, D. Montfort, S.B. Nolen, M. Bothwell, S. Davis, J. Sweeney, “Towards a stronger covalent bond: pedagogical change for inclusivity and equity,” Chemical Engineering Education, 52(2), 2018, 117-127.[19] D.S. Janzen, S. Bahrami, B.C. da Silva, D. Falessi, “A reflection on diversity and inclusivity efforts in a software engineering program,” 2018 IEEE Frontiers in Education Conference, 2018, 1-9.[20] J. Speed, D.L. Pair, M. Zargham, Z. Yao, S. Franco, “Changing faculty culture to promote diversity, equity, and inclusion in STEM education,” Culturally Responsive Strategies for Reforming STEM Higher Education, Emerald Publishing Limited, 2019, 53-72.[21] P
evaluation, engineering educators who fail to reflect ontheir own cultural perspectives may understate the importance of conflicts and instead favorrespectful, harmonious cooperation. However, task conflicts, when modulated well, can function assources of creativity and innovation, a necessary engine in the early, diverging phase of innovation[17]. We believe that it is important to enable Japanese students to learn both collaboration andcooperation with people from diverse backgrounds.Given the complexity of teamwork and its context dependency, we believe that a simple rubric asproposed by JABEE is not enough. It is necessary to develop a method to measure teamwork learningwhile taking into consideration the cultural context of the
Calculus II course? To answer this research question, twelve semi-structuredinterviews [22] were conducted during the last week of class with a focus on gaining a deeperunderstanding of students’ experiences in the flipped classroom. The research team adaptedquestions from a previous study on students’ self-efficacy in calculus [23]. Students names wereneither provided nor were known to the interviewer. Each interview was 10-20 minutes long andallowed students to reflect on their self-efficacy in mathematics (see Appendix B). Examples ofinterview questions included, “How do you rate your confidence in math now? Why?” and“What could make you feel more comfortable about math?” [23]. All interviews were audiorecorded using a digital recorder
].Aesthetics in engineering, utilizing objects from nature, is being stressed by modern industrial designers,whether in building architecture or in the design of a shopping mall. Industrial design is in the domain ofvisual education applicable in fine arts and performing arts. The pioneering works of Leonardo da Vinciare some the earlier examples in the Hellenistic-Judeo-Christian cultures that convey the importance ofaesthetic aspects in mechanical design [4]. His extensive note books and sketch pads on all mechanicalmodels, ranging from water pumps to helicopters, put aesthetics on a solid foundation in the domain ofdesign, and reflect the union between beauty and technology, harmony and synthesis, art and artisan’swork in a creative endeavor.Over
and persistenceto graduation. Scholarship recipients also participate in focus groups and one-on-one interviewsand that data is being analyzed with the goal of gaining a holistic understanding of studentretention and finding trends in longitudinal change in students’ perceptions of the engineeringprofession as well as in their motivation and persistence.This material is based upon work supported by the National Science Foundation under GrantNo. DUE-1644119. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] J. Kruger, and D. Dunning, “Unskilled and Unaware of It: How Difficulties in
underlying factor structures for items across all fourteenmodules through the exploratory factor analysis. A confirmatory factor analysis will thenevaluate the proposed emerging factor structure. The analysis will conclude with a finalizedfactor structure, completing steps four and five in the instrument development process. Futurework past this project will extend to step 6, in which we will work to interview current science,engineering, and mathematics graduate students to ask them to comment on the final surveyinstrument and reflect on what areas regarding to their current mental health experiences aremissing.The ultimate purpose of this work is to create an instrument that measures science, engineeringand mathematics graduate students’ mental
experience with the design cycle by designing a helmet to protect the brain. Students iteratively design the helmet using practical arts and crafts materials and engage in testing to determine the performance of their design. Students also reflect on their designs to influence further iterations. On day 3, students use the engineering design cycle to iteratively design surgical tools. Students evaluate their tools by performing mock surgeries on gelatin models to remove embedded masses. Students evaluate their tool performance and use that to inform further design improvements. On day 4, students revise their tools to enhance performance and prepare for day 5 challenges. The day 5 competition includes
formats. i. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 7. CATME Team Assessments were beneficial in giving feedback to my team members. a. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 8. CATME Team Assessments were beneficial in receiving feedback from my team members. a. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 9. CATME Team Assessments accurately reflected my contributions to the team. a. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree 10. Viewing the CATME Team Assessments helped develop my self-awareness as a member of a team. a. Strongly Agree, Agree, Neutral, Disagree, Strongly
and home. He left hisemotional side at home and was a commanding force at work. He identified as an “extremeprofessional.” William described that he deliberately did not bring his family to work events,attend happy hours, or befriend coworkers. Because he described this separation as being “basedon race,” we interpreted his experience as inauthentic in comparison to the White participants.William also experienced isolation because of the lack of peers on his level in the workplace.Structural racism was reflected in various forms throughout the interviews. All three participantsdescribed the hiring process as based on merit. This can prove to be disadvantageous tominoritized individuals, given they often don’t have the same opportunities to
beenmeasured through the use of student surveys and improved student passing rates [16]. Within theHCRD course various methods to ensure student knowledge gains and perceptions towards theircareer preparedness and progress towards degree completion will be assessed through pre andpost-semester surveys, reflections, and final exam/presentation scores. At the two south valleycampuses, students will be primarily be assessed to identify the length to which FC-E-POGILpedagogy is successful in improving knowledge gains. The impact of the two pedagogies onknowledge gains will be evaluated by conducting a one-way repeated measure analysis ofvariance (ANOVA). The ANOVA analysis will assess the difference in participants’ summativeknowledge gains based on final
towards degree completion will be assessed through pre andpost-semester surveys, reflections, and final exam/presentation scores. At the two south valleycampuses, students will be primarily be assessed to identify the length to which FC-E-POGILpedagogy is successful in improving knowledge gains. The impact of the two pedagogies onknowledge gains will be evaluated by conducting a one-way repeated measure analysis ofvariance (ANOVA). The ANOVA analysis will assess the difference in participants’ summativeknowledge gains based on final exams and presentations as the summative assessment method ateach respective campus. Institutional data on student’s majors and progress towards graduationand will indicate if participation in these courses helps meet
that ourapproach can be replicated in other fields and other student populations.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants1842166 and 1329283. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. We thank the SPHERE research group for their helpful feedback.References[1] S. Kovalchuk, M. Ghali, M. Klassen, D. Reeve, and R. Sacks, “Transitioning from university to employment in engineering: The role of curricular and co-curricular activities,” in 2017 ASEE Annual Conference & Exposition, 2017.[2] R. Korte, S. Brunhaver, and S. Zehr
]–[4]. Engineeringknowledge is not value neutral and—depending on how it is selected, organized, demarcated,delivered, and evaluated—it can have discriminatory effects on different populations (e.g., [5]–[7]. Often students are implicitly asked to leave aspects of themselves at the door before enteringthe classroom in order to learn “objective” engineering knowledge [8]. This history of theengineering profession means that class biases were baked into its educational systems, helping toexplain why students from low-income and working-class backgrounds describe the culture andcontent of undergraduate engineering programs as foreign, if not hostile (e.g., [9]). Critically reflecting on what knowledge “counts” as engineering knowledge is
Foundation under GrantNumber [redacted]. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We also wish to thank [redacted] and [redacted] for help with datacollection.References[1] C. Carrico, H. M. Matusovich, and M. C. Paretti, "A qualitative analysis of career choice pathways of college-oriented rural central Appalachian high school students," Journal of Career Development, 2017.[2] C. A. Carrico, “Voices in the mountains: A qualitative study exploring factors influencing Appalachian high school students’ engineering career goals,” Ph.D. dissertation, Engineering Education, Virginia Polytechnic
location and expectations of the library. One partner suggestedstudents in the future should create a design proposal and meet with them part way through forhelp, guidance, and improvements before they were finalized. One partner commented that theydidn’t think the students’ designs “reflect[ed] all the effort they seemed to put into it! If I'd seenthe drawing earlier on, I think I could have helped them push their ideas a little further.”In addition to surveying the partners to see if they would be willing to participate in the projectagain, they were asked if they would recommend partnering with this course’s project to othergroups or organizations similar to theirs. Three of the four partners said “yes,” and the fourthpartner said “maybe” and
Experimental Social Psychology, vol. 35, pp. 4-28, 1999.[18] A. Fink, and M. Benedek, “EEG alpha power and creative ideation,” Neuroscience & Biobehavioral Reviews, vol. 44, pp. 111-123, 2014.[19] W. Klimesch, “EEG alpha and theta oscillations reflect cognitive and memory performance: a review and analysis,” Brain Research Reviews, vol. 29, pp. 169-195, 1999.[20] I. Bakker, A. Takashima, J. G. Van Hell, G. Janzen, and J. M. McQueen, “Changes in Theta and Beta Oscillations as Signatures of Novel Word Consolidation,” Journal of Cognitive Neuroscience, vol. 27, pp. 1286-1297, 2015.[21] M. C. M. Bastiaansen, A. Mazaheri, and O. Jensen, “Beyond ERPs: Oscillatory neuronal dynamics,” in The Oxford Handbook of Event-Related
, content C, Dand E). 1. IntroductionThe foundation of effective professional preparation requires mastery of foundational contentand core knowledge areas. Professional preparation in engineering has been moving to acollaborative model with multiple socio-technological dimensions, as part of learning to solveengineering problems cooperatively (Dym, Wesner, and Winner 2003). One way to increase thestudents’ content knowledge and to prepare them for the workforce is blending students’information literacy with project-based learning (PBL) using real world examples.Information LiteracyThe American Library Association (2015) defines information literacy as a set of integratedabilities encompassing the reflective discovery of information, the
]. The thematic synthesis will consist of three phases: 1) coding each line of text, 2)development of descriptive themes associated with the studies, and 3) generation of analyticthemes that interpret the findings [7].AcknowledgementsThis work is supported by the U.S. National Science Foundation award #1828659. Any opinions,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] Annual Estimates of the Resident Population by Sex, Race, and Hispanic Origin for theUnited States, States, and Counties: April 1, 2010 to July 1, 2016. Source: U.S. Census Bureau,Population Division. Release Date: June 2017[2] B. L. Yoder
, SocialStudies) an opportunity to learn more about how language is embedded in STEAM learning.Moreover, the project also provided an opportunity for all teachers to explore how engineeringcan be used as the integrator in STEAM. The project also introduced teachers to a more holisticview of engineering as a sociotechnical endeavor and how different disciplines can worktogether to create transformative learning experiences for minoritized students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1826354. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundationReferences
index with small sample sizes, the difference from 1 does notaccurately reflect a certain impact level. The course equity index analysis for this course atAngelo State University is presented in Table 4.It is observed that Latinx students are receiving a disproportionate number of the C and D gradesgiven in this course. However, since the change was implemented, improvement in the equityindices across the grades of A, B, C and D are occurring. As a work in progress, the author willcontinue to monitor this metric in the coming years to see if the pedagogical change continues tohelp close the equity gap. Table 4: Course Equity Analysis for Latinx Students Course Equity Index for Latinx
, and, although in initial stages, interclass interactions.AcknowledgementsWe wish to recognize Mengyuan (Alice) Zhao as coordinator of our efforts on the CN, andhelping researchers access student activity on the CN. This paper directly reflects the work of allPIs on the Urban STEM Collaboratory, from University of Memphis: Stephanie Ivey, James T.Campbell, John Haddock, Aaron Robinson, and Craig Stewart; from University of ColoradoDenver: Maryam Darbeheshti, Michael Jacobson, Martin Dunn, and Tom Altman; from IndianaUniversity Purdue University Indianapolis: David Russomanno, Jeffrey Watt, Karen Alfrey,Clayton Nicholas, Danny King, Terri Talbert-Hatch. This work is supported by NSF S-STEMGrants: #1833987 (UofM), #1833983 (CU Denver), #1833817
anxiety. These studies on avoidance, primarily focused onpre-service teachers [12] and middle school students [13]. Predictors were used during thesestudies, such as the math anxiety scale, of which the results helped to see if any of the copingskills observed were a predictor of math avoidance [4]. While these coping skills are generallyobserved behaviors, the choice of student major may also be an indicator reflecting the use ofavoidance of math.Technical Degrees Pursued Despite Math Anxiety. Students experiencing math anxiety areoften known to choose non-STEM majors or avoid math courses as much as possible [4].However, the student population observed in this study consists of primarily engineeringtechnology majors at a large university. Many
nother first language, yet she explained to me numerous technical matters with effective idiomatic language,humor and clarity. (Young-Me Chung, mentee of Asian origin and European mentor).It is very clear from the above comments that trustworthiness and freedom of thinking are the keys for anefficient and rewarding mentor-mentee relationship.Impact of the studyThis study, using qualitative research method of case studies, reflects the need of mentoring engineeringstudents at the undergraduate level in both local as well as global perspectives. In the local level, such asin Puerto Rico, mentoring helps not only in course works but also in preparation for job interviews, résuméwriting and other broader decisions as practitioners for the outgoing
American Society for Engineering Education (ASEE) Annual Conference and Exposition, Salt Lake City, UT, 2018[14]. D, G. Dimitriu, K. Bartels, and D. Dixon, “Reflections on Eight Years of Undergraduate Research Program at Our Community College”, Proceedings of the American Society for Engineering Education (ASEE) Annual Conference and Exposition, Tamps, FL, 2019[15]. Hispanic Outlook on Education < https://www.hispanicoutlook.com/articles/top-10-schools-major-2019 >[16]. The National Assessment of Educational Progress (NAEP) < https://nces.ed.gov/nationsreportcard/about/ >[17]. D. G. Dimitriu and M. Shadaram, “The Making of a Technology Literacy Course”, Proceedings of the American Society for Engineering Education
Special Problems.FTIR Spectroscopic Imaging System ComponentsFigure 1 shows the FTIR spectroscopic imaging system. An FTIR spectrometer, an FTIRmicroscope, Data Acquisition system, an optical table and a liquid nitrogen generator werepurchased through this grant. Liquid nitrogen is used to cool the microscope detector. Figure 1. The FTIR Spectroscopic Imaging SystemThe Research and Development Bruker Invenio-R FTIR Spectrometer shown in Figure 2aenables us to collect an average IR spectrum of a sample and characterize it accordingly.Additionally, an Attenuated Total Reflection (ATR) unit was purchased to eliminate samplepreparation steps when using the spectrometer. ATR is a sampling technique used in IRspectroscopy
manners”. ASEE Prism. American Society for Engineering Education. 2005. vol. 15. no. 4. pp. 45.[10] B. Horn. “A reflection on leadership: A comparative analysis of military and civilian approaches,” 2014, Journal of Military and Strategic Studies, vol 15. No. 3.[11] Y. Xue, R. Larson. “STEM crisis or STEM surplus? Yes and yes”. 2015. Website. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5800410/ (Accessed November 7, 2019)[12] A. Barr, A. “From the battlefield to the schoolyard: The short-term impact of the Post-9/11 G.I. Bill”. The Journal of Human Resources, 2015. vol. 50. no. 3. pp. 580-613.[13] A. W. Radford, A. Bentz, R. Dekker, J. Paslov, J. “After the Post-9/11 G.I. Bill: A profile of military service