Collection

AEE Journal

Authors

Martha Liliana Torres-Barreto; Ginna Paola Castro Castaño; Mileidy Alvarez Melgarejo

solve problems, using the technicalknowledge developed in their professional career, it has been considered that these skills make iteasier for them to reach results that involve the solution of mathematical problems, or those relatedto science, through the use of technical skills, research or analysis and synthesis. In this sense, theacademia seems to have placed the emphasis on hard and technical skills, while, non-technical ones,have been left in a secondary stage in the case of engineers, ignoring their role on their professionaldevelopment. This project proposes a model that will bring together more than 180 engineeringstudents and 4 university professors, by involving them in a real challenge that they might solve bymeans of their

Collection

AEE Journal

Authors

Katie Schneider; Amy Martin; Terri S. Hogue

durations. TheColorado School of Mines (CSM) has developed, and hosts, a professional program that works toaddress these needs. The Water-Energy Education for the Next Generation (WE2NG) is a NationalScience Foundation funded Research Experience for Teachers (RET). The WE2NG program is a six-week summer training that immerses K-12 educators in state-of-the-art research at CSM throughthe highly interdisciplinary lens of the water-energy nexus. The WE2NG model also includes industryfield trips, content and pedagogy workshops and book club focusing on science communication.Program effectiveness is evaluated through surveys given to participants before, during and afterthe program. Pre- and post-program surveys indicate that WE2NG supports teacher

Collection

AEE Journal

Authors

Jenna L. Mueller; Mary Elizabeth Dotson; Jennifer Dietzel; Jenna Peters; Gabriela Asturias; Amelia Cheatham; Marlee Krieger; Baishakhi Taylor; Sherryl Broverman; Nirmala Ramanujam

of a technology. Several institutions in the United States are leveraging biomedical engineeringto impact global health through using human-centered design (Richards-Kortum, Gray, and Oden 2012;Oden et al. 2010; Malkin 2007). While interdisciplinary programs in global health have the potential to yield innovative solutionsfor the SDGs, the learners of engineering design comprise a relatively small pool of students. En-gineering design curricula have traditionally been taught in a capstone course in the final year ofcollege to engineering students (Todd et al. 1995; Zhan et al. 2018), the majority of whom are male(men received approximately 80% of all undergraduate engineering degrees awarded in the US in2

Collection

AEE Journal

Authors

Mansour Karkoub; Chun-Lin Yang; Wael Karkoub; Moutafa Raslan

Deep Learning in Engineering Educationproject is not part of any course and participation is voluntary; however, students can link their workto their course with instructor’s approval. The UCCRP allows students to apply acquired knowledge/concepts from specific courses and learn from peers through tasks from the same system throughoutthe four years of undergraduate studies. A set of courses are targeted as “knowledge Incubators (KI)”for the UCCRP and students registered in (or have taken) those courses are recruited to participatein the UCCRP. The students work on projects relevant to these KI courses, individually or in groups,and apply and further develop specific skills

Collection

AEE Journal

Authors

David Reeping; Lisa McNair

Deep Learning in Engineering Educationproject is not part of any course and participation is voluntary; however, students can link their workto their course with instructor’s approval. The UCCRP allows students to apply acquired knowledge/concepts from specific courses and learn from peers through tasks from the same system throughoutthe four years of undergraduate studies. A set of courses are targeted as “knowledge Incubators (KI)”for the UCCRP and students registered in (or have taken) those courses are recruited to participatein the UCCRP. The students work on projects relevant to these KI courses, individually or in groups,and apply and further develop specific skills

Collection

AEE Journal

Authors

A.Ravishankar Rao

national average. Therefore, techniques developed at FDU arelikely to scale to similar institutions across the U.S. This observation is similar to the use of the cityof Columbus, Ohio by restaurant marketers when they try out new recipes, as the demographics inthis city mirrors national numbers (Groth and Weinmann, 2011; Scott and Yalch, 1980). The author is well aware of the realities faced by average students, minorities, and those strug-gling through their STEM education program on a daily basis. Some students are likely to be the firstin their families to attend college, and their challenges have been well studied (Thayer, 2000). Asobserved by other researchers (Richardson Jr and Skinner, 1992), “they are likely to lack knowledgeof time

Collection

AEE Journal

Authors

Sarah Dart; Edmund Pickering; Les Dawes

accustomed to passive classrooms(Vaughan 2007, Felder 2011). Furthermore, the time, persistence and skill level required to overhaula course to incorporate active learning has been cited as a major barrier for instructors (Vaughan2007). Thus, blended models that are less demanding on instructors and incorporate active learn-ing without pushing students so far out of their comfort zone that they disengage are desirable.Worked Example Videos (WEVs) Worked example style videos show promise for blended learning in the engineering context. Inthese, mathematical-based problems are worked through step-by-step while the instructor narratesthe process (Kay and Kletskin 2012). WEVs gained significant recognition through the rise of “KhanAcademy” (Khan 2016