as the Mechatronics concentration coordinator in the Engineering Tech- nology department. Additionally, he is currently completing the final year of an EdD in Educational Leadership. Other research interests include Industry 4.0, regional workforce development, and gender disparities in the engineering fields.Alyssa Young, Austin Peay State University ©American Society for Engineering Education, 2023 From Grant to Graduates: The Development of a Regionally Unique Siemens Level 3 Mechatronics Engineering Technology ProgramAbstractAs the result of a Department of Defense (DoD) grant in 2017, training and laboratory equipmentwere procured, and a
SESSION 2109 INTERPRETATION OF ENGINEERING AND NON-ENGINEERING SKILLS DURING TRANSITION FROM BEING A FRESHMAN TO A GRADUATING ENGINEER Devdas Shetty* and Susan Coleman** University of Hartford, West Hartford CT 06117, Tel : (860) 768 – 4615 * College of Engineering ** Barney School of BusinessAbstractThis paper provides an overview of the results of student skill assessment as students graduallyprogress from freshman to senior year. The curriculum chosen was a revised engineeringcurriculum involving all the four years
Engineering Educator program. He was the key driver of the 42d IGIP International Confer- ence ”Global Challenges in Engineering Education” held in Kazan. in 2013 Vasily Ivanov has published over 400 research and methodology works, including 20 monographs, 38 textbooks and study guides, 92 papers in the leading peer-reviewed journals, 35 papers in international journals.Prof. Svetlana Vasilievna Barabanova, Kazan National Research Technological University Professor Svetlana Barabanova was born in Kazan, Russian Federation. In 1983 she graduated from the Faculty of Law of Kazan State University named after V.I. Ulianov-Lenin. She finished her University course with honors and qualification of lawyer. Svetlana continued her
articles in the area of International Engineering Education.Mrs. Anett Geithner, University of Rhode Island; DAAD Anett Geithner teaches German language, literature and film classes in the Department of Modern and Classical Languages at the University of Rhode Island where she has been working as a fulltime lecturer since fall 2013 on behalf of the German Academic Exchange Service (DAAD). She studied English, Russian and German as a Foreign Language in Germany and the UK, and worked worldwide as a language instructor e.g. in Bangalore, India, in Odessa, Ukraine, and at Technische Hochschule Brandenburg, Germany. Her research interests include Content and Language Integrated Teaching, Online and Hybrid Education
Paper ID #28489A Writing Tool that Provides Real-Time Feedback to Students on their Gram-mar Using Deep LearningMiss Basak Taylan, Graduate Center of City University of New York Basak Taylan is a Ph.D. candidate in Computer Science Department at the Graduate Center of the City University of New York. She received a bachelor’s degree in Computer Engineering from Mersin Univer- sity, Turkey and a master’s degree in Computer Science from New York University Polytechnic School of Engineering. Her current research interest is natural language processing, machine learning, and AI.Dr. Ashwin Satyanarayana, New York City College of
academic couples are as productive or more productive than non-couple hirecolleagues [14] in their corresponding positions.The teaching, research, and service balance. Once in the tenure track, the difference in timeallocation between men and women faculty is extensively documented in science andengineering areas [7], [17]–[21]. A quantitative study on the gendered division of labor amongSTEM faculty found that the percentage of time spent in undergraduate instruction affects theaverage of yearly publications negatively, while time spent in graduate instruction and researchaffects positively the number of yearly publications. Since women in the study reportedallocating more time to undergraduate teaching, their research is the most affected [7
Paper ID #16006Industrial Networking through Academic CooperationMrs. Anna Sukhristina, Kazan National Research Technological University Anna Sukhristina graduated from Kazan State Technological University in 2007. Her major area of study was polymer chemistry and she graduated from the University with honors and obtained a qualification of Specialist in Engineering. During her University years she took additional training in English language and, in 2005, obtained the Diploma of Specialist in Technical Translation from Kazan State Technologi- cal University. Now Anna is a PhD student focusing in Theory of Education
, IGERT, and I3 grants for the National Science Foun- dation. She is an Extension Services Consultant to the National Center for Women & Information Tech- nology and has helped more than a dozen universities increase recruiting and retention of women in their technology programs with data driven methods and evaluation support. Four of her clients are NCWIT NEXT Award winners for the Extension Services outcomes they achieved. Michelle has an M.A. in Applied Behavioral Sciences with Human Factors specialization. Her research interests include the eval- uation of STEM projects and programs, diversity studies, strategic planning, and data visualization. c American Society for Engineering
AC 2012-4749: CHALLENGES OF CREATING A NEW ENGINEERINGEDUCATION MODEL IN RUSSIADr. Phillip Albert Sanger, Western Carolina University Phillip Albert Sanger is on the faculty of Western Carolina University.Julia Ziyatdinova, Kazan National Research Technological UniversityProf. Svetlana Vasilievna Barabanova, Kazan National Research Technological University Svetlana Vasilievna Barabanova was born in the USSR in 1962, graduated from Kazan in 1983, and is a law faculty member. Barabanova worked as a teacher in Chuvash State University (1983-1986) and from 1986 to present time in Kazan National Research Technological University as a lawyer, lector, administrator. Barabanova was a candidate of law sciences (1996). She is a
, relationship building, and improved retention purposes2,4,5,10. Employers also usecoop ed programs to prescreen for potential enthusiastic new employees at reduced cost. Whilecoop ed benefits to employers have been found to be consistent, its benefits to students aresomewhat inconsistent, but this may be the result of several factors including the local economyand the relative location of the institution 5.Over the last 40 years, many researchers have reported on the value of coop ed to computingstudents3,6,12,13,17. Many of these studies reported positive student reactions to the coop edexperience, especially in providing them with exposure to work on real problems that utilizeacademic knowledge and skills as well as broadening their knowledge and
Paper ID #6985The Decline of Women in Russian Engineering EducationProf. Svetlana Vasilievna Barabanova, Kazan National Research Technological University Dr. Svetlana Barabanova was born in the U.S.S.R. and graduated with a Ph.D in Law from Kazan State University in 1983. In 1986, she started work at Kazan State Technological University, now known as Kazan National Research Technological University. Dr. Barabanova is a specialist in Educational Law and a participant in government commissions for perfection of educational legislation. She has also researched the different problems of engineering education for many years
Paper ID #8443Using a Community of Practice to Diffuse Instructional Improvements intothe ClassroomDr. Diane L Zemke, Independent Researcher Diane Zemke is an independent researcher and consultant. She holds a PhD in Leadership Studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.”Dr. Steven C. Zemke
anticipated due to new infrastructure investments. Bycapturing the imagination of young minds and equipping them with a foundational understandingof civil engineering, the summer course is not just educating future students; it is contributing tothe development of the workforce that will shape tomorrow's infrastructure.Past students have gone on to enroll in civil engineering as well as other engineering programsin college. While further research and time is needed to assess post-graduation outcomes and thetypes of engineering careers these students ultimately enter, the initial indications are promising.These findings support the replication and adaptation of this model across other institutions,suggesting that such educational interventions can
processes that donot have analytic solutions. One can easily argue that all graduates of science orengineering programs should have the opportunity to develop good computing skills bythe time they complete their studies. However, the depth and range of skills needed variesconsiderably – even in a single discipline such as physics. Moreover, the interests,backgrounds, and abilities of students taking physics courses vary widely, whereas thenumber of instructors with scientific computing skills has been rather limited. Providingappropriate courses and instruction in computational physics for such diverse studentpopulation is a challenge. On the other hand, computational physics provides excitingteaching opportunities that can complement traditional
-Learning systems andvirtual laboratory experiments. The project represents an innovative approach in teaching,studying and integrating hands-on experiments, project-based teaching and learning of renewableenergy sources, power electronics and control.Our long term goal is to develop an integrated research facility in the area of renewable energy,RENSym platform24-28,30,31. The main target group of RENSym Learning Environment comprisesof undergraduate students enrolled in engineering and engineering technology programs. Otherpotential target groups are organizations offering further training courses for technicians andengineers. The developed materials, e-Learning support platform, computer simulations, virtuallaboratory, renewable energy
students for theirteaching assignments and their future careers.Program Overview and SignificanceFew doctoral students receive systematic training on how to teach [1], and many early-careercollege instructors report having insufficient training on how to teach [2]. Yet there isrecognition of the need to develop opportunities for graduate students to enhance theirunderstanding of pedagogy [1], [2], [3] and of the important role that graduate student teachingexperience plays in the developing graduate students into effective teachers [4], [5]. Althoughresearch on graduate student teaching training stretches back more than 20 years, little discussionand research exists on the impact of systematic teaching-focused programs for engineeringdoctoral
through discourses—socially recognizable actions,communications, interactions, language, objects, symbols, tools, ways of thinking, values, andbeliefs1. One of the ways that engineering students are identified, or identify themselves, isthrough the values and objectives promoted by organizations that have a stake in engineeringeducation. Discourses promoted by organizations that educate and employ engineers identifywhat it means to belong to the engineering profession, what an engineer should know, whatvalues they should hold, and how they should act. These discourses can influence students’decisions to pursue and persist in engineering education as well as the kinds of careers thatstudents pursue after graduation. In this study, we examine
. Page 11.996.1© American Society for Engineering Education, 2006 Planning for Diversity at All LevelsAbstractIn the spring 2005 semester our institution undertook a college wide strategic planning process toaddress diversity at all levels of the college. A committee of faculty, students, and staff looked atthe institution’s current status for women and minorities at all levels. Included in this study werestudents (both undergraduate and graduate), faculty, staff, and advisory boards. In part, thisprocess was to determine our current status with respect to our peer institutions in theparticipation of women and minorities at each level. This process also involved research on bestpractices from other institutions to
, Dr. Leilani Arthurs AbstractFew studies have examined engineering faculty use of observation protocols to evaluate teachingin the classroom including those that specifically focus on the Classroom Observation Protocolfor Undergraduate STEM (COPUS). Toward this end, this ongoing pilot study exploresengineering faculty’s experiences utilizing the COPUS tool. Paired faculty teams trained in theuse of COPUS conducted multiple peer observations of instructors teaching both undergraduateand graduate classes within the College of Engineering at a large Midwestern research intensiveinstitution. Upon completion of the paired faculty classroom observations, researchers conductedfocus group interviews with the
, including STEM. While MSIs attempt to bridge educationalgaps seen in these students with pre-college resources, first year mentoring, and tutoringsessions, awareness and participation in URE is not prevalent at a MSI. Participation in suchactivities, however, has been linked to improved career prospects and an increase in thenumber of students seeking graduate degrees. Past studies [1],[2],[9] have suggested that aninitial interest in STEM does not necessarily continue throughout undergraduate education witha higher number of students requesting major changes and/or prolonging their graduationtimeline. This paper proposes to identify current notions and perceptions surroundingundergraduate research of STEM students at a mid-sized MSI along the U.S
3.017,14 1.556,65 4.573,79Source: Federal Government Integrated Financial Administration System (SIAFI): Specialextraction completed by Federal Data Processing Service (SERPRO); Statistical Synopsis ofHigher Education - 2000, of National Institute for Educational Studies and Research (INEP),from the Ministry of Education (MEC); Foundation for the Coordination of Improvement ofHigher Education Personnel (Capes) from the Ministry of Education (MEC).Produced by:Indicators Coordination - Ministry of Science and Technology. Notes: Monetary valuesexpressed in 2002 Reais, updated by the General Price Index - Internal Availability (IGP-DI) ofthe Getúlio Vargas Foundation (FGV) estimated from post graduation expenditures
curriculum of an engineering department (Biological Systems Engineering) using Jerome Bruner’s spiral curriculum theory. Currently, Dr. Lohani leads an NSF/REU Site on ”interdisciplinary water sciences and engineering” which has already graduated 56 excellent undergraduate researchers since 2007. This Site is renewed for the third cycle which will be implemented during 2014-16. He also leads an NSF/TUES type I project in which a real-time environmental monitoring lab is being integrated into a freshman engineering course, a senior- level Hydrology course at Virginia Tech, and a couple of courses at Virginia Western Community College, Roanoke for enhancing water sustainability education. He is a member of ASCE and ASEE and
Paper ID #16005International Approaches to the Development of Cross-Cultural Education atHigh SchoolMs. Marina Panteleeva, Kazan National Research Technological University Marina Panteleeva was born in 1986 in Kazan, Russian Federation. In 2001 she entered Teacher Training College where she received diploma with honors and qualification to teach English at school. In 2010 Marina Panteleeva graduated from Tatar State University of Humanities and Education and received her specialist degree in foreign languages. She finished the University course with honors and received quali- fication of teacher of English and French. She
-World Issues through Case Studies,” Journal of Engineering Education, 88(4), pp. 501-508.20. Shepard, A. and B. Cosgriff. 1998. “Problem-Based Learning: A Bridge Between Planning Education and Planning Practice,” Journal of Planning Education and Research, 17, pp. 348-357.HEATHER NACHTMANNHeather Nachtmann is an Assistant Professor of Industrial Engineering at the University of Arkansas. She receivedher Ph.D. in Industrial Engineering from the University of Pittsburgh. Her research interests include economicdecision analysis, heuristic optimization, engineering valuation, and supply chain management. She is a member ofAACE International, ASEE, ASEM, IIE, INFORMS, and SWE.AMBER LEHRMANAmber Lehrman is a graduate student in Industrial and
Virginia, the TechnologyLeaders Program, provided the case study for this research. This interdisciplinary program consists ofcollaboration between the Electrical and Computer Engineering (ECE) and Systems Engineering (SIE)departments. It is comprised of a three year curriculum that fosters a learning environment in whichelectrical, computer and systems engineering students collaborate to engage in the designing, prototypingand testing of engineering systems. The value added of a TLP student is grounded in their ability toengage both systems integration and domain-specific engineering work. At the end of the curriculum,graduates should be more able to “design systems requiring the integration of knowledge and skills from”electrical, computer and
. Environmental Studies students in the Biology program also tookthe course last spring in its first offering. The course is designed to give students sufficientbackground information in the design and implementation of a surface water quality TotalMaximum Daily Load (TMDL) study along with information on designing and implementing a“graduate level” research project. The intent of the course is to have students implement thisproject on an actual 13 square mile watershed near the university. The stream is impacted bynutrients, and a formal TMDL will be developed by environmental professionals andstakeholders in the near future in accordance with Clean Water Act (CWA) requirements.Student teams sample and analyze for multiple chemical constituents and flow
2006-580: ASYNCHRONOUS COLLABORATION: ACHIEVING SHAREDUNDERSTANDING BEYOND THE FIRST 100 METERSRaghvinder Sangwan, Pennsylvania State University Dr. Raghvinder S. Sangwan is an Assistant Professor of Information Science in the School of Graduate Professional Studies at the Pennsylvania State University. He currently teaches software engineering to professional graduate students from Fortune 500 companies such as Boeing, Lockheed Martin, Merck, Siemens, and Unisys. Dr. Sangwan is a Consulting Member of Technical Staff at Siemens Corporate Research, with over seven years of experience in software engineering research and development. Formerly, he was a lead architect at Siemens Medical, where
students will be compared to the published literature on theretention of minority engineering students to identify any commonalities, contradictions andopportunities for improvement. The data will also be analyzed using demographic information(university type, classification, age, race, gender, and major) in order to determine whether thereis any statistically significant difference or correlation in preferences based upon these factors.Recommendations will be made to the engineering community for teaching the graduate andundergraduate minority engineer, as well as to direct future research in this area.Introduction This paper will summarize a pilot study conducted in conjunction with the NationalSociety of Black Engineers to identify the
subjects, and effectivelycommunicating results to academic, industry, policy, and other audiences.This paper reports on a research project, supported by an NSF EAGER award, that exploresinnovative ethnographic research methods for studying engineering practice. Here we primarilyfocus on the experiences of three students who were directly involved in our data collectionefforts. One undergraduate student engaged with one field site (a utility company, “UtilityCo”)through job shadowing and informal interviewing, while two graduate students collected data asparticipant observers at a second site (a small software start-up, “SoftCo”). In this paper, ourprimary research objective is to examine how these three students experienced their roles
Paper ID #23458Moving Toward Student-centered Learning: Motivation and the Nature ofTeaching Changes Among Faculty in an Ongoing Teaching Development GroupProf. Jill K. Nelson, George Mason University Jill Nelson is an associate professor in the Department of Electrical and Computer Engineering at George Mason University. She earned a BS in Electrical Engineering and a BA in Economics from Rice Uni- versity in 1998. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical