and act globally’. The transitionfrom STEM to STEAM can have that global impact by leveraging the arts as a way to communicate andconnect globally.Key words: Art, aesthetics, design in engineering, expressive and sensory qualities, form.IntroductionAesthetics as a subject of formal study in higher education was first emphasized by John Dewey for theUS schools. Dewey referred to art as an experience between the artist, the work of art and its observer[1]. Each time an observer looks at Leonardo da Vinci’s Mona Lisa, a new Mona Lisa is born. Art is acontinuum from the germination of an idea to the culmination of a complex creation in its supremeform. Aesthetics is a common thread in this process which is essentially a process of the
eliminating detrimental environmental and social impacts, and remediating environmental damage. Developing the community that hosts an enterprise rewards both the enterprise and the community”. “7. Reliable coordination Reliable coordination within an enterprise improves the likelihood that the predicted product or service performance and quality will be delivered on time, safely, within the predicted budget and with acceptable environmental and social impacts. By doing so, engineers increase the value of the enterprise by aligning intentions with actions sufficiently well for investors to earn reasonable returns”. Ways in which engineers protect existing value “8 Maintenance Often referred to as engineering asset management or sustainment
research focuses on design tools; specifi- cally, the cost modeling and analysis of product development and manufacturing systems; computer-aided design methodology; and engineering education. c American Society for Engineering Education, 2017 Assessing Communications and Teamwork Using Peer and Project Sponsor Feedback in a Capstone CourseAbstractCapstone design courses are used to bring together various aspects of a student’s curriculum intoa culminating project; they also provide an opportunity to practice and assess professional skillsusing an authentic design project. While peer feedback and sponsor feedback are often used toassess learning outcomes and even provide input into student
. Page 25.1197.83.3.1 Action PlanningDuring expert instructor observations, student-generated content was retrieved only once. Theinstructor retrieved only a single page of student-generated content; however, that retrieval had anoticeable impact on engagement. Observers noted that many students who were off-task (e.g.,playing online game, accessing email) quickly flipped back to the course management softwareand followed instructions when they heard that student-generated content would be retrieved.The instructor then displayed the retrieved content on the projector to initiate a discussion withstudents. Observers noted that student participation when creating content was less than 100%since many of the retrieved pages shown on the projector
experiences played asignificant role in their ability to learn from and communicate with cultures other than their own.Two students directly reported that time spent in laboratories was influential. One participantwrote that “labs at college have a very diverse group, specifically physics, so it allows me towork with other people.” 16 students mentioned the diversity of their high school. One wrote thatthey “went to a high school with a very wide array of economic and social background” and that © American Society for Engineering Education, 2024 2024 ASEE Midwest Section Conferencethey “also participated in both artistic and athletic programs, giving [them] different experienceswith people
organized in a user-friendly manner at awebsite named ME Online (www.cpp.edu/meonline). A detailed discussion of the creation ofME Online and how its videos have been used to experiment with novel pedagogies is presentedin Nissenson et al. (2019) [1].The authors previously conducted two studies exploring the potential impact of ME Online onmechanical engineering students at Cal Poly Pomona. Nissenson et al. (2019) administered asurvey to 340 mechanical engineering students across sophomore, junior, and senior levels,which revealed the majority of participants watched ME Online videos at least a few times permonth, 88% felt the videos have had a positive impact on their education, and 79% felt thevideos improved their grades in at least one class
Engineering at the University of Maryland. In 2011, he began working directly under the Office of the Dean in the Clark School, coordinating outreach and recruitment programs for the college. In 2016, he assumed the role of director of the Office of Undergrad- uate Recruitment and Scholarship Programs. His duties entailed working with prospective freshmen and transfer engineering students. In 2019, he transitioned to the role of Assistant Professor in the School of Universal Computing, Construction and Engineering Education at Florida International University. His research interests transfer students who first enroll in community colleges, as well as developing broader and more nuanced engineering performance indicators.Ms
(primarily 144 MHz)and have concentrated on switching-type amplifiers (Class E and F). All students doing theseprojects have had the first Microwave Engineering course and are taking the RF Circuit Designcourse concurrently; these PA projects do not overlap the material in the second course. UsingCAD packages such SPICE, the students can gain insight into the impact of waveformengineering8 and the impact in the time-domain on the interplay between wave shaping networks Page 22.1190.6and the overall amplifier efficiency. Figure 5 shows an example of one such student-designed144MHz PA. All design work and construction, including board layout (notice
program more special than otherscholarships in CEAS) and to build a sense of community between the students. It is hoped thatthese encourage students to persist in their engineering studies through graduation. One of thePECS program activities is to assign each scholarship student to a faculty mentor. The studentsare asked to meet with their faculty mentor at least twice a semester. In these meetings, thefaculty mentors should discuss the students’ progress, answer questions about school and futureopportunities, and provide suggestions on things the students may want to consider to helpbroaden their career preparation. Each mentor has approximately 4 students from the program towork with, allowing them to be able to spend an adequate time
single materials scienceand engineering course that can be positioned at the beginning of a laboratory or capstone coursesequence. These RDC learning outcomes engage students to “think like an engineer” and have apositive impact on student metacognition and self-perception. Further work is needed to performlongitudinal studies to see if this approach leads to improvements in student ability in furtherlaboratory or capstone coursework. Additionally, studies should be implemented to determine ifthis approach prepares students with transferable skills more equitably than in traditionallaboratory and capstone courses.AcknowledgmentsI want to thank Dr. Lisa Hwang for her helpful discussions regarding course design andimplementation. I want to thank
that this feature of the experiment remains useful for communicating thecomplex and uncertain nature of solid hazards. We intend to integrate the Hartmann tube into theChemical Engineering Laboratory I course during the Spring 2025 term.ConclusionIn conclusion, we successfully developed and built a low-cost, user-friendly Hartmann tubecapable of providing reliable semi-quantitative data for investigating dust explosions. The hands-on nature of this device offers students a unique and memorable experience in understanding thehazards associated with commonly used non-toxic dust materials. The device consistentlydelivers meaningful data to support experimentation in engineering laboratories whileempowering students to actively engage with
, engineering, and mathematics (STEM) is a commonproblem in secondary schools across the nation1. According to the National Action Council forMinorities in Engineering, 96% of underrepresented minorities that graduate from high schoolare unprepared and not ready to study engineering by not taking pre-calculus, chemistry, andphysics prior to arriving at the university2. In Alaska, Alaska Natives have the worst performanceas compared to all other ethnicities in mathematics and science3 and these courses are crucial toprepare and retain students in college for STEM degree programs2,4–9. These statistics arealarming; however, there is one longitudinal program, called Alaska Native Science &Engineering Program (ANSEP) that defies these rates and is a
knowledge about energy and simultaneously to examine the social,political, and economic impact of energy-related decisions. Not only do engineers and scientistsneed to be smart concerning energy, but so do politicians, business professionals, journalists andhomemakers. Everyone will eventually engage energy issues on several levels – in personalfinancial decisions, as part of a local workforce consuming energy to provide a good or serviceto society, and as one member of the global population bearing the impact of energy on worldenvironments and economies. This desire to educate the students and general public led directlyto the proposal to develop an “Energy Room” at Baylor University. The Mayborn Museum ProjectThe
since. Indeed, 3.5 billion years ago, bacteria began engaging in “quorumsensing” behavior - the “promiscuous” swapping of DNA, a primordial code sharing echoed inthe later endosymbiotic evolution of the nucleated cell through the “long bacterial embrace” ofan invading bacteria and its host cell.Information sharing among humans shares some similarity with this commons formationactivity in biological systems. The Soviet biologist Vladimir Vernadksy dubbed the effect ofcollective human attention on the biosphere the “noösphere,”12 and in this paper we wish to tracesome events in the development of the open source operating system Linux within the heuristicframework of technological evolution, arguing that the roots of current open
require a paradigm shift in re-conceptualizing their role as a teacher. Due to this difficulty, tapping both individual andcollective capacity are best within the context of professional learning communities (PLCs),which are characterized by shared norms and values, reflective dialogue, de-privatization ofpractice, collective focus on student learning, and collaboration. These PLCs set the foundation,so teachers can begin inquiry into their practice in a new way for increased student learning.The integration of Professional Learning Communities and Project-Based Learning serve toaddress the issues discussed above. Currently, the North Texas STEM (Science, Technology,Engineering and Math) Center is collaborating with the Waco Independent School
, commending theprototype’s demonstration of the “general form of the shelf” and “how the shelf would work.”Both “designer” and “user” teams’ responses on the critique sheets showed considerabledevelopment over time, indicating their increased learning and engagement with the project. The critique sheets served to focus and frame the conversation about the project, allowingstudents to exercise another form of communication in addition to verbal discussion. Theyemphasized learning through reflection, assisted with executing iterations rather than being fixatedwith one concept, and encouraged students to be comfortable with failure and view it as anopportunity for continuous improvement. Based on the feedback and student input from the
Mexico, Drake State Technical College, and Chandler-Gilbert Community Col- lege. The award focused on expanding outreach activities to increase the awareness of potential college students about career opportunities in electronics technologies. Dr. Alaraje is a member of the American Society for Engineering Education (ASEE), a member of the ASEE Electrical and Computer Engineer- ing Division, a member of the ASEE Engineering Technology Division, a senior member of the Institute of Electrical & Electronic Engineers (IEEE), and a member of the Electrical and Computer Engineering Technology Department Heads Association (ECETDHA).Prof. Scott A Kuhl, Michigan Technological University Scott Kuhl is an Associate Professor
, a top undergraduate engineering institute in Indiana, were surveyed.Through a survey instrument, a sample of convenience was pursued through engagement withemployers that attend career fairs at Rose-Hulman with the intent to hire undergraduatespursuing a math, science, or engineering degree. The Likert-scale survey focuses on perceptionsof employers as it relates to entrepreneurship experience as expressed by students on theirresume. Preliminary results indicate employers generally view entrepreneurial studies as asurrogate for business education, and this is viewed favorably. However, employers alsoindicated an assumption that students with demonstrated entrepreneurial intent during theirundergraduate years are likely to leave their
Behrend among at-risk less from recitation students [7] Labs 4 Oklahoma Higher homework Success of the labs is attributed to State and average exam student approval/engagement University scores [8] In class hands-on 4 California Lower failure rates If adding additional contact time, modeling/activity Polytechnic [9] hands-on activities can be beneficial sessions Institute © American Society for Engineering Education, 2023
. Itsperspective combines both a product/process and broad view of the two literacies. Clearly,the products of engineering, the technologies (following Krupczak et al) interact at all levelsof society. This can be seen from the influence of electro-mechanical devices in the kitchenand the impact they have had on families, or at a societal level, or for example, in the concernthat communities have for processes like fracking which enable large quantities of gas to beextracted from shale. At the micro-level changes in kitchen technology or for that matterelectronics in the home are adapted to without much thought. Not so when a community isfaced with fracking. While cell (mobile) phones were quickly accepted some communitiesreacted unfavourably to the
below: Ho: µ0 = µ1, There is no difference in attitudes for EELC and non-EELC EE students in EE185. HA: µ0 <> µ1, There is a difference in attitudes for EELC and non-EELC EE students in EE185. Page 11.105.15There were no observations that implied there was a difference between students based on theparticipation in the learning community. This question seemed to be a place to start looking intothe departmental impacts of the learning community. Since there was only one non-EELCstudent responding to the survey, there are no conclusions that can be drawn for this question.To compile the above results, multiple t-Tests
judgingsuccess. Potential collaborators working with similar student groups are also sought toinvestigate outcomes across multiple campuses.IntroductionThe College of Engineering and Applied Sciences (CEAS) at a midwestern university offersthirteen ABET accredited undergraduate engineering programs. CEAS also offers elevenmaster’s programs and seven doctoral programs. Fall 2018 enrollment consisted of 3,031students, including 2,449 undergraduates and 582 graduate students.Indiana University’s National Survey of Student Engagement (NSSE) recognizes that placingfirst-year students into learning communities or cohorts is one of six high-impact practices thatpositively affects both student success and retention [1]. Gabelnick et al. also recognizes
, outside the context of a museum designed specifically with this intent. Thatsaid, in practice, the field trip proved to be a valuable community-building activity for the class,giving yet another opportunity to better understand each other’s perspectives and values. With newexhibits focused on infrastructure and redlining – to topics around climate change, the impact ofengineers from minoritized backgrounds was brought to the forefront for students and instructorsto experience, highlighting the value and importance of DEI in engineering.Students also participated in an assessment of intercultural development as designed by theIntercultural Development Institute. Working to build the students intercultural understanding iskey to accomplishing the
technological and engineering literacy using multidimensional desktop virtual reality framework (Chandramoudi, M and G. R. Bertoline). Using heavy metal music to promote technological and socio-cultural understanding (Kirkmeyer, B. P) Using scale models to promote technological literacy (Loendorf, W.R., Geyer, T. L and D. C. Richeter). Gadget Avalanche. A technological literacy course for novice adults (Lichini-Colbry, K and D. Colbry). Information and communications technologies literacy of the University of Buenos Aires engineering students (Clua, O and M. Feldgen).Exhibit 1. The title of some of the papers presented at the Technological Literacy Division sessions at the2013 Annual Conference of the American Society for Engineering Education. A
ideas about engineering. 8,9 , 10 , 11 For example, researchers at the University of South Carolina used a “Draw-an-Engineer”instrument and semi-structured interview in pre- and post-tests of 3rd -5th grade students in aclassroom with an engineering graduate student visiting instructor. The researchers found thatstudents generally presented fewer “misconceptions” of engineering on post-assessments thanpre-assessment drawings and interviews. Researchers at the Museum of Science in Boston andTufts University developed a Draw an Engineer Test for students from grades 3-12. The drawnresponses included images such as tools, cars, computers, trains, and desks. Drawings andinterviews enable students to communicate their ideas about
source. Students apply pressure to the sensor by pressing on the copperplates using their thumb and index fingers. Using voltage probes, students then measure voltagereadings that represent amounts of force being applied to the sensor. The collected voltage data isgraphed as a function of time. Students use the graphed data to identify linear relationships andcalculate rates of change.An engineering connection is made to motivate students and relate the concepts they are learningto real-world applications. This connection is stated as follows: “Using math and science,engineers have been able to design sensors that impact our health and our safety. For example,sensors are used to activate airbags in cars during an accident. Also, engineers design
manufacturing,which are positively perceived by a majority of Americans as innovative and technology-intensive.However, the pervasive disparities of underrepresented groups in the STEM workforcedevelopment pipeline remain an unsolved barrier gap [4]. Broadening participation for thosestudents from underserved communities in AM at scale is thus critical. This exploratory study showcased outreach activities in a suburban elementary schoolserving primarily students from underserved communities. Effective outreach and educationadvancements are essential to engage underserved student populations in AM education for tworeasons. First, existing manufacturing courses in K-12 settings tend to focus on outdated topicsand seldom specifically address the
to achieve. In herinterview, she reported not lacking the interest, competence, or recognition to be a successfulengineering student or engineer that other identity researchers have observed as contributing toan engineering or STEM identity (e.g. [13], [15]).Our interviews also provided helpful information on the nature of the conflicts or disagreementsthat occurred in the students’ teams. Many of the disagreements described were relatively minor.They focused on issues relating to a teammate’s lack of communication or engagement with thework or disagreements about calculations. This observation that the disagreements were notextreme in scope echoed previous research where survey responses about team conflicts werehighly concentrated in
iterative 3-way dialogue between the large group (10-15 students), themodule design group (2-4 students), and a recognized expert. The process encouragesdeep learning as students actively engage in creative conceptualizing, teaching each otherfrom general engineering principles and from their own disciplines, and interaction with aprofessional. Even though only a subset of the students will travel to the host country, allof the students on the project team have a sense of being involved with the siteassessment planning and are invested in the project from the point of view of their chosendiscipline. The IPD adventure is one that gives the student an actual engineeringexperience while engaging his/her passion for the social good
ofways)5. In them, we encourage individual students to focus on skill mastery (or, more likely,focus on remediating their failure to master)7. And finally, we choose to believe that oncemastered – despite all our first-hand experience and research findings to the contrary – thatindividual skill will be completely serviceable4.Most scholars of language and language use and especially those who study language learningand teaching would repudiate such an approach and would summarily reject all the assumptionslisted above8, 9. Yet the communications curricula that embody these assumptions not onlypersist, they are the norm. The obvious question is “why?” The short and admittedly over-simplified answer is that once assumptions are embodied in an