stereotypes) or themselves (e.g., using self-affirmation andquestioning stereotypes that are applied to oneself).Table 1. Consolidated Implementation Guide for Critical Priming How to implement critical priming? To facilitate critical priming, educators can consider the following suggestions: • Identify and utilize existing resources on relevant social/sociotechnical issues to help communicate using appropriate language and references (e.g., [11], [12] for stereotype threat). • Incorporate discussions of social concepts that might impact teamwork into a broader discussion of expectations of best practices for teamwork • Discuss with students how personal experiences (e.g., navigating bias and stereotyping
: Using Workshops to Scaffold InterdisciplinaryResearch, Collaboration, and Community BuildingAbstractCo-creation in academe can take multiple forms. In this research, the co-creation focus is oncollaboration between faculty and graduate students to develop educational modules. Thisactivity is designed to improve graduate education and prepare students for conducting graduateresearch. In previous work presented at ASEE 2022, we discussed benefits and challenges ofparticipating in the co-creation process. This current paper focuses on how we took lessons fromour first year and transformed them into a structure to better support interdisciplinary research,collaboration, and community building.We will discuss how we supported the process of co
an emerging need: “…it will become more and moreessential that schools of engineering pay greater attention to the effect of their work on thepersonal development of the students.” (p. 108). Personal development was not described itoften is today in terms of self-fulfillment, rather it is seen more as a prescriptive process to betterfit people to jobs, thus improving production : “…admission to college is an important divisionof the central problem of education — vocational guidance. If any reasonably trustworthymethod of discovering what work each individual is best fitted for can be found, the otherproblems of education will in large measure solve themselves.” (p. 49). The purpose of the corecurriculum—“all the facts, principles, and
still in its beginning phases, but we hope that it will provide a rich platform for on-goingcollaboration with a community partner and for student and faculty research and experience incurrent problems in user interface design and consumer electronics accessibility as a windowonto the more general principles that need to be more fully articulated for a universal design forelectronic devices. Materials might be developed to be used in undergraduate and graduatecourses in computer engineering, software engineering, user interface design, and productdevelopment out of engineering, computer science and business departments.The wide-spread acceptance of the IPod in the marketplace is an excellent case study of thechallenges facing accessible design
the courseand teacher very highly overall. In the written comments, which are often most telling, theproject figured prominently. One comment was “Final project was very realistic and great way totie everything in the course together…”, a strong endorsement of the impact of the project onthat student and likely indicative of the other students in the course. Additionally, the writtencourse-end-feedback contained multiple calls for more time for the project from the students.Significantly, the students did not ask for the project to be scaled back, but instead focused onthe time aspect, a clear indication that they were strongly engaged in the project and wished toachieve at an even higher level, likely due to the fact that the project tasks
communication courses: https://bulletin.engin.umich.edu/courses/techcomm/ Students are required to take Exposition and Argumentation (English 1120) during the freshman year. Students are also required to take one of four communication-related courses: Engineering Communications and Computations Missouri University of (CIV ENG 2003), Writing and Research (English 1160), Technical Writing Science and Technology (English 3560), or Principles of Speech (SP&M S 1185). http://catalog.mst.edu/undergraduate/degreeprogramsandcourses/environmentale
traditional classroom settings20-21. In addition, inquiry-basedmaterials that specifically address the misconceptions commonly held by students are especiallyeffective at propelling students to success22.Planned New Work: Strategies to Increase STEM Majors at WSU and SCCObjectives and Benchmarks: Wright State University (WSU) and Sinclair Community College(SCC) will collaborate on a common STEM First-Year Experience (FYE), which will effect a10% increase in first-to-second year STEM retention and articulation from SCC to WSU. Thiswill translate into an increase in 6-year STEM graduation rates from 47% to 54% (or anadditional 50 STEM graduates per year) by the close of the project and beyond. Student Performance Benchmarks
Virtual process laboratories based ontraditional chemical engineering processes such as styrene-butadiene copolymerization10 orhydrogen liquefaction11 have been developed at Purdue and, more recently, a visually impressive Page 14.347.2set of virtual reality process examples have been implemented at three universities in Australia.12However, relative to the work on instructional development, investigation of how virtuallaboratories have impacted student learning has been sparse.13-16 A greater understanding of thetypes of cognition a virtual laboratory promotes in students is needed. The study presented in thispaper is based on the metacognitions
the German community provided me with a more complete understandingof the way humans seek to interact with one another. I have felt inspired to close the gapbetween Americans and our European neighbors and to accommodate the technological andsocial interest of my country, and theirs, as I develop my own career. The world seems a littlesmaller today.Other Student Comments The very best part of this class from the instructors’ point of view was the satisfactionknowing that the students truly learned from and enjoyed their experiences while taking thiscourse. This course was design specifically so that students would learn about and experienceGerman culture in addition to learning about sustainable practices in an international
addressed. Finally the challengesencountered and conclusions are provided.Educational Outcomes Assessment PlanThe educational outcomes assessment process can be viewed as a way to reassure stakeholders(students, parents, faculty, administration, governing board, alumni, donors, accrediting bodies,etc.) of the quality of education provided by an institution. Its purpose is for an institution to usethe results for self-improvement. Typically, an assessment plan includes the following:• Objectives based on the programs role in the institution’s mission• Criteria against which to measure objective attainment• Tools to collect data and procedures indicating how assessment is donePart of our assessment plans are the student portfolios [1]. For
a week for two hourswith an instructor dedicated specifically for the course. The students enrolled in SCLCs areprovided with additional instruction and time for problem-solving. This instruction requiresstudents to interact in groups of 3-4 to master the course material. It further strengthens thelearning community built in the Summer Bridge Scholars Program. The first regular Physicscourse is Physics I and is taken by the students in the spring semester, thus giving a full one-semester break away from Physics. Based on past feedback, students tend to forget the materiallearned in Physics as part of the Bridge program, and this impacts their performance in Physics I.To avoid this, a SCLC Physics 0 course is taken in the fall semester. This
personal hardships (e.g., with socioeconomic status or being an underrepresentedperson) felt that their experiences would help them guide students who were in similar situations.These findings are consistent with a separate study in which mentors cited the opportunity toremain engaged in the field as well as to mentor future faculty as a major motivating factor inbecoming a mentor [5].Related to RQ2, when asked about what makes them successful mentors, mentors highlighted theimportance of openly and actively communicating with students to ensure that they are receivingthe guidance they need. Furthermore, faculty mentors emphasized the importance of meeting astudent's specific needs. Mentors cited consistent communication between mentor and mentee
to explore how students interpret and engage with theseinstructional strategies.The pragmatic approach supports using diverse methods to evaluate learning outcomes, while the in-terpretive paradigm focuses on understanding students’ experiences with MBL and assessments andintegrating domain-specific research articles. By evaluating the impact of dynamic visualizations,simulation-based slides, and research integration, this study aims to inform curriculum design andenhance competency development in quantum technologies. Specifically, this study addresses the fol-lowing two research questions:RQ-1: In what ways do dynamic visualization and simulation-based slides enhance students’ under-standing, applying, and retaining the nine key QIS
their faculty and teaching community to succeed in delivering multi-campus content at a level of quality that enables all students to benefit from the course. Opencommunication, advanced planning, and realistic expectations are essential to ensuring initialand ongoing success in a multi-campus environment.ConclusionTeaching a multi-campus course in manufacturing engineering is a rewarding, challenging, time-consuming, high-risk endeavour where the administrative support available to the instructor canhave a tremendous impact on the successful delivery of the course and satisfaction of theinstructor involved. Two manufacturing engineering instructors were interviewed on theirexperiences teaching multi-campus courses through a variety of learning
teachingengineering design. The results also seem to indicate that these teaching qualities take severalyears to develop through the STOMP model. Complementary experiences, such as professionaldevelopment workshops, that are coupled with STOMP may accelerate these positive results.Further studies that investigate how to best prepare teachers for teaching engineering content inthe classroom will be an important accompaniment to this one. Further study of STOMP and itsimpact on student learning is also important for a more complete understanding of the program.Longitudinal data on STOMP and how individual teachers change over the course of theirenrollment in the program will also give a better idea of how the program impacts teachers.Bibliography1. Head, E
. In this paper, we explore if and how GTA teaching identitychanges over time with a focus on the impact of pre-semester and academic-year teachingprofessional development. Specifically, we aim to examine how professional development incombination with teaching experience contributes to GTAs’ understanding of their role andagency in classroom instruction and student learning. While this study considers GTAs ratherthan faculty, it focuses specifically on GTAs’ roles as instructors and as facilitators of studentlearning, and it examines how GTAs view their role and develop their identity as teachers. Forthis reason, it aligns well with topics of interest to faculty developers and those studying facultyteaching professional development.This paper
American Society for Engineering Education, 2016 IMPORTANCE OF UNDERGRADUATE RESEARCH: EFFICACY AND STUDENT PERCEPTIONSAbstractUndergraduate research has emerged as a high-impact approach that can be used to enhancestudent engagement and to enrich student learning experiences.1 It is observed in the literaturethat undergraduate research can have an impact on student retention, and possibly attract womenand ethnic minorities to science-related disciplines while playing an important role in thedetermination of career paths for participating students.2, 3, 4 While there are multiple studies onthe impact of undergraduate research in social sciences and sciences, there is limited literature inthe engineering
connection between student experiences and attrition insciences, math, and engineering programs. The remainder of the paper describes this study andits findings, concluding with recommendations for improving the quality of students’ learningexperiences.Quality of student learning experiencesAlexander Astin4,5 addressed the question, "What environmental factors make the biggestdifference in college students' academic development, personal development, and satisfaction?”He conducted a longitudinal study of 27,064 students at 309 baccalaureate-granting institutions.This work represented a large-scale attempt to study the impact of different approaches togeneral education on student development using a large national sample of undergraduateinstitutions
the Sustainable By Design Residential Academic Program (2014-2017), Director of the Environmental Engineering program (2006-2010), and ABET Assessment Coordinator for the CEAE Department (2008-2018). Bielefeldt is active in the American Society of Civil Engineers (ASCE), serving on the Civil Engineering Program Criteria Task Committee (2019-2022) and the Body of Knowledge 3 Task Committee (2016-2018). She is the Senior Editor for the International Journal for Service Learning in Engineering (IJSLE) and a Deputy Editor for the ASCE Journal of Civil Engineering Education. Her research focuses on engineering education, including ethics, social responsibility, sustainable engineering, and community engagement
Innovation and Entrepreneurship at the New Jersey Institute of Technology. Her career interests include conducting research in the field of engineering education, particularly focused on en- trepreneurship and design education for engineering undergraduates. At NJIT, she is actively engaged in the Society of Women Engineers and Society of Hispanic Professional Engineers.Mr. Jeremiah Ogunbunmi, New Jersey Institute of Technology Jeremiah Ogunbunmi is an undergraduate student pursuing a B.S. in Chemical Engineering and a minor in Materials Science and Engineering at the New Jersey Institute of Technology. His research interest is analyzing data that enhances entrepreneurial mindsets in engineering Education. His career interest
registered for engineering majors at one university are surveyed at the start oftheir second term of study to determine students’ perception of the value of various academicsupport activities to their academic development. The goal is to identify intervention strategieswhich have perceived positive impacts on freshmen engineering student success, and to explorethe extent to which these perceptions are based on personal vs. vicarious experience. Thissurvey is part of a longer-term project in which the objective effectiveness of these interventions(as measured by retention and by GPA) will be evaluated. Presentation at the 2010 meeting willbe of the first year’s results only, focusing on three interventions: Engineering FreshmanLearning Communities
meaning, articulation, and behavior in the builtenvironment. Having the students discover the design program through interviews, participatorycritiques and panel meetings will enhance their level of engagement in the project. Students havegained active communication skills leading to effective comprehension and interpretation ofclient requirements and needs.Effective Communication. Service learning programs that employ appropriate and variedreflection strategies heighten students’ communicative abilities. Through reflecting on theirservice experiences, students are called upon to give an account of themselves and their thoughtsin classroom discussions, in oral or artistic presentations, and in their writings.Faculty and Community Partner’s
wasadapted from its quarter version to include some fuel cycle and nuclear chemical engineeringtopics. Subsequently, in 2002, the two courses were merged into a one-semester long courseentitled “Radiation Sources and Applications”. The course has seen some dynamic changes overits first two years of being taught. It offers nuclear engineering undergraduate students with anoverall foundation for success in many areas where radiation and nuclear physics are applied tonon-power problems. This paper will discuss the development of the course, the topics coveredin it, the course goals and expectations as well as the impact of the course on Georgia TechBSNRE graduates.Introduction The nuclear engineering profession has undergone significant changes
of ten participants remained uncertain about what engineering isand what it would mean to be an engineer at their third or fourth year in undergraduate study5.Because workplace problems vary from classroom problems and engineers need a wider rangeof knowledge and skills in order to solve workplace problems, it is important for engineeringeducators to ensure that their students are properly prepared with the required knowledge andskills. Brumm, Hanneman, and Mickelson (2005) proposed that one of the best ways to preparestudents with workplace competencies is experiential education5. They stated that “experientialeducation can be broadly defined as a philosophy and methodology in which educatorspurposefully engage with learners in direct
building self-confidence.In Spring 2021, our university established a collaboration with RBTV. This paper focuses on theinaugural in-person STEM workshop hosted at our school in March 2023, highlighting the threeengineering modules: Computer, Electrical, and Mechanical Engineering. Survey data indicatesthat female students not only enjoyed the workshop but were particularly enthusiastic about thehands-on and experimental activities offered. This underscores the transformative impact ofexperiential and hands-on learning, instilling excitement and curiosity that can contribute tocultivating more engaged, motivated, and passionate learners in STEM fields.The majority of attendees expressed gaining knowledge about the explored topics during
needed multipleattempts to complete tasks, but most were interested, engaged, and excited to learn. They wantedto be challenged and appreciated being cognitively engaged. One student stated, “This is fun!” Lessons LearnedBackground Knowledge. In both pilots, instructors noted large gaps in background knowledge as many students havenot been previously exposed to a STEM curriculum. Access to inclusive science and mathcourses is imperative to promote success of IwD in STEM pathways. Exclusion based onassumptions about students' capacity to comprehend certain concepts is a barrier. One parentfrom the first pilot commented, “You assume intelligence. What a refreshing, awesome offeringfor our kids. They are
Faculty Communities Exploring Data and Sharing Their StoriesMotivation and Project OverviewThis NSF Improving Undergraduate STEM Education (IUSE: EHR) Institutional andCommunity Transformation (ICT) capacity-building project is designed to support faculty tocollaboratively explore questions on student learning and success in introductory and gatewayundergraduate STEM courses, such as early engineering courses as well as prerequisite math andscience courses. The project is motivating faculty to consider evidence-based teaching strategiesby including them as co-designers of learning analytics tools and storytellers inspired by the dataand their reflections. Learning analytics uses data about learners and learning to draw
Engineering from Iowa State University, and a B.S. in Electrical Engineering from Rose-Hulman Institute of Technology.Prof. Katie Ansell, University of Illinois, Urbana-Champaign Katie Ansell is a Teaching Assistant Professor of Physics at the University of Illinois, Urbana-Champaign. Her teaching and research activities focus on the practical and social aspects of the classroom that con- tribute to the development of student expertise in Introductory Physics Laboratories.Prof. Holly M. Golecki, University of Illinois at Urbana - Champaign DDr. Holly Golecki (she/her) is a Teaching Assistant Professor in Bioengineering at the University of Illinois Urbana-Champaign and an Associate in the John A Paulson School of Engineering
and learn, as well as encouragingcuriosity, are keys to future success. Easley has a different list on the benefits of undergraduateresearch with broader topics which focus on future career opportunities and impacts [13]: 1. Exploring Career Directions 2. Building Transferable Skills and Enhancing Resumes 3. Learning to Publicly Advocate for and Defend Work 4. Getting a Leg Up on Graduate or Professional School 5. Contributing Knowledge and impacting the worldResearch and Early ExposureThe topics put forth by both Azim and Easley can be found in many papers written on the subjectof why students should undertake research. All agree there are distinct benefits to the student,and indirectly to the faculty. Sadler and McKinney
community. Her research interest includes STEM education, assessment, and program evaluation. She is working on measuring college students’ sense of belonging, especially in the engineering field, facilitating school leaders’ and educators’ work in promoting engineering students’ success and broadening participation in engineering.Dr. Hsien-Yuan Hsu, University of Massachusetts, Lowell Dr. Hsien-Yuan Hsu is an Assistant Professor in Research and Evaluation in the College of Education at the University of Massachusetts Lowell. Dr. Hsu received his PhD in Educational Psychology from Texas A&M University and has a background of statistics education. He works closely with researchers in STEM to pursue high quality of