SessionsTraditional freshman orientation sessions are designed to facilitate student transitions to collegeby providing information about student resources, college and department services, institutionalpolicies, advising, course selection, technology, and an introduction to physical facilities such asmakerspaces and labs. Studies suggest that well-designed freshman orientations can have apositive impact on students including improved student retention, persistence and academicsuccess [1] – [8]. In addition, orientation programs have been shown to lead to strong personalconnections between students and facilitate their overall social development [1] [6] [9] [10].More specifically, Gentry et al (2006) found that students who participate in orientation
Electrical and Com- puter Engineering and (by courtesy) Engineering Education at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her academic and research interests include the profes- sional formation of engineers, diversity and inclusion in engineering, human-centered design, engineering ethics, leadership, service-learning, and accessibility and assistive-technology.Prof. Brent K. Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is an Associate Professor in the
Paper ID #6883International Exchange in Higher Engineering Education - a RepresentativeSurvey on International Mobility of Engineering StudentsMrs. Ute Heinze, RWTH Aachen University Ute Heinze is a research assistant at IMA/ZLW and IFU of RWTH Aachen University. She is part of the project ”Excellent Teaching and Learning in Engineering Science.” Her research interests include interna- tional student mobility and technology-enhanced teaching and learning in higher engineering education.Ms. Ursula Bach Since January 2008, Ursula Bach has been a scientific researcher at the IMA/ZLW & IfU, initially in the fields of
-efficacy (i.e., thinks she can succeed).19 Knowing the relation of self-efficacy with motivation, engineering educators havefocused intensely on it. Researchers have devised ways to measure self-efficacy in engineeringstudents14 and have successfully conducted interventions that have increased self-efficacy levelsof female engineering students.15 These interventions have increased self-efficacy by engagingfemale engineering students in mastery-orientated classes15 and curriculum design.20 A mastery-orientated classroom emphasizes learning new skills by focusing on the processes they involve.For example, Baker and colleagues, 2007, developed a course that embedded “tinkering”activities and applied technical skills. Class content that
physical science in two different high schools before joining the faculty at CSU in 2004. At Cleveland State University, teaching and partnerships are the focus of Dr. Jackson’s efforts. Dr. Jackson has extensive experience in curriculum redesign within the teacher education programs and in STEM education. She is currently serving as Program Coordinator for Adolescent/Young Adult (AYA) and K-12 Foreign Language teacher licensure programs and teaches and supervises students in the AYA program for mathematics and science teachers. Dr. Jackson also is a co-principal investigator for several grants related to STEM education, teacher preparation, project-based instruction and computer science education. Dr. Jackson serves as
(AAAS) Science and Technology Policy Fellowship in 2012-2013, with a placement at the National Science Foundation.Dr. Renata A Revelo , University of Illinois at Chicago Renata A. Revelo is a Clinical Assistant Professor in the department of Electrical and Computer Engi- neering at the University of Illinois at Chicago.Ms. Shannon Kristine Stefl, Clemson University Shannon Stefl is a doctoral research assistant in the Engineering & Science Education department at Clemson University. She received her B.S. degree in physics from Kent State University and her M.S. degree in physics from Clemson University. sstefl@clemson.eduMiss Stacey D Garrett, Clemson University Stacey D. Garrett is a PhD student in the School of
have identified peer adviceas more valued by students than advice from formal sources.7 Students are, in some sense, morequalified than formal sources to give advice to undergraduate science, technology, engineering,and mathematics (STEM) students. Many counselors and advisors were not STEM studentsduring their undergraduate program. Faculty, while more often STEM students asundergraduates, are likely to have been elite students, who underestimate the challenges facingthe average student.The advice expressed by our 185 interviewees, most of whom are upper division, derives fromtheir actual lived experiences, reflecting on the challenges they have faced in the context ofsuccessfully negotiating an engineering curriculum. Most perceptions of
class engaging • Internet and computer hardware issues and access to resources • Non-conductive home living arrangements for educational success • Extended hours of screen time • Issues with staying motivated without the structure of a class routine • Loss of authentic, hands-on experiences The rapid transition in Spring 2020 forced instructors to be creative and innovative inlearning, but gaps persisted as the semester advanced. Ramo et al. [10] suggests that while somestudents quickly adjusted and continued to perform well with new technology-deliveredinstruction; yet, a significant number of students struggled with content disengagement. For theFall 2020 semester, many universities continued to conduct remote
Paper ID #7891Robotics: Enhancing Pre-College Mathematics Learning with Real-worldExamplesDr. Ravi T. Shankar, Florida Atlantic University Dr. Ravi Shankar is a professor in the computer and electrical engineering and computer science (CEECS) department in the college of engineering and computer science (COECS) at Florida Atlantic University (FAU) at Boca Raton, Fla. He is the director of a college-wide center on systems integration. He has a Ph.D. from the University of Wisconsin, Madison, Wisc., and an M.B.A. from FAU. He is a registered Professional Engineer in the State of FL, a Senior member of IEEE, and a fellow of
andfemale graduation rates of engineering graduates remains disproportionate compared to otherdegrees awarded [5].Exposing students to chemical engineering concepts prior to major selection is critical inrecruiting students to the field of chemical engineering. There are several factors that we knowinfluence STEM major selection including: students’ interest in STEM disciplines [6], students’confidence levels in science and mathematics coursework [7], and familial influences [6,7,8].Because URM students are likely to have disproportionate familial exposure, it is important toexpose students to engineering in their formal education. As stated by Kauffman, et al. [6], “wemust be sure that students are presented with a positive image of STEM careers
this training. As further evidence of this curricular need, this topic has been discussedby only a few recent studies5-7.One way to address this is to infuse courses with statistics and DOE components – not full-blowntraining in all of the techniques available, but rather an introduction to the common “tools of thetrade”. Logical places would be to interject these components in either a manufacturingprocesses course or an experiential learning environment. According to Lin et al.8, injectionmolding is one potential avenue that can be used for such curricular development, as it lendsitself to formal hands-on laboratory experiences.Injection MoldingIn fact, injection molding in educational settings has been discussed by several authors
.”Across different academic content areas, researchers and practitioners alike (Goldman et al.,2016; Osborne, Simon, Christodoulou, Howell-Richardson, & Richardson, 2013) agree thatargumentation is a promising approach for engaging students in epistemic practices. By usingargumentation to frame activities, K-12 teachers avoid “final form” instruction (Duschl, 1990),where concepts and findings are presented as unquestionable facts or formulas that lack thecontext of the history of their conception. Contrary to this typical epistemic culture, students whotake part in argumentation can construct and validate claims, establish the relationship between
solving approaches employed by students, academics and practicing professionals in anattempt to determine if students are developing the necessary skills to tackle ill-structuredproblems. To accomplish this, an ill-structured problem is developed, which will later be used todetermine, based on analysis of oral and written responses of participants in semi-structuredinterviews, attributes of the gap between student, faculty, and professional approaches to ill-structured problem solving. Based on the results of this analysis, we will identify what pedagogicalapproaches may limit and help students’ abilities to develop fully-formed solutions to ill-structuredproblems.This project is currently ongoing. This work-in-progress paper will present the
Communication Society, he is primarily interested in designing curricula and tools which can help engineers and scientists develop life-long competencies in communication. In the past seven years he has also been the Lead of co-Principal Investigator in projects related to the design, implementation and assessment of learning technologies, especially in the domains of language learning, health communication and public discourse.Suguru Ishizaki, Carnegie Mellon University Suguru Ishizaki is an Associate Professor of Rhetoric and Communication Design in the Department of English at Carnegie Mellon. His current research interests include pedagogy of commu-nication and de- sign for students and professionals in the technology
Engineering) DR. PETER BERMEL is an assistant professor of Electrical and Computer Engineering at Purdue Uni- versity. His research focuses on improving the performance of photovoltaic, thermophotovoltaic, and nonlinear systems using the principles of nanophotonics. Key enabling techniques for his work include electromagnetic and electronic theory, modeling, simulation, fabrication, and characterization. Dr. Bermel is widely-published in both scientific peer-reviewed journals and publications geared towards the general public. His work, which has been cited over 5500 times, for an h-index value of 28, includes the following topics: * Understanding and optimizing the detailed mechanisms of light trapping in thin- film
in his department including; modified mastery learning in early engineering courses and a multi-year integrated system design (ISD) project for honors students. The ISD team currently has 50+ students working to design and build an electric bicycle and human powered vehi- cles. He is a mentor to mechanical engineering graduate teaching fellows. He is also active in technology adoption and support. Geoffrey holds a PhD in Theoretical and Applied Mechanics from Cornell University and Bachelor de- grees in Mechanical Engineering and Physics from Cedarville University. His research interests are fo- cused on best practices for student learning and student success.Dr. Michele J. Grimm, Michigan State University
coursemay serve as a curriculum model for others who seek to build technology assessment skills fornon-engineers.Contextualizing the CourseWith the support and guidance of the graduate program committee within the Department ofIndustry and Technology at Ball State University, the Technology: Use and Assessment coursewas developed in 1999 by Jim Flowers. The rationale for the development of this 3-credit,graduate-level course included two arguments: (1) to provide practicing technology teachers withan opportunity to build their knowledge of usability and technology assessment; and (2) to pilotthe delivery of an online graduate course. Since the fall of 2000, this course has been offered100% online to on- and off-campus students using the Blackboard
AC 2011-565: UNDERGRADUATE HOMEWORK ASSIGNMENTS THATACHIEVE DESIRED LEARNING OUTCOMESFiras Akasheh, Tuskegee University Dr. Akasheh is an Assistant Professor at the Mechanical Engineering Department at Tuskegee University. He joined in 2008.Denny C. Davis, Washington State University Dr. Davis is Professor of Bioengineering and Director of the Engineering Education Research Center at Washington State University. He has led numerous multidisciplinary research projects to enhance engi- neering education. He currently leads projects creating and testing assessments and curriculum materials for engineering design and professional skills, especially for use in capstone engineering design courses. He has been a Fellow
AC 2012-4915: VALIDITY OF THE METHODOLOGY FOR ESTABLISH-ING BASELINE WATER QUALITY FOR URANIUMMrs. Marisa Hamilton, Riviera Kaufer High SchoolDr. Lee Clapp, Texas A&M University, Kingsville Lee Clapp is an Associate Professor in environmental engineering.Prof. Mohamed Abdelrahman, Texas A&M University, Kingsville Mohamed Abdelrahman received the B.S. and M.S. degrees in electrical engineering and engineering physics from Cairo University, Egypt in 1988 and 1992, respectively. He received an M.S. and a Ph.D. in measurement and control and nuclear engineering from Idaho State University in 1994 and 1996, re- spectively. He is currently the Associate Dean of Engineering at Texas A&M University, Kingsville
B.S. and M.S. degrees in Electrical Engineering and her Ph.D. in Engineering from the University of Arkansas. Dr. Gattis’ research areas include student recruitment, retention and diversity, as well as professional development of middle school teachers. This professional development enables teachers to more effectively teach math and science through development of engineering and math hands-on activities. As Associate Dean, Dr. Gattis man- ages an endowment that provides over $1-million in funding for undergraduates to engage in research and to study abroad.Dr. Micah Hale, University of Arkansas Dr. Hale is an Associate Professor at the University of Arkansas. His research interests include concrete materials
Paper ID #7904Work-in-Progress: Design of an Online Learning CoachDr. Fred W DePiero, California Polytechnic State University Dr. Fred DePiero received his B.S. and M.S. degrees in Electrical Engineering from Michigan State Uni- versity in 1985 and 1987. He then worked as a Development Associate at Oak Ridge National Laboratory until 1993. While there he was involved in a variety of real-time image processing projects and several laser-based ranging systems. Dr. DePiero began working on his Ph.D. at the University of Tennessee while still at ORNL, and completed it in May 1996. His research interests include
Paper ID #8102Equipping an Army of Ambassadors: A Workshop Model for a STEM Ca-reer Speaker’s BureauMs. Meagan C Pollock, Purdue University, West Lafayette Meagan Pollock is a Doctoral Candidate at the School of Engineering Education, Purdue University, and is a recipient of a National Science Foundation Graduate Research Fellowship. She received a B.S. in Computer Science from Texas Woman’s University, and a M.S. in Electrical Engineering from Texas Tech University. Prior to beginning her doctoral studies, she worked as a engineer for Texas Instruments
Educational Research and Methods division and a member the Board of Governors of the IEEE Education Society. He was the 2002–2006 President of Tau Beta Pi. Page 24.1186.1 c American Society for Engineering Education, 2014 The Accidental EngineerThere is evidence that the key hurdle to graduating more US engineering students is recruitment,not retention. Ohland et al. show that while engineering retains to the 8th semester nearly 60% ofthe students who begin in engineering, only 7% of first-time-in-college students who are inengineering in their 8th semester of
Paper ID #28669Assessing Grassroots Engineering Applications in BrazilDr. Cristiano Cordeiro Cruz, Aeronautics Technological Institute I currently develop a post-doctorate research at the Aeronautics Technological Institute (ITA) with a schol- arship from FAPESP (#2018/20563-3). I hold a PhD degree in Philosophy (University of S˜ao Paulo, 2017), a bachelor degree in Philosophy (Jesuit Faculty of Philosophy and Theology, 2008), a master degree in Electrical Engineering (University of Campinas, 2002), and a bachelor degree in Electrical Engineering (University of Campinas, 1999). My research area encompasses philosophy of
learning experiences within an online undergraduate computerscience program. They found that use of personas enabled curriculum designers to create moreengaging and contextually appropriate experiences for their distance learners through a deeperunderstanding of online students pedagogical and technological needs. Turns, et al. [9] exploredways in which personas could be used to affect positive instructional change in engineeringeducation. By synthesizing the results from several persona-focused workshops conducted withcurricular stakeholders including faculty; instructors; administrators; faculty developers; andstudents, the authors concluded that personas were engaging tools that were effective atTable 1Procedural Steps Used During Usage Model
Instructional Assistants whenthey are administering oral exams.In this study at the University of California, San Diego, 6 courses with a total of 560 students inMechanical and Aerospace Engineering (MAE), and Electrical and Computer Engineering(ECE) were modified to include oral exams. These courses were taught in the Fall quarter of2021, and class sizes ranged from 30 to 165 students. There were 5 faculty members teachingthese courses, and each developed their own approach to implementing oral exams. This paperdescribes work that is part of a project studying the effectiveness of various oral exam methods[8], [9], [10], [11]. The overall project includes more quarters and thus more courses thancovered in this paper. Surveys were implemented at the
theTop Hat textbook in comparison to the traditional textbook. However, students felt more engagedwith the course and material when using the Top Hat textbook.IntroductionStatics and Mechanics of Materials I is a foundational class for many sophomore students whohave just entered an engineering program at the authors’ university. This course is taught to adiverse group of engineering disciplines, including but not limited to mechanical, biological,chemical, industrial, and electrical engineering students, as well as engineering science majors.The knowledge gained herein provides the foundation for many other topics covered later in theiracademic careers—the retention of this information is crucial to their future success. This coursealso sets
student epistemological development can provide needed insight into the beliefs thatstudents hold about engineering knowledge, how those beliefs relate to student understandingand success and how those beliefs and their relationship to understanding change as studentsprogress through school and transition into the workplace.Goals and Objectives The purpose of this project is to determine when conceptual and epistemological changesoccur for engineers on the path from undergraduate-student to early-career, practicing engineer.The project is also designed to explore how these changes occur and how they interact with eachother. In order to achieve this purpose, we are tracking two cohorts of students; one betweentheir sophomore year in college
Paper ID #25339Does How Pre-College Engineering and Technology Role Models See Them-selves Relate to Girls’ Engagement in the Fields? [Research To Practice]Dr. Mary B. Isaac, HEDGE Co. Mary Isaac retired from General Electric in 2007 as a Customer Service Executive, after 30 years in various technical and commercial roles in GE’s energy business, serving electric utility customers such as Excel, Constellation Energy, and Entergy. She has a B.S. in mechanical engineering from Union College in N.Y., an M.A.T. in technology education from North Carolina A&T State University in 2011, and Ph.D. in occupational and technical
., 2014, "The Effects on Students’ Conceptual Understanding of Electric Circuitsof Introducing Virtual Manipulatives Within a Physical Manipulatives-Oriented Curriculum," Cognition andInstruction, 32(2), 101–158.[17] Hofstein, A. and Lunetta, V.N., 2003, "The Laboratory in Science Education: Foundations for the Twenty-FirstCentury," Science Education, Vol. 88, No. 1, pp. 28-54.[18] Abdulwahed, M. and Nagy, Z.K., 2009, “Applying Kolb’s Experiential Learning Cycle for LaboratoryEducation,” Journal of Engineering Education, Vol 98, No. 3, pp 283-293.[19] Menekse, M., Stump, G.S., Krause, S., and Chi, M.T.H., 2013, “Differentiated Overt Learning Activities forEffective Instruction in Engineering Classrooms,” Journal of Engineering Education, Vol 102