focused on curricular reforms and instructional methods for preparingthe Engineer of 2020.3,4 Specifically, the learning outcomes for the Engineer of 2020 affirm thecomplexities of a changing workforce and need for innovative and adaptive problem-solving.Within the engineering context, there is limited research that merges these curriculum outcomeswith the benefits and challenges associated with teaching the Millennial generation.To merge these two concurrent trends in postsecondary and engineering education, our studyprovides a qualitative analysis of how future faculty perceive Millennial engineering students ata large research university. The engineering graduate students who participated in this study areexperienced graduate student
the head coordinator of a multi-section undergraduate course. Each undergraduate track in the CVEN degree plan wasrepresented (i.e., general, construction engineering and management, environmental, structures,water resources, transportation, geotechnical, costal and ocean). Participants were sent an email 3informing them about the study, and faculty willing to participate in the study self-selectedthrough an email response. A date and time was then set to conduct a one-on-one interviewbetween the participant and a graduate student research assistant. Four interview questionsguided the semi-structured interviews.Interview Questions: 1. How did prior expertise and experiences impact
-solving. Thewomen in their study had lower self-estimates of competence and technical problem solvingscores than the men and attributed their failure to lack of ability rather than to lack of persistence.This is in sharp contrast to women’s perceptions of their problem-solving abilities andpersistence in mathematics, a foundational skill for success in engineering. In the case ofmathematics, women believed they were better and more persistent problem-solvers than males5.However, even women in engineering majors who intended to go on to graduate school or whowere already in graduate school expressed less efficacy in their technical abilities than did theirmale counterparts6, 7. Even male engineering students who drop out of engineering have
generated. Through three weekly scheduledmeetings, alternative designs and approaches were evaluated, ranked, and chosen. It took twoand a half weeks to fabricate, modify, and test the reliability of the apparatus and its feasibilityfor replication in other institutions. Another week was necessary to test the degree of precisionand the accuracy.A survey of alumni from the College of Engineering at the University of Delaware reveals that"Alumni with research experience were more likely to pursue graduate degrees, and theyreported greater enhancement of important cognitive and personal skills. In addition,respondents who had been involved in research were much more likely to have reported that theyhad a faculty member play an important role in their
positions in industry and government, including Software Engi- neer for Motorola in Horsham, Penn., and an Electronics Engineer for the Naval Air Development Center in Warminster, Penn. She has published a number of articles in journals and conference proceedings in the area of collaborative problem solving, group cognition, e-learning, and global engineering.Dr. Kathryn W. Jablokow, Penn State University Kathryn Jablokow is Associate Professor of mechanical engineering and engineering design at Penn State University. A graduate of Ohio State University (electrical engineering), Jablokow’s teaching and research interests include creativity, problem solving, and cognitive diversity in engineering, as well as robotics and
, gender issues, existential phenomenology, and Lagomorph physiology.Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Associate Professor of Engineering Education at Purdue University. He has de- grees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $11.4 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and multiple conference Best Paper awards
Paper ID #16115Systematic Review of the Funds of Knowledge Framework in STEM Educa-tionDina Verdin, Purdue University, West Lafayette Dina Verd´ın is an Engineering Education graduate student at Purdue University. She completed her under- graduate degree in Industrial and Systems Engineering at San Jos´e State University. Her research interest focuses on the first-generation college student population, which includes changing the perspective of this population from a deficit base approach to an asset base approach.Dr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of
Participants. Our Country of Origin. The majority of more research has been conducted studies had a wide range of the studies included in our on Middle School STEM participants, with the mean being systematic review of literature, education. This may indicate that 210. were conducted in the United the importance of middle school States. This may prove to be a education is becoming more limitation as educational practices globally recognized. vary greatly between countries
– differed in the following ways: • Women migrants performed statistically significantly worse than male migrants on the SAT/ACT. • Women migrants performed statistically significantly worse than women who completed an engineering degree in a constructed measure of academic performance based upon GPA in University-level academic courses and high school class rank.Overall, Adelman10 and researchers McIlwee and Robinson11 observe that for women students inengineering “only the academically strongest are likely to survive” (p. 75).These studies provide important baseline data regarding this issue however, they do not providethe overall WIE / MEP and engineering education community with a tenable means forcollecting similar
futureAPPLES deployments and analyses.Introduction/BackgroundThe Academic Pathways Study (APS) of the NSF-funded Center for the Advancement ofEngineering Education (CAEE) is a cross-university study that systematically examines howengineering students navigate their education, and how engineering skills and identity developduring their undergraduate careers1,2. APS research falls under the umbrella of the Center for theAdvancement of Engineering Education (CAEE) whose goals are to: 1. Identify ways to boost the numbers of students who complete engineering degrees (including increasing the numbers of women and traditionally underrepresented groups) 2. Better support those enrolled in engineering programs 3. Encourage greater numbers of
Paper ID #29794Effects of Test Anxiety on Engineering Students’ STEM SuccessMr. Justin Charles Major, Purdue University-Main Campus, West Lafayette (College of Engineering) Justin C. Major is a fourth-year Ph.D Candidate and National Science Foundation Graduate Research Fel- low in the Purdue University Engineering Education Program. As an undergraduate student at the Univer- sity of Nevada, Reno (UNR), Justin completed Bachelor’s degrees in both Mechanical Engineering and Secondary Mathematics Education with an informal emphasis in engineering education. Through his in- volvement in the UNR PRiDE Research Lab and
Paper ID #32656Characterizing Identity Profiles for Engineering Students AttendingSmall Colleges and UniversitiesEllen Zerbe, Pennsylvania State University Ellen Zerbe is a graduate student pursuing a Ph.D. in Mechanical Engineering at Pennsylvania State University. She earned her B.S.M.E. at Grove City College. She is currently researching under Dr. Catherine Berdanier in the Engineering Cognitive Research Laboratory.Catherine G.P. Berdanier, Pennsylvania State University Catherine G.P. Berdanier is an Assistant Professor in the Department of Mechanical Engineering at Penn- sylvania State University. She earned her B.S
Effects Grades: Sizeness and the Exploration of the Multiple‐Institution Database for Investigating Engineering Longitudinal Development through Hierarchal Linear Models Page 26.280.2Introduction In a recent study, an effect entitled sectionality was probed to determine the effect ofdifferent course sections at various schools had on students’ grades.[1] A caveat of that studybrought up numerous times in lectures and via private correspondence – one left out of theoriginal paper – was the effect of class size (or sizeness) for the same introductory courses.While anecdotally, faculty from all over the country had discussed with the researchers in thepast few years that
Paper ID #19427A Measure of Affect toward Key Elements of Engineering Professional Prac-ticeAnita D. Patrick, University of Texas, Austin Anita Patrick is a STEM Education doctoral student and Graduate Research Assistant in the Department of Mechanical Engineering and College of Liberal Arts at UT Austin’s Population Research Center. She received her BS in Bioengineering from Clemson University where she tutored undergraduate mathemat- ics and science courses, and mentored undergraduate engineering majors. Prior to coming to UT, she independently tutored K12 and undergraduate mathematics and science. Her research interests
and CCWhighlight key aspects of NSBE’s operations and can provide empirical insights into how NSBEChapters support their members and why positive associations such as increased graduation ratesmay occur.This paper describes initial steps in the development of a preliminary codebook and preliminaryinsights from an analysis of three student interviews drawn from a larger qualitative case study.The larger single case study explores how participation in a local chapter of NSBE at a PWIprovides co-curricular support for engineering students. Data collection and analysis are guidedby the following overarching research question: How does a cultural student organizationprovide co-curricular support for engineering students at a predominantly white
these explicitly looks atstudent progress to graduation as a success metric for student affairs operations or for SAApartnerships. Taken together, these two classes of literature point to the crucial need for betterreporting of student academic outcomes as one metric for success in delivering student servicesor creating and sustaining new SAA partnerships.Study participants, data collection, and methodologyParticipants. This study includes 297 students, almost all from the engineering school, at ourinstitution. These subjects were mainly actively enrolled students, although at some pointsduring our engagement with them they may have been suspended, withdrawn, or otherwise onleave from the university. Data was collected from these subjects from
Force Base (AFB), Colorado1.Training was conducted there for all branches of the service and many allied foreign nationals.The facility is said to have graduated some 50,000 Metrology students between that date and it’sclosing in March of 19942. At that time the curriculum was approximately 37 weeks long. Thismajor Department of Defense (DOD) School transferred the course to Keesler AFB, Mississippiand opened its doors to students again 1995. Once again the school was opened as a multi-service school but was training primarily Army and Air Force Students. The Navy and Marinetrainees were co-Located on Keesler AFB but they formed a separate facility targeted towardtheir own needs. In the years between 1995 and 2000 the flow of students continued
interviews. The five domainsacross which the attributes span also lend support for the choice of this framework. From theliterature, a wide array of definitions of mentoring exist, such that utilizing a broad frameworkmay capture aspects of the diverse definitions collected in this study.ContextA single large flagship public research university provided the site for this pilot study. Thisinstitution offers many opportunities for undergraduate and graduate students to engage in K12STEM outreach. The pilot study included six of these programs, which varied in characteristics(Table II). Programs mainly aimed to broaden K12 students’ awareness of science andengineering and show them pathways to pursue these fields. Although no program includedmentoring
Paper ID #30033WIP: Cultural Diversity and Teamwork Effectiveness: A SystematizedLiterature ReviewMr. Siqing Wei, Purdue University-Main Campus, West Lafayette (College of Engineering) Siqing Weir received both bachelor’s and master’s degrees in electrical and Computer Engineering from Purdue University. He is currently pursuing a Ph.D. degree in Engineering Education at Purdue Univer- sity. After years of experience of serving a peer teacher and a graduate teaching assistant in first-year- engineering courses, he is a research assistant at CATME research group studying the existence, causes and interventions on
, and the adoption of evidence-based teaching strategies.Dr. Sam Spiegel, Colorado School of Mines Dr. Spiegel is the Assistant Provost and Executive Director of the Trefny Innovative Instruction Center at the Colorado School of Mines. He previously served as Chair of the Disciplinary Literacy in Science Team at the Institute for Learning (IFL) and Associate Director of Outreach and Development for the Swanson School of Engineering’s Engineering Education Research Center at the University of Pittsburgh. Prior to joining the University of Pittsburgh, he was a science educator at Biological Sciences Curriculum Study (BSCS). Dr. Spiegel also served as Director of Research & Development for a multimedia development
Paper ID #9705Evidence for the Effectiveness of a Grand Challenge-based Framework forContextual LearningDr. Lisa Huettel, Duke University Dr. Lisa G. Huettel is an associate professor of the practice in the Department of Electrical and Computer Engineering at Duke University where she also serves as associate chair and director of Undergraduate Studies for the department. She received a B.S. in Engineering Science from Harvard University and earned her M.S. and Ph.D. in Electrical Engineering from Duke University. Her research interests are focused on engineering education, curriculum and laboratory development, and
-statisticians to solve real-world problems. Dr. Vance is an elected member of the International Statistical Institute, the chair-elect of the ASA Section on Statistical Consulting, the former Vice-chair of Statistics Without Borders. He was a triple major in mathematics, economics, and statistics at UC Berkeley, and then five years later entered graduate school, earning his PhD in 2008 in Statistical Science at Duke University. In the years between his undergraduate and graduate studies, Dr. Vance traveled around the world three times, backpacking through 67 countries in Europe; South and Southeast Asia; Australia and New Zealand; North, Central, and South America; and Africa.Dr. Catherine T. Amelink, Virginia Tech Dr
methods3.1 Illustrating the method – an example study As mentioned previously, the two photo elicitation interviews were part of a larger studyon cross-disciplinarity involving thirty engineers (or engineers- in-training). The focus of theoverall study is to understand participants’ experiences with cross-disciplinary work and theirevolving understanding of cross-disciplinarity, including how this relates to their understandingof engineering, their “home” discipline, and their sense of self within and across these spaces.The data was collected over a period of three years. The researchers recruited participants byvisiting undergraduate engineering classes and sending emails to professional engineers,graduate students, and faculty. Those who
science identity, STEM education, and participation in online communities.Mrs. Marissa A. Tsugawa-Nieves, University of Nevada, Reno Marissa Tsugawa is a graduate research assistant studying at the University of Nevada, Reno in the PRiDE Research Group. She is currently working towards a Ph.D. in Engineering Education. She expects to graduate May of 2019. Her research interests include student development of identity and motivation in graduate engineering environments and understanding creativity in engineering design processes.Ms. Jessica Nicole Chestnut, North Carolina State UniversityBlanca Miller, University of Nevada, Reno Blanca Miller is a Computer Science & Engineering Graduate Student at the University of
2006-1889: ENGINEERING EDUCATION: TARGETED LEARNING OUTCOMESOR ACCIDENTAL COMPETENCIES?Joachim Walther, University of Queensland JOACHIM WALTHER graduated from The Darmstadt University of Technology (Germany) with a Bachelor in Mechanical and Process Engineering and a “Diplom” in General Mechanical Engineering. As a PhD student he is now member of the Catalyst Research Centre for Society and Technology at the University of Queensland. His research interests lie in the areas of cognitive and social aspects of engineering design and education.David Radcliffe, University of Queensland DAVID RADCLIFFE is the Thiess Professor of Engineering Education and Professional Development in the School of
competition7, 8. Current research shows that a disproportionately small number of African American studentsobtain engineering degrees. The proportion of African Americans earning bachelor’s degrees inengineering in 2004 was 5.3% in contrast to the 20.5% of white students who earn engineeringdegrees 8. This differentiation follows students into the labor market, influencing the choicesthey make. The career decision self-efficacy of African American students is not well understood. Thepurpose of this study was to gain insight into the career decision self-efficacy of AfricanAmerican students. From this insight, educators might gain a better understanding of ways toenhance educational efforts intended to prepare African Americans for the field of
Professor of Chemical Engineering at Bucknell University. She graduated from Ohio State University in 2015 with a PhD in Chemical Engineering, and is interested in student learning in engineering. In particular, her work focuses on various aspects of students’ develop- ment from novice to expert, including development of engineering intuition, as well as critical thinking, problem-solving, and communication skills. c American Society for Engineering Education, 2019WIP: Comparing Creativity and the Perception of Creativity of First-Year and SeniorEngineering StudentsKey words: creativity, creative thinking, open-ended problemIntroductionThis work-in-progress describes preliminary studies on assessing the
Paper ID #11430A Remote Access Laboratory for Fluids Education in Mechanical Engineer-ingGwen Elizabeth EllisProf. Cecilia Dianne Richards, Washington State University Dr. Cecilia Richards is a professor in the School of Mechanical and Materials Engineering at Washington State University. Dr. Richards received her B.S. and M.S. degrees in Mechanical Engineering from the University of British Columbia, Canada. She earned her Ph.D. in Engineering from the University of California at Irvine. She has authored over 100 technical papers and proceedings and holds two patents. She has supervised the research of 26 graduate
the educational process1. Program outcomes are in essence statements ofthe skills, knowledge, and behaviors that are attained by the time students graduate froma program. Although all of the eleven “a-k” program outcomes specified in the criteriaare important in laboratory courses, at least three have particular bearing: b. an ability to design and conduct experiments, as well as to analyze and interpret data. d. an ability to function in multidisciplinary teams. g. an ability to communicate effectively.In the newly developed mechanical engineering program at Central Michigan University,these program outcomes are integrated throughout the required laboratory courses.Laboratory SequenceAfter their initial exposure in the freshman
funded by the National Science Foundation, the William and Flora Hewlett Foundation, the Arizona Board of Regents, Goddard Space Flight Center, Jet Propulsion Laboratory and the Arizona Department of Education, among others. She has a special interest in sup- porting exemplary and equitable science education for traditionally underserved populations.Dr. Steven D Hart, U.S. Military Academy LTC Steve Hart is currently assigned as the ERDC Engineering Fellow and Director of Infrastructure Studies at West Point. He has taught numerous civil engineering courses including innovative courses on Infrastructure Engineering and Critical Infrastructure Protection and has authored numerous articles and a book chapter on