for many years and informed our narrative analysisapproach. Understanding CoPs as social learning systems allowed us to examine how sharedvalues and collaborative practices influenced each professor’s engagement with and impact onteaching innovation.As communities of practice have supported faculty in teaching and learning innovation, recentconversations in engineering education have begun to focus on the potential of developing anentrepreneurial mindset (EM) for undergraduate engineering education. EM involves fosteringcuriosity, creating connections, and generating value, skills that align with innovation andadaptability in the classroom. Although not a central focus of this study, several participantsdemonstrated behaviors aligned with EM
observations, we observed three aspects.First, we observed that ChatGPT quickly offered salient, relevant, and novel perspectives forstudents to consider. When we asked ChatGPT, “Who is often excluded from design solutionswhen considering campus mobility issues?” ChatGPT listed 15 groups in a matter of seconds (e.g.,Low-Income and Marginalized Communities; Minorities and Underrepresented Groups;International Students). While students did not use most suggestions provided by ChatGPT,Loweth did observe the introduction of “new” stakeholders across team design reports that wereuncommon in his previous year teaching the course. “New” stakeholder groups included campussecurity and emergency services, mobility-impaired individuals, and campus delivery
PBL engineering program.The participants in the study experienced a PBL curriculum where the project was centralto all technical, design, and professional learning for both years of their upper-divisionstudy. As contrasted with a PBL course, where projects are central to the learning in thecourse, in the PBL curriculum, the project is central to the entire learning experience. ThePBL model under study was adapted from the Aalborg University (Denmark) model.Table 1. Demographic information on participants Demographic Category Number Male 23 Female 4 Under 25 17 25 and Over 10 Mechanical 13
reflectionsession, they critiqued the preliminary prototype, proposed design recommendations, and madedesign decisions informing the next iteration of the tool design. These decisions includedincorporating white-black color contrast in the hardware tool design for low-vision users, addingan in-app tutorial for the digital simulator, and reducing the hardware size. Moreover, RAD 1.0included a lunch panel discussion with BLV scientists and technology professionals aboutinclusive STEM education for BLV learners. After the day ended, participants were asked tocomplete a post-program survey about their experiences.Integrating Design Changes (Jan 2023 – Jul 2024)The research team integrated the aforementioned design changes and recommendations of theparticipants
Paper ID #34563ABET’s Maverick Evaluators and the Limits of Accreditation as a Mode ofGovernance in Engineering EducationDr. Atsushi Akera, Rensselaer Polytechnic Institute Atsushi Akera is Associate Professor and Graduate Program Director in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute (Troy, NY). He received his M.A. and Ph.D. in the History and Sociology of Science, University of Pennsylvania. His current research is on the history of engineering education reform in the United States (1945-present). He is a the current Chair of the ASEE Ad Hoc Committee on Interdivisional
Achievement for the College of Engineering at Texas A&M University. Holding dual positions, Dr. Walton’s responsibilities range from the recruitment and retention of a talented and diverse graduate student population to the management of science, technology, engineering and mathematics (STEM) programs, like the NSF-funded Louis Stokes Alliance for Minority Participation (LSAMP), aim- ing at increasing the number of underrepresented minority students successfully completing high quality degree programs in STEM disciplines. A product of one of the very programs that she currently directs, LSAMP, Shannon holds a bachelor’s degree in Industrial Engineering, a master’s degree in Safety Engineering, and a doctorate in
Paper ID #33206A Systematic Review of Social Constructivist Pedagogies in Computing andtheir Effects on Broadening Participation for Women in UndergraduateComputing (Research)Jasmine Skye Batten, Florida International University Jasmine Batten is a computer science Ph.D. student and computer science education graduate research assistant in the School of Computing and Information Sciences (SCIS) at Florida International University. She received her Bachelor of Science in Computer Science with honors in 2019 from Florida International University. She is dedicated to improving women’s retention and persistence in computer
documenting demographic changes or outlining economic growth. For instance,Noriega’s18 study about educational polices in Mexico focuses on how globalization and the jobmarket influence higher education institutions to improve their access to technology majors.Another study by García Guevara19 describes how women’s roles in Mexican society influencewhether they will choose a particular engineering major. In addition, most studies exploringwomen in engineering rely on quantitative statistics about women’s participation and attrition.7,20 Page 13.1237.3While such studies are informative and important, what is missing are in-depth qualitativeexplorations
emphasized collaboration on multiple levels. First, the course was jointly developedby faculty in the College of Engineering and Computer Science and the Department ofGeography in the Maxwell School of Citizenship and Public Affairs. This collaboration waspremised on the notion that there is an increasing need for engineers (and thus engineeringstudents) to engage with policy makers because many of society’s intractable problems call forinnovative solutions that are grounded in science, technology and design. A concrete examplefrom our class that we used to demonstrate this included a hands-on exercise in which studentsused crowdsourced mapping technologies to assist the city in mapping ADA (Americans withDisabilities) accessible curb cuts in order
University. Clemence received the 1998 Outstanding Educator Award from the St. Lawrence Section of the American Society for Engineering Education. He served as Senior Associate dean of the L.C. Smith College of Engineering and Computer Science from 1991-1996. He is the Editor of three books and author or co-author of more than 60 technical publications. Clemence received his Ph.D. in civil engineering from the Georgia Institute of Technology in 1973. He is a registered Professional Engineer in the state of New York.Ms. Sharon W. Alestalo, Syracuse University Sharon W. Alestalo, M.S., is the Program Director for Syracuse University’s Women in Science and En- gineering (WISE) program within the Colleges of Engineering &
,mechatronics and computer science, the curriculum design that emerges from this paper willserve as a multidisciplinary educational tool.IntroductionEngineering education has been largely the same for decades: students sit for a lecture, dohomework, and then take an exam. However, as technological advancements bring attention tonew methods of teaching and learning, many fields have begun to re-evaluate how to best impartknowledge to ensure that graduates are competent and well-prepared for their role in theworkforce. Significant declines in enrollment over previous years have also indicated a need forreform. Additionally, the COVID-19 pandemic has presented a unique challenge for engineeringcurricula that rely heavily on lecture-based content delivery
Karnatak University (1985), Master of Technology (M. Tech.) degree in A ©American Society for Engineering Education, 2024 Outcomes from a Multi-Year Design-Oriented Summer Engineering Program at a Hispanic-Majority Institution IntroductionAn engineering-oriented Summer Bridge Program (SBP) has been conducted in each of the pastfour years within the Frank H. Dotterweich College of Engineering (COE) at Texas A&MUniversity-Kingsville. The intent has been to provide freshman and sophomore engineering,computer science, and industrial technology students with activities in a 3-week summerprogram that will increase their skills relevant to and
, 2011 AE studio - beyond pedestrian access: creating bridges for learningAbstractTechnological advances in digital technologies have made a significant impact on the fields ofarchitecture and structural engineering. The trends in architectural design towards complex or-ganic shapes and the use of Building Information Models (BIM) have generated a demand formore creative and collaborative interaction between architectural and structural professionals.This paper focuses on the case study of a joint Architecture and Engineering studio (AE Studio)offered at Cal Poly Pomona University, designed to bring the two professions closer during theeducational process. The studio is focused on the design of a
to empower the students and to provide skills to navigate theirexperiences in an engineering workforce. Peer coaching is introduced and implemented throughexamples, training on key coaching skills, and five opportunities for the students to practice theseskills with one another.Mixed methods design is employed to identify emerging themes which can form the basis offuture theories and research as well as to assess the effectiveness of integrating peer coachinginto the classroom. Data analysis includes reflective journals from the perspective of servingboth as the coach and coachee, pre- and post-course surveys, as well as weekly post-classsurveys. While qualitative analysis aids in identifying theoretical frameworks for future studies,results
mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation
engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation process.Two layers of member-checking were conducted amongst the last two authors as well asadditional Latiné/x
the National Science Foundation, and a Fellow of the American Society of Civil Engineers.Dr. Reginald DesRoches, Rice University Reginald DesRoches is the Karen and John Huff School Chair and Professor of Civil and Environmental Engineering at the Georgia Institute of Technology. As School Chair, he provides leadership to a top- ranked program with 100 faculty and staff and 1,100 students. His primary research interests are in design of resilient infrastructure systems under extreme loads. He has published more than 250 articles in the general area of resilience and seismic risk assessment. Dr. DesRoches has served as the key technical leader in the United States’ response to the Haiti earthquake and led a team
) Neuroscience (35) Philosophy (36) Physics (37) Political and Social Thought (38) Political Philosophy, Policy, and Law (39) Politics (40) Psychology (41) Religious Studies (42) Slavic Languages and Literatures (43) Sociology (44) South Asian Studies (45) Spanish (46) Statistics (47) Teacher Education (48) Women, Gender, and Sexuality (49) Accounting (51) Finance (52) Information Technology (53) Management (54) Marketing (55) Architectural History (56) Architecture (57) Urban & Environmental Planning (58) Bachelor of Science In Nursing (BSN) (59) RN to BSN (60) B.A. in Public Policy and Leadership (61) Accelerated B.A./Master of Public Policy(MPP) Program (62) Kinesiology (63
Paper ID #42974Small Shifts: New Methods for Improving Communication Experiences forWomen in Early Engineering CoursesDr. Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott Jonathan Adams is an assistant professor of rhetoric and composition and the writing program administrator at Embry-Riddle Aeronautical University in Prescott, AZ. His research on rhetorical theory, infrastructure, and communication pedagogy informs his teaching of courses in rhetoric, composition, and technical communication in engineering.Ashley Rea, Embry-Riddle Aeronautical University, PrescottBrian Roth, Embry-Riddle Aeronautical
they set out at the onset of everyacademic year.In a previous conceptual paper, we proposed a new framework, Black Student Thriving in Engineering(BSTiE, pronounced “bestie”), to describe what factors contribute to the thriving process based onseveral existing theories. Six components emerged: (1) internal environment, (2) competence, (3)motivation, (4) belongingness, (5) assimilation, and (6) external environment. The internal environmentprovides individual context – one’s cultural commitment and identity. Competence is how studentsperceive engineering concepts and their ability to achieve them. Motivation is a student's willingness tosucceed in engineering. Belonging is a student’s perception that they belong in their engineeringprogram at a
semester, various open-ended topics were made available to thestudents, including coffee-processing-related unit operations, environmentally sustainablebiodigesters, and kombucha fermentation. This paper highlights open-ended experiential learningfinal project opportunities (n = 6) in the Chemical Engineering Unit Operations laboratory,provided to 16 teams of 3 - 4 students per team (n = 53). We discuss the instructors' observationsand perspectives and a summary of students' written reflections. The authors performedqualitative assessments using coding and thematic analysis on the students' team-writtenreflections. Four central student themes emerged: cognitive, affective, relational, andpedagogical. The authors also summarize their findings and
postdoctoral researcher in Engineering Education at Arizona State University. She graduated with her Ph.D from North Carolina State University in the Fall of 2020. She is pursuing a career supporting socially just causes. Her research interests include raising awareness for and supporting students, faculty, and staff with gender-expansive, romantic, and sexual minority identities.Adam Kirn (Associate Professor) TBDKelly J Cross (Assistant Professor) Dr. Kelly J. Cross is a data-informed, transformational mission-focused culturally responsive practitioner, researcher, and educational leader. She earned her Bachelors of Science in Chemical Engineering from Purdue University in 2007 and Masters of Science in Materials Science
final solution crafted by the team consisted of using optical fibers within the AutoclavedAerated Concrete (AAC) to make translucid masonry blocks and highlighting the multifacetedbenefits of such materials and indoor exposure to natural sunlight. Students researched translucentconcrete and AAC from academic committees, manufacturers, and producers of translucentconcrete, the transportation logistics, and the construction methods and technologies. Thecharacteristics of the final solutions included the benefits of natural light such as the psychologicaleffects on users, improved green building standards, reduced costs of production andcommercialization, low-energy manufacturing material, improved structure by reducing deadweight, and connections
School of Theater and Dance (SoTD). After this experience, Dr. Akc¸alı began experimenting with the use of arts-integrated teaching and learning methods in engineering education.Mariana Buraglia, University of Florida Mariana Buraglia has both a master’s and bachelor’s degree from the Department of Industrial and Sys- tems Engineering at the University of Florida (UF). She is passionate about science, technology, en- gineering, arts, and mathematics (STEAM) education and research. Through the Society of Hispanic Professional Engineers (SHPE), she led an outreach program to promote STEAM education for elemen- tary to high school students. She also served as a facilitator for a Girls Who Code (GWC) chapter and as
leader, emerging scholar, and the decision to pursue a faculty career.Mr. Alade S McKen, Iowa State University Alade Shola McKen, M.S. Ed., is a first-year doctoral student and graduate assistant in the School of Education at Iowa State University. Alade received his B.A. in English and Creative Writing from Bing- hamton University, and his M.S. Ed. in Higher Education Administration from Baruch College, School of Public Affairs. Alade has worked in higher education for over 10 years. He also volunteers through a number of non-profit organizations and community partnerships. Alade examines the social foundations of education and culture within society. He is interested in researching diverse issues faced by African
, USA, September 2004.[13] N. Zacharis. “Evaluating the Effects of Virtual Pair Programming on Students’Achievement and Satisfaction”. International Journal of Emerging Technologies in Learning,vol. 4, pp. 34-39, 2009.[14] N. Zacharis. "Measuring the Effects of Virtual Pair Programming in an IntroductoryProgramming Java Course," in IEEE Transactions on Education, vol. 54, no. 1, pp. 168-170,2011.
pavement management 14 New and emerging technology for pavement rehabilitation 15 Future needs for innovation in pavement management 16 Final Exam/Presentations Table 2. Grading System Used for PMS Course Assignment Category Grading Weight (%) Undergraduate Graduate In-class problems 15 10 Mid-term exam 20 20 Final exam (comprehensive) 20 20 Homework 15 10 Quizzes
the hell we are doing instead of having everyone ask questions.” Thesereactions suggest that project ambiguity may lead to decreased self-efficacy and studentlearning if interventions are not conducted to mitigate negative effects.Ambiguity refers to perceived insufficiency of information and is used to describe decisionsfor which the odds of an uncertain event are not precisely known42. Much has been writtenregarding making decisions under conditions of ambiguity or uncertainty, and models havebeen proposed to describe this process (e.g., 43). In addition to the level of ambiguityinherent in a task or project, individuals can be categorized as ambiguity averse, ambiguityseeking, or ambiguity indifferent42. Tolerance for ambiguity is a
. 6. Inscriptions can be easily reproduced across different mediums. 7. Inscriptions can combine with forms of information such as indicator arrows and overlaid text. 8. Inscriptions can be rendered into other types of inscriptions.Past work specifically looking at inscriptions have provided a means to categorize visual Page 24.1005.4representations according to common themes. For example, Arsenault, Smith, and Beauchampcreated three categories of inscriptions according to whether the inscription was more analog orsymbolic in nature: “nongraph” illustrations (diagrams, pictures, maps, and montages), graphs,and nonvisual
. These measures might have helped alleviate many of the worriesthat research graduate students faced during the initial stages of the pandemic, especially thetemporary halt in research activities that could have potentially delayed graduation [3]. It mightindicate that unexpected experiences and uncertainties can significantly impact individuals' well-being. Therefore, it is crucial for institutions to ensure that when implementing new policies, © American Society for Engineering Education, 2023 2023 ASEE Midwest Section Conferencedetailed information is provided to graduate students, addressing all aspects of their graduateschool experiences, both personal and academic, comprehensively and