Research Workforce Working Grouprequired IDPs for their postdoctoral researchers (Austin) [8] and the National ScienceFoundation included the IDP as one of the tools in their career development website [9]. As wecan see, both NSF and NIH, as well as many universities, have embraced the IDP as a keycomponent for enhancing STEM graduate and postdoctoral programs. In fact, in studies ofreflection as pedagogy the IDP is considered a self-reflection tool. Researchers such as McMillanand Hearn have reported that it enhances self-motivation and achievement [10].Taking all these factors into consideration, and the fact that there is not a similar tool as ‘myIDP’for undergraduates, we developed an instrument customized to fit the goals of bachelor's
. A typical I. I NTRODUCTION CTF competition requires at least some basic technical security knowledge and time spent preparing [7]. Unfortunately, CTFT HE United States needs to utilize the available talent to meet the future’s cybersecurity challenges, and underrep-resented minorities are a significant resource pool. There is a contests typically attract fewer underrepresented minorities [8]. The games reflect the designers’ interests, who have usu
contains multiple probing questions to help participants reflect deeply ontheir experiences as they relate to the research question. The protocol includes probing questionsdesigned to discover why people behave in a certain way by uncovering the assumed, mutualknowledge, symbolic meanings, motives and rules that provide the context for their actions [42].Analysis: Grounded theory was used as an analytic methodology to identify themes, whichincludes a two-stage, open, and axial coding process to analyze the data, followed by memowriting, theoretical sampling, and theoretical saturation [37]. The content analysis consisted ofresearchers coding themes independently followed by the five-member research team meeting asa group to reach consensus about
occurs during interpretive research, we offerthe following reflections regarding our backgrounds, “conceptual baggage”13 and insights relatedto this research.Julie’s career vision is to be a national catalyst for increasing the diversity of students inengineering, and to help all students—particularly those who are underrepresented— achievetheir academic, professional and personal goals. She is a faculty member at a predominantlyWhite institution, where she has taught large-enrollment freshman and sophomore levelengineering courses. In her previous position at a diverse institution, she was the foundingwomen-in-engineering program director and director of recruitment and retention. Her studentaffairs and teaching experience, combined with her
National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation
increases low.For instance, in 2009, an in-state, full-time student would have paid $7,226 in tuition and in theacademic year 2016-17, a full-time student has paid $8,547 in tuition. These modest tuition ratesreflect approximately a 3% increase each year since 2009. Although, a relatively smaller increasein percentage, it has outpaced Indiana’s annual per capita income and the financial impact oftuition increases is clearly reflected in the growing number of enrollments of students whoqualify for financial assistance. Specifically, 40.1% of ISU’s total undergraduate population hasreceived federal Pell grants in fall 2017 [4] (see Table 1). Table 1: Undergraduate Enrollment Comparison
responsible for the majorityof the light emission from surface water while the bloom dominating the water column (Zamyadiet al., 2016). Therefore, detection of the algae and cyanobacteria by aerial imaging can be donebased on fluorescent reflection from surface water. Furthermore, several algorithms weredeveloped over the past decade to correlate the aerial light reflection spectrum to the algaebiomass and species for the purpose of bloom monitoring and prediction. Interdisciplinaryknowledge on geography, biology, surface hydrology, computer science and mathematics arerequired to work on this research project. Students recruited to work on this project will have theopportunity to apply the skills learned in their own major courses, meanwhile, expose
ExperiencesResults The study revealed distinct pathways between, and in some cases, even among native andnon-native students. While the majority of respondents were exposed to some level of rigor intheir respective curricula, the participants had diverse reflections about the rigor of the classesthat they took. Some participants also had more detailed remarks about a particular instructor orexperience that inspired an interest in STEM. This experience seemed to be more salient forsome respondents than the rigor of their science and mathematics courses. In this section, wepresent interviewees’ perceptions of and about their STEM-related classes. Participants’reflections are presented individually, beginning with the three native students: Ben, Carter
, implement integrated water resources management at all levels, including through transboundary cooperation as appropriate 6.6 By 2020, protect and restore water‐related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes The next section begins by explaining the theory of change underlying the USPCSAW project and guiding its activities. It then introduces the project components and describes their alignment with the Water SDG targets. The subsequent section presents the multi‐level assessment approach and results. The final section discusses the challenges and successes of the USPCASW project with particular reflection on the benefits of having a
country, but it is a major barrier at my institution.I otherwise believe that advocacy needs to be a formalized institution-level mission and goal, andit must be genuine. If it is not for the right reasons (such as public relations), then thoseindividuals within the institution will see through it and potentially lose confidence and morale.It cannot simply be words or data; there has to be action, and institutions cannot fake this. I alsobelieve that it is a barrier if the leaders of the institution do not speak and act consistentlybetween their public and internal personas. These leaders cannot speak of how important equityis and then internally emphasize efforts that do not reflect this
Feedback research statements Video conference with former ACADEME participant Developing cover letter Tenure track explained, expectations assistant professor Interviewing tips Teaching and mentoring Equipment and start up packages Learning styles Time management Developing course learning outcomes- ABET Mock grant review Discipline based education research Finding sources of funding Guest lecture-Actualizing education theory in classroom Preparing proposal budget Mini lesson – development, video tape, feedback Collaborations Reflection – strategies to improve teaching Proposal tips Use of assessments
);• regular dialogue with the Board of Directors; and• diversity booth at Annual Conference & Exhibition (sponsored by industry).This time period included some struggles to get critical momentum going, although perseveranceprevailed until the committee reached a critical mass of members. Much of this progress was theimpact of Bevlee Watford’s role as a charismatic and direct-speaking leader. Processes becamemore institutionalized, which helped set ASEE precedents to move from good ideas, to actionand implementation, to institutionalization and sustainability. A reflection on this period isprovided in the Spring 2014 Diversity Committee newsletter by J.P. Mohsen, ASEE formerPresident [14].3.3. 2013-2014 (Chairs: Teri Reed & Adrienne Minerick
student reflects on the culture shock of growing up in a largely Latinxneighborhood and entering a predominantly White institution: “I didn't necessarily feel comfortable. I just felt kind of weird. And out of place... [The PEEPS students] met before school started, and it definitely helped seeing people of different backgrounds, minority groups. I was like ‘This is great’... I'm really glad not only because I got the scholarship, but that I'm able to be a part of this wonderful group of people. And the different experience they have, or backgrounds that they have, it's nice because I have my own story. They have their own” Yeah, so that was my first welcoming group and little cohort that I felt-- Yeah I
described was not incentivized by agency or ERDCfunding of the UPRM. The origin of the initiative was federal government policy tostrive for a workforce with demographics reflective of the national population orreflective of the demographics of the population of engineers and scientists. Laws,policy, executive orders and regulations encouraged recruitment strategies for allgovernment organizations to ameliorate the disparity that exists for underrepresentedgroups in any government organization. A compilation of the metrics documentedthroughout the paper forms the framework for the partnership assessment. Table 10summarizes eight activities along with a metric for each activity and a column thatprovides the authors evaluation of the benefit (either
other outcomes that resulted from offenses. Finally, the findings wereorganized into themes. Several steps were taken to ensure the quality of the findings. First, after thetranscriptions were produced, the audio recordings were checked against the transcripts to verifythe accuracy of the data. Second, transcripts were sent to participants to verify the accuracy ofcontent and meaning; no participants responded with changes to their transcriptions. Finally,because five researchers analyzed the data, and the five had various backgrounds andperspectives, the researchers reflected on their positionalities and subjectivities. This process ofbeing reflective helped them acknowledge who they were – and the biases they held – relative tothe
process was fair29. In one study, participants challenged the merits of tenure if itdoes not allow for research and service in the areas of diversity32. One participant explicitlyrecounted her department chair recommending she remove all diversity-related efforts from hertenure packet because she did not want to be “[…] known as an Affirmative Action [supporter],”as it would reflect negatively before the committee32. Success. Success is defined in many ways. One study explicitly explored the definition ofsuccess for Black female faculty to shed light on unique motivations of this demographic33.While one participant listed gaining tenure at a predominately white institution and publishing intop journals as success33. The rest of the
involved in an organization that expanded beyond the confines of their campusprovided the students with access to a larger community of black engineers. As reflected inprevious quotes, this created a sense of belonging in engineering. These students created anatmosphere of acceptance and affirmation for themselves, but it expanded to the campus and waslikewise, recognized by NSBE regional. This acceptance outside of their university providedthem with a greater sense of integration into a larger engineering community. “I think from, at least when I was on regional level and looked to award my chapter with an award with participating in a community event that was hosted in Indianapolis, and also of course, in Michigan in Detroit, I
, overall, students enjoyed the technology and would like to have itintegrated into their school curriculum. Culturally Situated Design Tools (CSDTs) also integratecultural aspects into their applications which cover various educational topics 18 . The CornrowCurves CSDT uses the African American cultural braiding technique to allow students to practicegeometric skills by having students to create their own braids or mimic images supplied by theapplication. Translational geometric skills such as rotation, reflection and scaling are required tomaster intricate designs when creating cornrows. Ron Eglash’s team of researchers have craftedover 15 CSDTs that are tailored to multiple cultures including African American, African, NativeAmerican and Latino
71% 68% Engineering Career Success 77% 66% Expectations Overall Emotional States 68% 64% Programmed students are encouraged by their scholar programs to pursue engineering-based research instead of industry. Potential misunderstanding and expectations of theengineering research, low research self-efficacy, may contribute to the uncertainty leading themto feel they are unable to be successful in the field. However, the virtual environment causedboth groups to have lower than expected engineering emotional states. Reflecting on the SocialPersuasion Vicarious Experiences results, the motivation to pursue
): the percentage of underrepresented students whose GPA is above 3.0 is 13% less thanthat of the majority students, and the percentage of underrepresented students whose GPA isbelow 2.0 is more than triple of that of the majority students. This gap directly contributes toother academic problems; for example, the current retention rate of underrepresented students is10% less than that of the majority students in CBAS at MTSU. Moreover, this gap gets worseyear after year in the past three years.Closing this gap is more challenging in the sophomore year due to a well-known phenomenon incollege education known as “sophomore slump”: reflected as either students getting poorer GPAor lower retention rate, or both, in the sophomore year [1] [2
other demographics and characteristics such as religion,sexuality, and social economic status; we intend to do so in the full iteration of the review. ResultsThe results from this work-in-progress literature review are organized below by researchquestion. Although not all of the reviewed articles are directly referenced in this section, they areall included in the References section of this paper. Note that we used the terms Latinxs,Latina/o, and Hispanic throughout this section to reflect the terminology used in the papersreviewed.Diversity in Latinx The first research question we addressed was “How is the diversity within Latinxdescribed in the engineering education literature?” While our
-curricular support: A multi-case study of engineering student support centers,” Virgnia Polytechnic Institute and State University, 2015.[16] J. Nosoff, “Minority Engineering Student Organizations,” in Handbook on Improving the Retention and Graduation of Minorities in Engineering, National Action Council for Minorities in Engineering, Inc, 1985.[17] G. Young, D. B. Knight, and D. R. Simmons, “Co-curricular experiences link to nontechnical skill development for African-American engineers: Communication, teamwork, professionalism, lifelong learning, and reflective behavior skills,” in Frontiers in Education Conference (FIE), 2014.[18] W. C. Lee and H. M. Matusovich, “A Model of Co-Curricular Support for
context to the data. The memos will also capture researcher reflections anddecision-making processes during analysis. The memos may also provide details about thecommunity and participants.Preliminary ResultsThis work in progress is transitioning from secondary to final data analysis. At this point, thereare five categories which will help develop themes for this research. One category linksengineering as a cultural strategy to survive. Another category points to engineering as a processfor community development. A third category maps Tohono O’odham values to engineeringdesign traits. Two other categories are not directly associated to engineering but rather tocommunity self-perceptions as a result of engineering impacts.SignificanceQualitative
making apps isconsidered part of engineering”.Another participant indicated that the camp helped them to learn more about engineering. Hesaid:“I learned that there is a wide variety of engineering. I thought there was only, like, four parts ofengineering in the career section, but I learned that there is a lot more and they all do differentthings and it’s not just building stuff”.Another participant indicated a change in his understanding about how engineering can be used.He said:“I thought engineering was mostly math and like mechanical things but I didn’t know that youcan tailor engineering to business”.Shifts in Attitudes after Workshop CompletionResults reflect that participants’ attitudes towards engineering changed upon the completion
=Agree, 5 = Strongly Agree, 6 = Not Sure) for participants to rate their opinion of experiences inSTEM majors at their HBCU. Survey items were developed to reflect the common reasons forstudent departure as outlined in the published text Talking About Leaving and the experiences ofsenior leaders on the project from STEM fields and at HBCUs [4]. To ensure the survey focusedon the intended areas and that the researchers engaged in a comprehensive approach, each surveyitem was aligned with a research thrust area and compared with the theoretical framework. Toaccount for differences in demographic information needed, two parallel surveys were createdfor each group (Group 1 and 2).Data Collection Data were collected from students (Group 1
visits from practicingprofessionals within the field. This may be promising news for the K-12 classroom, in that thisrequires the re-definition of what students do in the classroom, not the acquisition of additionalspeakers. Locating willing STEM speakers can be challenging; securing motivational speakerscan be close to impossible.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.0930257. Any opinions, findings, and conclusions or recommendations expressed in the materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References1. National Research Council. Successful K-12 STEM Education: Identifying Effective Approaches in Science
distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a
® EV3 since it provides range information between the sensor and a detected object. Inthis lesson, we first introduced the characteristics of a sonar sensor, including sending out asound wave to detect objects, reflection of the wave from a nearby object to the sensor's receiver,and the calculation/estimation of the distance based on the speed of sound and the sound's one-way travel time. For students' mini-challenge, they were asked to program the robot totrack/follow a moving target based on the collected sonar data between the robot and the target.Students were very happy to see that their robots were able to follow a target moving in a straightline.Encoder - Translation and Rotation: We also introduced the encoder sensor and discussed
participation criteria. The survey instrument included the aforementioned published andpreviously validated measurement scales. The measurement scales included the following: 1)identification with engineering 17 to measure engineering identity; 2) ethnic identity scale 19 tomeasure the level of identification with racial or ethnic identity; 3) Womanist Identity Attitudescale (WIAS) 20 to measure attitudes reflective of the four stages of womanist identitydevelopment (i.e., Pre-encounter, Encounter, Immersion–Emersion, Internalization); the RacialMicroaggressions Scale (RMAS) 21 to measure students perceptions of racial microaggressions;and 4) the Patients Health Questionnaire 22 is a self-report measure of symptoms of depression.Each scale include
of recommendation 8 To enhance my resume 7 To have a good intellectual challenge 6 To work more closely with a particular faculty member 6 Other Option 1In Tables 4 and 5 on the following page, the responses indicate that the students had a greatworking relationship with each other as well as with their faculty mentors, at least mostly. Thiscertainly reflects the assessment of the seed vibrations team. Further, Table 6 indicates thatstudents generally felt well supported during their summer work