3.70Team effectiveness characteristicsThe percentage of responses of the participants on team effectiveness is presented in Table2a-c. The majority, 62.97%, strongly agreed that clear objectives are established for teamactivities. Moreover, 51.85% strongly agreed that the team members are supportive of eachother, and 40.74% agreed that the team members feel fully utilized. In summary, the resultsshowed that larger percentages of the respondents agreed with all of the items. Additionally,it was observed that the highest percentage of disagreement in some items was 7.41% andoccurred under “The team often reflects on how well they achieve the objectives” and “theteam is involved in creating task objectives.”Table 2a: Percent Responses of the
,prototyping, test and measurement, and process iteration. This would allow a multidisciplinaryteam of engineering undergraduates to have more experience of design with iterative steps thanis possible in the collection of separate prerequisite courses. They would also be able to havemore authentic experiences of project reporting with periodic reviews or quick poster snapshots(sessions where posters that reflect project status at key points are presented) as well as having towork with integration of hardware and software systems. All these elements are intended tobetter prepare students for the follow-on senior design (capstone) course, where the projects aremore complex and more open-ended. Therefore, the longer-term research goal of this effort is
year replication, however, we breakout replication sites with onlydescriptive statistics.Replication SitesThe C-EEEM replication, as noted, focuses on cities in the Midwest. In part, replication siteswere chosen for similarities to the pilot site region, such as a decline in population in the 20thcentury. Challenges aside, these cities offer corresponding opportunities [18]. Louisville is aspecial case; despite is losing population each decade from the 1970s on, a county merger in2003 nearly doubled the population of the city for the following census. Otherwise, as withSouth Bend and Youngstown, it has disinvested neighborhoods in its urban area and populationdemographics reflecting a high number of those underrepresented in STEM fields
)represent a unique yet understudied student group that comprises substantial numbers of thosehistorically underrepresented and underserved in STEM (i.e., due to race, ethnicity, gender, socialclass, ability, orientation, etc.). The individual diversity reflected by SVSMs, as well as theirtechnical interests, leadership and teamwork skills, maturity, life experience, and self-discipline,highlight SVSM as promising candidates for helping the field of engineering meet 21st centurySTEM workforce diversity goals [1,2].Project Goals and Work PlanThe overall goal of this NSF CAREER project is to advance full participation of SVSM within higherengineering education and the engineering workforce via two complementary work streams: aresearch plan and an
National Science Foundation projects in the engineering education realm, researching engineering career trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those of organizations she is associated with. Learn more about Sreyoshi’s impact
improved with effort (i.e., is not seen as inherent talent) and then wrote about how this type ofmindset can apply to their own life [12, 13]. For example, in Fink et al. [12], chemistryundergraduate students completed reflections describing how the growth mindset articles couldbe useful for their upcoming exams. Students’ responses were qualitatively coded to identifythemes, with results highlighting the strategies that students had developed as a result of theintervention [12]. This type of qualitative coding is important because it allows us to understandhow students incorporated the intervention’s message into their personal lives. However, there islimited research that explains the extent to which these responses are directly related
6 29Survey participants 20 17 16 53a) Demographics of participating facultyOf the total 99 CSU engineering faculty/lecturers who attended these mentoring events, fifty-three responded to the post event survey and are reflected in the following analysis. Figure 1shows the respondent demographics based on gender and US born (USB) versus FB/FT status.Note that while FB and FT status are separate identities, all but one FB respondent were also FT.Similarly, all but one USB respondent were entirely US trained. Therefore, the four possiblecombinations of birth location and training location are reduced to USB and FB/FT, in whichparticipants who had either FB or FT status
related to the student’s educational journey. During the participatory workshop, staff felt that they could voiceconcerns and ideas of how to improve the existing system.Preliminary conclusionsThis work in progress shows there is an opportunity to use participatory design methods to improve themultivocality of the design of a mentoring experience in an engineering school. There has been acceptance and eveninterest in participating, overall, from the students and teaching faculty. Interviews with faculty and the workshopwith advisors might have served as a reflective practice, in line with what [56] showcased in their study oncollaborative course reflection. We believe that this participative process might be the first step toward building
classroom modality.In the fall of 2022, first-year ECE students were given a survey about their experiences in bothcourses. The same survey was given to sophomore ECE students, who persisted in the programand complete the aforementioned course sequence one year prior, asking them to reflect on theirfirst-year experience. A quantitative analysis of the Likert scale survey questions and adiscussion of themes present in the student responses are detailed in the next section.IV. Results and DiscussionResulting from 24 responses from students who began their university studies in the fall of 2021and fall of 2022, figure 1 shows a picture of the student experience with respect to usingtechnology for learning. For the survey responses, rarely was defined
submissions. • Conference papers represented a writing activity the members engaged in, mostly outside the live writing sessions. • Participants noted that they worked on other writing products as well outside the writing sessions. All respondents indicated that the community writing sessions were of benefit to completing thescholarly products noted above. The writing sessions were viewed as a community comingtogether and was meaningful beyond the writing accomplishments during the sessions.Cohort Member Reflections and Lessons LearnedWriting for Academic Job ApplicationsThe following represents reflections and lessons learned from a cohort participant whoparticipated in the academic job application portfolio preparation
, women in engineering programs, funding, and writingproposals were facilitated by the principal investigators and invited speakers. To help Fellowsbegin to develop action plans, they were encouraged to keep a daily reflective journal abouteach session with personal notes, notable takeaways, resources, and action steps for their ownuse. To document their potential action plans, they were asked to prepare a 5-minuteindividual presentation (using a provided Google slide template) about themselves, theirinstitution, what they learned from their “deep dive” data exercise, evidence-based practicesthat would impact their efforts, and their proposed Implementation Project. Thesepresentations were delivered on the last day of the summer institute and
test usage in engineering courses. Tests and exams are typically heavily usedin FECs like statics, dynamics, thermodynamics, and other courses in various engineeringdisciplines. Understanding why engineering instructors heavily rely on tests to assess studentlearning in these courses can be crucial in promoting the use of more diverse types ofassessments, such as portfolios, concept inventory, reflection-based practices, project-basedpractices, and intentionality in terms of designing, administering, and interpreting tests, butresearch has been scarce on documenting research on this topic. Conversations around why instructors make certain course decisions typically involve thecontexts these instructors are situated in, emphasizing how
, efforts made to diversity campuscannot be chalked up to individual accomplishments or failures, but rather demonstrate howinstitutional cultures determine which policies are adopted and acted upon [13]. We have selected these frameworks to reflect our commitment to better understanding howinstitutions, in conjunction with individual actors, can improve their diversity outcomes.Furthermore, our rationale is to look specifically at the institutional barriers that participantsmention that prevent them from being effective at carrying out diversity work, even if they arecommitted to that effort.Methods, Context and SampleThis paper developed from a larger project aimed at creating a sociotechnical framework toview, analyze and understand the
around making researchopportunities accessible and also suggest what can be done in class instruction to provide similarbenefits to student curiosity. In the current study, we found that students reported that classesencouraged their curiosity when the students encountered uncertainty that led to informationseeking, were able to see connections to real world applications and when they had engaginginstructors. Redundant content, overwhelming classes, time constraints, motivation to get the“right” answer, and critical professors were described as obstacles to students’ curiosity inclasses. Students also reflected on how their experiences of curiosity in research compared totheir classes in ways that aligned with the identified supports for and
]. Inter-rater reliabilitywas not calculated numerically due to a focus on consensus [21], [27]-[30].Results & DiscussionPractitioners' definition of engineering intuition did not vary by level of experience but did varyby gender. Men more frequently defined the concept in terms that reflected Innate whereaswomen leaned on Experience in their definitions. Despite these differences in how engineeringintuition was defined, there was largely consensus in participants’ responses to how engineeringintuition is developed. All participants attributed the development of intuition either completelyor in part to Experience, underscoring the notion that intuition develops alongside expertise, asexpertise is largely developed through experience [8]-[12
. Learning is a process of encountering new ideas, productive practice, giving and receiving feedback, reflection and continuous monitoring and adjustment.Research and Assessment and PlanWe plan to pilot the EMSLC for four years starting in Fall 2023 with a cohort of up to 24students per year. Table 5 lists the research questions we will investigate to assess progresstoward the goals described previously.Research MethodologyWe will use a mixed methods approach to investigate RQ1. WCC has been administering theSUCCESS survey since 2018-19 to learn about the non-cognitive and affective (NCA) profilesof the College’s engineering student population [52] [53]. The project team will compare surveyresults for EMSLC students with results from a comparable
strategies as either necessary to succeed or even as desirable depending on theextent to which they have internalized dominant narratives about the irrelevance of sexual andgender identity to STEM, a reflection of the ways LGBTQ people are prone to minimize harmfulexperiences pertaining to sexual and gender identity [21]. However, each of these strategiesintroduces additional psychological and emotional burden that can interfere with the cognitiveresources needed to maintain motivation and succeed in a STEM major.The most immediate of these consequences is that LGBTQ people are much more likely toconsider leaving, and to leave, STEM than their cisgender, heterosexual counterparts [1-3]. Inaddition to this attrition, regardless of whether they leave
schools, such as Texas Tech - Costa Rica, have accessed thecourse GVV modules on the OEC, suggesting that the course has the potential to be widelyadopted. We hope that ASEE members will find this to be a valuable resource for instruction.This evidence-based practice paper introduces the engineering ethics course and provides anoverview of how the GVV framework may be used in an engineering context. Its purpose is toprovide a framework for engineering educators who might wish to consider incorporating theseGVV modules into ethics courses. It further includes the instructors’ reflection on the new courseand how well it is achieving its goal of equipping undergraduates with knowledge,understanding, and practice to prepare them for ethical
environments, systematic barriers, or other factors may limit or negate REM andwomen students’ ability to effectively engage with these spaces. While countless studies point to the manybenefits of Makerspace engagement[2]–[4], [6], [7], no work has studied how these benefits are inequitablydistributed based on race or gender, or what interventions may be needed to ensure Makerspaceenvironments foster a sense of belonging amongst REM and women students.In professions that are significantly gendered and raced, any “otherness” affects the ways in which womenand/or REMs are treated with respect to their technical capabilities[9]. This is particularly true inengineering, which is predominantly White and male [10].The purpose of this paper is to reflect on
importance of planning, executing and evaluating subjects that are linked to the interestsand objectives of the courses in which these ones are being offered, reflecting on what skillswe want students to acquire and how these are used in their careers.Prado [4] also suggest that it is necessary to develop a more contextualized, consolidated andattractive course, applying multidisciplinary and transdisciplinary activities, using activemethodologies, articulating practice and theory with the support of software, a fact that is alsohighlighted in the document that in Brazil guides the organization of engineering programs,the National Curriculum Regulations for Engineering Education (DCN1) [13].Stewart, Larson, and Zandieh [7] emphasize the need of
not necessarily reflect the views of the National ScienceFoundation. Dr. Edith GnanadassDr. Cathy D. Howell Dr. Lisa R. MerriweatherRev. Dr. Martin Luther KingBirth of a New Age, 195680% of all STEM faculty are white or Asian25% of all STEM full professors are womenLess than 10% are from racially minoritized groups 2.5% are Black 4.6% Latine 37% of American colleges and universities have no Black STEM faculty 28% have only 1 Black STEM faculty53% STEM professors at HBCUs are White men. 22% of STEM faculty are foreign-born/international75% of foreign-born/international faculty are in STEMUniversity Personally Cultural exchange Welcomed in departments Globalization
reflection for makerspace staff to consider when creating a makerspace that encouragesbelonging. To promote a culture of belonging in academic makerspaces, this study suggestsadministrators and staff members should consider the variation in understanding how onebelongs to a space.1 IntroductionAcademic makerspaces are spaces where users learn, share, and create new knowledge throughthe act of building physical objects using tools and supported by expertise from mentors or staffmembers [6], [8], [9] . Building equitable makerspaces is a major goal for many makerspaceproponents in order to increase access to knowledge that was once out of reach for many [10].Prior research has shown that access to tools and expertise in makerspaces can improve
Applied Mathematics and Physics. Hammond advised 17 UG theses, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Christine A Stanley, Texas A&M University Christine A. Stanley is regents professor of higher education, holder of the Ruth Harrington Endowed Chair, and vice president and associate provost for diversity emerita
engineering as a professional wayof being [9] whereas Huff et al. discusses the importance of identity development in early careerengineers [10]. Initial findings from the open-ended questions from the questionnaire fromthematic analysis of the responses are analyzed fully in [2].Though not necessarily foundational to this work, the authors find inspiration from three otherstudies with similar objectives. First, Cech discusses an idea that beliefs of professional work canimpact intra-profession activities in the workplace [11]. Cech reflects that the engineeringideology of technical/social dualism may have a role in the gender wage gap in the field. Inrelation to this study, could involvement in HEPs cause students to reconsider their
modules developed to support different levels of researcher and student atUMD. The presentation was well received and, some faculty in the CEE department wish toexplore ways to further integrate equitable citation practice into their graduate curriculum.Assignment ProposalAfter the presentation on citational justice, faculty in the CEE department became interested inintegrating critical citation practice into their graduate student’s research requirements. One ofthe faculty members developed a short reflective assignment for the graduate students theyadvise to complete. Included in this assignment was identifying who is most cited in the field,analyzing their identities, and reflecting on identities that were underrepresented or missing.After
WiSTEM is theobservation that Black women are underrepresented in STEM for a variety ofreasons that include (1) anxiety pertaining to mathematics and computing (2) a lackof exposure to STEM disciplines and tangential careers (3) a lack of exposure toculturally responsive pedagogy, and (4) a lack of communities of support. Key Words - STEM Identity, Sense of Belonging, Persistence, Community, Self AwarenessINTRODUCTION AND PROBLEM STATEMENTMany institutions of higher education in the US do not reflect the racial and ethnicdiversity of our nation amongst its degree recipients. Clearly, we must acknowledgethe barriers to STEM education for individuals underrepresented in these disciplinesand develop interventions to mitigate them [1]–[3]. Racial
have on thelived experiences of scholars in the field (e.g., as it relates to their citation count, academicprestige, and career progression).The above discussion led to the hypothesis that the CS collaboration networks in the literaturewere overly representative of the collaboration networks of white and Asian scholars incomputing. By extension, reported network measures such as degree (or the average number ofunique coauthors) would not be reflective of the collaboration experiences of non-white andAsian computer scientists. Further, this work posited this difference would skew in favor ofwhite and Asian scholars. That is, if the “average” (e.g., race-neutral approach) computerscientist has x number of unique collaborators, then minoritized
, students complete two exam problems toassess mastery of the last three weekly topics. Quiz problems were on average slightly lessdifficult than exam problems, as reflected in the overall average scores. A total of 8 quizproblems and 8 exam problems were completed over the course of the semester.Since quiz and exam problems test specific concepts, this study also investigates whether therelationship is stronger for certain concepts than others, e.g. simpler fundamental concepts at thestart of the semester vs. more advanced topics require integration of multiple concepts.The Purdue Spatial Visualization Test: Rotations (PSVT:R) is a timed standardized test ofmental rotations commonly used to assess spatial ability. The passing threshold is typically
,2014, p. 13). As such, PD activities should enable BIPOCx contingent faculty in engineering to 3authentically design, develop, and implement intended outcomes. Notably, asset-based practicescannot be disconnected from the realities and multiple worlds that BIPOCx people in engineeringface (Mejia et al., 2022). Thus, PD activities should provide room for deep reflection andpurposeful iteration and center the voices of those impacted.Comparative Critical Theories Derived from legal scholarship, critical theories offer an analytical lens to examine racialand ethnic inequalities experienced by BIPOCx individuals. Over the years, critical
theteaching and learning of a physics course through the students' perception. The modifiedILD has the same three stages as the original ILD, with two main differences in whoperforms the experiment and when it is performed. Specifically, the three phases in themodified ILD are 1) predict, 2) experiment (by students working in groups, not theinstructor), and 3) reflect (in groups, not individually). The first phase, prediction, beginswith the analysis of a physical situation in which students have to predict the behavior ofthe situation based on the knowledge imparted in the session by the instructor. This occursat the end of the instructor's exposition. The second phase occurs in the laboratory sectionof the course and relates to students' experience