environmental and biological engineering students for Spring 2020, Fall 2020 and Spring 2021. Table 5.2 and Fig. 5.2 depict the change in the Mean and Standard Deviation of SE and PV for the combined Pre and Post Surveys respectively. Table. 5.1 Trend in the means of the SE and PV of environmental and biological engineering students for the 3 semesters SELF-EFFICACY PERCEIVED VALUEMajor PRE-SURVEY POSTSURVEY PRE-SURVEY POST-SURVEY S’20 F’20 S’21 S’20 F’20 S’21 S’20 F’20 S’21 S’20 F’20 S’21 4.35 3.86
responded topublic health concerns associated with the virus [6]. As a result, “lessons learned” have alreadybeen published about the barriers faced by student and professional teams in the academic andnon-academic workplaces, respectively [3]–[5]. This study is intended to contribute to this emerging body of knowledge about the behavior of virtual and in-person student design teamsoperating under pandemic-induced conditions.BackgroundTeam development can be described in terms of Bruce Tuckman’s four stages, which hedeveloped in the mid-1960’s based on an extensive review of the literature, and re-visited in1977 [1], [2]. These four stages are described in Table 1 below:Table 1: Tuckman’s Team Development Stages and Their Key Characteristics [1
studies may uncover whether such networkconnectivity sustains even after the end of the semester. The study is also inconclusive on howsocial media interactions on a STEM topic may influence knowledge building. The study waslimited to the class of Construction Material and Methods; more efforts are needed to find outwhether such network growth patterns exist in different STEM courses.REFERENCES[1] S. Hasan, S. Ukkusuri, H. Gladwin, and P. Murray-Tuite, “Behavioral model to understand household-level hurricane evacuation decision making,” J. Transp. Eng., vol. 137, no. 5, pp. 341– 348, 2011, doi: 10.1061/(ASCE)TE.1943-5436.0000223.[2] A. M. Sadri, S. Hasan, S. V. Ukkusuri, and J. E. Suarez Lopez, “Analysis of social interaction
education facultymembers, industry practitioner(s), context experts, instructional specialists, and graduate and/orundergraduate teaching assistants. X-teams use an iterative design thinking process andreflection to explore pedagogical strategies. X-teams are also serving as change agents for therest of the department through communities of practice referred to as Y-circles.Y-circles, comprised of X-team members, faculty, staff, and undergraduate and graduate studentsin the department, are contributing to an organizational culture that fosters and sustainsinnovations in engineering education through an agile framework that blends severaldocumented change theories, including collaborative transformation, crucial conversations, andessential tension
and places it for assembly 3) Robot 3 assembles the cap on the markerworking of multiple robots controlled safely with the PLC. Three teams work on three differentrobots to program individual tasks.The color of the markers, blue, red and pink are chosen in the increasing order of contrast. Thebelt being black in color makes it difficult for the robot to detect the dark colors such as blue.The students have to adjust the environment lighting and create enough brightness for the camerato detect the blue contrast. The caps are placed in the search region of robot 3 and the openmarkers are placed in the region of robot 2. The robot 2’s vision system detects the markersposition and orientation in ascending order of contrast (blue, red and pink
things in nature (e.g., butterflies, rocks) Page 26.1552.5 star Observed or studied stars and other astronomical objects group Participated in science groups/clubs/camps comp Participated in science/math competition(s) nonfic Read/Watched non-fiction science Abbreviation Reported Interest/Experience scifi Read/Watched science fiction game Played computer/video games prog Wrote computer programs or designed web pages talk Talked with friends or family about scienceResults and
teachers.References1. Kermanshachi, S. and Safapour, E. (2017), “Assessing Students' Higher EducationPerformance in Minority and Non-Minority Serving Universities,” Proceedings of Frontiersin Education (FIE), IEEE, Indianapolis, Indiana, October 3-6, 2017.2. Jahan Nipa, T., and Kermanshachi, S. (2018), “Analysis and Assessment of GraduateStudents’ Perception and Academic Performance Using Open Educational Resource (OER)Course Materials”, Proceedings of ASEE Annual Conference and Exposition, Salt Lake City,UT, June 24-27, 2018.3. McCarthy, J. P. and Anderson, L. Active Learning Techniques Versus traditionalteaching styles: Two experiments from history and Political Science. Innovative highereducation, 24 (4), 2000.4. Kermanshachi, S
” -pu ex d pe an ns cta e m io ti on s “d ta t c pe ex Figure 1. Triangular Perspectives of the “Stakeholder” PopulationsIn summary, the current research project seeks to answer those questions by presenting amethodological approach to define an expert
inboldface for purposes of explanation in this paper, but boldfacing is not a part of the SDLlanguage.) The similarities between SDL syntax and VHDL syntax are obvious. -- Listing 1. An SDL circuit description file for a half-adder. circuit HALFADD port(x,y: in bit; s,c: out bit) begin s = xor(x,y) c = and(x,y) end HALFADDOutputs. When the student opens a circuit description file in the SDL analyzer, he sees acopy of it in the program’s "circuit" window, and several command buttons representingavailable action options. Clicking on the "Truth Table" command button produces thetruth table of the circuit in the "results" window. Clicking on the "Interactive" commandbutton puts the program into its interactive mode
alumni of our graduate program who have developed new ways of thinking and acting through our leadership development process.Data on Engineers Moving into Management Figure 1. S&E bachelor‟s degree holders in management jobs by years since degree (NSF 2003)National Science Foundation SESTAT 20031 data (Figure 1) shows that increasing numbers ofengineering graduates leave the direct practice of engineering over time and move intomanagement. This NSF report also shows that there is a corresponding fewer number of Page 22.1546.2engineering graduates whose major work activity is R&D as they progress in their careers(Figure 2
included adoption of contextualculturally relevant teaching practices, recognizing indigenous worldviews, respecting communityand family, and supporting indigenous knowledge systems.MethodologyKhan et al. established a process for conducting a systematic literature review: [6] (1) frame thequestion, (2) identify relevant work, (3) assess study quality, (4) create a summary, and (5)interpret findings. We have framed the question in the previous section. Khan et al.’s final twosteps, summary and interpretation, are found in the Results and Discussion sections below.In addition to following the Khan et al. methodology, we also observed the guidelines found inthe PRISMA 2020 statement, [7] specifically the paper and abstract checklists. Figure 1 is
based learning environment. She was previously an engineering education postdoctoral fellow at Wake Forest University supporting curriculum development around ethics/character education.Dr. Diana Bairaktarova, Virginia Tech Dr. Diana Bairaktarova is an Assistant Professor in the Department of Engineering Education at Virginia Tech. Through real-world engineering applications, Dr. Bairaktarovaˆa C™s experiential learning research spans from engineering to psychology to learning ©American Society for Engineering Education, 2023 Empathy and mindfulness in design education: A literature review to explore a relationshipAbstractLearning to design in undergraduate
discipline. This analysis willassist the authors in critically reviewing the design of the VR lessons from the aspect of the fourdimensions to identify improvement strategies.AcknowledgementsThe authors would like to acknowledge Dr. Honghe Wang, Dr. Mandoye Ndoye, and Dr. ChitraNayak for developing and implementing the VR lessons in biology, electrical engineering, andphysics. This work was funded by NSF Grant # 1912047.References[1] [Online]. https://www.verdict.co.uk/history-virtual-reality-timeline/ [Accessed on Feb 2022].[2] [Online]. https://virtualspeech.com/blog/history-of-vr [Accessed on Feb 2022].[3] [Online]. https://www.viaccess-orca.com/hubfs/VR%20Timeline.pdf [Accessed on Feb2022].[4] H. Cherni, S. Nicolas, and N. Metayer. “Using
engineersLanguage ScaffoldsMany youth, including ELs, are developing language proficiency. Few STEM and engineeringcurricula have been designed to scaffold participation and language development. The YES teamreviewed research and best practices and consulted with experts to generate a set of research-based approaches that invite meaningful participation by ELs. The embedded scaffolds andstrategies are designed to support language development across reading, writing, listening, andspeaking domains and include: • Discussion strategies • Content presented multimodally • Encouragement of home language(s) • Vocabulary presented in context • Strategic groups • Scaffolded writing • Hands-on exploration • Key sentence frames • Multimodal
and Computer Engineering. Her research focuses on shifting the culture of engineering via the study of engineering identity which centers students of color and examines systemic change.Peter C Nelson (Professor & Dean)Jeremiah AbiadeDidem Ozevin (Dr.) © American Society for Engineering Education, 2022 Powered by www.slayte.com An Integrated Program for Recruitment, Retention, and Graduation of Academically Talented Low-Income Engineering Students: Lessons Learned and Progress ReportAbstractThis paper provides the status report of an NSF S-STEM program that is currentlyin its fourth year in the College of Engineering at the University of Illinois atChicago (UIC), a
) creating examples and projectsis one delivery mechanism but there could be a steep learning curve student will encounter [27], 6) currentdemands from larger employers who may not all use these techniques, and lastly [28]; 7) Creating newtracks is possible but requires new resources and faculty to teach them. Given these benefits and challenges,many engineering students are still often pushed to take computer science course(s) to compensate for theirlack of in-department offerings. This research looks to help overcome several aspects of these barriers inthe discipline specific domains of architectural engineering (AE) and material science and engineering(MATSE). Both fields were selected given their renewed emphasis and need for more data skills as
, S. J. Mallo, S. O. Ismaila, J. O. Dada, S. Aderounmu, ... & E. Oyetunji. “Engineering students' virtual learning challenges during covid-19 pandemic lockdown: A case study.” In 2020 IFEES World Engineering Education Forum-Global Engineering Deans Council (WEEF-GEDC), pp. 1-5. IEEE. 2020.[4] A. Dworak. “United States university enrollment numbers during the COVID-19 pandemic recession.” Perspectives on the New Normal: Post COVID19, vol. 67, 2020.[5] E. Belanger, C. Bartels, & J. She. “Challenges and Strategies in Remote Design Collaboration During Pandemic: A Case Study in Engineering Education.” In International Design Engineering Technical Conferences and Computers and Information in
(PACE). She also manages program evaluations that provide actionable strategies to improve diversity, equity, and inclusion in STEM fields. This includes evaluation of NSF ADVANCE, S-STEM, INCLUDES, and IUSE projects, and climate studies of students, faculty, and staff. Her social science research covers many topics and has used critical race theories such as Community Cultural Wealth to describe the experiences of systemically marginalized students in engineering.Sura Alqudah (Assistant Professor) Sura Al-Qudah Holds a Ph.D. in Industrial & Systems Engineering from Binghamton University. She is a co-program director of the Manufacturing Engineering Program at Western Washington University. Dr. Al-Qudah is a Co-PI on
and the landscape of engineering in K‐12 state science standards," Journal of Research in Science Teaching, vol. 52, no. 3, pp. 296-318, 2015.[5] R. Hammack and T. Ivey, "Elementary teachers' perceptions of K‐5 engineering education and perceived barriers to implementation," Journal of Engineering Education, vol. 108, no. 4, pp. 503-522, 2019.[6] R. Hammack, P. Gannon, C. Foreman, and E. Meyer, "Impacts of professional development focused on teaching engineering applications of mathematics and science," School Science and Mathematics, vol. 120, no. 7, pp. 413-424, 2020, doi: 10.1111/ssm.12430.[7] E. R. Banilower, P. S. Smith, K. A. Malzahn, C. L. Plumley, E. M. Gordon, and M. L. Hayes
of school enterprise cooperators,” Research on higher engineering education, no.4, pp.101-106, 2019.[6] S. R. Brunhaver, R. F. Korte, S. R. Barley and S. D. Sheppard, Bridging the gaps between engineering education and practice, Chicago: Chicago University Press, pp. 129-165, 2018.[7] V. Domal and J. Trevelyan. “An engineer's typical day: Lessons learned and implications for engineering education,” In 20th Annual Conference for the Australasian Association for Engineering Education, Adelaide, Australia,2009.[8] D. Vinck, “Engineering practices,” Revue d'anthropologie des connaissances,vol. 8, no.2, pp.a-s, 2014.[9] D. Jonassen, J. Strobel and C. B. Lee, “Everyday Problem Solving in Engineering: Lessons for
weekly and stored in Canvas Studio that could be streamed to thestudents on demand. The students could either view these lectures during the class time in thecourse schedule or at some other time workable for them in the same week. Offering suchflexibility could avoid the potential conflicts between the original class schedule and students’altered schedules during the public health emergency period. The video lectures were preparedusing a versatile note-taking app S Note that supports integration of multimedia files. The appruns on an Android tablet. The lectures presented on the tablet were recorded by a screenrecording app x-Recorder in the mp4 format that can be streamed online. Examination scores inthe on-demand course were compared with
opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] M. K. Eagan, E. B. Stolzenberg, H. B. Zimmerman, M. C. Aragon, H. Whang Sayson, and C. Rios-Aguilar, “The American freshman: National norms Fall 2016,” University of California, Los Angeles, CA, U.S., 2017.[2] A. L. Green and D. L. Rabine, “What do we really know about ADHD in college students?” Neurotherapeutics, vol. 9, pp. 559-568, 2012, doi:10.1007/s13311-012-0127-8.[3] G. J. DuPaul, L. L. Weyandt, S. M. O’Dell, and M. Varejao, “College students with ADHD: Current status and future directions,” Journal of Attention
goal of thiswork is to visualize and make meaning of CAIR-related assessment data. Our display design isinspired by concepts from the domain of human factors engineering. A low-fidelity conceptualdesign and walk-through of the display are provided and key scenarios and tasks the instructorcan achieve via using the display are explored. The display can inform the instructor on both thequality of the marking done by the assessor(s) and common problem-solving errors committedby the students across a problem, test, and so on.IntroductionMeeting the pedagogical goals of Constructive Alignment, Formative and outcomes-basedAssessment are deemed significant for learning [1]–[3]. Constructive Alignment promotes asocial negotiation and mapping between
] S. Brunhaver, R. Korte, S. Barley, and S. Sheppard, “Bridging the gaps between engineering education and practice,” in Engineering in a Global Economy, R. Freeman and H. Salzman, Eds. Chicago: Chicago University Press, 2018, pp. 129–165.[3] C. Carrico, K. Winters, S. Brunhaver, and H. M. Matusovich, “The pathways taken by early career professionals and the factors that contribute to pathway choices,” Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition, San Antonio, TX., June 2012.[4] C. J. Atman, S. D. Sheppard, J. Turns, R. S. Adams, L. N. Fleming, R. Stevens, R. A. Streveler, K. A. Smith, R. L. Miller, L. J. Leifer, K. Yasuhara, and D. Lund
asked to reflect on their experiences using the followingquestion:How often have you been in courses where some educational technology tools, especiallymobile applications, have been used? Tell us something about your experience. a. Please state the name of the application(s) or other technology tools (e.g., Clicker, CATME, Socrative, Any quiz software, etc.). b. What you liked about that application(s) and why? c. What you didn’t like and why? d. Were those applications academically relevant? If yes, why, if no, why not?Data AnalysisThe study focuses on exploring the students’ perceptions of using educational technology toolsin postsecondary STEM classrooms. To inform our study, we employed
Psychology, Counseling, and College Student Personnel at the University of Louisville. Her research interests include understanding the role of achievement motivation in the development of academic underachievement, particularly among gifted students.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in chemical engineering from the University of Louisville. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved in educational research on the effective use of technology in engineering education, the incorpo
to my 2.81 1.38transfer.I spoke to former transfer students to gain insight about their adjustment experiences. 2.63 1.38Scale: 1-Strongly disagree, 2-Disagree, 3-Neither agree nor disagree, 4-Agree, 5-Strongly agree; Meansare of weighted data. 1 Participants in co-enrollment program(s) were exempt from this survey item.Table 2. Perceptions about the "transfer process" while students were enrolled at [SI] Construct Sub-items Mean Std. Error (N = 1024)1 of Mean
. Figure 1: Distribution of Grades per ClassThe dataset includes cumulative GPA per semester that is recorded in a 0.00 to 4.00 range, whileindividual course grades were recorded in a +/- letter grade range from A+ to F. The coursegrades also include I for incomplete, S for satisfactory and W for withdraw. All +/- letter gradeswere converted to a range between 0.00 and 4.00 based on Table 2.In addition to the course grades and cumulative GPA per semester, the dataset containsinformation such as the location of origin, ethnicity and gender, and previous educationalperformance if it existed. —- has a “repeat-delete” policy that allows students to retake a courseand replace the previous grade with the grade from the latest offering of the course
number of universities beyond Oregon State University to develop evidence of the portability and generalizable use of the virtual laboratory instructional materials. Table 2 lists the institutions that have used the Virtual CVD laboratory remotely. Table 2. Summary of experimental activity of the Virtual CVD Laboratories outside OSUClass Term Students Groups Runs Measurements Virtual CostU Oregon Su 06 11 3 40 538 $240,350U Oregon Su 07 10 3 57 610 $330,750UC Berkeley S 07 25 25 96