community facing engineering student-lead projects, and produced more than 200,000 community service hours. Butler brings faculty and industry partners together to mentor and support these student projects as students gain real-world experiences the necessary skills for future careers. American c Society for Engineering Education, 2020 STEM Energy Education in California San Joaquin ValleyBackgroundThere are significant educational equity gaps that exist in STEM fields for underrepresentedminority (URM) students who live in the San Joaquin Valley. URM students are defined as non-white and non-Asian, though it is recognized that there are subpopulations of URM
position as an engineering faculty member to supportothers to feel included and bringing in something special to their field based on their ownlive experiences and perspectives. Sue Sontgerath, the Director of Pre-Collegiate Outreachpictured in the red polo short on the far left. Sue describes herself as a white, cisgender,able-bodied female who is also an alumna and a parent of an alumna of the institution atwhich the research was conducted. Her undergraduate experience shaped her identity asminority in STEM. However, she acknowledges that she has been afforded privilegesassociated with being a member of a majority racial group. Sue’s career consists of twosignificant periods; one in STEM industry and one in higher education. During her career
Paper ID #32173Women in Engineering Multi-Mode Mentoring and Undergraduate Research:Semester 1Dr. Kristina Rigden, California State Polytechnic University, Pomona Dr. Rigden is the Director of Outreach Programs and the Women in Engineering Program for the College of Engineering at Cal Poly Pomona. In her position, she secures funding and provides several different outreach programming events to engage K-12 female students to pursue STEM majors and/or careers. Dr. Rigden’s research focus is the STEM pipeline from K-12 to college and career for underrepresented mi- norities. Her teaching and scholarship are grounded in the
engineering.wave of revisions in their first-year programs in the last Previous findings suggest that students’ course perceptionsyears. These program modifications are intended to can affect their motivation to persist in an engineeringenhance student success in engineering, including both career [1]. The purpose of this study is to compare students’students’ achievement and students’ motivation to course perceptions in two versions, 1024 versus 1215, of apersist in an engineering degree. This paper will look at required introductory engineering course.students’ perceptions as it compares Traditional versus There is a need to understand how to better supportRevised versions of an
of Mechanical Engineering and Curriculum & Instruction at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is Deputy Editor for Journal of Engineering Education. All of Dr. Borrego’s degrees are in Materials Science and Engineering
(68%) have a college degree ormore, compared to just under one-third (31%) in non-STEM fields. Nearly one quarter (23%)have completed an associate’s degree or similar. Only 9% STEM works have a high schooldiploma or less (Commerce Blog, 2012). For a prospective student intends for STEM as the career plan, the analysis of the linkagebetween STEM jobs and STEM education indicated two patterns. Firstly, a STEM degree is thetypical path to a STEM job, as more than two-thirds of STEM workers with a college degreehave an undergraduate STEM degree. Secondly, STEM degree holders receive an earningspremium relative to other college graduates, whether or not they end up in a STEM job. Likewise,college graduates including non-STEM educated enjoy an
Paper ID #20439Positioning Students to Understand Urban Sustainability Strategies throughVertical Integration: Years One through FourMr. MOHAMED ELZOMOR, Arizona State University Mohamed ElZomor has earned a B.Sc and M.Eng in Construction from the American University in Cairo, in addition to M.Sc. in Architecture with an emphasis on Design and Energy Conservation from University of Arizona. He is currently a Construction Management Ph.D. Candidate in the School of Sustainability and the Built Environment at Arizona State University. Before embarking on his academic career, he gained valuable local and international
identity of anindividual (i.e. professor, student, engineer). Adopting an identity as a female engineer meansthat women are challenging the social expectations for women and men.Engineering degrees tend to be awarded to more females in chemical, materials, industrial andcivil engineering (NSF, NCSES, 2015). Research shows females tend to follow engineeringpaths that incorporate interpersonal and communal goals (e.g., helping others, working withpeople) with traditional industry goals (Hazari, Sadler, & Sonnert, 2013). The perception of thealternative engineering career options does not appear to include opportunities to achieveinterpersonal or communal goals (Hazari et al., 2013). Women’s reluctance to earn degrees inother fields of
underrepresented groups in mathematics, science and engi- neering. ˜Oskar Granados, Canada College Oskar Granados is currently a sophomore at Ca˜nada College in Redwood City, CA, majoring in Me- chanical Engineering. His research interest include renewable energy, astrophysics, waste management, the smart grid, and structural analysis. Over time, he hopes to get involved in the engineering industry workforce, research and development, and pursuit a teaching career to pass on the tradition of American education to communities who lack access to higher education.Maryam KhanManuel Alexis Ramirez, San Diego State University I feel honored to be part of the ASEE conference. I never thought opportunities like this
and mathematics, and helps them see therelevance to their everyday lives. Increasing middle school students’ interest in science inparticular is a strong predictor of later STEM career pursuit.The curriculum was designed around the Soap Box Derby® Mini-Cars that includes the use ofcomputer-aided design (CAD) software, virtual and physical wind tunnel testing, and 3Dprinting. Eighth-grade middle school science teachers participated in a one-week professionaldevelopment workshop to learn the software and how to integrate engineering into the force andmotion curriculum. They also engaged in ongoing professional development leading up to thelearning unit. The students were engaged in using technology (CAD Software, virtual windtunnel) to design
. Froyd is a Fellow of the IEEE, a Fellow of the American Society for Engineering Education (ASEE), an ABET Program Evaluator, the Editor-in- Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal of Engineering Education, and an Associate Editor for the International Journal of STEM Education.Dr. Julie P Martin, Clemson University Julie P. Martin is an assistant professor of Engineering and Science Education at Clemson University. Her research interests focus on social factors affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under
directorate. how to interpret NASA satellite and mission data while working• Providing secondary students with authentic NASA with scientists and engineers in their chosen area of work. Projects mission-based opportunities that build STEM and their descriptions that were offered in 2017 include: knowledge, skills, and career awareness through a • Aerospace Engineering – This project will advance high nationally competitive High School Summer Intern quality STEM education by using NASA’s unique program that challenges students to conduct research capabilities. Exploration is a key driver in learning and from data supplied by
study. Her research explores psychological and sociocultural factors affecting international STEM students’ undergraduate process. Page 13.1378.1© American Society for Engineering Education, 2008Variances in Coping Efficacy Among Women STEM Students: Is Gender or Discipline More Influential? Page 13.1378.2 Variances in Coping Efficacy among Women STEM Students: Is Gender or Discipline More Influential?AbstractThis study uses Social Cognitive Career Theory (SCCT) to examine the coping efficacy of highachieving
1993 was integrated the CONEAU, Comisión de Evaluación y Acreditación Universitaria, as a consequence of university autonomy. ̇ The Ley de Educación Superior indicated the need for accreditation of careers whose practice had to be regulated by the government. Page 13.1267.5 ̇ In 1995 was conformed the CAP, Comisión de Acreditación de Postgrados. ̇ The initial call was first voluntary and then mandatory since 1999. ̇ In the CONEAU participate the CONFEDI, Consejo Federal de Decanos de Ingeniería (Miembro ASIBEI); the CU, Consejo de Universidades; and the CIN, Consejo Inter- universitario Nacional
engineers. These societies are also beneficial to the career progression of their members byproviding networking and professional service opportunities.1 Typically, engineers are firstexposed to professional societies as college sophomores or juniors through pre-professionalstudent chapters of the society, where students are able to join at substantially reduced fees andparticipate in a variety of networking, project, and service experiences.2 Most often, studentscontinue their membership upon graduation from college and as a way to stay abreast of thechanges in their field and enhance their professional and technical capabilities.3At universities, active student pre-professional societies can greatly enhance the engineeringcurriculum. Reid and
a career choice, and 2) encouraging them to pursue a baccalaureatedegree in engineering at our university. In summer 2008, an evaluation was collected at the endof each of three camps. This paper will discuss the general strategy of the camp, provide anoverview of the experiential learning projects, and report evaluation results from admissions dataand surveys collected from summer 2008 camps.In all of the recruitment programs for the college, great effort is made to attract traditionallyunderrepresented groups, including African Americans, Hispanics, and women. A large part ofour recruitment plan involves the use of targeted high-achieving majority-minority schools.These schools were heavily recruited for participants in the camps. A total
possible employment inthese areas before they can even learn about the industries. This research describes amethod aimed primarily at integrating information about industrial establishments,particularly those in iron and steel making, into first-year materials engineering curriculain order to acquaint students with a major national and international industry. A secondgoal is to educate students about the close relationship between steel and theirengineering studies. Through these unique integration measures—which involve usingaspects of industry as examples, and providing samples of manufactured products to adda tangible quality to classroom learning—not only would students have a wider array ofinformation leading to more informed career decisions
their career, tosenior management at later career stages. For instance, in 1985 a major study wasundertaken by the National Research Council (1) which found that 44.6% of thosesurveyed, who described themselves as engineers, said that their primary activities weremanagement (28%) or production (16.6%). In 1995, a similar survey by NSF(2) found that only 38% of those in the U.S. workforcewith a B.S. in engineering actually work as engineers. An additional 48% say that theirwork is related to engineering, but that they are managers, patent attorneys, CEO’s,financial analysts, and entrepreneurs. In 1998, NSF published the results of its Engineering Workforce Project,(3) an ongoingeffort. It showed that in 1993 32% of respondents said their
foundational understanding of STEM concepts, career options, and critical thinkinglearning skills.To address the aforementioned issues Savannah State University and Savannah TechnicalCollege in collaboration with NASA developed four week Summer Educational InternshipProgram for Math and Engineering Technology rising sophomore students to prepare them fortwo week teaching experience with students in grades 6-12. Fifteen (12 from Savannah StateUniversity and 3 from Savannah Technical College) students were selected to participate in theSummer Educational Internship Program (SEIP) and was offered a stipend of $1000. Severalinstructional models were explored for teaching mathematics and engineering at grades 6-12levels. Summer educational internship
informatics. These data sets are valuable assets and in great needs to be analyzed. However, there is a shortage of workforce for big data analysis. Education innovations are required to empower students with the skills and technologies for large dataset analysis. Over the last few years, there is a high demand for new programs in data science and analytics (DSA). We has performed a systematic study of the existing DSA programs in the US by checking the detailed information about the degree programs, the program competencies, the curriculum designs, the expected learning outcomes, program sizes, professional careers, and other related information. There are more than 70 DSA programs offered in the US
determine if there is a correlation between these two. Specifically, thisstudy investigates the number of reasons students cited for choosing to study engineering and theirretention in engineering.Background Literature There are many theories as to why students choose a career or educational path. For thisstudy two main theories stand out: Social Cognitive Theory and Expectancy Value Theory.Social Cognitive Theory The Social Cognitive Theory (SCT) is a relatively new theory that sheds light on howbasic academic and career interests develop, how educational and career choices are made, andhow academic and career success is obtained. The basic building blocks of this theory are self-efficacy beliefs, outcome expectations, goals or
, teamwork, ethics, life-long learning, knowledge of contemporary issues, and anappreciation for the impact of engineering within global and social contexts. "Portfolios...offerthe most comprehensive information for measuring many outcomes and are conducive toevaluating professional skills" (Shuman et al., 2005).The constructivist pedagogical approach implicit in these ePortfolio applications enables studentsto generate their own meaning while also allowing faculty assessment of student performance inindividual courses and over a longer undergraduate career. A high quality ePortfolio combinesthe attributes of social networking media, blogs, and more traditional paper-based portfolios.They include artifacts that serve as evidence of achievement, and
numerous elements. The System Engineering and Freshman Designcourse at the University of Southern Indiana is intended to help students develop qualities neededto prepare them for the remainder of their collegiate courses and for their career. In addition,freshman students gain exposure to engineering design early in their college education which is 1essential to continuing in the engineering courses. Researchers suggest that the learner-learnerinteraction can enrich learning outcomes [1]. Thus, peer-oriented educational activities such as thecreation of a functioning miniature racing car are critical in the learning journey of engineeringstudents
learning. Thus, any graduate studenttraining in teaching would need to be developed from within. Accordingly, we developed aprogram that had some of the important elements of those identified in other engineering teachertraining programs across the US, but did so in a way that was less resource intensive. Such amodel may be replicated by other programs without access to centers for teaching and learning.Our program started in the Fall of 2015.The stated goal of the program was as follows: “Train interested Ph. D. students in engineeringabout pedagogy and course delivery, perhaps in preparation for a career as a faculty member.”As students would eventually teach classes on their own at the end of the program, theexpectation was that this would be
from NSF, including a CAREER award. She oversees the Simmons Research Lab (www.denisersimmons.com), which is home to a dynamic, interdisciplinary mix of undergraduate and graduate students and a post-doctoral researcher from various colleges and de- partments at Virginia Tech who work together to explore engineering and construction human centered issues with an emphasis on understanding difference and disparity.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmen- tal Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010
program, is a provenmultidisciplinary program that provides research experiences to undergraduate students whoidentify as Native American. This program provides unique and quality research opportunities tostudents who may have minimal alternatives for undergraduate experiences of similar caliber.The primary IOU-NA objective is to expose Native American students with limited researchopportunities to top-of-the-line and innovative research environments in optics and photonics,including, but not limited to hydrology, chemistry, biology, environmental sciences, and othersciences. This fulfills the ultimate goal of initiating or developing aspirations in these students topursue scientific careers and graduate studies in STEM fields. The IOU-NA program
regional, statewide campuses.K-12 administrators are committed to a better-educated and globally competitive workforce.They identified dual credit as one of the ways (along with Advanced Placement and CommonCore Standards), to ensure “college and career readiness” and to offer a seamless bridge betweensecondary and postsecondary curricula and assessment. Finally, since most of the original dualcredit programs targeted already college-bound students, many new programs have beendesigned to ease the transition for students who otherwise might not have been considered (orwho did not consider themselves) college-eligible. In short, a rapidly growing number of highschool students are fulfilling requirements through a variety of programs, and starting
criteria are met: learner self-reflection and the ability to successfullyconnect old and new knowledge.Technical writing and communication courseThe need for engineering graduates to improve communication skills, both verbal and written,has been emphasized in multiple disciplines for several decades. The American Society of CivilEngineers (ASCE) Vision 2025 suggests that “communications knowledge and skills areembedded in every civil engineer’s education and encourage their continued enhancementthroughout every civil engineer’s career” [7]. The American Society of Mechanical Engineers(ASME) Vision 2030 states that mechanical engineers need enhanced skills, recommending thatengineering curricula be designed to produce performance parity between
years as well as the lack of women role models present in these fields. Toencourage more girls in STEM, the Attracting Women into Engineering (AWE) Workshop wasfounded in 1998. The AWE Workshop is a summer program that strives to introduce middleschool girls to engineering careers via one-day sessions. Participants have the opportunity tointeract with women faculty members and undergraduate/graduate students during hands-onengineering experiments while also learning about various engineering disciplines. Our missionis to negate preconceived stereotypes about engineering, to cultivate girls’ interest in STEM, toexpose girls to the diverse career paths that engineers can pursue, and to foster an environment ofintellectual growth, self-esteem, and
intent(both in this paper and in the program we describe) to elevate the academy’s understanding ofthe value of teaching faculty, to promote inclusivity, and to provide encouragement to teachingfaculty themselves.Literature ReviewThe proportion of teaching faculty at U.S. universities has been increasing steadily since the1970s.2 In 2013, at doctoral universities, teaching faculty represented just over half (52.9%) ofthe faculty workforce, up nearly five percent from 2005.3 Although in 2013 over half of thoseteaching faculty were part-time, more recent trends in 2015 indicate a shift toward hiring morefull-time teaching faculty.4Teaching faculty are not heterogeneous in type of job responsibilities or career aspirations. Whileteaching faculty