data science, bioinformatics, and applied computing for the social sciences.These programs are designed to provide students with both domain knowledge and computingskills to better prepare them for today’s increasingly digital world. To benefit from theseprograms, however, students first need awareness that these opportunities exist. Furthermore,students majoring in non-computer science/engineering fields are often not provided withlearning experiences that foster their self-efficacy in pursuing computing courses, thus limitingtheir future educational and career choices [1 - 3]. Students from historically marginalizedcommunities, shown to be enrolled at higher rates in community colleges than in 4-yearinstitutions, are particularly affected by
between them. Second, a mindset of interconnectivityamong classes is crucial. Third, participation from engineering department faculty in the generaleducation components enables them to make these cross-curricular connections. Lastly, facultymentoring and training help achieve this shared goal. Future directions could include makingthese intentional connections common throughout other classes in the engineering curriculum,including both studio design classes and engineering analysis classes.IntroductionTeaching engineering ethics is important for a number of reasons, including the tremendousimpact of technology on society, the reputation of the engineering profession, and the characterdevelopment of students [1] - [6]. Additionally, higher
thatassume minoritized students lack coping skills (for e.g., how to balance work and classes), and these canbe provided for them, for example, through intervention programs. However, there is a general lack ofunderstanding regarding how these students cope from an assets-based lens. This study reports on thecoping strategies of 31 minoritized students, and is guided by the research questions: 1) what personalcoping mechanisms do minoritized undergraduate students use to navigate STEM fields? and 2) how domentees leverage assistance from mentors in order to navigate STEM fields? The data was examinedthrough critical race theory and mentoring frameworks. Preliminary results indicate that the participantsused various forms of coping strategies
high visualizers.Based on our findings, we infer that activities involving physical manipulatives and/or virtual 3Dmodels may improve conceptual understanding for low visualizers, including the development ofhands-on lab experiments.IntroductionEngineers need to be able to visualize a problem by formulating a schematic, a model, or anequation to analyze and solve. In statics, for example, sketching an appropriate free body diagram(FBD) is a critical step in the solution process. Spatial visualization skills (SVS) may play a criticalrole in developing the FBD properly [1]. Many concepts in statics rely on the ability to visualizethe effects of various force vectors on the equilibrium of an object. An accurate understanding ofthe direction of
, thereby contributing to a more gender-balanced representation in STEM-related fields. Prior studies by the authors of this paper[Delson et. al 2023] described a controlled trail to evaluate the benefit of increased sketchtraining in a in a freshman introduction to mechanical design class. This publication evaluates thedata from this study to discern the impact by gender. This paper explores the benefit of sketchingin in a freshman introduction to mechanical design class and explores the following researchquestions as it impacts male and female students: 1. Does adding additional sketching instruction to a class with CAD and hands-on design have measurable benefits? 2. Do the benefits of sketch training extend beyond improving
the involved faculty. The resulting radio telescope projectprovides university undergraduate students with the ability to learn the basics of radio astronomythrough the easily accessible small-scale radio telescope system.IntroductionThis project was developed as an extension of a collaborative project between studentengineering and astronomy clubs. The members of the capstone team took on the design of thecontrol system and coordination of the overall project. During the initial development of theproject, a system block diagram was established as shown in Figure 1. This block diagram givesan overview of the major components of a radio telescope system. It was divided into threemajor sections, which were then assigned to task teams. In this
propose a novelfeature engineering method as a way to study cooperation between a student feature sequence(e.g., financial aid, program change, etc.) and an outcome feature sequence (e.g., excess credits).As a result, each relevant student feature sequence is mapped into a feature value that attempts tocapture information that is relevant to the outcome. This enables a data-driven way to analyze theeffect of a large number of student features on excess credit accumulation.1 IntroductionThe credit hour was born out of the need to standardize learning for all students, to improveefficiency of institutions, to facilitate cross-institutional transfer, and to keep tabs on curriculumquality [20]. Recently, it has additionally grown into an instrument
. This paper describes the campdevelopment and activities, the relationships and interactions between thepartnering organizations, and presents key takeaways from multiple years ofrunning the camp.1. IntroductionSummer STEM camps have been shown to be an effective means of introducing middle and highschool students to STEM disciplines [1]. Many STEM camps are used as a means to attractwomen and minority students to STEM fields [2] [3] [4] [5]. STEM camps have even been usedto introduce and encourage cross-cultural relationships and experiences [6]. Frequently, theseSTEM camps are developed and run by academia [5] [7]; however, there are a growing numberof camps that are developed and run by partnerships between different organizations
provide a potential use for it.This work-in-progress paper describes the motivation and development process of these labs, aswell as preliminary lab examples and planned assessment.There is substantial discussion in the engineering community about the importance of includingill-structured problems into curriculum within engineering education, as these problems betterrepresent the experiences post-graduation [1]–[7]. However, past work has found that textbookproblems are rarely ill-structured in form and that students may be rarely exposed to ill-structured problems within their engineering curriculum [1], [2], [5]. One area in which ill-structured problems are easier to incorporate are within lab experiences. Student laboratoryexperiences are
thecoming semester.IntroductionIn first-year design courses, undergraduate teaching assistants (UGTAs) have had positiveoutcomes on student learning. and the use of undergraduate teaching assistant programscontinues to grow [1-5]. As UGTAs are often the first points of contact for students, they play akey role in fostering a sense of belonging in the classroom, which has been tied to improvedstudent performance and retention.Recently, educators have recognized the need to equip UGTAs in STEM with training in how toapproach their jobs as inclusive peer educators [6-11]. We thus set out to formalize inclusiveteaching training for UGTAs in our program by providing foundational knowledge of globalinclusion, diversity, belonging, equity, and access
education encouragingstudents to have an experiential learning component in community, whereby they practiceengineering design in communities. Yet, this happens rarely with the appropriate training andwith no partnership with community-based scientists. For example, in this case from theAmerican Society of Agricultural and Biological Engineers [1] , the team identified thechallenges of distribution of aid in agricultural development projects and, using stakeholderanalysis, outlined the essential voices as the engineer, funder, government, and the internationalNGO. While this is a strong team of voices, they were missing important insight fromstakeholder who were immediately impacted by the design of these engineering solutions. Thisoversight, in
a formaldefinition supported by the literature for a total of six constructs related to learning inmakerspaces. The six constructs are (1) Learning by Doing, related to the process of learningthrough active engagement in maker activities; (2) Learning by Others, related to the process oflearning through engagement with other people or artifacts created by others; (3) ContentKnowledge and Skills, related to the technical disciplinary knowledge learned in makerspaces;(4) Cultural Knowledge and Skills, related to learning and navigating the culture of amakerspace; (5) Ingenuity, related to the inventiveness of learners when creating solutionsconstrained by their making environment; and (6) Self-awareness, related to learners’development of
-generationalkinship assemblages housed under one roof), and a decrease in birth rate in so-called“developed” countries, there is an increasing trend in the use of these technologies to conductpersonal care for aging populations and for the very young.[1] “Gerontechnology” based onArtificial Intelligence (AI) is expected to enable a predictive, personalized, preventive, andparticipatory elderly care”. [2][3] As medical dependency on AI accelerates, we are confrontedwith issues of safety and trust around its use. This paper uses a literature review as amethodology by which to discern similarities and differences in definitions of the “Self” asapplied to humans and in parlance around AI and CR. By refining the definition of what is meantfrom a philosophical
©American Society for Engineering Education, 2024 DEI Task Force Accomplishments: The DEI Scholars Program and its DEI Elective OptionMotivation and BackgroundThe purpose of this practice paper is to share new accomplishments made by our Diversity,Equity, and Inclusion (DEI) Task Force in the Mechanical Engineering and Applied Mechanics(MEAM) Department within the School of Engineering and Applied Sciences (SEAS) at theUniversity of Pennsylvania. This paper aims to enable others to implement similar changesadapted to their own contexts. Previously, we shared the process of forming a DEI Task Forcewithin a Mechanical Engineering Department [1], [2] and described initial efforts atprogramming and engaging students
– Curriculum, the following statement appears: Baccalaureate degree curricula will include the application of integral and differential calculus, or other mathematics about the level of algebra and trigonometry, appropriate to the student outcomes and the discipline [1].If a department offers baccalaureate degrees in the area of electrical and electronic engineeringtechnology, the criteria for that area states that The ability to utilize differential and integral calculus, as a minimum, to characterize the performance of electrical/electronic systemsis a requirement for the curriculum [2]. Differential and integral calculus is also required forprograms in mechanical engineering technology [3].In the author’s
survey methodology, with a questionnaire deployedthat includes short answer questions. The responses are inductively coded and reported in thiswork. Moreover, lessons learned from designing and assigning original dynamic systems physicalexperiments to mechanical engineering undergraduate students are highlighted.1 IntroductionMECH-431, Dynamic Systems with Controls Laboratory, is a required course in the MechanicalEngineering (ME) undergraduate curriculum at Kettering University (KU). It is the companionlaboratory course to MECH-430, Dynamic Systems with Controls, which is a lecture course.Both courses feature topics in classical control theory. Proportional-Integral-Derivative (PID)controllers are emphasized, as they are commonly used in
charge controller allows for the charging process to be more efficient [1]. Ourapproach involves utilizing an MPPT solar charge controller to enable the efficient draw ofpower and charging of LiFePO4 batteries from the PV panels. Human control withmicrocontrollers is an important consideration. When a microcontroller is combined with a webserver, it provides an opportunity to develop a user-friendly interface that can be accessedthrough a local network. Such an interface facilitates convenient management, access, andmonitoring of the system environment for users [2]. A microcontroller presents an efficientapproach for managing solar energy systems. With controlling and monitoring featuresintegrated into a microcontroller, users can bypass the
sequence in which teams of four student engineers are tasked withdesigning a solution to a client’s problem. In recent years, this course has grown to nearly 280students, starts both in the fall and the spring, and supports a variety of projects, includingindustry collaborations, design competitions, research, and community service. The course ismanaged by a coordinator and supported by several teaching assistants (TAs) along with a hostof faculty who consult with teams weekly, advising them on technical issues and basic projectmanagement. As part of the course, we ask students to iteratively prototype, and to prototype often, asit is one of the best ways to evaluate a design [1], [2] and develop a more satisfying solution for aclient
readiness to teach courses once they begin their academic careers.There is no singular shared opinion of the purpose of a doctoral degree in America. The resultingcareer sectors of an engineering PhD can include industry, government, and academia, where eachfield has different demands and necessities from a graduate. Currently, a significant portion ofengineering PhD recipients have academic or post-doctoral commitments, with 42.7% of recipientshaving these commitments in 2022 [1]. Academic responsibilities can be quite varied; oftenfeaturing research, teaching, and institutional service requirements. Despite the diverseresponsibilities, there is usually a focused emphasis on research, especially for early careeracademics. This can lead to
valuable insights into student perspectives and informthe ongoing discourse surrounding the integration of AI technologies in engineering education.Methods1. Development of the Survey InstrumentIn the summer of 2023, the survey instrument was developed. As indicated in Table 1, theinstrument is constructed using five scales. The survey's purpose was to gather information aboutstudents' opinions about ChatGPT as a learning tool, including their views on its reliability, ethicalissues, accessibility, and ease of use. There were 32 items in all on the five scales of the instrument.The participants were asked to rate their opinions about using ChatGPT on a 5-point Likert-typescale. The five-strongly agree, four-agree, three-neither agree nor disagree
' Excellence in an Engineering Calculus Course1. IntroductionIt is well known that a significant number of freshmen engineering students often face a lack ofmotivation while studying calculus due to different factors that can be discouraging and affecttheir performance not only in this course but also in their overall university experience. A limitedmathematical background coupled with the theoretical and abstract nature of calculus may leadsome students to feel overwhelmed and demotivated [1]. Furthermore, most first-yearengineering students aim to solve real-world problems from their first days of class; however,they find themselves loaded with theoretical courses that seem distant from engineeringapplications at the early stage of their academic
, including working directly with a client andconsidering the ethical implications of their solutions. These correlations point to areas wherestudents may need additional help in design thinking.BACKGROUNDA purpose of engineering design education is to support students’ movement along the path frombeginning toward informed designers. However, the pathways that students progress along thispath are not straightforward. Often, students are introduced to engineering design as first-yearstudents and do not see a design-focused course again until much later in their education,sometimes not until a capstone design experience in their final year. Both first-year and final-yearengineering design courses have been studied in a variety of contexts (e.g. [1
andpractice were present in this particular educational environment. More specifically, I wanted toexamine the relations of design and explore how students ethically negotiated these relations asthey completed their design work. This project comprised my doctoral research [1].During the 2015 and 2017 Fall semesters and the 2018 Spring semester, I attended each twice-weekly class meeting either in a classroom or at the course’s community partner’s facilities.During the two-hours and twenty-minute classroom meetings, both the students and theirinstructor, who had warmly accepted my request to be a participant observer in her course,welcomed my active participation in discussions about course content and our sharedexperiences working with the community
women. ©American Society for Engineering Education, 2024 Design of a Monitoring System for Manufacturing Processes AbstractData collection and visualization is a key enabler technique in the Industry 4.0 era. This paperdescribes a senior project that designs a monitoring system for manufacturing processes. It deploysmulti-heterogeneous sensors for cutting force and vibration to monitor CNC machining processes.Students were trained to understand the working principles of sensors, data acquisition (DAQ)devices, programming, and data analysis. The development work includes: 1) part design andmanufacturing process design in Siemens NX; 2) prototype the part using CNC
, etc. Even though there is a perceived prominent need for mobility engineers invarious sectors, including industry, government, and university, the description of this emergingprofession and its implication to public safety is less discussed in literature. The NationalCouncil of Examiners for Engineering and Surveying (NCEES) is a nonprofit organization,whose mission is to advance professional licensure for engineers and surveyors. In terms ofprotecting public safety, NCEES has implemented licensure solutions that regulate engineerswho deliver the public facilities to demonstrate a level of competence through education,experience, and examination requirements [1]. From our investigation of NCEES engineeringexam products, there is not an exam
and contains insights and motivations of students who have been a part of this program,past and present.MotivationGeneral Motivation. Interest in aerospace-related programs and courses has arisen from a variety ofperspectives. The relatively recent popularity of unmanned aircraft systems (UAS), and the renewedinternational interest in US aerospace programs focusing on lunar habitation and Mars explorationhave all caused a strong resurgence in aerospace programs, in general. NASA’s Artemis program ‘’willlead humanity forward to the Moon and prepare us for the next giant leap, the exploration of Mars.’’The Artemis program initially aimed to land humans on the moon again by 2024 as a first step in theprocess. [1] While this enormously ambitious
, more importantly, puts their lives in greatdanger.Keywords: Construction Trades, Informal Construction, Natural Disasters, Resilient Post-Disaster Reconstruction, Underrepresented WorkforceBackground and MotivationGlobally, 7,348 natural disasters have been recorded over the last twenty years. These disastershave caused $2.97 trillion in economic losses and 1.23 million deaths. They have impacted 4.2billion people through damage to human health and injury, loss of income, destruction ofinfrastructure systems, damage to property or homelessness, displacement, as well as reducedsupply of food, electricity, and water (FEW) [1]–[3].Natural disasters severely impact all countries and communities. However, developing countries,and particularly low
perceived barriers to adoption.IntroductionEngineering programs are designed to prepare students with the knowledge and skills needed tobecome successful engineers. There are inherent differences between the academic andworkplace contexts that are widely discussed in literature [1], [2], [3]. The application of contentin the academic context is quite different from the real world. Academic problems tend to have aclear, step-by-step solution that often leads to a single answer. Conversely, engineering problemstend to be ill-structured and ambiguous without a single clear answer [4]. Some of the reasonsfor these differences relate to the scaffolding required to introduce students to concepts and toassist with the evaluation of learning outcomes. This
math and physics at Santa Fe College, and was the Teaching Assistant for Astrophysics 1 at the University of Florida.Dr. Nancy Ruzycki, University of Florida Dr. Nancy Ruzycki, is the Director of Undergraduate Laboratories and Faculty Lecturer within the Department of Materials Science and Engineering at the University of Florida Herbert Wetheim College of Engineering. Her focus is on developing curriculum baHajymyrat Serdarovich Geldimuradov, University of Florida A native of Ashgabat, Turkmenistan, Hajymyrat grew up in Bolivia and moved to the United States in 2012. Since the beginning of his computer science studies and after obtaining his bachelor’s in computer science at the University of Florida, he has gained
a shortage offreshly graduated, qualified data scientists, raising concerns for both academia and industries[1, 2]. Additionally, research on data science education assessments lacks, leaving manyuncertainties surrounding students’ pre-graduation skills. This paper addresses this limitationand develops a data science self-efficacy survey to evaluate and quantify individuals’confidence levels in applying data science skills to build data-driven solutions, with the goalto enhance the learning experience within data science education. Also, remedial activitieswere proposed to boost students’ confidence based on individual confidence levels. Surveydevelopment followed a modified Vinay approach, which guided construction of customizedassessments