. Mumford, S. J. Zaccaro, K. Y. Levin, A. L. Korotkin, and M. B. Hein, “Taxonomic efforts in the description of leader behavior: A synthesis and functional interpretation,” The Leadership Quarterly, vol. 2, no. 4, pp. 245-287, 1991, doi: 10.1016/1048-9843(91)90016-U.[3] F. J. Yammarino, E. Salas, A. Serban, K. Shirreffs, and M. L. Shuffler, “Collectivistic leadership approaches: putting the ‘we’ in leadership science and practice,” Industrial and Organizational Psychology, vol. 5, no. 4, pp. 382-402, 2012, doi: 10.1111/j.1754- 9434.2012.01467.x.[4] D. V. Day, P. Gronn, and E. Salas, “Leadership capacity in teams,” The Leadership Quarterly, vol. 15, no. 6, pp. 857-880, 2004, doi: 10.1016/j.leaqua
try to minimize the amount of pepper flakes (used to represent pollutant fertilizer) in a cup of water while maximizing the amount of water remaining through the use of planning, collaboration, and two tools.” Build the Best Bridge “We are having students design and build a bridge and having them (Grade 2) look at the problem of building a structure strong enough to hold many pennies.”RQ2: What features are present in their engineering design activities? We utilized Moore et al.’s (2014) FQEE to address the second research question. Inparticular, we focused only on the Processes of Design (POD) and Issues
set. Furthermore, if a studentis selected after the interview stage but fails to meet the program requirements which include notbeing a master’s student, being above the age of 16, being a US citizen, and being available forthe entire 8-week program, they will not be assigned to any project.4. Mathematical ModelSets: S: set of all students, indexed by s P: set of all projects, indexed by p I: set of all skills/attributes, indexed by i.Decision Variable: 1, 𝑖𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 𝑖𝑠 𝑎𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑡𝑜 𝑝𝑟𝑜𝑗𝑒𝑐𝑡 𝑝𝑋𝑠𝑝 = { 0, 𝑜𝑡ℎ𝑒𝑟𝑤𝑖𝑠𝑒Model Parameters:𝑈𝑠𝑝 = 𝑈𝑡𝑖𝑙𝑖𝑡𝑦 𝑜𝑓 𝑝𝑟𝑜𝑗𝑒𝑐𝑡 𝑝 𝑓𝑜𝑟 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑠𝑅𝑝 = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
, University of North Texas Shirley Anderson is a Ph.D. student in Higher Education at the University of North Texas. She is also the Assistant Director of the Health Professions Advising Center at UT Dallas. Her research interests surround the topic of Marginalized Students in Healthcare. ©American Society for Engineering Education, 2024 Culturally Relevant Practices at Hispanic Serving Institutions: A Systematic Review of Engineering Student Experiences AbstractOur study is rooted in Garcia et al.'s (2019) framework, which emphasizes Culturally RelevantPrograms (CRP) as crucial components of Hispanic-Serving Institutions (HSIs). These programstailor
onhuman subjects’ review board specifications in hopes that we can increase the number ofstudents willing to participate in the research component of this study. Interviews with studentsafter reviewing their survey results will also be completed to better understand any trendsidentified in the results.References[1] N. S. F. National Science Board, Higher Education in Science and Engineering, NSB-2019- 7.Alexandria, VA: National Science Foundation, 2019.[2] United States Bureau of Labor Statistics, Occupational Outlook Handbook. US Department ofLabor, 2020.[3] V. Akondy and S. Murthy, “From Novice to Expert Instructional Designer: A TrainingBased on Cognitive Apprenticeship Model,” in 2015 IEEE Seventh International Conference
S - Incorrect sign on one or more components Resolve a vector F - Incorrect value of one or more components Add vectors N/A Q - Vector sketched in quadrant inconsistent with vector expression Sketch a vector A - Angle indicated on sketch inconsistent with calculated angleIn problem 2, students were asked to determine the moment of each force about a given point,then find the magnitude and
opinions, findings, and conclusions, or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] K. Atit, J. R. Power, N. Veurink, D. H. Uttal, S. Sorby, G. Panther, C. Msall, L. Fiorella and M. Carr, "Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement," International Journal of STEM Education, vol. 7, no. 38, pp. 1-13, 2020.[2] K. Atit, D. H. Uttal and M. Stieff, "Situating space: using a discipline-focused lens to examine spatial thinking skills," Cognitive Research: Principles and Implications, vol. 5, no. 19, pp. 1-16, 2020.[3] S. Lee-Cultura and M. Giannakos, "Embodied
. Future work includes dissemination ofthe materials required for such a change as well as recommendations for implementation.References1. L. Benson, S. Biggers, W. Moss, M. Ohland, M. Orr and S. Schiff, Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariable Calculus. Proceedings of the Annual Meeting of the American Society for Engineering Education (2007).2. L. Benson, S. Biggers, W. Moss, M. Ohland, M. Orr and S. Schiff, Student Performance and Faculty Development in SCALE-UP Engineering and Math Courses. Proceedings of the Annual Meeting of the American Society for Engineering Education (2008).3. L. Benson, S. Biggers, W. Moss, M. Ohland, M. Orr and S. Schiff, Adapting and Implementing the
Page 15.82.5both areas of engineering investigate the control of DC motors 6,25 and conveyors 5,26 .Table 1: PLC projects from the literature with the area(s) of engineering in which the course isoffered, the project, and the equipment necessary (other than a PLC and a computer). Area(s)† Project(s) Equipment E 28 Controlling a stepper motor Driver board, stepper motor E 19 Automatic control of laundry wash- Rockwell’s WinView (provides a virtual environ- ing machine ment) 1. Control of filling a tank 1. Tank with sensors ET 22 2. Hybrid boat control system 2. Various motor and photovoltaic components
AC 2010-2395: COLLECTIVE SYSTEM DESIGN IN SYSTEMS ENGINEERINGEDUCATIONDavid Cochran, Massachusetts Institute of Technology Dr. David S. Cochran Managing Partner System Design, LLC. Dr. Cochran is one of the world’s authorities on production and enterprise systems engineering and supply chain techniques and technologies. As an MIT Mechanical Engineering faculty professor (1995-2003), he established the Production System Design (PSD) Laboratory at MIT (1995). He is a two-time recipient of the prestigious Shingo Prize (1989 and 2002) for manufacturing excellence for his work in the design of effective “lean” systems. He also received the Dudley Prize for best paper from the
. Page 21.48.2BackgroundThe authors have conducted several studies investigating the impact of technology assistedcollaborative learning activities 8-12. Our findings highlighted the need to develop activitiesthat cultivate students‟ judgement, facilitate peer feedback, promote learner independence,and reinforce development of their professional engineering identity.Our aim is to promote a learning focus as opposed to a task-focused disposition in students.A student‟s core identity may be such that they resist this change in focus limiting theirengagement with these activities. We found scaffolding to be valuable to motivate desiredapproaches, behavior and attitudes to learning.For example, we constantly remind studentsthat “mistakes compress
-4 -6 -8 -10 0 20 40 60 80 100 120 140 160 180 50 output angular acceleration, a2 (rad/s/s) 40 30
y = 71.0x 200 2 R = 1.0 100 0 0 5 10 15 Elevation, cm Figure 3. Storage – Elevation curve. Symbols are storage volume data measured with a graduated cylinder; line is a linear regression fit. 16.0 14.0 12.0 10.0 Q, cm3/s 8.0 6.0 4.0 2.0 0.0
work.Comparing the effectiveness of virtual learning events with personal workshops would provideinsights into the advantages and challenges associated with each format as well as their overallimpact.References[1] Stewart, A. J., Malley, J. E., & LaVaque-Manty, D. (Eds.). (2007). Transforming scienceand engineering: Advancing academic women. University of Michigan Press. [2] Ford, A. Y., Dannels, S., Morahan, P., & Magrane, D. (2021). Leadership programs foracademic women: building self-efficacy and organizational leadership capacity. Journal ofWomen’s Health, 30(5), 672-680. [3] Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how womenbecome leaders. Harvard Business Review Press [4] Eagly, A. H., & Carli, L
in S-STEM Engineering Technology Scholars (ETS) program, may face challengesin academic and career advancement. These challenges often stemmed from feelings ofunpreparedness, lower self-efficacy, and a reduced feeling of inclusion, compared to their peersin the same honors program. However, little research has integrated both objective andsubjective approaches, to assess and compare academic success between transfer students in theETS program and their traditional engineering transfer counterparts.This study focuses on examining whether participation in the Engineering Technology Scholars– IMProving Retention and Student Success (ETS-IMPRESS) program, designed to supportunderrepresented students in engineering technology (ET) fields
and active learning. It is not possible to learn these concepts bydoing only mathematical problems. It is also important for instructors to follow goodpedagogical practices including having clear learning objectives and assessments. 1. Identify possible sociotechnical collaborators 2. Identify a salient course topic that has broader social and environmental implications 3. Identify, add or update existing course learning objectives and/or ABET student outcome that this sociotechnical course topic aligns with 4. Create learning objectives for specific sociotechnical modules 5. Create modules by designing activities for homework before and/or after class session(s) as well as class session(s) that
of communicating learning achievement since theearly 1900’s [1]. Despite grades having the very practical purpose of communicating our levelsof learning or performance achievement to both the learners and the educational system morebroadly [2], [3], when reflecting on the moments and instances in which we remember receivinggrades we likely don’t only remember the learning material or content. Intertwined with thesememories of receiving grades are likely emotional reactions - sometimes incredibly strong. Thejoy and pride of achieving a good grade, the disappointment or frustration with a bad grade, orthe anticipatory excitement or fear related to either preparing for a graded event such as an examor presentation, or even waiting for a grade
to figure out which elements on project teams are prompting the development and practiceof professional skills on project teams to understand if those elements can be replicated in other settings.Not all students or institutions have the resources or availability to expand or participate in project teams.However, by understanding which structures or elements have been useful for developing professionalskills, instructors can introduce similar tactics into classroom settings so more students have opportunitiesto develop their professional skills.References[1] L. Bland, S. Kusano, and A. Johri, “Engineering Competitions as Pathways to Development of Professional Engineering Skills,” in 2016 ASEE Annual Conference & Exposition
, et al. (2021, Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability 13(4).[5] L. Sardi, A. Idri, and J. L. Fernández-Alemán, "A systematic review of gamification in e-Health," Journal of Biomedical Informatics, vol. 71, pp. 31-48, 2017/07/01/ 2017.[6] K. Robson, K. Plangger, J. H. Kietzmann, I. McCarthy, and L. Pitt, "Game on: Engaging customers and employees through gamification," Business Horizons, vol. 59, pp. 29-36, 2016/01/01/ 2016.[7] A. Behl, P. Sheorey, A. Pal, A. K. V. Veetil, and S. R. Singh, "Gamification in E- Commerce: A Comprehensive Review of Literature," Journal of Electronic Commerce in Organizations (JECO), vol. 18, pp. 1-16, 2020
reviewed papers will be provided in a futurepublication.References[1] D. J. Nelson and D. C. Rogers, A national analysis of diversity in science and engineering faculties at research universities. Citeseer, 2003.[2] L. Blaney, R. Kandiah, J. J. Ducoste, J. A. Perlinger, and S. L. Bartelt-Hunt, “Trends in Population and Demographics of U.S. Environmental Engineering Students and Faculty from 2005 to 2013,” Environ. Eng. Sci., vol. 33, no. 8, pp. 578–590, 2016, doi: 10.1089/ees.2016.0063.[3] M. B. Bailey et al., “Establishing the Foundation for Future Organizational Reform and Transformation at a large private university to expand the representation of women faculty,” 2011.[4] M. Heyvaert, K. Hannes, B. Maes, and P. Onghena
intuition development, and 3) understanding how early intuitiondevelopment can help level the playing field for all students regardless of individual background,including socio-economic status, demographics, or past engineering experiences.AcknowledgementThis material is based upon the work supported by the National Science Foundation under GrantNo. 1927149 and Grant No. 1927250.References Cited[1] A. Smith, “Exploring the legitimacy of intuition as a form of nursing knowledge,” Nursing Standard, vol. 23, no. 40, pp. 35-40, 2009.[2] H. A. Simon, “Making management decisions: The role of intuition and emotion,” Academy of Management Perspectives, vol. 1, no. 1, pp. 57-64, 1987.[3] S. E. Dreyfus, and H. L. Dreyfus, A Five-Stage
from this case study suggest a need to invest inbuilding teacher confidence, knowledge, and the belief that technology-enhanced engineeringinstruction is appropriate (and necessary) at all grades in light of future educational disruptions.Funding StatementThis project was supported by Grant #1850296 awarded by the National Science FoundationInnovative Technology Experiences for Students and Teachers. The opinions, findings, andconclusions or recommendations expressed in this manuscript are those of the authors and do notnecessarily reflect those of the NSF.ReferencesAnderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers' technology-related abilities, beliefs, and intentions to use technology in
are being discussed with faculty teaching engineering designcourses as an opportunity for student-led design projects. Overall, the co-production model wassuccessful in identifying areas for future design innovation in pediatric healthcare.References:1. SECTION ON CARDIOLOGY AND CARDIAC SURGERY et al., “Off-Label Use ofMedical Devices in Children,” Pediatrics, vol. 139, no. 1, p. e20163439, Jan. 2017, doi:10.1542/peds.2016-3439.2. J. Kadlowec, T. Merrill, S. Sood, J. Greene Ryan, A. Attaluri, and R. Hirsh, “ClinicalImmersion and Team-Based Design: Into a Third Year,” in 2017 ASEE Annual Conference &Exposition Proceedings, Columbus, Ohio, Jun. 2017, p. 28040. doi: 10.18260/1-2--28040.3. E. P. Brennan-Pierce, S. G. Stanton, and J. A. Dunn
ofcognitive ideation. Instead, human designers must generate new objective spaces for AI to exploreand discover logical relationships between parameters that achieve the objectives. In this way, GDrequires inverse thinking from the objective space to the parameter space, while in TD, designersare required to cognitively explore the parameter space to optimize towards the objective(s).Aims and SignificanceDesign paradigms (e.g., TD / PD / GD) each require the human to carry out a unique set of tasks[1], [3], [6], [7], [9] which in turn define design thinking [8], [10], [11]. Thus, each paradigm isaccompanied by a unique design thinking concept. TD requires a designer to engage in traditionaldesign thinking (TDT), PD activates parametric design
Paper ID #36938Teaching IoT in Both Physical and Virtual EnvironmentsProf. James R. Mallory, Rochester Institute of Technology (COE)Edmund Lucas, National Technical Institute for the DeafWilliam Arnold ©American Society for Engineering Education, 2023Teaching IoT in Both Physical and Virtual EnvironmentsAuthors: Arnold, W., Fontaine, J., Griggs, S., Huff, G., Johnson, D., Linares, C., Patel, S.,Reader, J., Roman, J., Sawaqed, Y., Yadav, R., Lucas, E. & Mallory, J. National TechnicalInstitute for the Deaf / Rochester Institute of TechnologyPrimary Division: Computing and Information Technology DivisionSecondary Division: Education
NationalCenter for Education Statistics (NCES), many university students in the United States are non-traditional. Despite these challenges, non-traditional students excel because they understand thevalue of a college degree in today's job market, particularly for certain engineering disciplineswhere a degree is required. Hispanic/Latino(a) students are often non-traditional and face unique challenges andobstacles in their pursuit of their degree. Hispanics/Latino(a)s are more likely than otherdemographic groups to work while attending college [2]. The high rate of labor forceparticipation among Hispanic/Latino(a) students can be seen as an example of intersectionality[3], as it is influenced by multiple factors, including their race, ethnicity
across the five periodical databases and restricted for peer-review journal publications. The resulting publications of each search was consolidated using 2Mendeley citation manager where duplicates were removed. Following the removal ofduplicates, we reviewed the article’s title and abstracts against the following research contextinclusion criteria: (1) participants in P-12 engaged in a STEM intervention with some focus onengineering, and (2) the measured affective view(s) focused on the views of the student as itrelates to engineering not the teacher, facilitator, or educator. Lastly, we scanned the remainingarticles’’ full-text against the
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