review.Approximately 415 practitioners participated in the 2016 survey and approximately 515 did so in2021. Well-seasoned engineers with over 21 years of experience were very well represented inboth years. The great majority (~70%, each) had at least 11 years of experience, as shown in Fig.1. The majority of respondents worked primarily on buildings in both surveys. (a) Experience Level (b) Region of Primary Practice Figure 1 - 2016 and 2021 NCSEA Practitioner Survey Demographics, [12] and [13]Structural Analysis CoursesUsing the 2019 NCSEA Curriculum Survey, [15], the NCSEA BEC developed a suggestedstructural engineering curriculum, [16], which contained a detailed description of many coursesincluding
ability as nascent engineers.What kind of course would you have taught as an undergraduate student?References [1] Mechanical design (CSWA–mechanical design). SOLIDWORKS. Accessed: Mar. 31, 2024. [2] Qs 2019 global skills gap report 2019, 2019. [3] ASEE corporate member council survey for skill gaps in recent engineering graduates, 2021. [4] Student experience in academic programs in baskin engineering 2018-2022 uc undergraduate experience survey (ucues), 2022. [5] N. Bhattacharya and G. A. Garcia. Redesigning the gateway college algebra course with inclusive and asset-based pedagogy. In G. A. Garcia, editor, Hispanic Serving Institutions (HSIs) in Practice: Defining ”Servingness” at HSIs, pages 97–116. Information Age Pub- lishing
Paper ID #42586Engagement in Practice: A Road Map for Academia and Non-Profit CollaborationKerrie Danielle Hooper, Florida International University Kerrie Hooper is currently an Engineering and Computing Education Ph.D. student at Florida International University. She obtained her Bachelor of Science in Computer Science from the University of Guyana in 2019 and then worked for two years in the industry as a Data Analyst & Systems Administrator, before pursuing her doctoral degree. Her research interests are in AI ethics, responsible technology in education, women’s careers in computing, and arts-based approach to STEM
knowledge in the STEMdomain. Story-driven learning, by contrast, involves students sharing personal, potentiallyvulnerable, stories to improve their identity formation and entrepreneurial mindset, necessitatingthe identification of potentially unique pedagogical practices distinct from those used intraditional STEM settings. We started with a deductive (or top-down) approach, drawing on existing theories andresearch to anticipate specific pedagogical practices expected in these classrooms (e.g., Ellis etal., 2019; Herbel-Eisenmann et al., 2013; Smith et al., 2013). This helped us hypothesize whichpedagogical practices might emerge in story-driven learning classrooms, such as instructorslinking past and current topics (Kranzfelder et al
hispanic-serving institutions: A synthesis of the research. Review of Educational Research, 89(5):745–784, 2019. doi: 10.3102/0034654319864591. URL https://doi.org/10.3102/0034654319864591. [2] Yizhou Qian and James Lehman. Students’ misconceptions and other difficulties in introductory programming: A literature review. ACM Trans. Comput. Educ., 18(1):1:1–1:24, October 2017. ISSN 1946-6226. doi: 10.1145/3077618. URL http://doi.acm.org/10.1145/3077618. [3] Karyn L. Lewis, Jane G. Stout, Noah D. Finkelstein, Steven J. Pollock, Akira Miyake, Geoff L. Cohen, and Tiffany A. Ito. Fitting in to move forward: Belonging, gender, and persistence in the physical sciences, technology, engineering, and mathematics (pstem). Psychology of
this unique vision, Olga has also served as the principal investigator since 2019 on a multi-year Kern Family Foundation KEEN (Kern Entrepreneurial Engineering Network) award titled ”Educating the Whole Engineer” to integrate important competencies such as virtues, character, entrepreneurial mindset, and leadership across the Wake Forest Engineering curriculum. She has led Wake Forest Engineering with a focus on inclusive innovation and excellence, curricular and pedagogical innovation, and creative partnerships across the humanities, social sciences, industry, entrepreneurs, etc. in order to rethink and reimagine engineering education. All this has led to Wake Forest Engineering achieving unprecedented student
, Dormido, Ljubo, Vlacic, Bryn, Jones, and Richard Murray, “A Survey of good practice in control education”, European Journal of Engineering Education, Taylor & Francis, 2018, 1-23.[6] Omar, Hanafy M., “Enhancing automatic control learning through Arduino-based projects”, European Journal of Engineering Education, 2017, 1-12.[7] Bequette, B. Wayne,”Process control practice and education: Past, present and future”,Computers and Chemical Engineering, 128,2019, 538-556.[8] Bequette, B. Wayne, Process Control Modeling, Design and Simulation 1st Ed, Prentice Hall, Upper Saddle River, NJ, 2002.[9] Aufderheide B, Wilkes MA. Process Control Class for the Future Process Engineer. 2019 ASEE Southeastern Section Conference Proceedings
the Hope Center for College,Community, and Justice, which added questions about caregiving status to its survey in 2019.[3]In the Hope Center’s survey, about 16% of the 23,000 respondents identified as CSt. The majorityhad significant financial challenges: 53% were food insecure and 68% were housing insecure;they also found that CSt were more likely to be female-identifying and from racially minoritizedbackgrounds. While CSt face many challenges, they also have, on average, higher GPAs thanother students. [2] This data suggests both the challenges and the assets of CSt. Serving thispopulation well requires a better understanding of how these and other factors contribute to theiracademic experience. This paper seeks to help fill that gap by
Synthesis of the Literature,” Int. J. High. Educ., vol. 6, no. 2, pp. 31–42, 2017, doi: 10.5430/ijhe.v6n2p31.[3] C. Herodotou et al., “Innovative Pedagogies of the Future: An Evidence-Based Selection,” Front. Educ., vol. 4, no. 113, pp. 1–14, 2019, doi: 10.3389/feduc.2019.00113.[4] N. Holstermann, D. Grube, and S. Bögeholz, “Hands-on Activities and Their Influence on Students’ Interest,” Res. Sci. Educ., vol. 40, pp. 743–757, 2010, doi: 10.1007/s11165-009- 9142-0.[5] E. S. Kibga, J. Sentongo, and E. Gakuba, “Effectiveness of Hands-On Activities to Develop Chemistry Learners’ Curiosity in Community Secondary Schools in Tanzania,” J. Turkish Sci. Educ., vol. 18, no. 4, pp. 605–621, 2021, doi: 10.36681/tused.2021.93
with Disabilities: Engaging the Community through Educational Outreach and Toy Donation,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Oct. 28, 2022. [Online]. Available: https://peer.asee.org/engagement-in-practice-toy-adaptation- for-children-with-disabilities-engaging-the-community-through-educational-outreach-and- toy-donation[10] M. Y. Mollica, H. Feldner, A. Caspi, K. M. Steele, and D. G. Hendricks, “Toy Adaptation in Undergraduate Education and Outreach: An Initial Examination into Participant Experience and Perceptions,” in American Society for Engineering Education, 2017.[11] M. Y. Mollica, H. A. Feldner, S. Israel, A. Caspi, K. M. Steele, and D. G
readings/topic and carry out a lab basedexperiment. It is expected that the students would complete a student poster or paper suitable tobe presented at the ASEE -Regional Conference. Considering the limitations, the authors set out to build a lab module which would beeducational, innovative and inspiring. Inspired by the work of Professor Paulino from GeorgiaTech, who does graduate level research in this area, the authors thought that it would be valuableto build a one week module for undergraduate students. Fig 1. Origami used as works of artLesson Plan:Objective: To build a structure using Origami which can carry a large amount of weight and tolearn about material properties of the modelApplication in Civil
Magnetism with Transmission Lines', 87th Annual Pacific Northwest Section ASEE additionally estimates value based additionally estimates value based on One of the most important lessons that can be taught in an engineering on equation derived by student. equation derived by student. Measurement of Created Resistor - 3 cm Conference, 2019.electromagnetics class is that basic electrical components are not just
). Universidad de Deusto.[8] May, D. (2020). Cross Reality Spaces in Engineering Education – Online Laboratories for Supporting International Student Collaboration in Merging Realities. International Journal of Online and Biomedical Engineering (iJOE), 16(03), pp. 4–26.[9] Trudgen, M, May D. & Zanone R. (2019). BYOE: Creating the STAND: Sensors and Transducers Active eNgineering Design-bench. Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36777
necessarily reflect the views of the USEPA.References[1] https://www.brookings.edu/wp-content/uploads/2018/06/Brookings-Metro-Renewing-the -Water-Workforce-June-2018.pdf Accessed March 1, 2021]2] https://www.njfuture.org/2020/06/12/bolstering-the-water-workforce-during-covid-19-rec overy-current-programs-in-new-jersey/[3] https://www.awwa.org/Resources-Tools/Resource-Topics/Workforce[4] Khatri, Punit & Gupta, K. & Gupta, Raj. (2019). “Raspberry Pi based Smart Sensing Platform for Drinking Water Quality Monitoring System: A Python Framework Approach.” Drinking Water Engineering and Science Discussions. 1-17. 10.5194/dwes-2018-35.[5] http://www.camden.k12.nj.us/[6] http://www.ccmua.org/[7] http
at Hispanic-serving institutions,” in 2019 ASEE AnnualConference & Exposition Proceedings, 2020.[19] J. W. Creswell and T. C. Guertterman, Educational research: Planning, conducting, andevaluating quantitative and qualitative research, vol. 6. Saddle River, NJ, 2019.[20] T. A. Lucey and E. S. White, “Mentorship in Higher Education: Compassionate ApproachesSupporting Culturally Responsive Pedagogy,” Multicultural Education, vol. 24, no. 2, pp. 11–17,2017.[21] K. A. Santora, E. J. Mason, and T. C. Sheahan, “A model for progressive mentoring inscience and engineering education and research,” Innov. High. Educ., vol. 38, no. 5, pp. 427–440, 2013.[22] C. L. Colbeck, “Merging in a seamless blend: How faculty integrate teaching andresearch,” J
, vol. 26, no. 3, pp. 535–546, 2010.[4] J. A. Leydens and J. C. Lucena, “Social Justice: A Missing, Unelaborated Dimension in Humanitarian Engineering and Learning Through Service,” IJSLE, vol. 9, no. 2, pp. 1–28, Sep. 2014, doi: 10.24908/ijsle.v9i2.5447.[5] B. Reynante, “Learning to design for social justice in community-engaged engineering,” Journal of Engineering Education, vol. 111, no. 2, pp. 338–356, 2022, doi: 10.1002/jee.20444.[6] L. Wang, T. Carroll, and D. Delaine, “A Pilot Study of the Development of Empathy within a Service-learning Trip from a Qualitative Perspective,” in 2018 ASEE Annual Conference & Exposition Proceedings, Salt Lake City, Utah, Jun. 2018, p. 29711. doi: 10.18260/1-2-- 29711.[7] M
., Chauhan, G, Bhatt, S. Bhattacharya. “Corrosion Monitoring and Control in Aircraft: A Review.” Sensors for Automotive and Aerospace Applications, Singapore: Springer, 2019, pp. 39-53.[3] K.R. Baldwin, C.J.E. Smith, “Accelerated corrosion tests for aerospace materials: current limitations and future trends,” Aircraft Engineering and Aerospace Technology, vol. 71, no. 3, pp. 239–244. Available: https://doi.org/10.1108/00022669910270718 [Accessed March 27, 2022].[4] R.M. Katona, S. Tokuda, J. Perry, R.G. Kelly, Design, Construction, and Validation for in- situ Water Layer Thickness Determination during Accelerated Corrosion Testing, Corrosion Science. Vol. 175, October 2020. Available: https://doi.org/10.1016/j.corsci.2020.108849
engineeringtechnology majors, and the PPA program. We participate in outreach activities including monthlyfamily STEM workshops at the local elementary school, hosting an annual girl day event for highschool students, and attending local events at museums and schools.ResultsThe overall one-year retention rates of PPA program participants are typically higher than thoseof all students in the participating majors. Tables 3 and 4 provide the retention rates for the majors,including overall, female students, Hispanic students, and PPA participants.Table 3. One-Year Retention Rates for Participating Majors (2017-2018)Table 4. One-Year Retention Rates for Participating Majors (2018-2019)The one-year retention rates for female participants and Hispanic participants
-163, 2018, doi: https://doi.org/10.1126/science.aat7303.[6] M. Perra and T. Brinkman, "Seeing science: using graphics to communicate research," Ecosphere, vol. 12, no. 10, p. e03786, 2021, doi: https://doi.org/10.1002/ecs2.3786.[7] M. J. Luzón, "Bridging the gap between experts and publics: The role of multimodality in disseminating research in online videos," 2019. Accessed: February 8, 2022. [Online]. Available: https://zaguan.unizar.es/record/86410/files/texto_completo.pdf[8] A. M. H. Almeida, "The New Ways to Communicate Your Research: Webinars and Beyond," in Essential Writing, Communication and Narrative Skills for Medical Scientists Before and After the COVID Era: Springer, 2022, pp. 113-123
Nigeria [4], [5]. Projects have generally focused on improvingcommunity infrastructure. The focus on infrastructure is likely due to a few factors includingcommunity needs, community understanding of what engineers do, and the expertise of facultyleaders. Example projects from the two years prior to the COVID-19 epidemic, when the classpartnered with communities in Belize, include (2019) designing and building a student cafeteriafor a K-8 school and (2018) redesigning water treatment & distribution systems for a different K-12 school.Students can satisfy the international engineering field experience requirement in two ways. Themost common way is for a student to travel with the class to the international community partner.This trip happens
,Center for Advanced Study of Teaching and Learning, School of Education andHuman Development, University of Virginia: da3tm@virginia.eduSuggested citation:Hulleman, C. S., Totonchi, D. A., Davis, J., Francis, M., Huelskoetter, E., Smith,A., & Tibbetts, Y. (2023, June 23-25). Educational Contexts that Support StudentMotivation Lead to Better Academic Outcomes in STEM: The Role of MathematicsInstructors in Student Motivation [Paper presentation]. ASEE 2023: Baltimore,MD, United States.IntroductionInstructors play a critical role in creating educational contexts that can support or thwart studentmotivation and success [1]-[3]. This impact can be explained by the cue hypothesis [4]-[5],which posits that students will look to situational cues in
, summative evaluation of student learning outcomes, and curriculumdissemination through teacher resource forums (e.g., NSTA's The Science Teacher).References[1] Francis, C. A., Michaelis, J. E., Acuña, S. A., & Towles, J. (2017, June). Impact ofbiomechanics-based activities on situational and individual interest among K-12 students. In2017 ASEE Annual Conference & Exposition.[2] Billiar, K. L., Belisle, R.,... & Camesano, T. A. (2009). K12 outreach: Using biomechanicalengineering design projects to teach difficult stem concepts to middle school students.Proceedings of ASME SBC (Vol. 48913, pp. 477-478).[3] Klein, S. S., & Sherwood, R. D. (2005). Biomedical engineering and cognitive science as thebasis for secondary science curriculum
Improve the Academy: A Journal of Educational Development and in ASEE conference proceedings.Dr. Heidi M Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for 30 years. Currently, Heidi is the Director of Leader- ship Development in the College of Engineering at the University of Michigan. She provides one-on-one coaching for faculty in new executive leadership roles and for Associate level faculty in Engineering, facilitating career advancement, fostering connections, and providing leadership development opportu- nities. Heidi served as the Assistant Dean for Undergraduate Programs and Diversity in the College of Engineering at Montana State University from 2001-2012. She also served as
education, and from first year engineering courses to capstone projects[1] - [6]. In fact, a simple search using “open ended example problems” as the search topic on theASEE (American Society for Engineering Education) PEER website reveals 12668 results. Aneffective way to implement such open-ended problems is through either problem – or project –based learning. A similar search, using the “PBL engineering” as the search topic, reveals 1457articles on the ASEE PEER, but only 292 articles when the “engineering technology” is used as asearch topic, such as [7] - [13]. Extensive literature reviews of PBL implementations inengineering education and challenges were also done in the past [14] - [16].In all instances, the authors found that PBL
two start-up entities: Level 6 Engineering LLC and Next Offset Solutions, Inc.Dr. Edward J. Berger, Purdue University at West Lafayette (COE) Edward Berger is a Professor of Engineering Education and Mechanical Engineering at Purdue Univer- sity, joining Purdue in August 2014. He has been teaching mechanics for over 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co-leaders in 2013-2014 of the ASEE Virtual Community of Practice (VCP) for me- chanics educators across the country, as well as a former NSF program officer (2019-2020). His current research focuses on student problem-solving processes and use of worked
]. Likert items, Select-All-That-Apply, and open-ended questions were utilized inthe final disseminated survey. Cluster analysis will be performed on the results to determineemerging themes and factors from survey responses. Further details regarding Phase I’smethodology can be found in our ASEE paper published this year documenting the developmentof our survey instrument [9].In Phase II, we will conduct a series of individual interview-based case studies as part of ourmixed-methods approach for this study. Based on the findings from Phase I, we will choose threeinstitutions as sites for these case studies. At each of these sites, we will conduct interviews witha series of stakeholders: students, alumni, administrators, faculty. Semi-structured
. Ralston and C. Bays, "Refining A Critical Thinking Rubric For Engineering," in 2010 Annual Conference & Exposition, Louisville, Kentucky, 2010.[12] J. Newell and K. Dahm, "Rubric Development For Assessment Of Multidisciplinary Team Projects," in 2003 Annual Conference, Nashville, Tennessee, 2003.[13] J. A. Enszer, "Developing Reliable Lab Rubrics Using Only Two Columns," in 2019 ASEE Annual Conference & Exposition, Tampa, Florida, 2019.[14] N. M. Hicks and H. A. Diefes-Dux, "Grader Consistency in using Standards-based Rubrics," in 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017.[15] C. Chan, "Rubrics for Engineering Education," in Engienering Education Enhancement and Research Asia (E3R Asia), 2015
strategies. Since the use of UORs extendsbeyond engineering programs, this study may be of interest to other academic disciplines as well.Possible future work stemming from this study includes a future iteration of the survey in whichboth the student and instructor samples would be taken in a way that produces collections ofrespondents more likely to be representative of their respective populations.References [1] T. J. Ryan, C. Janeiro, and W. E. Howard, “Perception of academic integrity among students and faculty: A comparison of the ethical gray area,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2016, doi: 10.18260/p.25878. [2] W. J. Bowers, Student dishonesty and its control in college. New York: Bureau
Collaborative Problem Solving,” in Making a Difference—Prioritizing Equity and Access in CSCL: The 12th International Conference on Computer Supported Collaborative Learning, 2017, B.K. Smith, M. Borge, E. Mercier, K.Y. Lim (Eds). Philadelphia: The International Society of the Learning Sciences.[6] T. Tucker, S. Shehab, and E. Mercier, “The Impact of Scaffolding Prompts on the Collaborative Problem Solving of Ill-Structured Tasks by Undergraduate Engineering Student Groups,” in The 127th ASEE Annual Conference, 2020. Montreal (virtual): The American Society for Engineering Education.[7] Y. Sipos, B. Battisti, and K. Grimm. “Achieving transformative sustainability learning: Engaging head, hands and heart