evidence that the inculcation of gender stereotypes begins at a young age and that youngstudents quickly learn which fields are “appropriate” for them13. Obviously, the “problem” ofwomen in engineering is not simply one of recruitment. The “leaky pipeline” remains a major Page 15.451.2issue, as women entrants are lost disproportionately and often get overtaken by men peers intheir careers4.Images shape the way individuals view the world3, thus, eliciting and understanding the imageMexican teachers have of engineers and engineering is extremely important in order to developprograms and curricula that encourage engineering learning at the P-12 school
, grading policy and related information, technicalreport format and writing guide, sample report, information on working effectively in small Page 10.571.2groups, and small group peer evaluation forms. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering EducationDouglas Grouws, Mathematics Education, University of Missouri, is the external independentevaluator in charge of the assessments. He is assisted by Leslie Keiser, a graduate student at TU.At this stage, we have mainly anecdotal observations and students’ comments
evaluations of each oral presentation was a great motivation. In the fallsemester of 2004, the evaluation of the written reports was modified to includeanonymous written feedback of each written report from two peer classmates. Not onlydid the assessment indicate that the students perceived the course was more effectivein improving writing skills, the TA’s noted that there was a noticeable improvement inthe overall quality in the second submitted written reports over the ones submitted thefirst time. Co-author Weese will e-mail copies of the evaluation instruments for thewritten reports and oral presentations as well as the assessment instrument to anyoneinterested.Retention and Graduation Data for Texas A&M University and the Dwight Look
the College lake in minimal time; the Spring 2004 project was similar – the design andconstruction of a solar-powered endurance vehicle (i.e., solar go-kart). I believe that thesefuture engineers benefit from experiencing all facets of a project at an early stage – design, 3-Dmodeling, competitive presentation, project management, ordering, construction, testing,completion, and final write-up. These projects were both very successful with the teams comingtogether to complete the projects, as well as frustrating to some peer professors relating toperceived declining performance of students in other courses. In this paper, I will relate myexperiences in assigning challenging, time-consuming projects to first year students.In both projects
) taught by Mechanical Engineering faculty and introductionto computer science taught by Computer Science faculty. Math prep courses reviewedconcepts that students struggle with in pre-calculus and calculus. The program included amini-course in writing as well as introductions to campus support programs such as thewriting center. Students also received an orientation on how to access their studentrecords and email accounts on-line. Additional work sessions included information aboutthe campus library, financial aid personnel, study skills including note-taking, time andstress management, test anxiety, and financial management. Campus support programpersonnel provided programming and information on how to access their servicesthroughout the year
incollege, the students usually work alone: in class, taking notes, doing homework, studying forand taking tests, writing papers, giving presentations, and managing their own time. Typically,in the laboratory the student will partner with another student. However, the dynamics of a teamof two does not at all compare to that of a larger group. Hence, while this overall approach istraditional and works well for the individual in an academic setting, it can be a shock when thestudent needs to work in a larger team in industry. Considerable time is spent in the first-quarterEE-407 course on team building, and this continues throughout the year.2. Understand the difference between a problem and a solution. This is one of the more poorlyunderstood
consciously and actively fosters and rewards creativity. Architecture studentsprioritize innovation and continuously engage in creative thinking while keeping an eyeon the big picture: the cultural significance and ultimate aims of the “program” inrelationship to the cultural and environmental context of the project. Students areexposed to the best examples of creative endeavor and cutting-edge design practice andtaught the history of their field. Throughout their education, students are exposed to arange of approaches and methodologies for problem-solving design, helping to providethe understanding the no one approach is paramount. Architecture students however,often lack the technical skills and expertise of their engineering peers because they
these incentivesmay be enticing, it is apparent that most coaches truly enjoy working with the student teams andcontributing to the development of these emerging young engineers. The management style ofthe coaches ranges from hands-off, to equal-among-peers, to autocratic.Each year brings new projects, new students, and many new challenges (logistical, managerial,technical, and financial) for the coaches to deal with. Further, coaches for student teams inmultidisciplinary capstone design courses frequently lack teaching paradigms that can be calledupon to serve as a guide when making pedagogical and team-management decisions. In otherwords, few faculty experienced multidisciplinary capstone courses in their own education andsimply do not have
. However, improving the soft skills of Page 15.997.5students through education is a challenging task. Students’ soft skills can be improved through aset of methods, such as boosted confidence in group discussion, public presentation skills,reviewing experiences and writing capability14, 15.Another focus of the project based education is active involvement of students. All the teammembers are required to evaluate information sources, to integrate subject matter learned duringthe project period, and to applying their previous knowledge into the current project. Students areresponsible for the design of the detailed steps to carry out the project
University; the New Jersey Institute of Technology; and the University ofPuerto Rico, Mayagüez, and it is funded by the National Science Foundation. The goal of theCenter is to become a national focal point for developing structured organic particulate systemsused in pharmaceuticals and their manufacturing processes. XX University has partnered as anoutreach/education member institution to expand the impact of the Center through SMETeducation and outreach.This paper describes problem sets for introductory chemical engineering courses such as materialand energy balances. The problems emphasize concepts of unit conversions, engineeringcalculations, estimations, writing a process flow diagram, mass balances, safety, heat offormation, and looking up
projects include the blog STEMequity.com, and a study, with sociologist Mary Ebeling, of economic equity in nanotechnology training and employment. She is also writing on distributions of blame between workers and materials for failures in contemporary building technologies, as economies of scale and automation continue their long incursion on the labor of commercial construction. Page 22.1061.1 c American Society for Engineering Education, 2011 Metrics of Marginality: How Studies of Minority Self-Efficacy Hide Structural InequitiesAbstractIn ongoing
traction with a race and “sumo” competition at the end ofthe semester. Each team was required to perform a full motion analysis of one “foot” of theirwalker using the techniques developed in class. This proved to be more difficult than expectedfor some: many teams used an eight-bar linkage similar to the “Strandbeest” of Theo Jansen. Page 22.1603.5 Figure 3: Student team with winning walkerConclusions and Lessons LearnedFirst, it must be stated that, in terms of student learning and satisfaction, the course was asuccess. The first-year students performed nearly as well as their third-year peers onexaminations and homework
method12.The dataobtained from faculty interviews and student focus groups were treated as independent groups.Therefore, for each institution, the faculty interviews were analyzed as one unit and the studentfocus groups were analyzed as a separate unit of data.The research team met as a group to analyze the data from the first two institutions. The teamfollowed this procedure to identify strong categories for the initial themes and to utilize peer Page 22.1499.3debriefing concurrently. The interviews for these particular institutions were transcribed andindividual units of data were placed on note cards. The note cards, particularly for the
, where he has served since 1987. He is currently the Pope Professor of chemical engineering at BYU and an Adjunct Research Professor in the Bioengineering Department of the University of Utah. During his 24 years at BYU, his teaching has been in the areas of materials, polymers, and transport phenomena. His research has spanned many disciplines ranging from biomedical material surfaces and composite materials to his current work in controlled drug and gene delivery. With colleagues and students at BYU and other institutions, he has more than 110 peer-reviewed journal publications.Prof. Morris D. Argyle, Brigham Young University
pricing calculation• Understand key technologies in distribution systems that enable smart grid• Understand key technologies in transmission systems that enable smart grid 2.3 Pedagogical methodThis course intends to be delivered through classroom lectures. Both traditional blackboardmethod and power point presentation methods are utilized. Students are required to present someof their project results in the class, from which students can also learn from their peers’ work.We utilize various software packages in the class including Matlab simpowersystem andoptimization toolboxes, and IBM ILOG optimization suite. Students will further enforce whatthey learned by independently completing assigned projects described in Section 3 utilizing theirown
typical first-yearcourse. Students encounter no exams, self- and peer-reflections (i.e., writing!) are assigned, andcollaborating with fellow classmates is expected. A problem-based learning (PBL), activeapproach is used to guide the learning experiences of these students. After the formation ofsemester-long teams, students take on challenging, open-ended projects in diverse topics such asassistive technology, Rube Goldberg, sustainable technology, science concept demonstrations,recreating existing devices and robotics challenges. Along the way, students must developsufficient proficiency in technical drawing, testing, machining, electronics, and/or
directly.Using Physical MEAs to Help with Self-AssessmentFor many MEAs, providing a means for students to “check” the validity of their models can bequite difficult. Strategies can include providing fictitious data from the client, referring studentsto peer-reviewed literature, and depending on student experiences to help them determine when asolution “seems” correct. We have found that one of the most powerful ways to provide self-assessment is in the form of actual laboratory or physical activities. Examples of this include theCatapult MEA and the Force Transducer MEA.Catapult MEAThe Petersborough Museum in England hosts a Medieval Exhibition each year, and plans to holda catapult launch competition. As part of the competition they want to award a
) Page 25.1105.4and suspension (HL-60) cell lines were selected based on available body of work in peer-reviewed literature, ease of culture, and flexibility in the type of projects for better studentengagement students.Facilitators in the revised lab course were encouraged to actively allow students to maketechnical but not strategic mistakes. For example, students were required to have proper positiveand negative controls in their experiments but allowed to err during a western blot as long astheir controls gave them clues about where the error might have occurred. Report discussiongrades were weighted heavily in the final grading to encourage a revisit of procedures andmethodologies that might have resulted in errors or limitations for the
editorial board for Chemical Engineering Education and serves a Director of the Chemical Engineering Division of ASEE. She will be a co-author, along with Dr. Richard Felder and Dr. Ronald Rousseau, of the 4th edition of Chemical Process Principles. Dr. Bullard’s research interests lie in the area of educational scholarship, including teaching and advising effectiveness, academic integrity, process design instruction, and the integration of writing, speaking, and computing within the curriculum.Dr. Anita R. Vila-Parrish, North Carolina State University Dr. Anita Vila-Parrish is the Director of Undergraduate Programs and Teaching Assistant Professor in the Edward P. Fitts Department of Industrial & Systems Engineering
different ways of working (with peers, attending office hours, seeking help on the internet, etc.) and asked students how often they did each of them, how often they felt each was necessary to complete the homework, and how effective the methods are for their learning process. Page 24.1133.4 IMAGE CAPTURE OF SECTION 2, PART B OF SURVEY Figure 1. Section 2 part b question visual, where students were asked to rate the nine categories.This analysis will be taking a mixed methods approach where we will combine findings from bothquantitative and qualitative data to draw
identity; her research focuses specifically on creativity, interdisciplinarity, and the role of emotion in cognition. She created the synthesis and design studios in the environmental engineering program and is currently developing the professional and design spines for the upcoming mechanical engineering program. She is also interested in faculty development and recently co-organized the NSF-sponsored PEER workshop for tenure-track engineering education research faculty. Page 23.1145.1 c American Society for Engineering Education, 2013 Teaching Journeys of Engineering Faculty
Integrated(VIVID) Storytelling, that makes use of educational comics for teaching humanistic subjectmatters to engineering students. Over the past two years, we have applied this pedagogy tothe teaching of visual thinking, storytelling, ethics, teamwork, motivation, and otherhumanistic topics in various curricular and co-curricular settings in two universities, includingtwo courses taken by all engineering students, a peer mentorship program attended by allfirst-year engineering students, two bridge-programs for students entering university, aworkshop for graduate researchers, and a STEAM program for female high school students.Our initial experience applying this pedagogy shows that by combining the engagingness ofvisual storytelling with the
for diversity,going the extra mile in and outside of class to assist with learning [8], [24], [25], [27], [37].Other student support was evidenced in the form of transfer fairs [25], campus visits, careercenter access, computer support, daycare, writing tutors, academic success workshops, and post-transfer information sessions [24]. It was also noted that often transfer support comes most in thepre-transfer phase but that student support should be provided across three points: pre-transfer,pre-enrollment, and first term post-transfer [6]. Similarly related to student support isengagement. Ways to improve student engagement to increase transfer student capital includedengaging with peers, role models, and peer mentors [6], [46]; developing
that enable them to work together [20]. By providing a groupenvironment, shared objective, and opportunity to work through unforeseen challenges,out-of-class activities offer conditions under which engineering students can develop as leaders.As an example, one recent study found design competition teams contributed to engineeringstudents leadership identity development through peer coaching, task management, anddecision-making [21]. Biomedical engineering students in a co-curricular design experience alsoreported the value of the out-of-class activities in providing exposure to leadership skills andpositions [22]. The present study contributes to the growing conversation around leadershipdevelopment in engineering education through student
shared thestudy with their own professional networks and peers. The initial inclusion criteria forparticipants to be interviewed were as follows: (1) they had to identify as Black, and (2) be agraduate student currently enrolled in a doctoral program in engineering at a predominatelywhite institution in the United States, and (3) have engaged in either NSBE and/or BGLOs as anundergraduate student. A total of 37 interviews were collected from Black graduate students across the nation.Interviews were initiated with a prompt asking participants to share their experiences navigatingengineering through undergraduate and graduate school. Participants were encouraged to reflecton how perceived facets of their identity and engagement with
Department of Education (NYCDOE) in partnership with the Department of Labor (DOL) on the Youth CareerConnect Mentoring Initiative (YCC).Chelsea Bouldin, I am a Black woman PhD fellow who delights in co-creating worlds that embrace expansive processes of being. ”How do us Black women, girls, and femmes know ourselves?” is my most persistent query. Flavorful food, Black sci-fi books, bound-less writing, impromptu exploration, and laughing endlessly fill my dreamiest days. ©American Society for Engineering Education, 2023 Inclusive Innovation: Reframing STEM Research in COVID-19 Over the past several years, there has been a consistent increase in the number of scienceand engineering (S
out how to operationalize them in theirclassrooms. Research has shown that faculty interested in pedagogical transformation areoften overwhelmed by the many tools, frameworks, and theories available [13]. One of theobjectives of this paper is to remove this burden on faculty and instructors by providing themwith an organized checklist of inclusive teaching practices stemming from variedframeworks, along with some easy-to-use resources, strategies, and examples, all in a singleresource. Further, our inclusive course design checklist is organized around the variouscomponents of teaching (e.g., writing the syllabus, selecting/training TAs, etc.) so it is (wehope) more pragmatic, accessible, and implementation-ready to educators, all the
facilitate large [7] discussion (4 min.), report out to large group report out. group (5 min.). Each student provides peer feedback An online survey tool (e.g., Google Peer on at least two other team Forms) is used to collect peer [9] feedback presentations. feedback.Beyond modifying existing course activities, the teaching team introduced new course activitiesspecific to the remote environment. Some activities were introduced to provide the sense ofcommunity and camaraderie that is cultivated in the class but often limited in remote settings.For
Virginia Tech university library portalpowered by Discovery Search using the keywords: “evidence-based”, AND instructionalpractices, AND “engineering OR physics OR sciences” AND “electrical OR circuits”, ANDundergraduate. The use of boolean operators in the keywords was based upon the steps inundertaking a literature review by Cronin et al. [16]. Google Scholar was also used to comparethe search results using the keywords set with Discovery Search and the search results turned outto be comparable. However, refining the search via Google Scholar was difficult, for instance,when showing the peer-reviewed articles only. So, to capture the most related and recent works,Discovery Advanced Search filter was used to refine the search based on
Grade Percentile mean of the completeobservations dataset was 56.2, indicating that participants with higher than average grades weremore likely to complete both the pre-and-post course surveys.Mechanics Self-Efficacy – This self-efficacy scale has been used in previous research 31 tomeasure student confidence in a range of mechanics-related activities. Items include draw afree-body diagram, write the equations of equilibrium for a system, carry out the problem-solving process to analyze a system and overall, the skill and knowledge needed to complete allof the above tasks. These items had a high Cronbach alpha (α = 0.90) so they were averaged intoa combined score creating a variable called Mechanics Self-Efficacy.Empathy – This measure is