. Additionally, researchpreparation skills, including research methods courses, presentation skills, abstract and researchproposal writing, and grant proposal seminars were incorporated. LSAMP scholars werementored and supported for opportunities to attend and to present their research, via poster ororal presentations, at conferences in local and national arenas.Many SUNY LSAMP Alliance institutions conducted Summer Research Institutes. Theseprograms were carefully planned to include both pre-freshman and undergraduates. Theundergraduate programs had a duration of six to ten weeks. These included research placementsand a variety of professional training, graduate school preparation, training for research,community building and service activities. In
thoughtful andreasoned with respect to hydrodynamics. We believe that this approach of collaborative lectureswith small groups will be beneficial to others needing to teach high-level concepts to studentswho do not yet have the background knowledge required for more formal teaching.IntroductionIn a first-year engineering course at a large Midwestern research university, remotely operatedvehicles (ROVs) are used as a design project topic to teach fundamental engineering andcommunication skills. The course utilizes a design-build-test-communicate framework with theuse of peer mentors [1, 2] to coach students through what is often their first team-based course intheir post-secondary education [3, 4].In the design of ROVs, the science of hydrodynamics
. Stereotype threat is most robust in situations thatinclude a variable that “triggers” the stereotype. Tests that are explicitly framed as ability testsor difficult tests are more likely to heighten stereotype threat [18]. As Ben-Zeev, Fein, & Inzlichtreported [19], an identity threat, such as telling women who identified with math that they wouldtake a very difficult math test, was enough to cause them to perform poorly on a test completelyunrelated to math and easy to do - writing their name backwards.Literature recommends numerous techniques to reduce stereotype threats in a learningenvironment: ● Teach students about the phenomenon of stereotype threat [20]. ● Provide students with situational (as opposed to stereotype-based) explanations
positions such as Project Engineer, Lead University Recruiter, Logistics Engineer, Cost Engineer and Project Manager.Amy Marie Beebe, Women in Engineering Program Amy Beebe is the student program coordinator for the Women in Engineering Program (WEP) in the Cockrell School of Engineering at The University of Texas at Austin whose mission is to recruit, retain and graduate more women to advance gender equity in engineering. As a program coordinator, Amy assists in coordinating programming for current students which includes the WEP Leadership Collaborative student organizations, WEP’s Peer Assistance Leaders and WEP Kinsolving Living Learning Community. In addition to current student programming, she coordinates
Support from the Theories of Liberatory Pedagogy and IntersectionalityI. IntroductionWithin conversations on broadening participation in engineering, there is a longstandingrecognition of the need for and importance of institutional support for students fromunderrepresented demographic groups [1]. This support comes from many sources, such asinstitutional offices, programmatic initiatives, and informal mentoring by faculty and peers. Keyinstitutional programmatic interventions include bridge programs, recruitment incentives,scholarship support, and safe space communities for marginalized and underrepresented identitygroups. These initiatives act as a front line for addressing diversity and equity in engineering.Their importance has been
, defined as the knowledge and regulation of one’s own cognitive processes, iscritically important to student learning and particularly instrumental in problem-solving. Despitethe importance of metacognition, much of the research has occurred in controlled researchsettings such that much less is known about how to help students develop metacognitive skills inclassroom settings. Further, there are significant bodies of research on the role of metacognitionin writing and solving math problems, but little work has been done on the role of metacognitionwithin engineering disciplines. As part of a larger project to generate transferable tools that canbe used to teach and evaluate undergraduate engineering students’ metacognitive skills, we aredeveloping
field trip, working with peers in class and completing frequent assessments of learning. Thepaper finally recommends that this high impact pedagogy be replicated at other colleges with acivil Engineering program. Spring 2017 Mid-Atlantic ASEE Conference, April 7-8, 2017 MSU1. IntroductionIt has been noted that not all students come to class with a clear idea of significance of the subjectmatter they are about to learn, it is therefore incumbent on the instructor that the students areassisted to grasps the value and importance of the subject. The quicker this is done, the earlierstudents will begin investing time and energy into the learning process. As on the first day of class,students usually arrive with a great sense of
were asked to answer questions regarding all of theengineering/technical leadership programs utilized at their university (i.e., includes all degrees,minors, certificates and other coursework). The questions asking about all program componentsexamined areas such as team-based applied projects, leadership coursework, mentorship, andcorporate sponsorship. Several items provided open-ended text boxes that allowed participants todescribe unique features of their programs (We elaborate on the open-ended responses in theconclusions section)Results We used IBM SPSS to calculate frequencies of the data collected. The results section willfeature frequency tables for each item followed by a brief write-up describing key findings.Further
data from sources internal to the university. A mixed methods approach wasutilized for data gathering. Internal data collection included: faculty and student surveysregarding conceptual gaps, a student helpdesk survey, a student prerequisite survey, a studentsupplemental resources analysis, and student focus groups. Discussions with foundational mathand science faculty who taught courses supplemental to the engineering curriculum, alsooccurred to seek clarification of content and terminology taught (Fowler, Anthony, Poling,Morgan, & Brumbelow, 2014).Step 3) Gather data external to the university. External data was gathered from employers,advisory board members, and former students using electronic surveys. The CTT conducted areview of peer
neededto create this functionality in LabVIEW, which further reduces cost. LabVIEW’s most usefulfeature is the web server. The user interface created when writing LabVIEW code can be placedonline and the connected devices operated over the Internet. Users access a preformatted web-page and must install a browser plug-in to utilize the software. The process placing contentonline is almost completely automated and one of the most critical software features used in thisproject. Page 12.150.3Figure 1 - The student’s view of the oscilloscope readout using the LabVIEW plug-in and a web browserHardware was a large portion of project cost. However, it did
, and edge-cutting technologies, ≠ discover new knowledge, ≠ become more creative and inventive, ≠ interact with peers and team members and lead teams, ≠ share their knowledge and solutions with others, and ≠ “put it all together” for the betterment of the community. Examples for projects in these modules could include: (a) Problem: Some people do not wash their hands before leaving public restroom. Solve it! (b) Design a new speed bump that adjusts its height based on the approaching car: the faster the car, the higher the bump.6. “Challenges Modules”: Modules of this type consist of simple sounding assignments designed tomake the student become aware of their unconscious thought patterns that lead the
curriculumdesign. The TLP Lab will consist of easily reconfigurable multiscale hardware (e.g., servers,motes), software (e.g., service-oriented-architecture based products, peer-to-peer networks),multiple networks (e.g., Internet, 802.11, Zigbee), and test and evaluation tools (e.g., NetworkSim, emulation tools) at multiple facilities including the University of ___A___, ___B___Community College, and industrial partners. All students will complete summer industrialinternships or research experiences before graduation with Technology Leaders industrial andresearch partners.The Technology Leaders Program is being implemented over the course of four years beginningin Fall 2008, with our first students graduating in Spring 2012. The first year focus is
,temperature, pressure, buoyancy, etc.). There were two additional lectures on basicphotographic techniques: Shutter Speed, Aperture, ISO, White Balance. This was primarily forthe benefit of all students, many of whom had little or no science or photography experience.Emphasis was placed on the quantitative aspects of optics and the interrelationship of spatial andtemporal resolution in the measurement of fluid flows.Six major topics were selected and for each topic a set of four class times was considered. Eachset of four classes was structured as 1) a lecture on the science and visualization techniques of atopic (Tuesday), 2) a photography session (Thursday), 3) edit/submit session to edit the imagesin Photoshop and write a report (Tuesday), 3
graduates from the 22 years that the instructorhas taught the class, and obtained 184 responses (21 % response rate of all enrolled students),with yearly percent of total enrollments responding and cumulative responses plotted in Figure 3.Of the respondents, 42.4 percent (78 respondents) indicated that they have designed steelstructures in their career. Student’s self-perception of preparedness in structural steel design forthe workforce and graduate school are shown in Tables 1 and 2, respectively. Average ratings(on a 1 to 4 scale, with 4 being better prepared than peers) were 3.3 for both questions, indicatingstudent self-perception as being overall better prepared than their peers from other institutions.Results were similar whether the alumni
), GradingScheme and Structure (deliverables, weighting of deliverables, use of peer evaluations), StudentTeams (number of students per team, which disciplines, how teams are formed), Mentors(external mentors, other faculty involvement, technical advisors), Projects (how many teamswork on each project, how projects are solicited, nature of projects), Industry (involvement andfunding), ASCE BOK Readiness.Once the survey instrument was created in Qualtrics, two faculty members from otherinstitutions were asked to take the survey and provide feedback on ways to improve theinstrument. After comments from the two survey testers were addressed, the survey waslaunched through Qualtrics to the individuals identified to those on the survey distribution list.The
artifact that may not behaveexactly as they predicted on paper. Due to their effectiveness, hands-on design projects areimplemented in numerous design courses across the world [3].Using 3D printing as an option allows students a technical method to prototype that is moreadvanced than simple low-fidelity models, but also safer and more accessible than constructingprototypes in a machine shop. As a result, 3D printing is used in a variety of design coursesincluding high school, undergraduate, and graduate levels of STEM education [4-6].Incorporating 3D printing into a course allows students to build upon critical thinking andproblem solving, as well as increasing writing and speaking skills [4]. However, as with mostnew technologies, teaching
Engineering Education, 2018 Exploring Engineering Major Choice and Self-concept through First-Year Surveys 2018-04-30Choosing an appropriate major is an important factor in ensuring a productive and successful college experience.Major choice determines the type of work the students will engage in and the faculty and peers that they will come incontact with, both of which have been shown to impact student learning, satisfaction, and persistence.1 Forengineering students, the selection of a discipline can be an overwhelming task. Many first-year students have onlyvague notions about what engineering is and a limited understanding of the scope of the work that might be typical
-Progress study, the research team explored two differing engineering courses ascases. The first course (case) was a Technical Communication course, which is considered a non-technical course to support students’ writing skills. The course is a mandatory course forengineering majors at the same institution of the original study [10]. The students enrolling in thecourse are primarily in their junior year in engineering and represent the majority of disciplinesin this college. The semester prior to this work in progress paper, data on the original iteration ofthe engineering professional identity study was published [10]. The authors followed the sameparticipants in this Technical Communication course in an effort to capture the changes inperceptions
benefits of both unproctored and proctoredassessment depending on the level of Bloom’s taxonomy. First, unproctored preliminaryformative assessments including reading assignments and homework assignments are deliveredvia McGraw-Hill’s LearnSmart and Connect tools, which allows multiple attempts and isweighted to impart 12% of the course grade to encourage knowledge acquisition and offerrudimentary feedback. Next, a semester-long project consisting of biweekly labs is weighted20% of course grade to assess higher orders of learning such as engineering design, technicalreport writing and teamwork ability. Finally, the subsequent assignment for 45% of the coursegrade are conducted in a proctored computer-based testing center in the forms of quizzes
theseperceptions changed after STEP. Data were collected using open-ended entrance surveys andwritten responses on final exams. Research protocols were approved by the Institutional ReviewBoard (#13-577).Context and ParticipantsThe research setting was an introductory engineering course embedded within STEP. The courseis designed to introduce students to fundamental engineering concepts, and course objectivesincluded engagement with the engineering design process, exploration of engineering disciplines,engineering ethics, technical writing, and problem solving with software tools (Matlab). Thecourse curriculum integrated problem-based learning and product archaeology frameworks(Barrows, 1986; Kolmos, De Graaff, Johri, & Olds, 2014; Lewis et al., 2011
co-PI on 16 projects, funded by the National Science Foundation, with a $6.4 million research funding participation from external sources. He has been directing/co-directing an NSF/Research Experiences for Undergraduates (REU) Site on interdisciplinary water sciences and engineering at VT since 2007. This site has 95 alumni to date. He also leads an NSF/Research Experiences for Teachers (RET) site on interdisciplinary water research and have 10 alumni. He also leads an NSF-funded cybersecurity education project and serves as a co-PI on two International Research Experiences for Students (IRES) projects funded by the NSF. He has published over 90 papers in peer-reviewed journals and conferences. ¨Dr. Rolf
like your effort linearly translates into a goodacademic result.”Overall, transfer students find that the educational environment at UC Davis emphasizes gradesinstead of understanding concepts. Academically, these students do well, and self-report thattheir community colleges adequately prepared them for UC Davis (as discussed in the secondtheme). Survey data indicates that there is no significant difference in GPA dissatisfaction ascompared to traditional students. However, transfer students spend more time on their coursesthan their peers. The average transfer student self-reports spending 16-20 hours per weekstudying and on other academic activities outside of class, whereas the average traditionalstudent only spends 11-15 hours per week on
Paper ID #27288Engineering Futures: Updating a Successful Professional Development Pro-gram to Address New ChallengesDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and
reviewer in the National Science Foundation (NSF) Small Business Innovative Research (SBIR) program. Dr. Agi received his Ph.D. in Electrical Engineering from the University of New Mexico in Albuquerque. He received his MBA from the Berkeley-Columbia Executive MBA Program.Donna M. Koechner, eNova Solutions, LLC Donna Koechner earned her BS in Electrical Engineering at Kansas State University and her MS in Elec- trical and Computer Engineering at the University of New Mexico. She has worked in academia, research and industry on products and projects including image segmentation and pattern recognition, software design, software specification, development and testing, product engineering, technical writing, course
it enjoyable to work with a groupof people you interact with on a daily basis, and getting to know my peers outside of the engineering center, was agreat experience … Working on this project with Student A, Student B, and Student C allowed me to get to knowthem on a personal level. I learned more about what they are involved with in their engineering program… Sometechnical information I received was from Student A, who has worked on construction projects with her dad eversince she was a kid. She taught me some construction practices that I would have never thought about in regards tomeasuring the plastic more efficiently and effectively. This project was such a great experience, that I wouldrecommend doing it again, the same way. Thanks to
comparisons of the engineering economy course taught in most industrial engineering programs’ curricula. Table 7 provides potential comparisons for such a course. Similar benchmarking would be possible for other IE courses, as well as courses in any program versus peers. Table 7: Example potential comparisons for engineering economy course What textbook/materials are being used for the course? What are the pre-requisites/co-requisites for this course? What is the annual course enrollment and section sizes used? What % of lecture/lab is being used in the pedagogy? Is there Criterion 5 engineering design content claimed in this course? What is the claimed Criterion 5 math/basic
-stereotyped groups that results from awareness of the expectation that they will underperformrelative to their peers.6 Belonging can be domain-specific, and instruments for measuring belonging in specificsubject areas have been developed.12 For example, math belonging is associated with increasedconfidence in one’s own math abilities and belief in the utility of math. Good, Rattan, & Dweck7found that women who perceived a gender stereotype in their college calculus classesexperienced a drop in math belonging, and that drop predicted lower course grades and intent topursue math in the future. Information about belonging is provided by cues from students’ learning environment .7Thus, a learning environment that increases belonging by
withinsubgroups assigned to those tasks, the subgroup should continue to share the responsibility forcompleting the task. For example, if three TAs are responsible for homework solutions for theweek and they divide the task of writing solutions by problem, the entire group should still beheld responsible for the delivery and accuracy of the entire solution set, should be heldaccountable for answering any and all student questions on that problem set and should be ableto defend the grading for that problem set. If TAs share leading sections or supervising labstations, encourage or require them to attend the section that their teammate is directly leading.Maintain consistency. What does the instructor require to be consistent? To what extent dodiscussion
their choice, all first year engineering students who elected a service-learningproject followed the engineering design process as covered in their Engineering Design course todesign, create, deliver and subsequently improve their own STEM curriculum as part of asubstantial team design project. They submitted the same engineering design assignments totheir professor during the semester as their peers who were working on service-oriented designprojects. At the end of the semester, the first year engineering students prepared their ownservice-learning presentation for their classmates and a technical final report for their professorto meet their engineering course requirements, just as their peers had done for their service-oriented design
Paper ID #13219Does it stick? - Investigating long-term retention of conceptual knowledge inmechanics instructionJulie Direnga, Hamburg University of Technology Julie Direnga studied General Engineering Science at Hamburg University of Technology in Hamburg, Germany from 2006 to 2010. Specializing in the field of mechatronics, she received a M.Sc. degree in 2014. Since March 2014, she is pursuing her Ph.D. in Engineering Education Research at the same institution.Mr. Bradley Presentati, Hamburg University of Technology Bradley Presentati completed a B.A. in English literature with an emphasis on creative writing in 2006 at