. Figure 1: An overview of the development process for the FBD app.Phase 1: Design and Prototype (complete)The goal of this phase was to design an app that scaffolds the learning process associated withdrawing FBDs. This was accomplished by segmenting typical problems into small tasks withwhich students typically struggle and associating each task with a “mini game” in the app. Minigames were designed to be inclusive and feature feminized gameplay in order to appeal to thewidest possible audience.In this phase, participatory design was used because it allows all stakeholders to be part of thedesign process so that the final product reflects the entire community’s values [21]. There is astrong tradition of participatory design in interactive media
more of the things that were positiveand do them even better.Future directions include implementation of the improvements above; development of newmodules focusing on interfacing other devices (such as robots); and development of modulesfocused on industrial applications of automated systems—such as manufacturing systems—tohelp learners see the big picture of how systems are integrated.AcknowledgementsThis material was supported by the National Science Foundation’s Improving UndergraduateSTEM Education (IUSE) Program (award no. 2044449). Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.Bibliography[1] Giffi
assess the perceivedimpact of participating in such centers. The in-progress validation process has providedinsightful reflections on multiple items regarding the way the items were written, theirappropriateness, and their alignment with participants' experiences. This work improvesconsistency in how ERCs evaluate the effectiveness of their education and diversityprogramming.Next steps will involve further distribution of the instrument and increasing its use amonginterested centers to further the validity evaluation of the instrument. It is expected that thisinstrument will facilitate greater cooperation between ERCs and other large, STEM researchcenters. Our future work will continue to gather validity evidence for the use of this instrumentin
are thoseof the authors and do not necessarily reflect the views of the NSF.ReferencesBowman, N. A., Rockenbach, A. N., Mayhew, M. J., Riggers-Piehl, T. A., & Hudson, T. D. (2017).College students’ appreciative attitudes toward atheists. Research in Higher Education, 58, 98–118.Cross, K. J. (2016). Balancing engineering and religious identities. 46th Annual Frontiers in EducationConference, FIE 2016, October 12, 2016 - October 15, 2016, 2016-November, American Society forEngineering Education (ASEE)-Educational Research Methods (ERM) Division; IEEE ComputerSociety; IEEE Education Society; Institute of Electrical and Electronics Engineers (IEEE).https://doi.org/10.1109/FIE.2016.7757555Godwin, A. (2016). The development of a measure of
goals, andparticipate in reflection exercises and program activities. Monthly workshops covered professionaland academic goal-setting topics, vision boarding, scholarship, study abroad, internship, andresearch information sessions.Mentees Feedback: Mentees share their experiences about feeling safe and confident as theyjourney through the rigor of academic life.Mentoring Structure, Relationship, and Mentors Feedback: The mentors serve two roles,mentoring and tutoring their mentees. The vision boarding session was well attended; studentsbonded with their mentors and freely shared their academic and personal goals. Mentors helpstudents with course registration, advising, proofreading essays, building a project, finding jobs,researching labs, or
, provide feedback,and check-in on progress regarding their project. We asked them to respond to a simple monthly check-inform (i.e., short reflective prompts) available online in our Learning Management System.During summer 2022, thanks to funding from the grant, a Makerspace student staff was available to helpfaculty who wanted to come in during the summer months to practice using the equipment. No datacollection was conducted during that time.The second year of our study has been focused on implementation of the faculty project ideas, leveragingthe makerspace, into their courses. To check in on progress in the middle of the second year, one-on-onesemi-structured interviews were carried out by a trained graduate student research assistant in
design and implementation course.Given the importance of security to Software Engineering, it is imperative that the programs continue toimprove teachings in this area. This review, while thorough in some regards, was also very limited inthat it only could look at catalog entries and curricula. In evaluating programs, evaluators review a morethorough self-study which may better reflect the teaching of security within the program. This may be apessimistic view of the situation, as the catalog entries may not be entirely current due to institutionalpolicies and individual instructors may include topics that are not explicitly called out in the catalog.What is concerning, however, is that these limitations do not appear to be present for other core
]. Available:americanthermoform.com. [Accessed February 1, 2023].[19] R. Ramloll, W. Yu, S. Brewster, B. Riedel, M. Burton, and G. Dimigen, "ConstructingSonified Haptic Line Graphs for the Blind Student: First Steps," Proceedings of the fourthInternational ACM Conference on Assistive Technologies, Nov. 2000, pp. 17-25,https://doi.org/10.1145/354324.354330[20] Sonoplanet, “Sonification,” Published Jul. 2022. [Online]. Available:https://www.sonoplanet.com/sonification/. [Accessed February 1, 2023].[21] J. Flowers, "Thirteen Years of Reflection on Auditory Graphing: Promises, Pitfalls, andPotential New Directions," Proceedings of ICAD 05- Eleventh Meeting of the InternationalConference on Auditory Display, Limerick, Ireland, 2005, pp. 406-409.[22] R. Barlow, O. Rios, J. Eakins
analyzing student written responses to conceptually challenging problems. • Gather more text samples that center written responses to conceptually challenging problems from underrepresented groups to adequately train algorithms.AcknowledgmentsWe acknowledge support from the National Science Foundation (NSF) through the NRT DGE2021874 and DUE 2135190. Any opinions, findings, conclusions, or recommendationsexpressed are those of the authors and do not necessarily reflect the views of the NSF.References[1] H. Auby, N. Shivagunde, A. Rumshisky, and M. D. Koretsky, “WIP: Using machine learning to automate coding of student explanations to challenging mechanics concept questions,” presented at the American Society for
technicalexpertise in photographic techniques, such as capturing atmospheric clouds. Assignments aredesigned to be student-driven, encouraging both individuals and mixed teams of undergraduatestudents from diverse majors to create images using their own techniques, and to document theirwork in written reports. The course also addresses philosophical questions such as "What makesan image scientific?" and "What makes an image art?" to encourage students to reflect on theintersection of science and art. The consensus was that an image of fluid flow can be consideredscientific if the conditions of the fluid flow and image production are known, while theinterpretation of whether an image is art is subjective.Despite the course's focus on science, images produced
., code of cooperation) to hold each member accountable.At any particular time, I knew each team member's role, so I knew what to expect from them.An outside observer would have concluded our team had an effective process to complete ourassignments.Team members arrived on time to team meetings.Team members were prepared for team meetings.My teammates displayed appropriate interpersonal skills when conflict arose.GOAL SETTINGMy team used clear, long term goals to complete tasks.My team reflected upon its goals in order to plan for future work.My team made use of incremental goals (i.e., we set short term goals) in order to completecourse assignments on time.My input was used to set our team goals.This team helped me accomplish my individual goals
able to survive in the program. We incorporated the intervention strategies in the regular course environment as part of theweekly group work participation, homework, midterm exams, and group research presentation.During the first week of the semester, we introduced the concept of growth mindset to thestudents. The students watched a talk by Dr. Carol Dweck, the psychologist who proposed themindset theory, and Khan Academy’s video on growing one’s intelligence through struggleduring the weekly group work. We encouraged the students to reflect on their own ideas aboutintelligence and the importance of having a growth mindset while studying chemicalengineering. The students then shared their thoughts with their peers. In Table 2, we
resources, access inclusion, power, opportunities, and make decisions equity representation, that affect individuals and and communities participation of Representation the presence and visibility of different diversity, students who social groups in various contexts, inclusion reflect the including workplaces, schools, and
training practice transforms theseknowledgeable students into effective peer educators and mentors through a cycle of training,observation, reflection, and goal setting [19]. As a corollary to this we also want to interrogatethe impact this new emphasis has on enrolled students’ and facilitators’ feelings of belonging andconnectedness within their workshops and to the larger Cornell community.To support development of community and inclusion, seven trainings in each of Spring 2022 andFall 2022 included emphasis on the use of identify affirming ice breakers and sharing theresearch of social belonging on learning [18]. This training included modeling different types ofice breakers during initial training, identifying the objectives of different
libraries toincorporate the STEM-kits as an extension of their existing programs.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1759259 (Indiana University) and Grant No. 1759314 (Binghamton University). Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] K. Rosa, K. LibGuides: Number of Libraries in the United States: Home, 2019. Retrieved from https://libguides.ala.org/numberoflibraries[2] V.R.Lee, “Libraries Will Be Essential to the Smart and Connected Communities of the Future,” in Reconceptualizing Libraries: Perspectives
leverage this information to support efforts to diversifythe engineering field.AcknowledgementsThis study was supported by the Battelle Engineering, Technology and Human Affairs (BETHA)endowment. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the BETHA endowment. Many thanks tothe Girl Scout staff members, volunteers, troop leaders, parents, and girls who made this researchpossible.References[1] Betty A. Sproule and H. F. Mathis, “Recruiting and keeping women engineering students: An agenda for action,” J. Eng. Educ., vol. 66, no. 7, pp. 745–748.[2] S. L. Blaisdell and M. Anderson-Rowland, “A Pipeline To Recruit Women Into
one inch high, see Figure 3c). The vertical walls of the heating unit arecovered with aluminum foil that reflects the heat and increases the temperature of the plasticsheet that is mounted in an aluminum frame that sits on top of the heating unit. The distancefrom the heating element to the plastic sheet is 6.5” when the plastic is not heated. The sheetmetal pan is mounted on four 1.5” x 3.5” wooden studs, see Figure 3c), that elevates the pan withthe heating element from the base of the heating unit. The distance between the base and pan is9.5” and the distance between the studs in Figure 3c) is 9.5”. The distance between the studs andthe outer wall in Figure 3a) is 1”.Figure 3a) Heating unit for thermoformingFigure 3b) Heating element
on diverse stressors,one closed-end question on students’ satisfaction, and two open-ended questions on the students’perceived challenges in graduate experiences. The closed-ended questions on stressors askedparticipants to reflect on their graduate education experience and indicate the extent to whicheach of the 21 stressors disrupted their ability to perform academically and/or professionally. Another question asked participants to rate their experience as a graduate student at theirinstitution. Response options for the 21 stressors and one satisfaction questions were arrayed ona five-point Likert scale from 0 (none) to 4 (severely), and a five-point Likert scale from 1 (Veryunsatisfied) to 5 (Very satisfied), respectively. The two
. 1849454.and tidal energy are becoming increasingly significant. Numerous breakthroughs are being madeto transform these renewable energy sources into forms that may be used. The Current-Voltage(I-V) and Power-Voltage (P-V) curves from the solar array simulator will be generated andplotted during the simulation of solar cells in the MATLAB environment.Silicon Nanowires- Fabrication and Optical Characterization (Norfolk State University)The creation of effective solar cells and intelligent lighting is the aim of this research. Usingmetal-aided chemical etching (MACE), silicon nanowires (SiNWs) will be created, and theireffectiveness in lowering the surface reflectance of silicon wafers will be examined. Optical andscanning electron microscopy
: Reflecting on the research process,” The Qualitative Report, Oct. 2014.[48] J. Feldkamp, “The Rise of TikTok: The Evolution of a Social Media Platform During COVID-19,” in Digital Responses to Covid-19: Digital Innovation, Transformation, and Entrepreneurship During Pandemic Outbreaks, C. Hovestadt, J. Recker, J. Richter, and K. Werder, Eds. Cham: Springer International Publishing, 2021, pp. 73–85.[49] A. Bhandari and S. Bimo, “Why’s everyone on TikTok now? The algorithmized self and the future of self-making on social media,” Soc. Media Soc., vol. 8, no. 1, p. 205630512210862, Jan. 2022.[50] E. Simpson, A. Hamann, and B. Semaan, “How to Tame ‘Your’ Algorithm: LGBTQ+ Users’ Domestication of TikTok,” Proc. ACM Hum. Comput
look like, which is__” Like it’s fine to be 63 curious about what people are from. But like to make it into this game is really__ 64 and like it happens a lot, which is kind of weird. I guess because like I don’t look what 65 they want me to look like, they got very confused.In lines 55 to 65, Amber reflects on the frequently occurring “guessing game” around Amber’sidentity/ies- which further highlights how society’s focus on normative racial categories can beproblematic for individuals who do not fit neatly into these boxes. The stereotype people hold aboutChinese people (“I don’t look what they want me to look like”) might contribute to people’s confusionregarding Amber’s identity. Even though Amber acknowledges that
) adversity in the course is common andnormal and b) these struggles tend to be temporary and surmountable with time and effort. It doesso with five parts, delivered in the following order: 1) The instructor verbalizes the normalcy and surmountability of adversity in college and in the course more specifically. 2) Students are asked to complete a writing exercise in which they reflect on the challenges they have already experienced in college and how those challenges might change with time. 3) Students are then presented with stories written in the first-person and attributed to more senior students. These stories are tailored to the classroom environment following focus group input from prior students in the course. The
Applied Science at Northwestern University and the Associate Director of the Northwestern Center for Engineering Education Research. Dr. Cole’s primary teaching is in capstone and freshman design, and her research interest are in engineering design education.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” with Donald Visco, and ”Interpreting Diffuse Reflectance and Transmittance” with father Donald Dahm.Dr. Bruce K. Vaughen, American Institute of Chemical
safety tips werealso reviewed. Our goals for incorporating the toy adaptation module included providingstudents with an opportunity to: ● work together as a team towards an end goal and hone team working skills through collaboration ● make a difference in the local community by increasing access to accessible and developmentally important toys, and apply knowledge to create a positive societal impact ● hone technical skills including soldering and circuit analysis, and gain hands-on experience in problem-solving ● participate in hands-on exploration of circuitry concepts ● engage in conversations and reflection regarding concepts of accessibility of universal designLab Session: Teams of ~3 students were
be gleaned from their perspectives [5], [7]–[9]. Analysis ofdiscrepant cases that fall outside the norm is a critical strategy in qualitative research [7]–[9].The uncertainty and inconsistency involved in such outlier cases do not invalidate theparticipants’ stories but instead reflect the complexities in the phenomena under study [5], in thiscase, mentorship. Discrepant cases can provide clues to generating innovative hypotheses andunderstandings not readily apparent in more common responses [5], [8], [10], and, as such,require close examination to reveal their meaning [8].We leverage attachment theory as a psychological and developmental lens [11], [12] to guidethis study. Attachment theory has been extensively used to examine mentoring
example, students are asked to consider the ways in which the lyrics they analyzeaddress collective action and the pursuit of equity for the common good in order to promote asociety that is just, considering equity for all individuals that reflects the cultural and socialdiversities amongst them. These ideals are baked into a Hip Hop-inspired consciousness, andautomatically considered in the analysis exercises that students participate in. This approach guidesstudent creatives to design, create, and write songs that remix themes that advance theirunderstanding of not only the 7 principles, but also their understanding of race, equity, and justicein their daily lives. EarSketch The Your Voice is Power curriculum is also centered around
teaching in his life. This was when his views of issues of equity started to surface.Each participant’s experiences contribute to a fuller sense of the challenges facing gendered and/orracially-minoritized students in introductory engineering programming courses. Interestingly, theauthority and social infrastructures proved to be the most important for the three student participants,reflecting existing scholarship about the importance of community, mentorship, and student dispositionsof confidence in programming education. The physical and operational infrastructures also discouragedactive participation by all students, while challenges with the economic infrastructure didn’t surface inthese interviews. 7. Future workOur ongoing research and
students’ willingness to reflect on their understanding, to identify misconceptions andareas of deficiency, and to make adjustments to improve learning and performance [1], [11],[12]. Constructive well-designed feedback has also been shown to improve student motivationand self-efficacy beliefs [13], [14]. Academic integrity research argues that meaningfulsupportive feedback empowers students, reducing their likelihood to cheat [15]. Educatorsadopting formative feedback as an instructional intervention too can benefit from the process, asit can offer them valuable insights into students’ understanding of the subject material to helpinform their pedagogy [16], [17].While most of the earlier research focused either on feedback to students as a
knowing what to prepare for. So, I even have support from the students themselves.Poobah is another EIF who highly values developing meaningful relationships with his students.During the first year of the COVID pandemic, he shared how challenging it was to build thoserelationships, given that he lost that valuable time before and after class to speak one-on-onewith students. In the interview, he reflected on one memorable example from before COVID todescribe why he appreciates building these relationships with his students and what he hoped areturn to campus would bring for both him and his students. So, I was sitting next to one of my students in my class and I looked at him, I said, "Well, you look a little sad today." And he