related to mental health, were not something that was discussed. Future work will includeconducting the same interviews with students from a variety of achievement levels andsocioeconomic background to get a more nuanced understanding of these groups of students andgain a greater understanding about how grades may or may not influence students’ identityformation as engineers.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under AwardNumber DUE #1950330. Any opinions, findings, and conclusions, or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] J. Heywood, The Assessment of Learning in
but also sustainable [6], [7]. However, sustainability is frequentlyreferred to as environmental sustainability, overlooking its other two essential pillars: social andeconomic. Thus, infrastructure systems frequently lack social justice which leads to anunbalanced influence on different populations through different mechanisms, such as eviction,exposure to environmental danger, and access to necessary services. Even while engineers andpolicymakers base their decisions on technical and engineering factors, social and racialdisparities are exacerbated by stakeholders' choices, which reflect current economic and politicalframeworks [8]. Therefore, the project team members must be sufficiently competent to addressthese challenges and construct
-URM basedon academic records provided by our institution. Our demographic records define URM as“African Americans, Hispanic Americans, American Indians/Native Alaskans, NativeHawaiians/Pacific Islanders (excluding Asian Americans), and multi-racial students identifying atleast one of previously listed URM categories.” The academic records provided by our universityalso included an “International” category. Our institution defines international students as “havinga citizenship status of Non-Resident Alien or Alien Under Tax Treaty”.The “International” category includes students with a broad and diverse range of experiences.“URM” and “non-URM” are contextualized terms that reflect the lived experiences of domesticstudents. Thus, we eliminated
perspectiveMany studies have been conducted to examine the existence of gender differences in leadershipstyles. Gender stereotypes persist in corporate structures and are reflected in related conceptssuch as vertical segregation, the glass ceiling, and the sticky floor, among others [11]. Thesestereotypes address ongoing issues in companies that hinder the advancement of women intoleadership positions.Incorporating women at various management levels is crucial, as noted by Tatiana Camps in herbook "Leading from the Feminine" [9]. Women's contribution to sustainability comes from theirleadership style that prioritizes and fosters peace, i.e., leading from the feminine. Somethingwhich is defined as an approach to energizing, planning and directing the
statistics mathematics courses.Many ET graduates successfully complete the calculations in the FE exam, applyingprinciples of algebra and trigonometry rather than differential equations and linearalgebra.In 2009 ETC/ETD organized the ET National Forum (ETNF) to provide a voice inadvancing ET education. In 2020 ETNF conducted a survey of practicing mechanical,electrical, and civil engineers that identifies 13 specific math topics and asks practicingengineers two questions: (1) how frequently they use skills that are reflective of each ofthe 13 math topics, and (2) how important to the practice of engineering in general theyview each skill to be. The majority (251) of the 350 responses came from various officesof Bechtel, Inc., 46 came from various
Innovation and Entrepreneurship Boot Camp for Sophomore Engineering Students., National Collegiate Inventors & Innovators Alliance, San Jose, CA, March 21-22, 2014[8] S. Hurtado, N.L. Cabrera, M.H. Lin, L. Arellano, L.L. Espinosa , Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Research in Higher Education, vol 50 (2), pp. 189-214, March 2009.[9] C.B. Zotowski, W.C. Oakes, Learning by Doing: Reflections of the EPICS Program, International Journal for Service Learning in Engineering, 1-32, Fall 2014.[10] R. McElreath, Statistical rethinking: A Bayesian course with examples in R and Stan. CRC press, 2020.[11] S. Van der Linden and B. Chryst, No need for Bayes factors: A fully Bayesian
emphasis on STEM learning is an importantkey to developing productive, responsible, and contributing members of society.Program Components and Activities:The MEWT project at ECSU adopted the experiential and authentic learning framework, whichmakes student engagement the top priority, where students learn by doing, discovering,reflecting, and applying. Authentic and experiential learning creates an environment necessary tonurture the 21st Century soft skills including critical thinking and problem-solving,communication, collaboration and teamwork, and learning to learn.The program activities were designed based on three tenets which include mentoring, research,and education/training. The education and training components included enhancing
qualitative in nature, scope, and results. They serve thepurpose capturing a more in-depth snapshot and understanding of previously unknown socialphenomenon [26]. While we understand that open-ended short answers are not as detailed asother forms of qualitative methods (ethnography, participant observation, etc.), the creators ofthe survey placed a heavy emphasis on capturing a large set of data to compensate for theperceived lack of detail.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) No.EEC-1653140 and 2123016 given to the second author. Any opinions, findings, and conclusionsor recommendations expressed in this material do not necessarily reflect those of the NSF. Wewant to give a special
Science Foundation under Grant No.1734347. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] L. P. Davis and S. D. Museus, “What Is Deficit Thinking? An Analysis of Conceptualizationsof Deficit Thinking and Implications for Scholarly Research,” NCID Currents, vol. 1, no. 1,Nov. 2019, doi: 10.3998/currents.17387731.0001.110.[2] A. Bruton and R. A. Robles-Piña, “Deficit thinking and Hispanic student achievement:Scientific information resources,” Problems of Education in the 21st Century, vol. 15, p. 41,2009.[3] J. McKay and M. Devlin, “‘Low income doesn’t mean stupid and destined for failure
, 2023 Determining the Efficacy of K-12 and Higher Education Partnerships (Evaluation)Abstract Engineering students and professionals in the United States do not reflect the country’sdemographics. Women and minority students remain largely underrepresented. To help diversifythe STEM pipeline, it is essential students are exposed to and engaged in STEM active learningexperiences in K-12. This is especially effective when post-secondary institutions partner withK-12 schools. Establishing the partnership can be challenging as the institutions must havecongruous objectives, determine who is responsible for what, and define success similarly. Toaddress this set of issues, a program partnership rubric was
what modifications are required, through end-of-course/workshop surveysand evaluations. For each of these surveys and evaluations, a standard rubric was prepared andprovided to the participants with consultation with the EAC members to properly reflect theproject activity objectives. These formative and summative measures are listed in Table 2. Table 2. Evaluation plan including formative (F) and summative (S) measures. Activity Description Evaluation Measure Continuous consultation and feedback from (i) New course and laboratory External Advisory Committee (F & S); Early and end-of-term
engineering education research to assess socio-emotional and cognitiveoutcomes. Additional work includes the investigation of epistemic insights gained by participants regardingimplanting AI in the K-12 environment.VI. Acknowledgment and DisclaimerThis material is based upon work supported by the National Science Foundation under Grant No. 2147625.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.VII. References[1] C. Grant, B.J. MacFadden, P. Antonenko, and V. Perez, “3D Fossils for K-12 Education: A Case Example Using the Giant Extinct Shark Carcharocles Megalodon,” Paleontological Society Papers
). We expect thatour work will inform future efforts to moderate behaviors and team dynamics throughinterventions such as conflict management and self-advocacy.AcknowledgmentsThis work was supported by the National Science Foundation’s Research Initiation inEngineering Formation (RIEF) program under Grant No. 2106322. Any opinions, findings,conclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF. We also acknowledge the work of Ana Biviano, a graduateresearcher on this project. We thank anonymous reviewers to an earlier draft of this manuscript.References 5Aragon O., Pietri E. and Powell B. (2023) Gender bias in teaching
Endeavour staff was experiencing in and out of the classroom. Also, the researchers felt thatthe high frequency of the survey delivery (five times over the two-year period of the program)was leading the students to not reflect on the survey questions as deeply as was desired sincethey had seen the questions so many times before. Therefore, modifications were continuouslybeing made to the original study design with the first three cohorts (e.g., a shift to focus groupsas opposed to Liker-scale surveys). Although the initial survey data would still prove useful forachieving specific aim 3 (an engagement dashboard), engagement measures have since moved tomore qualitative methods of data collection [8]. Work is still being done by the staff to pull in
(grant number2034800). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors thank our project evaluator Dr. Elizabeth Litzler and advisory boardmember Diana Gonzalez for their support and guidance on this project. The authors also thankthe Year 2 participants for supporting this work by sharing their experiences in our survey.References[1] T. M. Evans, L. Bira, J. Beltran-Gastelum, L. T. Weiss, and N. L. Vanderford, “Evidence for a mental health crisis in graduate education,” The FASEB Journal, vol. 36, pp. 282- 284, 2018.[2] A. K. Flatt, “A Suffering Generation: Six factors
presented, or when their idea might be perceived as contradicting another person’s idea.To help students overcome these concerns, the first skill we taught the students was to treatevery idea as having potential to contribute to a positive outcome.All team members are empowered to act this way, not just the “Team Leader” or “ProjectManager”. We discussed how to foster psychological safety by asking for input: • Ask for input from everyone. • Encourage multiple ideas from people. • Encourage out-of-the-box ideas.We also discussed how to foster psychological safety in how a person responds to teammembers’ contributions: • Affirm the value of contributions as they are made. • Reflect back the potential value of an idea.To practice this
and do not necessarily reflect the official policy or position of theUnited States Military Academy, Department of the Army, DoD, or U.S. Government.References[1] S. Nicholson, “Creating Engaging Escape Games for the Classroom,” Child. Educ., vol. 94, no. 1, pp. 44–49, 2018, [Online]. Available: https://doi.org/10.1080/00094056.2018.14203.[2] E. Ozcelik, N. E. Cagiltay, and N. S. Ozcelik, “The effect of uncertainty on learning in game-like environments,” Comput. Educ., vol. 67, pp. 12–20, 2013, doi: 10.1016/j.compedu.2013.02.009.[3] R. Garris, R. Ahlers, and J. E. Driskell, “Games , motivation , and learning : A research and practice model,” Simul. Gaming, vol. 33, no. 4, pp. 441–467, 2002, doi: 10.1177
university if I need it.”In the current reflection, students highlighted the financial challenges associated with internetaccess and having devices connected to the internet. One student suggested that providing freeinternet access or offering the ability to borrow or rent a university computer could ensure equalaccess for all. Another student mentioned that paying for internet services can be prohibitivelyexpensive, especially for those who do not live close to campus due to financial constraints.Therefore, remote lab developers should prioritize creating tools that are less dependent onresources that may be inaccessible to some students. This would help alleviate the digitalinequality barrier and promote more equitable access to remote lab
3083Similarly, using either Pearson’s Chi-Squared test for independence or Fisher’s exact test (p-value 0.027 or 0.023 respectively) resulted in rejecting the null hypothesis that gender isindependent of student’s outcome (Pass or FW). Analysis supports that gender and the studentoutcome are not independent. Specifically, female students have a significantly higher passingrate. Predicting student success based on ethnicity, gender, and all the interactions between thosevariables using a logistic regression model is significantly better than a null model (p-value <9.83(10)-16 using a drop in deviance test). However, in this model no individual factor wassignificant in predicting student success (all p-values > 0.05).These findings reflect
Figure 2. It reflects the diversity of the collegeof ECST. 13 of 24 students responding to a question about ethnicity were LatinX. A majority of respondents(15) indicated an expected graduation date of 2023, meaning that they enrolled in the Robotics courseduring their second- or third-to last semester at college. More than half of the students (55%) werecommunity college transfer students. Figure 2. Student participants by race/ethnicity To understand the impact of the course, information on students’ previous experience with hands-onengineering projects in their major was also collected, as shown in Figure 3. Only 8 students (33%) hadtaken courses in the past that provided hands-on experience in their major
of retention. Anecdotally,one group that worked on the wind turbines suggested that the wind turbines be painted purplesince insects stay away from ultraviolet light, and therefore the birds would not be attracted toflying into the wind turbines, thus reducing bird kills. Connecting color to bird kills in a fluidmechanics course is at the “Create” level of Bloom’s Taxonomy.ConclusionThe course grades have shown significant improvement with the implementation of a semester-long group project, while the final exam grades do not reflect this. However, with three yearsrunning of the course with the project, it has been noted by the instructors that the students maynot retain each lecture topic or the material on the comprehensive final exam, but
ability to interact effectivelywith people from different cultural backgrounds were measured using a standardized surveyinstrument. Participants reported an increase in their average research competency ratings aftercompleting the program, as indicated by the survey findings. Those improvements cut acrossdemographics such as gender, race/ethnicity, socioeconomic status, and school type.Acknowledgments: This work was supported by the National Science Foundation’s InternationalExperience for Students (IRES) Site grant. (Grant Numbers: OISE# 1952490-TAMU, 2208801-NCAT,and 195249-UNLV). Any opinions, findings, conclusions, or recommendations presented are those of theauthors and do not necessarily reflect the views of the National Science Foundation
legitimacy among their colleagues and influence the twistedperceptions before arriving at the STEM threshold.Women of Color Faculty As women of Color emerge inspirit through the academic doorway and nestle into facultypositions, it is important to understand the journey. Some challenges women of Color facultyundergo ominously reflect on their days as students. Previous studies outline issues ofinsufficient cultural representation in the curriculum [7], stereotyping, isolation, faltering DEI(diversity, equity, and inclusion) policies and practices, tokenism, and false impressions ofacademic achievement [7]. The splendor of academic potential expeditiously dissipates as theimpenetrable fog of inequity surrounds and persists, overshadowing their
do engineering, self-confidence in their own ability tosuccessfully pursue an engineering degree, and how many declare and persist in an engineeringmajor. Full development of assessment methods, both qualitative and quantitative, is currentlyunderway.DisclaimerThe views expressed in this article are those of the authors and do not necessarily reflect theofficial policy or position of the United States Air Force Academy, the Air Force, theDepartment of Defense, or the U.S. Government.References[1] Accreditation Board for Engineering and Technology, “Diversity, Equity & Inclusion.” https://www.abet.org/about-abet/diversity-equity-and-inclusion/ (accessed Apr. 1, 2023).[2] National Science and Technology Council, “Charting a
should take (e.g., over email, in person, online chat,etc.), what additional training may be helpful for the faculty and peer mentors to be effectivementors to this population of students, and generally what aspects of the mentoring experience ismost impactful for the students. We plan to use these results to improve the existing scholarshipprogram and to share effective strategies with the engineering community on how to motivateand support engineering transfer students.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant #1742627. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the
participants to confirm that ourinterpretations of the data were consistent with their lived experiences and perceptions. Our aimwas to enhance the credibility and trustworthiness of the research findings by ensuring that theyaccurately reflect the participants’ perspectives. Five of the seven participants responded to ourrequest and informed us that the experiences and perceptions we reported were accuratelycaptured and documented. Two participants did not respond to us.ParticipantsThe study participants were seven international graduate students majoring in Sciences andEngineering. All seven participants were older than 18 years of age. They were pursuinggraduate studies at public research universities in the US at the time of data collection. Six
boundaryless new spaces of knowledge. To truly impact the world, webelieve this is the next step in STEAM and encourage faculty to push themselves to explore thesespaces and collaborations.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1811119. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.We would also like to acknowledge and thank the faculty participants for this work who werewilling to engage with the public in this unique format. We are grateful for your participationand insights.Finally, we would like to acknowledge the rest of the larger study
them a desirable candidate for careeradvancement, or even help them pivot their careers entirely [7].Project management education has been shown to have a positive impact on engineeringstudents. It enhances their technical skills while fostering innovation, critical thinking, andteamwork. By undertaking innovative and practical projects, students can make a real-worldimpact and contribute to their field. Studies have shown that incorporating project-basedassignments positively impacts student learning, motivation, and performance both in the shortand long term [8]. By participating in a project-based learning model, students are able toconstruct their own knowledge and reflect upon their learning projects, resulting in increasedmotivation and
strategies embedded in the PEARLS program, offer renovated alternatives to positively impact the level of success achieved by students in their paths to complete degrees in science, technology, engineering, and mathematics (STEM) disciplines. Acknowledgment This research was supported by the National Science Foundation under Award DUE 1833869. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. References[1] Rogers, J. J., & Rogers, A. A., & Baygents, J. C. (2020, June), Effects of High School Dual-Credit Introduction to Engineering Course on First-year Engineering Student Self-efficacy and the Freshman