understanding of and the appropriate use of mathematical modeling breadth and depth of study.As a result of JQUS’ acceptance as an IB school, math teachers felt the need toincorporate projects that teach these skills, emphasizing critical thinking andinternational-mindedness in keeping with the IB learner profile and Common Corestandards [5-7]. Adjusting to a new curriculum while meeting district and staterequirements, the adherence of all standards poses considerable challenges to JQUS forteaching project-based learning, writing, mathematical content and technology content.EBL via the CAPSULE program was chosen as an approach for transitioning the school’sSTEM curriculum into the IB Diploma Programme.With every teacher limited by physical and
management, low-impact de- velopment, green infrastructure design, storm water management, flood risk modeling, vulnerabilities and adaptation strategies for urban water systems, and the water-energy nexus. Steve’s research projects have been funded by National Laboratories, EPA, NSF, DOD, DOE, State Departments of Transportation, and Private Industry. His work has resulted in more than 50 authored or co-authored peer-reviewed publi- cations. Dr. Burian currently is an Associate Director of the Global Change and Sustainability Center and the Co-Director of Sustainability Curriculum Development at the University of Utah. He is actively involved with several professional societies including ASCE, AWRA, AWWA, WEF, AGU, AMS
standard problem-solving procedures, but they must also have passion,adaptability and an eagerness to learn. Successful graduates need to be innovators, effectivecollaborators in interdisciplinary and multicultural environments, excellent communicators,leaders, and lifelong learners1. Based upon research emerging from the learning sciences,Sawyer’s description of a successful college graduate (in any field) has much in common withthe National Science Board (NSB) report. Sawyer writes that to be successful in the knowledgeage, graduates will need to develop a deep and integrated understanding of complex subjects;possess excellent communication skills; be able to participate in demanding discourse inmulticultural environments; possess a capacity for
freeindividual use, we select the Corporate option at a monthly premium to accommodate asufficient number of projects and adequate online storage space. Logbook21 instructionsspecify for students to clearly identify personal contact information in case of loss, dividethe composition book into logical sections, and bring to all project related meetings andclass sessions. Besides these basic expectations for its use, the logbook is graded oncontent, organization and neatness. The Adjustment Factor allows a student’s grade to beincreased or decreased based on self, peer and faculty evaluation of that student’s overallcontribution and growth during the semester. Thus, we believe the portfolio approachworks best with other forms of assessment, as indicated
investigators on this project. These collaborators allow for peer review anddebriefing (Creswell & Miller, 2000) as we analyze the data together and each provide our ownperspective on the results (I am a “traditional” engineer by background, one of my collaboratorsis a social scientist and the other is an engineering faculty member who has worked in the fieldof educational research for several decades). The sampling of multiple participants also allowedfor each to provide contributions to the same themes as the interview protocol was so heavilygrounded in the chosen conceptual framework that examining each a-priori theme in the light ofevery participant was embedded into the research process.3.4 Limitations of StudyIn addition to the issues with
short profiles ofeach participant to elevate their unique stories and identities; the profiles were approved by theparticipants. Each chose a pseudonym for the study and some details about them are excludedintentionally to protect their privacy.Student ProfilesEsperanzaEsperanza was a sophomore student in the winter of 2022. She identifies as Christian, cis-gendered,female, heterosexual, and as multiracial and Hispanic but does not speak Spanish. Esperanza wasdiagnosed with a physical disability that causes nerve pain that impacts her hands and feet, whichaffects her ability to walk, write, and do lab work and results in physical exhaustion that requires her torest to recuperate. She also is affected by asthma and anxiety. She chose not to
promote the application of theoretical concepts.4. To provide students with the ability to find solutions to the problems and to enhance theircritical reasoning needed to choose the appropriate solution in accordance with specific criteria.5. To enhance other competencies within the engineering, such as: the ability to write goodtechnical reports and to make presentations, project management and economics, and team-work.Having defined the course objectives, goals and outcomes, based on the available educationalresources and support, the instructor have to select the most suitable methods to obtain thesegoals and outcomes. PjBL and PBL methods were chosen because it prompts the students toencounter the core concepts and principles, while managing
intellectual development, require use of institutional resourceslike machine shops or labs, and encourage networking with peers and professors. Long-termprojects particularly affect the network strand because students collaborate for a long time.Therefore, this work hypothesized that interventions that enhanced students’ experience of thenetwork strand would bolster their engineering identities. The following subsections describeliterature on factors that are salient to the network strand of engineering identity: team formingstrategies (section 2.2), goal orientation within teams (section 2.3), and positive interactionsbetween team members (section 2.4).2.1 Long-Term Group ProjectsColbeck et. al [4] interviewed students who had completed a first-year
Access (including obtaining current business cards from companies atcareer fairs), writing thank you notes to companies who support SWE, and compiling andtransmitting the corporate brochure to all companies in the database during the summer.The Academic Director contacts companies and individuals that are interested in sponsoring aSWE scholarship, creates and distributes scholarship applications to SWE members, oversees theselection of scholarship recipients, solicits nominations, selects, and distributes quarterly the“Most Active SWE Member” scholarship, solicits nominations and selects the “Most SupportiveProfessor” Award, maintains the test bank, and organizes study groups and peer tutoring formembers.There are two Evening with Industry (EWI
mechanics researcher in Paris, France before returning to MIT as Assistant Director of Admissions. Currently Dr. Wendell works as a Senior Lecturer in MIT’s Department of Mechanical Engineering teaching design, manufacturing, and instrumentation.Dr. Andrea S. Walsh, Massachusetts Institute of Technology Andrea Walsh is a historical sociologist who specializes in the fields of women’s and gender studies, rhetoric and communication and visual media. She teaches at Massachusetts Institute of Technology in the programs in Women’s and Gender Studies and Writing and Comparative Media Studies. c American Society for Engineering Education, 2017 Getting to Gender Parity in a Top-Tier
in academia and research, broaden my knowledge base, engage in evidence-based practices to promote the quality of life, and ultimately be an avid contributor to the world of academia through research, peer reviews, and publications. c American Society for Engineering Education, 2019 Negotiating Identity as a Response to Shame: A Study of Shame within an Experience as a Woman in EngineeringAbstract: This research paper presents the findings of an interpretative phenomenologicalanalysis (IPA) case study of the experience of shame in a woman engineering student. Ouroverarching research question that framed this study was: How do woman students with multiplesalient identities
ability to external sources. The mastery goal isvery fluid, as it can change from task to task.23 Research has suggested that adolescent femalesexhibit higher mastery goals, while males typically exhibit higher performance goals.22,23 This canbe detrimental for males if their focus shifts too heavily toward maintaining their public imagerather than learning the material.22 Females focus more heavily on mastery of the material toincrease their self-efficacy perception over time.22,24 However, females are also inherently exposedto a “stereotype threat”. Stereotype threats are the feeling of judgement by peers based on societalstereotypes.16,25 This phenomena causes students to fear doing poorly for the fact that they feelthey may be thereafter
class.But the reality is that some students will exploit this. New instructors are forewarned that theyshould expect heartrending emails and face-to-face begging from students who want to passwithout learning. Some students will do almost anything to get a grade changed. Instructorsshould be open to show a student how the final grade is computed, yet should not alter any gradesbecause the failing grade with bring dire consequences. All students must be graded using thesame grading criteria. Examples of recent emails are shared to help prepare new teachers, one isincluded here: Professor XXX, I have tried my best to do everything except write you and bother you again. I have truly become desperate and I want you to know that I have
these challenges highlight the need to better preparetoday’s engineers with the intuition, skills and tools they need to tackle these problems. CharlesVest, 9 former president of National Academy of Engineering, asserts that engineering studentsprepared for professional careers in the year 2020 and beyond, “must be excited by their freshman year; must have an understanding of what engineers actually do; must write and communicate well; must appreciate and draw on the richness of American diversity; must think clearly about ethics and social responsibility; must be adept at product development and high-quality manufacturing; must know how to merge the physical, life, and information sciences when working at
anddiscuss. To aid this description, Q-set 1 “reasons for participating in out-of-class activities” isused as an example. First, participants were asked to recall the reasons that they participate inout-of-class activities and write the reasons on a blank paper. This step allowed the participantsto recall their decision-making processes freely. Second, participants read the Q-set and, if any oftheir reasons were not on the cards, use one blank card per missing reason to record each missingreason. These new reasons formed the basis of new items. Third, participants sorted Q-set 1 into three groups: ‘yes’ (this is a reason that I participate in out-of-class activities), ‘maybe’ (this may be a reason that I participate) and ‘no’ (this is not a
, make crude comments, like, “You’re not actually smart,you’re just getting good grades because you’re a girl.”Responses: a. Just blow it off. I know what I’ve done b. Say “Listen, you don’t know me. I worked just as hard as you did, and I earned my grade. I don’t appreciate those comments.” c. Email the guy and in writing ask him to stop. d. Talk to the professor or someone else in charge and ask for their help in stopping Page 26.1434.4 the comments.Scenario 2: Sexual jokeWe asked respondents to respond to Scenario 2 as either the student or as the student’s
students are required to select aproject, identify a sponsor, write a draft proposal, do an oral presentation on their project,conduct a literature review, maintain a project notebook and submit a final written proposal atthe end of the semester. In the spring semester students must provide an update the first week ofclasses after the winter break along with an interim evaluation from the sponsor. Also, during thespring semester students are required to give updates on the projects during class, write a finalpaper and to participate in UNH-M’s Undergraduate Research Conference with a twenty-minutetalk and a poster presentation on their projects.The ET program has had long-standing relationships with many industrial partners, including theone
an Engineering for Humanity Certificate and (at the time of this writing) a nearly ap-proved University-wide Sustainability Certificate. Similar to UA, UB represents the stand-alone coursemethod. Sustainable engineering faculty housed in CEE have developed and taught four stand-alonesustainable engineering undergraduate courses since 2008, including CEE 1209 Life Cycle Assess-ment (LCA) Methods and Tools, CEE 1210 Engineering and Sustainable Development (ESD), CEE1217 Green Building Design and Construction (GB), and CEE 1218 Design for the Environment (DFE). Students in CEE are required to take one of these four stand-alone courses that address sustain-ability and grand challenges in depth. CEE 1209 introduces students to LCA, including
, andimplementation of an engineering design project, which includes formal report writing, projectdocumentation, group presentations, and project demonstrations. The goal of these courses is todemonstrate the ability to manage a major project involving the design and implementation ofproducts with a mixture of electrical and mechanical elements as a member of a productdevelopment team. In these project-based courses, the students are expected to effectivelymanage their time and team efforts to produce a finished product in three ten-week quarters. Notextbook is required. Progress and formal reports, and oral presentations constitute integralcomponents of this course sequence. Before beginning the projects, student teams are providedadequate training in
experiences, learning communities,writing-intensive courses, collaborative assignments and projects, undergraduate research,diversity/global learning, service learning/community-based learning, internships, and capstonecourses and projects.7 Another study published by the California State University Chancellor'sOffice shows that "Participation in high-impact practices has been shown to improve both learningand persistence for all students, but especially for the historically underserved."8 This study alsoindicates that participation in more than one high-impact practice increases the benefits for thesestudents. Other specific strategies that have been proven effective in improving student outcomesfor minority students include mentoring programs,9,10
setting. One of the most excitingresponses to come from the student survey was that 96% would recommend, or would probablyrecommend, the class to their peers. Therefore, we conclude that technology introduced into theschools through teacher professional development can make a difference in students’ attitudestoward, and learning of, science and mathematics. Schools in which this materials science andtechnology course is now taught are experiencing increased enrollments in the traditionalchemistry and physics courses.ASU has had several programs, including WISE Investments 9,10 and the MESA Program, 11aimed at in-service training of teachers, counselors, and administrators to better understand DETand to teach to the standards, particularly those
-riculum in digital system design. In the introductory digital logic fundamentals course,students are motivated to appreciate the role of digital logic in their daily life through agroup assignment to identify a product or process driven by digital logic (e.g., traffic lights,digital camera, calculator, microwave oven, etc.). They select, investigate, and discuss aproduct and write a web-based, electronic essay. Thus, while students are learning the ba-sics, they begin to see the relevance in something tangible. It raises their awareness aboutcomputer-based systems as well as raises their curiosity. Heightened student interest im-proves learning of the fundamentals and provides a basis for subsequent courses in digitalsystem design
coached by specially-trained highschool teachers called “teacher-coaches.” Teams have access to real-world expertise andmentoring from professionals in academia and industry. HSE teams write business plans, solvereal-world problems, perform testing and analyses, build prototypes, manufacture parts, operatewithin budgets, and manage their projects. Each spring, HSE teams showcase their workalongside college students at the Michigan Tech’s Undergraduate Expo. At the conclusion oftheir HSE experiences, it is expected that the students will demonstrate proficiency in appliedworkforce skills, they will be more disposed to enter STEM careers, and they will be prepared toundertake the training and education needed to enter these careers
Asian American participants with Chinese heritages face lesscultural challenges than their non-Asian peers when going to China for research collaboration orstudy. However, our research found several unique challenges for this specific population. Onemajor challenge came from the “Chinese common knowledge” expectation they received fromChinese people. Another main challenge stems deeply and powerfully from inside themselves:the rediscovery of their self-identity.In our study, several Asian American participants agree that Chinese people’s expectation thatthey are “Chinese” because of their appearance create unexpected cultural challenges ordiscomforts that the other ethnic groups often do not face. One participant describes one of
Paper ID #9475Probing the Inverted Classroom: A Controlled Study of Teaching and Learn-ing Outcomes in Undergraduate Engineering and MathematicsDr. Nancy K Lape, Harvey Mudd CollegeDr. Rachel Levy, Harvey Mudd College Rachel Levy is an associate Professor of Mathematics at Harvey Mudd College. She has an MA in Instructional Design from UNC-CH and a MA/PhD in Applied Mathematics from NCSU. In addition to mathematics, she regularly teaches first-year writing. She serves on the Society for Industrial and Applied Mathematics (SIAM) Education Committee, as Editor-in-chief of SIURO, SIAM Undergraduate Research Online, and
in-class resources, and courses with peer collaboration elements are eachrespectively beneficial to undergraduate engineering students. However, these pedagogicalpractices are most commonly implemented in first- and final-year courses. Moreover, theprocesses of implementing these new practices, and of transferring reforms between institutions,merit further study. The existent body of literature regarding the facilitation of research-basedpedagogical change has been described as “weak”1, and researchers have frequently called forfurther study of STEM instructional reform and implementation fidelity1–3. As part of thisbroader effort, few have sought to study the lived experience of the specific faculty memberswho adopt and adapt to these new
College of Engineering Pune (COEP) as the founder head of the innovation Center. Dr Waychal earned his Ph D in the area of developing Innovation Competencies in Information System Organizations from IIT Bombay and M Tech in Control Engineering from IIT Delhi. He has presented keynote / invited talks in many high prole international conferences and has published papers in peer- reviewed journals. He / his teams have won awards in Engineering Education, Innovation, Six Sigma, and Knowledge Management at international events. His current research interests are engineering edu- cation, software engineering, and developing innovative entrepreneurs and intrapreneurs. He was chosen as one of the five outstanding
-term goals in their professional career. This tool has been adapted for use in the educationalsetting in a faculty mentoring capacity. The ET program advisors assign the freshman or transferS-STEM student scholars with faculty mentors to match their area of research interest. Thefaculty mentors meet with the students a minimum of three to four times a year to review theirIDP, make suggestions, and provide input for reaching their goals. The goals of the IDP processare to; develop a deeper more meaningful relationship between advisor and student, reflect anddevelop a strategy for the scholar’s educational and career, and manage expectations and identifyopportunities. In the initial meeting there are several prompts for the student to write
variety of sustainability assessments, ranging from indirect todirect measures of student learning, are available but a comprehensive review of the field isneeded to make the assessments more accessible and implementable by educators from acrossengineering disciplines.A systematic review of ASEE conference proceedings was conducted to identify and discuss thequality of available methods for assessing student knowledge of and interest in sustainability.First, a search of the ASEE PEER database for the terms “sustainability + assessment” yielded1001 results. Records with relevance indexes above 1.0 were screened based on their abstractsand appraised by their full texts according to four inclusion criteria: (1) The study was publishedduring 2011 to
explanations, opinion, judgment, etc Ind Individual thinking/problem solving. CG Discuss clicker question in groups of 2 or more students WG Working in groups on worksheet activity OG Other assigned group activity, such as responding to instructor question Prd Making a prediction about the outcome of demo or experiment SP Presentation by student(s) TQ Test or quiz W Waiting O Other – explain in comments Instructor is Doing Lec Lecturing RtW Real-time writing on board, doc. projector, etc. Fup Follow-up/feedback on clicker question or activity to entire class PQ Posing non-clicker question to students (non-rhetorical) CQ Asking a clicker question AnQ