cognizant of international student needs while integrating diversity 1718 activities into WIEP mentoring programs. We also recognized, as others have before that the international participants in our program could help to increase multicultural awareness for our domestic participants, while conversely, domestic students can support the integration of international peers into the university. While other studies related to cultural aspects of mentoring in education tend to focus on three primary themes surrounding the mentoring relationship, organizational structure, and “manner in which ethnicity and societal beliefs relate
AC 2012-4360: IMPROVING UPON BEST PRACTICES: FCAR 2.0Dr. John K. Estell, Ohio Northern University John K. Estell is a professor of computer engineering and computer science at Ohio Northern Univer- sity. He received his doctorate from the University of Illinois, Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagog- ical aspects of writing computer games. Estell is an ABET Program Evaluator, a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.Dr. John-David S. Yoder, Ohio Northern University John-David Yoder received all of his degrees (B.S., M.S., and Ph.D.) in mechanical
Theory uses a formalized network diagraming convention to model environmentalsettings [13]. The network diagram consists of a Subject, Mediating Artifacts, Object, andOutcome. The Subject uses external (LMS, computer devices) and internal (plans, strategies)tools to complete an Object (milestone) thereby achieving a desired Outcome. The tools, alsoknown as Mediating Artifacts, are imbued with cultural, historical, and social significance.Mediating Artifacts influence the behavior of the Subject using them, and in turn, the largersocial environment the Subject inhabits. A simple example is shown in Fig. 1. A Subject(Student) is tasked with writing a report on “Activity Theory” (Outcome). The Student (Subject)uses ChatGPT, Wikipedia, and Google
acknowledge others’ perspectives(including peers and community members) and develop empathy and respect for others, evenwhen those perspectives are distant from them.3.2 Historical Positioning, Mapping, and Crafting PathwaysTo understand how the historical and political dimensions of engineering and development relateto their education and practice, stand in relation to their perspectives (see 3.1 above), andenhance or curtail their opportunities for community development work, students criticallyreflect on the history of engineering practice and education in the US. Through deep reading,analysis, and writing about works in the history of US engineering like [42]–[45] and the historyof development and engineers’ roles in it [10], [11], [46], students
the development, implementation, and assessment of model-eliciting activities with realistic engineering contexts.Matthew Verleger, Purdue University Matthew Verleger is a doctoral candidate in the School of Engineering Education at Purdue University. He received his B.S. in Computer Engineering and his M.S. in Agricultural and Biological Engineering, both from Purdue University. His research interests are on how students develop mathematical modeling skills through the use of model-eliciting activities and peer review as a pedagogical tool.Judith Zawojewski, Illinois Institute of Technology Judith Zawojewski is an Associate Professor of Mathematics and Science Education at Illinois
Ghaisas, University of Oklahoma Shalaka has pursued a B.A. in Economics and M.A. in English from Fergusson College. She has com- pleted her MS in Teaching and Curriculum from Syracuse University.Dr. Xun Ge, University of Oklahoma Dr. Xun Ge (University of Oklahoma, xge@ou.edu) is Professor of Instructional Psychology and Tech- nology in the Department of Educational Psychology, Jeannine Rainbolt College of Education, the Uni- versity of Oklahoma. Her research expertise involves the design of question prompts in scaffolding stu- dents’ complex and ill-structured problem solving and self-regulated learning. Dr. Ge (2004) developed a conceptual framework using question prompts and peer interactions to facilitate
be, you know, at least a half an hour of face-to-face and “get to know you” and so forth.However, this interviewee also believes that, in some cases, the communication practices of theother culture need to shift. She continues, “I have respected that pace for establishingrelationships initially but beyond that, I’ve been discussing this bias for face-to-face with someof my [UK] team and showing them how it can stop work from getting done. The delays thatoccur when you write something down for later [to be discussed at the next face-to-face meeting]vs. just picking up the phone and resolving it immediately, are significant.” Here, what is keyfrom this interviewee’s perspective is creating open communication about
and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the US Dept. of Education, including the AWAKEN Project (funded by NSF-EEP), which examines learning, instruction, teacher beliefs and engineering practices in order to foster a more diverse and more able pool of engineering students and practitioners, and the Tangibility for the Teaching, Learning, and Communicating of Mathematics Project (NSF-REESE), which explores
use of experimental centric pedagogy in a variety of settings and through multiple methods; the most frequent use was in a laboratory course with peers. Table 2 Use of ADB in Varied Instructional Modalities* Pre Post Instructional Modality Median % Used Median % Used Response 6+ times Response 6+ times Location/Setting of Use In a class setting Never 10 3 times
at the university level and as they pursue careers in industry. Graduating this December, she hopes to retain this knowledge for the benefit of herself and other women engineers as she pursues an industry career.Dr. Jon A. Leydens, Colorado School of Mines Jon A. Leydens is Associate Professor of Engineering Education Research in the Division of Humanities, Arts, and Social Sciences at the Colorado School of Mines, USA. Dr. Leydens’ research and teaching interests are in engineering education, communication, and social justice. Dr. Leydens is author or co- author of 40 peer-reviewed papers, co-author of Engineering and Sustainable Community Development (Morgan and Claypool, 2010), and editor of Sociotechnical
learning goals and explore potential new learninggoals.Qualitative DataA total of 297 weekly reflection papers and 27 final papers from 27 undergraduate studentsacross two independent cohorts served as the source of data for this qualitative research study.For the weekly reflection papers, the students were asked to reflect on their experiences duringthe weekly T-Group. The students were asked to write a reflection about situations which had asignificant impact on them. The weekly reflection papers enabled the author to perform alongitudinal analysis in regards to the student’s development of their authentic leadership skillsand to conduct triangulation of the data between individuals, peers, and facilitator.For the final papers (min. 3,500 words
Feminist Research in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted
moredisposed to read discipline-based journals. Part-time faculty do not report spending asubstantially different amount of time on professional development” (p. 61)31.A study by Keim and Biletzky35, which focused on professional development and evaluations ofpart-time faculty at community colleges, found that there was a need for development activitiesand thorough teaching evaluations. They recommended that part-time faculty receive feedbackfrom peers and administrators on their teaching in addition to student evaluations. Theysuggested that the student end-of-course evaluations were often incomplete and did not provideenough detail to improve teaching and classroom performance.Roueche, Roueche, & Milliron36 found that community college
or early spring, the REEMS program sponsors materials professionals in“brown bag” seminars to discuss their careers, their academic backgrounds, and are asked toreview the mentors, teachers, and faculty who influenced their decisions that led them to theircurrent positions. The speakers conclude with words-of-wisdom to students regarding futurestudies and careers. Each of the professionals welcomes the opportunity to talk further withinterested students. Either in the fall or spring the REEMS PI, in collaboration with HCC student services,sponsors a series of student development workshops that emphasize the development of skills intime management, resume writing, and how to apply for scholarships, internships, collegetransfer, and
forces compellinguniversities towards professional doctorates. Specifically for XXX University, as a nationallyranked land grant STEM-intensive institution, it is obligated, i.e., compelled, by its land grantmission to bring practical knowledge and capability to the constituencies it serves – and businessand industries as well as individual people are the two most important constituencies!Furthermore, in the move towards a knowledge economy and for the foreseeable future, theimportance of the need for advancing of technology, innovation and related entrepreneurship18and intrapreneurship was noted by Wessner19 writing for the National Research Council. Alsoacting are cultural influences such as those in Germany where senior executives have earned
point in the past was negotiated with the otherdepartments in sort of an agreement that they came to in how the students will be graded. I don'treally know the details of that it's been there for longer than I have…And we've just kind of keptdoing that same thing.” It must be noted that instructors had autonomy to write their own midterm exams as Jacknoted that the instructors were “responsible for making the tests for their sections,” but not thefinal exam as the final was a standardized, multiple-choice exam for all sections and was writtenby the course supervisor. In triangulating this finding with the public documents from the institution, such as thefaculty and student handbooks, it showed consistency in one dimension and
. Students enter the program as rising juniors orseniors, and instructors are Ph.D. students with at least a year left in graduate school. As such,these former students are, at the time of writing, in high school (in 11th or 12th grade), their firstyear of college, or their second year of college. All former instructors are currently in academiccareers, including continuing as Graduate Research Assistants, Postdoctoral Researchers andFellows, Research Engineers, and Teaching Professors. Students have enrolled in Purdue’sengineering programs and indicated a preference for civil engineering, but no formal statisticsare maintained on previous students.The course was first taught in the summer of 2020 and continues to be conducted every summer.Due to
American Society of Engineering Education (ASEE), The Collaborative Network for Engineering and Computing Diversity (CoNECD), Frontiers in Education (FIE), as well as major psychological con- ferences.Catherine G. P. Berdanier, Pennsylvania State University Catherine G.P. Berdanier is an Assistant Professor in the Department of Mechanical Engineering at Penn- sylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering writing and communication; and
Paper ID #38301”Better Living through Chemistry?” DuPont & TeflonDr. Marilyn A. Dyrud, Oregon Institute of Technology Marilyn Dyrud retired in 2017 as a professor emerita in the Communication Department at Oregon In- stitute of Technology, where she taught classes in writing, speech, rhetoric, and ethics for four decades. She received her BA in 1972 from the University of the Pacific in Stockton, CA, and her graduate degrees from Purdue University: MA in 1974 and PhD in 1980. She became involved in engineering education by joining ASEE in 1983 and is currently active in two divisions: Engineering Ethics and Engineering
Program information Connections to peer mentors & supports SJ: Data on belonging in STEM ADEI definitions Identity & Examples of equity in STEM Bias & Prejudice Belonging How identity pertains to engineering Social Identity Wheel (case studies) Story Sharing ENGR: Engineering design process Socially just mindset & contexts How Engineers Role of failure in design Social impact of product/design Make Decisions
twentieth centuries. The creation of MIT'sUndergraduate Research Opportunities Program in 1969 encouraged an explosion in popularitysuch that Undergraduate Research Programs (URPs) became fairly common globally by the1990s.Developing and maintaining URPs benefit students, faculty mentors, and the university equally.Incorporating a research component along with a sound academic foundation enables students togain research and professional experience, work on real-world applications, develop oral andwritten communication skills as well as better relationships with faculty and peers [1]. Accordingto Thiry et al. [2], "Through coursework and out-of-class experiences, students describedlearning to work and think independently, to take responsibility for
efficacy, COVID-19hindered many students’ ability to allocate time for studying and well-being in the same mannerthey had prior to the pandemic, partially due to the way it “distorted [their] flow of time” [4].Students recorded the effects of this alteration in time diaries, writing that “the effort put intoclass feels more intensive yet yields much worse results”, and even when they could completetheir work, “it takes much longer” [2]. These responses suggest that students are no longer gettingthe expected returns from their time spent studying. In [5], a modified version of the TimeManagement Behavior scale [3] was used to evaluate the time management behaviors ofundergraduate electrical and computer engineering students prior to the pandemic
technical writing Written Design Teamwork
transformation: the theory Mediated Learning Experience (MLE) from Feuerstein[23][26] and Maturana’s understanding of learning as a space of transformation for both thelearner and the teacher [27] [28].Mediated Learning Experience. Feuerstein defines the role of the mediator (or agent) asfundamental to promoting cognitive changes in a student. A teacher, a parent, or anadvantaged peer can fulfill this role, depending on the objective of transformation. Themediator must have maturity, experience, and the ability to organize, reorder, group, andstructure the stimuli or information the student receives based on a specific task or goal [26].This means that the agent mediates between the world and the student (subject), transformingthe stimuli the student
aid in the formation of peer-to-peer relationships[3] through a shared identity as a “maker”.Makerspaces are unique learning environments that center around the act of “making,” a broad term thatincludes almost all forms of creative manufacture such as sewing, woodworking, mechatronics, etc.Communities of practice form within these spaces as the collaborative use of machines and technologiespromote the sharing of ideas, knowledge, and experience[4] and a shared identity as a maker. Hilton[5]found that participation in university Makerspaces led to an increase in engineering design self-efficacyamongst undergraduate engineering students. Tomko[2] demonstrated that engagement in Makerspacesincreased engineering students’ motivation and
, K-12 Education, and Student Learning. For example, #8 in the journalranking list was “Journal of Second Language Writing”, in which one could assume the journalhas to do with english-as-a-second-language (ESL) or english-language-learner (ELL) topicsareas. If the journal title was ambiguous, then we conducted a more thorough investigation of thejournal’s scope or aim from its website, using the inclusion criteria above. During this phase, 140journals were excluded, and 118 journals remained for the next phase of collection andevaluation. The second phase began with a keyword search within each journal database. Werecorded the following information in a spreadsheet: journal ranking, title of journal, number ofarticles, publisher, and
universities participated in PFF“clusters” to help graduate students learn about and participate in faculty roles at nearbyinstitutions through seminars, mentoring, workshops, and observations [8], [17]. In their reviewof PFF programs, Diggs et al. [17] listed several distinct types of professional developmentprograms available to graduate students: formal mentoring, formal networking experiences,formal courses, short course/seminar, workshops, reading/writing assignments, teachingpracticum, and research mentoring practicum. Several publications have elaborated on smaller scale initiatives that can be categorizedin the above categories. For example, The Rising Engineering Education Faculty Experience(REEFE) founded at Virginia Tech’s Department
is the development of students' professional identity. To bettersupport students' professional identity development, we must understand what motives, values,and experiences across the curriculum contribute to its construction.This study reports on our recent interactions with instructors, alumni, and students of anEngineering Science program. The data was collected through interviews and focus groups thatallowed us to understand how each group of participants understood the role of engineeringdesign education. The data analysis showed us that to have a nuanced understanding of thepurpose of design courses, we need to ask students to reflect on how they connect their designexperiences to their professional identity through reflective writing
Orientation• Undergraduate research experience (URE) and internships• Strengthening K12-college pipelineThe student support initiatives of URE and internships, and strengthening K12-college pipelinewere especially very fruitful with our continuous and ongoing efforts with enrollment andretention. This was possible because of the high-level of faculty engagement in writing andsecuring grants that are targeted to enhance program capacity and student learning through varioussupport mechanisms (e.g., NSF S-STEM, NSF IUSE, NSF INCLUDES). Faculty were encouragedto pursue these educational grants and were supported by the institution through grants office andby providing some release time from teaching and other service activities.Targeted Faculty
specifically looking at STEM disciplines. Despite anincrease of students at the center of merging underrepresented identities enrolling inpost-secondary education institutions, their involvement in STEM programming is stilldisproportionate to straight, cis, white, peers [5]. As educators, we often think about the ways in which a student’s educational experience thattakes place many years before a student enters the workforce or a post-secondary institutionimpacts these graduation and employment rates in the STEM fields. The National ScienceFoundation Report on Science and Engineering Indicators (2018) demonstrates that thediscrepancies in STEM fields regarding gender begin before students leave high school. Of the12 Advanced Placement Courses reviewed