).Vibhavari Vempala Vibhavari (Vibha) Vempala is a PhD student in Engineering Education Research at the University of Michigan. Her research interests include access to opportunities, social networks, career development, and career decision-making of engineering students. Vibha received her B.S. in Engineering from the joint department of Biomedical Engineering at The North Carolina State University and The University of North Carolina at Chapel Hill and a M.S. in Biomedical Engineering from the University of Michigan.Joi-lynn Mondisa (Assistant Professor) Joi Mondisa, PhD, is an Assistant Professor in the Industrial & Operations Engineering Department and an Engineering Education Faculty Member at the University of
education.For most of civil engineering degree programs in the U.S. universities, design classes are oftenrequired for students pursuing a career in structural engineering (i.e. students with a structuralfocus). Currently, most of the colleges/universities offer a variety of design classes for studentsentering junior and senior years, including steel design, reinforced concrete design, and timberand masonry design. Sometimes, elective options for more design related topics are offered, suchas bridge design, seismic design, and structural loads. While there are many class offeringsrelated to structural design, it is also possible for a civil engineering student to complete B.S.program with only two entry level design classes. This situation makes the
, and Staff Perceptions Amir Hedayati-Mehdiabadi1, PhD Elizabeth A. Moschella-Smith2, PhD MA Mala Htun1, PhD1 University of New Mexico2 Prevention Innovations Research Center, University of New Hampshire Abstract In recent years, the adverse impacts of harassment on career outcomes of women andracial minorities in academic engineering has been increasingly recognized. The way individualsdefine harassment has important implications for designing prevention programs and the abilityof the engineering community to recognize and address this issue
. © American Society for Engineering Education, 2022 Powered by www.slayte.com Engaging Engineering Students with Mobile Learning TechnologiesAbstractNew theories of education matched with new technologies have been rapidly transforming theway instructors teach and students learn. This paper documents one model an engineeringlibrarian has created to incorporate the ideas expressed in "connected learning pedagogy" and thetheory of constructivism (active, collaborative learning with the instructor as a guide andfacilitator) into instructional "one-shot" sessions designed to teach information literacy skills tocollege students at various stages of their careers. The sessions utilize electronic devices
, engineering and construction (AEC) women. In February 2019, Andrea received the prestigious National Science Foundation NSF - CAREER award to research professional identity development processes in undergraduate AEC women. She also received an NSF - RAPID award in 2020 to investigate decision making processes in STEM students during the COVID-19 pandemic. Dr. Ofori-Boadu has also received grants from East Coast Construction Services, Engineering Information Foundation, National Association of Home Builders, National Housing Endow- ment, University of North Carolina, and the Department of Education. In 2021, Dr. Ofori-Boadu was selected as one of six female faculty to be highlighted in the Center of Product Design and
complex sociotechnical and global contexts, as well as designing one’s ownengineering pathway and designing for real-world clients as required in our Capstone Designsequence. For assessing and growing this programmatic spine, we have carefully integrated theassessable performance indicators into our course delivery to expand what it means to be adesign engineer in a socially, and technologically, complex world.Problem Solving Five Years OutAs we develop our students for their post-graduate careers, we consider not only the mission andvalues of our department, but projections for student development and growth five years aftertheir learning experience in our courses. Program educational objectives (PEOs) help us to framestudent success as related
. As school districts grapplewith the need to overhaul their curriculum to provide high-quality computer science education, many arenot prepared to provide pedagogy beyond introductory computational thinking skills. This NSF ITESTproject is centered around integrating science, computer science, and engineering skills and content tofacilitate the discovery of AI-related career pathways for students in middle school Title I classroom settingsacross the state of Florida. Since 2019, hundreds of Florida teachers have participated in PD opportunitiesand designed, implemented, and disseminated innovative science education and activities through aninnovative program called, Scientist in Every Florida School (SEFS). Building off prior SEFS work [1, 2
been described in a previous contribution[1]. A follow-up manuscript has described the first three interventions within the NRT, namely,an onboarding and orientation event, a career exploration symposium, and a multidisciplinaryintroductory course, along with the assessment and outcomes of each of these interventions [2].A third manuscript has presented three additional NRT components, i.e., a transferable skillscourse, an interdisciplinary research proposal and project, and a multidisciplinary researchsymposium, as well as their assessment and outcomes [3]. In a similar vein, this contributiondescribes several additional interventions within this NRT – a graduate certificate, field trips, aswell as internships and international experiences
factors, practices, and curricular and co-curricular activities that affect the retention of students and their degree completion; and (d)integrate the best practices into the educational culture of the institution.Purdue University Fort Wayne (PFW) is a public institution serving northeast Indiana. PFW is ametropolitan, non-selective, institution with a high percentage of under-prepared, first-generation,low-income, commuter students, many of whom work. The mission of the PFW College ofEngineering, Technology, and Computer Science (ETCS) is to provide a comprehensive educationthat will prepare career-ready graduates for a variety of roles in engineering, polytechnic, computerscience, and leadership, serving the needs of northeast Indiana and
significantly redesignedcourse materials, assessment rubrics, and tooling. While we and our colleagues see informalevidence that the overall quality of student work and coding habits have improved, we conductedsemi-structured interviews with current students and alumni, representing the perspectives ofthose who took the old version of the course and those who took the redesigned version. Wepresent early results from these interviews, identifying themes that represent student perceptionson how computing courses are useful in their education and in their careers. These themes willhelp us to develop further metrics that will allow us to assess the usefulness of the course redesignin a more detailed way. In turn, these metrics will help us analyze future
undergraduate researcher at the Clemson University Institute for Engaged Aging. Here, she works under the SHARRP Lab’s Dr. Lesley Ross and Dr. Christine Phillips on studies involving healthy aging. Outside of research, she works as a certified nursing assistant and is currently training to be a registered behavioral technician in order to perform ABA therapy for children diagnosed with Autism. As a student hoping to pursue a future career in the medical field she enjoys being able to see how these studies directly affect those who participate in them. She believes that seeing participants take something new away from a research study is a reward in and of itself. After graduation from Clemson, she plans to attend medical
platform for telecom and midIR functionalities. Dr. Serna and BSU are part of the LEAP net- work, bringing industry, government and academia together for the use of integrated photonics and optical technologies. Dr. Serna is an Assistant Professor at BSU since September 2019. He is an OPTICA (OSA) Ambassador 2019 and a 2021 SPIE Career Lab Editorial memberSaif RayyanDr. Glenda Simonton Stump, Massachusetts Institute of Technology Dr. Glenda Stump is an educator and education researcher whose career has spanned multiple disciplines. She currently works as an Education Research Scientist in the Abdul Latif Jameel World Education Lab at the Massachusetts Institute of Technology. In this role, she is engaged in multiple
, ethics, and respect that directly impact their future successwithin their careers [13]. In fact, there is a growing awareness that, in addition to application oftechnical knowledge, capstone courses’ primary efficacy is their role in allowing students tohone and practice teamwork skills while simultaneously fostering proficiency in other non-technical areas like independent learning and critical thinking [14]-[15]. In a 2021 studysurveying 489 companies who employed engineers, Hirudayaraj et. al. [16] found that, of 26“soft” skills linked to career success, industry firms rated entry level engineers as beingproficient in only two of them (“global and cultural awareness” and “social responsibility”). In
as better career aspirations, confidence, understanding the nature of science,intellectual development, scientific content knowledge, and a variety of specific skills. Forexample, the National Science Foundation’s Research Experiences for Undergraduates (REU)program provides appropriate and valuable educational experiences for undergraduate studentsthrough participation in research. This program has been very successful; however, REUprograms typically involve juniors and seniors. There are an increasing number of REUprograms for freshmen and sophomores [3], although there is still a need to exposeundergraduates to research early in their undergraduate career.Russell et al. [5] surveyed 15,000 people to develop a profile of an undergraduate
Paper ID #38926Work in Progress: Using Participatory Design and Qualitative ResearchStrategies in the Development of a New Faculty Mentoring Program forUndergraduate Engineering StudentsDr. Constanza Miranda, Johns Hopkins UniversityMrs. Rachel McClam, Johns Hopkins University Rachel McClam is a doctoral student at Johns Hopkins School of Education. Her primary research inter- ests involve questions about how to support educators to make and sustain growth in their practice across the span of their career. In particular, she is interested in ways to better support educator development toward equitable outcomes for historically
increases, ensuring future diversity in the discipline [9].Relevant LiteratureMiddle School Kids’ Interest in STEMMiddle school kids in grades 7 and 8 were the target audience of these presentations because it isat this crucial juncture that most kids conclude that STEM subjects are too challenging, boring,or uninteresting, which inhibits them from pursuing STEM subjects and activities in the future[10]. Since high school courses serve as prerequisites for any university or equivalent post-secondary education, this stage of their educational career becomes an essential opportunity forintervention, where interest can be spurred and nurtured [10], [11]. Studies have found that kidsthat report an interest in STEM related subjects in eighth grade are
automation and advanced process control is rapidlygrowing. The increasing reliance upon automation coupled with the loss of process control expertsassociated with the “silver tsunami” (wave of retirements) is creating unprecedented demand fornew talent in this increasingly important field. Introducing students to this area early in theireducation will not only better prepare students to enter an internship/co-op assignment inautomation and process control, but also spark more student interest in pursuing a career inautomation. Unfortunately, most engineering student interns have had no coursework in processcontrol since these courses are typically taught senior year. To meet these emerging needs, anintensive three-week workshop was developed to
) engineers [3]. As a result, there isheightened awareness of the impact and value of out-of-school, pre-college STEM programs toenhance student interest and understanding of STEM concepts, disciplines and careers [4]. Thispaper revisits the impact of STEM programs and shares best practices of university practitionerswho transitioned traditional face-to-face STEM programs to effective, inclusive, and engagingvirtual events due to COVID-19 pandemic.Since, the 1950s universities have been instrumental in developing STEM programs andinitiatives to cultivate STEM interests, with an aim towards enlarging and diversifying theengineering graduate pool [5]. Evidence indicates that students who participate in a high schoolSTEM summer program are likely to
Doctorate and Goals Program ▪ to increase the diversity of students who apply to, enroll, and graduate from the College of Engineering at VT; ▪ to increase the awareness of engineering and other technical fields as an exciting and rewarding career path to a diverse population
resultsindicated that factors such as comprehension of traditional and alternative project deliverymethods as well as construction experience significantly influence student’s inclination towardsmastering skills in alternative technical concepts. Moreover, the CM students also reported thatthe integration of such advanced contract delivery methods in CM curriculum will provide anedge in their professional careers. The study demonstrates the feasibility of reforming coreconstruction management curricula to incorporate current practices of the construction industryas well as nurture advanced skills and knowledge, which better prepares and equips our futureworkforces in their professional careers.Keywords: Accelerated Construction, Construction Management
health disorders across their career, with 47% believingthere was an increase in the severity. Surprisingly, 31% of faculty had never received trainingrelated to student mental health. The results of this study highlight faculty experiences withundergraduate student mental health and could guide the development of targeted training toprepare engineering faculty for interacting with students with mental health concerns.IntroductionIt has been said that colleges and universities are experiencing a “mental health crisis,” with asignificant increase in the prevalence of mental health concerns across campuses [1]. There aremany reasons why college students are at increased risk for mental health problems during theirundergraduate careers. Many mental
disciplines. She enjoys observing the intellectual and professional growth in students as they prepare for engineering careers. American c Society for Engineering Education, 2021High school students' perspective of project-based learning in online learning Olushola Emiola-Owolabi, Medha Dalal, Adam Carberry, & Oluwakemi Jumoke Ladeji-OsiasThe delivery mode of education for many high school students changed recently, confining students toattend classes virtually from home. Remote learning can sometimes give students fewer experientiallearning opportunities. A focus group discussion was carried out with 35 high school students to exploretheir perception of their learning
as amore hands-on option that trades some of the theory for application while still allowing them topursue a STEM career. For this reason, the primary entry path into the engineering technologyprograms has historically been through students changing their program of study (referred toChange of Curriculum within the university), typically from one of the many engineeringprograms. Table 1. Engineering and Engineering Technology Departments at Texas A&M University Biological and Civil and Aerospace Biomedical Chemical Agricultural
fromlearning about and participating in social justice issues and discussions, and 3) empower studentsto learn how they can work towards social justice in ways that support their professionaldevelopment and career plans.Study ContextThermal Systems Design is a required, senior level, thermal capstone course. Students havecompleted all other required courses in thermodynamics, fluid dynamics, and heat transfer. Coursetopics include engineering economics, design of piping/pumping systems, designing heatexchangers, system simulation and optimization. Mechanical Systems Design is a required upper-level course focused on the analysis and design of components including gears, shafts, bearings,clutches, brakes, fasteners, and springs. In this paper, we will
will focus on themes that are specifically related to youth program outcomesand present findings on the impact of the program on educators elsewhere [18].4. Findings on Youth Program OutcomesAt all sites, educators observed positive outcomes for the participating youth for both technicaland social skills, as well as confidence and career aspirations.4.1.Impact on Technical and Social SkillsAll sites reported observing improvements in youth technical and social skills over the course ofthe programs. At Sites 1 and 2 educators described how some of the youth were curious aboutmore advanced topics and wanted to go beyond the modules in the curriculum. The educatorswere impressed with how much technical skills the youth were getting familiar
instructionalbenefit of tracking student learning.Bibliography[1] “Biomedical Engineering: What is it and what are the career opportunities?” Mendeley Careers. [Online]. Available: https://www.mendeley.com/careers/news/careers-jobs-field/biomedical-engineering-what-it-and- what-are-career-opportunities. [Accessed: 25-Feb-2021][2] C. Nerantzi, “A Case of Problem Based Learning for Cross-Institutional Collaboration,” Electronic Journal of e-Learning, vol. 10, no. 3, pp. 306–314, 2012.[3] A. Ingram, “Engagement in Online Learning Communities,” in Elements of quality online education: engaging communities, vol. 6, J. Bourne and J. C. Moore, Eds. Needham, MA: Sloan Consortium, 2005, p. 205 [Online]. Available: https
program and plans to pursue further educational and career opportunities involving human-centered design, product development, and global health.Frank J. Marsik, University of Michigan Frank Marsik is the Faculty Director of First Year Student Engagement in Undergraduate Education within the University of Michigan, College of Engineering. He received his PhD from the University of Michi- gan. In addition to serving as the primary instructor for ”Engineering 110: Design Your Engineering American c Society for Engineering Education, 2021 Paper ID #34818Experience”, he also teaches a
Paper ID #38296Board 339: Mentoring Competencies From the Perspective of Mentors andTheir Racially Marginalized STEM MenteesMiss Vibhavari Vempala, University of Michigan Vibhavari (Vibha) Vempala is a third year PhD student in Engineering Education Research at the Univer- sity of Michigan. Her research interests include understanding access to opportunities, social networks, and career management of engineering students. Vibha received her B.S. in Engineering from the joint de- partment of Biomedical Engineering at The North Carolina State University and The University of North Carolina at Chapel Hill and a M.S. in
Technology Center at the University of California, Berkeley. She managed undergraduate research programs to recruit and retain underrepresented students in science and engineering and also outreach to pre-college students to introduce them to science and engineering career opportunities. Ms. Marlor joined University of California, Berkeley in 2013. She has a B.S. in Materials Engineering from Rensselaer Polytechnic Institute.Dr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is Professor of Electrical Engineering and Computer Science, Professor of Education, and Director and Graduate Chair for Engineering Education Research Programs at University of Michigan (U-M). Dr. Finelli is a fellow in the American
learning while still ensuring students are provided with the requiredtechnical material can be an issue due to time constraints. Most engineering courses need the fullin-class time throughout the semester to ensure students are taught the technical content that isrequired for future courses or a future career. To allow for both active learning and teaching therequired technical material, a fundamental change in how the course is taught is needed. Byhaving students learn the lecture material outside of class, the time spent in class can be used tobetter engage students in active learning. In this approach, often called a flipped classroom,students partake in assigned materials before class by either watching prerecorded lecture videos,reading