, many researchers and educators areinvestigating anxiety interventions and their effects on student outcomes in science andengineering courses to improve student outcomes for underrepresented groups in STEM[12–15].For instance, Harris et al. tested the effectiveness of test anxiety interventions such as expressivewriting and reappraising physiological arousal on exam performance [13]. They found that theseinterventions, though they did not change the level of self-reported test anxiety in students, didincrease exam performance. Other studies have similarly shown that expressive writing exercisescan be effective in increasing cognitive abilities, particularly when performing problems requiringa high working memory [14]. Many other studies have
. Essentially, as acommunication platform itself, Zoom allows us to be “hands-on” with these topics. Wedeveloped such interactive exercises on topics including multi-level signaling, MIMO, mediumaccess control and network routing.In this paper, we will describe our experiences with implementing a set of such remotely-taughtlessons on wireless communication and networking offered to high school students. Thesecombine write-ups and interactive Zoom sessions that leverage Zoom features to engage studentsand have them experiment with the lesson concepts. Even after schools return to in-personlearning, these sessions could serve as the basis for remote summer camps or after-schoolprograms that could introduce communications concepts to high school students
Podcasts Questionnaire” (SSEPQ), as proposed by[12], was used. The questionnaire, validated by its creators, consisted of 10 Likert-type items thatevaluate student's perception regarding learning podcasts and their content adequacy, ease of use,usefulness and benefits (See Appendix). This SSEPQ questionnaire, having five response optionsranging from “strongly disagree” to “strongly agree”, was distributed by email to students toanswer. In addition to the SSEPQ questionnaire itself, students were invited to freely write downany further comments in an open-ended format.In order to further inquire upon students' perception regarding the general working strategyproposed (FC + P strategy), a survey known as “Student Response to Instructional Practices
Engineer of 2020 attributes. This study will also be ofinterest to educators considering how the attributes described in 2004 remain relevant in 2020and may spark conversation about how these attributes may need to be adjusted in the future.The study will be of particular interest to those responsible for recommending and implementingcurricular changes in engineering programs.BackgroundThe report titled The Engineer of 2020, published in 2004, is a product of the National Academyof Engineering[1]. The committee responsible for writing the document included 18 people: 12affiliated with academic institutions, 4 affiliated with technology-based companies (IBM, HP,Telcordia, and Reliant Energy), 1 affiliated with a national laboratory (Sandia), and 1
and networking as well as teaching basics in Java programming language and hands-on exercises on Raspberry Pi.4. The Mobile Programming (1.5 weeks) covered mobile operating systems and hands-on experiences on writing Android programs accessing the web. Figure 3: Overview of RET Site: CoMET ProgramSelected module highlights. In the Design and Fabrication of Environmental Sensors Module, ateam of teachers from middle and high schools participated in the design, fabrication andcharacterization of electrochemical sensors that can be used for water quality monitoring. Inorder to establish the knowledge basis for their activities, a faculty mentor provided a series ofshort course lectures each day before teachers
. She is an Associate Editor for the ”Journal of American Indian Education” and has authored or edited three books and numerous articles in peer reviewed national and international journals. Her most recent edited volume was published in 2019 and is called ”The Price of Nice: How Good Intentions Maintain Educa- tional Inequity.”Dr. Ricky Camplain Ricky Camplain, PhD is an assistant professor of Health Sciences and the Center for Health Equity Re- search at Northern Arizona University. Dr. Camplain is a Comanche scholar who was trained in epidemio- logic methods at the University of North Carolina at Chapel Hill Gillings School of Global Public Health where I received a Master of Science in Public Health (MSPH
felt the learning gainswere less because students were “missing the point” of the labs, as “we're not interested in whatyou got as a result. We are more interested in knowing why you've got what you got.” This couldmean that a targeted pedagogical training intervention specific to online-specific strategies topromote deeper, more critical thinking might be useful to GLAs and increase their self-perception of their role [6]. Strong peer support and a mentor system might also help relievesome of the pressure from adjusting quickly to a new role as a result of the transition tohybrid/online labs [14].Table 1: Salient themes from the graduate perspective and supporting quotes 1) Lack of “The interaction with students in the online
graduate schooltraining, which socializes future faculty toward traditional definitions of scholarship that remaindeeply held: that scholars create new knowledge for academic communities and demonstratetheir expertise in writing; and that discovery research is harder and requires more expertise thanteaching or service [24] [37]. In a multi-institutional case study of reform institutions, O’Mearacharacterized a “culture war” around decisions about promotion to full professor, wrapped up ininstitutional self-image and values of prestige associated with traditional scholarship [24].Ratcheting up of research expectations to improve rankings has also been identified as asignificant barrier [37]. In addition, CAOs have reported difficulty in expanding
Martin (2005;2007) presented above. In this case adaptive expertise was assessed in terms of knowledge,conceptual understanding, and ability to transfer knowledge. Three class problems were used in apre/post study that examined these dimensions. Students who received instruction based on theSTAR Legacy format showed improved conceptual understanding and improved ability totransfer knowledge relative to peers taught in a non-challenge-based approach.Design Engineering: Design scenarios have been successfully used as a method to facilitate thedevelopment of adaptive expertise in engineering students (Walker, 2006). These scenarios,representing a form of problem-based instruction, are offered to students who are then left totackle the problem
Sexuality Studies at Oregon State University. Her research interests are in feminist pedagogies, social justice education, and history.Dr. Qwo-Li Driskill, Oregon State University Qwo-Li Driskill is an Associate Professor in Women, Gender, and Sexuality Studies at Oregon State University. The hold a PhD in Rhetoric & Writing from Michigan State University.Prof. Rebecca L. Warner, Oregon State University Rebecca Warner is Professor Sociology in the School of Public Policy at Oregon Sate University.Dr. Susan M. Shaw, Oregon State University Dr. Susan M. Shaw is professor of Women, Gender, and Sexuality Studies at Oregon State University and a co-PI on the NSF ADVANCE Institutional Transformation grant at the
topic of student success andretention at the undergraduate level, and it has been found that in addition to prior demonstrationof academic success (e.g., high school GPA, SAT scores, and other academic achievements), amain factor in determining student success at the college level was student motivation.9In an effort to enhance student motivation, some engineering schools have made changes to theirprogram’s digital and physical infrastructure to keep up with the rapidly evolving technologiesand learning styles of the modern engineering student. For example, New Mexico StateUniversity (NMSU) has implemented a new first year program at their institution, with a focuson PBL, flipped classroom instruction, and peer mentoring.10 Programs such as
Statics and Mechanics of Materials and motivatesthe groups to write their lines. Once complete, each group leaves the classroom to record theirlyrics (which must be appropriate) and then uploads the videos to an online file drive. When allthe teams are done, the class watches the videos. I then have a rap of my own to share live,dramatically revealing my ‘dyed’ Eminem style hair (Figure 1a) and then rapping the entirecourse outline. The major learning objective for the day is for students to become comfortabletalking in front of their peers and not being afraid to ask any questions, because as I say, “onceyou have rapped in front of each other, how hard is asking a question?”Greek Rush DayThe value for this theme is its applicability to many STEM
ESPTs and in engineering praxis, they experience apowerfully rich and authentic identity, they experience becoming an engineer.In the following, we used three cases, that is, three women participants (Nickie, Bhee, and Annie– all pseudonyms) to illustrate the overall thematic findings noted in the passage above.Nickie is a member of an upper middleclass family with two parents (neither of whom areengineers), one sister and two brothers. She was born in the northeastern part of the UnitedStates. She differentiated herself from the other members of her family, “I was probably the leastathletic person ever, so I had to find other things….” She enjoyed reading, writing and drawing.“I became very artistic … and “was super curious” about space
writing. Each program hasa cognizant WIMS faculty or staff member who has responsibility for the educationalinstruction and overall management of the program.For in-school and teacher education initiatives, the WIMS Education Program has formedpartnerships with the K-12 school districts of Ann Arbor, Houghton/Hancock, Okemos andEast Lansing area schools, and DAPCEP (Detroit Area Pre-College Engineering Program, anacademic outreach program associated with Detroit schools), and with university-level outreach Page 12.1330.3organizations. Other individual schools that have partnered with WIMS are Grand Rapids HighSchool, Cass Tech High
Development. In addition, she has developed numerous tools to mentor young women considering engineering as a career and has been involved in the development of a women in engineering role model book for K-12 students.Patricia Carlson, Rose-Hulman Institute of Technology PATRICIA A. CARLSON is professor of rhetoric at Rose-Hulman Institute of Technology. She is a long-time advocate of writing in engineering education. Carlson has been a National Research Council Senior Fellow for the U. S. Air Force, as well as having had several research fellowships with NASA (Langley and Goddard) and the Army's Aberdeen Proving Ground. She has also been a research fellow at NASA's Classroom
the group write down the proceedings (and thus not 8participate) or stop the proceedings to write down what has happened thus far. These “digitaldocuments” are easily shared among group members and the faculty advisor if necessary.Once the brainstorming and conceptual analysis is complete the students have to decide whichconcept best meets the project specifications and should be carried forward to detail design -Phase 3. Each alternative is ranked using a rational methodology, such as Pugh’s method [1],and from the ranking make a recommendation as to which concept best meets the designspecifications and should go forward to detail design. Normally the industrial sponsor would beinvolved at this
going to the environmental engineering conference, regardless of their own field, especially given that they are still undergraduates3. List the top three things that you learned (within and outside of your discipline) duringthis program. • Important – Should have a presentation on how to give presentations, i.e., PowerPoint, Communications • Bacterial source tracking and methodology • Presenting research • How broadly something like water uses the skills of so many academic fields • Research in general as what I want to do • How to go about research • How to present • How to write a research paper • Learn about a new area of a field (geology) • Learning to present chemistry to non-chemists
security.John K. Estell, Ohio Northern University John K. Estell is Chair of the Electrical & Computer Engineering and Computer Science Department, and Professor of Computer Engineering and Computer Science, at Ohio Northern University. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, user interface design, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.Brenda Hart, University of Louisville Professor Hart is the director of student affairs in the School of Engineering
understandings of the ABET skills and how they maybe expressed in student team performance, set program outcomes or performance benchmarks,apply results to teaching improvements, and track longitudinal growth. It also offers richopportunities for faculty development and collaboration with industry professionals. Thecurricular debrief method can also be used as a teaching tool, so that students can practice theirABET professional skills in just one class period, gaining insight from faculty and peer feedback.The Scoring Tool: Guide to Assessing ABET Professional SkillsFirst, a rubric to be used as the rating tool was developed for the ABET professional skills.“Rubrics are scoring guides that describe the various levels of student performance for a
an effort in theCollege of Engineering at the Ohio State University where the freshman engineering classeswere redeveloped into a combined course with hands-on laboratory elements2. Teamwork,project management, report writing and oral presentations were the main parts of this program.Recently, in their research, Smith et al. focused on classroom-based pedagogy of engagement3.The authors recognized that active and collaborative learning provides better ways for students tolearn by being intensely involved in the educational process. These learning methods can furtherbe implemented by encouraging the students to apply their knowledge in many situations. Thearticle, as illustrated in, also indicates the superiority of the problem-based learning
Debra Gilbuena is a graduate student in Business Administration and Chemical Engineering at Oregon State University. She currently has research in the areas of solar cell development through thin film technology, business plan writing and engineering education. Debra has 4 years of experience including positions in semiconductor manufacturing, propellant manufacturing, electronics cooling and sensor development, an area in which she holds a patent and has provided international consulting. Debra was awarded the Teacher's Assistant of the Year Award for the College of Engineering at Oregon State University for her work as a Teacher's Assistant in thermodynamics courses. She has interests in
general strategies have beenimplemented in specific ways in classroom inquiry activities that include: pair discussions18;writing activities and team collaboration19; laboratory experiments, team work and veediagrams20; and computer-aided learning21.While some aspects of conceptual knowledge about characteristics of materials at the atomic-scale are developed in chemistry and physics courses, other important atomic-scale andmicroscale structural features of materials related to macroscale phenomena and properties arenot presented. To understand the conceptual framework and associated mental models thatexplain and predict macroscale properties of materials, new content on atomic-scale andmicroscale structure is introduced in MSE classes. In one
-engineering subspecialties can be implemented in order to bestow great additional value to thenewly graduated engineer.Background:A faculty-driven, high-quality biomedical systems engineering concentration was implementedwithin an established and EAC-of-ABET accredited five-year interdisciplinaryelectromechanical engineering program1. Of note is that under EAC rules, the existingelectromechanical engineering program had simultaneously met the accreditation criteria forelectrical engineering and for mechanical engineering. The graduates of this program are trueinterdisciplinary engineers. A graduate of this program is as comfortable in tackling a thermo-fluid problem as he/she is comfortable in designing the electronic hardware and writing thecontrol
, or an honors thesis) and to participate in the departmental and university- Page 14.685.4wide structured undergraduate research programs is another excellent way to increase thestudents’ sense of ownership of their research. Additional methods common to our laboratoryinclude applying for university-sponsored, undergraduate-specific research grants to defray thecost of the experimental work; being required to write a project report and/or present a poster atthe departmental level at the conclusion of the semester; and applying for departmental, college,university, or even nation-wide paper and presentation opportunities and awards. In
including the process of identifying the problem, designing the data collection method to address the problem, analyzing the results and making decisions. A low level response to this simply identified experimental design as an outcome. Situated Nature Place the laboratory experiment in the context of their future professional environments or scenarios. Communication/Documentation Develop written and oral communication skills and practice report (Comm/Doc). writing, including reporting results to clients
ofstudy at the university, leading to long term and sustained contact over time. Faculty in thismodel get to know the students well and can provide the most relevant advice as needed becausethey know the students' abilities, their weaknesses, and what works well for them. The intimateand close contact allows the faculty member to write much stronger and more specific letters ofrecommendation for students when they apply for positions, graduate school admission, orscholarships, as well. Students get to know one faculty member well and this can enable them toknow the faculty more as a person than just an institutional representative. The strengths oflongitudinal advising are enhanced when combined with situational leadership approaches[8
procrastinate when making decisions and producing deliverables[25]. Thiscoupled with time constraints due to the large Engineering Science workload and the short Page 14.1216.10length of the term, cause many students to delay the writing until shortly before the deadline,leaving them with insufficient time for preparation of the final document and oralpresentation of the project. It is thus necessary to ensure that the course strongly guidesstudents through the desired, iterative design process. We have found that this is generallybest done by requiring interim deliverables, which force iterations in a low-stressenvironment where feedback is readily
described in the Journal of Engineering Education articleentitled ‘The Effect of a First-Year Integrated Engineering Curriculum on GraduationRates and Student Satisfaction: A Longitudinal Study.’(30) From surveys, students felt thatinteractions with faculty and peers were very important. This led to block scheduling sothat groups of first-year students take at least 2-3 courses together, i.e., integrating thefirst year in ‘connection modules’.‘New Programs Welcomed at Faculty Meeting’(31) from the Massachusetts Institute ofTechnology News Office. A new undergraduate course in biological engineering willteach engineering entirely in the context of biology. Also, there was a merging of theDepartment of Mechanical Engineering and the Department of
lab 0 1 Project review grading with the rubrics 2 5 Contrast between student vs. professional culture 2 8 Giving constructive feedback 5 9 Too little time in lab to complete a project 0 15 Writing a team contract 0 20Table 6. Tallies of curricular factors ranked as “most helpful 3” or “least helpful 3” fordeveloping professional teamwork. Effect of Teammate’s Actions on the Professional Teamwork Most Positive
paper surveys,including classroom climate, teacher personality traits, student-to-student interactions, and eventhe day of the week or the time of year that students complete the assessment. Many of thesecomplicating external factors may be playing a much greater role than our program ininfluencing student attitude, which confounds the application of a straightforward quantitativedata analysis.Post-program attitude scores from our participating schools can be compared with each other andwith the results of the TIMSS study to provide a benchmark indicator of how our students’attitudes measure up to their peers, both locally and across the country (Figures 2 and 3). Datashown include the average post-program values from four questions in our “I