teachers revealed that they saw engineering as beingless accessible to their students than teaching, medicine, law, and business. “It’s hard, andfemales and minorities cannot succeed in the engineering world,” is the prevailing attitude, thesurvey concluded. It is difficult to imagine that the teachers are not passing this viewpoint on totheir students.It is revealing to look at how engineering is viewed from the perspective of girls and the peoplewho influence them – teachers, school counselors, parents, peers, and the media. A recent studyby the Extraordinary Women Engineers Project (2005)3 indicates that these groups simply do notunderstand what a career in engineering involves. Engineering is just not on anyone’s career“radar screen.” The
teach this body ofknowledge. It concludes that civil engineering faculty must be scholars, effective teachers,practitioners, and role models. While true, there are a number of complex issues that arise suchas whether it is possible for one person to possess all of these attributes, whether such a modelbest serves the projected trends in civil engineering education, and whether these needs areapplicable to and can be enforced for non-traditional, non-university civil engineering programs.As a new committee (BOK-2) has formed to write the second edition of this document, theASCE Committee on Faculty Development is revising the “who should teach” chapter for thiseffort. This paper discusses some key issues that are relevant to the civil
where you’re just like, ‘book work. Here you go. Write it down.’ This actually revved up my mind and made me want to work harder in math and science to make sure it all works.One 8th grade student described how the hands-on STEM-ID course aligned particularly wellwith her learning style: It's hands on and you don't have to sit at a desk all day and do computer work. It actually gives you a chance to experience things. You get to learn up close. I'm a visual learner. I learn from what I see and what I can touch and play around with and it helps me function very well to know that I can do my hands-on work.Finally, as detailed further below, in describing their favorite aspects of the course, manystudents
partnership with the Kern Family Foundation in 2007. That firstgrant supported implementation of the Kern Entrepreneurial Engineering Network (KEEN)initiative. Subsequent grants from the Kern Family Foundation have supported intrapreneurshipdevelopment and intercollegiate entrepreneurship opportunities, faculty training to attain the goalof including EML into at least half of the engineering classes in the College, and creation of anEngineering Entrepreneurship minor that can be attained during the school year or through asingle summer-intensive program.The training workshops for faculty at Villanova University are held each summer.Approximately eight faculty members from all four departments participate each year. At thetime of writing about 1/3 of
explained how receiving sucha grade triggers a probationary status on the student’s record by the Graduate School. And thenshe gave the faculty member what he really needed – the knowledge of what was a “typical”grade distribution for a graduate course, in his department. That is, she gave him a copy of thegrade distributions of other faculty in the department, in writing, for him to reflect on. Theassistant professor did a really good job of listening. He did not launch into explanations of whythe students had earned a grade of C, or act defensively – he listened. (Tactic 3), and did not takethe fact that the associate dean had called a meeting as a personal affront to his judgment (Tactic7: Do not take negotiations personally – emotions do not
and uses of IPA. All of the authors of this study have proposed and utilized IPAas a methodology in nationally funded research studies, dissertations, or both. As such, all ofthe authors have found and defended the value of IPA for understanding a topic of interest inengineering education. In writing this work the authors hope to promote the use of IPA, whileproviding a transparent dialogue related to the critique of methodological changes. Given thegoal of promoting this methodology, the authors may not evaluate the methodological changesto the same level as someone who is critical or skeptical of the methodology. While theauthors attempt to set this aside and provide a critique grounded in the traditions of IPA, thepositionality of the
reportdemonstrating that the team has acquired in-depth knowledge in areas related to the health careinnovation. The final oral deliverables, with non-engineering peers of the students again inattendance, were given over two classes at the end of the semester.Wrap-up ProjectWith the final major project concluded, the students were asked to conduct one more project forthe class. In looping back to the first day when the students broke into small groups and playedvarious versions of The Game of Life, student teams were challenged to purchase a commonboard game of their choice and convert that game into a health care related game. The gamecould have opportunities for decisions, chance occurrences, various patient outcomes, diseaseidentification, etc. While this
perception, spatial attention, and multisensory integration. He has published over 100 peer-reviewed papers and given numerous contributed and invited talks. He is a member of the Editorial Board for the international journals NeuroReport and Vision, and is an Associate Editor for the journal Frontiers in Human Neuroscience. Dr. McCourt is a regular reviewer for over 50 scientific journals, and has reviewed for major funding agencies such as NIH, NSF, AFOSR, the Netherlands Organization for Scientific Research, the US-Israel Bi-National Science Foundation, the Canada Research Chairs Pro- gram, the Canada National Sciences and Engineering Council, and the Wellcome Trust. Dr. McCourt has received over $31M in competitive
Graduate Research Assistant on the VT PEERS project studying middle school students regularly engaging in engineering activities. Drawing on previous experiences as a mathematics and engineering teacher, her current re- search interests include studying the disconnect between home and school, with a specific emphasis on prekindergarten students. She will continue to pursue these research interests in the coming years with the support of the NSF Graduate Research Fellowships Program. In addition, she dedicates her spare time to exhibiting at the Virginia Tech Science Festival and hosting several sessions for the Kindergarden-to- college (K2C) Initiative.Ms. Ashley R. Taylor, Virginia Tech Ashley Taylor is a doctoral
networking topics.Teams are collaborating across the UW System through the Canvas learning environment, whichhas recently been implemented at all campuses. Canvas “courses” have been created for each ofthe IoT modules, and “instructors” – those with read/write privileges – have been assigned.These instructors come from multiple campuses, with some from industry also participating.b IT/OT = Information Technology / Operational Technologyc MES = Manufacturing Execution System; ERP = Enterprise Resource PlanningUsing Canvas allows instructors to readily share and develop materials, and it will also facilitatedissemination after the modules are completed. The Canvas course modules in progress thus farare listed below. IoT Networking Protocols
assigning the course grade. Fellow student evaluations(peer evaluation) are taken into consideration in evaluating individual students’ performance.Internet of Things (IoT) ProjectThe rapid increase and use of mobile technologies and wireless communications has opened thedoor for many smart home applications that monitor and control energy consumption. TheInternet of Things (IoT) has researchers investigating controlling appliances remotely in smarthomes. By utilizing the technology of IoT [15], the capstone team analyzed the main parametersthat should be taken into consideration when building an energy management system. Ourpartner, as a facility, is relatively large and presents unique challenges. The capstone team drewon previous work in this
managers who had the task of deciding whether or not to race a formula F1 car. The case study described a tense, high- stakes situation in which engineers were unsure of the physical limitations of the motor of the F1 engine under certain temperatures and offered many costs (in dollars, sponsorship losses, etc.) involved in pulling out of the race or driving. The class alternates between students discussing in groups of 4-6 and writing thoughts, calculations, etc. down on posters. Instructor brings the class together and runs through simple cost analyses on the overhead projector in Excel. Towards the end of the class period, Instructor has students take a vote on whether to race or not-race. He then tells the class that the
for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof
the crucial connection between public policy, medical research and health issues– connections which the student himself was not aware of before starting SRR. After discussing ethics in Boot Camp, a student in anthropology and peace studiesbecame taken with the profound ethical issues implicit in research conducted in the conflictzones of the world. As her SRR project she undertook to develop a novel framework forrecognizing and addressing these issues. This framework then became the basis of a peer-reviewed published paper. 10 A third project took the results of the student’s engineering research and, using asmartphone app, made them available in a clear and accessible form to practitioners. This toolallowed the construction of
theirspecific design project (e.g., doctors’ need for new surgical instruments). Using canvases in thisway also offers opportunities for peer learning, enhanced student-instructor interaction and just-in-time teaching. Lastly, we previously stated that canvases are often created by experts to modela real-world system and that capstone students operate somewhere between novice and expert.The process of creating the canvases as students, while not necessarily resulting in “expert”canvases, can help students as they take the next steps in their transition from novice to expertdesigners. Student-created canvases can be implemented in many ways, and we will providesome example cases illustrating how we’ve used student-created canvases in the
major in one ofthe engineering specialty areas upon matriculation, or soon thereafter. Previous research hasshown that significant factors influencing choice of major for college students include (1)general interest subject; (2) family and peer influence; (3) assumptions about introductorycourses, (4) potential job characteristics, and (5) characteristics of the major. The student'sdecision on choice of major is often difficult because traditional university-aged students havelittle to no direct experience with the engineering profession or practicing engineers. Someuniversities confront this problem with a common first-year engineering experience, whereinengineering majors are given the opportunity to explore the specialty areas and make a
isolation, individualism, lack of financial support, insufficientfaculty interaction and other factors contribute to the lack of diversity in computing fields,particularly at the doctoral level3. Providing students with effective mentorship could assist inalleviating these circumstances and improve their willingness to continue in the computingsciences4. Additionally, developing ecosystems or networks that create, promote, and increasesocial capital of underrepresented students could factor into their ability to persist and transcendthese and other unfavorable experiences. In 2016, Charleston et al. revealed that parentalinvolvement, mentorship, counseling, and peer interaction can deeply impact self–efficacy andpersistence in students pursuing
education curriculum with a focus on laboratory courses for the University of Minnesota, Twin Cities, Electrical and Computer Engineering Department. His courses leverage project-based learning, experiential learning, and self-paced activities. David has over ten years of industry experience specializing in mixed-signal RF integrated circuit design, power systems, and power electronics.Prof. Kia Bazargan, University of Minnesota, Twin Cities Prof. Kia Bazargan is an Associate Professor with the Department of Electrical and Computer Engineering at the University of Minnesota. Has has published over 70 peer-reviewed papers and book chapters related to FPGAs and VLSI computer-aided design. He received his Bachelors degree
. Johnson et al. write, “…there is nothing special about the waterthat stays in the pipe and that which leaks” [7, p. 342]. Still others note that careers are morecomplex than the “leaking only” action of the pipeline – some successful scientists may leaveand then return, or may find fulfillment in other fields [22]. As an alternative, authors haveproposed other models, such as Etzkowitz’s [23] “vanish box” in which underrepresentedstudents (women, in particular) tend to vanish from scientific careers, but reappear in careers thatcombine science with business or communication skills. Perna [24] also suggests a “multiplepathways” model, which has been picked up by advocates for minority engineers [19]. Perna’smodel allows for alternate routes within
through in-formation gathering, proof-of-concept, prototype development, beta testing and now production-on-order stages: 1. Research, design and build appropriately sized physical hardware (e.g., intake and sorting tables) and optimize flow through their use. 2. Develop, wire and test individual units that use industry-proven commercial electronics to build robust totalizers that reduce errors and that can be maintainable by NYSARC staff. 3. Employ an industry-proven commercial industrial electronic controller/ display and write software for it, to collect and log data from all totalizers in a given plant, provide a real-time display to staff, and allow for the printing of individual receipts or bag labels.Proof of ConceptIn
aimed at supporting underprepared students through theirprerequisites, both academically and emotionally. The program was designed afterinterviewing many students, both those who persisted and those who left engineering,researching programs at other schools, and building upon prior experience. The mainprogram goals include an increased retention rate in engineering amongstunderprepared students and the creation of meaningful relationships and networks forthese students within their engineering experience.Specific program goals: ● Support the development of meaningful relationships for underprepared first-year students within their engineering experience. A student survey about interpersonal experiences with peers as well as
, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is President’s Professor of Civil Engineering in the School of Sustainable Engineering
]. Unfortunately, it is also perceived as an area of under-preparation by recentgraduates [26]. Women’s experiences in engineering design teams has been the subject of a number ofstudies, with several studies noting that women’s experiences in teams could potentially“recreate sexist environments already found in the university environment for undergraduatewomen if they are not properly managed” [28, pp. 82]. Negative experiences in teams (not beingaccepted, heard, or respected by her peers) could have significant long-term impacts, i.e., it couldbe the difference between staying or abandoning engineering after graduation. During teamwork activities, students negotiate their identities, status, and authenticity.[29] showed that gender is a
framework such as the use of summerbridge programs, fall outside of the purview of instructional strategies. Furthermore, manystrategies related to peer interaction were combined into a single active learning category, andtraditional strategies such as the use of lecture or guided practice, not often touted by reformists,are not included. For the current study, Borrego and colleagues (2010) innovative instructioncategories were modified to examine student perceptions of faculty instructional strategies. Toadapt Borrego and colleagues (2010) framework, categories that were not directly related toinstructional strategies (for example, implementing summer bridge programs) were removed.Category names and descriptions were also modified to align with
peer reviewed conference proceedings articles in these areas. He has B.S. in ME, and both M.S. and Ph.D. in IE. He is a member of ASEE, INFORMS, and a senior member of IIE.Dr. Michael Johnson, Texas A&M University Dr. Michael D. Johnson is an associate professor in the Department of Engineering Technology and In- dustrial Distribution at Texas A&M University. Prior to joining the faculty at Texas A&M, he was a senior product development engineer at the 3M Corporate Research Laboratory in St. Paul, Minnesota. He received his B.S. in mechanical engineering from Michigan State University and his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s research focuses on design tools
submitted forinstructor grading and feedback.In addition to the requirements specified by the student teams as part of the input requirements,students had to follow these requirements and constraints: - In keeping with the machine’s University-centered task, teams were required to incorporate either some aspect of the University (University programs, culture, student life, …) or some aspect of the city of Pittsburgh into their design. - Their University theme could not be duplicated – each segment had to have a unique theme. To avoid duplication, a Google document was set up so that as student teams identified their themes, they would write it in the document, and other teams would know they could no longer
course sections and the impact of coordination on matriculation . Most relevant to this paper, in 2009, Thompson, et. al, provide details of a model of coordination that worked for their firstyear 3engineering course . This paper adds to the body of knowledge with respect to best practices for course coordination, particularly with respect to information sharing among the instructional team, common test writing, strategies for training and mentorship, and management of supplies, lab access and prototype testing. This paper focuses on recommendations based on personal experiences by four faculty, two of whom have 10
design, however, presentsengineering programs with two major challenges: placing limits on the “breadth” of eachoutcome; and clarifying the inherent vagueness in each outcome (or, defining the “specificity” ofeach outcome).1 ABET intentionally writes their student outcomes with a degree of vagueness toavoid engineering programs from adopting prescriptive curricular design and to allowengineering programs to have flexibility and freedom of interpretation. However, this vaguenessmay confuse engineering programs about how to address each outcome effectively.1 To addressthese types of issues, McGourty, Besterfield-Sacre, and Shuman called for operationaldescriptions of each outcome; although, they admitted that determining the specificity would bea
One byproduct of thiscreative opportunity, however, is the challenge faced by instructors in identifying practicalinsights and principles to apply when considering and/or developing videos.In this paper, we aim to achieve two objectives: (1) summarize the research surrounding onlineeducational videos, and (2) provide a list of seven recommendations for creating educationalvideos high in pedagogical value. We are writing this paper primarily for instructors andinstructional designers, so we focus both objectives on creating online videos that then exist inthe context of a wider educational endeavor (e.g., an online or blended course). In the firstsection, we address the issue of the best design model for educational videos. In the
development andstudy of physical models have been in the topic areas of: statics5, structural mechanics3, generalstructural engineering6,7, steel design8, and reinforced concrete design9-14.Examining the hands-on teaching tools and exercises associated only with reinforced concretedesign courses, the vast majority involve laboratory testing of beams and/or columns to helpstudents understand structural response.9-13 These activities often require students to conduct:concrete mix design, flexural/shear design, fabrication, instrumentation, testing of both materialsamples and structural specimens, data analysis, as well as report writing. While these activitiesare an outstanding way for students to apply their design knowledge, understand concrete