40 peer-reviewed papers, co-author of Engineering and Sustainable Community Development (Morgan and Claypool, 2010), and editor of Sociotechnical Communication in Engineering (Routledge, 2014). In 2016, Dr. Leydens won the Exemplar in Engineering Ethics Education Award from the National Academy of Engineering, along with CSM colleagues Juan C. Lucena and Kathryn Johnson, for a cross-disciplinary suite of courses that enact macroethics by making social justice visible in engineering education. In 2017, he and two co-authors won the Best Paper Award in the Minorities in Engineering Division at the Amer- ican Society for Engineering Education annual conference. Dr. Leydens’ recent research, with co-author Juan C
held in different locations, bring together more than 1,000 middle school girls, parentsand teachers.Education Unlimited21 offers a variety of summer programs for students in grades 4-12. TheirA+ Summer Programs22 held at Stanford University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking skills in academicactivities: college level writing, research skills, logical thinking/argumentation, study skills, timemanagement, course/major selection, note taking, critical reading, and presentations. EducationalUnlimited21 and Sally Ride Science Camps25 sponsor a camp for girls for
University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking skills in academicactivities: college level writing, research skills, logical thinking/argumentation, study skills, time Page 15.874.11management, course/major selection, note taking, critical reading, and presentations. EducationalUnlimited21 and Sally Ride Science Camps25 sponsor a camp for girls for girls entering 6th to 9thgrades, are overnight 10-day camps held on college campuses designed to interest girls
and methods; MEMS synthesis and computer-aided design; artificial intelligence and decision and expert systems; and gender/ethnic equity. Dr. Agogino has authored over two hundred peer-reviewed publications in these subject areas. She is a member of AAAI, AAAS, ASEE, ASME, AWIS, NAE and SWE and served as Chair of the AAAS section on Engineering (2001-2002). She serves on the editorial board of three professional journals and has provided service on a number of governmental, professional, and industry advisory committees, including the NSF Advisory Committee for Engineering, Engineering Directorate, (1991-96, Chair 1996-97); Guidance Committee of the ”Removing Barriers to Collaborative Research” project of the
engineering from day one of their studies. They have a solidbackground in design, data analysis, report writing, teamwork, the appropriate use of softwarepackages (EXCEL, MathCAD) and problem solving. They also have been exposed tofundamental engineering principles in the settings of statics, circuits and thermodynamics.Salient features of the integrated curriculum are the reliance on active/cooperative learning andthe emphasis of connections across disciplinary boundaries. A formal reflection of the emphasison cross-disciplinary work is the fact that the co-requisite engineering and mathematics classesare considered a “block”. Students that are in the same section of the mathematics class are alsoin the same section of the co-requisite engineering
publishing an Explore series especially for 9-12 year old readers, thefirst What Do You Want To Be? Explore Space Sciences includes 12 biographies ofcontemporary women scientist describing what she does, how she got there, and why she enjoysit. The next two books will focus on Earth Science and Health Sciences. The Sally Ride ScienceFestivals20 held in different locations, bring together more than 1,000 middle school girls, parentsand teachers.Education Unlimited21 offers a variety of summer programs for students in grades 4-12. TheirA+ Summer Programs22 held at Stanford University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th
and assumptions about the GS students received fromthe mainstream community instead reinforced their visible differences and outsider status,isolated from conventional curricular pathways. Changes to key aspects of the GS Program hasled to more student success and growth in the program. These changes included providing moreflexibility in course selection, peer mentoring and tutoring, a diverse set of internship andresearch opportunities, and employment in engineering departments in the College.Background: Asset vs. Deficit MindsetIndividual mindset development: Yeager and Dweck (2012) studied the negative consequencesfrom placing community college students in pre-college, or remedial, math classes. Up to twothirds of such students did not
we have recently received grant funding to create a digital projectenvironment for this generation of digital native students in NEET.3.5 External outreachNEET is already being acknowledged in academic and professional forums as an initiative that is worthwatching. Two articles titled “Following the Thread” and “NEET --- New Approach to EngineeringEducation” were published in the Fall 2018 issue of Spectrum5. A peer-reviewed paper on NEET waspresented at the 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah in June 20183. Anop-ed piece authored by NEET leadership has been published in a 2018 edition of MechanicalEngineering magazine6. NEET had commissioned an independent consultant to conduct a globalundergraduate education
performs the role of challenging the group’s assumptions and conclusions. • a problem solver who works to arrive at both technical and interpersonal solutions. • an outreach communicator who is tasked with being the liaison to the other groups.On campus, before the program begins, students read Bruce Tuckman’s description ofteambuilding 8 to aid in developing highly effective team dynamic upon their arrival in Florence.Once in Florence, two peer reviews are performed to help students evaluate how effectively theirgroups are performing as cohesive research unitsAll groups are initially given the task of viewing Florence in light of six major elements of acity’s infrastructure: • water • transportation
, as they may become overly reliant on the assistance provided by ChatGPT.Instructors should be mindful of this risk and take steps to promote independent thinking and creativityamong students, such as encouraging them to come up with their own solutions to problems and to thinkcritically about the responses generated by ChatGPT. There are several potential risks that instructors may face when using ChatGPT in educationalsettings. One risk is the possibility that students may use ChatGPT in an unethical manner. This alignswith the findings of [24]. For example, a student might use ChatGPT to generate answers to questions thatthey are not able to solve on their own, or to write papers or complete assignments without doing thenecessary
proposalfor an industry partnership to build a bulk antibody manufacturing capability in the UK (p299),Fourth, it sold the Vaccine Manufacturing and Innovation Centre to an American company (p299).Fifth, an onshore manufacturing capability for mRNA was not created. But the governmentdid sign a deal with Moderna to establish a research and manufacturing facility in the UK inJune 2022 (p 299)Related to these failures is an announcement in February 2023 that AstraZeneca propose tobuild a pharma ingredient plant at a cost of $369 million in Ireland rather than Englandbecause of corporate taxation and the NHS sales levy. It should be noted that Astra Zeneca isBritain’s largest provider of R & D [13].Finally Bingham and Hames write”“The ethos of the
lifelong learners [4], [5]. For astudent to be a self-regulated learner, they must develop an understanding and awareness oftheir learning and should be able to use that awareness to control their learning process [6].Self-regulation in students can be achieved through development of three metacognitivestrategies: Planning, Monitoring, and Evaluating [7].Instructors can use a variety of activities to promote students' metacognitive engagement,such as think-alouds, guided mastery, Socratic questioning, narratives (dialogue andstorytelling), concept mapping, and reflective writing. Including activities that provide anopportunity for reflection enhances students' self-regulation abilities [8]. Self-evaluation andreflection are two activities that
impacted by a problem more than others. • Engineers can use computational tools to frame a problem. • Scientists may consider one or more characteristics when defining “heatwave.” • A data visualization can be useful for summarizing a large dataset. • A computer has to be provided with an algorithm (a set of instructions) written by a human in order to produce a data visualization. • A human’s experiences and beliefs may influence algorithms that they write. (YES, 2023b, p. 7)As students work toward these educational goals, they learn ways that CT informs the details oftheir own technology and some of the broader ramifications of CT and engineering in society.Medicine Cooler Alarm: In this two-lesson module, students think
community [8].Early studies have indicated that co-curricular experiences contribute to engineeringundergraduates’ professional identity development [8, 25, 26]. For example, Eliot et al. [27]found that engineering students’ experience in internships, co-ops, and volunteer work helpedthem construct their professional identity. The researchers further suggested that students’professional identity formation was shaped by multiple factors, such as their interactions withtheir family, peers, faculty, and employers [27]. Similarly, Villanueva and Nadelson [9]demonstrated that professional identity development was influenced by their experiences,personal and professional knowledge, and professional interactions. Thus, it is important thatengineering
design Another vital part of the design process is communicating the design. As mentionedalready, the teams write specifications documents, conduct weekly standups, participate informal design reviews, present to the industrial advisory board, and draft many engineeringdocuments. The “Quad Chart” [2] is yet another required communication product that the teams mustprepare, which is beneficial for both engineering presentations as well as presentations to non-engineers. This gives the students practice communicating with brevity and impact. Thematurity of this Quad chart evolves throughout the year as the project matures, and teams adjustit slightly for various audiences. Toward the end of their projects, the engineering
as important as content knowledge,” we refer to a practice as an intentionalbehavior with specific meaning within a community. In addition to easing the burden oneducators trying to inspire the next generation of engineers, these strategies are based on bestknown practices to 1) retain students as populations across the United States decrease and changedemographically, and 2) to graduate engineers ready to tackle incredibly complex socialproblems.During this formative time in engineering education, the curriculum, interactions with facultyand peers, and course options give students insight into which skills are necessary and which aresupposedly optional for practicing engineers. Berdanier [11] makes it clear the “optional” skillsoften are
science, I write and I teach, so this was beyond me. It's for those folks, not me, but having to do it as a family it brought me closer to Zach, and to his mind, and to his world. I was able to see how Chari could have a future in the field as well, so I think it is important for families to participate because it really knits the family closer together.In working closely with her children around unfamiliar content, Uri found that she emergedfeeling more confident in her abilities and in working with new and different materials, stating, You see construction people work with things and I was intimidated by all the little tools that you had out, all the art materials, and seeing that little sewing machine and
them with codes. For example, when a participant described studentsobtaining professional skills through their participation in a student organization, the responsewas coded as “development of professional skills in student organization”. In the third phase, theresearcher grouped codes with similar meanings to understand the emergent patterns and nuancesin the data. Thematic analysis helped the researcher identify three themes and gain a deeperunderstanding of faculty members’ prevalent perceptions of student career preparation for eachskill. In the last phase, peer debriefing was utilized to increase the credibility and trustworthinessof the qualitative data analysis [27]. For this step, the first author checked the themes with thesecond
different sectionssigned up for the same time slot, the interviewer reached out and asked if their schedules couldaccommodate a different time. If no alternate time could be scheduled, the student would bethanked for their time but no interview would occur. Students were informed of this plan (and itsreasoning) both in writing and verbally before they signed up. In the case of this semester ofinterviews, all 12 students who signed up were able to be accommodated.Demographic information of the 25 recruited participants can be seen in Table 1. Students werepredominantly (though not exclusively) in their first year of college and did not have any previousexperience with Computer Science. Table 1: Demographic Information of
tied to engineering culture’sdepictions of hegemonic masculinity and homophobia: as Hughes states, “expressions ofmasculinity in the culture and climate of the engineering school informed students’ perceptionsof the risks of being open about their sexual orientation with their peers…due to the ways theirpeers’ expressions of masculinity were homophobic or heterosexist” (2017, p. 396). Culturalscripts of heterosexism and masculinity in engineering led to significant discomfort for the gaymen Hughes studied – while they felt a strong sense of belonging in the engineering community,the belonging was mediated by the experiences of silence and heterosexism in their engineeringspaces. The effects of cultural scripts on LGBTQ+ engineering
allowable total and differential settlements. The project offered severalopportunities for active student learning. It not only required the students to draw upon principlesof bearing capacity, settlement, and site characterization, it also required students to conductexperiments to determine properties for use in their design calculations. The teamworkcomponent of the project was 25% of the project grade based on a peer evaluation form7, whichasked all team members to rate each other on a nine-level scale: (Excellent, Very Good,Satisfactory, Ordinary, Marginal, Deficient, Unsatisfactory, Superficial, and No-show). Thesemeasures of performance were converted to a numerical scale (i.e., Excellent = 9, No-Show = 0).Lastly, teams were asked to write a
, team assignment, peer evaluation, and active and collaborative teaching methods and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE and was the 2002–2006 President of Tau Beta Pi. He is a Fellow of the ASEE and IEEE. c American Society for Engineering Education, 2017 Catalyzing a Research Agenda for Enhancing Engineering Education through Institutional CollaborationsAbstractTo augment the extensive engineering education research that has been done over the pastdecades, greater opportunities are needed for
thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking skills in academicactivities: college level writing, research skills, logical thinking/argumentation, study skills, timemanagement, course/major selection, note taking, critical reading, and presentations. EducationalUnlimited21 and Sally Ride Science Camps25 sponsor a camp for girls for girls entering 6th to 9thgrades, are overnight 10-day camps held on college campuses designed to interest girls inscience, technology and engineering using the Sally Ride Science Curriculum. Entering 11th and12th graders can earn college credit and be introduced to the university
intensive dissemination of case studies and case study based teaching and learning strategies. Other implementation will include publication of papers in ASCE and related peer-reviewed journals, and presentations at national and international conferences. • Assessing learning and evaluating innovations – the major change to this project from the prior proof-of-concept work will be the development and implementation of formal assessment strategies and instruments, as discussed in detail below.Goals of the program In order to address the need described above, the research team has established thefollowing goals: 1. Greater breadth of
the program'scumulative evaluation. To this end, they assess the technical quality of the research outcomesand the quality of the program as a whole by interviewing participants and gauging various otheraspects of the experience.The rest of the paper describes the various components and outcomes of our Program over theyears 2007 and 2008. In particular, since REU sites that are being run collaboratively among 2 ormore host universities are a rare phenomenon (at the time of writing the authors are aware of twomore collaborative REU Sites funded by NSF’s Directorate for Computer and InformationScience and Engineering) we hope that by sharing our experiences and promising strategies todate, we will encourage and aid prospective REU Site
enrolled students were considered at risk, with a 6% drop-out rate. Less than 50%of seniors take the SAT Reasoning Test. Of those taking the SAT, the Math Average is 441, theVerbal Average is 409, and the Writing Average is 401, as compared to the state averages of 515in Math, 502 in Reading, and 494 in Writing [13]. Overview of DREAM MenteesThe DREAM program recruits mentees in several ways at AHS. Teachers are asked torecommend students, and mentees from previous semesters are asked to invite their friends. Theprogram strives to mix high achieving students with those who are struggling, in an attempt toraise the success of both groups. No willing participant at AHS is turned away, unless theydisplay a lack of commitment over several weeks
design project.Pedagogical PracticesMany best practices of engineering education have been implemented into this design project.The mutual learning methodologies of cooperative-based learning and collaborative-basedlearning are utilized throughout the experience since students work with each other in teams andwith other teaching assistants. This is enveloped by instructional team approach to the classroomenvironment, whereby each class of 36 students has an assigned instructional team of oneinstructor, one Graduate Teaching Assistant (GTA), and three Undergraduate TeachingAssistants (UTA). Thus, these mutual learning models are supported by peer teaching andmentoring from GTAs and UTAs, as well. Additionally, the course gives students
interest evident in observed behavior or verbal expression is astudent’s intrinsic readiness to acquire new domain- specific knowledge and to explore an idea orconcept about the object of interest meta-cognitively.50 Taking work home, asking to borrow abook on the subject, or teaching peers are examples of personal interest. We followed the Hideand Fenninger model12 in our study and analyzed observed behavior and student self-reportedinterest through written and verbal indicators.MethodologyThe research was conducted one day a week for nine weeks, within the sixth-grade class of amiddle-grade after-school science club program sponsored by the state university through thelocal 4-H. The school district had a disproportionate percentage of recent
Paper ID #25655The Moral Foundations of Chinese Engineering Students: A Preliminary In-vestigationDr. Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute Rockwell F. Clancy is an Associate Teaching Professor in engineering ethics and philosophy at the Uni- versity of Michigan-Shanghai Jiao Tong University Joint Institute, Research Fellow in the Institute of Social Cognitive and Behavioral Science at Shanghai Jiao Tong University, and has acted as a long-term educational consultant, setting up a course and writing a corresponding textbook with Heinz Luegen- biehl, entitled Global
“organize and execute courses of action required to dealwith prospective situations that contain many ambiguous, unpredictable, and often stressful,elements” [8]. The development of self-efficacy relies on four key components [9]: performance accomplishments: when individuals experience direct success; vicarious learning: wherein learning results from observing successful peers perform tasks, also known as modeling; verbal persuasion: led by verbal persuasion that an individual can perform a task; and emotional arousal: anxiety filled situations can weaken confidence, therefore efforts to reduce anxiety is vital for strong self-efficacy.When all four components are addressed, teachers develop strong self-efficacy