, demonstration of various tessellation resolutions (Figure 3), and a 3-linkmechanism capable of being configured in revolute-revolute and revolute-spherical jointconfigurations (Figure 4). Figure 3: 3D printed teaching aids made for the course. R-R configuration A disassembled view of the 3-link mechanism S-R configuration Figure 4: 3D printed three-link mechanism to demonstrate revolute (R) and spherical (S) joints.These tools were used in the teaching of concepts related to DfAM, mobility and degrees offreedom, CAD (movable assemblies), and 3DP considerations in
addressing the challenges of providing hands-on, experientiallearning in the context of distance learning. By implementing the recommendations arising fromthis study, institutions can help ensure that African American students in laboratory-basedengineering technology courses receive the necessary support and resources to succeed in theireducation and future careers.References [1] S. Bernadin, T. Mulay, and H. Chi, "Creating a Virtual Learning Environment for Increasing Awareness of Blockchain Technologies at a Minority Serving Institution," in 2022 ASEE Annual Conference & Exposition, 2022.[2] I. E. Allen and J. Seaman, Online report card: Tracking online education in the United States. ERIC, 2016.[3] S. Asgari, J
designed by Michigan Tech created awareness amongmechanical engineering students. However, experts from Michigan Tech suggested that toincrease engagement in sustainability, the curricula should provide students with more real-worldlearning experiences [9].Similarly, BSU introduced sustainability in the civil engineering curriculum by adding a coursespecifically dedicated to sustainability; this solved the lack of S&R coverage and modified theexisting traditional teaching method [10]. Interviews were conducted with senior civilengineering students to understand attitudes toward S&R concepts better. The interviewquestions were based on students' knowledge by describing their understanding of S&R conceptsfrom the civil engineering
or lack of consideration for thesocial aspect alongside the technical. And third, tacit knowledge focuses on the stance that ethicscannot be taught through formal education but through implicit means such as extracurriculars,values, and beliefs. However, students develop this tacit knowledge in understanding engineeringethics both in and out of the classroom.SafetyBefore we dive into two examples of undone ethics, we want to provide an undeniable standardof engineering ethics – safety. Safety as a public and social value goes back to Cicero’s Creed“[s]alus populi suprema est lex,” or “the health and safety of the people shall be the supreme law[13].” Ever since, safety has been considered paramount for ethical considerations inengineering
-intuitive side effect when the feedback isopaque, resulting in a surge of demand for peer teaching office hours.7.1 Corroborating Prior WorkOur results corroborate the findings of Smith et al. [9]. Both examined computer science coursesat large research universities and use similar web-based office hours queues. Our data set contains105941 records collected from 17 unique courses over more than 3 years at one university, whileSmith et al. collected approximately 3720 records from 3 unique courses during 2 semesters at 3universities. As seen in Figure 2a, our results corroborate the finding that a small percentage ofstudents occupy 50% of all available office hours. Furthermore, Figure 2b shows that our waittime results mirror Smith et al.’s in
, Conference Proceedings, 2010, doi: 10.18260/1-2--16508.[6] E. Gadd, A. Baldwin, and M. Norris, “The citation behaviour of Civil Engineering students,” Journal of Information Literacy, vol. 4, no. 2, 2010, doi: 10.11645/4.2.1483.[7] L. R. Hanlan and E. M. Riley, “Information use by undergraduate STEM teams engaged in global project-based learning,” ASEE Annual Conference and Exposition, Conference Proceedings, vol. 122nd ASEE, no. 122nd ASEE Annual Conference and Exposition: Making Value for Society, 2015, doi: 10.18260/p.24300.[8] R. E. H. Wertz, M. C. Ross, M. Fosmire, M. E. Cardella, and S. Purzer, “Do students gather information to inform design decisions? Assessment with an authentic design task
/01/ 1991, doi: https://doi.org/10.1016/0362-3319(91)90040-B.[2] S. Matthew and R. Yasha, "Development of a Social-justice Mindset Through Discovery Learning from the Conflict Between Safety and Welfare in Engineering Ethics," Virtual Conference, 2021/07/26. [Online]. Available: https://peer.asee.org/36962.[3] S. Stephen, "Putting Diversity in Perspective: A Critical Cultural Historical Context for Representation in Engineering," Columbus, Ohio, 2017/06/24. [Online]. Available: https://peer.asee.org/28776.[4] D. Kirsten Heikkinen, D. Courtney, D. Hannah, C. Makenzie, S. Natalie, and B. Elizabeth, "Studying the Impact of Humanitarian Engineering Projects on Student Professional Formation and
• Social Aspects of a Group • Structure and Clarity Around Tasks & Personal EngagementGoals: • Build a Community of Practice. What exists now and what needs to be added? • Identify short and long-term opportunities for collaboration in education and researchGroup Topic: Semiconductors, Applied AI, 5G, Cybersecurity & Cloud Computing, GreenEnergyList Facilitator, Scribe, Presenter, Participants.Discussion Notes, Plans for future meetings, Report out bullets.Collaboration Template (Guidance developed at previous workshops): 1) Identify area(s) ofcollaboration (sample areas: learning modules, senior design, joint speaker series,student/faculty/staff exchanges, research, joint advising, industry internship, DEI training
mentoringrelationship. This innovative training model can well be a useful component of any mentoringprogram that nurtures generations of researchers in academia.Reference[1] B. Anderson, M. Cutright, and S. Anderson, "Academic involvement in doctoral education: Predictive value of faculty mentorship and intellectual community on doctoral education outcomes," International Journal of Doctoral Studies, vol. 8, no. 8, pp. 195- 201, 2013.[2] J. L. Brill, K. K. Balcanoff, D. Land, M. Gogarty, and F. Turner, "Best Practices in Doctoral Retention: Mentoring," Higher Learning Research Communications, vol. 4, no. 2, pp. 26-37, 2014.[3] B. E. Lovitts, "The transition to independent research: Who makes it, who doesn't, and
and self esteem in university students,” Educ. Psychol., vol. 14, no. 3, pp. 323–330, 1994.[10] K. E. Dugan, E. A. Mosyjowski, S. R. Daly, and L. R. Lattuca, “Systems Thinking Assessments: Approaches That Examine Engagement in Systems Thinking,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Feb. 04, 2022. [Online]. Available: https://peer.asee.org/systems- thinking-assessments-approaches-that-examine-engagement-in-systems-thinking[11] M. Guerra and T. Shealy, “Teaching User-Centered Design for More Sustainable Infrastructure through Role-Play and Experiential Learning,” J. Prof. Issues Eng. Educ. Pract., vol. 144, no. 4, p. 05018016, Oct. 2018, doi
-class and out-of-class correlate to programs that are largely studio settings witharchitectural components and the number of credit hours for the course(s) is greater. Two schoolsindicated that for the large ranges those were often in bursts for just a few weeks. If we break thisdown further and look explicitly at team-focused activities, the full team time for discussion,planning, and working collectively on the project varies substantially. For an individual to discussand plan, the statistics are a minimum of 1 hour and a maximum of 9 hours per week, with a meanof 3.17 hours and a mode of 3hrs. For full teams to collaboratively work on the project, the statisticsincrease by a minimum of 1 hour and a maximum of 3 hours per week, with a mean
: http://www.nsf.gov/statistics/wmpd/[4] K. C. Aquino, E. Kim, C. Bilen-Green, C. M. Ray, and C. Anicha, “Working it backwards: student success through faculty professional development,” in Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success, 1st ed., New York, NY, USA: Routledge, 2017, pp. 122–137.[5] S. Bassler, “‘But you don’t look sick’: Dismodernism, disability studies and music therapy on invisible illness and the unstable body,” Voices: A World Forum for Music Therapy, vol. 14, no. 3, Oct. 2014, doi: 10.15845/voices.v14i3.802.[6] S. Lindsay and K. Fuentes, “It is time to address ableism in academia: a systematic review of the experiences and impact of
specifications, and facilitymanagement strategy.Keywords: Facility engineering, Facility condition assessment, engineering management,engineering educationIntroductionOrigins of the facilities engineering profession can be traced to organizations supporting the builtenvironment. The industrial revolution in the early 1900’s brought to creation a diverse array ofbuildings, factories, and equipment to support the evolution of the United States of America. Toaddress the challenges associated with a rapidly growing industry, in 1915 thought leaders in plantengineering assembled a forum in Boston, Massachusetts of mechanical engineers, mastermechanics, and chief engineers in plants. This forum discussed common problems and facilitatedthe exchange of ideas in
within the framework of University of Toledo IRB protocol 201808.DisclaimerOne of the authors may receive royalties from sales of the zyBook detailed in this paper.References[1] A. Edgcomb, F. Vahid, R. Lysecky, A. Knoesen, R. Amirtharajah, and M. L. Dorf, "Student performance improvement using interactive textbooks: A three-university cross-semester analysis," in ASEE Annual Meeting, Seattle, WA, 2015, doi: https://doi.org/10.18260/p.24760.[2] A. Edgcomb, J. S. Yuen, and F. Vahid, "Does Student Crowdsourcing of Practice Questions and Animations Lead to Good Quality Materials?," in ASEE Annual Meeting, Seattle, WA, 2016, pp. 1-15, doi: https://doi.org/10.18260/p.23899.[3] K. E. Chapman, M. E
arecollected at the due date of the assigned section(s).Students from five cohorts at a public research university generated the data presented here.Cohorts during the Spring semester of 2018, 2019, 2020, 2021 and 2022 included 98, 98, 94, 66,and 57 students, respectively. Students withdrawing from the course were not included in theanalysis, which differs from some previous work [25]. The majority of the students were in theirfirst year (freshman) majoring in either chemical engineering or environmental engineering. Thedata are presented in aggregate for one or more cohorts, which may be a limitation as thediversity of the individual learner is lost. The modality of the 2018, 2019, and 2022 cohorts wasin person. The 2020 cohort was partially in
Competency standard for professional engineers," Engineers Australia, 2019. Accessed: April 2023. [Online]. Available: https://www.engineersaustralia.org.au/publications/stage-1-competency-standard- professional-engineers[3] R. Lawrence, "The promotion of future opportunities and possibilities for engineering graduates," Australian Council of Engineering Deans, 2020. Accessed: April 2023. [Online]. Available: https://aced.edu.au/downloads/Engineering%202035%20report.pdf[4] R. Lingard and S. Barkataki, "Teaching teamwork in engineering and computer science," in 2011 Frontiers in education conference (FIE), 2011: IEEE, pp. F1C-1- F1C-5.[5] J. Burdett, "Making groups work: University students
originallydeveloped elsewhere to align with their institutional culture and approach, as well as studentexpectations. Because educational interventions may affect student learning, implementing aninnovative instruction should value individual instructors’ pedagogical decisions as experts intheir institutional context. This single-participant study reveals that this Freeformimplementation at an institution quite unlike the institution of Freeform’s origin is associatedwith significant adaptation to local institutional context. References[1] S. Freeman et al., “Active learning increases student performance in science, engineering,and mathematics.,” National Academy of Sciences, vol. 111, no. 23, pp. 8410–8415, 2014.[2
Research in Science Teaching, vol. 31, no. 6, pp. 679-693, 1994.[16] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt and M. P. Wenderoth, "Active Learning Increases Student Performance in Science, Engineering, and Mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014.[17] K. D. Könings, S. Mordang, F. Smeenk, L. Stassen and S. Ramani, "Learner Involvement in the Co-Creation of Teaching and Learning: AMEE Guide No. 138," Medical Teacher, vol. 43, no. 8, pp. 924-936, 2021.[18] C. T. Lystbæk, K. Harbo and C. H. Hansen, "Unboxing co-creation with students: Potentials and tensions for academic libraries," Nordic Journal of Information Literacy in Higher
significance of teachers’ Well-being and the use of faculty developmentprograms. Nevertheless, there lies the need for a basic approach to address the Well-being ofteachers. In regards to this review study, there are heterogenous range of programs thatsupports the Well-being of teachers.References[1] Guerriero, S. (ed.) (2017), Pedagogical Knowledge and the Changing Nature of the Teaching Profession, Educational Research and Innovation, OECD Publishing, Paris.[2] Williams, K.C. and Williams, C.C. (2011) “Five key ingredients for improving student motivation,” Research in Higher Education Journal.[3] Schleicher, A. (2018), Valuing our Teachers and Raising their Status: How Communities Can Help, International Summit on the Teaching
improved including additional possible addendum to the articulation agreement. Tofurther assess the viability of the Program, Wright College will lead the expansion of the HPATmodel at its sister colleges and will implement the model at another 4-year transfer institution.Similarly, IIT will explore implementing the model at another 2-year partner institution(s) and theexpansion to disciplines other than engineering. 11ACKNOWLEDGMENTJ. Waranyuwat, B. Haffercamp, S. Lemons, J. Mandolini, M. Bauer, J. Alvarado, Wright CollegeEngineering Team (L. Huertas, M. Llopiz, S. Calabrese, G. Baird, K. Jones, M. Haptas, B.O’Connell), M. Angara and in memoriam
outcomes. Engineering a welcoming space where women canfind each other—to lean on and learn from each other—seems like a good place to start.AcknowledgementsThis work was funded by the Institute for Inclusion, Diversity, Equity, and Access in the GraingerCollege of Engineering, University of Illinois, grant number GIANT202005.References [1] J. Ehrlinger, E. A. Plant, M. K. Hartwig, J. J. Vossen, C. J. Columb, and L. E. Brewer, “Do gender differences in perceived prototypical computer scientists and engineers contribute to gender gaps in computer science and engineering?” Sex roles, vol. 78, no. 1, pp. 40–51, 2018. [2] J. Hunt, “Why do women leave science and engineering?” ILR Review, vol. 69, no. 1, pp. 199–226, 2016. [3] S. S. Silbey
attention cueingin animations. Computers & Education, 55(2), 681-691.[2] de Koning, B. B., Tabbers, H., Rikers, R. M. J. P., & Paas, F. (2009). Towards a frameworkfor attention cueing in instructional animations: Guidelines for research and design. EducationalPsychology Review, 21(2), 113-140.[3] de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing asa means to enhance learning from an animation. Applied Cognitive Psychology. 21(6), 731-746.[4] de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010a). Attention guidancein learning from a complex animation: Seeing is understanding? Learning and Instruction, 20(2),111-122.[5] Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J
word count for compassion than kindness) and 21 papersalso discussed empathy (6 with higher word count for empathy than kindness). Related termsthat commonly appeared in these 29 papers also included: caring (20 papers), respect(ful) (17papers), ethic(s/al) (15 papers), and altrui(sm/stic) (14 papers). A detailed exploration of notionsof care in engineering was conducted by Strobel et al. [41]. Kindness may be more active andpersonal than care, as in showing kindness to others (or even oneself), and avoids potentialconfusion around notions of care and diligence in conducting accurate calculations. This quickanalysis shows the inter-relatedness of the ideas of kindness, compassion, empathy, and caring,illustrated somewhat more clearly in the
U e I : Mag ifica i Selec ed del D -d elec i Objec P ii i g F ce a d ag ifica i S a , Re e S a /S /Re e M de Se O Figure 4. User Interface design3.1. Model Setup:This step allows the user to define the
- components proposed in the fulfilled (40 points) missing 1-2 items. proposal successfully. Total: 90 points* Creativity track project should accompany a brief written report with student(s) name(s), and 1) thelearning objectives it includes, 2) description of the project, 3) justification of difficulty, 4) explanation offinal deliverable (artwork, videos, etc.), and 5) references (optional).Out of 122 students in Section 1, 69 students submitted the letter of intent, and 51
quantitative methods, descriptive and t-test, to analyze studentconfidence (instead of preparedness).Students provided responses to the prompt “Give a brief description of the experiences you havefound most influential in your career choice(s).” Participants were able to respond to thisquestion up to four times if they had or wanted to list more than one experience. The maximumresponse count was 171 for the first experience listed, which can be argued as possibly the mostimpactful experience on students' professional identity.The responses for the prompt were analyzed using thematic analysis [26]. A single coder initiallyconducted the analysis of the responses, starting with a set of a priori codes that came from thedevelopment team’s vision of the
collection of first-year engineering courses. Some descriptive information about theuniversities, the college of engineering degrees offered, student demographic information, andthe collection of first-year engineering courses are presented in Table 1. Table 1. Summary of Descriptive Information about Three Institutions in Study Uni. Descriptive Information First-Year Engineering (FYE) Course/s 1 University: Medium-sized, private, STEM+Business university 1. Introduction to COE Degrees: Aerospace, Civil, Mechanical, Electrical
computing. She is currently involved with an NSF-funded S-STEM project that awards scholarships to students studying computing at USF. The project implements a suite of community- building activities designed to improve scholars’ self-efficacy and develop computing identity. Sami also co-directed a project that developed system support and user-driven strategies for improving energy effi- ciency in residential buildings. Sami has served in a number of service roles at USF and in her professional community. She was chair of the Computer Science department at USF from 2013-2016. She also served on the editorial board of Sigmobile’s GetMobile Magazine from 2014-2018. She has been involved with the discipline-specific
increases our sample range and will enrich our study by enabling us to understandhow these results might be different and/or similar across different types of institutions. Second,we intend to expand our sources of data to include students as participants in our study. Webelieve this is important for the triangulation of our data. Hence, we intend to interview studentsto understand how they perceive the study abroad program’s marketing materials.References[1] S. Jorgenson and L. Shultz, “Global Citizenship Education (GCE) in Post-Secondary Institutions: What is protected and what is hidden under the umbrella of GCE?,” J. Glob. Citizsh. Equity Educ., vol. 2, no. 1, Art. no. 1, Apr. 2012, Accessed: Feb. 26, 2021. [Online]. Available: https
perceptions of their level of engagement with the class and active learning. Thestudents in both sections were asked a series of questions designed by the authors, to elicitcandid responses. The survey was conducted separately from the regular student courseevaluations and was completed before the final course grade postings. Table 7 compares studentresponses on the midterm survey (S = Synchronous, N=41/41 and A = Asynchronous N=19/20).The only significant difference (p < 0.1) found using the Mann-Whitney U test was for thestatement “I felt more engaged during activities than lectures”. Table 8 compares studentresponses on the final survey (S = Synchronous, N=39/41 and A = Asynchronous N=20/20). Theonly significant difference (p < 0.5) found