added to the silent culture. Ignorance anda lack of education, political orientation, and homophobia further induce a climate of ignoranceand silence about LGBTQ+ topics, terminology, and knowledge, compounding the discomfortfelt by many [32]. The general lack of knowledge to further understand the needs of LGBTQ+students. There seems to still be active homophobia between peers and educators who are ill-prepared to support diverse learner needs. Additionally, a lack of policies exists to informdecision-making [32], considering the unique needs of LGBTQ+ people. It comes as no surprisethat the best practices for creating inclusive engineering classrooms and laboratories forLGBTQ+ STEM practitioners involve increasing understanding, support
that are directly related to engineers. Whenwe began designing this course, we asked ourselves this question: How do we make our studentsaware that what they do as engineers has a direct impact on the community to which theybelong? Research on engineering ethics has pointed to the lacunae between practice andphilosophy. Incorporating sustainability into the ethics course bridges that gap and makes ethics apracticing philosophy.Our ethics course is taught under a broader rubric of social science, thus incorporating the socialand ethical responsibilities of practicing engineers. It makes them aware of their civicparticipation in their own communities and thus their responsibilities as citizens to a wider societyNormally ethics is taught under
, engineering, and math education and careers for which she recently served two years at the National Science Foundation as a grant adminis- trator. Dr. Rogers provides statistical and methodological consulting on a variety of research, evaluation, and assessment projects.Ms. J. Jill Rogers, University of Arizona J. Jill Rogers is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, dual credit college level, introductory engineering course offered to high school students. In 2014, the ENGR 102 HS program won the ASEE best practices in K-12 and University partnerships award. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational re- search
been vetted by a survey of industrial professionals well-practiced in flight vehicle weightestimation – the results of which indicate the needs of a weight engineer revolve aroundthorough documentation of flight vehicle applicability, weight method processes and equations,and uncertainty. Transport aircraft validation cases have been applied to each entry in the AVDWeight Method Library in order to provide a sense of context and applicability to each method.This generic specification of a method library will be applicable for use by other disciplineswithin the AVD Lab, Post-Graduate design labs, or engineering design professionals. Proceedings of the 2013 ASEE Gulf-Southwest Annual Conference The
Education Department, Purdue University Syafiah Johari is currently a senior in Mechanical Engineering at Purdue University. She did research under supervision of Dr. Monica Cox (Associate Professor) and Nikitha Sambamurthy (Graduate Stu- dent) in Engineering Education Department for the 11-week Summer Undergraduate Research Fellow- ship (SURF) program in summer 2014. Her research interests include heat and mass transfer, energy and environment. She was the recipient of Mechanical Engineering Scholarship Award of Purdue University in 2013 in recognition of her outstanding achievement in academic and co-curricular activities and Best Engineering Design Award for the excellent class design project in spring 2013
theoretical and practical level. Students are required to complete two projects as part of their curriculum for graduation. The projects are known as the Interactive Qualifying Project (IQP) and the Major Qualifying Project (MQP). These projects not only allow students to learn about the applicability of what they learn in class, but at the same time they are able to see the impact of their work on society. Each year WPI has teams made up of three students each assigned to a specific project. The faculty advisor meets with the companies and determines what it is that they should target in order to set-up a plan of action. A preparation period, equivalent to one full course, is done on campus in which the students perform all the literature
? How might thedifferent types of experiences offered at University of Rhode Island relate to students’ globalperspectives? While further deep analysis of the collected data still has to been done, it isreasonable to assume that it was the curricular design of the program the majority of the seniorssurveyed from University of Rhode Island were enrolled in - its five-year dual BachelorInternational Engineering Program – mattered in terms of its impact on student performance in theGPI.The International Engineering Program at URI was conceived in 1987. The program was originallydesigned as a dual degree program for German and Engineering majors; students receivedbachelor’s degrees in the language as well as in their engineering discipline. Key
expectations and techniques for clarifying the Page 12.192.9ambiguity that is common in ethical dilemmas.The primary purpose of the Professional Component course sequence is to link all these skills toengineering design and to assess the progress of student capabilities through the curriculum. Theintegrated structure of the Professional Component courses provides a framework for buildingupon previous coursework, assessing student progress often, and more quickly adjusting coursecoverage based on prior assessments to effectively assure that graduates of the program arecapable of practicing as engineers upon graduation.The Professional Component as defined
Instructional Design Specialist in the Department of Global Learning at the Missouri University of Science and Technology. He received his Ph.D. degree in Information Science and Learning Technologies in 2007 from University of Missouri – Columbia. He also holds a BS and a Ph.D. from the University of Sibiu in Romania with a specialization in manufacturing technologies and respectively cutting-tools design. His research interests include design-based research in technology-enabled learn- ing contexts, technology-mediated problem solving, applications of dynamic modeling for learning of complex topics, and the impact of epistemic beliefs on learning with technology
advanced human-machine systems, usability evaluation of everyday products and services, and research in multimodal systems and virtual environments. His current research interests include virtual reality applications in manufacturing, multimodal interaction design, audio interfaces, advanced usability evaluation techniques, simulating complex human-machine systems, and advanced application of statistical techniques. Dr. Ahmad is a Certified Simulation Analyst and a Certified Six Sigma Black Belt.Miss Jerie Pedescleaux, Northwestern State University Industrial Engineering Technology Graduate of Northwestern State University. c American Society for Engineering Education, 2017
Bergom is a PhD candidate at the Center for the Study of Higher and Postsecondary Education at the University of Michigan.Mr. Brian A. Burt, University of Michigan Brian A. Burt is a Ph.D. candidate in the Center for the Study of Higher and Postsecondary Education (CSHPE) at the University of Michigan. His scholarly interests include graduate student learning, reten- tion and persistence, STEM education, and the Black student experience. His current research explores what doctoral students learn from research experiences and how their experiences influence perceptions of and preparation for the professoriate.Dr. Lisa R. Lattuca, University of Michigan Lisa R. Lattuca is Professor of Education at the University of
Computer Science from the University of Nebraska at Omaha.Prof. Matthew MalensekMr. Gian Bruno, University of San Francisco American c Society for Engineering Education, 2021 Work in Progress: Understanding Professional Identity Development Among Computer Science StudentsIntroductionDespite growing enrollments in computing programs, retention, particularly of students fromhistorically marginalized and minoritized groups, remains a challenge [1]. Recent research hasdemonstrated that a stronger sense of disciplinary identity may contribute to increased persistencein STEM fields. A number of High-Impact Educational Practices (HIPs) [2] have been shown
,Engineering Disasters, and Technology, Society, and Values). The Civil Engineering departmentat Oregon Tech has a strong laboratory component in its curriculum with a majority ofprogrammatic courses including a laboratory. Given the motivations of these two departmentsand mutual interest of the project faculty in bridges, and Conde B. McCullough (Figure 1) inparticular, the faculty identified the potential for a field course to tour important Oregon bridges.Emphasizing those constructed to complete the Oregon coast highway, the course brings thehistory of these bridges together with their design and construction details. Changes in bridgedesign practice were discussed as an analog to the development of civil engineering moregenerally. Figure
an unfamiliartechnology tool (i.e. the BBC micro:bit), both of which were viewed with apprehension by mostparticipants. Based on facilitator experiences, it may be asking too much of educators to learn to code anduse an unfamiliar technology tool while also introducing engineering design, computational thinking, andengaging students in outdoor learning. Best practices for creating and implementing effective professionaldevelopment for educators call for programs of sustained length to have an impact on teacher practice.However, in our experience, long-term engagement with multiple PD training sessions was difficult toschedule, did not guarantee educator buy-in, and was not met with as much enthusiasm as short-term PDexperiences.While the
Courses 8the effort. In the following paragraphs we describe our current approach and our ongoingefforts to improve the efficacy of the proposed activities using research-based PBL techniques.The learning outcomes for this graduate course are described as: 1. Model and predict the capacity of the Rayleigh fading channel. 2. Model, simulate, implement and evaluate the performance of a digital communications system over the wireless channel. 3. Design, simulate and evaluate communications systems that use coding, spatial diversity, and transmit diversity. 4. Design, simulate and evaluate systems that use space-time coding.This research project is focused on a PBL approach to
in solving real world engineering problems each semester. He received his PhD from the University of Cambridge, MSE from Rowan University and BSCE from MIT. His areas of research include novel electric generation technology and Mach's Principle.William Riddell, Rowan University William Riddell is an Assistant Professor in the Civil and Environmental Engineering Department at Rowan University. His research and teaching interests include design, structural mechanics, transportation safety, energy efficiency and clean energy generation. Prior to Rowan University, he worked for the US Department of Transportation Research and Special Program Administration, and was a National Research Council
Department of Agricultural and Biological Engineering at Purdue Univer- sity. She is a member of Purdue’s Teaching Academy. Since 1999, she has been a faculty member within the First-Year Engineering Program at Purdue, the gateway for all first-year students entering the College of Engineering. She has coordinated and taught in a required first-year engineering course that engages students in open-ended problem solving and design. Her research focuses on the development, implemen- tation, and assessment of model-eliciting activities with realistic engineering contexts. She is currently the Director of Teacher Professional Development for the Institute for P-12 Engineering Research and Learning (INSPIRE
students’ “career and professional development, communication andleadership development, intellectual development, personal and social development, academicand social engagement, intercultural competence, satisfaction with college experiences, andcollege belonging and persistence in major and college.” [3] Working on a competition team alsocontributes to the development of students’ design and build skills, as well as students’ non-technical skills, skills that may or may not be a part of their technical coursework. [4], [5], [6] Todate, very little research has been done to evaluate the impact of the competition team experienceon the achievement of academic outcomes or the acquisition of an entrepreneurial mindset, butthe competition context is
accomplishment, enrollment into and graduationfrom Centaurus High School. BVSD established the Centaurus Pre-Engineering Academy tocreate a unique and challenging learning opportunity for its high school students — a student bodycomprised of 39% minority students, and 30% from low-income families. This initiative toincrease performance and close the achievement gap has, principals report, resulted in moreparents open enrolling their students intoLafayette’s schools — reversing the historical“white-flight” from the area schools.During 2005-2006, the graduate andundergraduate TEAMS Fellows impacted 1,865students weekly via the instruction of engineeringcurriculum in 68 classrooms: four elementaryschools (710 students); one middle school (915students); and
whether we could have our students investigatethe world of ethical engineering practice by asking the phenomenological question: “What is it tobe an ethical engineer?”Phenomenology as a pedagogical method for engineering ethics education is not entirely untriedor unreported. Porra, a professor at the Helsinki University of Technology in Finland, describeda phenomenological approach to ethics in design engineering at the 2004 InternationalConference on Engineering Education and Research. He introduced phenomenological methodsin an existing course to help reveal to students the values, forces, interests, and mechanisms insociety that pose ethical questions for design engineers.9 Broome described an impromptuactivity he tried in an ethics workshop
Manufacturing EngineeringEducation Partnership (MEEP). The overall outcome of the project was thedevelopment of what we call The Learning Factory at each participating institution. Theprogram calls for the development of a new practice-based curriculum and physicalfacilities for product realization and manufacturing. The major goal is to provide animproved educational experience that emphasizes the interdependency of manufacturingand design in a business environment. The overall outcome intended to graduate betterengineering professionals exhibiting the knowledge and skills needed to succeed in thehighly competitive world of today and tomorrow. The key element in this approach isactive learning: the combination of curriculum revitalization coordinated
its curriculum to train productive and qualified power engineers. The academia needsto do further research to understand the industry trends and gather information as to what has Page 23.1069.2changed and what are currently common best practices in the industry. The challenge faced byacademia is to come up with an updated curriculum at both the undergraduate and graduate levelthat provides the knowledge base of fundamental concepts along with nurturing expertise incross functional disciplines[1].Currently in the industry there are quite a few visionary manufacturers who are contributing intosmart grid applications; some of the names include GE
-track searches. Most of the participants would be at aserious disadvantage when competing against post-doctoral students who had performed research inuniversity labs. Most practicing engineers do not write research papers as part of their work, they developproducts and processes and any research they do is often proprietary and therefore not published.If the composition and criteria of the search committee are not carefully designed, the department will missthe remarkable diversity available and could instead recruit candidates that would be better suited for atenure-track career. This diversity will certainly be missed if the department uses non-tenure-trackappointments as a “holding pattern” while the institution waits for a tenure-track
defined as engineering practice that provides solutions totoday’s problems so that future generations will have at least the same opportunities to liveand prosper that the present generation enjoys. By going through a four-year college-widesustainable/green engineering program, students would increase their understanding of 1)environmental issues and the global impact of engineering solutions; 2) the legalframework that guides engineering solutions and protects the environment and resources;and 3) the need for efficient and effective resource conservation and energy utilization. Inthe end, all engineering graduates will be introduced to the concept of sustainableengineering and practice those principles during their engineering careers. This
immediate impact, but may be helpful over time as they reorient theircurriculum. Other questions sought to determine whether the participants would be interested in pursuingengineering education research after their exposure to the workshop. For example, when asked “Will yoube undertaking any engineering education research project?”, 65% of respondents indicated that they wereplanning to pursue engineering education research in the future with one respondent commenting “Yes.Would like to explore areas like learning theories and applications, continuous assessment, enhancingspatial thinking capabilities and design thinking.” Another respondent even indicated that after thisworkshop he or she intended to pursue a PhD in Engineering Education
and Research Associate at Design Center (DC) Colorado in CU’s Department of Mechanical Engineering at the College of Engineering and Applied Science. He holds a B.A. in psychology from Louisiana State University, an M.S. degree in industrial/organizational psychology and a Ph.D. degree in education, both from the University of Tennessee. Dr. Knight’s research interests are in the areas of retention, program evaluation and teamwork practices in engineering educa- tion. His current duties include assessment, team development and education research for DC Colorado’s hands-on initiatives.Dr. Daria A. Kotys-Schwartz, University of Colorado, Boulder Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross
, with a focus on environmental river mechanics, from Colorado State University. Dr. Mueller’s teaching and research areas focus on environmental and water resources engineering, including stream restoration, sustainable design, environmental river mechanics, and stormwater management practices for low-impact develop- ment. As graduates of Rose-Hulman typically leave with technical competency, she feels strongly that students need to understand the importance of also developing skills in non-technical areas, including sustainability, ethics, and critical thinking. Additionally, Dr. Mueller aspires to continue to provide mean- ingful experiential learning opportunities for her students. Through these experiential
Paper ID #24933Exploring the Unique Skills and Challenges Veterans with Disabilities Bringto College: A Qualitative Study in EngineeringMr. Michael Scott Sheppard Jr., Arizona State University Michael Scott Sheppard is a graduate research associate pursuing a Master of Science degree in Engineer- ing and a Ph.D. in Engineering Education Systems and Design at Arizona State University. He received a Bachelor of Science in Biomedical Science degree from Lynchburg College in 2002, after which he served in the military for six years as a Special Amphibious Reconnaissance Corpsman (SARC) at the 2nd Force Reconnaissance Company
aspirations. Originally based on thetheoretical work associated with the Reflected Best-Self 1 (RBS) and life narratives 2, thissemester-long assignment enables students to use qualitative and quantitative methods todiscover and articulate their unique capabilities, values, defining life experiences, and other coreelements of their identity. We often think of college as being one of the most formative periodsof someone’s life and evidence from research supports this important observation 3. Yet manystudents may graduate from college without ever spending time addressing questions that arecentral to forming a confident sense of self - “Who am I”, “What do I stand for, “Who do I wantto become”, and why? These kinds of questions are rarely addressed in
Paper ID #19192Creating Pathways to Stackable Credentials in Robotics by Manufacturing aCommunity College and University Partnership – Year Two ProgressMr. Mark Bradley Kinney, Bay de Noc Community College Mark Kinney became the Dean for Business and Technology in July of 2012, but first came to Bay Col- lege as the Executive Director of Institutional Research and Effectiveness in February 2009. Prior to that, Mark served as the Dean for Computer Information Systems and Technology at Baker College of Cadillac and as the Chief Operating Officer and network administrator at Forest Area Federal Credit Union. He has taught a