Directorate of Education and Human Resources at the National Science Foundation and spent 12 years teaching science and engineering in rural and small town settings at the K-8 level. She is also a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching. Dr. Hammack researches science and engineering teacher efficacy and student engineering identity development at the K-8 level.Nick Lux (Associate Professor)Blake WieheMiracle Moonga Miracle Moonga is a graduate student in the Curriculum & Instruction program at Montana State University. His interest is in K-12 science and engineering education.Brock J. Lameres (Director, Montana Engineering Education ResearchCenter (MEERC
student evaluations of instruction, and support student learning. This activity advancesthe knowledge of learning communities within the context of higher education and facultydevelopment by integrating it with the use of educational technology and social reflexivity'ssupport of diffusion. The evaluation and research projects are yielding a measure of the rate ofdiffusion of research-based instructional practices and findings related to the impact that peerfeedback has on student learning through direct assessments used for program accreditation,general education assessments, and student end-of-term evaluations.The overriding goal of the project is to enhance teaching and learning in engineering coursesthrough an annotated video peer-review
diligent execution of the plans. This paper presents our learningexperiences from launching the BS in construction engineering program at The Citadel to: i) identify thekey challenges and obstacles encountered in developing a new program and how they were overcome, ii)provide recommendations for best practices in launching a new college degree program, iii) todisseminate the lessons learned from the launch process and to encourage other institutions to considersimilar programs, and iv) to identify areas for improvement in existing construction engineering programsand suggest strategies to implement the improvements.An Overview of The Program Development ProcessDevelopment of the new BS in Construction Engineering program from internal discussions
. Thistechnology is becoming a common practice in discrete part manufacturing industries. Studentswill measure the effects of the thermal status of the machine tool on the machining accuracy ofthe machine tool. Student teams conduct experiments to check calibration of the machine toolsusing Ballbar & LaserXL80 calibration equipment purchased through the NSF grant. Web-basedinteractive instructional modules and tutors are developed for each sensor and equipment usedfor course. MET204 & ET635 (graduate level). Quality Control topics at graduate andundergraduate level focus on the information technology aspect of the proposed project. Studentswill use design of experiments to investigate the effects of the cutting conditions on part
the fall semester of 2010, Stephen developed and taught a cross-listed undergraduate and graduate level course on simulation- based modeling and design using computational fluid dynamics. Prior to being at South Dakota State University, Stephen worked with the Simulation, Modeling, and Decision Science Division at Iowa State University’s Virtual Reality Application Center. His research while at these institutions included modeling complex multiphase fluid flows and systems of models to optimize engineering designs of energy systems. Stephen has been a coordinating instructor for undergraduate engineering laboratories, including fluid mechanics and heat transfer laboratories. Also, Stephen is actively involved with
- ground is in Material Science and Engineering, with an emphasis on Biomaterials Design. She is inter- ested in, broadly, how best bridge engineering practice and education. More specifically, she is interested in how to support teachers in teaching engineering, and studying how students and teachers engage with engineering specific practice.Dr. Joi-lynn Mondisa, University of Michigan Joi Mondisa is an Assistant Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michiganˆa C”Ann Arbor. Dr. Mondisa holds a PhD in Engineering Education, an MS in Industrial ©American Society for Engineering Education, 2023
Year ward, 2012 ©American Society for Engineering Education, 2023 Building a Sustainable Institutional Structure to Support STEM Scholars – Work-in-ProgressIntroductionThis paper describes preliminary findings and outcomes from a five-year, NSF-sponsored project(Award #1565066) at Purdue University Fort Wayne to increase the number of students whocomplete engineering, engineering technology, and computer science degrees [1]. The objectivesof this project are to (a) increase graduation rates of the STEM cohorts; (b) build the foundationfor a sustainable institutional structure and support STEM scholars and other students; (c) carryout research designed to advance understanding of the
prevent misdiagnosis [6]. However, this method is novel inundergraduate engineering education research. Although engineers do not diagnose patients, theydo require a similar skillet that is necessary for complex problem solving in groups, such asadequate observational, listening, and interpersonal skills required to discuss open-endedproblems and scenarios. How this technique helps shape engineering students’ interpersonalskills has not been previously studied. This study uses VTS as a guided practice activity toobserve its effects on engineering students' preference towards teamwork, which is measuredthrough the validated instrumentation of Collective Orientation [7]. This research aims tounderstand how VTS impacts undergraduate engineering
Course," Educational Researcher, vol. 50, no. 4, pp. 205-213, 2021.[17] R. Nerio, A. Webber, E. MacLachlan and D. Lopatto, "One-year research experience for associate's degree students impacts graduation, STEM retention, and transfer patterns," CBE-Life Sciences Education, vol. 18, no. 2, pp. 1-9, 2019.[18] J. Fogarty, L. Dunlap, E. Dolan, M. Hesse, M. Mason and J. Mott, "Learning Communities in Community Colleges," 24 May 2021. [Online]. Available: http://wacenter.evergreen.edu/node/1746.[19] S. Otto, M. Evins, M. Boyer-Pennington and T. M. Brinthaupt, "Learning Communities in Higher Education: Best Practices," Journal of Student Success and Retention, vol. 2, no. 1, pp. 1-20, 2015.[20] P. R. Lockwood and E. M. Hunt
professional skillslike communication and lifelong learning in order to adapt to the needs of their industry.However, graduates hired in computer engineering and electronics frequently lack the abilitydesired by employers to concisely communicate their designs and technical results [4]. Forexample, Campi and colleagues researched communication skills in a project-basedMicroelectronics course designed to simulate an industrial environment [4]. This study wasdriven by the need for professionals in the microelectronics engineering industry to be able toreport individual, specialized work to team members and supervisors. The authors emphasizethat communication "becomes even more important when the graduate has to face, in the courseof his/her professional
the cost of establishing such large-scale programs surprisingly modest while greatly increasing their accessibility and impact.In the next section, we begin by describing our Global Science and Engineering Program indetail, followed by an in-depth discussion of program design considerations and rationale for keyprogram features, with particular attention devoted to design decisions that impact programscalability and efficiency. In Section 3, we turn to a broader discussion of best practices inplanning and implementing comprehensive, college-wide internationalization initiatives for otherinstitutions exploring large-scale internationalization of their engineering and science programs
,” Georgia J. Science, vol. 77,No. 2, Article 10, 2019.[8] I. D. Beatty, “Standards-based grading in introductory university physics,” J. Scholarship ofTeaching and Learning, vol. 13, No. 2, pp. 1-22, May 2013.[9] A. Rundquist, “Standards-based grading with voice: Listening For students’ understanding,”in Physics Education Research Conference 2011, Omaha, NE, August 3-4, 2011, AIPConference Proceedings vol. 1413, pp. 69-72.[10] A. R. Carberry, M. Siniawski, S. A. Atwood, and H. A. Diefes-Dux, “Best Practices forUsing Standards-based Grading in Engineering Courses,” presented at 2016 ASEE AnnualConference & Exposition, New Orleans, Louisiana, June 26-29, 2016. Paper ID #16218.[11] J. Mendez, “Standards-based specifications grading in a hybrid
Remote Delivery Task Force included eight ExCEEd graduates, who havecollectively supported ExCEEd since 2001. During the last 15 years of the ExCEEd Teaching Workshop,the members of the Task Committee have served as assistant mentors and mentors at different ExCEEdsites, and one member served as an instructor at a mini-ExCEEd. Additionally, two members of the TaskCommittee attended ExCEEd II. Dion Coward served as the ASCE staff liaison to this Task Committee.Review of Traditional ETW PlanThe ETW is an intense 6-day workshop for engineering educators. The ETW consisting of elementsdesigned to create and establish participant teams, deliver teaching best practices via seminars,demonstrate teaching best practices using demonstration classes, and
learning. Page 14.1102.7In recent years, there has been an increase in the quantity of literature devoted to describing whata successful professional development program should look like. Most researchers agree onspecific criteria that will make a professional development program successful. The key featuresof a successful science professional development program include: (a) intensive and sustainedtraining with opportunities for active learning, where teachers are able to practice using the skillsand knowledge developed, (b) delving into deep science content and process knowledge(subject-matter knowledge), (c) modeling strategies teachers will
examine the impact of thelearning community experience on first-year retention in engineering and at the university. Theresults of this analysis, limitations and conclusions are discussed.Engineering Learning Community DesignSeveral published studies have linked learning communities to increased retention of first-yearstudents, higher first year GPAs, and lower incidence of academic probation [3]. Zhao and Kuh[4] indicate the cluster enrollment model featuring a cohort of students co-enrolled in two or morecourses is improved upon when the faculty involved in these courses design activities thatincorporate the curriculum of the courses in cluster. This integrated curricular approach was thebasis for the WTAMU engineering learning community
, activities, and impact of the curriculum development, teacherand student summer institutes, and preliminary classroom implementation results for the firstphase of the project: designing the wire-guided, underwater ROV and controlling it to performthe initial set of performance challenges related to maneuvering around the pool andcollecting/placing wiffle balls in a goal.BUILD IT Program and Learning Goals and ActivitiesIn meeting the ITEST program goals to provide more students with experience and motivation topursue IT and STEM study and careers, the BUILD IT project focuses on three keyconstituencies: (1) middle and high school teachers; (2) their students; and (3) guidancecounselors. In addition, we have sought to engage parents and the greater
Paper ID #216602018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29”What the problem really was. . . ”: A preliminary exploration of youth prob-lem definition in everyday contexts.Jacqueline Handley, University of Michigan Jacqueline Handley is a graduate student at the University of Michigan, in Science Education. Her back- ground is in Material Science and Engineering, with an emphasis on Biomaterials Design. She is inter- ested in, broadly, how best bridge engineering practice and education. More specifically, she is interested in engineering access and
argumentation is a promising approachto teaching engineering, the National Research Council (NRC, 2012) contended that studentsshould master “constructing a convincing argument that supports or refutes claims” for solutionsabout the designed world – a recommendation that was adopted by the Next Generation ScienceStandards (NGSS Lead States, 2013, p. 63).Although argumentation can help both students and engineers achieve positive outcomes(Gouran, 1995; Zohar & Nemet, 2002), it’s not always a simple skill for students to master(Wilson-Lopez & Garlick, 2017). Consequently, we argue that there is a need for more researchrelated to best practices for supporting K-12 students in engaging in engineering argumentation.The purpose of this review is to
Environmental Policy, and En- gineering Risk and Uncertainty. Her recent research is about gaseous emissions of reactive nitrogen from fertilized fields into the atmosphere and impacts on air quality and climate change.Prof. Eleftheria Kontou, University of Illinois at Urbana-Champaign Dr. Kontou joined the Department of Civil and Environmental Engineering of the University of Illinois at Urbana-Champaign in October 2019. She received her PhD in Civil Engineering, focusing on trans- portation systems, from the University of Florida under the advisement of Dr. Yafeng Yin. She holds a MSc from Virginia Tech in the same field. She graduated with a BSc in Civil Engineering from the National Technical University of Athens. She
, making athoughtful response to selected readings, conducting an informational interview with aprofessional in their intended field, reporting on best practices, and participating in a juriedposter presentation of a small research project.Overall, the curriculum is designed so that the task difficulty is slightly greater than students’current ability as established by their transcripts and pre-assessment results. Students areexposed to vicarious successes and role models, with opportunities to present successes and 440correct errors. Each student’s performance gets honest feedback, with specific information abouthow to improve their skills and performance. Instructors and staff meet regularly to
. https://www.sciencemag.org/careers/2019/06/academia-or-industry-how-i- learned-pivot-between-them (accessed Feb. 28, 2021).[24] “Integrating Development and Operations in Cross-Functional Teams - Toward a DevOps Competency Model | Proceedings of the 2019 on Computers and People Research Conference.” https://dl.acm.org/doi/abs/10.1145/3322385.3322400?casa_token=dmOlMsfxiscAAAAA%3A9t6lNXkH7j- stOCU75MXEmwH3N5w7cUMMxp3kiLCWIWIrfpCRPhgmowFnTLpqhDIciYRroxNuvgYEg (accessed Feb. 28, 2021).[25] J. Laurent and R. M. Leicht, “Practices for Designing Cross-Functional Teams for Integrated Project Delivery,” Journal of Construction Engineering and Management, vol. 145, no. 3, p. 05019001, Mar. 2019, doi: 10.1061/(ASCE)CO.1943
, the returns oninvestments in this form of educational practice have justified the expense. True education residesin experiential learning, however, not all experiences are equally valuable. We must optimize ourstudents experience. Laboratory intensive education and a capstone senior project requirementhave provided Poly graduates with a margin for excellence. This exposure is valuable becauseengineers are inherently innovators, the nature of engineering is problem identification andsolution. Engineers have designed and built the structure and the infrastructure of society in eachand every era, and in each and every sector. From chips to ships, from “It” to “Freedom”engineers use the materials of their age to shape their world. Thus, if the
newprocesses, using new materials and analyzing product/process reliability. They must performsophisticated life cycle testing and product reliability studies in a short amount of time in order tounderstand processes and the yield for new products. Page 11.1221.21 Corresponding Author – Phone:585-475-6081, Fax:585-475-7167, Email: smrmet@rit.edu2 Graduate Research AssistantTherefore, engineers must have multi-disciplinary skills that allow them to understand design forexcellence concepts. Industry needs new graduates who can contribute to design teams and allaspects of manufacturing, including assembly inspection, testing and reliability
research design, community-engaged research and mentoring to a) investigate how people perceive, understand, and make decisions about the planet in order to b) address access, inclusion, equity, and justice in STEM and academia. c American Society for Engineering Education, 2019 Developing a conceptual framework to understand student participation in entrepreneurship education programsAbstract: The importance of fostering innovativeness and creativity in graduates has beenwidely noted in national calls and accreditation reforms to enhance graduates’ competitiveness inthe global economy. As a result, universities and other higher education institutions haveinitiated curricular
for increased “relevancy” of engineering educationwith greater industry-academia collaboration on many fronts. It was inspired by a round tablediscussion, where engineering graduates of Region’s colleges have suggested ways to startdeveloping viable and enduring connections between local industries and the academicinstitutions of the Arab Gulf States. Strategies to help promote the collaboration effort areoutlined. In particular, activities (plans, and scenarios) perceived as effective in closing the gapbetween academia and industries are described. Training, capstone courses, consulting by facultymembers, and joint research projects, aimed at serving the interest of both parties (academia &the industrial partners) are also addressed. The
incorporate legitimate engineering tasks into curricula which help students advance towards and prepare for careers in engineering.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s engineering study (as reported in Educating Engineers: Designing for the Future of the Field). In addition, in 2011 Dr
of 10+ Best Paper Awards from majorinternational conferences, including IEEE CPSCom-2019, IEEE ICII 2019, IEEE/AIAA ICNS 2019,IEEE CBDCom 2020, WASA 2020, AIAA/ IEEE DASC 2021, IEEE GLOBECOM 2021 and IEEEINFOCOM 2022. ©American Society for Engineering Education, 2023NSF REU Site— Drone Swarms in the Age of Artificial IntelligenceAbstractDrone swarms, the ability of drones to autonomously make decisions based on shared information,create new opportunities with major societal implications. However, future drone swarmapplications and services pose new networking challenges. A resurgence of artificial intelligence(AI) and machine learning (ML) research presents a tremendous opportunity for addressing thesenetworking
reasoning between native- and non-native-English-speaking students arebetter explained by cultural than language differences 2. engineering ethics education canincrease ethical reasoning abilities, and 3. ethical reasoning is positively associated with anemphasis on care, and negatively associated with an emphasis on loyalty. Shortcomings of thecurrent study and directions for further research are also discussed.IntroductionThis paper presents the motivations for and results of a preliminary study exploring theinfluences of culture, education, and moral dispositions on ethical reasoning among engineeringstudents in China. Previous research has examined the effects of engineering ethics education onethical reasoning, but this work has tended to take
and software engineers,software developers, designers, researchers, and other professionals. The Success Summit alsohosts a career and college fair during which students meet representatives from companies andschools that many of them are unfamiliar with. They ask questions of company representativesand learn best practices for success in landing offers and thriving in their workplaces.The success of Beam Village is evident in the large numbers that enroll in college, oftenpursuing non-traditional majors, which they previously thought they would not like or could notmaster. They build ongoing relationships with mentors, land scholarships, and attend conferencesthat they never would have been aware of if not for the Beam Village
impact of their lowerstarting representation and higher attrition rate on workforce diversity. Exit rates fromengineering careers are highest in the first 10 years after graduation. Thus, unlike mostworkforce retention research, this study focuses on participants who are still in the midst of thiscritical phase of their careers. We investigated what engineering graduates say about how andwhy they make early career pathway choices. The motivations for their choices were examinedthrough the lens of gender differences (and similarities) while resting on the fundamentalpsychological framework provided by self-determination theory (SDT). SDT has demonstratedthat the more behaviors are autonomously motivated, the more stable, the more fulfilling, and