scholarship program. The project builds on prior research suggesting thataffective factors including sense of belonging, identity, and self-efficacy play important yet notfully understood roles in science, technology, engineering, and mathematics (STEM) students’academic persistence and successful progression toward careers, and that these factors can proveparticularly influential for individuals from groups that have been historically marginalized inSTEM [1]-[6]. Prior studies conducted as part of this research project have demonstrated impactsof Scholars’ math-related experiences on their developing identities [7] and found that structuresassociated with the scholarship program helped support Scholars’ developing sense of belongingdespite the shift
Paper ID #38378Better together: Co-design and co-teaching as professional developmentLynn Mandeltort, University of VirginiaDr. Priya Date, University of VirginiaDr. Amy M. Clobes, University of Virginia Dr. Amy M. Clobes is committed to supporting current and future graduate students as Assistant Dean for Graduate Affairs for the University of Virginia School of Engineering and Applied Science. In her current role, Dr. Clobes collaborates to support existing programs and develops new initiatives in graduate student recruitment, training, education, and career and professional development. Dr. Clobes holds a B.S. in
topresent the initial findings of the course’s impact quantitatively and qualitatively on students’development of engineering and entrepreneurial skills through a pre- and post-coursecompetencies evaluation survey and prototype evaluations. The paper also details our deliberateapproach to fostering diverse, equitable and inclusive teams.Entrepreneurial Mindset:The term entrepreneurial mindset and what it means in engineering education is oftenmisunderstood. Engineering students continue to associate the term with “starting a business” [9-10], which deters them to see the importance of building career-distinguishing entrepreneurialmindset and value creation skills that create well-rounded engineers. Entrepreneurship refers tothe process of starting
or algorithm, and the student's confidenceto debug a program. Self-efficacy can be a key factor in students' academic success and futurecareer choices in engineering. Self-efficacy defined as "one's self-judgment concerningcapability", is an important mediating factor in cognitive motivation [18]. In engineering,students with high levels of self-efficacy tend to have better problem-solving skills, greaterresilience in the face of challenges, and more positive attitudes toward their coursework andfuture careers [19].Another important aspect of self-efficacy is its relationship to the retention of women inengineering. Self-efficacy can play an important role in the success and persistence of women inengineering. Research shows a mixed view of
results of this workshopwere two-fold. First, the participants were able to vent their current frustrations and they alsowere able to practice some creative thinking techniques that might be useful in their careers andpersonal life. Second, the workshop yielded quite a few implementable ideas ranging from short-term to long-term that are being used to improve the campus experience for female engineeringstudents. To date, the researcher has been able to implement three ideas generated by theworkshop participants including a new mid-term course survey, women-led makerspaceprogramming, and registration support for parents. Additional ideas such as priority registrationfor women and gender pairing of academic advisors are in longer-term discussions
engineering careers [3]. Respectfulteamwork can motivate, empower, and encourage students from all backgrounds to persistthrough challenges, and to continue pursuing engineering [4]. However, when teamwork andcollaboration is less respectful or inequitable, individuals (often women, racial minorities,members of the LGBTQ community, people with disabilities, etc.) may be discouraged tocontinue studying engineering due to the working environment [4]. Therefore, it is imperativethat early engineering classes foster inclusive and equitable standards of teamwork to ensurestudents of all backgrounds feel respected in academic collaboration. An environment of respectand inclusion is beneficial not only to the individuals in the team but also to the team as
payincreases. In some cases, employees have accumulated large pensions that may be payable inlump sums. Employees can simultaneously retire from one employer, take a large lump sumpayout, and then go to work for another employer, often at an increased pay rate.Another suggested cause is a desire for a better work-life balance. This includes burnout andsafety concerns regarding the pandemic for some professions like the medical [12] and educationfields [13]. Unsurprisingly, Ahmed et al. (2022) empirically found that job satisfaction wasstatistically significantly inversely related to job burnout [14]. Employees feeling burned outwere less satisfied with their jobs. A related possible cause is a desire for a change of life such aschanging careers [15
disease on tissue- and joint-level mechanobiology. She has received many awards including the 2019 YC Fung Young Investigator Award and NSF CAREER Award, and was inducted into the AIMBE College of Fellows in 2021. American c Society for Engineering Education, 2022Thank you for joining us today for our presentation on Combining Forces, PuttingEquity to Work. My name is Dr. Fatima Alleyne and I am the Director of CommunityEngagement and Inclusive Practices in the College of Engineering at UC Berkeley.Joining me today from UC Berkeley is Professor Grace O’Connell, the Associate Deanfor Inclusive Excellence and former Vice Chair for Equity in the MechanicalEngineering
leveraging the power of PBL inteaching practices and projects with a focus on DEIJ, engineering educators can create moreinclusive and empowering learning experiences through projects that help all students thrive intheir engineering education and future engineering careers by fostering innovation, creativity,and excellence. Creating an inclusive learning environment, ensuring equitable access andsuccess, and promoting diverse representation and perspectives in project-based classes withinfirst year engineering courses are essential for retaining and preparing engineers who areequipped to address the complex and grand challenges of the 21st century.ConclusionComing from civil and environmental engineering backgrounds, the authors initially taught
Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has co-authored 2 book chapters, 34 journal publications, and more than 80 conference papers. She is recognized for her
partnership or faculty externship with a constructionmanagement industry member and a faculty member's home academic institution, a course wascreated in which current industry project work was leveraged as curricular content and deployed,in real-time, within a combined lecture and lab classroom environment. The focus of the coursewas virtual design and construction tools, workflows, processes, and information technology forconstruction. In this model, a full-time faculty member was embedded in the industry to leveragea live knowledge transfer learning environment that draws from real-time industry experiencesand training to bring direct career readiness and preparation into the classroom. Engaging thispedagogical model allowed the faculty member to
valued or acted upon.The importance of department chairs in perceptions of climate is evident from both the facultyclimate survey data, as well as our qualitative research on the experiences of women of colorfaculty. A path analysis of predictors of faculty job satisfaction based on climate survey datafinds that for both women and men, effective chair leadership leads to greater career satisfactionvia access to internal academic resources and collegial relationships [13]. The role of the chair isparticularly important for women faculty, however, as perceptions of effective chair leadershipdirectly shape job satisfaction for women faculty. Turning to our interview data, women of colorin diverse departments reported that their relationship with
bibliographical review on the entry and retention of women in STEMcareers [8]. The study identifies several factors contributing to the low representation of womenin STEM fields, including a lack of female role models, which conveys the message that womenare not inclined or capable of pursuing careers in science or engineering. Moreover, the studyhighlights that simply increasing the number of women in these disciplines is insufficient. This isbecause many women in STEM have had to conform to a more masculine model to fit in andsucceed.Camps [9], also addresses this issue in her research, which involved interviewing women insenior management. She found that some interviewees sought to distance themselves fromfeminine traits, as they to work with men and
Division Early Career Award.Dr. C. Stewart Slater, Rowan University C. Stewart Slater is a professor of chemical engineering and founding chair of the Chemical Engineering Department at Rowan University. He has an extensive research and teaching background in separation process technology with a particular focus on membraSean CurtisMichael FracchiollaDavid Anthony Theuma ©American Society for Engineering Education, 2023 Hands-On Experience in Solving Real-World Problems via a Unique Student-Faculty-Industry Collaboration Program1. IntroductionModern engineering education should have an inclusive teaching curriculum that combinestraditional lecture-based learning with new methods that can
projects integrated with the undergraduate engineering curriculum. Dr. Surupa Shaw | Texas A&M University | Higher Education Center at McAllen TX I. INTRODUCTION The undergraduate engineering curriculum forms the fundamental knowledge base for our future engineerswho would be serving the global society. It is imperative for the undergraduate engineers to get a reality checkon the utility of their classroom knowledge that would help them shape their career path and would providethem a valuable appreciation of the course content. Phylis Blumenfeld et al. [1] emphasized on the compellingargument of making projects an integral part of the learning process, as they promote student
. This project helped reinforce problem-solving in engineering and helped expand our minds on another software that is possibly applicable to a future career. 3. Through this experiment, we have gained insight on how the design process works, how long we can expect our prints to take, and some of the challenges we can expect to confront.Students also comment on self-efficacy, we learned from the 3D printing assignment is that tomake a successful print you have to understand the structural needs of your design and possibleweak points. As we continue offering this course, we will develop new projects and modules to deliverto the students. We also plan to collect and publish more formal assessment data with a
the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context and storytelling in both K-12 and undergraduate engineering design education. Jordan is PI on several NSF- funded projects related to design, including an National Science Foundation (NSF) Early CAREER Award entitled “CAREER: Engineering Design Across Navajo Culture, Community, and Society” and “Might Young Makers be the Engineers of the Future?,” and is a Co-PI on the NSF Revolutionizing Engineering Departments grant “Additive Innovation: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s “20
have authored over 150 peer-reviewed technical articles and two have been recognized as best papers in American Society of Mechanical Engineers journals. He is a Fellow of ASME. Ali has taught 11 different courses and leads an engineering- based study abroad course in Brazil as well as the jointly-funded NSF-DoD REU site on Hypersonics (HYPER). Ali is well-known for engaging undergraduates in research, and he is UCF’s 2019 Champion of Undergraduate Research inaugural awardee. At UCF and in the broader higher education community, Ali focuses his efforts on expanding the pipeline of graduate students qualified to pursue careers in academia. Just before joining UCF as an Assistant Professor, he earned a PhD in Mechanical
. 7, no. 1, p. n1, 2018.[6] R. G. McGrath and I. C. MacMillan, The entrepreneurial mindset: Strategies for continuously creating opportunity in an age of uncertainty. Harvard Business Press, 2000.[7] T. K. F. Foundation. "Transforming Engineering with Entrepreneurial Mindset." https://engineeringunleashed.com/ (accessed.[8] A. M. Jackson, S. Resnick, R. Hansson, and C. Bodnar, "Student perceptions of an entrepreneurial mindset and its relevance to engineering careers," 2021.[9] A. Jackson, S. Resnick, R. Hansson, K. Burgess, and C. A. Bodnar, "Exploration of the experiences that shape engineering students’ entrepreneurial mindset development," Entrepreneurship Education and Pedagogy
cultures in this inequality. Second, Cech examines how cultural definitions of “good work” and “good workers” can anchor inequality in the workforce. For example, she examines the role of the “passion principle” in the reproduction of occupational inequalities: how seemingly voluntary and self-expressive career decisions help reproduce processes like occupational sex segregation. Finally, she studies how cultural understandings of the extent and origin of inequality help to uphold unequal social structures. Cech’s research is funded by multiple grants from the National Science Foundation. She is a member of the editorial board of the American Journal of Sociology and her research has been cited in The New York Times
-inducing activitiessuch as meeting peers and introduction to course content are completed before “day one” of thecourse.A major objective of a pre-course session is the instructor’s opportunity to frame why a course isnecessary and how the knowledge is to be acquired. This vision can be challenging to highlighteffectively in the ‘day one’ excitement and angst, or after the lesson flow of the course hasbegun. The framing focus can motivate students and help them connect the course objectives toachieving their goals. Providing a framing structure in the course will help students take that firststep, or next step, on their career path.The pre-course session may also provide scaffolding and pre-teaching content to better preparestudents for the course
results in a deeper understanding of those engineering concepts throughthe lens of real-world collaboration and contexts.IntroductionEngineering is necessary for human survival and anyone who wants to be part of designing thatsurvival deserves to participate. Instructional designers must create content that allows forteaching the fundamentals of a discipline and leaves space for cultivating and discussing newideas. Underserved populations in engineering have been shown to stick with careers where theyfeel they have a social and global impact so incorporation of applications and examples intocurriculum is essential [1, 2]. The multimodal framework presented in this paper demonstrates away to emphasize the relationship between engineering and
renewable energy achievements in Australia, New Zealand, Denmark, Virgin Islands and Germany. Mrs. Temple started her career in the private sector in accounting and finance before coming to College of the Canyons. Mrs. Temple earned her B.A. in Communications with an emphasis in Public Relations at California State University Bakersfield and a M.A. in Strategic Communications from National University. In addition to her grant administration duties, Mrs. Temple is an Instructor in Communication Studies at College of the Canyons in California.Kathleen Alfano (NSF CREATE Center co-PI) Kathleen Alfano has a Ph.D. from UCLA in Higher Education with a cognate in administration and evaluation. Her B.S. is in chemistry and she
of context and storytelling in both K-12 and undergraduate engineering design education. Jordan is PI on several NSF-funded projects related to design, including an National Science Foundation (NSF) Early CAREER Award entitled “CAREER: Engineering Design Across Navajo Culture, Community, and Society” and “Might Young Makers be the Engineers of the Future?,” and is a Co-PI on the NSF Revolutionizing Engineering Departments grant “Additive Innovation: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s “20 Faculty Under 40” in 2014, and received a Presidential Early Career Award for Scientists and Engineers from President Obama in 2017. Jordan co- developed the STEAM Labs™ program to
. ● In Oka et al. [12], satisfaction with career and professional development was not indicated as a category of low satisfaction for women. However, when we disaggregated the responses by FB status, we found that while 86% of USB women expressed moderate or extreme satisfaction in this area, only 44% of FB women did, which was statistically significantly lower (P = 0.5). Some studies in the past (e.g., Wells [6], Mamiseishvili [10]) 9 have reported similar observations. The current study again highlights the importance of analyzing data of FB faculty separate from USB faculty to assess their career experience
- Applying a Design, Development, and Testing Exercise to Augment the Early-Stage Undergraduate Aerospace and Mechanical Engineering Experience I. INTRODUCTION The challenging and encouraging nature of a research environment can contribute to thesuccessful application and retention of knowledge for a college student. It is important forengineering students to realize the benefits of participating in a research laboratory during theirundergraduate career. This paper presents the design, construction, and testing of a thrust stand todemonstrate the core principles taught in advanced engineering courses. The thrust stand wasdesigned to facilitate the testing and evaluation of different types of motors
, and one two-item scale which assessed students’ confidence in onlineengineering learning. Data analysis for the open-ended questions was guided by the theoreticalframework - Social Cognitive Career Theory [1] that explores how context, person factors andsocial cognitions contribute to career goals, interests and actions. A phenomenological approach[2] was conducted to understand the experience of these students. Open coding and axial coding[2] methods were used to create initial categories then themes related to students' concerns andchallenges. Data from the two-item scale was evaluated using descriptive statistics: means,standard deviations, and ranges.Four main themes with separate sub-categories emerged from the student responses: 1
understanding of electromagneticinterference and EMC principles, as well as to prepare students for EMC circuit design issues intheir future careers in industry and academia. The course covers topics such as howelectromagnetic interference affects electronic devices, how to design electronic systems that meetthe United States and international EMC standards, different coupling mechanisms, radiated andconducted emissions and susceptibility, crosstalk, grounding, and shielding, and system design forEMC.This course is cross-listed for both undergraduate and graduate students. While the graduatestudents have a background in wave propagation, antenna radiation, and other related topics, theundergraduate students may only have finished junior-level
developmentapproaches for resilient infrastructure systems. Therefore, Architecture/Engineering/Construction(AEC) education must incorporate infrastructure resilience topics into courses and curriculawhich can help the graduates to expand their knowledge and involve themselves in the newparadigm of resilient infrastructure systems design in their career. This study introduces anemerging and effective resilience design concept Safe-to-Fail to the AEC minority students toimprove their knowledge of infrastructure resilience against natural disasters, which can supportcritical decision-making during the design, construction, and maintenance of the infrastructuresystems.The current literature highlights that Architecture/ Engineering/ Construction (AEC
affordable housing.Additionally, there were a few impartial feedback such as: • It's the future of construction. • 3D printing is a viable option for low-cost housing. Figure 5. Students’ qualitative feedback on the efficacy of the 3D printing technology module, n=48Scope of 3D printing ModuleStudents who participated in the educational module related to 3D printing technology wereasked to rate the scope of this method based on their experience in five different areas: (1)Support in academic career; (2) Support in professional career; (3) Increased awareness on low-cost housing solution; (4) Help construction management students identify skill and knowledgegap in 3D printing technology; and (5