. The numbers of participants (total and for girls) are listed in Table 1, below. Because wefocus on the fourth and fifth grade girls who participated and because we do not have largeenough numbers to disaggregate by race or ethnicity, we do not report race or ethnicityinformation of the participants in this study. However, we want to note that the students whoparticipated in the research reflected the gender and race distributions of their schools and schooldistricts. Across the three years of this study, the student populations of the larger study and inthe focal schools were 2% American Indian or Alaskan Native, 8% Asian, 15% Black or AfricanAmerican, 21% Hispanic or Latinx, 0% Native Hawaiian or Pacific Islander, 49% White, and 5
following research question: What kinds of roles andbehaviors do caregivers enact that support their child’s learning and engagement in engineeringactivities at home? We anticipated that caregivers’ roles and behaviors would be influenced bythe home context and reflect caregivers’ trying to balance responsibilities of being aparent/caregiver with their expectations of what it means to support or teach their child about adiscipline with which they may be unfamiliar (e.g., engineering).MethodsStudy ContextThe current study was conducted as part of an NSF-funded project to (1) engage kids and theircaregivers in engineering, (2) increase the awareness of kids and caregivers as to whatengineering is, and (3) increase kids’ interest in engineering. We
majors [3]. This reflects an influence of self-efficacy on career choice. Self-efficacycan influence students at the beginning of their studies in selecting their major and at thecompletion of their studies by increasing their perceived career options [6]. Finally, self-efficacyis also associated with better mental health in students, specifically seen in reduced anxietylevels in students with higher self-efficacy [7].Clearly, the beneficial practices and traits associated with self-efficacy indicate it as a desiredcharacteristic in students. However, self-efficacy is not simply a static personal attribute thatshould be selected for in admissions processes. It is, rather, a dynamic quality, the cultivation ofwhich should be a central aim of
areversed in this and many other tools that are far more advanced?Dr. Watford later comments on how curricular change does not need to happen all at once.Indeed, change an assignment, change a module, do this over time. She also reflects on howstudents do not do their homework. Why? Because faculty do not have the time to grade theassignments. She goes on to suggest the use of digital technologies to not only submit homework,but to grade it. She is certain that the practice of homework and feedback can only help. She alsogave the example of using data analytics to assess student performance. Again, use thetechnology! Dr. Watford also offered that computer science students could take on how todevelop electronic homework, how to grade it, and more
University (OSU), earned a Ph.D. in Bioengineering from the University of Pennsylvania, and an M.S. and B.S. in Biomedical Engineering from OSU.Dr. Monica Farmer Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor and Chair in the Department of Engineering Education at The Ohio State University. Prior to this appointment, she was a Associate Professor in the School of Engineering Education at Purdue University, the Inaugural Direc ©American Society for Engineering Education, 2023 Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and PositionalityAbstractIn this reflection
from 30,320 to 149,360, and the proportion of totalstudents in higher education institutions increased from 26.0% to 37.0% (See Table 2).These changes reflected the efforts to align the higher education system with thenational industrialization development strategy.Table 2 Changes in the Proportion of Engineering and Industrial Students before and after the Adjustment of the Faculties (1949-1956) Total Number of Total Number of Number of Industrial Proportion Number Proportion Year Higher Engineering
white and Asian, and 80% identify as men [3]. Usinga sample representative of the discipline would result in an instrument that not only did notaccurately reflect participants who are neither white, Asian, or men, but also would notaccurately reflect the nuance within minoritized groups. For example, Black computingundergraduates attending an HBCU may have differing academic experiences (as part of thedominant racial group on campus) from those attending PWIs (who are part of a non-dominantgroup both in computing and on campus). Students may also be part of a non-dominant group(e.g., race) and dominant group (e.g., gender or ability) based on different parts of their identity.In addition, Cross et al. [1] note that because people from non
Australia – EUR-ACE system Accreditation Washington Accord Duration civil engineering Four years Five years programThis multiple-case design has also been underpinned by a constructivist paradigm, whichacknowledges that the researcher (lead author) has created meaning based on interpretations ofthe educational responses in the civil engineering curriculum. These interpretations are context-dependent and guided by people’s actions under particular contextual settings [14]. Therefore,the findings of this research reflected the subjective construction of knowledge between theresearcher and the interpretation of the data [15].A cross-case analysis explored similarities and
had the occasion or courage to explore.” [1] Before Ibecame chronically ill as a person assigned female at birth, I rarely considered that the decisionsthat engineers made were as much social and political as they were technical. The decline in myhealth coincided with a strong desire and motivation to self-reflect and interrogate how engineersshaped medical realities, realities I dealt with every time I entered a clinic and failed to receive adiagnosis or a regime of care. Autoethnography inspires an analysis of the gaps in technologythat harm populations, how expertise-driven engineering cultures exacerbate these inequities, andwhy critical reflection alongside communities with lived experiences of health injustices canimprove the way we do
definition QUAN & QUAL of self-advocacy and identified their willingness to ignite an action on behalf of themselves and others around issues of HC. They provided a personal example highlighting what they have self-advocated for in engineering. (9) Wrap-Up These questions inquired about the QUAL major lessons learned about HC through this survey and asked participants to reflect
designed to address this training gap and transcendcommunication barriers between disciplines while promoting team science through creation ofan integrated inter-disciplinary educational model that reflects rapid advances in microbiomeresearch and the need for both interdisciplinary research and professional skills to address thesechallenges [6]. This paper reports on the evaluation of this project over five years with a focuson challenges identified in training graduate students with different entry level skills and acrossdisciplines. Strategies and training elements implemented to successfully address thesechallenges were made possible through close collaboration between the evaluation team andproject leadership who were highly responsive to
training project realization would be part of the moreall-encompassing scope of ITL as discussed in the section “ITL future work and applicability toscalability” . As with any cultural change to how students understand learning, it is advisable that instructorswho are adopting Inquiry over Transmission spend time explaining the method to students, sharing thevisual diagram of the different stages of Inquiry, and providing scaffolds, such as graphic organizers thatprompt students to reflect while engaging in what may be a very new and foreign approach to learning.The more explicit instructors can be about the value they place on learning through Inquiry, how thishappens, challenges students face initially, and other factors, the better
helping the research goals of a sponsor or the teaching needs ofthe university. Of course, these three sets of goals are not mutually exclusive. The P3 modelattempts to coordinate what is best for the student while assuring that the support system alsobenefits sufficiently to provide resources for the student’s training.The third consideration for designing the P3 model reflects changes in the employment sectors,which would determine realization of students’ career plans. The data in Fig. 2 show growth ofcareers in industry at the expense of academe. The absolute numbers as well as change in demandin favor of industry are particularly strong in STEM fields, most notably in engineering andphysical+earth sciences; mathematics+computer sciences and
it is important for programs to helpstudents to quickly adjust to the program and to build upon their identities as researchers [7].Sense of Belonging This study utilizes Strayhorn’s [4] definition of sense of belonging, which refers to afeeling of mattering or being connected and can be seen as a reflection of the supports that existwithin a given context. According to Strayhorn [4], a student’s sense of belonging has beenfound to be related to the retention, specifically, of women students majoring in STEM fields.Literature focusing on sense of belonging for women engineering majors has shown that womenfeel a lesser sense of belongingness than their men counterparts, contributing to a lower rate ofretention for women in engineering
talking point, these participants specifically focused on the effect of automatingmanual tasks with drones, self-driving machinery, or remotely operated equipment.Learning about Ethics through the RPS As a debriefing question was answered immediately after completing the RPS, participantswere asked what they learned about ethics through the RPS and case study. For this portion, wechose specific quotes to highlight the range of reflections that our participants highlighted. Thequotes highlighted here were edited for grammar and spelling with care to not change the quote'smeaning. To provide some quantitative measures along the quotes, we use the followingdescriptors: “most” for over 85% of the participants, “many” for over 65%, “half” for
American universities, for example, are excellent references in investmentsin the education of their engineering courses, as well as in modern teaching and adequateinfrastructure [2].Considered by different authors as one of the best ways for students to acquire complete andrealistic knowledge, active learning is another way of teaching. This approach is student-centered, ensuring that professors are professionals who guide students in this process [3],[4]. The involvement of the whole class increases from active learning strategies, making itpossible to develop an opportunity to reflect on learning in a set of solutions to real problems[5].The different active learning strategies also guarantee the development of professional skillsthat students
A.One of the open, free-form questions asked was, “How did working in an interdisciplinary teamaffect your understanding of agrivoltaics?”. Student responses reflected an appreciation for theopportunity to learn more about other engineering disciplines, with one student responding, “Ithelped me to understand the problems and solutions as a whole when considering a proposeddesign.” Another student said, “Working with many different types of engineers was great becausethey all brought good questions and different perspectives on agrivoltaics. It’s always good to havedifferent perspectives because people can catch things that I missed and vice versa.”. Students alsoexpressed that working within an interdisciplinary team increased their own
each of our subquestionsrelated to feasbility, one for implementation and one for practicality.6.1 ImplementationIn regards to Implementation, we set out to reflect on and answer the feasibility question: To whatextent can the process of classifying articles against the CAPE framework be performedsuccessfully?6.1.1 Degree of executionFor the most part we were successful in the execution of this process. Since the dataset wasrelatively small, we looked at both research articles and experience reports. We were able tosuccessfully categorize all of the articles in our dataset according to the CAPE framework and theresults showed us gaps in the research for this particular set of data. The high degree of executionin this pilot study showed us that
the project andhelp the student further their academic careers. Most of the students from the first year’s cohortare now working in the research lab of their mentor and/or organizing and mentoring the nextyear’s cohort.2.2. Logistics of Fellowship Program Operation2.2.1. Fellowship Application and Selection Process Program coordinators recruited mentors through email listservs and professionalnetworks. Mentors included professors, graduate students, and working professionals whostudied sustainable water resources. Water resources is a highly interdisciplinary andcollaborative field. Mentor disciplinary backgrounds reflect the wide variety of skills andknowledge needed to solve this grand challenge, and include environmental and water
aggression. As researchers have explicitly stated that individual attitudes toward diversity, personal experiences, and the presence or absence of specific practices do not reflect diversity climate [28], evidence of this climate was limited to emergent themes from qualitative studies [67][75][83]. Thus, we also excluded papers based on autoethnography or findings relying on unique statements reflecting the experience of a lone participant. Cultural mosaic beliefs climate: perceived cultural diversity [30][31] is a recent addition to the climate literature. We included it in our framework due to the high proportion of international students in engineering doctoral programs. Perceived cultural diversity climate is defined as how well
withthese steps to maximize the positive impact while using CT to build solutions Figure 5. CT-Foundation-to-Creation ModelEarly childhood educators play an essential role in enhancing the CT experience and increasingstudent understanding of CT. Teachers need to determine HOT question types through solutionbuilding stage (Figure 6). An example of a question for the thinking step could be “I wonderwhat would happen if…?” An example of a testing question could be “Can you show me how touse it...?,” and a question for the self-reflection step could be “What was the most interestingthing you learned here?” An example question for the improvement step could be “What mightyou do differently next time
and enthusiasm,then students tend to reflect those emotions. Not surprising, if teachers show contempt or a lackof interest in a particular problem or body of research, students’ emotions of boredom, irritation,or anxiety surface [4]. If “both knowledge and emotion are inescapably matters of concern ineducation is one which has been reached by generations of teachers, parents, and educationistsfrom the time of Plato to the present day,” [5, p.229] why are discussing the importance ofemotions within the engineering classroom (and field in general) is still seen as taboo?Theoretical/conceptual frameworkSymbolic Interactionism To better understand the focal group for this study, we must explain the framework ofsymbolic interactionism that
population in order to collaboratively anditeratively develop solutions [1]. It provides individuals with a flexible structure for navigatingill-structured challenges [21] and generating creative and meaningful solutions [22]. When usingHCD, individuals focus on humans in the design journey by emphasizing with and understandingstakeholders, collaborating with them to explore and define problems [23], [24]. They alsoengage the stakeholders in iterative cycles of prototyping, testing, and reflecting to develop andsustain solutions [1]. HCD practices include documenting biases and assumptions, interviewing,identifying themes, communicating ideas, creating low-fidelity prototypes, and developing plansto bring final designs to the market [25], [26
reasons suchas: • “To stay current in the latest trends,” • “To keep the course relevant” • “Important to stay current with the industry”, and • “… the class should be constantly updated to reflect the trends in market shifts, labor forces, software and tools, and many, many more changes.”But not all comments regarding these changes were related to topic content. Of the 24individuals who stated that they update course content every 4 to 5 years, fifteen (15) providedsome explanation to that extent. From these comments, two (2) of the fifteen (or 13.3%),described reasons that relate to updates in the delivery of the course (“Means and Methods”) andnot course content. Similarly, from the 28 participants who stated they update
their self-efficacy and perceived institutional support given a genderperspective. In light of the above the following reflections may be made given the literaturereview already reported on. Table 6. Results of the correlation tests by using spearman's coefficient of correlation for the total sample. SEf SB-g SB-i IS SEf CC 1,000 .503(**) .493(**) .083 Sig. (2-tailed) . .000 .000 .136 N
to feelings of success, and the qualities of mentorship thataffected STEM identity.The research of Dou and Cian (2022) quantitatively determined the significant contribution ofhome support in self-recognition as a STEM person and in the development of a STEM identityin URM undergraduates [5]. In this study, the qualitative analysis of interviews from three highschool student interns, two parents and two faculty mentors reflect what is seen at theundergraduate level - authentic science lab experiences result in an increase in STEM identityand interest. The positive influence of direct faculty mentorship in a research experience alsomirrors what is seen in UREs. Two unique themes emerged from this study – the importance ofthe parent
the effective use of scholarly articlesand engineering standards. The selected group of students performed significantly better andcited more sources compared to their peers without the information. The article notes that theimplementation of appropriate engineering standards has been specified by the American Boardfor Engineering and Technology (ABET) as a key criterion for curriculum assessment.However, additional research is needed to increase the diversity and quantity of engineeringstandards used and reflected in student reports. In order to make engineering standards knowledge more accessible, Phillips et al. [13]proposed a free online program on standardization for product development that offersknowledge ‘beyond the textbook
structures. Faculty leaders regularly includedepartmental heads/chairs, undergraduate and graduate program coordinators, and chairs ofcurriculum committees. We recognize that faculty who do not have institutionally identifiedleadership positions may in fact function as departmental drivers of ERC when its themes arestrongly reflected in their scholarship, training, and teaching. But, for this study, our initiallyidentified faculty leaders have been current or recent chairs or directors of departments orprograms within the discipline and typically have held administrative leadership responsibilitieswithin their unit. We recruited leaders in their respective disciplines as these are the individualsthat are often responsible for implementing mandated
4.1 0% (1 or 2) You employed the method with frequency typical of those teaching classes of simi- 71% (4 or 5) lar size and level of student motivation.Reflective and Integrative Learning Your Students Rating Suggested Action AverageEncouraged students to reflect on and evaluate what they have learned 4.4 6% (1 or 2) You employed the method more frequently than those teaching classes of