engineering education programsand within the profession. For example, while Black individuals comprise around 12.5% of theUS population, they make up only about 6.0% of first year undergraduate engineering student bodyin the US and only around 4.5% of the Bachelor degree awardees in engineering [6]. Theserepresentation numbers from 2021 (the most recently available data) reflect persistent“underrepresentation” that has remained almost unchanged over the past 20 years. Thus,engineering maintains its status as a predominantly white discipline despite national calls tobroaden participation and diversity efforts at many levels. While “underrepresentation” oftenserves as the quantitative basis for many broadening participation efforts, these numbers are
). o Consider scaffolding learning objectives or ordering the learning objectives/report sections according to cognitive levels, for instance, formatting conventions, introduction, methods, graph/table, interpretation, ideas, and conclusions. o Consolidate some module contents to support a new organizational scheme. Editorial changes o Change module titles (e.g., Primary and Secondary Sources becomes Discussion). o Replace “lab report” with “lab writing” to allow for more genres (reports, memos, letters, reflection question responses, fill-in-the-blank, etc.) while still achieving one or more of the lab-writing outcomes. o
also the president and founder of Valgotech LLC, a company that was awarded the highly competitive Small Business Technology Transfer and Research (STTR) Phase 2 grant by the National Science Foundation (NSF) to develop advanced Lithium Sulfur batteries for drones and other applications.Dr. Najmus Saqib, University of Indianapolis Najmus Saqib is an Assistant Professor in the R.B. Annis School of Engineering at the University of In- dianapolis (UIndy). Saqib received his Ph.D. in Mechanical Engineering from Colorado School of Mines (CSM), focusing on ”Optical Diagnostics of Lithium-Sulfur and Lithium-Ion Battery Electrolytes using Attenuated Total Reflection Infrared Spectroscopy”. He likes to use innovative
. Across campuses andcolleges, dissemination of MHW and other academic support-related information throughcomprehensive and organized means has been advised by the Hunt Institute of public education aswell [26]. Dissemination of such information could be vital to create MHW awareness in highereducation and hence result in reduced stigmatization of students suffering from mental healthproblems [27].Students expected institutional intervention to improve their first-year experiences. MHW andlifelong learning skills integration in first-year engineering courses have been advised byresearchers for student success [28]. In its simplest form, the integration of MHW and personallearning reflections in first-year engineering courses may have positive
@iupui.edu raj.s@austin.utexas.eduAbstractIn this full research paper, we aim to enhance the instructional delivery of the CIT 21400(Introduction to Data Management) course at IUPUI to improve students’ learning experience andto engage students better as they learn and apply the foundational database concepts. Introductoryprogramming courses such as database programming and design represent crucial milestones inIT education, as they reflect students' ability to solve problems and design appropriate solutions.But, for novice programmers learning SQL (Structured Query Language) programming andlogical database design concepts is a challenging task because while writing SQL programs,students not only have to apply
engineering education contended thatalthough adversity usually refers to major events that cause paralyzing outcomes, it was alsovaluable to recognize more subtle pressure and risk factors as well as their impact on resilience(Hunsu et al., 2021). This view is echoed in our study, which found that when first entering theworkplace, early career engineers were more likely to encounter not major destructive setbacksbut mini-crises or subtle pressure, which nonetheless call for the need of career resilience just aswell. Furthermore, this study found that in the Chinese context, the mini-crises experienced byearly career engineers often reflected not a lack of technical knowledge, but rather, a lack ofrelevant non-cognitive abilities or non-technical
, respectively, for the MIEN, EECS, CNEN, and CAEN sections) especially ifcombined with demographic characteristic (groups as small as one informant). Thus, the analysesare reported for cumulative sets of responses in Table 1 which reflect data from two years for allbut the CAEN section, Architectural and Civil Engineering, which was added to the courserevision group in fall of 2022. Analyses reported are the product of unpaired t tests.Informant responses included statistically significant differences pre- to post-instruction. Thesewere for confidence in ability to work as a member of a team on an engineering project, knowingthe basics of the engineering design process, knowing how to do engineering experimentation,familiarity with means of analyzing
)College-Student identity, or (c) Future-Engineer identity. Next, adapting Kaplan and Garner(2017) coding scheme to reflect our context of low-income college engineering students, scholarresponses were further broken down into the four components of the DSMRI model (1)ontological and epistemological beliefs, (2) purpose and goals, (3) self-perceptions and self-definitions, or (4) perceived-action possibilities. Examples of this coding are shown in Table 2.Table 2. DSMRI example codes from scholar interviews (adapted from Kaplan & Garner, 2017) DSMRI Component Description of Component Example Scholar Statements Ontological & Scholar knowledge and Ontological: “Low-income Epistemological emotion from
Duke studentstravel with Duke faculty for eight weeks over the summer to work with local nonprofits (Figure11). They worked in integrated Duke-Makerere teams to identify gaps in healthcare delivery thatcould be solved with the creation of a biomedical device. Prototyping was done in theDesignCube with occasional help from local craftsmen.Assessment and Initial ObservationsDuke DesignCubeSix teams that worked in the DesignCube completed a reflection survey about their initialimpressions of the space (Appendix C). This includes four EGR 101 (first-year design) teams,one independent study design team (four undergraduate students), and one research project(undergraduates, graduate students, and two faculty). This is a preliminary tool to gauge how
materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. References[1] Council of Graduate Schools, “Ph.D. completion and attrition: Analysis of baseline data from the Ph.D. completion project,” Council of Graduate Schools, Washington, DC, USA, 2008.[2] C. Wendler et al., “The path forward: The future of graduate education in the United States,” Educational Testing Service, Princeton, NJ, USA, 2010.[3] J. M. Jones, “The dual pandemics of COVID-19 and systemic racism: Navigating our path forward,” School Psychol., vol. 36, no. 5, pp. 427-431, Sep. 2021, doi: 10.1037/spq0000472.[4] C. Davies, C. A. Arbeit, and M. Yamaner
to the free-response question after the assessment reflected positively onengineering clubs. The most common response was that club participation had improved theparticipant’s score. Thirteen percent of the open responses said that clubs had no impact on theiranswers, while 60% said that clubs improved their score. No response indicated a lower scorebecause of clubs. 4. DISCUSSIONResidual TimeThis data set follows the residual time assessment conducted by Olewnik & Kashyap [1]. Themedian residual time for participants is between 10 and 30 hours per week, which appears tocenter around the average of 19.5 hours measured [1]. The least time was spent at a job, doingresearch, and on mental/physical
Paper ID #40237Work in Progress: KLIQED, A Feedback Tool for Fostering Peer Engage-mentduring Student Oral PresentationsDr. Gbetonmasse B. Somasse, Worcester Polytechnic Institute Gbetonmasse Somasse is a faculty member in the Department of Social Science and Policy Studies at the Worcester Polytechnic Institute. He holds a Ph.D. in economics and a Master’s in statistics. His research interests are in applied econometrics, technology and development, program evaluation, and higher education. In teaching and learning, he is interested in student motivation, experiential learning, and critical reflection to promote active
anonymous surveys are used in this study to judge the impact ofGrOW. The surveys contain both self-reflection questions and quantitative questions to evaluate“success”. The self-reflection questions judge adjustment to graduate school and feelings ofbelonging and self-worth using a 5-point Likert scale. The quantitative questions gather metricssuch as GPA, number of publications, and fellowships earned. The surveys are attached in theappendix for reference.Survey 1 was distributed in August 2022, after the first event of the GrOW program. Twenty-threeattendees participated in the survey. Survey 2 was distributed in December 2022, after the fourthevent. First-year MG graduate students who had not attended any of the GrOW events were alsoinvited to
mastery isn’t a bad thing with the 80%s needed but the exams on the same day is a lot of pressure. Maybe a different way of retakes.Additional Survey Comments from students who did not have to retake any exams: 1) The structure felt perfect for this class. 2) Retakes are good minimum passing grade is too black and white in terms of students grasping the content 3) I think a pass/fail system is ok if the threshold is lower. 80% is a bit too high, at least on exams where one single mistake can mean a failing grade. 4) Use Canvas!! Pass/fail on quizzes makes no sense since one wrong is a fail. 5) Only down side (to me) is that Canvas doesn’t reflect actual grade. 6) Trying to understand the grading was brutal. It took a
teaching concepts such as creativity [24], [25], reflection [31], systemsthinking [25], and approaching a problem from multiple different angles or perspectives [32],[33]. The studies also emphasized expanding the tools students used to solve these complexproblems by discussing learning objectives related to topics such as abstraction [34],unstructured problem-solving [25], and more complex classroom tools [35]. These differentapproaches show that many educators across the literature were concerned with broadening howstudent approach solving difficult problems.Broader Perspectives: Adding to this broadening of problem-solving methods, were studies withthe goal of providing students themselves with broader perspectives on how STEM fields affectthe
a testbed had on the students was tremendous as most ofthem were able to experience the importance and criticality of what they have been learning andhow they can apply it. The exact same concepts and assignments immediately became more inter-esting after seeing a real-life scenario of a power system. Being exposed to the various power gridcomponents and related issues, working with the SG-REAL gave the students a deeper sense ofimportance, value, and need for their skills, which positively reflected on their engagement in theclassroom. For example, students performed significantly well on one very closely related assign-ment that involved multiple attack steps between the two machines, including password crackingand Ping flooding attacks
first-year studentswho were interested in pursuing mechanical engineering at a research-intensive university inNorth America. The participants are a subset of a sample from our team’s ongoing multi-methods study, which focuses on the curricular messaging about the nature of engineering workin core courses in two disciplines and how these curricular messages align with students’ ownengineering interests and career ambitions. The three interviews were chosen from the larger dataset to reflect a diversity of practices emphasized.The participants included in the present study varied in their interests, pre-college experiences,and self described social identities. Participant 1 identified as a South Asian woman; Participant2 self-identified as a
their chosen study program, and highlight the importance of early courses for success in the later stages of a study program [13]. Our findings indicate that such a model improves the retention and persistence of students in the critical period of adaptation to college life.iii. A strategy to use a cognitive apprentice framework to combine coaching, peer-led team learning, and reflection/self-assessment to boost leadership skills among Hispanic LIATS [14]. The combination of these methodologies enabled the development of leadership competencies among students impacting their emotional intelligence and demonstrated, in later stages of the study, to influence the roles assumed by them when given the opportunity of
.,instructors and teaching assistants) were guided to take training and were provided withguidelines to effectively administer the oral exams. In terms of training, online modules weredeveloped and were followed up with reflection activities on relevant topics (e.g., reducingstudents’ anxiety; effective communication and making the student comfortable whenadministering the oral exams). Assessors were encouraged to implement grading rubrics and 5scripts that incorporated those practices (e.g., anxiety-reducing gestures, scaffolding studentswith expectations, minimizing time pressure) to standardize the procedures and fully capture thestudents
. The course is alsoregularly updated to address current events in civil engineering that have a criticalcommunication component. For example, in spring 2023, the Norfolk Southern train derailmentin East Palestine, Ohio, and the Philadelphia Water Department’s tracking of a latex product spillin a tributary to the Delaware River were analyzed from a communication perspective [21], [22].In addition to the small-group in-class activities, the course includes reflective activities,homework assignments, and a culminating semester project with both group and individualcomponents to provide students with practice in creating a multitude of communication productsthat – together – result in a comprehensive project communication plan. The course employs
extent to which studentsbelieve they had or had not made progress in a variety of engineering related competencies (i.e.,cluster of related KSAs), as a result of taking the course. These questions came from part three ofthe Classroom Activities and Outcomes Survey (CAOS), originally funded by the NationalScience Foundation (NSF) (Bjorklund, Parente, & Sathianathan, 2004; Bjorklund, Terenzini,Parente, & Cabrera, 1998; Terenzini, Cabrera, Colbeck, Parente, & Bjorklund, 2001). Terenziniet al. (2001), preformed a factor analysis on the original 27 survey items which produced fourfactors, which they labeled to reflect four general competency areas: design, problem-solving,communication, and group competencies
-ondemonstration will help many students to learn about energy production for different purposes. Inthe future, some modifications in the electrical circuit part will be made for making themeasurement procedure more straightforward.Acknowledgement of SupportSupport for this work was provided by the National Science Foundation Scholarships in Science,Technology, Engineering, and Mathematics (S-STEM) program under Grant No. 1565068.DisclaimerAny opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Banaszewski, A. R., Hartley, A., Mai, K. T., Xu, A., Maheswaran, B. “Harnessing Gym Power”ASEE-NE 2022, Wentworth
including proper custom software solutions.This paper describes the approaches taken by the Computer Science program at HoustonChristian University to engage the students with Project Based Service Learning throughpartnerships with Crime Stoppers of Houston. The paper will present the details of how thiscollaboration started, the challenges encountered, the outcomes, and the lessons learned. Thepaper will also reflect on the general incentives and challenges that are associated with ProjectBased Service Learning.IntroductionOver the years universities have been looking for creative ways to create more engaging STEMprograms to increase admissions into these programs, increase diversity, retention, and graduationrates, and produce graduates who are
feel safe You review the course schedule and recognize that pushing the due date back to Sunday will not Behavioral impact the progress of the course You prioritize students learning material over Compassion assignment due dates You acknowledge the challenges of being an engineering student learning new and complex ideasThese examples are reflective of the way Meyers [29
works.’ Schemas incombination with the tenets result in racialized practices within organizations. In our ownresearch, white engineers – men in particular – illustrated the ways in which their knowledge andexperience was valued and reflected in the workplace [12]. By contrast, Black engineersdescribed being passed over for promotions, excluded from certain opportunities, and regularlyexperiencing micro- and macro-aggressions with little recourse [13].For this paper we have used Ray’s theory to address the research question, how do Black maleengineers experience the engineering workplace as a racialized organization? The workpresented here is part of a larger study that examines the experiences of engineers acrossmultiple demographic
, malicioussoftware, and cryptography. And for the topics that require improvement, we'll focus on enhancingthe supporting information and explanations for better outcomes.AcknowledgementThis material is based upon the work supported by the United States National Science Foundationunder Grant No. 1903419 and 1903423 through the Security and Trustworthy CyberspaceEducation (SaTC: EDU) program. Any opinions, findings, and conclusions, or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views of theNational Science Foundation. This study was approved by the Institutional Review Board (IRB)at Purdue University Northwest and the University of Toledo under protocol numbers IRB-2020-1119 and IRB-301407-UT
. Additionally, Mentors positivelyreinforce students demonstrating inclusiveness, acceptance of new ideas, and awareness of theirown emerging “STEM identity”, meaning their enjoyment of and capability in engineering. Anincrease in self-perception is recognized as one of the most impactful outcomes of afterschoolprograms [5], [6]. Afterschool Site LocationFinally, the LEL Women in STEM Inspirational Videos are playedweekly at the start of the design challenge to elevate female and 34%non-binary success stories in STEM careers. Mentors reflect on the 50%messages shared by those featured in the videos and to ask youthquestions about what
expand on the scope of this study by investigating the generalizability of the resultsto other regions and cultures and exploring potential ways to improve the program to support thedevelopment of future leaders in sustainable engineering.IntroductionEngineering education has transformed in recent years, emphasizing experiential learning todevelop students' competencies. One example of this trend is Engineers Without Borders (EWB),which provides students hands-on field experience through sustainable engineering projects. [1].EWB's experiential learning program is based on the principle of direct experience and reflection,which effectively develops the skills necessary for engineering practice, including problem-solving, teamwork, and leadership
simultaneously, or completely changing thecurriculum to accommodate project-based learning. These changes allow students to engage withthe material, but not necessarily cause students to take ownership of the learning. This idea of“ownership” is not new, as the contemporary name most often associated with it ismetacognition. Metacognition has many definitions, but we are most interested in the idea ofself-regulation or self-learning. Helping students to direct their own progress by asking questionsthey are interested in pursuing. QFT yeilds higher rates of reflection on material by focusing onInquiry-Based pedagogy[10].This work was directly influenced by [8] in which their paper investigates some advantages ofQTF. In their paper, they state “One of the
energy from a basketball backboard, the decision to use piezoelectricgenerators, otherwise known as buzzers, was made shortly after. There were multiple ideas forhow to attach the generators to the board as well as where to place them. The original paperprototype contained three panels of four buzzers each (Figure 1). However, after research into thesizes and ability of the buzzers, the decision was made to construct fewer sensors per panel and totailor the number of panels required to the specific system. Scoreboards that required a higherinput of energy would simply need to obtain more panels to work. The portability factor of thedesign was a priority throughout the project. This was reflected in the paper prototype by the useof Velcro dots to