advised 17 UG theses, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 FIE 2023: An aggregate and statistical analysis of the results and feedback of the ASEE ERM premier international conference on engineering education
call (28.1%), and send an email (7.0%) (Figure 3).Figure 2: Introduction to Engineering Students Perception of EmailFigure 3: Introduction to Engineering Students Communication PreferenceTo further clarify, respondents were asked if communication styles reflected communicationtype, using a multiple response type question. For PERSONAL communication (survey definedas with friends & family), respondents preferred sending a text message (34.8%), over making aphone call (34.8%), direct or instant messaging (19.6%), sending an email (1.8%), or via socialmedia by posting content (6.3%). When asked if they had access to their PERSONAL emailaccount via an APP on their phones, all of the responses indicated “Yes.”For BUSINESS communication (survey
Number [EEC-1849430 & EEC-2120746]. Any opinions, findings andconclusions, or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect those of the NSF. The authors acknowledge the support of the entire e4usaproject team.References[1] “The Standards | Next Generation Science Standards.” Accessed: Feb. 07, 2024. [Online]. Available: https://www.nextgenscience.org/standards[2] “Employment in STEM occupations : U.S. Bureau of Labor Statistics.” Accessed: Feb. 07, 2024. [Online]. Available: https://www.bls.gov/emp/tables/stem-employment.htm[3] “Motivational factors predicting STEM and engineering career intentions for high school students | IEEE Conference Publication | IEEE Xplore
Intelligence (AI): A Collective Reflection from the Educational Landscape," Asian Journal of Distance Education, vol. 18, no. 1, pp. 51-130, 2023.[6] H. Ibrahim, F. Liu, R. Asim, B. Battu, S. Benabderrahmane, B. Alhafni, W. Adnan, T. Alhanai, B. AlShebli, R. Baghdadi, J. J. Bélanger, E. Beretta, K. Celik, M. Chaqfeh, M. F. Daqaq, Z. E. Bernoussi, D. Fougnie, B. G. de Soto, A. Gandolfi, A. Gyorgy, N. Habash, J. A. Harris, A. Kaufman, L. Kirousis, K. Kocak, K. Lee, S. S. Lee, S. Malik, M. Maniatakos, D. Melcher, A. Mourad, M. Park, M. Rasras, A. Reuben, D. Zantout, N. W. Gleason, K. Makovi, T. Rahwan and Y. Zaki, "Perception, performance, and detectability of conversational artificial intelligence across 32 university courses
!Because of the additional time allotted for the fabrication and testing phases, students were ableto reflect on their experience and discuss possible reasons why their predicted results weredifferent from the measured values. This discussion was required as a part of their final report.Table 5 lists excerpts from student team reports that give possible causes for the discrepanciesbetween experimental and analytical data.Table 5. Panel Project Report Excerpts Detailing Reasons for Differences in Measured and Analytical Data The team were able to see how variations and discrepancies in the manufacturing, however small, can cause large variations in performance. Some of the reasons behind some discrepancies between the data are human error
authors and do not necessarily reflect the views of the National ScienceFoundation.Bibliography[1] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, no. 6, pp. 1240–1262, Nov. 2017, doi: 10.1080/03043797.2017.1287664.[2] A. Godwin, “The Development of a Measure of Engineering Identity,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26122. doi: 10.18260/p.26122.[3] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career
development of more inclusive and culturallyrelevant practices tailored to meet the unique needs of Latinx students. We anticipate that ourfindings will offer valuable insights for engineering and computing programs at HSIs, benefitingfaculty, administrators, and professionals dedicated to serving Latinx and other BIPOC students. AcknowledgementsThis project received support from the United States National Science Foundation under theImproving Undergraduate STEM Education: Hispanic Serving Institutions (HSI) program,Award #2122917. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation
, physics, and upper engineering labs Figure 3. Distribution of credit hours for labs and electives. Credit hours are normalized to 128 total hours.The two outliers for the general education credits both have multiple types of credits. The first isthe standard social study requirements, while the other is an unrestricted elective. So, the largeamount of general education credits required reflects more freedom in the curriculum rather thanan emphasis on social studies.MS/BS program:Out of the 35 schools examined in this study, 30 (86%) had a chemical engineering master’sdegree program. All statistics from this section will be in reference to those 30 schools.50% of schools with a MS program offer a MS/BS program. However, out of those 15 schools
video game modifies visual selective attention," Nature, Article vol. 423, no. 6939, p. 534, May 2003, doi: 10.1038/nature01647.[13] P. Wang, H.-H. Liu, X.-T. Zhu, T. Meng, H.-J. Li, and X.-N. Zuo, "Action video game training for healthy adults: A meta-analytic study," Frontiers in Psychology, vol. 7, Jun. 2016, doi: 10.3389/fpsyg.2016.00907.[14] S. Kühn, J. Gallinat, and A. Mascherek, "Effects of computer gaming on cognition, brain structure, and function: a critical reflection on existing literature," Dialogues in clinical neuroscience, Periodical vol. 21, no. 3, pp. 319-330, 2019, doi: 10.31887/DCNS.2019.21.3/skuehn.[15] A. J. Toth, N. Ramsbottom, M. Kowal, and M. J. Campbell, "Converging evidence
19.3% Nursing 12.5% Psychology 11.9% Psychology 8.8% Nursing 10.4%Programming experience Programming experience No prior prog course 78.5% No prior prog course 80.0% No/very little Python 74.1% No/very little Python 88.0%Note: NB: Non-binary, SD: Self-described, PNR: Prefer not to respond, HI: Hawaiian, PacIsland: Pacific Islander, prog: ProgrammingDemographic data for student participants can be found in Table 1. The race and ethnicity profileof the sample broadly reflects that of the California community colleges from which studentswere recruited. We next evaluated
cybersecurity research, counseling students, assisting with open days for new students, contributing to curriculum enhancements, and proposing a new club to support women in the industry, SWCSI (Supporting Women in the Computer Security Industry). He excels at guiding students in subject choices based on interest, ability and skills. His continual quest for knowledge and broadening his skills has proven beneficial to his students and his professional evaluations reflect this in perfect teaching scores. Additional awards, societies and honor groups include: 2018 Expert Level Instructor Excellence Award – Cisco Networking Academy. 2017 Instructor 5 Years of Service Award – Cisco Networking Academy. 2017 Excellence in CCNA
Science Foundation underGrant No. 2045519. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.The authors would like to thank Vincent Paglioni from the University of Maryland, JamesStemm from the National Museum of Nuclear Science and History, and Lauren Addario, RianneTrujillo, Jonathan Lee, Becca Sharp, and Dion Boyer from New Mexico Highlands Universityfor their work toward this project.References[1] S. Allen, “Designs for learning: Studying science museum exhibits that do more than entertain,” Sci. Educ., vol. 88, no. S1, pp. S17–S33, 2004, doi: 10.1002/sce.20016.[2] C. Tisdal, “Phase 2 Summative
) before treatment5 Demographic characteristics reflect students’ district administrative records; in Maryland students may identifytheir gender as non-binary and as more than one race. Ethnicity is recorded separately from race. n 60 27 Note. Means (and standard deviations) presented. * Group difference significant, p
-reported levels of stress (students with latersubmissions generally report higher levels of stress) [5].The final decision we made was to have no penalty for late work, as long as it was submittedbefore sample solutions published within the LMS. This was helpful for making sure thatproblem set grades reflected only student learning, and not time of submission. Since allassignments were scored to the same rubric with no penalties applied for late submission,individual problem performance could more easily be reviewed and analyzed for continuingimprovement and direct assessment needs for accreditation.Other faculty and our department advisory board expressed surprise and curiosity at theimplementation of the above policy, especially for the entry
a second language.This may impact their ability to thrive in the first semester. Lack of confidence to engage inconversations during the first semester could also affect their ability to navigate the academicexpectations as well as their willingness to explore and utilize campus resources. In this paper,first-semester international students in a graduate engineering program were asked to reflect ontheir academic experience to identify the critical success factors. An anonymous, non-scientificsurvey was designed to gather feedback from the students at the end of their first semester. Allstudents in the class were international students taking on-campus courses in the United Statesfor the first time. The following section presents a brief
engineers, as it makes them moreenthusiastic to participate in engineering and therefore helps them perform better.Four of the papers showed a marked improvement in underrepresented student’s performancewhen those students were given representation in the form of discussing or showing an engineersimilar to their identity, either in the form of online platforms with diverse avatars of engineers orguest speakers (Casey, E. et al, 2023; Gunjan Tomar & Vineeta Garg, 2021; Good, J. J. et al.,2020; Aguirre-Muñoz, Z. et al., 2021). One paper focused on giving students a space to developtheir own identity in connection to their career path through reflective journaling (Tran, K., Barreraet al., 2022). Two papers focused on giving students either a
, particularly in the first year.IntroductionTeamwork is an important skill for engineering students and is often a key component of first-year engineering courses. Research has shown that to foster development of teamwork skills,activities should be carefully structured with ample opportunities for practice, constructivefeedback, monitoring, and reflection [1]. One well-established way to develop teamwork skills iscooperative learning, which is a structured form of group work [2]. Cooperative learning is basedon five important tenets: mutual interdependence, individual accountability, face-to-facesupportive interaction, guided practice of interpersonal skills, and regular self-assessment ofteam functioning [3]. Oakley et al. [4] provide a comprehensive
engagement. As the communication landscapecontinues to change, instructors should consider soliciting feedback from industryrepresentatives relevant to their graduates.AcknowledgementsThis work is supported by the National Science Foundation under grant number 2120775 . Anyresults expressed are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. The authors would also like to acknowledge the industry representatives fortheir time in completing the survey.References[1] D. P. Dannels, "Learning to Be Professional: Technical Classroom Discourse, Practice, and Professional Identity Construction," Journal of Business and Technical Communication, vol. 14, no. 1, pp. 5-37, 2000/01/01 2000, doi
messages and instructional content, including graphs of data situating team ratings. Thetool asks students to reflect on the messages and patterns that they see in their team, as well as todescribe behaviors they might try next using strategies from motivational interviewing.The National Science Foundation program for Improving Undergraduate STEM Education(IUSE) awarded the authors a grant to support evaluating the effectiveness of this tool, both interms of its ability to detect inequity and exclusion and in terms of its interventions. In this shortpaper and associated poster we summarize some of this work. Specifically, we will present howwe have operationalized “diverse” and “effective” teams, as well as how statistical measures ofthese
the GPDs to reflect on thelived experiences of graduate students in their program. As part of these questions, we inquiredabout the extent to which students were experiencing trauma during the time in graduate schooland the actions taken by the GPD when a student was experiencing trauma. The interview alsoincluded questions about the role of the department and institution in handling traumatic events.All the interview audio was transcribed by Rev.com for analysis purposes.Preliminary Data AnalysisLeveraging trauma-informed frameworks of care and systems analysis techniques, the dataanalysis has focused on the first two research questions noted in the Project Overview section.To this end, the initial data analysis process involved examining
data, making direct comparisons at each time point more difficult.However, quantitative data and qualitative data demonstrate gains in program objectives forcohort members. Students, despite a pandemic, showed growth in professional skills and careernetworks through the support of their S-STEM mentor, program guidance, tutoring, andinternship opportunities.IV AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1833769. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to acknowledge Eric Brown, Yoojin Choi, ReneeCox
conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors thank our project evaluator, Dr. Liz Litzler. We thank advisory boardmember Diana Gonzalez for her support with recruitment on this project. The authors also thankthe year 2 and year 3 participants for supporting this work by sharing their experiences in oursurveys. References[1] T. M. Evans, L. Bira, J. Beltran-Gastelum, L. T. Weiss, and N. L. Vanderford, Evidence for a mental health crisis in graduate education, The FASEB Journal, vol. 36, pp. 282- 284, 2018.[2] J. L. Lott, S. Gardner, and D. A. Powers, Doctoral student
recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] I. Direito et al., “Diversity, Equity, and Inclusion in Engineering Education: an Exploration of European Higher Education Institutions’ Strategic Frameworks, Resources, and Initiatives,” in SEFI 49th Annual Conference Proceedings 2021, SEFI - European Society for Engineering Education; Brussels, Dec. 2021, pp. 189–193. Accessed: Feb. 08, 2024. [Online]. Available: https://lirias.kuleuven.be/3635850[2] K. Fu et al., “Broadening participation: A report on a series of workshops aimed at building community and increasing the number of women and minorities in engineering design,” in
] M. J. Scott and G. Ghinea, “On the domain-specificity of mindsets: The relationship between aptitude beliefs and programming practice,” IEEE Transactions on Education, vol. 57, no. 3, pp. 169–174, 2014.[32] D. A. Fields, Y. B. Kafai, L. Morales-Navarro, and J. T. Walker, “Debugging by design: A constructionist approach to high school students’ crafting and coding of electronic textiles as failure artefacts,” British Journal of Educational Technology, vol. 52, no. 3, pp. 1078–1092, 2021. [Online]. Available: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13079[33] D. A. Fields and Y. B. Kafai, “Debugging by design: Students’ reflections on designing buggy e-textile projects,” Proceedings of
presented the results ofyear 1 work, the background and theoretical underpinning and motivation for the project, and ourresearch and assessment plan in 2023 [3]. This current paper reflects on our experience recruitingand piloting the learning community courses for the first time in Fall 2023 and Winter 2024. Wepresent the demographics of the first cohort in comparison to students in a non-linked version ofour Introduction to Engineering course (ENGR 101). We also describe a few examples ofinterdisciplinary curriculum and projects that we have developed and share some studentfeedback on their experience.Student Recruitment, Demographics, and RetentionWe took the following steps to recruit students for the new learning community. A new page onthe
) and reopening it rectified this. Participants mentioned severalchanges they would implement in the app, such as moving the location of buttons to allow formore streamlined use, adding an axis system, including a scale to illustrate how deformationscompared to the predeformed structure, changing the contour map to reflect compression andtension more accurately, and dynamically increasing the load magnitude and observing how thechange in magnitude impacts results.ConclusionStudents often struggle with conceptualizing complex three-dimensional behavior in traditionalmechanics-oriented classes. Although structural analysis software is often introduced and taughtin these classes to explain these concepts, fundamental behaviors such as elastic
analyzedalong with data from the other survey instruments to explore the relationships between cognitive,motivational, and emotional processes on self-efficacy as it relates to academic persistence.6. AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2204892. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.7. References[1] H. N. Haron and A. M. Shaharoun, "Self-regulated learning, students' understanding and performance in engineering statics," presented at the IEEE
, and institutionalagendas might affect their applicability.The recommendations outlined in the study reflect the synthesis of the literature review andinsights contributed by both the writers and experts involved in the research process. Therefore,the selection of AI applications, curricular components, and cooperation methodologies may beinfluenced by biases or subjectivity, potentially affecting the comprehensiveness and success ofthe proposed initiatives. The study primarily focuses on urgent recommendations forincorporating AI into construction management education. Nevertheless, the long-term impactsof these interventions on student learning outcomes, industry-academia collaborations, and thebroader construction sector remain unclear
. “Engaging future engineers is a central topic in everydayconversations on engineering education... It is imperative that the community reflects onprogress and sets a more effective path for the future.” [4] A second motivation was to provide an opportunity for students to begin building self-starting skills earlier in their academic career. The owner of DCOF was highly supportive ofallowing the activities and engagements to be student-led. This gave students the independenceto set their own activity structure and to make decisions in deciding their goals and needs inaccomplishing tasks. There are clear benefits to students; “Without the presence of an organizingfaculty member, students are forced to make decisions in a real-world environment, in
, Reflective Writing in Medicine and Healthcare, Engineering Leadership and Team Building, and Engineers in the Community, among other courses. She believes that education can be a force for liberation and freedom, and through engineering, we can build a more just and equitable world.Sandra Payton Matteucci ©American Society for Engineering Education, 2024 Engagement in Practice: Innovating a Project-Based, Community Engaged Course for Engineering Students that Fosters Ethical ThinkingAbstractThe killing of Michael Brown in Ferguson, Missouri (a suburb of St. Louis) catalyzed the BlackLives Matter movement, underscoring the need for students to explore how privilege andsystemic injustice have physically