strategies embedded in the PEARLS program, offer renovated alternatives to positively impact the level of success achieved by students in their paths to complete degrees in science, technology, engineering, and mathematics (STEM) disciplines. Acknowledgment This research was supported by the National Science Foundation under Award DUE 1833869. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. References[1] Rogers, J. J., & Rogers, A. A., & Baygents, J. C. (2020, June), Effects of High School Dual-Credit Introduction to Engineering Course on First-year Engineering Student Self-efficacy and the Freshman
effect ofvarying the primary problem image to reflect different levels of abstraction on studentperformance is unknown.This study explores the question of whether the ability of students to draw FBDs is affected bythe level of abstraction of the primary image shown in the problem description. Two studentpopulations were surveyed: first-year students who had just learned to draw rigid body FBDs,and third-year students in their first dynamics course. Students were asked to draw FBDs forproblems with accompanying figures at different levels of abstraction, and the FBDs wereanalyzed for errors.MethodsThree problems were selected for inclusion in this study; students were asked to draw an FBDfor the box of a dump truck, a lawn mower on a slope, and
'zero' coordinates set.The spindle is moved to the test start position and the QC20-W is mounted between two kinematicmagnetic joints. A simple G02 and G03 command program is required to start the test. The“classic” test calls for the machine tool to perform two consecutive circles; one in a clockwisedirection, the other counter-clockwise. In practice there is an extra arc added before and after thetest circle to allow for the machine accelerating and then slowing down. By using extension barsthe test radius can be selected to reflect the size of the machine and the sensitivity to particularissues (e.g. large radius circles are better at highlighting machine geometry errors, smaller circlesare more sensitive to servo mismatch or lag). Figures 1
questionnaire. Students reflected on a secondset of questions, such as: “1. Which part of the VRLE you liked most? 2. Which part of the VRLE lab seems uncomfortable to you? 3. According to your opinion, how this VRLE can be improved and more effective in remotelearning? Please provide your insights.”Students commended the interactivity of the systems and their applicability in a remote environment.Also, data visualization in real time was highlighted as an important aspect of virtual laboratories. Realtime animation of each activity center was another positive aspect emphasized by students: “You can learn from home like it is really applicable now that the COVID19 happened.” “I liked how interactive the VR-REL is in every
shape of spacetime curvature, therelationship between time and gravity, and the direction objects move in curved spacetime.These questions were developed specifically for this study, as the Relativity Concept Inventoryonly contains questions about SR and not GR [13]. For a complete list of survey items used,see Appendix B. The pre-post surveys can be compared between the two groups to see howthe different demonstrations affected participants’ understanding of these topics.Participants’ rate their agreement with nine statements on a standard five-point Likert scale torecord their attitudes toward GR, physics, and science in general. These statements are largelydrawn from [25] but modified for undergraduates and to reflect the focus on
, enthusiasm, interest, and confidence in themselves and102 their other team members opposed to their randomized counterparts23. One study revealed that as103 ownership of projects is given to students, they retain knowledge and skills from that project better104 than from the traditional lecture format24. This ownership of work contributes to the attitude of105 students in how they view the group. Higher education curriculum has begun to reflect student on106 attitude and how a group evolves throughout the duration of a project, rather than focusing on the107 outcome.108109 The ABET criteria for students have evolved throughout the last two decades into an “outcomes-110 based accreditation”, which implies that the skills learned in
indicators,and learning behaviors remain crucial. This aligns with the contemporary trend of personalizededucation, where data analytics informs decisions while acknowledging the uniqueness of eachstudent.The diverse methods for data collection and analysis also reflect the evolving landscape ofeducational technology. The utilization of Intelligent Tutoring Systems, online platforms, andprogramming tools showcase the integration of data-driven insights into the learning experience.However, as technology advances, ethical concerns regarding data privacy and algorithmic biasneed careful consideration to ensure equitable educational opportunities for all students.The identified research gaps, such as the need for cross-course validation and intelligent
]. © American Society for Engineering Education, 2023 2023 ASEE Illinois-Indiana Section Conference ProceedingsAcknowledgmentSome of the data was processed by Tabo Chata and Glen Thompson, both graduates of PurdueUniversity Fort Wayne.This work is supported by NSF through NSF Award #1565066. However, the opinions expressedin this document are those of the authors and do not, necessarily, reflect those of the NationalScience Foundation (NSF).References[1] https://www.bls.gov/emp/graphics/stem-occupations.htm and https://www.bls.gov/ooh/[2] NEINDIANA.COM/RegionalProfile[3] Xue, Y. and Larson, R. C. (May 2015). STEM crisis or STEM surplus? Yes and yes. Monthly Labor Review. U.S. Bureau of Labor Statistics. https://doi.org
protocol was organized into 3 parts: backgroundinformation; program experience; and DEI in practice (see Appendix A). Immediately after theinterviews, researchers created memos as a space for reflection and initial data analysis. Theresearch team completed two rounds of coding and refining the interview data [6]. During thefirst round of analysis, the first and second author individually coded each interview. The secondround of analysis consisted of the first and second author comparing and consolidating theircodes, which led to the creation of nine themes (Table 1). Table 1: Nine Themes What Mentorship Means to Program Goals
survey. Examining and coding the 392open-ended responses from students allowed for research analysis based on the frequency ofcodes. Reading all open-ended responses allowed for course development faculty reflection onhow the current peer mentors are, or are not, helping students develop confidence in their roles.AnalysisQuantitative Data. Given the constraint of not having a control group or pre-post scores forcomparison, we determined that the best way to analyze our data was descriptively. Ourquantitative data consisted of the frequencies for the five levels of our three Likert scale items.Thus, our analysis focused on calculations of central tendency and variation to report our datadescriptively.Qualitative Data. We analyzed our qualitative
worthy and valuablewill enable the researcher to motivate oneself, build passion, and make progress in the researchactivities. Often this mindset can be possessed by perceiving the research has novelty andinnovativeness. These are well reflected in the following statement by Shiva in the context ofproblem definition: “Therefore, I think that one of the first beliefs is that your research does matter. Maybe you might not have immediate success or immediate number of citations from that research or immediate results from that paper itself, but if you have a strong conviction that there is a research contribution here, that there is science in what you have done rather than just engineering, at that point, that kind of
finish should be as smooth and dense as possible to reflect sound wavesefficiently instead of absorbing them, but in the interest of time and for simple prototypicaltesting, it was decided that standard print quality would be sufficient. The device will be testedusing a speaker projecting sound waves in the frequency range of 600-2500Hz, which is a typicalrange for road traffic noise [12]. A small hole was left at the 240mm point of the resonator tubeto allow for the mounting of a piezoelectric cantilever beam for testing.Next, the piezoelectric beam was prepared and inserted into the device. This process began byfinding a small, very thin piece of metal to support the beam to ensure it did not break duringtesting due to the fragile nature of
papers published by the IRES student Alumni, patents granted, as well as researchawards, grants, and fellowships awarded to them. Table I summarizes these achievements. Table II expands upon the awards,grants, and fellowships, awarded to the 27 students since their participation within the IRES program. IV. A SSESSMENT RESULTS The following section are the results from the independent evaluator [13]. These results come from the pre-travel and post-travel questionnaire and interview questions given to an IRES Cohort of students who fully completed the program. It shouldbe noted that these results are reflective of a case study for the specific Cohort in the IRES project itself and cannot fully
navigation-based class project focused on principles of haptics and promotinginclusive design thinking. With that in mind, a number of design requirements had to be met forthe device. First, the design needed an easily changed component system for rapid adjustments,providing each student team with the ability to modify the HapConnect in their own fashion.With the condensed timeframe for the learning module, simple motor changes were desiredinstead of in-depth code adjustments to reflect physical changes to the device. The deviceadditionally needed to take up minimal arm space, conform tightly to the skin, and adjust forvariability in arm size in order to allow for direct skin contact of the vibration motors. Finally,remote communication between the
. Sherespected expertise. Not in a way that was defensive (maybe just a little), Carson wanted to proveherself; mostly to herself. She also very much enjoyed (often a bit surprised) when she wasrecognized by others for her work and her accomplishments. Finally, she was reflective, notnecessarily in a formal way, but still routinely reviewing what she was doing, why she was doingit and how she might get better.Exemplary quotes from different participants supporting theme two. “I did all sports and all that kind of stuff, and most of leadership was through that sportslens. And then in high school I picked up all the clubs, because for some reason my best friendand I thought the more bullet points on the resume would mean the better resume. I
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, 2023 An Insight into User Experiences of an Intelligent Tutoring System to Learn Sketching Skills Donna Jaison Dr. Hillary Merzdorf Lance White Dr. Kerrie Douglas Dr. Karan Watson P.E. Dr. Tracy HammondAbstractSketching is a valuable skill for many engineering students to support the development of variousauxiliary skills such as refined spatial visualization, problem-solving
months into the first year of our work, we engaged in immediate one-on-one interviews tounderstand the group perspective of the situation.Arguably, the most important lesson we learned was that the RPP team members truly felt as iftheir voice was heard, reflected in our memos, and kept confidential. As we wrote the memos, wewere careful not to share who was quoted and the videos of the interviews were not sharedwidely. Developing this sense of anonymity created an environment where barriers weredismantled and the historical imbalances of power could be directly addressed.Zarch, McGill ASEE 20236 RecommendationsReflecting on our lessons learned and the literature about
overlapping view of dimensions working togethermore accurately reflects what these behaviors may look like in practice.Composite narratives as a way to bridge research and practiceIn addition to helping illustrate the dimensions of adaptability in an easier form for readers, thecomposite narratives developed as part of this work could be combined with probing questions tostimulate thinking, learning, and discussion related to adaptability in both academic andindustrial educational settings. These questions could include: (1) how would you react to thissituation, (2) what steps would you take in this situation, and (3) what would you do or say if yousaw this situation happen to someone else, as well as other questions more specific to theparticular
based upon work supported by the National Science Foundation underAward No. 2205033. Any opinions, findings and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] N. Choe and M. Borrego. “Prediction of engineering identity in engineering graduate students,” IEEE Transactions on Education, vol. 62, no. 3, pp. 181-187, 2019. Available: https://ieeexplore.ieee.org/abstract/document/8667045.[2] M. Bahnson, H. Perkins, M. Tsugawa, D. Satterfield, M. Parker, C. Cass, and A. Kirn. “Inequity in graduate engineering identity: Disciplinary differences and opportunity structures,” Journal of Engineering Education, vol. 110
Class action lump settlement 670,000,000 Total 1,162,900,000 Based on text information in [15]The 10-year gap between 2005 and 2015 reflects the time needed for a blood sampling program;rather than splitting the settlement among the plaintiffs, the court initiated the C8 Health Project.Medical personnel sampled the blood of as many residents in specified areas as possible, most ofwhom were unaware of the presence of PFOAs in their drinking water. Incentivized by a $400stipend per person, more than 70,000 participated in a battery of 50 tests, generating a wealth ofdata that took scientists eight years to analyze. The project became “the largest private study ofliving
also betransferrable to other institutions. The reported assessment of the final project option showedgreat potential to increase creativity in the Statics course, which could have a further impact onthe engineering education curriculum.AcknowledgmentsThis material is based upon work supported by the National Science Foundation underIUSE/PFE: RED Grant No. 1920761 (PI: Prof. Maria Chrysochoou). Any opinions, findings,conclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. The authors would like to thankProf. Mousumi Roy and Caressa Wakeman for their valuable assistance in rating projects.References[1] J. C. Blickenstaff, “Women and science
Analysis of Stress and Distress During the COVID-19 Pandemic,” J Psychoeduc Assess, vol. 40, no. 1, pp. 125–141, Feb. 2022, doi: 10.1177/07342829211056725.[36] P. R. Pintrich, “A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students,” Educ Psychol Rev, vol. 16, no. 4, pp. 385–407, Dec. 2004, doi: 10.1007/s10648-004-0006-x.[37] B. Hofer, S. Yu, and P. R. Pintrich, “Teaching college students to be self-regulated learners,” in Self-Regulated Learning: From Teaching to Self-Reflective Practice, D. H. Schunk and B. J. Zimmerman, Eds. New York: Guilford Press, 1998, pp. 57–85.[38] S. Rodríguez, R. González-Suárez, T. Vieites, I. Piñeiro, and F. M. Díaz-Freire, “Self
high rates of universitydropout and the determination of its main causes and solutions [1]. Dropout affects significantlyboth personally and socially. Deficient education for dropouts can be reflected in a significantdecline in their future economic and social well-being [2]. Furthermore, a shortage of skilledworkers can undermine a country's productivity [2]. Currently, universities have high dropoutrates that are evidenced in the data officially presented by official institutions. According to theUnited Nations Organization, dropout exceeds 40% in Latin American countries such asColombia and Ecuador, and even 50% and 54% in Costa Rica and Brazil respectively [3]. Theserates worsen significantly when emphasis is placed only on STEM careers
project-based learning can enhance confidence and refine a skill setdirected towards engineering fields. Feinaur’s integration of innovation and entrepreneurshipinto first-year engineering courses focused on product-based innovation projects to develop acurriculum for students [5]. Students were successful in applying the techniques that theylearned.Assessing engineering design through projects has proven to increase first-year engineeringstudents’ self-efficacy [6]. This study included an in-class team design task supplemented byindividual reflections. The exam on the other hand was an individual written assessment. Resultsconcluded that the design task increased levels of self-efficacy more than the exam.Conclusions about whether a student
to graduate college. Quittingor failing was not an option.Degree attainment resources: The codes of “Navigational Capital,” “Self-reliance,” and “Pridein self” are rooted in where the student found confidence, value, and resources to progresstoward graduation. He sensed that although “...people that do belong, um, are willing to help youalong the way,” he felt that he had to be self-sufficient: “I feel like they could tell. You know,that, that I was different, but I was trying…just gotta work hard. Takes a lot of work.”This student mentioned the importance of hard work throughout his interview. For example, “Mylearning has always been a reflection of my hard work…” and “I’ve always believed that youcan, you can, you can work to get where you
-cognitive theory, Zimmerman [14]established a cyclical framework of self-regulation that is divided into three phases: 1)forethought phase (processes promoting a learning mindset by involving one’s beliefs, attitudes,and processes before any academic task), 2) performance control phase (intentionally 2participating in learning activities specific to a personal strategic plan and augmenting learningby utilizing self-control and self-observation processes), and 3) self-reflection phase (evaluatingpersonal performance against goals, learning outcomes, or self-standards and modifying futurelearning strategies). The cyclical nature of this model posits
especially important to offer electives that reflect the availabity and expertise of the faculty, the interests and enthusiasm of the students, and the current needs of industry. Students responses show a mixed reaction to electives offered by the department, which is expected given that the electives offered each year vary widely. While some students indicate satisfaction with the elective topics offered, others expressed displeasure with the frequency and limited range of topics.Theme 3: Department Support Services (93/551 code segments – 17%) • Networking, technical, and social activities: The department prides itself on the wide range of activities that are organized each year to support student engagement