are students in transition.1 In this developmental phase of continuedbrain development and grand physiological changes, middle schoolers also begin dramaticchanges in their school structure, responsibilities, and social relationships. By the time theyreach middle school, students have already begun to develop dispositions toward mathematics,science, and engineering.2-4 By ninth grade, these dispositions are solidified and it becomes moredifficult to change the students’ feelings toward STEM careers.2 In this period of earlyadolescence, students either begin to develop strong academic habits or they begin to struggleacademically.3 “Middle grade[s] students are drawn toward mathematics if they find bothchallenge and support in their mathematics
Ph.D.in EE from the University of Connecticut, Storrs, CT, in 1983 and 1986, respectively. He joined the University of Central Florida in 1986, where he is currently a Professor in the School of EECS. His research interests lie in the areas of Machine Learning and applications with special emphasis on ART neural networks. He has published his work in over 250 journal and conference venues. He has been an Associate Editor of the IEEE Transactions on Neural Networks from 2002 to 2006 and he is currently serving as an Associate Editor of the Neural Networks journal. He has served as the General Chair of the S+SSPR 2008 Workshops, a satellite event of ICPR 2008.Veton Kepuska, Florida Institute
C d E? ?E / 0 ln 8 nF n F ÄÅ PAa,n PBb,n ÕÖwhere E0 is the ideal or reversible voltage, which plays an important role in defining fuel cellperformance and is explored below for a few reactions. / FG 0 / (cgC0 - dg D0 / ag A0 / bg B0 ) E0 ? ? 9 nF nFFor a simple reaction of hydrogen and oxygen the ideal voltage can be calculated: Page 11.492.7 H2 + ½ O2 s H2O / FG 0 / (1 © g H 2 O / 1 © g H
group discussion, groups reported back to the class. The instructors compiledconsensus items into a master list, which was distributed to the class as a rubric. (See AppendicesA-C for student-generated rubrics.)Call To Action:Students were asked to use the rubric as a guide when reviewing drafts.Autumn Workshop Session(s) 2 or 2-3 (75 min or 2x50 min):Expectations for Conduct and Useful Feedback; Peer Review in Small GroupsObjective:Enable students to provide meaningful guided peer review of drafts.Activation:The instructor asked students to share prior peer review experiences to uncover what constitutesuseful feedback. The class reached consensus on the following criteria for providing helpfulfeedback: 1) Always suggest something actionable
and recognition influenceachievement and interest, especially for girls and women.26,30-36 The preference for empatheticwork appears to help women maintain their identities, not merely adopt the identities ofmen.3,4,37-39Interest. The National Research Council identifies interest as a critical factor in predictingfuture engagement in STEM.40 Studies focused on girls in STEM indicate girls lack interest, notability.4,41 Interest may have a larger influence than academic achievement on choice of STEMas a career.42,43 Fewer and fewer students have been choosing to major in scientific fields atsecondary and university levels.44,45 In some areas, such as mechanical and electricalengineering, the number of women has declined since the 1960’s.46
avery brief measure, a 5-item innovation self-efficacy (ISE.5) scale was developed using the 19-item Dyer et al. Innovative Behavior Scale (IBS) as a starting point, adapted for undergraduateengineering students, and then condensed using confirmatory factor analysis.The ISE.5 measures innovation self-efficacy as a unitary construct drawn from Dyer et al.’s fiveinnovative behavior components (Questioning, Observing, Experimenting, Networking Ideas andAssociational Thinking) and has good internal and external validity as well as good test-retestreliability. The ISE.5 (as a measure of innovation self-efficacy) is shown to be an importantmediator between innovation interests and a desire to pursue innovative work as a career post-graduation. This
Sensing (S) 4 7 10 Intuition (N) 5 7 10 Thinking (T) 6 8 12 Feeling (F) 3 6 8 Judging (J) 7 9 17 Perceiving (P) 2 5 3 Enrollment status Distance 0 1 2 Face to face 9 13
January 8, 2019].[16] S. Gibbons, “A Brief History of How Plastic Straws Took over the World,” National Geographic, January 2, 2019. [Online]. Available: https://www.nationalgeographic.com/environment/2018/07/news-plastic- drinking-straw-history-ban/. [Accessed January 8, 2019].[17] J. Bird, “What a Waste: Online Retail’s Big Packaging Problem,” Forbes, July 29, 2018. [Online]. Available: https://www.forbes.com/sites/jonbird1/2018/07/29/what-a-waste-online-retails-big-packaging- problem/#277f6bca371d. [Accessed January 8, 2019].[18] EPA, “Facts and Figures about Materials, Waste and Recycling,” July 19, 2018. [Online]. Available: https://www.epa.gov/facts-and-figures-about-materials-waste-and-recycling/plastics
Paper ID #28669Assessing Grassroots Engineering Applications in BrazilDr. Cristiano Cordeiro Cruz, Aeronautics Technological Institute I currently develop a post-doctorate research at the Aeronautics Technological Institute (ITA) with a schol- arship from FAPESP (#2018/20563-3). I hold a PhD degree in Philosophy (University of S˜ao Paulo, 2017), a bachelor degree in Philosophy (Jesuit Faculty of Philosophy and Theology, 2008), a master degree in Electrical Engineering (University of Campinas, 2002), and a bachelor degree in Electrical Engineering (University of Campinas, 1999). My research area encompasses philosophy of
GST implementation. Change in demand pattern due to market conditions. Situational issues Increase in production capacities Key stake Holders S&S, OBL, Finance, TransportersThe project focused on reorganizing the distribution network for 2 wheelers (motorcycles) givena major change in the tax structure of India. The new tax code presented a potential forsignificant reduction in logistics costs. An example of the pre-project distribution centreconfiguration is provided in Figure 5. Given the scope of the project, improvements made to thenetwork would have substantial business impact, which was realized. A table illustratingestimated financial impact is provided in Table 2. Figure
such anintegration of ethics into engineering education.Background and MotivationThe rules of professional practice in engineering until the early 1900’s were conditionedby the fact that engineers looked on themselves as loyal to a firm or a larger entity such asthe military or public works that employed them. Historically, engineering as a field –rather than a “profession” --and then as an academic discipline, originated from theseroots in the late 1740’s with the establishment of the first “civil” (as opposed to“military”) engineering department in France in the École Polytechnique in 1794 [1], [2].The American Society of Civil Engineers was founded in 1852 and is the oldestengineering society in the United States. The professional ethics of
neural engineering concepts (100%), more confident inteaching these concepts (85.7%), and more aware of how to communicate with their studentsabout neural engineering (92.9%). After the RET experiences, the teachers reported moreconfidence in their interactions with neural engineering research scientists (100%) and weremore aware of neural engineering careers (92.9%). Qualitative data were collected to further understand the outcomes of the program. Thefollowing teacher quotations are the most significant for student learning and curriculum design. Thisadditional information adds to the validity of the quantitative data. What are the strengths of the curriculum unit(s)? ● “The curriculum is hands-on, related to real-world
[1] President’s Council of Advisors on Science and Technology, “Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics,” Science (80-. )., vol. 2, p. 130, 2012.[2] B. E. . 1960- Lovitts, Leaving the ivory tower : the causes and consequences of departure from doctoral study. Lanham : Rowman & Littlefield, 2001.[3] R. Sowell, J. Allum, and H. Okahana, Doctoral initiative on minority attrition and completion. Washington, DC, 2015.[4] A. Godwin, “The Development of a Measure of Engineering Identity,” 123rd Am. Soc. Eng. Educ. Annu. Conf. Expo., p. 15, 2016.[5] J. C. Hilpert, J. Husman, G. S. Stump, W. Kim, W. T. Chung
equationsof the form P(D)y(t) = Q(D)x(t), for derivative operations P(D) and Q(D) and functions x(t) andy(t) by looking at the equation in a different light. The transform reframes the equation as analgebraic equation in a new variable s by which the solution is easily obtained; in fact, for acompletely relaxed system (no initial conditions), the transform almost appears to amount to aninnocent change of variables. The new world of frequency is not trivial; in fact, the concept of "frequency response" is a difficulty when teaching circuits and controls. Two prominent methods of visualizing the frequency response exist, Bode Plots and Nyquist
. W., & Osipow, S. H. (1966). Vocational certainty and indecision incollege freshmen. Personnel & Guidance Journal, 44(10), 1037-1041.Atadero, R. A., Rambo‐Hernandez, K. E., & Balgopal, M. M. (2015). Using social cognitivecareer theory to assess student outcomes of group design projects in statics. Journal ofEngineering Education, 104(1), 55-73.Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ: Prentice-Hall.Betz, N. E., & Voyten, K. K. (1997). Efficacy and outcome expectations
measurement of engineering identity was accomplished using an adapted version of Godwinet al.’s (2016) measure of identity. Godwin et al. concludes that an engineering student’sengineering identity is a function of four attitudes relating to interest, performance, recognitionand agency. Interest is the student’s innate attraction to the subject material surroundingengineering, such as math, science and physics. Performance is an academic self-efficacyconstruct measuring how much a student believes in their ability to positively perform inacademically in engineering coursework. Recognition is how a student believes they arerecognized as an engineer, particularly by meaningful others such as parents or professors.Finally, agency or as Godwin et al
pressure on teachers to include engineering as part of their curricula. Learning toteach engineering involves a different way of approaching curricula than what many teachers areused to. As Brophy et al. [5] points out: when a teacher approaches teaching engineering design and what engineers do, the ‘answer in the book’ system breaks down. [S/He] has no list of correct answers (i.e. a design solution) because ill-structured and open-ended problems are designed to have multiple ‘correct’ answers. Teachers must become comfortable and proficient with the engineering process and learn to quickly recognize where learners are in the process…Many teachers lack the content knowledge and experience to make such an
, no. 98, pp. 1-12, 2004.[4] C. Furse, N. Cotter, and A. Rasmussen, “Bottlenecks and muddiest points in a freshman circuits course,” in 2018 Annual Amercan Society for Engineering Education Conference and Exposition, Salt Lake City, UT, USA, June 24-27, 2018 (in progress)[5] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How learning works: Seven research-based principles for smart teaching. San Francisco, CA: John Wiley & Sons, 2010.[6] National Research Council. How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press, 2004[7] E. Mazur, "Farewell, lecture." Science 323, no. 5910, pp. 50-51 2009.[8] R. B
designed to prove.Understanding what fact(s) about the world a proof is trying to establish is a crucial first step,especially for a novice. It helps the student organize his thoughts and evaluate different possiblepaths if the end goal is clearly defined in his mind. In the same vein, understanding the purposeand value of education is a crucial first step towards long term success in Computer Science. If thestudent understands the long-term benefits, he or she is much more likely to devote the time andenergy needed to master complex technical skills.2.2 Strategies in Upper Level Undergraduate ClassesThe issues in the lower level classes all still apply but there is another issue that is unique to theupper level classes: the need to build on an
. The Atlantic. Retrieved from https://www.theatlantic.com/business/archive/2016/06/colleges-offer-retirement-buyouts- to-professors/487400/Cawyer, C. S., Simonds, C., & Davis, S. (2002). Mentoring to facilitate socialization: The case of the new faculty member. Qualitative Studies in Education, 15(2), 225-242.Chun, J. U., Sosik, J. J., & Yun, N. Y. (2012). A longitudinal study of mentor and protégé outcomes in formal mentoring relationships. Journal of Organizational Behavior, 33, 1071-1094.IMPACT MENTORING PROGRAM
R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Perspectives on motivation (Vol. 38, pp. 237-288). Lincoln: university of Nebraska Press.Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26, 325-346.Ediger, Marlow. (2000). Vocational Education in the Elementary School. (ED442979) Opinion PapersGibbons, S., Hirsch, L., Kimmel, H., Rockland, R., & Bloom, J. (2004). Middle School Students Attitude
otherpopulations and critical time periods. 12 ReferencesBabapour Chafi, M., Rahe, U., & Pedgley, O. (2012). The Influence of Self-reflective Diaries on Students’ Design Processes. In DesignEd Asia Conference 2012.Bauer, T. N., & Erdogan, B. (2012). Organizational socialization outcomes: Now and into the future. The Oxford Handbook of Organizational Socialization, 97–112.Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 2001(90), 9–18.Brunhaver, S., Gilmartin, S. K., Grau, M. M., Sheppard, S., & Chen, H. L. (2013). Not all the same: A look at early career engineers
statistically significant decrease.The engineering profession largely requires students to be multifaceted so communication ofhow project skills translate might provide an opportunity for course improvement. These twoquestions have some of the highest variances, suggesting there may have been a subset ofstudents with very solidified career plans. Question 6 and 8’s averages are above a 4, suggestingstudents had high expectations for the course to impact the community and help them becomemore aware of the needs of the community. However, by the end of the course, a statisticallysignificant decrease is observed. One aspect of the service-learning experience that might besacrificed in the approach detailed in this article is potential to build strong
teamwork models, broadening participation initiatives, and S-STEM and LSAMP programs.Dr. Susan M. Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford Univer- sity. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her teaching and research interests include inclusive pedagogies, electronics, optoelectronics, materials sci- ence, first year engineering courses, feminist and liberative pedagogies, engineering student persistence, and student autonomy. Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is a fellow of the ASEE and IEEE and is active in the engineering education
practical projects.Since the publication of those documents, very little has happened in terms of concrete solutions,mainly due to the large number of bureaucratic hurdles and the amount of effort required toimplement the proposed changes. Meanwhile the economy is still increasingly demanding morequalified engineers both for industry and nowadays for so called technological entrepreneurship,which happens when a technological idea is combined with a business opportunity, a way tomarket it and escalate its growth. To support this process, resources in the form of capital andtalent are paramount. Among the talents necessary is engineering, which has been one of its mostimportant driver3.Implementing a new curriculum to develop the student´s abilities
others,10,37 so that they can learn beyond lectures and homework assignments.38 It isonly paramount that we investigate what we can do to improve these web-based scaffolds sostudents would be able to maximize collective outcomes while promoting individual learning.References1. Weber, M. S., & Kim, H. (2015). Virtuality, technology use, and engagement within organizations. Journal of Applied Communication Research, 43(4), 385-407. doi:10.1080/00909882.2015.10836042. Passow, H.J. (2012). Which ABET competencies do engineering graduates find most important in their work? Journal of Engineering Education, 101(1), 95-118.3. Prados, J.W., G.D. Peterson, And L.R. Lattuca. (2005). Quality assurance of engineering education through
hisor her research abilities. For example, while a student in Category 1’s reliance on authority andconcrete rules might be less sophisticated than a more self-directed, self-assured approachevident in Category 3, learning from experts in the field and developing a familiarity withfoundational knowledge and skills in engineering is a key step in being able to progress as anindependent engineering researcher. Though students’ responses at a particular point in time maybe best represented by one category, it is possible and likely that students’ level of researchprocess sophistication will change over time as a result of their experiences.Though our process for classifying graduate engineering students’ research processsophistication was an
profession skills in engineering students tobetter prepare them to be effective leaders in workplace.Leadership training for engineering students is delivered in a variety of ways: in a lecture serieswith guest speakers; in a leadership course(s); Bernard M. Gordon Leadership Programs4, 5 and inan Engineering Leadership Minor6,7,8. Universities with a Minor utilize a variety of institutionalresources, including courses within the engineering program and in other departments oncampus, which facilitates a focused interdisciplinary program structure across the university.Often students must go through a rigorous application process, and be selected and accepted intothe leadership program. With regard to the candidature of engineering students for