style works best for them, as can advisors. When deciding on joining aprogram, students and advisors can reflect on their styles and determine if theworking relationship would be beneficial.6.1 Engineering EducationIt should be noted that there are no, to the authors’ knowledge, specific studieson graduate student well-being as it relates to engineering and engineering-technology programs. However, STEM students commonly have to interfacewith their advisors more than non-STEM students due to the nature of howSTEM research projects are developed and managed. Often, advisors have spe-cific projects and grants that they must fulfill and the graduate students areassisting with those goals. This requires more communication
Vazgen Shekoyan PhD for discussion. We thank Eric Cheung MD atUniversity of Rochester Medical Center for discussion on neuroscience. We thank theanonymous reviewers for the suggestions and the ASEE Conference Chair Ashish BorgaonkarPhD for organizing the Conference.References1 I Gusti Ngurah Pujawan, I Putu Pasek Suryawan, Dewa Ayu Ari Prabawati. The Effect of Van Hiele Learning Model on Students’ Spatial Abilities. International Journal of Instruction 2020 Vol. 13 No. 3, pp461-474 https://files.eric.ed.gov/fulltext/EJ1259453.pdf2 Eric Machisi . Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences. EURASIA Journal of Mathematics, Science and Technology Education, 2021, 17(2), em1938
student participants had at least 500 dollars ofunmet financial need. Moreover, all participants received a Pell Grant for the 2021-2022 schoolyear. It is important to note that the vast majority of Pell Grant recipients’ income falls within thelowest 50th percentile of household incomes in the United States [34]. Hence, most recipients arelow-income or lower middle class. Given this information, we describe the participants in ourstudy as lower-income students.In addition to financial support, Flit-GAP offers a variety of co-curricular opportunities toparticipants, including the selection of a career pathway experience that reflects their interests.Each participant has the opportunity to explore either an internship (professional pathway
stewardship to global learning experiences at many universitiesworldwide. Broadly, these should cover four significant aspects: (a) collaborations with studentsin other countries with other backgrounds and cultures, (b) engagement through online interactionsfor assignment completion or lectures, (c) development and assessment of students’ globalperspectives and competencies, and a (d) reflective aspect of learning and education.This study reviews previous COIL implementations in the literature, emphasizing chemicalengineering and other STEM courses. To our knowledge, COIL implementations are widespreadin social sciences; however, few reports highlight these practices in engineering courses. Wereview perspectives, methodologies, challenges, and
ADVANCE grants. The fourthone has a history of programs focused on women’s success. Efforts to recruit more womenfaculty at these institutions are shown by increases at the assistant professor rank from 2008 to2018. However, the increase in the percentage of STEM women faculty in the lower ranks hasnot been consistently reflected in the higher ranks, suggesting that retention remains an issue(Figure 1). This is noted also at other ADVANCE institutions [1]. Overall, the numbers ofwomen faculty in STEM fields at the four partner institutions are significantly lower than the34.5% national average of STEM women faculty at doctorate-granting research universities,particularly at the full professor rank [2].Research indicates women and underrepresented
to incorporate service-learning, which isa model that integrates community service with course learning objectives in a way that positivelyimpacts both the community and the students. The combination of service-learning and PBL iscalled Project-Based Service-Learning (PBSL) [9]. The distinguishing feature of PBSL is theaddition of community members, who should be equal partners in the process and feel a sense ofownership of the project [10]. One main advantage of PBSL is the way it responds to engineeringstudents’ desire to engage in engineering in a way that serves humanity. This “desire to help…andthe persistence to do it” is described by Riley [11] as a fundamental engineering mindset, and it isalso reflected in the numerous engineering
students in Europe gathered data on students’ learning experiences anddefined educational methods that drive these experiences. A series of surveys were given tostudents to determine best practices related to teaching. Instructors listed as outstanding teachersby the students were surveyed to gather additional data about their particularly good teachingpractices. One of the key findings was that enough time is needed for thinking and reflecting onideas with peers and the teacher. Rushing through material was viewed as a negative by both theteachers and students [20]. In essence, providing time to stop and think about the material whilenot focusing on new material was viewed positively by all involved.What all these methods have in common is the
they could watch the lectures when they feltmotivated to learn, thus being more likely to enjoy learning the material and finding more interestin the content. However, students felt more confident in their ability to apply the theory withModified Instructor-Guided. This finding agrees with the Computational Assessment and previousstudies that state more traditional methods help solidify theoretical concepts. When looking atRStudio self-efficacy, students reported feeling most confident with the PBL method, howeverthese results are not reflected in the Computational Assessment. Students performed significantlyworse with the PBL method compared to Flipped Classroom and Modified Instructor-Guided
was soscarce that they could not be reviewed in a typical systematic literature review. When we met in 2021, we felt it would be good to combine our work to produce a morethorough systematized literature review to understand what cultural attributes were documentedin STEM and their effect on engineering practitioners. We were, in part, driven by our mutualgoal to find research that reflected our identities. We sought to take on this work from anintersectional identity perspective. However, papers were so scarce that we broadened ourcriteria.Héctor’s Positionality Héctor identifies as a MexiColombian-American, cisgender, gay, male, computerengineer. Héctor’s viewpoint on who can be an engineer is to refuse to let anyone elect
disability at a Canadian university. http://dx.doi.org/10.1080/09687599.2012.752127 28, 147–160 (2013).33. Solis, S. I’m “Coming Out” as Disabled, but I’m “Staying in” to Rest: Reflecting on Elected and Imposed Segregation. http://dx.doi.org/10.1080/10665680500534007 39, 146–153 (2007).34. Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J. & Hand, B. N. Avoiding Ableist Language: Suggestions for Autism Researchers. https://home.liebertpub.com/aut 3, 18–29 (2021).35. Disability Language Style Guide | National Center on Disability and Journalism. Available at: https://ncdj.org/style-guide/. (Accessed: 17th February 2022)36. ‘Nothing About Us Without Us’: 16 Moments in the Fight for Disability
data collected showed that 96% of participants felt that the class was valuable in developingtheir understanding of innovation and appreciating the importance of innovation; 88% felt it helpedthem develop their thinking to be more creative and innovative in the future. Based on thefeedback, evaluation, and analyses, iterative improvements will be incorporated into the nextcohort’s intersession.AcknowledgementThis material is based upon work supported by the National Science Foundation’s Division ofUndergraduate Education (EHR/DUE) under S-STEM Grant No. 2030297. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science
the assessment prompts from each of themodules. This approach to the extraction of data science topics might oversimplify the topicalcontext of each module to the wide variability between individual modules developed through abottom-up approach in which different instructors developed their own teaching modulesindependent of each other. This variety is reflected in how instructors have chosen to assessstudent learning outcomes in different modules. Therefore
’ narratives toprovide resources for both students and faculty (https://engineering.purdue.edu/STORIES/).AcknowledgmentsThis work was supported through funding by the National Science Foundation CAREER GrantNo. 1554057. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank Dina Verdín and the members of the STRIDEteam for all the current and previous work they have done to make this paper a possibility. Theauthors would also like to thank John and the other interview participants for sharing their storieswith us over the previous 4 years.References[1] N. M. Carter and H. M. Wagner, “The bottom
the figure 21. It reflects on thefull adder (FULL_ADDER) in figure 21 to be added with either one or the sign-extendedoffset. For the program counter, it can load an address when encountering a jumpinstruction. The multiplexer on the right side of the figure 21 can select whether a newaddress should replace the existing content of the program counter or take the result ofthe full adder.Figure 21. PC implementation with reset, jump to address, add with offset, and increment The full adder also connects the D flip flop with a feedback wire which means the present content of the program counter is fed back to be the addend so the result of the full adder is always added with the present content. It is challenging to see all of these
depress the buoy (e.g., tap down on the buoy) and record the motion. The only things tohighlight here are that:• The camera cannot move during the course of filming so that only the buoy motion is captured.• The background, i.e., the region behind the spherical marker, should be as plain as possible and provide good contrast. A dark background is best to contrast with the light color the marker (see Figure 2(a) as an example). Students have frequently achieved this by using a towel in the background. The main concern are objects in the background, or even reflections, that the code may detect as a circular objects, although there are features in the code to help with this.• The marker cannot be fully blocked or go out of the field of view of
score was the vague nature of this question. While the radial tree and its collapsible versioninarguably display the path across layers, the sunburst and pack layout also reflect the hierarchy and implicitly implythe path. The result of these two questions suggests that, while TreeVisual helps students learn the concepts andfeatures of tree visualization, more instructions are needed for learning to extract information from a given tree layoutand understanding the nature of different layouts. Question Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Avg Score 0.96 0.92 0.88 0.96 1.00 0.92 1.00 0.96 1.00 0.96
year (2019-2020), Extension Services began with twocolleges that award both two- and four-year degrees and were part of the same state system. Inthe second year (2020-2021), three CCs that exclusively grant associate degrees joined theinitiative. We integrate data from evaluation surveys and interviews, and—for the most recentLC cohort—structured personal reflections from three points-of-contact leading their CLTs. Forthis last piece, two points-of-contact reviewed and contributed to this paper as co-authors, andanother point-of-contact contributed to the early development of the paper.We descriptively analyzed a total of 13 responses from an end-of-initiative survey, which wasadministered by external evaluators at the University of Washington
, theteacher will facilitate and organize by invoking dialogical processes (i.e., identification,coordination, reflection and transformation) and pedagogical activities (i.e., asking students tosolve a relevant authentic ill-defined problem in multiple creative ways) to facilitate boundarycrossing between the STEM domains. Taken together, STEM pedagogy is posited as boundarycrossings within the STEM enterprise [35].STEM-critical pedagogy involves designing dialogical processes and pedagogical activities thatalign with the affective elements, particularly curiosity, and can serve as a necessary catalyst forthe cognitive element of learning that facilitates boundary crossing between the STEM domainsto solve ill-defined problem in multiple creative ways
components wereapproved by the UW Institutional Review Board.Here we focus on institutional data and student outcomes from the first four years of the programfor computer science and engineering students or pre-majors. A more in-depth analysis of surveyand interview responses and outcomes for students who are pursuing all STEM majors in theprogram will be published elsewhere.Program OutcomesStudents in the ACCESS in STEM program generally reflect the diverse composition of thestudent body at UWT, with 74% First Gen, 31% URMs, and 11% veterans or military dependents(Table 2). Although female and non-binary students are still underrepresented compared to theoverall campus population, at 27% they show much greater representation than the
aerospace engineering curricula. Future work should focus on conducting thelaboratory activities with students to evaluate student knowledge acquisition in the targetedABET astronautical topic areas.DisclaimerThe material contained in this document is based upon work supported by a NationalAeronautics and Space Administration (NASA) cooperative agreement. Any opinions, findings,conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NASA.AcknowledgementsThis work was supported through a NASA Cooperative Agreement awarded to the New YorkSpace Grant Consortium. This work was supported by the Honors Educational EnhancementScholarship (HEES) offer to honors students at Clarkson
situation to do a recommendation. I think if I was just being like, "Wow, you can go do it. This is a reasonable time." I think I'd be 13 seconds.Participant 2.7’s analysis of the Cup Stacking question forced us to reflect on the task’s value asa means to measure normative behavior: While the other questions have fairly unambiguousconsequences since they affect the decision-maker individual alone, the Cup Stacking questionasks one to consider how a different person will react. Since it is not reasonable to expect that allpersons will react in the same way to an identical response, our inequality-based coding schemeis not appropriate for this question.DiscussionThis project seeks to understand how engineers reason under variability: cases
enterprise; graduate more and better prepared minorityengineers; increase efficiency and productivity at MSIs; and develop a sustainable and effectiveinfrastructure to support minority students, faculty and staff at all universities. In time, IEC willgrow, and the model being developed can be replicated and implemented for other disciplines.The ECP project created an HBCU Engineering Network which successfully demonstrated thatan experimental centric pedagogy combined with hands-on educational technology stimulatesstudent interest in the STEM area, promotes content acquisition and problem solving, andretention. As the ECP project wound down, the group reflected on what lessons there are to belearned from this experience. First and foremost, the
. Fila et al. note that all three dimensions have featuresthat overlap with one another; for instance, engineers work with customers, communities, andother stakeholders to design solutions for these communities and customers that meet their needs.The overlap of these two dimensions in the second factor reflects this dynamic. The third factor’sitems, collectively, represent all three dimensions of Fila et al.’s framework. Items that addressstudents’ understanding of the broad nature of engineering fit both the for and with dimensions,for example asking, “how engineering decisions are made” and “how engineers work with otherprofessionals.” Items that address students’ self-perceived problem solving capabilities and thedegree to which they picture
field holds, and how these things are reflected in workinglife and business. The second category got the most hits of all the categories with almost halfof all the respondents referring to the idea of technological knowledge and artifacts becomingbetter through the acknowledgment of diverse ideas, views, and needs. The arguments in thethird of the technology categories emphasized the need for women as skilled workforce.However, women were not seen as reserve labor to compensate for the shortage of men, butas a workforce needed for the sake of its added value to the field.Table 1. Codes and categories addressing the respondents’ arguments related to technology Name and description Illustrative quotes Technology: field, business
current duties included department chairs, instructional andresearch faculty members. In order to protect participants anonymity, we provided a robustbackground on participants, but we will not use their names.In total, the focus group consisted of a total of 10 women who are involved in CE as current orformer students or faculty members. The objective of this study was to design the focus groupsin a way in which each one would reflect a broad spectrum of views and perceptions of womendirectly linked to the CE degree program, albeit in different forms.Focus group facilitationThe group sessions were run by two researchers. The first has extensive experience ineducational research and acted as session facilitator. The second was the academic