, that access to supportive networks, such as mentors andpeers, can provide encouragement and help women navigate the challenges ofstudying and working in STEM fields.Since the interviewees are students at an advanced university in Kazakhstan, the learningenvironment is substantially competitive, especially for undergraduate students. It also leadsto toxicity as was mentioned by some respondents. Moreover, the presence of a gender gapand the absence of women in both classrooms and faculty reflect on female students in STEM(Q32, 33, 34). “There are few girls in CS. Male peers usually group together, while girls stay alone. It was difficult for me to find female friends from CS, all my friends are from different majors. Moreover, at
studytime solving textbook problems [1, 2]. In undergraduate engineering courses, most of thesetextbook problems (and course assessments designed by instructors to include these textbookproblems either verbatim or a variation of these problems) are designed to evaluate the ability ofstudents to recall facts and basic concepts, and apply these concepts in various contexts to solvenumerical problems (Please refer to Tables A.1 and A.2 for sample questions). Students mightdevelop problem-solving skills, partially through pattern-based recognition, by completing theseassignments and also be able to achieve good grades in the course. However, these grades (andoverall GPAs) are often not an accurate reflection of their understanding of
Science Foundation under Grant No.1735139. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] Deters, J., Webb, M., Paretti, M., and Menon, M. "Building a Sustainable University-Wide Interdisciplinary Graduate Program to Address Disasters." 2022 ASEE Annual Conference & Exposition, 2022.[2] O’Meara, K., and Culpepper, D. "Fostering collisions in interdisciplinary graduate education." Studies in Graduate and Postdoctoral Education, vol. 11, no. 2, pp. 163-180, 2020.[3] Welch-Devine, M., Shaw
chemistry and grades were comparable between genders [16]. Self-confidence canalso be reflected in student expectations for a course, as well as the grade threshold at which theyseek help (with a high grade-threshold corresponding to a greater willingness to seek SI). Kesselsand Steinmayr reported that female students generally have better attitudes towards, and lessavoidance of, help than male students, despite both genders exhibiting equal acknowledgementof the benefits from receiving help [17]. However, regardless of the ability or decision to seekhelp, the impact of SI has gendered differences as well. Academic performance has been foundto be positively correlated with SI attendance in female students but negatively correlated with SIattendance
future publication. Figure 6: Students’ Response to Career Interest Question in College ImplementationAcknowledgementThis material is based upon work supported by the National Defense Education Program (NDEP)for Science, Technology, Engineering, and Mathematics (STEM) Education, Outreach, andWorkforce Initiative Programs under Grant No. HQ00342010040. The views expressed inwritten materials or publications, and/or made by speakers, moderators, and presenters, do notnecessarily reflect the official policies of the Department of Defense nor does mention of tradenames, commercial practices, or organizations imply endorsement by the U.S. Government.References[1] J. Foust, “Space industry struggling to attract more skilled workers,” SpaceNews, Apr
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