sharing experiences,knowledge and insight (Crawford, 1998; DeLisle, 2000; Illinois Leadership; Petcher, 1997). AsCrawford (1998) states: We are now recognizing that leadership can and does occur at all levels of organizations and in all kinds of settings. Leadership is increasingly being recognized as an interactive process that takes place between members of an organization. It is not simply a skill employed by a person in a position of power within an organization. (p. 2)Therefore, it is important that engineering students are presented with opportunities to developleadership skills that will allow them to successfully work collaboratively with other people tochange organizations, lead and/or participate in
redesigned course (n=53,taught in Fall 2016).Course and instructional materialsThe purpose of this course is to help students learn about the process of becoming a chemical orbiological engineer, the scope of careers open to chemical or biological engineering graduates,and to introduce students to engineering design practices, laboratory safety, and professionalethics.Original course. The original course included guest speaker presentations, one laboratory sessionpaired with a redesign assignment, and a culminating design challenge. Presentations typicallyincluded a research-active faculty member presenting his or her research, though there were alsovisits from student organizations and advisors.In the laboratory, students filled out a worksheet
Although this case appears on numerouswebsites, the Murdough Center site offers, in addition to a well-written case, various shortresponses and survey results about the case.Healy cautions against designing a “thin” case, one that omits needed information or “assumestoo much.” Such cases may be “short, easily posed, and attention-getting. . . .” While some thincases may be dramatic and attract student interest, they are atypical of what graduates can expectin daily life. Thin cases do not deal with issues stemming from “partiality,” a typical human traitin ordinary life where someone is partial to one or more persons. Thin cases also usually dealwith win-lose decisions. This type of decision does not prepare students for trying to findwinning
finalstep is optional but very useful to understand the pitfalls and roadblocks that may be encounteredby future undergraduate students, particularly as it relates to scaffolding. Finally, many studentsmay encounter design paralysis whereby they are unable to decide on an assumption or way tomodel a component in fear of losing points. Providing rubrics to the students and graders can bevery helpful to alleviate some of this anxiety, as can reminding students verbally that the goal isto make and justify decisions, not necessarily to arrive at a “correct” solution. 4Examples of Two OEMPs Two faculty members at two public universities created OEMPs to
suggestedthat educational institutions should place more emphases on the fundamental courses to cultivatestudents with essential skills/knowledge and capabilities to cope independently with highlychangeable business environment.On the other side, some of the interviewed faculty members of the IT department signified thatuniversity-level IT education should emphasize more on an in-depth knowledge of howemerging EC technologies can be applied by business firms as well as an in-depth understandingof databases management systems, systems analysis and design, implementation, integration andmanagement issues. The comparison between the IT curriculum and the survey results showsthat many of the important topics were not extensively taught, for example
begun planning inter-threadevents for the upcoming semester.5.4 MIT levelEvents organized included lab tours, graduate student and postdoc presentations from variousparticipating labs, individual mentoring by the faculty co-leads and most notably a Lunch & Learn serieswhere interested students got to have lunch and chat in an informal setting with faculty members fromthe seven majors currently in the thread. We organized a panel-based information session addressingtopics surrounding the graduate school application process for the broader MIT undergraduatecommunity. Attendance of thread students was much lower than we had anticipated; the main reasonturned out to be conflicts with the classes they were taking. Going forward, we will
Entrepreneurship-related Factors Teachers consistently discussed how they valued teaching engineering andentrepreneurship to their students, but their reasons for valuing this content differed. One highschool teacher noted the importance of teaching students about understanding your customer andrecognizing that business decisions entail constant risk analysis and cost-benefit tradeoffconsiderations; his reasoning behind the value of entrepreneurship education focused on specific,practical considerations within a business setting. An elementary school teacher noted thatlearning about entrepreneurship can prompt a variety of career interests, possibly ones thatstudents had not previously considered; her value on entrepreneurship education relates
Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collab- orative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art
was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education. c American Society for Engineering Education, 2016 Curricular Choice and Technical – Non-Technical Balance in Environmental Engineering Degree ProgramsAbstractSelf-determination theory indicates that choice is an important component of motivation andsatisfaction. Further, calls for holistically trained engineers demand that students gain knowledgein humanities and social science topics. This research explored top-ranked environmentalengineering bachelor’s degree programs with regards to: (1) opportunities for students to makechoices in their courses (such as free electives and technical
origins ofthis separation, and where and how engineering-SJ connections actually took place (ProgressiveEra, New Deal, Counter-culture movement of 1970s, Counter-neoliberal movement at turn of21st century), and what conditions led to their separation (and seeming incommensurability)throughout the late 20th century. The grant gave us the legitimacy to develop, pilot and makepermanent our course Engineering and Social Justice, in an institutional setting that tends to beconservative and aligned with powerful corporate interests. The official course description statesthat it “offers students the opportunity to explore the relationships between engineering andsocial justice through personal reflection and historical and contemporary case studies
problems they study authentic and relevantto their personal needs, and when students are engaged in the hands-on use of tools andartifacts. The creation of a “classroom community” in collaborative, team-based settings is alsobelieved to contribute to student motivation.Written reactions to the integrated course block indicated student recognition of the high levelsof freedom and control, an appreciation for the hands-on projects, and a sparking of studentcreativity and interest. The following student quotations from the Paul Revere course evaluationsprovide a sense of these positive responses. I really enjoyed this class. The projects gave me a lot of room to explore and try out things which were interesting to me - and those are the things I
like. The friendly interactions with faculty and current graduatestudents helped him realize how rewarding research can be. Duyun indicated that he after theprogram, he better understood what graduate studies involves and this reinforced his decision topursue the Ph.D. portion of his future career plans.MaryPat went into the program with a definite plan to complete an undergraduate degree inelectrical engineering and then pursue a Master‘s or Ph.D. in biomedical engineering. Theprogram confirmed her desire to stay in academia and work on research under faculty mentors. Page 22.1548.15Working with her fellow engineering students and her
collaboratively bouncing ideas off one another in ways that support dialogue aboutteaching and learning. Incubated courses and programs are piloted and student outcomesdocumented on a small scale outside the official curriculum. The purpose of curriculum incubation is to create an environment free from situationalinfluences and organizational realities known to impede innovation and change. Within theincubator, faculty test and refine ideas over time in a cyclic research and development processstructured to minimize early resistance to change and demonstrate practices that work. Theincubator relies on voluntary participation at all levels. Faculty who wish to participate opt in tothe incubator by proposing to explore a novel approach to
college.Each of the community colleges have developed articulation agreements withregional high schools in the technical field areas. As part of the PowerUP!project, teams of faculty and high school educators will examine thesearticulations to determine if they truly meet the transitionary needs of thestudents. This year, data will be gathered to evaluate the enrollment, retentionand recruitment of students into these programs. In Massachusetts studentsmust take the Accuplacer placement test before enrolling in mathematics orEnglish courses. In Massachusetts the community colleges had over 50% of thestudent body enrolling in two or more remedial classes. There is an obviousdisconnect between the expectations to graduate from high school and the
) drafting an email to a faculty member indicating one’s interest in theirarea of research, 4) completing a library skills “game” and 5) attending research seminars acrosscampus and answering short questions about the experience.Faculty Led Boot camp (FLBC) – This one-week (~40 hrs) intensive course, funded by a Type1 NSF CCLI grant and established by WSU, targets rising sophomores. The program introducesstudents in STEM fields who have completed one year on campus to the process of working asan undergraduate researcher. The summer schedule rotates short lectures with active learningactivities and has students reporting their activities back to the group. Two topics are coveredeach day, with small group activities after each lecture. A team of
how the assignments fit together in service of theoverarching goals of the program. A handout will be created to provide engineering faculty withan at-a-glance overview of the categories and assignments to help them choose appropriateassignments for their students. See Appendix 5 for the list of assignments grouped by thematiccategory.Future stepsThis project is an ongoing process with several major steps that are either currently underway orwill be soon. As discussed in the previous section, promoting the portfolio to engineering facultyis of the utmost importance. Without faculty endorsement, students will be unlikely to completeany of the IL assignments. Outreach to the key faculty members and program administrators inCOE will be used to
,will interim-level Team Roles that were neither high nor low (i.e., Coordinator, Team Worker,Completer-Finisher) in this analysis move into one of these high or low categories as the workand needs of the team progresses over time (and as the roles’ descriptions suggest)?When students’ self-perceptions were disaggregated by their leadership role on the team, theleaders ranked the Implementer Team Role highest on average. The Implementer (IM) TeamRole is characterized by an organizing ability, practical common sense, being hard-working andself-disciplined. These skills and mindsets are important for a leader of a VIP DesignCompetition Team, which can be a demanding activity. VIP team members’ self-perceptions oftheir Team Role were, on average
problems while being mentored by moresenior engineers, faculty or graduate students should take on roles as practicing engineer 13 14mentors. They could also take on roles as mock clients where actual clients are not available.This type of learning needs to move beyond the senior design seminar and become a greaterportion of learning throughout undergraduate education. Additionally, faculty members need to explicitly connect learning about propercommunication to engineering courses. There should not be an assumption that these skills willbe sufficiently learned in communications courses that are
Scientists and Engineers (PECASE) in 2002 — the highest honor bestowed upon scientists and engineers in the early stages of their careers. Most recently, he was a recipient of the 2007 ASCE Walter L. Huber Civil Engineering Research Prize, the 2015 ASCE Charles Martin Duke Lifeline Earthquake Engineering Award, the Georgia Tech Outstanding Doctoral Thesis Advisor Award (2010), and the Georgia Tech ANAK Award (2008). The ANAK award is the highest honor the undergraduate student body can bestow on a Georgia Tech faculty member. Dr. DesRoches earned his Bachelor of Science in Mechanical Engineering in 1990, a Master of Science in Civil Engineering in 1992, and a Ph.D. in Structural Engineering in 1998 — all from the
Development and Applied Economics (CDAE). As a department, commitment totransdisciplinary research has been an institutional goal and has been explored in both domesticand international settings in which faculty in the department have been involved5. A secondelement within the department has been a common interest among faculty to community-basedaction research. Community-based research is defined as “a partnership between students,faculty, and community members who collaboratively engage in research with the purpose ofsolving a pressing community problem or effecting social change.”14 The challenges of actionresearch have been a driving factor encouraging faculty within the department to seek outpartnerships outside of their home disciplines. The
ongoing COVID-19 pandemicoffers a complex context in which students can experience ambiguity with an engineering designchallenge as an iterative process of divergent-convergent thinking while focusing on the bigpicture. Students can learn with an emphasis on systems thinking, making decisions in acollaborative team environment; and managing uncertainty in social processes [1]. Theconversations around how schools could function during the pandemic offered a uniqueopportunity to engage students in problem solving about a situation that they are experiencingthemselves.In the US Southwest, three state universities came together during the early stages of the 2020pandemic lockdown to create a virtual design competition for high school students. The
and political as well as technical problems.In particular, the framework of Downey and Lucena can be applied to make students aware thatengineers can find meaningful work that focuses on community development projects, and that aknowledge base exists that can provide them with appropriate training. Of course, we don’texpect that all students will take careers that explicitly operate in developing countries, but somelessons of development engineering practice can still inform student decisions in evenconventional situations. We can explore this in three contexts.1. Engineers could work within multinational corporations (MNC) in both preventive andproactive capacities. From the prevention standpoint, they can serve as a kind of
spur innovation and tackle societal problems. Awealth of untapped intellectual and economic potential exists among historicallyunderrepresented racial/ethnic groups – including Blacks and Latinos – who have not hadequitable access to engineering and related STEM fields. For Blacks and Latinos who areaccepted into engineering and related STEM fields, they face a number of barriers to theirsuccess which lead to low retention and graduation rates. In historically male-dominated fieldssuch as engineering and related STEM disciplines, Black and Latino men have remainedunderrepresented at the student and faculty ranks. To uncover and tackle the “institutionalbarriers” that men of color face, nearly 50 interviews with Black and Latino collegians
served in various roles in student affairs administration and as a faculty member in several Gender Studies and Communication Studies departments. She holds a Ph.D. in Com- munication Studies from Southern Illinois University-Carbondale, an M.A. in Psychology from South- ern Illinois University-Carbondale, an M.A. in Higher Education Administration from the University of Louisville, and a B.A. in Psychology and English from Illinois College. Jamie has published chapters in edited book collections and in a number of scholarly journals, including: AFFILIA: Journal of Women and Social Work; Kaleidoscope: A Journal of Qualitative Communication Research; Journal of Research in Personality; Experimental and Clinical
to facultymembers who had expressed an interest in becoming more involved. Of the initial round of 36invited faculty members, 22 enthusiastically joined the Working Group. Those faculty comefrom multiple engineering disciplines and programs as diverse as music, political science,medicine, physics, sociology, engineering, classics, and information sciences. At the same time,the Working Group’s student representative began to recruit volunteers to create a GlobalSTEAM blog on the Working Group’s website and rapidly assembled a half dozenundergraduate and graduate students from across the campus to act as advisors and curators to arunning blog feature.A third initiative emerging from the roundtable was the establishment of a graduate
AGEP’s mission to increase the numbers of diverse faculty in STEM led to the intersected goal/challenge to Include Diverse Science and Engineering Faculty: The Multipliers. This provided an opportunity to intersect SDG 4: Quality Education, SDG 5: Gender Equity, GC1: Advance Personalized Learning, and GC 14: Engineers the Tools of Scientific Discovery. ● The LSAMP undergraduate and LSAMP Bridge to the Doctorate programs goal/challenge to Engage Students in SPEED’s International Team Projects led to immersion experiences in different countries and interaction with the international Student Platform for Engineering Education Development (SPEED). The students worked on projects that tackled clean water in
- out-of-school activities.A key component in the development of the out-of-school-time framework is that theseprograms should generate a positive atmosphere, conducive to learning and exploring, thatdoes not resemble or look like the traditional school setting where students spend the vast partof their day [9]. For many students, as presented in the report on the “2009 High SchoolSurvey of Student Engagement,” in-school framework is not the place where they want to beand learn. More than 66% of the surveyed students asserted that they are bored every day. Atrend identified in this survey was that an open-ended question, Question 35, resulted innegative feedback. “Negative comments about schools were quite common in response toQuestion 35
students. The NSF Research Experiences for Teachers (RET)program supports collaboration between colleges and universities and K-12 teachers orcommunity college faculty by providing funding for their participation in engineering research.The RET proposal solicitation2 asserts that, “Encouraging active participation of teachers in NSFprojects is an excellent way to reach broadly into the teacher talent pool of the U.S. so that theycan teach engineering concepts to K-12 students to encourage and stimulate them to pursueengineering careers.” RET awards are made through two mechanisms: RET site grants, whichprovide a research experience to a cohort of in-service or pre-service teachers, and RET
sustainability in technology education.Borchers et al.[13] gave a detailed example of an undergraduate course in environmental designand manufacturing, while Lynch-Cary and Sutherland[14] discussed how to integrate principlesand practices of sustainability into the industrial engineering curriculum.Kumar et al.[15] discussed infusing sustainability principles into manufacturing and mechanicalengineering curriculum and describing challenges of the process and a benchmarking study atMichigan Tech. They concluded that the three main barriers were lack of accreditation processimprovement, conventional thinking of some faculty members and company expectations andrecruiting trends. Christensen[16] investigated how deans and directors at selected 50 globalMBA
Paper ID #32964 durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was elected as the 2018 STC.UNM Innovation Fellow. Dr. Han holds 17 UNM-affiliated U.S. patents and 6 pending U.S. and PCT patent applications. He currently