Academic literature on the topic 'Engineering engagement programs'
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Journal articles on the topic "Engineering engagement programs"
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Ohland, Matthew W., Sheri D. Sheppard, Gary Lichtenstein, Ozgur Eris, Debbie Chachra, and Richard A. Layton. "Persistence, Engagement, and Migration in Engineering Programs." Journal of Engineering Education 97, no. 3 (July 2008): 259–78. http://dx.doi.org/10.1002/j.2168-9830.2008.tb00978.x.
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Eijkman, Henk, and Obada Kayali. "Addressing the Politics of Accreditation in Engineering Education." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 2 (July 2011): 1–10. http://dx.doi.org/10.4018/ijqaete.2011070101.
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Engineering departments may face a formidable task in conducting effective accreditation reviews of their programs and ensuring that their outcomes meet the demands of the accrediting organisation. Not least of these tasks is walking the political tightrope of academic staff engagement in environments that reward research over and above educational tasks. This is exacerbated if and when existing programs, when reviewed for accreditation, demand a considerable expenditure of time and energy to ensure they at least meet current, let alone future, graduate attributes and standards. This paper confronts the generally ignored ‘elephant in the room’ of accreditation, namely the politics of accreditation reviews in institutional environments that are increasingly pre-occupied with research. The essential point of this paper is this; accreditation involves the whole-of-program engagement of academics with divergent curricular and pedagogic interests, let alone perspectives and work priorities. Therefore, accreditation reviews are much more likely to be successful when they are approached from a soft systems methodology perspective.
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Grace-McCaskey, Cynthia A., Linda D’Anna, Kyra Selina Hagge, Randall Etheridge, and Raymond L. Smith. "Virtually Engineering Community Engagement: Training for Undergraduate Engineers During the COVID-19 Pandemic." Human Organization 81, no. 3 (August 22, 2022): 217–28. http://dx.doi.org/10.17730/1938-3525-81.3.217.
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Flood mitigation and adaptation measures, among other tools to improve resiliency, will be necessary to sustain coastal communities in the face of climate change. Key to successful adaptation will be engineering projects, and critical to the success of those projects will be community engagement and support. Despite the recognized importance of community engagement when addressing complex issues like coastal flooding on which engineers work, most undergraduate engineering programs offer little to no training in community engagement. In this paper, we describe our experiences working with undergraduate engineering students to develop community-driven designs to address flooding and water quality issues in the Lake Mattamuskeet watershed in eastern North Carolina. Through an interdisciplinary approach, student teams learned to engage with local stakeholders to better integrate local knowledge and address issues identified by community members in their designs. Because of the COVID-19 pandemic, all community engagement aspects of the project moved to virtual forums, and we discuss the impact this shift had on the engineering designs as well as student learning outcomes and community connections.
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Kim, Soo Hyeon, and Heather Toomey Zimmerman. "Collaborative idea exchange and material tinkering influence families’ creative engineering practices and products during engineering programs in informal learning environments." Information and Learning Sciences 122, no. 9/10 (May 11, 2021): 585–609. http://dx.doi.org/10.1108/ils-02-2020-0031.
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Purpose This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities. Design/methodology/approach This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools. Findings Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices. Originality/value This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.
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Nader, Abdul-Hamid. "Concept of Supporting and Resisting Social Engagement in Environmental Engineering Education." Pollution Engineering 48, no. 4 (October 26, 2020): 01–02. http://dx.doi.org/10.17762/pe.v48i4.24.
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This article investigates how understudies familiarity the mix of common information into ecological building instruction. Building for harmony requires going past simply specialized designing towards an incorporated social and specialized comprehension of how building can advance network improvement and cultural great. This investigation centers around understudy encounters at two significant building for network advancement programs that are effectively incorporating social and specialized information in designing instruction, with the objective of preparing all the more socially drew in engineers. This makes the reception and incorporation of these ideas trying for understudies occupied with these countryside. Standardizing, techno-centric originations of building personality, information, and practice.
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Canney, Nathan, and Angela Bielefeldt. "Collegiate service engagement correlations with engineering job selection and satisfaction." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 15, no. 1 (March 30, 2020): 1–17. http://dx.doi.org/10.24908/ijsle.v15i1.13538.
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Curricular and co-curricular service programs are becoming more common in engineering education. For some students, these experiences align with preexisting desires to use engineering to help others; for others it instills these expectations for one’s career. There has been a lack of research on the long-term impacts of these service experiences on engineers’ career pathways, including satisfaction with an ability to help others through one’s career. A survey asked engineering alumni to describe characteristics of their most and least satisfying jobs with respect to an ability to help others or society. Results showed that for individuals in their first job since graduation, undergraduate collegiate service weakly correlated with an ability to help others as a motivator for job selection, and graduate level collegiate service moderately correlated with satisfaction with an ability to help others through one’s job. The results point to the formative effect that service can have on career aspirations and perceptions, but also highlight the complexity of these issues and the need for more in-depth and nuanced assessments of the effects of collegiate experiences on post-collegiate pathways.
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Gopakumar, Govind. "Public Leadership Framework: Studying Approaches to Diversify Engineering Education." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 43. http://dx.doi.org/10.3991/ijep.v4i1.3269.
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Despite the recent interest in diversifying engineering education there has been very little analysis regarding the nature of interventions needed to refashion engineering education. This article proposes a preliminary framework referred to here as the Public Leadership Framework (PLF) to examine efforts to diversify engineering education. By comparing three highly regarded programs, the PLF is used here to reveals not just their topical differences but also the differences in their orientations and the nature of engagement with society.
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Viswanathan, Shekar, and B. Radhakrishnan. "A Novel ‘Game Design' Methodology for STEM Program." International Journal of Game-Based Learning 8, no. 4 (October 2018): 1–17. http://dx.doi.org/10.4018/ijgbl.2018100101.
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A novel approach to teaching concepts using game design in the graduate sustainability and engineering management programs is illustrated. These student-built games tied to demonstrate the course learning outcomes (CLOs) were tested in a classroom environment. This pilot study's impact on student learning, motivation, creativity, engagement, innovation, team interactions, and instructor leadership, and its contribution towards the achievement of CLOs were assessed in multiple courses. The results from this pilot study involving students indicated that the game design, creation, and play is an effective and innovative pedagogical tool that could promote student engagement, motivation, critical thinking, and learning skills with minimal educational tools. In addition, this innovative teaching tool could help change the declining and waning interest in STEM+ programs at the graduate level.
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Brown, Mark, Matthew P. Hitt, Alyssa Stephens, and Ellyn M. Dickmann. "Rocky Mountain Scholars Program: Impact on Female Undergraduate Engineering Students – Social and Academic Support, Retention, and Success." International Journal of Engineering Pedagogy (iJEP) 10, no. 4 (July 17, 2020): 9. http://dx.doi.org/10.3991/ijep.v10i4.12139.
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The Rocky Mountain Scholars Program (RMSP) was developed, in part, to improve student success and persistence in Engineering disciplines at Colorado State Universi-ty through a portfolio of engagement activities focused around undergraduate research experiences. Female RMSP participants exhibited substantially higher retention rates and grade point averages relative to other female engineering students at CSU. To better understand the impact of the RMSP, and its effectiveness among female engi-neering students, researchers focused on whether, and how, experiences and percep-tions differ between male and female students in engineering programs. That is, how do male and female students differ, if at all, in their subjective perception of life as an engineering major at CSU? A survey was developed measuring resilience, self-efficacy, motivation, social support, academic support, and perceived sexism. Data was obtained from 144 first-year engineering students at CSU. Results indicated that social support from extracurricular activities is particularly important among female students. This points to an increasing need for programs like the RMSP to create social networks among students and faculty, link students to the broader impacts of their work, and ultimately improve the undergraduate experience of under-represented groups in STEM programs.
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Swarat, Su, Pamella H. Oliver, Lisa Tran, J. G. Childers, Binod Tiwari, and Jyenny Lee Babcock. "How Disciplinary Differences Shape Student Learning Outcome Assessment." AERA Open 3, no. 1 (January 2017): 233285841769011. http://dx.doi.org/10.1177/2332858417690112.
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Assessment of student learning outcomes (SLOs) has become increasingly important in higher education. Meaningful assessment (i.e., assessment that leads to the improvement of student learning) is impossible without faculty engagement. We argue that one way to elicit genuine faculty engagement is to embrace the disciplinary differences when implementing a universitywide SLO assessment process so that the process reflects discipline-specific cultures and practices. Framed with Biglan’s discipline classification framework, we adopt a case-study approach to examine the SLO assessment practices in four undergraduate academic programs: physics, history, civil engineering, and child and adolescent studies. We demonstrate that one key factor for these programs’ success in developing and implementing SLO assessment under a uniform framework of university assessment is their adaptation of the university process to embrace the unique disciplinary differences.
Dissertations / Theses on the topic "Engineering engagement programs"
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Gatson, Jacqueline M. "Industry–university engagement in multicultural engineering programs: an exploratory study." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18948.
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Doctor of EducationDepartment of Educational Leadership
Michael Holen
Facing the rapidly increasing globalization of world economies and a steadily diversifying domestic consumer base, U.S. corporations have embraced the benefits of hiring more employees with diverse perspectives and experiences. Particularly in industries dependent upon knowledge of science, technology, engineering, and mathematics, recognition has grown that the American work force is seriously constrained by the clear underrepresentation of minority participants. In engineering, the most prevalent attempt to address these issues is through the establishment of multicultural engineering programs (MEPs), often designed as partnerships between universities and major corporate entities. These programs strive to identify, recruit, retain, educate and ultimately employ significant numbers of students of color to strengthen industry innovation and competitiveness. This investigation was initiated to expand the limited research literature on MEPs and the nature of their partnerships with industry. Using qualitative methodology, an exploratory viewpoint, and the lens of the Commitment-Trust Key Mediating Variable Model (KMV) of Relationship Marketing, the relationships of five mature and highly regarded university MEPs and one of their self identified primary industry partners were examined. Leaders of the National Association of Multicultural Engineering Program Advocates, the national representative body for MEPs, identified exemplary MEPs in the organization’s five regions; using a selection paradigm, five institutions were chosen for study selected from four of the regions. Each institution then identified a primary industry partner. Participants responded to in-depth interviews (MEPs) and questionnaires (industry) with respect to the nature, benefits, and challenges to both entities in the partnerships. Documents were reviewed for each program and industry. Responses were coded, crosschecked, and analyzed for patterns and themes. In particular, the study explored the issue of how commitment and trust are established in these partnership relationships. Twenty-four patterns and three themes emerged. Clearly, university-industry multicultural engineering partnerships are viewed as engendering important employment opportunities for underrepresented program graduates, promoting a well-developed pipeline of minority employee talent for industry, and increasing funding both for university multicultural programming and minority student support. The study also reports on the broad range of activities these partnerships practice. It suggests avenues for further study to enhance university-industry engagement.
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Lafargue, David. "The Influence of Mixed Reality Learning Environments in Higher Education STEM Programs| A Study of Student Perceptions of Mixed Reality Self-Efficacy, Engagement, and Motivation Using Augmented and Virtual Reality." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10932912.
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Mixed Reality is a technology quickly advancing and becoming more readily available to the average consumer. The continually improving availability of Mixed Reality technology is due to advancements with software platforms and integration of miniaturized hardware for mobile devices. Mixed Reality is becoming more available for use within higher education but limited data is available supporting the relevance and effectiveness of this technology for helping students to learn.
The intent of this study was purposed to explore how Mixed Reality influences learning within a Science, Technology, Engineering, and Mathematics (STEM) higher education program when learning within a Mixed Reality Learning Environment (MRLE). Mixed Reality Self-efficacy, student engagement, and student motivation were used as part of the Mixed Reality Self-efficacy, Engagement, and Motivation (MRSEM) survey. The MRSEM survey captured demographic information but primarily focused on the variables of self-efficacy, engagement, and motivation of post-secondary STEM students within a MRLE.
The results from this study provided data indicating how gender influences student acceptance of Mixed Reality, significant relationships among student engagement and student motivation when using Mixed Reality along with observed mobile device usage. These findings can provide administrators with useful information needed to target specific population groups to effectively integrate this new technology. Incorporating Mixed Reality as a learning resource is an approach if done correctly can reap benefits for all stakeholders involved.
The final outcome originating from the findings and observations resulted in the development of a best practices guide and recommendations for administrators and practitioners considering Mixed Reality. The guide and recommendations are intended for stakeholders within STEM areas of concentration considering this technology as a resource to improve instructional methods by engaging, motivating, retaining and ultimately improving a student’s Mixed Reality Self-efficacy (MRSe).
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Ricart, Surribas Gabriella M. "Framework for ongoing stakeholder engagement in policies for urban freight logistics in Singapore." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/114081.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 100-102).
While research in the urban freight field has mainly focused on evaluating regulation, stakeholder preferences prior or after a policy has been implemented, or on a single type or sub-set of agents and freight policies, the core of this thesis centers on differentiating aspects of urban freight policy design. This thesis aims to uncover how a systematic evaluation of urban freight policy design for retail malls in Singapore could weave stakeholder engagement into the policy lifecycle. This work also provides a framework for assessing the impact that a wide range of urban freight solutions could have on the different system stakeholders. System design tools, including Stakeholder Value Network (SVN) analysis and tradespace exploration, were leveraged to (1) identify key architectural aspects of urban freight policy design and (2) generate multi-dimensional policy configurations. Insight from a survey administered to retail shop owners in two large malls in Singapore as well as findings from other research on stakeholder preferences and perceptions of urban freight solutions were used to evaluate the policy configurations generated from the point of view of key stakeholders. Results and findings from this framework include policy performance patterns among configurations and stakeholders, which can be further used to drive. policy decision-making and evaluate trade-offs among the system stakeholders under certain architectures. The systematic evaluation presented in this thesis revealed that according to retail shop owners, urban freight policy architectures with goods consolidation translate into higher efficiency for this group 100% of the time when compared to policy configurations without goods consolidation. Also, the results for policy efficiency as viewed by public-sector stakeholders highlighted the expense of public welfare - with average costs for incentive or subsidy-based policy architectures increasing more than three-fold compared to policies in which participation is required and two-fold compared to policies in which participation is voluntary. Future work will re-assess the urban freight policy scores with direct stakeholder participation and explore the performance of the policy architectures under different demand patterns.
by Gabriella M. Ricart Surribas.
S.M. in Engineering and Management
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Bergevin, Glenn (Glenn Michael). "A predictive troubleshooting model for early engagement." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81718.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; and, (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Global Operations Program at MIT, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 76-77).
Raytheon Integrated Defense Systems (IDS) is home to Circuit Card Assembly, the department responsible for the production of circuit card assemblies from across all of Raytheon's businesses. Circuit Card Assembly includes manufacturing, test, quality, finance and other groups, functioning as its own business within Raytheon IDS. Circuit Card Assembly competes with external vendors for contracts from Raytheon businesses outside of IDS, thus the pursuit of competitive advantage in the form of technology, quality and throughput is a continuous activity. Circuit Card Assembly spends upwards of a million dollars each year on troubleshooting circuit card assemblies that fail first pass testing, in labor alone, with additional costs associated with reprocessing and material replacement. This thesis describes the creation of a design tool that improves electrical design for test, reducing wasteful troubleshooting on hundreds of products each year, saving tens of thousands of dollars on high cost programs, with incremental yearly savings totaling in the hundreds of thousands, and a net present value of over 2.5 million in labor savings. The tool provides designers with real time feedback regarding the impact their design decisions have on expected troubleshooting activity, and provides guidance to improve troubleshoot ability. The tool reduces spending on non-value added activity buy an average of 50%, while at the same time helping fulfill Circuit Card Assembly's mission to engage design teams at the earliest stages of product development, before potentially costly decisions are finalized and beyond Circuit Card Assembly's ability to influence. The subject of interaction between groups in different functional silos, between independent Raytheon businesses and with seemingly disparate incentives is investigated as it pertains to the development of the design for test tool. The method of action of the design tool at a personal or organizational level is to raise awareness of total product cost and allow disparate teams to communicate in the same language with a more complete understanding of how to achieve corporate level goals. Communicating effectively across business and functional barriers is the greatest achievement of the new tool, but also the greatest roll out and developmental challenge. The tool is part of a suite of similar activities driving towards operational excellence within CCA.
by Glenn Bergevin.
M.B.A.
S.M.
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Walsh, David M. (David Michael). "Identifying and influencing the essential elements of stakeholder engagement leading to the success of socially controversial projects." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/106230.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, System Design and Management Program, Engineering and Management Program, 2015.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 79-86).
At the heart of gaining stakeholder acceptance for any project, but especial socially controversial projects, is the need to build relationships and maintain a belief among stakeholders that the project's success is in the best interest of the group. In the nuclear enterprise, previous attempts to engage stakeholders and foster project acceptance have been well designed physically (i.e., technologically sound), but have struggled because they were tone-deaf to the complex, social, political, cognitive and technological factors that play a significant role in the formation of a stakeholder's acceptance of a project. To mitigate societal and cognitive influences on the outcome of socially controversial projects, there is a need to rethink the way project implementers approach complex stakeholder relationships in order to align stakeholder interests, ultimately building a coalition of stakeholders committed to the project's success. Building on system dynamics models of stakeholder acceptance, the work reported here used case study and interview data to identify the fundamental elements of stakeholder relationships that are essential to building mutually beneficial relationships that ultimately lead to project success. These essential elements of stakeholder relationships combined with the physical structure of stakeholder acceptance identified by system dynamics models were used to develop a framework with which to effectively engage stakeholders to build and maintain project acceptance over the life of the project.
by David M. Walsh.
S.M. in Engineering and Management
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Jog, Chetan R. (Chetan Ravindra). "Healthcare technology, patient engagement and adherence : systems and business opportunity analysis." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76493.
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Thesis (S.M. in Management and Engineering)--Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 63-64).
In the current shift in the US healthcare system, lower cost, higher quality of care, access and safety are the main drivers that are effecting changes. Patient compliance with medication and technology enabled wellness and engagement programs play an important role in ensuring the cost and quality of care is reduced. In a recent study, the overall cost of poor medication adherence, measured in otherwise avoidable medical spending, is close to $310 billion annually, representing approximately 14% of total healthcare expenditures. There have been several studies analyzing the reasons for and impact of non-adherence and solutions to achieve increasing compliance. With the recent wave in healthcare technology, the scope of prescription medication adherence needs to be expanded to include patient engagement and their awareness towards lifestyle changes and managing their own health. This thesis engages in an analysis of these compliance issues and in understanding the relationships among the various stakeholders involved. It also analyses the several technology platforms and solutions from mobile health to "gamification" and social networks from a business, user and regulatory standpoint. It looks into how these newer health technologies helps the individual in adhering and realizing novel insights into their own patterns related to medication, lifestyle and general health. Further, working with a health technology startup catering to the behavioral care market, a real world application of a health technology product that utilizes technology based patient assessment, decision support and patient communication, will be evaluated to explore how it will help in delivering value to several stakeholders.
by Chetan R. Jog.
S.M.in Management and Engineering
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Prout, Jonathan (Jonathan Paul). "A data-driven approach to vendor rationalization and engagement for sustainable supply chains." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105630.
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Thesis: S.M. in Engineering Systems, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, 2016. In conjunction with the Leaders for Global Operations Program at MIT.Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2016. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 76-78).
Demands for shorter lead times and smaller order quantities, a greater emphasis on sustainable sourcing, and better management of supply chain risks are challenges Li & Fung is addressing by reshaping its relationship with its vendor base. The current work seeks to develop a data-driven approach for vendor base rationalization and vendor engagement as part of a larger initiative within the company to move from transactional vendor relationships to ones of greater collaboration and support. The primary contribution of this project is to provide Li & Fung with a rationalization and engagement methodology that leverages vendor performance and capability data collected by Li & Fung, as well as the author's own on-site observations of vendors, to address three main topic areas: vendor evaluation, vendor selection, and vendor engagement. 1. Vendor evaluation addresses the question of how Li & Fung measures the performance of vendors. This is an important aspect of vendor rationalization because the performance parameters used to evaluate the vendors are the behaviors that are promoted. A balanced scorecard taking into account a variety of performance considerations is presented as the tool to evaluate vendor performance. 2. Vendor selection addresses the question of how Li & Fung decides which vendors to continue to do business with and to what extent. These are essential questions to answer because the strength of the supply chain depends on the strength of the links in that chain. Two data streams providing a holistic picture of a vendor's historical performance, production capacity, production capabilities, and engagement level are used to select the right mix of vendors fit for the business's needs. 3. Vendor engagement addresses the question of how to build vendor relationships in a way that provides mutual incentive and benefits in improving performance and profitability over time. Presented as the foundation for this relationship is a vendor engagement package, which includes an objective set of performance data to monitor the vendor over time. It is through this vendor engagement package that Li & Fung exercises its influence to commit vendors to improvement plans aligned with business goals. The short-term accomplishment of the work was to successfully implement the rationalization methodology on a pilot product category within an operating group to reduce the vendor base from 39 to 19 and to identify three vendors for strategic partnerships. The long-term accomplishment of the work was to provide a robust vendor rationalization and engagement methodology that can be improved upon over time and applied across the remainder of the product categories within the operating group.
by Jonathan Prout.
S.M. in Engineering Systems
M.B.A.
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"The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29663.
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abstract: An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings, including outside of the classroom in order to maintain engagement in the STEM pipeline.Dissertation/Thesis
Doctoral Dissertation Educational Administration and Supervision 2015
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Chenoby, Helen. "The role of ICT in student engagement in learning mathematics in a preparatory university program." Thesis, 2014. https://vuir.vu.edu.au/25852/.
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The steady decline of students’ competency in mathematics has become known as the “Mathematics Problem”. Researchers identified that the level of student engagement is one of the most important factors affecting the academic performance of mathematics students. Strong link between students’ attitudes towards the use of technology for learning mathematics and their achievements also has been identified by recent studies. The mathematical problems have a multidimensional source and are initiated from the students’ personal characteristics and attitudes. Thus attitude is important educational concept about learning mathematics with technology. The association between student engagement and the use of ICT suggests that a positive attitude toward the use of ICT in learning mathematics is an important outcome in itself, especially when ICT is used. Student engagement can be influenced by a plethora of factors. These factors include student personal characteristics, learning experiences, perceptions, three aspects of engagement (cognitive, affective and behavioural) and attitudes towards the use of technology in learning of mathematics. This study is aimed at further investigating the factors that might be affected by the use of ICT with two major purposes: (1) to investigate the complex interrelationships between students’ demographic factors, mathematics confidence, access to technology outside university, confidence with technology, perception towards the use of technology for learning and attitude towards learning mathematics with technology, cognitive, affective and behavioural engagement; and student achievement and (2) to determine if the use of ICT impacts on the level of student engagement and achievements in mathematics.
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Krishnan, Akhilesh. "Evaluation of a Training Program (STRAP) Designed to Decrease Young Drivers Secondary Task Engagement in High Risk Scenarios." 2015. https://scholarworks.umass.edu/masters_theses_2/280.
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Distracted driving involving secondary tasks is known to lead to an increased likelihood of being involved in motor vehicle crashes. Some secondary tasks are unnecessary and should never be performed. But other secondary tasks, e.g., operating the defroster, are critical to safe driving. Ideally, the driver should schedule when to perform the critical tasks such that the likelihood of a hazard materializing is relatively small during the performance of the secondary task. The current study evaluates a training program -- STRAP (Secondary Task Regulatory & Anticipatory Program) -- which is designed to make drivers aware of latent hazards in the hope that they regulate engagement in secondary tasks which they are performing at the time the latent hazard appears. The secondary tasks include both tasks that require drivers to take their eyes off the road (e.g., operating the defroster) and those which do not (e.g., cell phone use). Participants were assigned either to STRAP or placebo training. After training, the groups navigated eight different scenarios on a driving simulator and were instructed to engage during the drive in as many secondary tasks as possible as long as they felt safe to do so. Secondary task engagement was fully user paced. It is important to note that drivers receiving STRAP training were never instructed directly to either disengage from or not engage in secondary tasks when encountering latent hazards. The results show that STRAP trained drivers were more likely to detect latent hazards and associated clues than placebo trained drivers. With regards to secondary task engagement, STRAP trained drivers chose to limit their in-vehicle and cell phone task engagement by focusing on the forward roadway rather than the task at hand. STRAP training holds out the promise of providing individuals with the necessary skills and proactive awareness to make safe decisions regarding the non-performance or interruption of a secondary task in the presence of a potential latent hazard.
Books on the topic "Engineering engagement programs"
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Affairs, Policy and Global, Security and Cooperation Development, National Academies of Sciences, Engineering, and Medicine, and Glenn E. Schweitzer. U. S. -Iran Engagement in Science, Engineering, and Health: A Resilient Program but an Uncertain Future. National Academies Press, 2017.
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National Academies of Sciences, Engineering, and Medicine. U. S. -Iran Engagement in Science, Engineering, and Health: A Resilient Program but an Uncertain Future. National Academies Press, 2017.
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Affairs, Policy and Global, Security and Cooperation Development, National Academies of Sciences, Engineering, and Medicine, and Glenn E. Schweitzer. U. S. -Iran Engagement in Science, Engineering, and Health: A Resilient Program but an Uncertain Future. National Academies Press, 2017.
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Affairs, Policy and Global, Security and Cooperation Development, National Academies of Sciences, Engineering, and Medicine, and Glenn E. Schweitzer. U. S. -Iran Engagement in Science, Engineering, and Health: A Resilient Program but an Uncertain Future. National Academies Press, 2017.
Find full textBook chapters on the topic "Engineering engagement programs"
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Jiusto, Scott, and Richard F. Vaz. "Understanding Impacts: Community Engagement Programs and Their Implications for Communities, Campuses and Societies." In New Developments in Engineering Education for Sustainable Development, 125–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32933-8_12.
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Brennan, Rachel A., and David R. Riley. "A New Program in Sustainable Engineering: A Platform for Integrating Research and Service into the Classroom Through Global Engagement." In New Developments in Engineering Education for Sustainable Development, 15–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32933-8_2.
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Andrews, Sharon. "The Evolution of eLearning Within a Software Engineering Graduate Program." In eLearning Engagement in a Transformative Social Learning Environment, 244–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch012.
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This chapter presents the journey taken by one of the top online software engineering programs in the nation as experienced by the program chairperson, reflecting upon the evolution of distant education efforts from two-way satellite synchronous course delivery to 100% online course delivery as well as other blended modes of delivery and instruction. This discussion will include the advantages and disadvantages encountered organized within a student-centered, instructor-centered, course-product, and program-centered focus followed by lessons learned. The chapter provides a practical and revealing encapsulation of salient issues surrounding the operation of an online STEM graduate program of interest to readers seeking shared operational experiences from long-term significant elearning efforts.
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Viswanathan, Shekar, and B. Radhakrishnan. "A Novel ‘Game Design' Methodology for STEM Program." In Research Anthology on Developing Critical Thinking Skills in Students, 594–612. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch031.
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A novel approach to teaching concepts using game design in the graduate sustainability and engineering management programs is illustrated. These student-built games tied to demonstrate the course learning outcomes (CLOs) were tested in a classroom environment. This pilot study's impact on student learning, motivation, creativity, engagement, innovation, team interactions, and instructor leadership, and its contribution towards the achievement of CLOs were assessed in multiple courses. The results from this pilot study involving students indicated that the game design, creation, and play is an effective and innovative pedagogical tool that could promote student engagement, motivation, critical thinking, and learning skills with minimal educational tools. In addition, this innovative teaching tool could help change the declining and waning interest in STEM+ programs at the graduate level.
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Fletcher, Ashleigh J., Mark Haw, Miguel Jorge, and Kenneth Moffat. "Distance Learning in Chemical Engineering." In Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning, 118–48. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4769-4.ch005.
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Online teaching and learning opens up great opportunities, particularly in terms of widening access to education, but also poses important challenges related to delivery, student engagement, adapting contents, and ensuring reliability of assessment. Some of these challenges assume particular relevance in engineering degrees, due to their strong practical dimension, the connection to industrial practice, and the need for programme accreditation. This chapter focuses on the example of the Chemical Engineering Distance Learning degree at the University of Strathclyde, describing its decade-long transformation from a mainly correspondence-based course to a fully online programme. The main challenges faced by course directors and teaching staff are identified, and the response to those challenges is critically discussed. Finally, a reflection is presented on the future of distance learning programmes in the context of expected developments enabled by online technologies, artificial intelligence, and collection of rich datasets on learner engagement and development.
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Kumar, Nilesh. "An Overview of Emerging Technologies in the Indian Retail Industry." In Global Challenges and Strategic Disruptors in Asian Businesses and Economies, 247–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4787-8.ch015.
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With the arrival of several new players, Indian retail has become one of the most dynamic and fast industries. With the advancement in technology, internet, engineering, many retailers are adopting and using the internet of things, big data technology, RFID, and other technical software and programs to enhance customer experience, customer engagement through which retailers are improving efficiency. In particular, many customer-oriented internet of things technologies, such as augmented reality, smart shopping carts, smart displays, and RFID tags, are expected to change the way customers experience retail shopping. For this study, the secondary data has been explored and studied. The purpose of this chapter is to study how emerging technologies like big data and IoT implementation are transforming organizational practices and thereby generating potential benefits in the retail industry.
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Grant, Gittel T. "From the Classroom to the Startup Playground." In Business Community Engagement for Educational Initiatives, 63–77. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch004.
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The goal of the author's curriculum is to create a foundational understanding of engineering. Creating this program was a long and bumpy road. The methodology was important. The author has long been a fan of inquiry-based science, and her classes were very often hands-on and discovery aligned. It took a few years, but eventually she ironed out the social setting, the real-world connections, and the hands-on open-ended challenges that allowed students to apply their science information. Originally, the author only intended to use the materials in her own classroom, but when she felt it would be a huge benefit to other educators who were grappling with similar challenges, she began to seek publishers. She went through quite a few false starts—scams, lazy publishers, and rejections—until she decided to self-publish. The author discussed, marketed, strategized, and partnered, and now the curriculum is approved for government funding and will be live in January on global digital platform. For every success, there are a dozen failed attempts. However, she had a great support system that was always ready to help her to the next opportunity. This chapter explores that journey.
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Kelley, Bernadette, and Lisa McClelland. "STEM Learning Communities." In Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics, 57–74. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2214-2.ch003.
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This chapter presents a case study involving the fictional Coastal University’s move to the next level of Science, Technology, Engineering, and Mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student using a learning community. Learning communities are designed to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. This case discusses the various components that were utilized to enhance the learning community including cluster courses, seminars, branch activities, academic progress assessments, and meetings. The challenges with the implementation of the learning community and the engagement in interdisciplinary activities will be discussed as will recommendations for the future.
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Heim, Michael. "Interactive Design : Tunnel or Spiral." In Virtual Realism. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195104264.003.0009.
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Interactivity pounds at the doors of all broadcast media. Newspapers publish daily reports about cyberspace, then invite readers to subscribe to their online news services. Television programs encourage on-air feedback via email. Movies and popular television shows maintain viewer newsgroups and offer World Wide Web sites with click-on audio and video. As the era of one-way messages fades, the tone of unilateral broadcasting sinks to the trashy low-end of media culture. Quality switches from the TV remote controls to the computer console. Programming ceases to be unilateral when interactivity arrives. Digital switching is, of course, under the hood of interactivity. The computer establishes a reciprocal relationship between sender and receiver, viewer and producer. Because computers handle high-speed transmission to-and-fro, the separating line between sender and receiver, viewer and producer, begins to blur. The digital switch converts text, sounds, and video to transmissible bits. And bits produce incoherent fragments that are hardly distinguishable from cultural noise. The blast of information shatters what remains of cultural coherence in the wobbling worlds of print and film distribution. The digital era splatters attention spans till the shared sensibility dribbles into fragmentary, disintegrative de-construction. Interactivity signals a process of reconstruction. The digital Humpty-Dumpty needs mending. Reconstruction is a process of designing wholes, virtual worlds, that are both received and actively assembled —full, rich experiential places fit for human habitation. From the bits of the digital era arises the holism of virtual design. Virtual design means building worlds from digital fragments, engineering usable software environments from disparate information sources. Worlds are not simply re-packaged fragments. Nor do virtual worlds re-present the primary physical world. What emerges are new functional wholes, habitats that emulate the engagement of real worlds. Software engineering and software architecture support these virtual worlds, but artists with traditional skills must play a pivotal role in their construction. Virtual architecture must go well beyond wire-frame models set in clean Cartesian coordinates. Polygons in Renaissance perspective are only the first steps of interactive design. Worlds require mood-tuned scenarios that draw on traditional artistic insights.
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Mabbett, Ian. "Applying a Coherent Academy Training Structure to Vertically Integrate Learning, Teaching and Personal Development in Materials Science and Engineering." In Materials Science and Engineering, 1484–503. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1798-6.ch060.
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An innovative academy structure has been applied to materials education in Swansea University, UK. The Materials Academy has multiple levels and layers, from the basic outreach and public engagement required to attract new through to doctoral training. The academy offers multiple paths for progress to all levels. With a diverse mix of talent in the participants, a range of backgrounds and experiences must be catered for in the learning environment, with teaching cycles continuously evaluated to ensure they are appropriate. From the earliest stages of engagement with the academy, learning is student led and industry demand driven. The aim is to fill skills gaps to create an employable workforce for the materials science and engineering industry and contribute positively to economic growth. This chapter described the approach taken at Swansea University, the driving force behind it, explained the features of each stage and interaction of the levels.
Conference papers on the topic "Engineering engagement programs"
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Yateem, Karam, Mohammed Al Dabbous, and Mohammed Khanferi. "Corporate Social Responsibility CSR and Citizenship Engagement." In International Petroleum Technology Conference. IPTC, 2022. http://dx.doi.org/10.2523/iptc-22073-ea.
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Abstract The main objective of the paper is to outline a well-established CSR program and covers a number of special social engagement events throughout the years covering diverse demographics in collaboration with multiple organizations and corporate entities of technical/professional societies and academia to effectively collaborate and conduct major activities such as: Community awareness aiming to engage the local communities and promote the awareness of environmental conservation. Safety and environmental awareness for school students to learn tips about protecting the environment and home fire safety. Blood donation campaigns. This paper associates the development and delivery of various programs toward serving the local content and emphasis upon the science, technology and engineering. The program is a series of hands-on workshops, 2 days per week in three tracks: science, electronics and robotics. It aims to attract more females participating in STEM fields (science, technology, engineering and math) by training teachers, engaging the students, and connecting them with female role models working in STEM fields. The successful implementation of the subject programs has granted a top corporate performance of corporate social responsibilities. The program firmly believes in educating the local communities through workshops, campaigns, trips and awareness sessions. A number of sessions have been arranged with great participation and enthusiasm. Furthermore, professionals facilitated the delivery of petroleum engineering modules in participation of the government's gifted students’ program in collaboration with the Society of Petroleum Engineers (SPE) – Kingdom of Saudi Arabia Section. This participation serves the role of attracting high achieving students to join the energy industry by showing them the exciting career opportunities the industry has to offer. Finally, blood donations have contributed to the health of the community as part of HSSE and CSR program. The paper will also touch upon the initiation of the internal guidelines for handling the social program including the required themes, health, safety and environment (HSE) and related topics, as well as the process of coordinating such endeavors.
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Treichler, David H., and Ronald Carmichael. "Observations on Raytheon 6 σ: The ASTOR Early Engagement." In ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dfm-34197.
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Raytheon Six Sigma (R6Sigma) is a six-step quality management approach and culture change effort that has proven to be highly effective. It incorporates lessons learned from the earlier efforts by Motorola, Texas Instruments, Allied Signal, General Electric, and many others. Within each of these major companies, the Six Sigma approach is a reflection of the company’s unique culture and specific industry needs. However, one criticism common to most of these programs is that the change analysis and leadership tools are engaged too late in the overall process. Building upon the lessons learned by other organizations, the paper recounts the early engagement of the Six Sigma tools, coupled with direct customer involvement, on a large-scale program by the Raytheon Company: The Airborne Stand-off Radar (ASTOR) system, which is under development for the UK Ministry of Defense (MOD). Because the ASTOR program is still years from completion, this paper cannot provide detail in terms of final lessons learned or quantified results derived from the front-end application of R6Sigma on this program. The purpose of this paper is to capture the thought processes behind (and initial stages observed during) early customer involvement and the application of R6Sigma process improvement approaches at the beginning of the program.
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Javdekar, Chitra, Ibrahim Zeid, Marina Bograd, and Claire Duggan. "A Community College Toolkit for Manufacturing Programs: Stakeholders Engagement and Collaboration." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71393.
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This paper describes the original intent and curriculum design of two manufacturing certificate programs funded by a National Science Foundation (NSF) Advanced Technological Education (ATE) award at a community college in Massachusetts. It also describes salient features of this project including a focus on recruiting Liberal Arts majors for emerging jobs in the manufacturing sector, as well as the requirement of an experiential learning component. The paper further discusses what the team learned about student recruitment and employer engagement over the next three years. It also discusses how the team responded to the emerging needs of the student and manufacturing community through collaboration and teamwork. Finally, the paper presents a set of tools and recommendations for institutions interested in developing new academic programs in manufacturing to engage with all the stakeholders including prospective students, departments and other partners.
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Silva, Jefferson, Igor Wiese, Daniel M. German, Christoph Treude, Marco Aurélio Gerosa, and Igor Steinmacher. "A theory of the engagement in open source projects via summer of code programs." In ESEC/FSE '20: 28th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3368089.3409724.
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Peter, Geoffrey J. "The Effectiveness of Mechanical and Manufacturing Engineering Technology Programs for Full-Time Employed Industry Students." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12348.
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The Oregon Institute of Technology (OIT), Portland Center, has been offering Manufacturing Engineering Technology (MfgET) and Mechanical Engineering Technology (MET) undergraduate programs for students around the greater Portland Metropolitan area for the past ten (10) years. A Master’s degree in Manufacturing Engineering Technology (MMfgET) is also offered. These programs are extensions of programs offered at OIT main Campus in Klamath Falls. Portland Campus programs are designed specifically to cater to students employed full-time in industry. This paper discusses engineering technology programs and their direct application in training local company fulltime employees to become engineers and managers. Most of these employees have associate degrees and years of experience in their respective companies. A discussion of engineering-related, hands-on work experience and understanding of engineering principles and their applications presented. The effectiveness of special instruction techniques, custom-developed for students with limited time availability, while maintaining ABET accreditations is also discussed. Discussion-oriented learning and teaching models and the impact of adding dimensions to these instructional models, with the industry-experienced students in mind, is emphasized. Case studies are presented to show improvement in student engagement, curiosity, and application of new knowledge to actual day-to-day, work-environment problems. Advantages and disadvantages of night school are discussed.
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Taylor, Patricia, Jeff Wielki, and Troina Shea. "Incorporating Environmental Considerations Into Pipeline Integrity Management Programs." In 2012 9th International Pipeline Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ipc2012-90531.
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Canada’s extensive pipeline grid can be traced back to the 1950s when major crude oil and natural gas finds in western Canada led to the construction of large pipeline systems [1]. Some of the currently operating pipelines in Canada have been operating for over 60 years. With the objective of ensuring that pipelines are suitable for continued reliable, safe and environmentally responsible service, the National Energy Board (NEB) issued the Onshore Pipeline Regulations (OPR) in 1999 (OPR-99) mandating pipeline companies to develop and implement Integrity Management Programs (IMPs). The OPR-99 allows pipeline companies to tailor the content of the IMPs to particular circumstances. From a life cycle perspective, the majority of pipeline IMPs involve inspection and testing, data management and interpretation, risk assessment, integrity or engineering assessment and pipeline repairs. Despite the evident benefits of implementing IMPs, conducting pipeline repairs can also trigger environmental concerns and permitting requirements. Developing effective Environmental Protection Plans (EPPs) and obtaining federal and provincial environmental permitting in sensitive areas can be time consuming and costly. If these factors and costs are not incorporated to the planning process they can create subsequent delays and financial burdens. Additionally, implementing environmental management practices throughout the life cycle of IMPs will aid pipeline companies in managing environmental issues systematically and effectively while enhancing environmental stewardship and corporate social responsibility. Including environmental setting considerations, identifying regulatory requirements and conducting stakeholder engagement during the earliest stages and throughout the IMP is essential to ensure the sustainability of the Program. This paper describes an integrated management system which incorporates environmental considerations throughout the overall IMP and a strategic approach to information management.
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Carriere, Michael, and David Schalliol. "Engagement as Theory: Architecture, Planning, and Placemaking in the Twenty-First Century City." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335068.
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Our recent book, "The City Creative: The Rise of Urban Placemaking in Contemporary America" (University of Chicago Press, 2021), details how participatory design and community engagement can lead to democratically planned, inclusive urban communities. After visiting more than two hundred projects in more than forty cities, we have come to understand that planning, policy, and architectural design should be oriented by local communities and deep engagement with intervention sites. Of course, we are not the first to reach such a conclusion. In many ways, our work builds off contributions made by individuals, including Jane Jacobs, Kevin Lynch, and Christopher Alexander, and such movements as Team 10 and the advocacy architecture movement of the 1960s. Nevertheless, we need to broaden this significant conversation. Importantly, our classroom work has allowed us to better understand how histories often left out of such discussions can inform this new approach. To that end, we have developed community-student partnerships in underserved neighborhoods in cities like Milwaukee and Detroit. Through these connections and their related design-build projects, we have seen how the civil rights movement, immigration narratives, hip-hop culture, and alternative redevelopment histories, such as in urban agriculture, can inform the theory and practice of design. We want to bring these perspectives into dialogue with the mainstream approach to development and design. How does this look and work? Using a case study from the Milwaukee School of Engineering (MSOE) University Scholars Honors Program curriculum, we highlight the redevelopment of Milwaukee’s Fondy Park, an effort to create community-centered spaces and programming in an underserved African American community. Lessons include those essential for pedagogy and education, as well as for how these issues are theorized and professionally practiced, with implications for institutions, programs, and individuals.
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Arrambide-Leal, Eduardo J., Vianney Lara-Prieto, and Rebeca M. García-García. "Short Videos to Communicate Effectively to Engineering Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13002.
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The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.Keywords:Educational Videos; Active and Collaborative Learning; Student Engagement; Educational Innovation; Higher Education.
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Sadeghizadeh, Zahra. "Fostering Student Engagement and Learning in Online and Flex Delivered Thermodynamics Courses via Two-Stage Concept Inventory Quizzes in Time of COVID." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-70778.
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Abstract The COVID-19 pandemic has required many engineering programs to design and deliver their courses in more flexible formats, including courses that involve teaching students who are participating remotely and face-to-face at the same time (flex courses). However, in the meantime, it is essential to ensure that students are remaining actively engaged in the learning process and that their remote presence is not negatively affecting their conceptual understating of the course materials. The objective of this study was to use concept inventory in the format of a two-stage quiz to investigate how this format impacts students’ performance and engagement in both online and flex delivery modes. During two-stage quizzes, students first work on conceptual problems individually and then collaborates in groups that are remote or hybrid. This approach applied for two sections of an Engineering Thermodynamics class, one delivered in flex dual-mode format and one fully online. It was interesting to see how the level of confidence and students’ perception to answer conceptual questions including misconceptions, change as they interact in different forms of teams. The statistical analysis shows there is no significant difference between online and flex mode results, however students confidence level in answering concept-based questions increases significantly in group answers for both modalities. Additionally, an anonymous survey was developed to receive student’s perceptions and feedback about their learning experience.
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Das, Madhurima. "Full Steam Ahead: Hands-on Elementary Education and Persistence During COVID-19." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24290.
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Abstract It is well recognized that the world needs to develop interdisciplinary problem solvers and creative thinkers to address the problems of the future. Training in the fields of Science, Technology, Engineering, Art, and Math (STEAM) is essential for understanding the complexity of the world around us and for identifying and tackling critical technical and social issues. To that end, many programs have been launched all around the world to expose students to STEAM fields and to encourage them to pursue STEAM careers. Hands-on, project-based learning has been shown to get more students engaged with STEAM and help them learn key skills for the future. However, most STEAM education programs target students in upper-middle or high school. If students are nurtured at earlier ages to love thinking critically, solving problems, and building, they are more likely to pursue STEAM fields. This paper describes the implementation of project-based STEAM curriculum with elementary school students from ages 6–13. It includes a detailed discussion of curriculum design, case studies of specific student work, subjective analysis of engagement level with various projects, and discussion of lessons learned. The paper also discusses how the makerspace environment where the students execute their projects has been set up to be accessible for students in this age range. Additionally, the paper describes how a hands-on STEAM curriculum that traditionally relies on in-person feedback, materials, and access to peers as teammates can be maintained while having students learning remotely. Educational techniques for hands-on learning while physical distancing due to the COVID-19 pandemic are discussed.
Reports on the topic "Engineering engagement programs"
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Thorne, Sarah, David Kovacs, Joseph Gailani, and Burton Suedel. A community engagement framework using mental modeling : the Seven Mile Island Innovation Lab community engagement pilot—Phase I. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/44983.
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The US Army Corps of Engineers (USACE) engages and collaborates with multiple stakeholders—from agency partners, to public, private, and not-for-profit organizations, to community residents—to develop its dredged-sediment long-term management strategy (LTMS) that expands benefi-cial-use (BU) practices. In spring 2019, USACE collaborated with Decision Partners, the USACE–Philadelphia District Operations Division, The Wetlands Institute, and the Engineering With Nature program leadership to adapt, test, and refine the proven behavioral-science-based processes, methods, and tools based on Decision Partners’ Mental Modeling Insight, or MMI, approach for engaging stakeholders, including community members, as part of the Seven Mile Island Innovation Laboratory (SMIIL) initiative in coastal New Jersey. The team identified key community stakeholders and conducted research to better understand their values, interests, priorities, and preferences regarding wetlands and USACE activities in the Seven Mile Island area and those activities’ effects on wetlands, including protecting the environment, wildlife habitat, aesthetic beauty, maintaining navigability, and supporting coastal resilience. Understanding stakeholder needs, values, interests, priorities, and preferences is key to designing effective engagement strategies for diverse communities for SMIIL and provides a foundation for the community engagement framework currently being developed for application across USACE.