Contribution: This work examines the impact of a unique precollege STEM education initiative during its two pilot years. The study contributes to the growing body of research by unpacking the needs of and the impact on an important stakeholder group (i.e., the teachers) in the engineering education ecosystem to help inform the future design and development of teacher professional learning models. Background: Efforts to provide precollege students with engineering or robotics-specific experiences are on the rise. These efforts are typically undertaken independently of one another. A first-of-its-kind collaboration between two precollege STEM initiatives aimed to break down existing silos between programs and offer a blended engineering and robotics curriculum targeting underserved schools. Research Questions: 1) How does a program designed to blend two existing engineering and robotics programs at the secondary school level impact teachers? and 2) What program elements are deemed valuable by participating teachers who are implementing a blended engineering and robotics program at the secondary school level? Methodology: Four focus groups were conducted with teachers ( ${n}$ = 16) over a period of two years. Data was analyzed using open coding and constant comparison methods. Findings: Four themes of growing confidence, exercising agency, responsive professional development, and support structures emerged across the four datasets. Collectively these themes capture pragmatic understandings of offering a new, blended precollege STEM program and advance an argument for the involvement of all stakeholders to support the teachers.
{"title":"Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact","authors":"Medha Dalal;Assad Iqbal;Adam R. Carberry","doi":"10.1109/TE.2023.3338610","DOIUrl":"https://doi.org/10.1109/TE.2023.3338610","url":null,"abstract":"Contribution: This work examines the impact of a unique precollege STEM education initiative during its two pilot years. The study contributes to the growing body of research by unpacking the needs of and the impact on an important stakeholder group (i.e., the teachers) in the engineering education ecosystem to help inform the future design and development of teacher professional learning models. Background: Efforts to provide precollege students with engineering or robotics-specific experiences are on the rise. These efforts are typically undertaken independently of one another. A first-of-its-kind collaboration between two precollege STEM initiatives aimed to break down existing silos between programs and offer a blended engineering and robotics curriculum targeting underserved schools. Research Questions: 1) How does a program designed to blend two existing engineering and robotics programs at the secondary school level impact teachers? and 2) What program elements are deemed valuable by participating teachers who are implementing a blended engineering and robotics program at the secondary school level? Methodology: Four focus groups were conducted with teachers (\u0000<inline-formula> <tex-math>${n}$ </tex-math></inline-formula>\u0000 = 16) over a period of two years. Data was analyzed using open coding and constant comparison methods. Findings: Four themes of growing confidence, exercising agency, responsive professional development, and support structures emerged across the four datasets. Collectively these themes capture pragmatic understandings of offering a new, blended precollege STEM program and advance an argument for the involvement of all stakeholders to support the teachers.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"364-376"},"PeriodicalIF":2.6,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10376265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Isaac Dunmoye;Olanrewaju Olaogun;Nathaniel Hunsu;Dominik May;Robert Baffour
Contribution: The study examines the predictive and mediating significance of social and teaching presences on cognitive presence in a Community of Inquiry (CoI) mediated by a desktop virtual reality (VR). The findings of this study have implications for how to leverage VR learning environments to support meaningful collaborative engagement. Background: VR offers teaching and learning possibilities that can be leveraged to scale the engineering learning environment and enhance students’ learning experiences in ways that other instructional technologies used in engineering contexts cannot. However, VR must integrate and support social presence to enhance students’ learning experience. Because learning in VR is a recent phenomenon, there is need for more research on how to facilitate cognitive presence in VR environments. Research Questions: What is the predictive and mediating significance of social and teaching presence on the cognitive presence in a collaborative VR learning environment? Methodology: Participants in a CoI framework responded to a questionnaire after working collaboratively to perform land-surveying activities in a desktop VR platform. Path analysis of two models was conducted to examine the significance of teaching and social presence as predictors of cognitive presence. Findings: The results of this study revealed that both social presence and teaching presence were significant predictors of cognitive presence. The study also showed that social presence was a better predictor and mediator of cognitive presence than teaching presence. However, the teaching presence effect was sufficiently relevant to the two models examined.
{"title":"Examining the Predictive Relationships Between Presences of a Community of Inquiry in a Desktop Virtual Reality (VR) Learning Environment","authors":"Isaac Dunmoye;Olanrewaju Olaogun;Nathaniel Hunsu;Dominik May;Robert Baffour","doi":"10.1109/TE.2023.3340101","DOIUrl":"https://doi.org/10.1109/TE.2023.3340101","url":null,"abstract":"Contribution: The study examines the predictive and mediating significance of social and teaching presences on cognitive presence in a Community of Inquiry (CoI) mediated by a desktop virtual reality (VR). The findings of this study have implications for how to leverage VR learning environments to support meaningful collaborative engagement. Background: VR offers teaching and learning possibilities that can be leveraged to scale the engineering learning environment and enhance students’ learning experiences in ways that other instructional technologies used in engineering contexts cannot. However, VR must integrate and support social presence to enhance students’ learning experience. Because learning in VR is a recent phenomenon, there is need for more research on how to facilitate cognitive presence in VR environments. Research Questions: What is the predictive and mediating significance of social and teaching presence on the cognitive presence in a collaborative VR learning environment? Methodology: Participants in a CoI framework responded to a questionnaire after working collaboratively to perform land-surveying activities in a desktop VR platform. Path analysis of two models was conducted to examine the significance of teaching and social presence as predictors of cognitive presence. Findings: The results of this study revealed that both social presence and teaching presence were significant predictors of cognitive presence. The study also showed that social presence was a better predictor and mediator of cognitive presence than teaching presence. However, the teaching presence effect was sufficiently relevant to the two models examined.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"343-350"},"PeriodicalIF":2.6,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jin Wei-Kocsis;Moein Sabounchi;Gihan J. Mendis;Praveen Fernando;Baijian Yang;Tonglin Zhang
Contribution: A novel proactive and collaborative learning paradigm was proposed to engage learners with different backgrounds and enable effective retention and transfer of the multidisciplinary artificial intelligence (AI)-cybersecurity knowledge. Specifically, the proposed learning paradigm contains: 1) an immersive learning environment to motivate the students for exploring AI/ machine learning (ML) development in the context of real-world cybersecurity scenarios by constructing learning models with tangible objects and 2) a proactive education paradigm designed with the use of collaborative learning activities based on game-based learning and social constructivism. Background: Increasing evidence shows that AI techniques can be manipulated, evaded, and misled, which can result in new and profound security implications. There is an education and training gap to foster a qualified cyber-workforce that understands the usefulness, limitations, and best practices of AI technologies in the cybersecurity domain. Efforts have been made to incorporate a comprehensive curriculum to meet the demand. There still remain essential challenges for effectively educating students on the interaction of AI and cybersecurity. Intended Outcomes: A novel proactive and collaborative learning paradigm is proposed to educate and train a qualified cyber-workforce in this new era where security breaches, privacy violations, and AI have become commonplace. Application Design: The development of this learning paradigm is grounded in the pedagogical approaches of technology-mediated learning and social constructivism. Findings: Although the research work is still ongoing, the prototype learning paradigm has shown encouraging results in promoting the learners’ engagement in applied AI learning.
{"title":"Cybersecurity Education in the Age of Artificial Intelligence: A Novel Proactive and Collaborative Learning Paradigm","authors":"Jin Wei-Kocsis;Moein Sabounchi;Gihan J. Mendis;Praveen Fernando;Baijian Yang;Tonglin Zhang","doi":"10.1109/TE.2023.3337337","DOIUrl":"https://doi.org/10.1109/TE.2023.3337337","url":null,"abstract":"Contribution: A novel proactive and collaborative learning paradigm was proposed to engage learners with different backgrounds and enable effective retention and transfer of the multidisciplinary artificial intelligence (AI)-cybersecurity knowledge. Specifically, the proposed learning paradigm contains: 1) an immersive learning environment to motivate the students for exploring AI/ machine learning (ML) development in the context of real-world cybersecurity scenarios by constructing learning models with tangible objects and 2) a proactive education paradigm designed with the use of collaborative learning activities based on game-based learning and social constructivism. Background: Increasing evidence shows that AI techniques can be manipulated, evaded, and misled, which can result in new and profound security implications. There is an education and training gap to foster a qualified cyber-workforce that understands the usefulness, limitations, and best practices of AI technologies in the cybersecurity domain. Efforts have been made to incorporate a comprehensive curriculum to meet the demand. There still remain essential challenges for effectively educating students on the interaction of AI and cybersecurity. Intended Outcomes: A novel proactive and collaborative learning paradigm is proposed to educate and train a qualified cyber-workforce in this new era where security breaches, privacy violations, and AI have become commonplace. Application Design: The development of this learning paradigm is grounded in the pedagogical approaches of technology-mediated learning and social constructivism. Findings: Although the research work is still ongoing, the prototype learning paradigm has shown encouraging results in promoting the learners’ engagement in applied AI learning.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"395-404"},"PeriodicalIF":2.6,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: A novel undergraduate course design at the intersection of software engineering (SE) and machine learning (ML) based on industry-reported challenges. Background: ML professionals report that building ML systems is different enough that we need new knowledge about how to infuse ML into software production. For instance, various experts need to be deeply involved with these SE projects, such as business analysts, data scientists, and statisticians. Intended outcomes: The creation of a table detailing and matching industry challenges with course learning objectives, course topics, and related activities. Application design: Course content was derived from interviewing industry professionals with related experience as well as surveying undergraduate SE students. The proposed course style is designed to emulate real-world ML-based SE. Findings: Industry-derived content for a pilot undergraduate course has been successfully crafted at the intersection of SE and ML.
贡献：基于行业报告的挑战，在软件工程（SE）和机器学习（ML）的交叉领域设计新颖的本科课程。背景：机器学习专业人士报告说，构建机器学习系统与以往不同，我们需要关于如何将机器学习融入软件生产的新知识。例如，各种专家需要深入参与这些 SE 项目，如业务分析师、数据科学家和统计学家。预期成果：创建一个表格，详细说明行业挑战并将其与课程学习目标、课程主题和相关活动相匹配。应用设计：课程内容来自于对具有相关经验的行业专业人士的访谈以及对本科 SE 学生的调查。建议的课程风格旨在模仿现实世界中基于 ML 的 SE。研究结果：在 SE 和 ML 的交叉点上，成功地为试点本科课程设计了源自行业的内容。
{"title":"Teaching Machine Learning as Part of Agile Software Engineering","authors":"Steve Chenoweth;Panagiotis K. Linos","doi":"10.1109/TE.2023.3337343","DOIUrl":"https://doi.org/10.1109/TE.2023.3337343","url":null,"abstract":"Contribution: A novel undergraduate course design at the intersection of software engineering (SE) and machine learning (ML) based on industry-reported challenges. Background: ML professionals report that building ML systems is different enough that we need new knowledge about how to infuse ML into software production. For instance, various experts need to be deeply involved with these SE projects, such as business analysts, data scientists, and statisticians. Intended outcomes: The creation of a table detailing and matching industry challenges with course learning objectives, course topics, and related activities. Application design: Course content was derived from interviewing industry professionals with related experience as well as surveying undergraduate SE students. The proposed course style is designed to emulate real-world ML-based SE. Findings: Industry-derived content for a pilot undergraduate course has been successfully crafted at the intersection of SE and ML.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"377-386"},"PeriodicalIF":2.6,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: An AI model for speech emotion recognition (SER) in the educational domain to analyze the correlation between students’ emotions, discussed topics in teams, and academic performance.Background: Research suggests that positive emotions are associated with better academic performance. On the other hand, negative emotions have a detrimental impact on academic achievement. This highlights the importance of taking into account the emotional states of the students to promote a supportive learning environment and improve their motivation and engagement. This line of research allows the development of tools that allow educators to address students’ emotional needs and provide timely support and interventions. Intended Outcome: This work analyzes students’ conversations and their expressed emotions as they work on class activities in teams and investigates if their conversations are course-related or not by applying topic extraction to the conversations. Furthermore, a comprehensive analysis is conducted to identify the correlation between emotions expressed by students and the discussed topics with their performance in the course in terms of their grades. Application Design: The student’s performance is formatively evaluated, taking into account a combination of their scores in various components. The core of the developed model comprises a speech transcriber module, an emotion analysis module, and a topic extraction module. The outputs of all these modules are processed to identify the correlations. Findings: The findings show a strong positive correlation between the expressed emotions of “relief” and “satisfaction” with students’ grades and a strong negative correlation between “frustration” and grades. Data also shows a strong positive correlation between course-related topics discussed in teams and grades and a strong negative correlation between noncourse-related topics and grades.
{"title":"Exploring the Influence of Emotional States in Peer Interactions on Students’ Academic Performance","authors":"Nasrin Dehbozorgi;Mourya Teja Kunuku","doi":"10.1109/TE.2023.3335171","DOIUrl":"https://doi.org/10.1109/TE.2023.3335171","url":null,"abstract":"Contribution: An AI model for speech emotion recognition (SER) in the educational domain to analyze the correlation between students’ emotions, discussed topics in teams, and academic performance.Background: Research suggests that positive emotions are associated with better academic performance. On the other hand, negative emotions have a detrimental impact on academic achievement. This highlights the importance of taking into account the emotional states of the students to promote a supportive learning environment and improve their motivation and engagement. This line of research allows the development of tools that allow educators to address students’ emotional needs and provide timely support and interventions. Intended Outcome: This work analyzes students’ conversations and their expressed emotions as they work on class activities in teams and investigates if their conversations are course-related or not by applying topic extraction to the conversations. Furthermore, a comprehensive analysis is conducted to identify the correlation between emotions expressed by students and the discussed topics with their performance in the course in terms of their grades. Application Design: The student’s performance is formatively evaluated, taking into account a combination of their scores in various components. The core of the developed model comprises a speech transcriber module, an emotion analysis module, and a topic extraction module. The outputs of all these modules are processed to identify the correlations. Findings: The findings show a strong positive correlation between the expressed emotions of “relief” and “satisfaction” with students’ grades and a strong negative correlation between “frustration” and grades. Data also shows a strong positive correlation between course-related topics discussed in teams and grades and a strong negative correlation between noncourse-related topics and grades.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"405-412"},"PeriodicalIF":2.6,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anne Wrobetz;Kirsten Davis;Mayra S. Artiles;Homero Murzi
Contribution: Longitudinal video reflections are a unique approach to assessing student learning in study abroad. This study utilizes this method to understand the experiences of ten engineering students. The results show how their learning experiences changed over time and how the students connected these experiences to culture and engineering. Background: Study abroad research has demonstrated that students learn through a variety of experiences while abroad, but this research has been limited by narrow assessments, limited longitudinal data, and a lack of connection to engineering. This study uses longitudinal video reflections to explore student experiences in study abroad programs in a holistic way, capturing a wide range of learning outcomes over time. Research Questions: What types of significant experiences do engineering students abroad discuss in weekly reflection videos? How do engineering students abroad connect their significant experiences to engineering? Methodology: The critical incident technique (CIT) was used to collect video reflections from ten students for 14 weeks during a semester abroad. Their experiences were characterized using CIT methods and tracked shifts in incident types over time. The results show which types of experiences resulted in students reflecting deeply about cultural learning and engineering learning. Findings: The experiences students described in their videos shifted from a focus on communication and environmental factors early on to more cross-cultural comparison later in the program. Certain types of incidents resulted in cultural reflection, while others led to engineering learning. Communication incidents often served as a connecting point between engineering and cultural learning.
{"title":"Engineering Students Learning Abroad: Experiences Captured via Longitudinal Video Reflections","authors":"Anne Wrobetz;Kirsten Davis;Mayra S. Artiles;Homero Murzi","doi":"10.1109/TE.2023.3337783","DOIUrl":"https://doi.org/10.1109/TE.2023.3337783","url":null,"abstract":"Contribution: Longitudinal video reflections are a unique approach to assessing student learning in study abroad. This study utilizes this method to understand the experiences of ten engineering students. The results show how their learning experiences changed over time and how the students connected these experiences to culture and engineering. Background: Study abroad research has demonstrated that students learn through a variety of experiences while abroad, but this research has been limited by narrow assessments, limited longitudinal data, and a lack of connection to engineering. This study uses longitudinal video reflections to explore student experiences in study abroad programs in a holistic way, capturing a wide range of learning outcomes over time. Research Questions: What types of significant experiences do engineering students abroad discuss in weekly reflection videos? How do engineering students abroad connect their significant experiences to engineering? Methodology: The critical incident technique (CIT) was used to collect video reflections from ten students for 14 weeks during a semester abroad. Their experiences were characterized using CIT methods and tracked shifts in incident types over time. The results show which types of experiences resulted in students reflecting deeply about cultural learning and engineering learning. Findings: The experiences students described in their videos shifted from a focus on communication and environmental factors early on to more cross-cultural comparison later in the program. Certain types of incidents resulted in cultural reflection, while others led to engineering learning. Communication incidents often served as a connecting point between engineering and cultural learning.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"423-433"},"PeriodicalIF":2.6,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: The article describes an innovative concept to create authentic application examples for mathematics courses in an engineering degree program in order to illustrate the relevance of mathematics for engineering. Background: It can be difficult and time consuming for mathematics instructors to find and understand authentic applications. Larger projects may be difficult to integrate into an existing course outline. Intended Outcomes: With the help of the new concept, examples can be created that are authentic, that can be embedded in an existing course outline, and that are not too time consuming for the instructor to create. Application Design: The new concept combines two approaches: 1) peer teaching and 2) interaction of different disciplines. In close cooperation with a student from a higher semester who has already successfully completed the course, applications from the student’s study or work context are sought and prepared for successful embedding, and integrated into the course. Findings: An accompanying evaluation study shows that the students in the mathematics courses find the examples created motivating and rate them as authentic and application-oriented.
{"title":"Integration of Engineering Application Examples in Mathematics Courses","authors":"Susanne Hilger;Angela Schmitz","doi":"10.1109/TE.2023.3337428","DOIUrl":"https://doi.org/10.1109/TE.2023.3337428","url":null,"abstract":"Contribution: The article describes an innovative concept to create authentic application examples for mathematics courses in an engineering degree program in order to illustrate the relevance of mathematics for engineering. Background: It can be difficult and time consuming for mathematics instructors to find and understand authentic applications. Larger projects may be difficult to integrate into an existing course outline. Intended Outcomes: With the help of the new concept, examples can be created that are authentic, that can be embedded in an existing course outline, and that are not too time consuming for the instructor to create. Application Design: The new concept combines two approaches: 1) peer teaching and 2) interaction of different disciplines. In close cooperation with a student from a higher semester who has already successfully completed the course, applications from the student’s study or work context are sought and prepared for successful embedding, and integrated into the course. Findings: An accompanying evaluation study shows that the students in the mathematics courses find the examples created motivating and rate them as authentic and application-oriented.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"526-533"},"PeriodicalIF":2.1,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141966201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article focuses on the study of Native Hawaiian student experiences in engineering education. Telling these stories illustrates the importance of legitimizing and appreciating different knowledge types in engineering as we move toward a more inclusive and sustainable field. Background: Native Hawaiian engineering students live oppressive realities due to the history of settler colonialism and occupation that attempted to erase their culture and ways of knowing, including in engineering education. This study shows how students overcome these realities to enact their ways of knowing in a field where it is not always respected. Informing the field of ways to promote and respect the different knowledge types of marginalized groups can help to create a more inclusive and sustainable engineering field. Research Question: In what ways do Native Hawaiian students bring their cultural ways of knowing into engineering education? Methodology: We conducted semi-structured interviews with three undergraduate Native Hawaiian students using Manulani Aluli Meyer’s Holographic Epistemology as a theoretical lens to inform the questions and qualitative analysis. The analysis uses a combination of inductive and deductive analyses to create the hologram that Meyer outlines in her work. Findings: The participants found different ways to enact their cultural ways of knowing. We interpret them through the Native Hawaiian values of pono, kuleana, and hō‘ihi. This illustrates how engineering educators, researchers, and programs can legitimize the knowledges of the students by promoting authenticity and reciprocity toward marginalized students and their ways of knowing.
{"title":"“These Different Ideas, Traditions, and Values Make My Thinking Unique and Creative”: Bringing Native Hawaiian Ways of Knowing to Engineering Education","authors":"Austin Morgan Kainoa Peters;Susan M. Lord","doi":"10.1109/TE.2023.3334195","DOIUrl":"https://doi.org/10.1109/TE.2023.3334195","url":null,"abstract":"Contribution: This article focuses on the study of Native Hawaiian student experiences in engineering education. Telling these stories illustrates the importance of legitimizing and appreciating different knowledge types in engineering as we move toward a more inclusive and sustainable field. Background: Native Hawaiian engineering students live oppressive realities due to the history of settler colonialism and occupation that attempted to erase their culture and ways of knowing, including in engineering education. This study shows how students overcome these realities to enact their ways of knowing in a field where it is not always respected. Informing the field of ways to promote and respect the different knowledge types of marginalized groups can help to create a more inclusive and sustainable engineering field. Research Question: In what ways do Native Hawaiian students bring their cultural ways of knowing into engineering education? Methodology: We conducted semi-structured interviews with three undergraduate Native Hawaiian students using Manulani Aluli Meyer’s Holographic Epistemology as a theoretical lens to inform the questions and qualitative analysis. The analysis uses a combination of inductive and deductive analyses to create the hologram that Meyer outlines in her work. Findings: The participants found different ways to enact their cultural ways of knowing. We interpret them through the Native Hawaiian values of pono, kuleana, and hō‘ihi. This illustrates how engineering educators, researchers, and programs can legitimize the knowledges of the students by promoting authenticity and reciprocity toward marginalized students and their ways of knowing.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"413-422"},"PeriodicalIF":2.6,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10360445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141245137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Felipe González-Pizarro;Claudia López;Andrea Vásquez;Carlos Castro
While computational thinking arises as an essential skill worldwide, formal primary and secondary education in Latin America rarely incorporates mechanisms to develop it in their curricula. The extent to which students in the region acquire computational thinking skills remains largely unknown. To start addressing this void, this article presents findings from a cross sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.
{"title":"Inequalities in Computational Thinking Among Incoming Students in an STEM Chilean University","authors":"Felipe González-Pizarro;Claudia López;Andrea Vásquez;Carlos Castro","doi":"10.1109/TE.2023.3334193","DOIUrl":"https://doi.org/10.1109/TE.2023.3334193","url":null,"abstract":"While computational thinking arises as an essential skill worldwide, formal primary and secondary education in Latin America rarely incorporates mechanisms to develop it in their curricula. The extent to which students in the region acquire computational thinking skills remains largely unknown. To start addressing this void, this article presents findings from a cross sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"180-189"},"PeriodicalIF":2.6,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10345555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has introduced challenges to delivering laboratory-based STEM curricula. This study evaluates students’ learning experience in a synchronous team design activity within the laboratory component of an undergraduate Computer Engineering course during the pandemic. Using the EduPad digital platform, students collaborated in small groups to develop a working design for a software simulator. The researchers measured students’ social, cognitive, and teaching presences during the remote team design activities and gathered their feedback on the learning experience. The findings demonstrate that students exhibited high levels of cognitive presence during the remote team design activities, suggesting effective strategies for promoting cognitive presence in synchronous engineering laboratory instruction. This study contributes to the community of inquiry framework and expands the existing repertoire of techniques for enhancing cognitive presence in online synchronous instruction. The implications for further research are also discussed.
{"title":"Promoting Community of Inquiry in Synchronous Team Design Activities for Remote Engineering Laboratory Instruction","authors":"Baiyun Chen;Ronald F. DeMara","doi":"10.1109/TE.2023.3333703","DOIUrl":"https://doi.org/10.1109/TE.2023.3333703","url":null,"abstract":"The COVID-19 pandemic has introduced challenges to delivering laboratory-based STEM curricula. This study evaluates students’ learning experience in a synchronous team design activity within the laboratory component of an undergraduate Computer Engineering course during the pandemic. Using the EduPad digital platform, students collaborated in small groups to develop a working design for a software simulator. The researchers measured students’ social, cognitive, and teaching presences during the remote team design activities and gathered their feedback on the learning experience. The findings demonstrate that students exhibited high levels of cognitive presence during the remote team design activities, suggesting effective strategies for promoting cognitive presence in synchronous engineering laboratory instruction. This study contributes to the community of inquiry framework and expands the existing repertoire of techniques for enhancing cognitive presence in online synchronous instruction. The implications for further research are also discussed.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 1","pages":"162-170"},"PeriodicalIF":2.6,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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