STEM practices are socially embedded 1,2,3 • Historically taught as technical, no social context ... more STEM practices are socially embedded 1,2,3 • Historically taught as technical, no social context • Usually centered on dominant culture's knowledge, practices, and needs • Disproportionately harms marginalized people • Inclusive professional identities include technical and social skills and inclusive practices and embrace social responsibility 4 Lack of curriculum is a barrier to integrate social content into technical curriculum • Case studies effectively contextualize content 5 • Contextualized content supports all students, particularly those underrepresented in STEM 4,5 • Important to embed social context in STEM curriculum for inclusive practices 4 • Social justice cases integrate professional social responsibility and marginalized situations 6 Research Questions: • How students' products demonstrate the interconnected nature of engineering and social factors? • Do students perceive the socially-embedded nature of their work as valuable?
Our diverse team of educators at Colorado State University are redefining what it means to teach ... more Our diverse team of educators at Colorado State University are redefining what it means to teach and learn in the Department of Electrical and Computer Engineering. Supported by a five-year ''RED'' grant from the National Science Foundation, we are, in effect, throwing away courses to overcome the challenges of the current engineering educational system. Approaching the degree from a holistic perspective, we no longer view our program as a set of disparate courses taught by autonomous (and isolated) faculty, but as an integrated system that fosters collaboration among faculty and students. This paper describes our new organizational and pedagogical model, which emphasizes knowledge integration and interweaves thematic content threads throughout the curriculum. We also share our process for implementing the new approach, along with the successes and challenges that we have experienced along the way. Through this project, we strive to become a catalyst for change in engineering education.
... Descriptive Note : Special rept.,. Corporate Author : AMERICAN SOCIETY OF CIVIL ENGINEERS NEW... more ... Descriptive Note : Special rept.,. Corporate Author : AMERICAN SOCIETY OF CIVIL ENGINEERS NEW YORK. Personal Author(s) : Kim,Simon S. ; Maher,Mary Lou ; Levitt,Raymond E. ; Rooney,Martin F. ; Siller,Thomas J. Report Date : OCT 1986. Pagination or Media Count : 140 ...
Medical Education professionals in the U.S. have realized that medical education now consists of ... more Medical Education professionals in the U.S. have realized that medical education now consists of three main features: diagnosis, cure and in the case of chronic illness, health management (sustaining life). In a similar way, engineering education may be characterized by problem definition (diagnosis), problem solving and in the case of chronic engineering problems, problem management. Medical education has taken steps to modify its curriculum and pedagogy to reflect this new awareness whereas engineering education has not. What can engineering education learn from the medical education community? And, in particular, how do further challenges of sustainable engineering impact how engineering education should change?
He taught in Mechanical Engineering and Computer Science. He has extensive international experien... more He taught in Mechanical Engineering and Computer Science. He has extensive international experience having lived and worked four years abroad and taught for Semester at Sea on three voyages.
Alma Rosales received her bachelor's and master's degrees in mathematics from the University of T... more Alma Rosales received her bachelor's and master's degrees in mathematics from the University of Texas. Rosales joined IBM Austin in 1976 as a communications programmer, and held numerous technical and management positions within IBM. In 2003, Rosales was named director of Worldwide Enablement Services in the Integrated Supply Chain Division, where she managed 300 people in 21 locations around the world. From January 2007 to December 2008, Rosales was an IBM executive on loan to Colorado State University, as part of the IBM Faculty Loan program. She was instrumental in establishing the Professional Learning Institute within the College of Engineering. Rosales served as program director of MAES (Mexican American Engineers and Scientists) and co-chair of the Texas Science and Engineering Festival in 2010 and 2011. The festival attracted a cross-demographic attendance of 25,000 in 2010 and 32,000 in 2011. In September 1998, Hispanic Engineer and Information Technology Magazine recognized Rosales for her many contributions to her industry, naming her as one of its 50 "Women Who Make a Difference." The award honors Hispanic women who are inventing new technology, new processes, or are reshaping management. In 2004, the Society of Hispanic Professional Engineers presented their Corporate Achievement Award to Rosales at their National Career Conference. This award is given to a Hispanic engineer who has made significant accomplishments in the scientific, technical, or engineering arena. In September 2008, the Colorado Rockies honored Rosales with a Hispanic Leadership Award for her leadership and contributions to the Hispanic community. In October 2012, MAES presented Rosales with the Medallo de Oro (Gold Medal) Award for her service to MAES and the Latino STEM community. Rosales is currently a managing partner in RS&Associates, a professional leadership development and management consulting company. Rosales is also working with the Colorado State University Department of Electrical and Computer Engineering on integrating professional skills development into the engineering curriculum.
Abstract Colleges and universities interact with multiple constituents or quality monitoring grou... more Abstract Colleges and universities interact with multiple constituents or quality monitoring groups that require programme‐level assessment of student learning. These required assessments might be used to demonstrate accountability, programme improvement or a ...
Journal of Professional Issues in Engineering Education Practice, 2009
The development of engineering students' professional skills has gained considerable nat... more The development of engineering students' professional skills has gained considerable national attention from Accreditation Board for Engineering and Technology, the National Academy of Engineering, ASCE, and other constituents. There is little debate that these professional ...
Improving higher education can be characterized by (1) increasing access, (2) decreasing costs, a... more Improving higher education can be characterized by (1) increasing access, (2) decreasing costs, and (3) improving learning outcomes. However, it is not necessary that attempts to improve higher education affect all three positively. For example, it might be that increasing access to more or different students causes costs to increase; whereas learning outcomes are maintained at some previously acceptable level, but an audience exists that is willing to pay the increased cost. Improving learning outcomes also might increase costs without changing access. But, decisions on when or how to improve higher education must be based on consideration of all three characteristics and not just one alone such as just trying to improve learning outcomes. This paper summarizes, based on studies and experiences, the value e-technologies play in our attempts to improve higher education by focusing on the use of e-technologies to support distance-learning students for each of the three characteristics enumerated. The paper then concludes with a set of questions whose answers should further aid the understanding of the use of etechnologies in engineering education.
Can higher education institutions continue using planning and self-evaluation processes that are ... more Can higher education institutions continue using planning and self-evaluation processes that are decades old without any reform? Several recent monographs urge institutions to embrace continuous improvement processes that engage systematic planning and department self-evaluation across whole campuses, but they do not show institutions how to do it. This article describes an improvement system shared by two very highresearch universities that includes features such as interactive organizational learning environments, and it highlights the aspects of the system that help deal with some organizational problems such as administrative turnover, disconnected planning efforts, and limited sharing of information.
A new mechanism is being developed for expanding international exposure for undergraduate enginee... more A new mechanism is being developed for expanding international exposure for undergraduate engineering and computer science students in the United States, using information technology and distance learning techniques. Technical students in the United States, in a few instances, have begun working on projects with similar students in other countries via electronic communications. This paper provides a rationale for having engineering students gain some international experience during their undergraduate educational periods, and points out barriers to getting such experience in traditional study abroad periods. It then cites several academic programs that are providing such experience via electronic means. Finally, the authors present a proposed direction to increase the use of distance learning techniques to provide international experience for American engineering students. Russel Jones did a major study a few years ago entitled "Educating Engineers for International Practice." That study, which was published in Liberal Education in the fall 1995 issue, argues for the need for extensive international exposure for United States technology students to adequately prepare them for international practice [1]. It is the conviction of the authors of this paper that such exposure is needed to keep the United States engineering base competitive in an increasingly global marketplace. That need has only increased since Jones' earlier study was completed-yet we see too little movement toward better preparing college graduates for the international challenge.
2011 Frontiers in Education Conference (FIE), 2011
The first semester of a collegiate engineering program can be quite stressful for a student, resu... more The first semester of a collegiate engineering program can be quite stressful for a student, resulting in anxiety and decreased academic performance. While there are various factors leading to these outcomes, the pressure of grades early in an engineering program can be a significant contributor. GPA is typically used to determine a student's academic success, but the reality is that the student often needs time to learn how to earn and keep good grades in college before they accurately reflect the student's performance and potential. Considering this, Colorado State University recently offered an option for incoming engineering students to take all of their first-semester classes as pass/fail. For the fall semester of 2010, 138 of 448 first-year students enrolled in the pass/fail option. In this first semester of the program, success was determined from a few measures by comparing performance of students in the pass/fail option to those in traditional A-F grading. In the first analysis described herein, GPA was reviewed for both groups of students, which revealed that students who selected the option received lower grades than those who did not. Authors review the program critically, often holding opposing viewpoints on whether outcomes have been and will be positive.
STEM practices are socially embedded 1,2,3 • Historically taught as technical, no social context ... more STEM practices are socially embedded 1,2,3 • Historically taught as technical, no social context • Usually centered on dominant culture's knowledge, practices, and needs • Disproportionately harms marginalized people • Inclusive professional identities include technical and social skills and inclusive practices and embrace social responsibility 4 Lack of curriculum is a barrier to integrate social content into technical curriculum • Case studies effectively contextualize content 5 • Contextualized content supports all students, particularly those underrepresented in STEM 4,5 • Important to embed social context in STEM curriculum for inclusive practices 4 • Social justice cases integrate professional social responsibility and marginalized situations 6 Research Questions: • How students' products demonstrate the interconnected nature of engineering and social factors? • Do students perceive the socially-embedded nature of their work as valuable?
Our diverse team of educators at Colorado State University are redefining what it means to teach ... more Our diverse team of educators at Colorado State University are redefining what it means to teach and learn in the Department of Electrical and Computer Engineering. Supported by a five-year ''RED'' grant from the National Science Foundation, we are, in effect, throwing away courses to overcome the challenges of the current engineering educational system. Approaching the degree from a holistic perspective, we no longer view our program as a set of disparate courses taught by autonomous (and isolated) faculty, but as an integrated system that fosters collaboration among faculty and students. This paper describes our new organizational and pedagogical model, which emphasizes knowledge integration and interweaves thematic content threads throughout the curriculum. We also share our process for implementing the new approach, along with the successes and challenges that we have experienced along the way. Through this project, we strive to become a catalyst for change in engineering education.
... Descriptive Note : Special rept.,. Corporate Author : AMERICAN SOCIETY OF CIVIL ENGINEERS NEW... more ... Descriptive Note : Special rept.,. Corporate Author : AMERICAN SOCIETY OF CIVIL ENGINEERS NEW YORK. Personal Author(s) : Kim,Simon S. ; Maher,Mary Lou ; Levitt,Raymond E. ; Rooney,Martin F. ; Siller,Thomas J. Report Date : OCT 1986. Pagination or Media Count : 140 ...
Medical Education professionals in the U.S. have realized that medical education now consists of ... more Medical Education professionals in the U.S. have realized that medical education now consists of three main features: diagnosis, cure and in the case of chronic illness, health management (sustaining life). In a similar way, engineering education may be characterized by problem definition (diagnosis), problem solving and in the case of chronic engineering problems, problem management. Medical education has taken steps to modify its curriculum and pedagogy to reflect this new awareness whereas engineering education has not. What can engineering education learn from the medical education community? And, in particular, how do further challenges of sustainable engineering impact how engineering education should change?
He taught in Mechanical Engineering and Computer Science. He has extensive international experien... more He taught in Mechanical Engineering and Computer Science. He has extensive international experience having lived and worked four years abroad and taught for Semester at Sea on three voyages.
Alma Rosales received her bachelor's and master's degrees in mathematics from the University of T... more Alma Rosales received her bachelor's and master's degrees in mathematics from the University of Texas. Rosales joined IBM Austin in 1976 as a communications programmer, and held numerous technical and management positions within IBM. In 2003, Rosales was named director of Worldwide Enablement Services in the Integrated Supply Chain Division, where she managed 300 people in 21 locations around the world. From January 2007 to December 2008, Rosales was an IBM executive on loan to Colorado State University, as part of the IBM Faculty Loan program. She was instrumental in establishing the Professional Learning Institute within the College of Engineering. Rosales served as program director of MAES (Mexican American Engineers and Scientists) and co-chair of the Texas Science and Engineering Festival in 2010 and 2011. The festival attracted a cross-demographic attendance of 25,000 in 2010 and 32,000 in 2011. In September 1998, Hispanic Engineer and Information Technology Magazine recognized Rosales for her many contributions to her industry, naming her as one of its 50 "Women Who Make a Difference." The award honors Hispanic women who are inventing new technology, new processes, or are reshaping management. In 2004, the Society of Hispanic Professional Engineers presented their Corporate Achievement Award to Rosales at their National Career Conference. This award is given to a Hispanic engineer who has made significant accomplishments in the scientific, technical, or engineering arena. In September 2008, the Colorado Rockies honored Rosales with a Hispanic Leadership Award for her leadership and contributions to the Hispanic community. In October 2012, MAES presented Rosales with the Medallo de Oro (Gold Medal) Award for her service to MAES and the Latino STEM community. Rosales is currently a managing partner in RS&Associates, a professional leadership development and management consulting company. Rosales is also working with the Colorado State University Department of Electrical and Computer Engineering on integrating professional skills development into the engineering curriculum.
Abstract Colleges and universities interact with multiple constituents or quality monitoring grou... more Abstract Colleges and universities interact with multiple constituents or quality monitoring groups that require programme‐level assessment of student learning. These required assessments might be used to demonstrate accountability, programme improvement or a ...
Journal of Professional Issues in Engineering Education Practice, 2009
The development of engineering students' professional skills has gained considerable nat... more The development of engineering students' professional skills has gained considerable national attention from Accreditation Board for Engineering and Technology, the National Academy of Engineering, ASCE, and other constituents. There is little debate that these professional ...
Improving higher education can be characterized by (1) increasing access, (2) decreasing costs, a... more Improving higher education can be characterized by (1) increasing access, (2) decreasing costs, and (3) improving learning outcomes. However, it is not necessary that attempts to improve higher education affect all three positively. For example, it might be that increasing access to more or different students causes costs to increase; whereas learning outcomes are maintained at some previously acceptable level, but an audience exists that is willing to pay the increased cost. Improving learning outcomes also might increase costs without changing access. But, decisions on when or how to improve higher education must be based on consideration of all three characteristics and not just one alone such as just trying to improve learning outcomes. This paper summarizes, based on studies and experiences, the value e-technologies play in our attempts to improve higher education by focusing on the use of e-technologies to support distance-learning students for each of the three characteristics enumerated. The paper then concludes with a set of questions whose answers should further aid the understanding of the use of etechnologies in engineering education.
Can higher education institutions continue using planning and self-evaluation processes that are ... more Can higher education institutions continue using planning and self-evaluation processes that are decades old without any reform? Several recent monographs urge institutions to embrace continuous improvement processes that engage systematic planning and department self-evaluation across whole campuses, but they do not show institutions how to do it. This article describes an improvement system shared by two very highresearch universities that includes features such as interactive organizational learning environments, and it highlights the aspects of the system that help deal with some organizational problems such as administrative turnover, disconnected planning efforts, and limited sharing of information.
A new mechanism is being developed for expanding international exposure for undergraduate enginee... more A new mechanism is being developed for expanding international exposure for undergraduate engineering and computer science students in the United States, using information technology and distance learning techniques. Technical students in the United States, in a few instances, have begun working on projects with similar students in other countries via electronic communications. This paper provides a rationale for having engineering students gain some international experience during their undergraduate educational periods, and points out barriers to getting such experience in traditional study abroad periods. It then cites several academic programs that are providing such experience via electronic means. Finally, the authors present a proposed direction to increase the use of distance learning techniques to provide international experience for American engineering students. Russel Jones did a major study a few years ago entitled "Educating Engineers for International Practice." That study, which was published in Liberal Education in the fall 1995 issue, argues for the need for extensive international exposure for United States technology students to adequately prepare them for international practice [1]. It is the conviction of the authors of this paper that such exposure is needed to keep the United States engineering base competitive in an increasingly global marketplace. That need has only increased since Jones' earlier study was completed-yet we see too little movement toward better preparing college graduates for the international challenge.
2011 Frontiers in Education Conference (FIE), 2011
The first semester of a collegiate engineering program can be quite stressful for a student, resu... more The first semester of a collegiate engineering program can be quite stressful for a student, resulting in anxiety and decreased academic performance. While there are various factors leading to these outcomes, the pressure of grades early in an engineering program can be a significant contributor. GPA is typically used to determine a student's academic success, but the reality is that the student often needs time to learn how to earn and keep good grades in college before they accurately reflect the student's performance and potential. Considering this, Colorado State University recently offered an option for incoming engineering students to take all of their first-semester classes as pass/fail. For the fall semester of 2010, 138 of 448 first-year students enrolled in the pass/fail option. In this first semester of the program, success was determined from a few measures by comparing performance of students in the pass/fail option to those in traditional A-F grading. In the first analysis described herein, GPA was reviewed for both groups of students, which revealed that students who selected the option received lower grades than those who did not. Authors review the program critically, often holding opposing viewpoints on whether outcomes have been and will be positive.
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