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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Morelock, John R. Jarvie-Eggart, Michelle Chenette, Heather Hooshangi, Sara Chestnutt, Betsy Wilson, Sarah Bolhari, Azadeh Dodson, Kirsten Pavlova, Iglika Reck, Rebecca Transformations Institute University of Georgia Engineering Education AthensGA United States Michigan Technological University Engineering Fundamentals HoughtonMI United States Rose-Hulman Institute of Technology Chemical Engineering Terre HauteIN United States Virginia Tech Computer Science - Northern Virginia Center WashingtonDC United States University of Tennessee Knoxville Engineering Fundamentals KnoxvilleTN United States University of Kentucky Chemical Engineering LexingtonKY United States University of Colorado Boulder Environmental Engineering Program BoulderCO United States Lipscomb University Mechanical Engineering NashvilleTN United States University of North Carolina Greensboro Department of Biology GreensboroNC United States University of Illinois Urbana-Champaign Bioengineering ChampaignIL United States

ISBN: (纸本)9798350336429

The purpose of this workshop-designed for instructional and disciplinary STEM faculty interested in learning about qualitative research-is to (1) introduce participants to high-quality qualitative research design and (2) practice this design process alongside disciplinary STEM faculty to expand their STEM education research abilities and network. We will do so using the ProQual approach, a methodologically unencumbered and widely accessible way of thinking about qualitative research design that was deployed and refined over the last three years as part of the NSF-funded ProQual Institute for Research Methods [1]. This workshop will be conducted by ProQual Institute alumni, who are culturally sensitive to the challenges faced by disciplinary STEM faculty. Leveraging a propagation model of effecting academic change [2], the workshop leaders will serve as a community of practice to help participants move their educational research ideas forward during and after the workshop. In doing so, we strive to further FIE's mission to create a collaborative, supportive, and inclusive community of educational researchers. © 2023 IEEE.

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Investigation of Recruitment Communication Channels and Student Awareness of an engineering Bridge program via Cross-Disciplinary Collaboration 14

Investigation of Recruitment Communication Channels and Stud...

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14th Annual First-Year engineering Experience Conference, FYEE 2023

作者： Zhang, Xinyu Wang, Li Michaluk, Lynette Hensel, Robin A.M. Perez, Isabel Hammond, Clayton Scott Bush, Ian Cao, Ryan George The Fundamentals of Engineering Program Benjamin M. Statler College of Engineering and Mineral Resource West Virginia University United States The West Virginia University Center for Excellence in STEM Education United States The Benjamin M. Statler College of Engineering and Mineral Resources West Virginia University United States West Virginia University The Benjamin M. Statler College of Engineering and Mineral Resources United States West Virginia University United States

The Academy of engineering Success (AcES), a summer bridge program for incoming first-time freshmen (FTF) engineering students at West Virginia University (WVU), faced challenges in recruiting underserved students for years. To address this issue, research was conducted via a collaboration among faculty in engineering and business, with support from an undergraduate researcher and faculty in the Center for Excellence in STEM Education. A mixed methods study using surveys and interviews was designed to assess recruitment communication channels and student awareness of AcES and another university-level trip-based summer program to explore any misalignment and propose suggestions to improve future recruitment of diverse students. Results from 91 survey responses and 2 interviews are discussed. This paper also describes how cross-disciplinary non-tenure track faculty collaborated on engineering education research. © 14th Annual First-Year engineering Experience Conference, FYEE 2023.

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Learn How to Design High-Quality Qualitative Educational Research! – A Workshop for Disciplinary STEM Faculty by Disciplinary STEM Faculty

Learn How to Design High-Quality Qualitative Educational Res...

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Frontiers in Education (FIE) Conference

作者： John R. Morelock Michelle Jarvie-Eggart Heather Chenette Sara Hooshangi Betsy Chestnutt Sarah Wilson Azadeh Bolhari Kirsten Dodson Iglika Pavlova Rebecca Reck Engineering Education Transformations Institute University of Georgia Athens GA USA Engineering Fundamentals Michigan Technological University Houghton MI USA Chemical Engineering Rose-Hulman Institute of Technology Terre Haute IN USA Computer Science - Northern Virginia Center Virginia Tech Washington D.C. USA Engineering Fundamentals University of Tennessee Knoxville Knoxville TN USA Chemical Engineering University of Kentucky Lexington KY USA Environmental Engineering Program University of Colorado Boulder Boulder CO USA Mechanical Engineering Lipscomb University Nashville TN USA Department of Biology University of North Carolina Greensboro Greensboro NC USA Bioengineering University of Illinois Urbana-Champaign Champaign IL USA

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Single quantum emitters with spin ground states based on Cl bound excitons in ZnSe

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Physical Review A 2022年第3期106卷 L030402-L030402页

作者： Aziz Karasahin Robert M. Pettit Nils von den Driesch Marvin Marco Jansen Alexander Pawlis Edo Waks Institute for Research in Electronics and Applied Physics Department of Electrical and Computer Engineering and Joint Quantum Institute University of Maryland College Park Maryland 20742 USA Intelligence Community Postdoctoral Research Fellowship Program University of Maryland College Park Maryland 20742 USA Peter-Grünberg-Institute (PGI-9) Forschungszentrum Jülich GmbH 52425 Jülich Germany JARA-FIT (Fundamentals of Future Information Technology) Jülich-Aachen Research Alliance 52062 Aachen Germany

Defects in wide-band-gap semiconductors are promising qubit candidates for quantum communication and computation. Epitaxially grown II-VI semiconductors are particularly promising host materials due to their direct band gap and potential for isotopic purification to a spin-zero nuclear background. Here, we show an alternative type of single photon emitter with potential electron spin qubits based on Cl impurities in ZnSe. We utilize a quantum well to increase the binding energies of donor emission and confirm single photon emission with short radiative lifetimes of 192 ps. Furthermore, we verify that the ground state of the Cl donor complex contains a single electron by observing two-electron-satellite emission, leaving the electron in higher orbital states. We also characterize the Zeeman splitting of the exciton transition by performing polarization-resolved magnetic spectroscopy on single emitters. Our results suggest single Cl impurities are suitable as a single photon source with a potential photonic interface.

关键词： Impurities Quantum information with solid state qubits Single photon sources Quantum wells Wide band gap systems Spectroscopy

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125th ASEE Annual Conference and Exposition

作者： Santiago, Lizzie Coolbaugh, Anika Rachelle Markle, Hyland Anthony Hensel, Robin A.M. Morris, Melissa Lynn West Virginia University Fundamentals of Engineering Program Benjamin M. Statler College of Engineering and Mineral Resources United States United States

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Retrieval practice and spacing: Effects on long-term learning among engineering precalculus students 125

Retrieval practice and spacing: Effects on long-term learnin...

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125th ASEE Annual Conference and Exposition

作者： Hopkins, Robin F. Lyle, Keith Brandon Ralston, Patricia A. Bego, Campbell R. Hieb, Jeffrey Lloyd Experimental Psychology PhD Program University of Louisville United States Department of Engineering Fundamentals University of Louisville United States Cognitive Science University of Louisville United States

Mathematical competency is vital to success in engineering. Competency requires not only short-term mastery of mathematical concepts, but also long-term retention. Research in cognitive psychology shows that the more times information is retrieved from memory, the more likely it is to be remembered over the long-term. Research also shows that increasing the amount of time between retrievals increases long-term retention. Which of these interventions-increasing the amount or the temporal spacing of retrieval practice-has the greater impact on long-term retention? Supported by NSF's Improving Undergraduate STEM Education (IUSE) program, we answered this question by independently manipulating the amount and the spacing of retrieval practice in a precalculus course for engineering students. This was done by varying the number of quiz questions concerning key precalculus objectives (amount of practice) and varying whether those questions were massed on a single quiz or distributed across quizzes in multiple weeks (spacing of practice). Long-term retention was assessed in a test of precalculus knowledge administered one month after the end of the precalculus course. We found that students were significantly more likely to retain precalculus objectives when quiz questions had been spaced versus massed. Increasing the number of quiz questions did not significantly affect retention. These findings suggest that educators wishing to increase students' long-term retention of mathematics knowledge should increase the spacing, rather than the amount, of retrieval practice in their courses. © American Society for engineering Education, 2018.

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A low-cost robot positioning system for a first-year engineering cornerstone design project 123

A low-cost robot positioning system for a first-year enginee...

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123rd ASEE Annual Conference and Exposition

作者： Frank, David J. Witt, Kevin J. Hartle, Chris Enders, Jacob J. Beiring, Veronica Freuler, Richard J. Ohio State University Fundamentals of Engineering for Honors program United States

Researchers in autonomous robotic design have leveraged a variety of technologies to simulate the Global Positioning System (GPS) on a smaller laboratory or commercial scale. In the interest of cost and accuracy, a system was developed for The Ohio State University fundamentals of engineering for Honors (FEH) program's "Cornerstone" Design Project. The system utilizes high definition commercial web cameras to accurately simulate a GPS for the autonomous robots created by students. For the past 21 years The Ohio State University has provided a "Cornerstone" Design Project for first-year honors engineering students. In this course, teams of students compete in a robot design competition, designing a fully-autonomous robot around a given microcontroller and within specified size and budget. The robots are tasked with completing several objectives on an 18 square foot course within a two-minute time period. High definition Logitech C920 webcams were chosen for the project based on their commercial availability and operating resolution of 1920 by 1080 pixels at a rate of 30 frames per second. Additionally, the cameras had a wide viewing angle which allowed them to be mounted six feet above each course. This provided sufficient coverage of each course and gave positional information to within a quarter of an inch and to within one degree. The system detected micro Quick Response (QR) codes, which were printed on three inch squares and mounted on each student's robot. The micro QR code data contained the name designation of each team. The cameras were controlled by a National Instruments (NI) LabVIEW application. Via user interface, three specific locations were selected on each course to calibrate the coordinate systems and to account for any rotation with respect to the camera. Based on the calibrated coordinate system, the detected location and orientation was transmitted over radio frequency to each robot. Information relating to the progress of each robot in completin

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Converting traditional engineering physics laboratories into self-designed student explorations 123

Converting traditional engineering physics laboratories into...

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123rd ASEE Annual Conference and Exposition

作者： Biegalski, Amy Kit, Kevin McCord, Rachel University of Tennessee Engineering Fundamentals Program Knoxville United States Department of Materials Science and Engineering University of Tennessee United States University of Tennessee Engineering Fundamentals Division Knoxville United States

This work in progress describes the initiative at University of Tennessee to redesign traditional first year engineering laboratories into self-designed learning experiences for several topics throughout the semester. In the traditional laboratories students followed an explicit set of procedures to solve an engineering problem. In the redesigned lab, teams of students are presented with a design challenge related to that week's lecture curriculum, supplied with applicable equipment and technology, and advised to self-design their own experiments and investigations. Learning objectives and background information are provided and students have instructor support for guidance and direction during their experimentation and analysis. The redesigned laboratories endeavor to build skills that address the modern needs of the engineering industry, self-designed learning and innovation, and aim to increase student comprehension and interest. © American Society for engineering Education, 2016.

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A low-cost robot positioning system for a first-year engineering cornerstone design project

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Computers in Education Journal 2016年第3期16卷 41-50页

作者： Frank, David J. Witt, Kevin J. Hartle, Chris Enders, Jacob J. Beiring, Veronica Freuler, Richard J Fundamentals of Engineering for Honors Program Ohio State University United States

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The changing role of professional societies for academics 123

The changing role of professional societies for academics

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123rd ASEE Annual Conference and Exposition

作者： Hein, Gretchen L. Faas, Daniela Lucietto, Anne M. Nagel, Jacquelyn Kay Peters, Diane L. Reck, Rebecca M. Verstraete, Mary C. O'Bannon, Deborah J. Department of Engineering Fundamentals Michigan Technological University United States School of Engineering and Applied Science Harvard University United States Department of Mechanical Engineering MIT United States Purdue University United States Department of Engineering James Madison University United States Department of Mechanical Engineering Kettering University United States Department of Biomedical Engineering Undergraduate Program in Biomedical Engineering University of Akron United States Department of Civil Engineering University of Missouri Kansas City United States

This research paper describes how professional societies provide services to their members with a focus on the Society of Women Engineers (SWE). Professional societies fulfill many roles for their members. For underrepresented groups, the different roles become more important. Despite increasing numbers of women and other underrepresented groups in engineering academia, retention rates of women are still below the national average. Professional societies such as the Society of Women Engineers (SWE) may close the retention gap through community building. Not only do professional societies provide opportunities for networking and career building, but they also provide affirmation that there are others in similar roles. Although there are financial and time constraints to becoming active within a professional society not affiliated with one's technical area, when academics feel that their involvement is valuable to their career development they will invest necessary time and money into the professional society. Similarities exist between how professional societies retain/attract faculty from underrepresented groups and how universities accomplish the same goal. This research paper focuses on how one professional organization, SWE, is providing opportunities to women in academia that include professional development, recognition/awards, networking, leadership development, and career advancement. In the past, SWE has been viewed as a non-technical professional society. However, SWE is uniquely positioned to provide a community that transcends the organizational boundaries by encompassing technical, service, and professional development areas for women in academia that is inclusive, collaborative, and supportive as well as connected to industry, government and academia on multiple levels. © American Society for engineering Education, 2016.

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