The IEEE Society on Social Implications of Technology (SSIT) announces the selection of Roba Abbas of the University of Wollongong, Australia, as Co-Editor-in-Chief of the IEEE Transactions on ...Technology and Society (TTS), beginning May 9, 2023. Professor Katina Michael of Arizona State University, USA, has already started her second accomplished three-year term as TTS EIC. Due to the rising number of submissions and international growth of SSIT publications, the Board of Governors has approved the co-EIC model across its publications. "Our new Co-EIC is internationally recognized, as a leading voice in the socio-technical field, chairing the Socio-Technical Systems Technical Committee at the IEEE Society on the Social Implications of Technology, and bringing a unique skillset to the T&S community at large. Dr. Abbas' interdisciplinary skillset is evidenced in her experience across Business, Informatics, and Engineering Schools and in her time in industry," said Michael.
We identify problematic areas throughout the Science, Technology, Engineering and Mathematics (STEM) pipeline that perpetuate racial disparities in academia. Distinct ways to curtail these ...disparities include early exposure and access to resources, supportive mentoring networks and comprehensive training programs specifically for racially minoritized students and trainees at each career stage. These actions will revitalize the STEM pipeline.
We identify problematic areas throughout the Science, Technology, Engineering and Mathematics (STEM) pipeline that perpetuate racial disparities in academia. Distinct ways to curtail these disparities include early exposure and access to resources, supportive mentoring networks and comprehensive training programs specifically for racially minoritized students and trainees at each career stage. These actions will revitalize the STEM pipeline.
The idea of virtual reality (VR) has gained widespread acceptance in modern society. Although most people still see it as a new form of entertainment, in fact, this kind of digital technology will ...play an important role in the future of education, especially engineering education. It can provide students with more intuitive and visual multi-sensory stimulation. By allowing access to virtual spaces for learning activities, students can be better guided for deep learning and interest cultivation, and their cognitive and application processes can be accelerated. Therefore, it is of great significance to apply this technology to engineering education courses. This research paper reviews what virtual reality is and the application of virtual reality in engineering education, and analyzes the benefits brought by the application of virtual reality in engineering education. Virtual reality technology represents a positive vision in which it will be the most promising assistive technology for engineering education in the near future.
Protein engineering through machine-learning-guided directed evolution enables the optimization of protein functions. Machine-learning approaches predict how sequence maps to function in a ...data-driven manner without requiring a detailed model of the underlying physics or biological pathways. Such methods accelerate directed evolution by learning from the properties of characterized variants and using that information to select sequences that are likely to exhibit improved properties. Here we introduce the steps required to build machine-learning sequence-function models and to use those models to guide engineering, making recommendations at each stage. This review covers basic concepts relevant to the use of machine learning for protein engineering, as well as the current literature and applications of this engineering paradigm. We illustrate the process with two case studies. Finally, we look to future opportunities for machine learning to enable the discovery of unknown protein functions and uncover the relationship between protein sequence and function.
Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative ...research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.
Background
In recent years, engineering education research (EER) has emerged as an internationally connected field of inquiry through the establishment of EER conferences, interest groups within ...engineering education societies, Ph.D. programs, and departments and centers at universities. Improving the preparation and training of engineers through EER is critical to solving major engineering challenges in sustainability, climate change, civil infrastructure, energy, and public health.
Purpose
The purpose of this article is twofold: (1) to introduce EER as a field of inquiry, and (2) to describe the U.S. and Northern and Central European approaches to EER as two examples of the diversity of approaches.
Scope/Method
The article is organized around a framework from the European didaktik tradition, which focuses on answering the w‐questions of education. The major sections describe what, why, to what end, where, who, and how EER is conducted.
Conclusion
Northern and Central European educational approaches focus on authentic, complex problems, while U.S. approaches emphasize empirical evidence. Additionally, disciplinary boundaries and legitimacy are more salient issues in the U.S., while the Northern and Central European Bildung philosophy integrates across disciplines toward development of the whole person. Understanding and valuing complementary perspectives is critical to growth and internationalization of EER.
•Augmented reality (AR) technology facilitates collaborative work in education.•Apps based on AR environments provide satisfaction during the learning process.•Students declare an improvement in ...learning when augmented reality tools were used.•Our tools allow learning of theoretical contents in an autonomous way.•Our tools facilitate collaboration among students.
The learning scenarios described in this work reach further than any previous approach. The connections between augmented reality (AR) and traditional learning based on textbooks through the well-known augmented books also known as “magic books,” are already there. However, they are restricted to just a few isolated uses that commonly take place on a PC showing 3D information with few actions in higher education. In a collaborative and autonomous way, this work combines every learning process from the electrical machines course in the electrical engineering degree. It allows interactive and autonomous studying as well as collaborative performance of laboratory practices with other students and without a teacher’s assistance. Tools presented in this work achieve a connection between the theoretical explanations and the laboratory practices using augmented reality as a nexus. Students feel comfortable about it and consider that tools are nice, easy, and useful, according to the goal of learning contents, training on performance, and design of installations and machines.
Anatomy of STEM teaching in North American universities Stains, M; Harshman, J; Barker, M K ...
Science (American Association for the Advancement of Science),
2018-Mar-30, 2018-03-30, 20180330, Letnik:
359, Številka:
6383
Journal Article
Recenzirano
Odprti dostop
Lecture is prominent, but practices vary
A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content (
1
) lead to gains in ...learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses (
1
,
2
). Many educational and governmental bodies have called for and supported adoption of these student-centered strategies throughout the undergraduate STEM curriculum. But to the extent that we have pictures of the STEM undergraduate instructional landscape, it has mostly been provided through self-report surveys of faculty members, within a particular STEM discipline e.g., (
3
–
6
). Such surveys are prone to reliability threats and can underestimate the complexity of classroom environments, and few are implemented nationally to provide valid and reliable data (
7
). Reflecting the limited state of these data, a report from the U.S. National Academies of Sciences, Engineering, and Medicine called for improved data collection to understand the use of evidence-based instructional practices (
8
). We report here a major step toward a characterization of STEM teaching practices in North American universities based on classroom observations from over 2000 classes taught by more than 500 STEM faculty members across 25 institutions.
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