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These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.

This full paper concerns an exploratory study that investigates students' reasoning about torsion. Mechanical reasoning is critical to engineering applications and yet students still struggle to accurately predict, analyze, and model mechanical systems using formal symbolic notations (i.e., formalizations). To understand the nature of students' reasoning, we analyzed students' discourse to explore two competing hypotheses: (H1) The "Formalisms First" (FF) hypothesis that students report their mechanical reasoning predominantly using mathematical formalisms that take on a disembodied, allocentric (observer) point-of-view; or (H2) the "Grounded and Embodied Cognition" (GEC) hypothesis that students predominantly use independent speech which includes analogy and imagery to simulate the physical structure and function of an object(s) using an embodied, egocentric (first-person) point-of-view in addition to an allocentric point-of-view. Qualitative results from discourse analysis of two student dyads showed that students' mechanical reasoning revealed through their speech included both analogy and imagery, as predicted by H2. Students generated analogies and imagery that described dynamic behaviors, such as how torque caused displacement, stored and released energy, and fractured. Usage of analogies and imagery supports that students' mechanical reasoning often drew upon simulations of torsion-related sensorimotor experiences. Students' egocentric and allocentric imagery invoked sensorial experiences in their speech, with allocentric viewpoints being more common, as predicted by H1 and H2. Student discourse included many references to formalisms, also consistent with the H1. Data from students' verbal discourse on mechanical reasoning suggests they employ both GEC and FF viewpoints of torsion, which has implications for designing effective learning experiences and for assessing students' knowledge.

A series of statistical analyses was conducted of institutional and departmental trends in women's graduate enrollment and employment in science and engineering in the 50 leading doctorate-granting institutions. Site visits to a diverse group of nine selected institutions were conducted. The schools were selected to be representative of the total sample of 50 institutions. The site visits allowed probing behind the statistical data in order to understand more fully the institutional and departmental processes involved in the employment, retention, and advancement of women scientists. The findings from the site visits are discussed. Interviews were conducted with administrators, faculty, and graduate students in the following fields: engineering, physical sciences, environmental sciences, mathematical sciences, life sciences, psychology, and social sciences. Following the national figures, the percentage of women employed in science and engineering fields within the schools visited, as well as within the 50 schools, is 16 percent. Women in psychology is 22 percent, the life sciences 20 percent, and the social sciences 4.6 percent, and in the physical sciences 6.0 percent. Other information is presented and analyzed and statistical tables are included. (SW)

South Africa has an urgent need for qualified technical and mechanical people. Technical disciplines are encouraged in public schools to fulfil this requirement. Teachers are also in an environment that is becoming increasingly litigious. Technology teachers may be forced to pay greater attention to managing safety and security as legal liability for harm caused during activities in school workshops is expected to increase. The safety of all students is a crucial component in schools. Effective teaching and learning can be improved in workshop areas where learner safety, or "Geborgenheit", is generated. The security of students while they participate in activities is the responsibility of the Mechanical Technology teacher. For school workshops, an efficient safety policy must be created to reduce the danger of injuries and harm to students. The primary method for reducing and preventing injuries and making sure that the teacher or school is not held accountable for damage, is a purposeful policy. The empirical investigation used a mixed research methodology, where Mechanical Technology teachers quantitatively and qualitatively assessed the management of security in school workshops. Data were triangulated (analytically, narratively, and discussed), and conclusions and suggestions were formed. The results show that teachers are unaware of their legal obligation to take care of students and are under-informed on delictual liability and education law. Due to the complexity of today's society, all participants in the education industry must recognize that understanding the legal and technological facets of the field is not only important, but also ought to be made essential. [For the complete Volume 21 proceedings, see ED629259.]

Obtaining students' attitudes, opinions, feedback, etc., plays an essential role in the higher educational process because it makes it more bidirectional and engaging for the students. Including larger populations in surveys often calls for informational structuring/standardization for subsequent statistical post-processing. Moreover, it brings along some well-known methodological issues (e.g., the central tendency in Likert scale-based surveys). Here we build upon a relatively large student survey case previously presented more extensively in [1]. That survey was devoted to various aspects of economics and business-related education offered on an elective basis to electrical engineering and computer science students. Here we focus on the interference between the intrinsic information (that is, the "true type" student responses) and the processing method that, if not designed carefully, can increase incentives for students to conceal their true type and recourse to the neutral ("central") answers. We also discuss our new practical approach currently tested in a similar population.

Teaching technical writing to engineering researchers particularly post graduate students is a demanding and complex task. Often the challenge faced by the language instructor is in having inadequate understanding on students' expected writing output which is engineering research publication. While the language instructors may find the language use aspect manageable, it is the understanding on expected writing output for engineering discipline that is a challenge; therefore, supporting language module developers to understand those expected outputs is essential and needed for the advancement in language teaching. In view on the need for the description of the targeted output which is engineering publication, this study focuses on supporting the understanding of engineering research publication specifically on drones. This study is aimed to describe the perimeter of research publication on drones written by prolific engineering writers. This paper uses bibliometric analysis method which is based on identifying the core research and authors, as well as the works that cited them. This study examines 275 research publications indexed in SCOPUS database and also investigates 1947 research publications that cited the 275 publications as reference source. The findings show that the publications are mostly articles, conference papers and reviews deriving mostly from the US, China and the UK whereas the citing documents are mostly from China, the UK and the US. This paper presents the description on the perimeter for both groups. Such description provides a ready narrative to language instructors as well as ready narratives and guidance on writing/content dimension for young scholars embarking on writing scholarly articles on drone research. [ABSTRACT FROM AUTHOR]

Feature engineering, the construction of contextual and relevant features from system log data, is a crucial component of developing robust and interpretable models in educational data mining contexts. The practice of feature engineering depends on domain experts and system developers working in tandem in order to creatively identify actions and behaviors of interest. In this paper we outline a method of iterative feature engineering using the misclassifications of earlier models. By selecting cases where earlier models and ground truth disagree, we can focus attention on specific behaviors, or patterns of behavior, that a model is not using in its predictions. We show that iterative feature engineering on cases of false positives and false negatives improved a model predicting quitting in an educational video game by 15%. We close by discussing applications of this method for addressing model performance gaps across different classes of learners, as well as precautions against model overfitting with using this method of feature engineering. [For the full proceedings, see ED607784.]

One of the most challenging issues for online courseware engineering is to maintain the quality of instructional components, such as written text, video, and assessments. Learning engineers would like to know how individual instructional components contributed to students' learning. However, it is a hard task because it requires significant expertise in learning science, learning technology, and subject matter pedagogy. To address this challenge, we propose an innovative application of reinforcement learning (RL) as an assessor of instructional components implemented in given online courseware. After students activities are converted into Markov decision process (MDP), a collection of actions (each corresponds to an instructional component) suggested as a policy is analyzed. As a consequence, the usefulness of individual actions with regards to achieving ideal learning outcomes will be suggested. The proposed RL application is invented for human-in-the-loop learning engineering method called RAFINE. In the RAFINE framework, a machine generates a list of the least contributing instructional components on the given online courseware by interpreting the whole policy. The courseware developers modify those suggested components. As a proof of concept, this paper describes an evaluation study where online learning was simulated on hypothetical online courseware. The results showed that over 90% of ineffective instructional components were correctly identified as ineffective on average. [For the full proceedings, see ED607784.]

In Poland there is a Higher Education Act introduced in October 2011, which imposes an obligation to monitor the careers of graduates. Career Office Maritime Academy in Szczecin conducted a first pilot research, which aimed to prepare the mandatory tests and tame the graduates for a new trial, which are cyclic test of careers of graduates: Navigation, Mechanical and Transport Engineering and Economics. The first research was conducted among graduates who have passed engineer or master exam by the end of 2012. The paper presents the methodology of the research careers of graduates of the Maritime Academy in Szczecin in 2016. The paper presents research tools and research results. Career situation of the graduates of the Mechanical Department is characterized. Sectors of the economy and positions on which graduates found employment after graduation are presented. The paper shows assessment of the skills acquired during the studies at the Maritime Academy of Szczecin by the graduates in their professional work. The paper also provides a subjective evaluation of the studies by the respondents. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

The conference in which these papers and perspectives were presented addressed Canadian federal-provincial fiscal issues and relationships. An introduction provides some background on the present funding situation. A sample of papers includes: "Federal Funding of University Education" (Paul Davenport); "A Troubled Future? University Enrolments in Canada and the Provinces" (David K. Foot); "Manpower Issues in Financing Canadian Universities" (David Stager); "Perceptions of Canadian Universities in Relation to Funding: A Maritime Perspective" (John F. Graham); "University Programme Review: A North American Perspective" (G. Grant Clarke); "Private Sector Expectations and Support of Canada's Universities" (Jill Stocker); "Universities and the Federal Government" (Donald C. Savage, Richard Bellaire); "Federal Contributions to Post-Secondary Education: Trends and Issues" (Magnus Gunther, Richard J. Van Loon); "A Perspective on Federal Expectations with Respect to Established Programmes" (Gordon Robertson); "Determining Policy in the National Interest--An Institutional Proposal" (Mark Krasnick); "New Directions in Financing Canadian Universities" (Peter M. Leslie); "The Role of Governments in the Funding of Universities" (G. Rosenbluth, A. D. Scott); and "Student Assistance Policy and the Financing of Higher Education in Canada" (John Kucharczyk, Georges Monette). (MSE)

Finding the lineage of a research topic is crucial for understanding the prior state of the art and advancing scientific displacement. The deluge of scholarly articles makes it difficult to locate the most relevant prior work and causes researchers to spend a considerable amount of time building up their literature list. Citations play a significant role in discovering relevant literature. However, not all citations are created equal. A majority of the citations that a paper receives are for providing contextual, and background information to the citing papers and are not central to the theme of those papers. However, some papers are pivotal to the citing paper and inspire or stem up the research in the citing paper. Hence the nature of citation the former receives from the latter is significant. In this work in progress paper, we discuss our preliminary idea towards establishing a lineage for a given research via identifying significant citations. We hypothesize that such an automated system can facilitate relevant literature discovery and help identify knowledge flow for at least a certain category of papers. The distal goal of this work is to identify the real impact of research work or a facility beyond direct citation counts. [ABSTRACT FROM AUTHOR]

This research examines teachers' perspectives of a summer research experience for urban science teachers at an urban university with an ongoing commitment to support under-resourced schools. The program is a collaboration between the Colleges of Engineering and Education, and was developed to support urban science teachers' understanding of bioengineering concepts and effective pedagogical approaches. The program structure allows teachers to engage in bioengineering research alongside faculty and participate in workshops to support the creation of a culturally sustaining curriculum. This research seeks to highlight teachers' perspectives of the program's impact on their depth of content knowledge and pedagogical skills in an effort to contribute to the body of knowledge about developing meaningful professional development for teachers.

These proceedings result from a symposium designed to provide a forum for the consideration of major social issues confronting science today. Participants (including scientists at different stages of career development from undergraduate concentrator to Nobel laureate) discussed issues related to the scientist's responsibilities as scientist and citizen, the nature and limitation of objectivity, and the inclusion of women as well as men in the world of science tomorrow. The papers presented at the symposium and included in this document are: (1) "Meritocracy and Marginality: Women in Science Today and Tomorrow" (Jonathan R. Cole); (2) "Status of Women in the Physical Sciences, Mathematics and Engineering" (Rhonda Hughes); (3) "Critical Filters in Science Careers" (Bonnie Spanier); (4) "Objectivity in Clinical Trials" (Sonja M. McKinlay); and (5) "The Cult of Objectivity in the Physical Sciences" (Jill C. Bonner). Also included is a report, "Ethical Choices for Science Panel," a summary of panel discussions which centered on Everett Mendelsohn's discussion of "Nuclear Energy, Weapons, and Scientists" and Miriam Schweber's report on "Ethics and DNA Research." These discussions focused on the dichotomy that exists between the acquisition of scientific knowledge and its subsequent application. (JN)

The demand for U.S. temporary workers has doubled since the 1990s, especially after the technology boom. American employers have benefited from hiring foreign talent for STEM occupations. Despite the mandatory prevailing wage regulations, temporary skilled immigrants have been criticized for their "willingness" to work for lower wages. This integrated literature review aims to clarify the wage gap between skilled immigrants and natives in STEM occupations. This research design utilized a systematic literature review to identify relevant studies, collect data, and analyze data using thematic coding. Findings included two major themes: the wage gap as a "myth" and the wage gap as a "reality." Practical and policy implementations will be discussed based on the findings of this integrated literature review. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The ideology of depoliticization in engineering refers to the pervasive belief that engineering work is technical, should be carried out objectively, and should be devoid of social bias. This research paper offers a description of the development and validation of a survey instrument measuring the degree to which students believe in the ideology of depoliticization in engineering, a first step in understanding the role this ideology plays in teaching and learning, marginalization, and exclusion in engineering. I begin by describing the development of survey items related to the ideology of depoliticization in engineering. I also describe the process of establishing various forms of validity in survey design. During the scale validation process, 162 first- and second-year engineering students at a large, Midwestern research intensive institution completed online versions of the Depoliticization in Engineering scale. I used confirmatory factor analysis to establish construct validity for the scale. Results from the quantitative analysis indicate excellent model fit and offer support for the validity of the Depoliticization in Engineering instrument. [ABSTRACT FROM AUTHOR]

PT. This paper conveys outcome of the theoretical and empirical implementation of Strategic Marketing, within scope of Asians, including Indonesian as its Stakeholders. As background information, the sustainability has been elaborated merely as asymmetrical aspects in one of the following Trilogy of People-Profit-Planet, instead of Penta Helix Perspectives. Purpose of the study and its purpose, technically refer to the anthropometric characteristics of Asian, to adapt its Strategic Marketing, within Engineering Multidisciplinary and Stakeholder Perspective. In order to elaborate Sustainable Product and Service Systems Engineering; this paper elaborates Quantitative Approach, and to some extent ready for the Mixed Methods; in order to arrive at decision making on the best strategy in strategic marketing toward Asians' Stakeholder. As Conclusion, specific attention is focused on the Strategic Marketing on particular Promotion Table. In addition to that, the conclusion that Future Research is suggested to be constantly updated, in order to adapt to continual Anthropometric of Asians Characteristics. Ultimately, The aforementioned Sustainability is intertwined with multidisciplinary Industrial Engineering (IE), Architecture (ARC) and Product Design Engineering (PDE) on Strategic Marketing (SM). [ABSTRACT FROM AUTHOR]

Despite the significant link between curricula and accreditation, there is limited research on engineering educators' perspectives on accreditation related to ethics and societal impacts. This full research paper addresses the following research questions: (1) What are faculty members' perspectives on the role of accreditation in engineering ethics education? (2) How, if at all, does accreditation influence their teaching practices? This research was designed to understand the influence that accreditation, as an external force, has on ethics education via the educators tasked with teaching it. This study employed an exploratory qualitative approach and drew on semistructured interviews that probed participants' ethics teaching practices and perspectives, including the influences and motivations related to their instruction. Interviews were completed with 20 engineering ethics educators who represented a range of engineering disciplines across 17 institutions in the United States. Inductive analysis of the transcripts indicated a bifurcated response to accreditation in the context of ethics and societal impacts education. On one hand, accreditation drove the integration of ethics in the curriculum and signaled its importance in engineering. On the other hand, accreditation was perceived to reduce ethics education to a matter of compliance, create an outsize pressure on those tasked with teaching ethics, and impinge academic freedom. The findings pointed to the varying and sometimes conflicting perspectives on accreditation. An understanding of how accreditation can either spur or stifle educators' engagement in ethics instruction has implications for faculty motivation. The findings also highlight the need to think beyond accreditation in justifying and supporting the inclusion of ethics and societal impacts in engineering education. [ABSTRACT FROM AUTHOR]

In this paper, we explore the mental health of science, engineering, and math (SEM) graduate students using quantitative analysis on the survey data provided by the Healthy Minds Network (HMN): Research on Adolescent and Young Adult Mental Health group, coined the Healthy Minds Study (HMS). The aim of the study is to answer the following research questions: (1) How has the mental health of SEM graduate students, measured by depression, suicidal ideation, anxiety, and flourishing, changed over the past three academic years? (2) What role, if any, does the climate of SEM programs, measured by the proxies of campus environment, encouraging dialogue, prioritizing mental health, and receptive administration, have on SEM graduate students' self-reported mental health measures of depression, suicidal ideation, anxiety, and flourishing, when accounting for students' gender, race, international student status, degree, and discipline? Attention to the mental health of students in higher education has grown in recent years. Prior work has shown that several factors can influence an individuals' mental health, including, but not limited to, a students' demographics, social factors, available resources, values, motivation, and more. The purpose of this study, however, is to focus specifically on how the culture of SEM programs influences SEM graduate students' mental health. In this context, mental health refers to one's mental and emotional well-being. Therefore, this paper will leverage previous work that has indicated the role of academic disciplines' cultures on mental health. SEM graduate students are of interest because they are understudied in the literature despite being more likely to report mental health problems. In addition, graduate students have a variety of academic and personal experiences that are different from undergraduate students due to their roles as students, instructors, and researchers, resulting in a different acculturation process. In addition, this process can impact students of diverse backgrounds inequitably, with minoritized students facing more negative mental health consequences and feeling like they are less supported than their non-marginalized peers. This study explored measures of program climate to assess how students' perceptions of diversity, equity, and inclusion efforts impact SEM students' self-reported mental health. In this work, we performed a quantitative analysis on the Health Minds Network (HMN) data on SEM graduate students. We calculated bivariate statistics and developed regression models for each of the four outcome measures while accounting for relevant demographic measures. We first show that there have been changes in students' self-reported mental health, with the general trend of increasing mental health problems. In terms of program climate, our regressions found that students' beliefs about the climate had a statistically significant influence over their reported mental health measures, and that these experiences varied for different demographic groups. The results from our work highlight areas of focus for future research. Furthermore, this work can help enable SEM graduate students, faculty, and staff to reflect on the changes in the past years and to use these results to promote change at individual, program, and systematic levels to improve SEM graduate students' mental health. [ABSTRACT FROM AUTHOR]

This paper seeks to understand factors that influence how first-generation college students identify as engineers now and in the future. Data used in this study came from four U.S. institutions obtaining a total first-generation college student sample of 596 participants. We used future possible selves as a lens to understand how first-generation college students' current views of themselves as engineers shape their future identities as engineers. Two separate analyses were conducted. First, a multiple regression analysis was used to determine which career future satisfaction variables predicted first-generation college students current and future identification as engineers. Second, a hierarchical regression analysis was used to determine which measures i.e., belongingness, interest, recognition, performance/competence, and career outcome expectations accounted for most of the variance. Analyzing first-generation college students' response to identifying as an engineer now and in the future revealed differences in which affective and career satisfaction measures were more salient. This work begins to illustrate which factors are important for first-generation college students' future identification as engineers and can help broaden the pathways for more students to become engineers.

This paper examines the relationship among technology, science, engineering, and mathematics in the context of education. It strives to shape a perspective on how future citizens should best be educated to live in an increasingly more complex technological world? The eight sections of the paper cover the following: (1) the history of technology, science, mathematics, and their relationships; (2) basic definitions of technology, science, engineering, and mathematics; (3) technology and science compared; (4) technology and engineering compared; (5) technology and mathematics compared; (6) the symbiotic relationships between and among technology, science, engineering, and mathematics; (7) the emergence of technology as an equal partner with science and mathematics as a school subject; and (8) individual discipline subjects versus an integrated curriculum. The paper recommends that technology become a fundamental core school subject that is equal in importance with science and mathematics in the schools worldwide in order to produce students who are scientifically, mathematically, and technologically literate to be prepared for the future. (Contains 36 references.) (KC)