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The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had 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 aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

This document contains a total of 57 welcoming speeches, theme addresses, seminar and workshop papers, and poster sessions that were presented at a conference on technological education and national development. The papers explore the ways technology and technological advances have both necessitated and enabled changes in the way education is designed and delivered. The following are among the themes addressed in the individual papers: rival views of technology and their impact on education; the learning needs of older adults using information technologies; entrepreneurship education; lifelong learning on the World Wide Web; issues faced by polytechnics and institutes of technology as they respond to the challenges of Internet technologies and new media; working knowledge; flexible delivery; strategies for teaching technical students to be critical; development of curricula incorporating "hands-on" experience and interaction with industry; a framework for open, flexible, and distributed learning; models of online teaching; the transition from secondary to university education; digital curriculum databases; use of technology to foster authentic communication for second language students; labor and education dilemmas facing the Arab Gulf States; the future of women's colleges; universal education; English for workplace purposes; empathy as a paradoxical key to successful human learning futures; economic education; and funding problems of technical education in developing countries. Many papers include substantial bibliographies. (MN)

Concern has grown that the United States is losing its competitive edge in science and technology (S&T). The factors driving this concern include globalization, the rise of science centers in developing countries such as China and India, the increasing number of foreign-born Ph.D. students in the United States, and claims of a shortage of S&T workers in the United States. A loss of prowess in S&T could hurt U.S. economic competitiveness, standard of living, and national security. The Under Secretary of Defense for Personnel and Readiness asked the RAND Corporation to convene a meeting in November 2006 to discuss these issues. This volume contains the short papers presented at the meeting and discussed by the analysts, policymakers, military officers, professors, and business leaders who attended. The papers cover a broad range of topics, including science policy, the quantitative assessment of S&T capability, globalization, the rise of Asia (in particular, China and India), innovation, trade, technology diffusion, the increase in foreign-born Ph.D. recipients working in the United States, new directions in the management and compensation of federal S&T workers, and national security and the defense industry. Taken as a set, the papers provide at least a partial survey of the facts, challenges, and questions posed by the possible erosion of U.S. S&T capabilities. The papers comprising this volume are: (1) Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future--Executive Summary (The National Academies); (2) The Global Diffusion of S&T and the Rise of China (Adam Segal); (3) Scientific Wealth and the Scientific Investments of Nations (Jonathan Adams); (4) The World Is What? (David Warsh); (5) National Security in a Knowledge-Based Global Economy (Jonathan Eaton and Samuel Kortum); (6) Recent Trends in U.S. Science and Engineering: Prospects, Challenges, and Implications (James D. Adams); (7) Globalization of the Scientific/Engineering Workforce and National Security (Richard B. Freeman); (8) The Gathering Storm and Its Implications for National Security (Michael S. Teitelbaum); (9) Comments on the "Gathering Storm" and Its Implications for National Security (Paula E. Stephan); (10) Comments at a Meeting on the "Gathering Storm" and Its Implications for National Security (Thomas L. Magnanti); (11) Some Thoughts on the "Gathering Storm," National Security, and the Global Market for Scientific Talent (Paul Oyer); (12) Summative Evaluation of Personnel Management and Compensation Initiatives (Brigitte W. Schay); and (13) The Economic Complexities of Incentive Reforms and Engineers in the Federal Government (Beth J. Asch). Appended is the conference agenda, a list of attendees, and biographical information. (Each paper contains references, tables, and figures.) [This research was sponsored by the Office of the Under Secretary of Defense for Personnel and Readiness and conducted within the Forces and Resources Policy Center of the RAND National Defense Research Institute.]

In our context, Power Beaming refers to the extraction of useable electrical power from a directed electromagnetic beam. In order to promote interest in this technology, the Spaceward Foundation proposed and is managing a technology prize challenge based on a Space Elevator design scenario. The challenge has a prize purse of $2M, provided by NASA's Centennial Challenges office. This paper covers the considerations that went into the design of the challenge, a brief chronology of past results, and plans for the future. [ABSTRACT FROM AUTHOR]

This paper examines mutual recognition of professional engineering qualifications and the globalisation of accreditation of engineering education by US organisation ABET. Scrutiny of the Washington Accord on mutual recognition and a recent attempt to gain ABET accreditation for a UK civil engineering degree programme highlights differences between ABET and the UK Engineering Council. The ambiguity of the Washington Accord also means it may be interpreted differently by signatories. It is suggested that ABET accreditation and the US professional engineer (PE) qualification may become the de-facto global standard due to lack of significant competition from the UK or Europe. [ABSTRACT FROM AUTHOR]

There are two major demographic trends in the science and technology workforce in the United States: the influx of international graduate students, postdoctoral fellows, and scholars, and the slower increase of women moving into science and engineering. Universities and funding agencies both shape these processes through policies and organizational practices. This paper argues that effective policies to integrate women into academia need to consider that the sciences today are multinational, multicultural work environments. The paper examines how projects funded through National Science Foundation Advance Institutional Transformation grants could take into account the international diversity among both women and men faculty as well as the globalization of scientific research. The paper concludes that institutional transformation with the goal to integrate women into science and engineering needs to consider gender relations in the context of globalization to be effective. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper describes the history, administration, and in-school experience of middle school students in the design, construction, and running of model solar-powered cars. The authors lead a team that includes university faculty, middle school teachers, a non-profit company, and community volunteers. Over the past 16 years we have grown the event from a single classroom project to an annual regional competition of over 250 students from every middle school in the county. Special effort is made to recruit and retain girls and other underrepresented groups. In the process of creating their cars, students employ concepts in earth sciences, math, chemical engineering, and circuits as well as general model building and special skills like soldering. The project was inspired by the Australian-International Model Solar Challenge and the U.S. Junior Solar Sprint (JSS). However, compared to the JSS, the materials, teaching regime, and challenges to the cars have been greatly expanded and improved over time. Workshops on the campus of The Pennsylvania State University for the middle school students have been instituted. Annually, construction components are updated, challenges added, and educational presentations and materials revised. The project applies both instructive and constructive learning, including the engineering process of planning / building and testing as well as using math modeling and electrical principles to make design and building decisions. The culmination of the project is an annual half-day event where the students from all the regional middle schools bring their best entries to a central location to run their cars in a variety of competitions for awards. [ABSTRACT FROM AUTHOR]

Over the last several decades, and in response to a variety of drivers, departments of civil engineering at universities across the United States have expanded and many now support multiple degrees. Over the same time period, ABET's Engineering Criteria 2000 introduced outcomes-based assessment to the accreditation process for engineering degree programs1. In today's environment, many departments of civil engineering face the challenges of: (a) supporting multiple, interdisciplinary degree programs, (b) updating and keeping their programs current with ASCE's latest Body of Knowledge (BOK) and (c) managing the continuous assessment and improvement activities associated with ABET accreditation. We believe that civil engineering departments will continue to evolve into multi-disciplinary, sustainable infrastructure programs, and that a new vision for a multi-disciplinary BOK is needed. While a complete vision for a new multi-discipline BOK is beyond the scope of this work, some characteristics of such a vision are developed and presented. This paper presents a case study from The University of Alabama Civil Engineering Department from 2005 through 2015. During this period, the department and its programs were expanded and transformed. Among the most important lessons we learned were: (1) design definitions vary across disciplines and departments need to explicitly develop design guidelines across all programs offered, (2) significant efficiency can be gained by developing one set of Program Education Objectives and Outcomes encompassing all programs offered, and (3) capstone design classes will need much attention to detail if a single class is for multiple degree programs [ABSTRACT FROM AUTHOR]

This paper is part of NSF Grantees' Poster Session at the ASEE 2014 Annual Conference, and describes a recently funded project (October 2013) under the Research Initiation Grant in Engineering Education (RIGEE) program. It is hypothesized that there is disconnect between the principles outlined in Self-Determination Theory (SDT) and the actual classroom environment, thus creating a barrier to intrinsic motivation needed for student learning. The proposed work is an empirical investigation to explore this disconnect in the context of undergraduate engineering education. The primary tasks will be to (i) assess the Faculty knowledge of SDT; (ii) develop a measurement framework to assess the classroom environment as it relates to SDT; and (iii) determine the association among Faculty knowledge of SDT, student motivation, learning environment, and student learning. The research design and measurement framework are developed through a meaningful collaboration between the researchers from Engineering, Psychology, and Education. This takes advantage of current standards and techniques employed in the field of Social-Cognitive Psychology. Since the beginning of this project in Fall 2013, a total of 104 undergraduate students and 50 engineering Faculty at Florida Atlantic University participated in the study, and the preliminary findings will be presented in this conference. [ABSTRACT FROM AUTHOR]

ASEE student membership has grown in recent years, while the professional membership has been in decline. It is critical for ASEE and its divisions to consider new ways to engage the growing ASEE student member population to improve the likelihood of retaining these students as future professional members in the society. Previous studies indicate that students see ASEE as an avenue for fulfilling their professional development needs. A needs analysis of ASEE student members was conducted to inform the creation of a student-inclusive ASEE conference program. The analysis identified high priority professional development needs (e.g., grant & proposal writing, college teaching, and navigating the job market) of student members and possible ways for ASEE to meet these needs (e.g., foster student programs, provide student opportunities, and build community). The results informed the creation of the 2014 Student Division conference program, which is presented in this paper to serve as a model for student-inclusive ASEE conference programming. Student-inclusive ASEE conference programming may be one mechanism to further engage student members and encourage them to continue as professional members in the society. [ABSTRACT FROM AUTHOR]

This paper seeks to challenge literature that draws a correlation between Muslims working in applied science and Islamism and fundamentalism. Such literature argues that work and study in applied science either serves as a protective zone apart from the challenges of social sciences and the humanities or actually encourages an "engineering mindset" that is congenial to fundamentalism. I argue that, at least for American Muslims, that work and study in applied science encourages pragmatism and discourages attachment to Islamist ideology. My research is based on ethnographic study of Muslims in the U.S. and content analysis of Muslim applied scientist writings. [ABSTRACT FROM AUTHOR]

Outreach activities are imperative in the recruitment and development of young engineers, a key demographic in our culture's future technological advancement. According to the U.S. Department of Labor, science and engineering related fields account for 50% of our country's sustained economic growth but only 5% of the U.S. workforce. In addition, the percentage of the world's scientists and engineers that live and work in the United States has shrunk dramatically in recent years, dropping from 40% to 15% in the last three decades. In order to keep up with the societal innovations taking place around the world we need more engineers; therefore, additional resources must be allocated to recruitment and outreach. Recruitment activities specific to industrial engineering suffer from an additional obstacle: most students have no idea what industrial engineering is. It is, therefore, important that any outreach exercises are as specific as possible while remaining understandable. They must go deep enough into the subject to allow students to recognize the ultimate goal of industrial engineering, to increase efficiency, without becoming too technical for a young audience. A practical way to achieve this balance is through the modification of successful classroom assignments. This work will discuss several activities that have been successfully used for K-12 student outreach at the University of Arkansas and are based upon undergraduate class exercises. Each project will be presented in detail along with its corresponding course assignment in order to motivate the exchange of creative ideas and develop a framework for the adaptation of additional outreach activities. [ABSTRACT FROM AUTHOR]

The United States is experiencing a decline in science-related careers. Research suggests that attrition during college and post-graduate study accounts for the loss of talented students to other fields. The present study examines the pathways of baccalaureate recipients in Science, Technology, Engineering, and Mathematics fields after graduation. This preliminary study is the first step of a larger research agenda to study school to work transition of a cohort of Florida four-year college graduates. This analysis allows us to better understand demographic and academic factors associated with persistence in Science, Technology, Engineering, and Mathematics careers post graduation. The examination of the school to work transition into STEM careers will provide higher education institutions and educational policy makers with the insight on how to attract and maintain STEM talent within the U.S., especially for underrepresented populations, like women and minorities. This study finds that women and men earn graduate degrees at the same rate, but women earn more non-STEM degrees. Engineering majors obtain their higher degrees more efficiently than students in Biology, Chemistry/Physics, Mathematics, and Computer Science. [ABSTRACT FROM AUTHOR]

The article examines the discourses of the National Academy of Engineering's EngineerGirl! and the Girl Scouts of the United States of America's Girls Go Tech. The initiatives frame the underrepresentation of girls and women in technology-related fields in unique ways. Girls Go Tech partnered with the Ad Council to create Public Service Announcements that appeared on commercials and billboards to raise awareness of the problem. EngineerGirl! is a Web-based initiative that provides historical profiles of female engineers as well as specific steps girls should take to become engineers.

The article highlights the initiatives and priorities of the Electrical, Communications and Cyber Systems (ECCS) Division of the U.S. National Science Foundation's (NSF) Directorate for Engineering (ENG) in 2016. They include the National Nanotechnology Initiative (NNI), Cyberinfrastructure and Cybersecurity, and Cyber-Physical Systems (CPS). Also mentioned are the organizational structure of the division, and its National Nanotechnology Coordinated Infrastructure (NNCI).

The article discusses the national problem of engineering diversity in the U.S. It focuses on the African-American students and women who succeed in learning environments that are demanding. The authors examine the pathways, the personal strategies and methods created by the students to create a space for success.

The article reports on gender pay gap and gender selection effect in science and engineering industry in U.S. Various education programs has been designed to promote gender equality in employment in U.S. Employment opportunities and low wages could not eradicate the gender gap in employment. However, it is difficult to run business while including both genders in competitive business environment.

In recent years one of the goals of the National Science Foundation (NSF) has been to encourage new generations of engineering students to become more entrepreneurially-minded and self-employed in the engineering field. Engineering schools in the United States have specific curricular requirements that students must fulfill in order to graduate, and some of these requirements may incorporate a component of entrepreneurship education. As part of the research reported here, data from a survey of recent engineering alumni were used to examine and determine which engineering graduates have an interest and/or intention towards entrepreneurship. Analyses related to the demographic characteristics, desired career outcomes and career satisfaction, and pre- and post-graduation undergraduate learning experiences, of these alumni were conducted. The research questions guiding this study are: 1) How might engineering alumni be characterized based on their levels of interest in and intention to pursue entrepreneurial activity? 2) What similarities and differences in desired career outcomes, career satisfaction, and undergraduate learning experiences exist among engineering alumni with varying levels of entrepreneurial interest and intention? [ABSTRACT FROM AUTHOR]

U.S. undergraduate engineering programs have performed poorly in producing engineering graduates who pursue careers in engineering. Attempting to address this concern, engineering schools have sought new programs, practices and pedagogical approaches. Schools pursuing these approaches should have a discernable impact upon the engineering persistence plans of their students relative to schools using traditional approaches. We report findings from a natural experiment in engineering education comparing four institutions aiming to promote persistence among its graduates. The "controls" are two standard-bearers in engineering education, and the "treatments" are two newly established engineering schools. Surprisingly, our data reveal no gender effects in engineering persistence. We find that institutional effects are contingent on prior commitment to engineering. We find no evidence of school distinctiveness when looking across all students. In particular, among students who made a personal commitment to become an engineer prior to entering an engineering program, there were no school effects, but the oft bemoaned decline over the course of training in plans to persist in engineering. Among students who entered college uncertain of their engineering career plans, however, we find strong and consistent institutional effects - significantly more positive outcomes from the newest and smallest engineering school. We find that individual commitment to engineering prior to entering the profession‟s credentialing process is an important modifier for professional aspirations, and that engineering schools have the greatest opportunity to increase the persistence outcomes among those students who enter without a commitment to engineering. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

In the U.S., science and engineering (S&E) attracts a large proportion of Asian workers, and a majority of them are foreign-born (NSB 2008). A small proportion but a considerable number of them are foreign-degreed (Kannankutty and Burrelli 2007). However, not much attention in sociology has been paid to the foreign-degree yet. This study examines the effect of the degree origin on the salaries of full-time, college-educated Asian immigrant computer scientists in the U.S. This study employs a sample of 2,522 observations derived from the 1993 and 2003 National Survey of College Graduates (NSCG) conducted by the National Science Foundation. Results from multivariate regressions show that the degree origin had a statistically significant effect in 1993 but not in 2003. The negative effect of the highest degree from an Asian institution in 1993 can be attributed to the perceived lower quality of education in Asia and the choice that Asian-degreed computer scientists made. The disappearance of this effect in 2003 may be explained by the improvement in the quality of education in Asia, the change of their degree patterns, and an increase in the demand for computer scientists in the U.S. between 1993 and 2003. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

As technologies age, they can become problematic, as their functionality degrades or the surrounding sociotechnical context changes. People often respond to problematic technology by engaging in sociotechnical "repair" activities, such as maintenance, troubleshooting, or redesign. Since the end of the Cold War, these activities have taken a central role in the U.S. nuclear weapons program, as stockpiled weapons are no longer continually replaced with new designs. We take "repair" to be a fundamental category of sociotechnical activity that modifies technological artifacts, practices, and social settings to maintain order in sociotechnical systems. This usage of the term draws on its common technological meaning as well as its usage in ethnomethodology to describe methods for maintaining order in social interactions. The Stockpile Stewardship program, initiated as the Cold War ended, sought to repair weapons through an engineering strategy of continually replacing parts, leaving weapons designers to maintain and exercise their tacit knowledge with sophisticated computer simulations. In contrast, the new Reliable Replacement Warhead (RRW) program proposes that designers take the lead in repair of the stockpile by redesigning weapon components to optimize them for long-term stability in storage, reducing the need for engineering expertise by designing stability into the weapons themselves. Each strategy rests on contested assumptions about the nature and quality of the tacit knowledge of engineers and designers. These alternate visions for the stockpile have significant political implications as decisions are made about the future direction and size of the nuclear weapons complex. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

For development of commercial payloads integrated onto EXPRESS Pallet adapters, a wide variety of analysis tools are needed to properly assess the payload’s mechanical, structural, and thermal characteristics. The simple transfer of solid model geometries from one of these analysis tools to another, though desired for effective concurrent engineering, can only occasionally be accomplished. The CSCE uses Pro/Engineer to develop the master payload geometry model. In that environment, MSC/NASTRAN and Pro/Mechanica achieve comparable accuracy in the structural analysis of relatively simple geometries; however, use of MSC/NASTRAN requires an additional model development step. For more complex geometries, MSC/NASTRAN offers significantly faster run times. © 2000 American Institute of Physics. [ABSTRACT FROM AUTHOR]