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How interpersonal expressions are separate yet integrated into expectations for entrepreneurial collaboration during in-person classroom scenarios is a major question in engineering education informed by applied cognitive and social sciences. In contrast, students taking classes during the pandemic age of remote work developed start-up actions to engage on a team through a shared vision and attempted ways to pivot and change from an impact that could not be predicted ahead of time. Studies suggest students tackled learning to collaborate through task and process content individually while physically separated from their classmates retrospectively not prospectively. Thus, without explicit practice or preparation new routines were unknowingly established for collaborating from a distance. In the present study we extend our preliminary analysis of 150 engineering students at a public university in California. We identify the characteristics from stories about virtual collaboration during classes with an entrepreneurial collaboration component. Using a novel combination of validated projective story-cue methodology and a survey, participants were prompted during both the pandemic restricted remote classes and in-person to imagine their expectations for collaborating in an entrepreneurial classroom by projecting two ways: as if it was in an in-person setting or as if it was a virtual setting. A goal of the continued study is to extend the analysis to compare and contrast the original findings comparing Winter 2021 student responses (during a virtual educational mode) to Fall 2021 (during an in-person educational mode) using a cohort of engineering students at the same public university. Findings revealed: (1) Operationalizing all the time interfered with the excitement of first meetings and leaving a space for iterative promise, (2) Women were the ones that women and men imagined led the operationalizing work during a virtual educational mode before a return to in-person, (3) Compassion was amplified for students organizing groups with care, "I know what it feels like to be a straggler left behind because it happened to me," and (4) Shock of the 2020 and 2021 pandemic diminishes over time with prophetic stories of a new, lasting kind of collaboration effect, "It's difficult to make sure that everyone is actually willing to sit next to someone else in the room, many are still acting awkward and distant with each other." Results suggest that nostalgia (missing the past or sentimental longing) for remote work during in-person classes causes difficulty integrating individual and interpersonal expectations for collaborative and communicative work in engineering education. We compare Winter 2021(virtual) and Fall 2021 (in-person) evidence with one organizing question: How do in-person vs. virtual encounters inhibit or invite collaboration during early creative actions in the start-up of something new?. [ABSTRACT FROM AUTHOR]

Many of the National Academy of Engineering's grand challenges are related to environmental engineering. There is broad recognition that these challenges will require environmental engineers to integrate concepts from the natural and physical sciences, social sciences, business, and communications to find solutions at the individual, company, community, national and global levels. Montana State University is in the process of revolutionizing the curriculum and culture of its environmental engineering program to prepare and inspire a new generation of engineers through a project sponsored by the Revolutionizing Engineering Departments program at the National Science Foundation. At the core of the approach is transformation of the hierarchical, topic-focused course structure into a model of team taught, integrated, and projectbased learning courses grouped around the key knowledge threads of systems thinking, professionalism, and sustainability. Multi-disciplinary faculty developed specific and detailed program outcomes after review of ABET program outcomes; the Fundamentals of Engineering exam; Body of Knowledge documents from the American Academy of Environmental Engineers (AAEE), the American Society of Civil Engineers (ASCE) and the American Society for Engineering Management (ASEM); the Engineering for One Planet report sponsored by the Lemelson Foundation; and the KEEN Framework on the Entrepreneurial Mindset. The resulting outcomes were organized into competency strands and competency domains. Currently, outcomes spanning the spectrum of content are being crafted into integrated and project-based courses in each year of the undergraduate curriculum. This paper reviews the lessons learned from the process of developing knowledge threads, competency strands and domains, and specific program outcomes with a multidisciplinary group of faculty, as well as the challenges of developing integrated and project-based courses within an established undergraduate curriculum. [ABSTRACT FROM AUTHOR]

The underrepresentation of women of color in faculty positions in the U.S has presented a longstanding challenge for most universities that desire the benefits of faculty diversity for equity and excellence, student learning, and ongoing knowledge and technology development. Lower status and fewer opportunities for women who are also members of a racial/ethnic minority group lead to their experiencing a "double bind," with increased consequences for the survival and success of women of color in the academic profession [1], [2]. Women of color in the disciplines of science, mathematics, and engineering are even more scarce and isolated than those in many humanities and social science fields [3]. To improve this situation, some universities have in recent years developed, implemented, hosted, and learned from professional development conferences or workshops engaging academic women of color, and focused on understanding and responding to their needs. This paper describes four such programs, challenges in conceptualizing and implementing their strategies, and frames a discussion about how and why such initiatives offer important elements in the development, advancement, and success of faculty of color and institutional excellence. [ABSTRACT FROM AUTHOR]

This paper engages with how to construct tools for student activation, using analytical models, web-based feedback and critical reflectionin engineering education. Learning requires different levels of understanding and means to appropriate and formulate knowledge. However, peer instruction and student participation require a degree of facilitation, which is a role the teacher needs to analyse and develop before students can be demanded to demonstrate increased participation in course content, feedback and design. The specific context of student learning discussed here is based on experiences from a course for international engineering students at KTH Royal Institute of Technology, Sweden. The course aim is to train students in critically analyzing the role of national identities, social- and technological engineering and politics in shaping Swedish society. One challenge is to enable engineering students to develop skills in critical thinking by engaging with texts from social sciences and humanities dealing with topics formulated in the course aim. Reading, writing and discussing texts on historical and contemporary examples are used to attain learning outcomes, relating to both course content as well as practical skills of critical reflection, reasoning and developing arguments in writing. This study draws on experiences from changing a course previously relying on mandatory attendance towards challenging and encouraging the students' contribution to each other's learning. [ABSTRACT FROM AUTHOR]

Given that fundamental materials science principles transcend traditional disciplinary boundaries, a grand opportunity exists to leverage materials science concepts to facilitate multidisciplinary teaching and learning. This paper presents the development and implementation of a three-phase teaching module designed to foster organic, cross-disciplinary discourse and learning among pre-collegiate engineering students. Thirty domestic and international high school students were selected for an introductory four-week summer course in engineering. The students were divided into two classes, either civil engineering or nuclear engineering, according to their disciplinary preferences. In Phase I of the interdisciplinary module, the students were taught fundamental discipline-specific concepts in separate classrooms by their respective instructor (e.g., static equilibrium, nuclear reactor physics) over the course of one week. In Phase II, a joint lecture on diffusion, a materials science topic of mutual importance to both disciplines, was given to all students and facilitated by both instructors. In Phase III, the students worked in mixed, interdisciplinary teams in a structured problem-solving session in which they were asked to apply their knowledge of static equilibrium, diffusion, and nuclear principles to solve engineering design problems regarding reactor pressure vessels and radioactive waste casks. The effectiveness of this collaborative module in promoting cross-disciplinary learning was assessed through an analysis of student responses to an anonymous survey. The results show that the module was effective in (a) teaching students the fundamental principles of diffusion, (b) fostering peer-to-peer teaching and learning, and (c) emphasizing the importance of teamwork and problem-solving across disciplines. The results also indicate that students developed a broader view regarding the applicability of their knowledge beyond their own disciplinary boundaries. Given its universality, this materials-focused teaching module has the potential to serve as an effective model to foster interdisciplinary teaching and learning between other engineering disciplines. [ABSTRACT FROM AUTHOR]