The Impact of Girl Scout Engineering Experiences on the Identity Development of Middle Schoolers

Despite years of recruitment efforts, women remain significantly underrepresented throughout engineering. While research into precollege engineering education has expanded, it has primarily focused on formal learning settings, even though students spend significantly more time outside of the classroom. The COVID-19 pandemic changed everything, including the time spent outside of the classroom in informal environments. Specifically, programs had to evolve to provide online content and at-home activities. Some programs even shut down completely. Within this context, our study sought to understand the impact of one informal engineering learning experience, a Girl Scout engineering badge, which also shifted online due to the COVID-19 pandemic. Specifically, we examined the impact on middle school girls’ engineering identity development to understand how these experiences supported the development of an engineering identity. Before and after a Girl Scout engineering badge experience, 15 girls (grades 4–7) were interviewed about their knowledge and perception of engineering. The Draw-an-Engineer Test was used as a focal artifact, and we studied the girls’ engineering identity through the lens of Possible Selves Theory. The engineering badge activities were facilitated online. Completely virtual and hybrid meetings were employed allowing additional insight into how outcomes differ with delivery method. Most participants showed an increase in their understanding of engineering and some developed engineering possible selves. Through our work, we noted that informal engineering experiences can improve pre-college students’ understanding and perception of engineering; however, differences in program delivery, such as those caused by the pandemic, can have an impact. Therefore, significant additional research is needed to better understand the scope of the impact of informal programs particularly regarding how impacts differ across delivery modes and contexts. These discoveries can be used to shape evidence-based recommendations for impactful informal experiences

Charge sensitivity of the Inductive Single-Electron Transistor

We calculate the charge sensitivity of a recently demonstrated device where the Josephson inductance of a single Cooper-pair transistor is measured. We find that the intrinsic limit to detector performance is set by oscillator quantum noise. Sensitivity better than $10^{-6}$e$/\sqrt{\mathrm{Hz}}$ is possible with a high $Q$-value $\sim 10^3$, or using a SQUID amplifier. The model is compared to experiment, where charge sensitivity $3 \times 10^{-5}$e$/\sqrt{\mathrm{Hz}}$ and bandwidth 100 MHz are achieved.Comment: 3 page

Ways of Being Smart in Engineering: Beliefs, Values, and Introductory Engineering Experiences

Common discourse conveys that to be an engineer, one must be “smart.” Our individual and collective beliefs about what constitutes smart behavior are shaped by our participation in the complex cultural practice of smartness. From the literature, we know that the criteria for being considered “smart” in our educational systems are biased. The emphasis on selecting and retaining only those who are deemed “smart enough” to be engineers perpetuates inequity in undergraduate engineering education. Less is known about what undergraduate students explicitly believe are the different ways of being smart in engineering or how those different ways of being a smart engineer are valued in introductory engineering classrooms. In this study, we explored the common beliefs of undergraduate engineering students regarding what it means to be smart in engineering. We also explored how the students personally valued those ways of being smart versus what they perceived as being valued in introductory engineering classrooms. Through our multi-phase, multi-method approach, we initially qualitatively characterized their beliefs into 11 different ways to be smart in engineering, based on a sample of 36 engineering students enrolled in first-year engineering courses. We then employed quantitative methods to uncover significant differences, with a 95% confidence interval, in six of the 11 ways of being smart between the values personally held by engineering students and what they perceived to be valued in their classrooms. Additionally, we qualitatively found that 1) students described grades as central to their classroom experience, 2) students described the classroom as a context where effortless achievement is associated with being smart, and 3) students described a lack of reward in the classroom for showing initiative and for considerations of social impact or helping others. As engineering educators strive to be more inclusive, it is essential to have a clear understanding and reflect on how students value different ways of being smart in engineering as well as consider how these values are embedded into teaching praxis

Toy Adaptation Program: Connecting for Expansion

IMPACT. 1: Conduct annual labs for 600+ first-year engineering Honors and Scholars students that includes an annual donation event for select students to give adapted toys directly to families. -- 2. Host monthly workshops with partner institutions and the community for families of children with special needs, alumni, industry partners, etc. -- 3. Consider the potential for commercialization of the program so that it can reach beyond OSU and Columbus.OSU PARTNERS: College of Engineering/Department of Engineering Education; College of Engineering/Green Engineering Scholars; Nisonger Center/Toy and Technology Library; College of Engineering/Assistive Technology of Ohio; College of Medicine/School of Health and Rehabilitation Sciences; College of Engineering/Department of Biomedical EngineeringCOMMUNITY PARTNERS: Nationwide Children's Hospital; Katelyn's Krusade; RePlay for Kids; May We Help; Mississippi State UniversityPRIMARY CONTACT: Rachel Kajfez ([email protected])The mission of the Toy Adaptation Program (TAP) is to provide hands-on educational opportunities to students, while making a positive societal impact through the modification of electronic toys. Engineering students apply problem-solving and technical skills to adapt toys for children with special needs. The toys are donated to toy lending libraries or directly to families. By developing a connection between academia and the community, TAP strives to address social issues through experiential learning

Axially open nonradiative structures: an example of single-mode resonator based on the sample holder

The concept of nonradiative dielectric resonator is generalized in order to include axially open configurations having rotational invariance. The resulting additional nonradiative conditions are established for the different resonance modes on the basis of their azimuthal modal index. An approximate chart of the allowed dielectric and geometrical parameters for the TE011 mode is given. A practical realization of the proposed device based on commercial fused quartz tubes is demonstrated at millimeter wavelengths, together with simple excitation and tuning mechanisms. The observed resonances are characterized in their basic parameters, as well as in the field distribution by means of a finite element method. The predictions of the theoretical analysis are well confirmed, both in the general behaviour and in the expected quality factors. The resulting device, in which the sample holder acts itself as single-mode resonating element, combines an extreme ease of realization with state-of-the-art performances. The general benefits of the proposed open single-mode resonators are finally discussed.Comment: 18 pages, 10 figure

A photonic bandgap resonator to facilitate GHz frequency conductivity experiments in pulsed magnetic fields

We describe instrumentation designed to perform millimeter-wave conductivity measurements in pulsed high magnetic fields at low temperatures. The main component of this system is an entirely non-metallic microwave resonator. The resonator utilizes periodic dielectric arrays (photonic bandgap structures) to confine the radiation, such that the resonant modes have a high Q-factor, and the system possesses sufficient sensitivity to measure small samples within the duration of a magnet pulse. As well as measuring the sample conductivity to probe orbital physics in metallic systems, this technique can detect the sample permittivity and permeability allowing measurement of spin physics in insulating systems. We demonstrate the system performance in pulsed magnetic fields with both electron paramagnetic resonance experiments and conductivity measurements of correlated electron systems.Comment: Submitted to the Review of Scientific instrument

The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools

Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes. Semi-structured focus group interviews were conducted, both prior to and following the implementation of the EiE units over an academic year. The interviews were transcribed and coded using open-coding, resulting in the development of a codebook. The codes were further analyzed until salient themes emerged that can be used to improve the training and better understand how teachers integrate engineering into their classrooms. The results show that many teachers need training to learn about engineering practices, as well as pedagogical guidance on how to incorporate engineering concepts into their lessons. However, not surprisingly, limited resources such as time, money, materials, and knowledge restrict efficient curricula implementation. We believe these findings reemphasize the need for science, technology, engineering, and mathematics professional development programs to educate K–12 teachers about engineering and will be useful to others interested in integrating engineering into K–12 curricula

Trace formula for dielectric cavities II: Regular, pseudo-integrable, and chaotic examples

Dielectric resonators are open systems particularly interesting due to their wide range of applications in optics and photonics. In a recent paper [PRE, vol. 78, 056202 (2008)] the trace formula for both the smooth and the oscillating parts of the resonance density was proposed and checked for the circular cavity. The present paper deals with numerous shapes which would be integrable (square, rectangle, and ellipse), pseudo-integrable (pentagon) and chaotic (stadium), if the cavities were closed (billiard case). A good agreement is found between the theoretical predictions, the numerical simulations, and experiments based on organic micro-lasers.Comment: 18 pages, 32 figure

Open nonradiative cavities as millimeter wave single-mode resonators

Open single-mode metallic cavities operating in nonradiative configurations are proposed and demonstrated. Starting from well-known dielectric resonators, possible nonradiative cavities have been established; their behavior on the fundamental TE011 mode has been predicted on the basis of general considerations. As a result, very efficient confinement properties are expected for a wide variety of open structures having rotational invariance. Test cavities realized having in mind practical millimeter wave constraints have been characterized at microwave frequencies. The field distribution of some relevant configurations has been modeled by means of a finite-element numerical method. The obtained results confirm the expected high performances on widely open configurations. A possible excitation of the proposed resonators exploiting their nonradiative character is discussed, and the resulting overall ease of realization enlightened in view of millimeter wave employments.Comment: 18 pages, 10 figures. Extended version including numerical modelings and a theoretical appendix. Original version published on Rev. Sci. Instru

You’re an Engineer? You Must Be Really Smart! A Theoretical Discussion of the Need to Integrate “Smart” into Engineering Identity Research

Background: Those who participate in engineering are often assumed to be smart by others. At the same time, the cultural construction of what counts as “smart” is biased and therefore functions as a barrier to broadening participation in engineering. While considerable work has been done to understand engineering identity, how students understand themselves as smart is rarely made explicit in engineering identity research. Purpose: This paper is a theoretical discussion which highlights the need for engineering identity research to integrate students’ understanding of themselves as smart. By not incorporating students’ understanding of themselves as smart explicitly in work on engineering identity, we allow the bias in what gets recognized as smart to remain implicit and oppressive. Scope: In this paper, we argue that the idea of smart is very salient in engineering contexts and contributes to inequity. Then, we demonstrate how three different framings of identity allow for the explicit integration of how students are understanding themselves as smart. We also present selected examples from our empirical data to illustrate the concrete ways in which students’ understandings of themselves as smart manifest in an engineering context. Conclusions: We provided explicit opportunities for researchers to integrate students’ understandings of themselves as smart across three different framings of identity and how such understanding has shown up in our empirical research. In doing so, we conclude that making “smart” explicit in engineering identity provides a way to understand the exclusionary nature of engineering, and a new lens to apply when considering efforts to broaden participation in engineering