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1. Board 120: Development of an Engineering Identity and Career Aspirations Survey for Use with Elementary Students

   https://doi.org/10.18260/1-2--32210  

   Paul, Kelli ; Maltese, Adam ; Miel, Karen ; Portsmore, Merredith ; Sung, Euisuk ( June 2019 , ASEE Conferences)

   nterest in science, technology, engineering, and mathematics (STEM) begins as early as elementary and middle school. As youth enter adolescence, they begin to shape their personal identities and start making decisions about who they are and could be in the future. Students form their career aspirations and interests related to STEM in elementary school, long before they choose STEM coursework in high school or college. Much of the literature examines either science or STEM identity and career aspirations without separating out individual sub-disciplines. Therefore, the purpose of this paper is to describe the development of a survey instrument to specifically measure engineering identity and career aspirations in adolescents and preadolescents. When possible, we utilized existing measures of STEM identity and career aspirations, adapting them when necessary to the elementary school level and to fit the engineering context. The instrument was developed within the context of a multi-year, NSF-funded research project examining the dynamics between undergraduate outreach providers and elementary students to understand the impact of the program on students’ engineering identity and career aspirations. Three phases of survey development were conducted that involved 492 elementary students from diverse communities in the United States. Three sets of items were developed and/or adapted throughout the four phases. The first set of items assessed Engineering Identity. Recent research suggests that identity consists of three components: recognition, interest, and performance/competence. Items assessing each of these constructs were included in the survey. The second and third sets of items reflected Career Interests and Aspirations. Because elementary and middle school students often have a limited or nascent awareness of what engineers do or misconceptions about what a job in science or engineering entails, it is problematic to measure their engineering identity or career aspirations by directly asking them whether they want to be a scientist/engineer or by using a checklist of broad career categories. Therefore, similar to other researchers, the second set of items assessed the types of activities that students are interested in doing as part of a future career, including both non-STEM and STEM (general and engineering-specific) activities. These items were created by the research team or adapted from activity lists used in existing research. The third set of items drew from career counseling measures relying on Holland’s Career Codes. We adapted the format of these instruments by asking students to choose the activity they liked the most from a list of six activities that reflected each of the codes rather than responding to their interest about each activity. Preliminary findings for each set of items will be discussed. Results from the survey contribute to our understanding of engineering identities and career aspirations in preadolescent and adolescent youth. However, our instrument has the potential for broader application in non-engineering STEM environments (e.g., computer science) with minor wording changes to reflect the relevant science subject area. More research is needed in determining its usefulness in this capacity. 

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2. User vs. Engineer: Student Perceptions of Responsibility in Social Media

   Stepback, L. ; Hwang, M. H. ; Claussen, S. ; Leonardo, Y. ( June 2023 , ASEE Annual Conference & Exposition)

   Engineers are responsible to many stakeholders, including the public and their employer. One such responsibility is considering and accounting for the potential impacts and risks associated with a technology that they create. A relatively new, and potentially risky, technology that has been on the rise over the past two decades is social media. The advent of social media, such as Facebook and Twitter, and its integration into our daily lives raises questions about the duty engineers bear for its responsible usage and design versus the responsibilities users have as they use the technology. This paper analyzes qualitative interview data from a study on engineering students’ perceptions of engineering ethics and social responsibility to answer the following research question: In what ways do students change (or not change) how they talk about engineers’ social and professional responsibilities to the technologies they create when framed in the context of social media? Our findings show that mentioning social media as a specific application of engineering ethics rendered visible the relationship between engineers, users, and technology that students then utilized to address the broader question about engineers’ responsibility to the technologies they create. In this study, a total of 33 students from three U.S. universities were interviewed longitudinally, once in the first year of their degree and again in the fourth year. In the interviews, the students were asked about their views on the social and professional duties engineers have for the technologies they create, framed in the context of social media. Analysis of student responses involved open and axial coding of relevant interview portions performed by two researchers to identify common themes and longitudinal changes between student interviews. These themes included: communication between the engineer and user, collective responsibility, benefits to society, high quality engineering, and misinformation. While students typically maintained elements of their views across both interviews, it was also common to see students change their responses to include new themes or exclude themes present in their initial interview. The students tended to believe that engineers have a responsibility to think through potential uses (or misuses) of their technology, but also believe that the users share some responsibility to use the technology appropriately. When social media was mentioned specifically, some students believed that the users were entirely responsible for how the technology is used, occasionally contradicting their views of engineering ethics when probed without the context of social media. This paper highlights the central tension between user responsibility and engineer responsibility. By illuminating students’ views, it will support educators in opening a dialogue with their students about who is ultimately responsible for the design and use of new technologies. 

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3. A Principal-Agent Model of Systems Engineering Processes with Application to Satellite Design

   Safarkhani, Salar ; Kattakuri, Vikranth ; Bilionis, I. ; Panchal, Jitesh H. ( July 2018 , Council of Engineering Systems Universities (CESUN) Global Conference)

   We present a principal-agent model of a one-shot, shallow, systems engineering process. The process is "one-shot" in the sense that decisions are made during a one-time step and that they are final. The term "shallow" refers to a one-layer hierarchy of the process. Specifically, we assume that the systems engineer has already decomposed the problem in subsystems and that each subsystem is assigned to a different subsystem engineer. Each subsystem engineer works independently to maximize their own expected payoff. The goal of the systems engineer is to maximize the system-level payoff by incentivizing the subsystem engineers. We restrict our attention to requirements-based system-level payoffs, i.e., the systems engineer makes a profit only if all the design requirements are met. We illustrate the model using the design of an Earth-orbiting satellite system where the systems engineer determines the optimum incentive structures and requirements for two subsystems: the propulsion subsystem and the power subsystem. The model enables the analysis of a systems engineer's decisions about optimal passed-down requirements and incentives for sub-system engineers under different levels of task difficulty and associated costs. Sample results, for the case of risk-neutral systems and subsystems engineers, show that it is not always in the best interest of the systems engineer to pass down the true requirements. As expected, the model predicts that for small to moderate task uncertainties the optimal requirements are higher than the true ones, effectively eliminating the probability of failure for the systems engineer. In contrast, the model predicts that for large task uncertainties the optimal requirements should be smaller than the true ones in order to lure the subsystem engineers into participation. 

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4. Impact of Immersive Training on Senior Chemical Engineering Students' Prioritization of Process Safety Decision Criteria

   Stransky, J. ; Hill, C. ; Willets, J. ; McErlean, R. ; Bassett, L. ; Anastasio, D. ; Burkey, D. ; Cooper, M. ; Bodnar, C. ( July 2021 , 2021 ASEE Virtual Conference)

   Every year new safety features and regulations are employed within the process industry to reduce risks associated with operations. Despite these advancements chemical plants remain hazardous places, and the role of the engineer will always involve risk mitigation through real time decision making. Results from a previous study by Kongsvik et al., 2015 indicated that there were three types of decisions in major chemical plants: strategic decisions, operational decisions, and instantaneous decisions. The study showed the importance for improving upon engineers’ operational and instantaneous choices when tasked with quick solutions in the workforce. In this research study, we dive deeper to understand how senior chemical engineering students’ prioritize components of decision making such as budget, productivity, relationships, safety, and time, and how this prioritization may change as a result of participation in a digital immersive training environment called Contents Under Pressure. More specifically, we seek to address the following two research questions: (1) How do senior chemical engineering students prioritize safety in comparison to criteria such as budget, personal relationships, plant productivity, and time in a process safety context, and (2) How does senior chemical engineering students’ prioritization of decision making criteria (budget, personal relationships, plant productivity, safety, and time) change after exposure to a virtual process safety decision making environment? As part of this study, 187 senior chemical engineering students from three separate institutions completed a pre- and post-reflection survey around their engagement with Contents Under Pressure and asked them to rank their prioritizations of budget, productivity, relationships, safety, and time. Data was analyzed using descriptive statistics, and Friedman and Wilcoxon-sign-rank post hoc analyses were completed to determine any statistical differences between the rankings of decision making factors before and after engagement with Contents Under Pressure. Simulating process safety decision making with interactive educational supports may increase students’ understanding of genuine workplace environments and factors that contribute to process safety, without the real world hazards that result from poor decision making. By understanding how students prioritize these factors, chemical engineering curricula can be adapted to focus on the areas of process safety decision making where students need the largest improvement, thereby better preparing them to enter the engineering workforce. 

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5. A Survey of DDOS Attack Detection Techniques for IoT Systems Using BlockChain Technology

   https://doi.org/10.3390/electronics11233892  

   Khan, Zulfiqar Ali ; Namin, Akbar Siami ( December 2022 , Electronics)

   The Internet of Things (IoT) is a network of sensors that helps collect data 24/7 without human intervention. However, the network may suffer from problems such as the low battery, heterogeneity, and connectivity issues due to the lack of standards. Even though these problems can cause several performance hiccups, security issues need immediate attention because hackers access vital personal and financial information and then misuse it. These security issues can allow hackers to hijack IoT devices and then use them to establish a Botnet to launch a Distributed Denial of Service (DDoS) attack. Blockchain technology can provide security to IoT devices by providing secure authentication using public keys. Similarly, Smart Contracts (SCs) can improve the performance of the IoT–blockchain network through automation. However, surveyed work shows that the blockchain and SCs do not provide foolproof security; sometimes, attackers defeat these security mechanisms and initiate DDoS attacks. Thus, developers and security software engineers must be aware of different techniques to detect DDoS attacks. In this survey paper, we highlight different techniques to detect DDoS attacks. The novelty of our work is to classify the DDoS detection techniques according to blockchain technology. As a result, researchers can enhance their systems by using blockchain-based support for detecting threats. In addition, we provide general information about the studied systems and their workings. However, we cannot neglect the recent surveys. To that end, we compare the state-of-the-art DDoS surveys based on their data collection techniques and the discussed DDoS attacks on the IoT subsystems. The study of different IoT subsystems tells us that DDoS attacks also impact other computing systems, such as SCs, networking devices, and power grids. Hence, our work briefly describes DDoS attacks and their impacts on the above subsystems and IoT. For instance, due to DDoS attacks, the targeted computing systems suffer delays which cause tremendous financial and utility losses to the subscribers. Hence, we discuss the impacts of DDoS attacks in the context of associated systems. Finally, we discuss Machine-Learning algorithms, performance metrics, and the underlying technology of IoT systems so that the readers can grasp the detection techniques and the attack vectors. Moreover, associated systems such as Software-Defined Networking (SDN) and Field-Programmable Gate Arrays (FPGA) are a source of good security enhancement for IoT Networks. Thus, we include a detailed discussion of future development encompassing all major IoT subsystems. 

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