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1. Inclusive Innovation: Creating a Conference To Promote Diversity in Science, Technology, Engineering, and Math

   https://doi.org/10.21300/21.2.2020.123  

   Rahhal, Tojan B.; Devlin, Steven L.; Loboa, Elizabeth G. (March 2020, Technology & Innovation)

   The College of Engineering at the University of Missouri, Columbia (MU Engineering) develops engineering leaders who positively influence society and bring innovation to the global workforce. Recruiting top students from around the world to fuel an atmosphere of excellence and cutting-edge growth, MU Engineering prepares out-of-the-box thinkers, innovators, and entrepreneurs who stand ready to lead today and adapt to tomorrow. To engage all of our students with industry in an inclusive space, the MU Engineering Office of Diversity and Outreach Initiatives established the Diverse Engineering Professionals Conference in 2017 in partnership with a student committee. The committee included representatives from various organizations, including the National Society of Black Engineers, Society of Hispanic Professional Engineers, Engineering Student Council, Society of Women Engineers, and Out in STEM. Industrial sponsorships were secured with assistance from the MU Engineering Leadership, Engagement and Career Development Academy. The daylong conference recognizes diversity organizations and diverse students and their achievements while promoting our core college values of integrity, excellence, and collaboration. The conference includes professional development and diversity education workshops, research presentations, keynote speakers, and a closing ceremony. In its first year, the conference featured nine companies and attracted about 75 attendees. In year two, the conference nearly doubled its impact with 12 companies and 150 attendees, including students from all majors, years, and demographics. The conference was well received across both years and continues to grow as an annual effort in the college. Feedback from company representatives and students re-emphasized the need for an intimate company-student environment like that found at the Diverse Engineering Professionals Conference. 

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2. Resources and Partnerships in Community College Manufacturing Technology Programs

   https://doi.org/10.1557/adv.2018.75  

   Wosczyna-Birch, Karen (January 2018, MRS Advances)

   ABSTRACT The Connecticut (CT) State Colleges and Universities’ College of Technology (COT) and its Regional Center for Next Generation Manufacturing (RCNGM), a National Science Foundation (NSF) Center of Excellence, educate manufacturing technicians with necessary skills as needed by the manufacturing industry. The COT-RCNGM continuously broadens its partnerships with other community colleges, high schools and industry in New England and at the national and international levels to provide support and expertise to both students and educators in advanced manufacturing programs. The COT was founded in 1995 through state legislation to create and implement seamless pathways in engineering and technology. This system-wide collaboration of all twelve CT public community colleges, including seven state-of-the-art Advanced Manufacturing Technology Centers (AMTC) at CT’s community colleges; eight public and private universities; technical high and comprehensive high schools; and representatives from industry, including the CT Business & Industry Association (CBIA) which represents 10,000 companies. The pathways have multiple points of entry and exit for job placement and stackable credentials for degree completion, including national certifications that have increased enrollments and created program stability. The COT is led by the Site Coordinators Council that meets monthly and consists of faculty and deans from all COT educational partners and representatives from industry and government. The Council identifies and reviews new programs, concentrations, and certificates based on industry needs and creates seamless articulated pathways. Final approval is often completed within three months for immediate implementation, allowing a timely response to workforce needs. The COT-RCNGM partners with CBIA to conduct a biannual survey of manufacturing workforce needs in CT. Educators use the survey to identify curricular needs and support funding proposals for educational programs. Asnuntuck Community College, the original AMTC, was able to use industry data from the survey to help create new programs. The RCNGM partners with other NSF grants and entities such as the National Network for Manufacturing Innovation (NNMI). The COT-RCNGM produced DVDs profiling students who have completed COT programs and work in CT manufacturing companies. The Manufacture Your Future 2.0 and the You Belong: Women in Manufacturing DVDs are distributed nationally to increase knowledge of career opportunities in manufacturing. Finally, the COT-RCNGM organizes the Greater Hartford Mini Maker Faire that brings together community members of all ages and backgrounds to share projects that promote interest in STEM fields. Participation in the Maker Movement led to involvement in a national network of Maker Faire organizers including a meeting at the White House where one organizer from each state was invited to attend and discuss the national impact of Makers. 

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3. Additive Manufacturing Studios: a New Way of Teaching ABET Student Outcomes and Continuous Improvement

   Fidan, Ismail; Chitiyo, George; Singer, Thomas; Moradmand, Jamshid (January 2018, ASEE Annual Conference proceedings)

   The Additive Manufacturing Workforce Advancement Training Coalition and Hub (AM-WATCH) targets to address gaps in the current knowledge base of manufacturing professionals through the development of Massive Open Online Courses (MOOCs) based educational materials, delivery of professional development activities, support provided to 30+ instructors per year, and expanded outreach activities targeting K-12 and community college teachers and students. Tennessee Tech University is collaborating with the University of Louisville, Sinclair Community College, National Resource Center for Materials Technology Education, Oak Ridge National Laboratory, and industry in the development of cutting-edge and multi-dimensional educational modules and activities for instructors. Developed materials are presented to 30+ instructors through intensive two-day AM Studios every year. While instructors learn the latest trends and technologies in AM, they also grasp the ABET Student Outcomes and Continuous Improvement. This paper reports the current practices made in these studios and feedback received from the instructors. 

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4. Roundtable on Data Science Postsecondary Education: A Compilation of Meeting Highlights

   National Academies of Sciences, Engineering (January 2020, Publications listing National Academy of Sciences National Academy of Engineering Institute of Medicine National Research Council)

   null (Ed.)

   Established in December 2016, the National Academies of Sciences, Engineering, and Medicine's Roundtable on Data Science Postsecondary Education was charged with identifying the challenges of and highlighting best practices in postsecondary data science education. Convening quarterly for 3 years, representatives from academia, industry, and government gathered with other experts from across the nation to discuss various topics under this charge. The meetings centered on four central themes: foundations of data science; data science across the postsecondary curriculum; data science across society; and ethics and data science. This publication highlights the presentations and discussions of each meeting. 

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5. Promoting Interdisciplinary Integration of Cybersecurity Knowledge, Skills and Career Awareness in Preservice Teacher Education.

   Dawson, K.; Antonenko, P.; Xu, Z.; Wusylko, C.; Koh, D. (January 2022, Journal of technology and teacher education)

   K-12 teachers and students are vulnerable to cybersecurity attacks and mostly ill-prepared to deal with them. The CO- VID-19 pandemic has only increased these risks because of the reliance on digital technology in education and increased free time young children and adolescents spend online. Simultaneously, the U.S. is facing an extreme shortage of cybersecurity professionals. Given the rise of cyberattacks and the need for cybersecurity professionals, a concerted effort to prepare preservice teachers to integrate cybersecurity education across the K-12 curriculum is needed. In our vision for 2025, all preservice teachers across the country are prepared to integrate age-appropriate cybersecurity concepts, skills and career awareness in the curriculum regardless of their content area or grade level specialization. We propose a repository of stand-alone activities and full curricula developed through collaboration among K-12 educators, teacher educators, and cybersecurity experts that could be adopted across teacher education programs. We use the elementary grades as a con- text for providing examples of some activities that might be included in the repository. We also provide recommendations for developing such a repository and for individual teacher educators who want integrate cybersecurity education in pre-service teacher education right now. 

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