In spite of the vast amount of literature that focuses on the need for significantly more science, technology, engineering, and mathematics (STEM) graduates, the importance of a student finding a good career fit, and what makes a student employable, little research exists on undergraduate engineering students’ understanding of the process of how to find, qualify for, and secure a preferred first position after graduation (FPAG). Likewise, it is important for research to consider nuanced distinctions within STEM fields to assist research to practice transitions. Competition in securing jobs upon graduation is expected to continue, including for engineering positions. In fact, even in a market of high demand for STEM graduates, employers need candidates that display the skills, interests, and readiness to be successful employees.
Category: 4/ Fellow”s Projects
Aula Fellow Project
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Using Science to Support and Develop Employees in the Tech Workforce—An Opportunity for Multidisciplinary Pursuits in Engineering Education
The majority of students who choose to major in engineering do so to become a part of the community of practice of professional engineers (Johri & Olds, 2011), meaning that they want to have adequate exposure to what a career as a professional engineer could potentially be as part of their college experience. However, according to Jonassen (2014), engineering graduates are not well trained to contribute to the workplace due to the complexities associated with engineering work. Stevens, Johri, and O’Connor (2014) described engineering work as that which involves complexity, ambiguity, and contradictions. Since developing the skills for innovation involves analysis of complex, ambiguous, ill-defined, real-world problems (Daly, Mosyjowski, & Seifert, 2014; Newell, 2010), students must have an opportunity to, at the very least, be exposed to multidisciplinary teams. This emphasis on the need for exposure to multi-disciplinary problem solving holds true not only for undergraduate engineers in training, but also for graduate students focused on engineering education.
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Work in progress: Coloring Outside the Lines-Exploring the Potential for Integrating Creative Evaluation in Engineering Education
Extant cultures within academic institutions that educate and train the next generations of STEM professionals tend to privilege long-held majority perspectives of knowing, thinking, and doing in science and engineering. To more intentionally recruit and include diverse groups of students into our educational programs, it is imperative that we develop and adopt unique pedagogical and assessment approaches that move beyond didactics, leverage experiential learning, and embrace a variety of student backgrounds and identities. In this paper, we demonstrate how visual methods-based assessments can serve as an impactful alternative to more traditional forms. We start by introducing three examples currently used in STEM curricula, and then by describing how these assessments promote autonomy and creativity as students make meaning of STEM and of themselves as STEM professionals. We conclude the description of each assessment example by identifying key considerations for STEM instructors when attempting to implement such assessments in their own contexts.
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Board 164: Engineering Interventions in My Science Classroom: What’s My Role?
This work in progress paper draws on data from year one of a multi-year project aimed at integrating engineering into middle-school science classes. The expectation that middle school teachers integrate engineering into their science curriculum may be challenging as engineering related content has not historically been part of teacher preparation. Particularly in rural areas, in service teacher training related to engineering may be absent or difficult to access due to proximity or financial or time costs. Therefore, it is important to develop effective professional development (PD) that works within the actual teaching context and makes few demands on teachers beyond their regular workload. In partnership with teachers and local industry workers in rural and Appalachian areas, the Virginia Tech Partnering with Educators and Engineers in Rural Schools (VT-PEERS) project developed extended classroom engineering activities for students that also served as teacher PD related to teaching engineering in locally relevant ways. As part of this work, a qualitative analysis was conducted to understand how teachers, from their perspectives, envisioned their role during the interventions. Data were collected prior to and after interventions (within an academic year) to further understand if, and if so, how, teacher perspectives of their role changed. Results reveal three initial roles; classroom manager, learner, helper, and unsure. The post intervention data revealed all teachers indicated being a “learner”.
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Board 192: Identifying and addressing the barriers to advancement for women in the engineering professoriate: A systematic review of literature
This work-in-progress paper shares ongoing findings from a mixed-methods systematic literature review that seeks to examine the retention of women in the engineering professoriate. We identified literature from EBSCOHost and Engineering Village that discussed women in the engineering professoriate in relation to either retention or persistence or both, as explicitly stated in their abstract. Following an initial review of 191 titles, 48 papers passed our inclusion criteria; further qualitative analysis of abstracts yielded 31 papers, which underwent a full paper review. Our ongoing findings suggest the following: a) research on the retention of women in engineering professoriate is being supported by grants and funding opportunities; b) the reviewed literature documented six barriers faced by women in the engineering professoriate: isolation of women faculty, work/life balance, inequitable distribution of service, underrepresentation of women faculty, implicit bias, and departmental resources; and c) although journal scholarship on this topic is not limited to popular engineering education publishing venues, conference scholarship are mainly from those popular in the field, such as the ASEE Annual Conference and the Frontiers in Education Conference. Future work will share the extent to which the reviewed literature discussed interventions to recruit or retain women in the engineering professoriate, and whether these interventions vary by the type of institution.
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Exploring data journalism practices in Africa: data politics, media ecosystems and newsroom infrastructures
Extant research on data journalism in Africa has focused on newsroom factors and the predilections of individual journalists as determinants of the uptake of data journalism on the continent. This article diverts from this literature by examining the slow uptake of data journalism in sub- Saharan Africa through the prisms of non-newsroom factors. Drawing on in-depth interviews with prominent investigative journalists sampled from several African countries, we argue that to understand the slow uptake of data journalism on the continent; there is a need to critique the role of data politics, which encompasses state, market and existing media ecosystems across the continent. Therefore, it is necessary to move beyond newsroom-centric factors that have dominated the contemporary understanding of data journalism practices.
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Global environmental health impacts of rare earth metals: Insights for research and policy making in Africa
The rise of globalization and industrialization has driven the demand for rare earth metals (REMs). These metals are widely used in various sectors of the global economy with various applications in medicine, renewable energy, electronics, agriculture, and the military. REMs are likely to remain an important part of our global future, and, as production increases, areas contaminated by REMs are expected to expand over the coming decades. Thus, triggering significant adverse environmental, animal, and human health impacts. Despite increased attention on REMs outside China in recent years, there are limited studies exploring REM production, deposits, and associated health impacts in the African context. Proper mine management, adequate safety protocols, sustainable processing methods, and waste handling systems have been identified and proposed globally; however, the nature and scale of implementing these management protocols on the African continent have been less clear. Therefore, planetary health-centered solutions are urgently needed to be undertaken by researchers, policy makers, and non-governmental actors in Africa and across the globe. This is with the overarching aim of ensuring eco-friendly alternatives and public health consciousness on REM exploitations and hazards for future generations to come.
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Google news initiative’s influence on technological media innovation in Africa and the Middle East
The Google News Initiative (GNI) aims to collaborate closely with the news industry and financially support the creation of quality journalism in the digital age. It also aims to bring technological advancements and innovation into newsrooms’ operations. Drawing on journalism innovation and responsible innovation theories, this study examines GNI beneficiaries in Africa and the Middle East. To address this, we analysed GNI projects’ descriptions combined with thirteen (n= 13) in-depth interviews with leading actors and beneficiary news organisations to answer two main questions:(a) What are the main characteristics of the technological innovations proposed by GNI Innovation Challenge grantees in Africa and the Middle East? and (b) How are these news media organisations becoming increasingly dependent on these platforms’ technological and financial aspects? Anchored in journalism innovation, responsible innovation, and platformisation theories, our findings show that funded organisations heavily depend on Google’s technological and financial infrastructure to innovate. Furthermore, we note that some projects do not offer a clear path for sustainability in the future. We further argue that this initiative builds an infrastructure of power and dependency that poses risks to responsible innovation in journalism. Our study contributes to extant scholarship on digital platforms and their role in the infrastructure of news organisations, creating power asymmetries between those who serve as the backbone for data flows and technological processes and those dependent on these institutions.
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Diving into data: Pitfalls and promises of data journalism in semi-authoritarian contexts
This paper calls for greater scrutiny of data journalism as a practice in the semi authoritarian context of Zimbabwe. Based on in-depth interviews with practising journalists in Zimbabwe, this paper answers two main questions: In what ways is data journalism practised in the Zimbabwean context? To what extent are newsrooms in Zimbabwe “tooled” and capacitated for data journalism practices? We note that data journalism is widely understood by individual journalists in this country but paradoxically less practised due to many challenges. By answering these two questions, we sustain an argument that data journalism appropriation in semi-authoritarian contexts can be instrumental in promoting monitorial democracy and reversing media decadence.
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Leveraging responsible, explainable, and local artificial intelligence solutions for clinical public health in the Global South
In the present paper, we will explore how artificial intelligence (AI) and big data analytics (BDA) can help address clinical public and global health needs in the Global South, leveraging and capitalizing on our experience with the “Africa-Canada Artificial Intelligence and Data Innovation Consortium” (ACADIC) Project in the Global South, and focusing on the ethical and regulatory challenges we had to face. “Clinical public health” can be defined as an interdisciplinary field, at the intersection of clinical medicine and public health, whilst “clinical global health” is the practice of clinical public health with a special focus on health issue management in resource-limited settings and contexts, including the Global South. As such, clinical public and global health represent vital approaches, instrumental in (i) applying a community/population perspective to clinical practice as well as a clinical lens to community/population health, (ii) identifying health needs both at the individual and community/population levels, (iii) systematically addressing the determinants of health, including the social and structural ones, (iv) reaching the goals of population’s health and well-being, especially of socially vulnerable, underserved communities, (v) better coordinating and integrating the delivery of healthcare provisions, (vi) strengthening health promotion, health protection, and health equity, and (vii) closing gender inequality and other (ethnic and socio-economic) disparities and gaps. Clinical public and global health are called to respond to the more pressing healthcare needs and challenges of our contemporary society, for which AI and BDA can help unlock new options and perspectives. In the aftermath of the still ongoing COVID-19 pandemic, the future trend of AI and BDA in the healthcare field will be devoted to building a more healthy, resilient society, able to face several challenges arising from globally networked hyper-risks, including ageing, multimorbidity, chronic disease accumulation, and climate change.
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Artificial intelligence, law, and vulnerabilities
Social vulnerability is a measurement of the ability of communities to adequately respond to external stresses (Blaikie et al., 1994), such as the ongoing “SARS-CoV-2” – Severe Acute Respiratory Syndrome Coronavirus 2 (Bankoff & Hilhorst, 2004). During these periods of upheaval, people with disabilities, racial, ethnic, and religious minorities, children from low-income families, the elderly, migrants and refugees, the immunocompromised and those with chronic health conditions, and the homeless among others are considered to be at greater risk from the adverse effects, and potential losses incurred by these external stressors. They are also the slowest to recover from such emergencies. For example, recent data from the COVID-19 pandemic shows that vulnerable populations were much more likely to contract the virus, were less likely to receive the vaccine because of hesitancy and distrust of “Big Pharma”, yet they were more in need of social assistance compared to other segments of society (Cheong et al., 2021; Kazemi et al., 2022; St‐Denis, 2020). Classified as “socially vulnerable” by the United Nations (n.d.), these populations are almost always economically marginalized, politically under-represented, and socially underserved. (Un)surprisingly, they are predominantly racialized (Black and other people of color), and have a long history of enduring violations of their civil rights and freedoms, even during disaster response and recovery efforts. The factors and/or characteristics that determine the social vulnerability of a group differ from country to country, however, there are some universal similarities. Risk factors that contribute to the vulnerability of these groups include poverty, unemployment, and lack of access to resources (e.g., adequate healthcare, education, housing, safe drinking water, transportation, and other social services) (Cutter et al., 2003). Socially vulnerable populations are also stigmatized and discriminated against by the wider society, and even criminalized in law, policy, and practice. Forced to live in environments of severe inequality, they are unable to thrive, feel safe, and actively participate in all aspects of society (UNDP, n.d.). When compared to the general population, the capacity of socially vulnerable groups to cope with, respond to, and recover from the adverse impacts of crises is hindered by the inordinate obstacles they encounter in their daily lives (Wisner et al., 2004). These obstacles are indicators of structural inequities and barriers that hamper fair and equitable access (for all) to the resources needed to satisfy one’s basic needs. Social vulnerability is then a combination of the risk factors and socio-cultural markers listed above, which hinder full participation in economic, social, political, and cultural life (UN DESA, 2016). The amplification of existing inequities during crises like the COVID-19 pandemic has re-ignited discussions about global inequities and the challenges they present to socially vulnerable populations.
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From the classroom to the newsroom: A critical route to introduce AI in journalism education
From a computer vision application to monitor elections transparency in Argentina to automated real estate texts in Norway, and everything in between, Artificial Intelligence powered tools are changing journalism. Scholars have taken note, and the academic production of AI in journalism has gained considerable ground in the last five years. However, research on how journalism education deals with AI influence in the industry is scarce. Based on a self-training method using available online free courses for journalists and a review of university teaching initiatives, this article proposes key elements to trace teaching trajectories to introduce AI into journalism curriculum. Included are recommendations for drawing a path to teaching journalism students to think critically about AI and, at the same time, to understand the available tools for reporting and investigating in a complex context where journalism lives in a profound state of crisis.