ABSTRACT
ABET is the worldwide leader in accrediting pro-grams in computing, engineering, applied and natural sciences, and engineering technology. Only four of 54 countries in Africa have programmes which achieved ABET accreditation. During COVID-19 and in times of intense competition, it has become especially important for institutions to distinguish their programs as having high quality. Using the University of Namibia's Bachelor of Science in Computer Science as a case study, we use a systematic methodology to evaluate and analyse the programme in a detailed, step-by-step, easy-to-understand manner. We evaluate this program with respect to ABET's General Criteria and then examine how well it does against ABET's Program Criteria in computer science. Our aim is to pinpoint shortcomings and solutions. The results for the selected program, despite ticking positives for a number of criterion, show the need for considerable work to meet ABET accreditation. Our research stands to inspire university programs in Africa to strive for ABET accreditation as a way of distinguishing themselves. © 2022 IEEE.
ABSTRACT
When studying cybersecurity, the emphasis is generally given the personal information protection and the safeguarding of the technology on which the information is stored. Cybersecurity attacks, which can occur in multiple forms, can seriously affect the involved stakeholders mentally, and this impact aspect tends to be underestimated. With the human mind being a significant attack target, psybersecurity has begun gaining prominence as an important field of study. In this survey paper, we explore psybersecurity as an emerging interdisciplinary area within the human security domain of cybersecurity and conduct a detailed study of its causes plus effects. We discuss existing research work, which is relevant to this field of psybersecurity, and present a nifty organization of the surveyed literature, which is classified into three notable categories. With psychiatric engineering gaining prominence as a new impactful attack vector, a psybersecurity attack (PSA) primarily targets the human mind. We study the relations between cybersecurity and cyberpsychology, as well as between psychiatric engineering (PE) and social engineering (SE) from an interdisciplinary perspective. We perform a unique analysis of both PE and SE as PSA, linking them to Cialdini's six principles and their associated elements, as causes for PSA. We then show how to connect these causal components of PSA to the eight cyberpsychology dimensions through a tabular map that we have developed. We also discuss the emergence of COVID-driven PSA with a focus on the psybersecurity of online healthcare information (OHI) users, including potential ways of protecting the users of OHI from the increase of psybersecurity threats. We conclude this survey study by looking at the potential scope of future work in psybersecurity, including new research directions and open problems plus research questions. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Rapidly developing and bring an innovation to market (innovation speed) should have positive effects on performance. Yet innovation and technology management literature also suggests that faster innovation speed may lead to higher innovation failures in some scenarios. We investigate the value of innovation speed in four market scenarios: established markets before and during the COVID pandemic and emergent markets before and during the COVID pandemic. The study findings indicate that the pandemic has major implications for the value of innovation speed. In established markets where customer needs are well defined, rapid innovation increases performance before the pandemic;yet fast innovation speed leads to worst performance during the pandemic. In emergent markets where customer needs are still being formed, before the pandemic, the effect of innovation speed on performance is U-shaped (that is, slow or rapid innovation speed is better than moderate innovation speeds). In contrast, increasing innovation speed always leads to higher performance during the pandemic and innovation is most successful at very fast innovation speed. We present top ten success factors for managing innovation speed before and during the pandemic. The research findings are applicable for the post-pandemic new normal. The study also advances the engineering and technology management literature. © 2023 Elsevier B.V.
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Multiorganizational, multistakeholder (MO-MS) collaborations that may span organizational and national boundaries, present design challenges beyond those of smaller-scale collaborations. This study opens an exploratory research stream to discover and document design concerns for MO-MS collaboration systems beyond those of the single-task collaborations that have been the primary focus of collaboration engineering research. We chose the healthcare industry as the first target for this research because it has attributes common to many MO-MS domains, and because it faces significant challenges on a global scale, like the recent COVID-19 pandemic, for which MO-MS collaboration could offer solutions, as, for example, evidenced by the rapid collaborative development and distribution of COVID-19 vaccines. To this end, we reviewed 6,609 articles to find 100 articles that offered insights about the design of MO-MS collaboration systems, then conducted 50 semi-structured interviews in two countries with expert practitioners in the field. From those sources, we derived an eleven-category set of design concerns for MO-MS collaboration systems and argue their generalizability to other MO-MS domains. We offer exemplar probe questions that designers can use to increase the breadth and depth of requirements gathering for MO-MS collaboration systems.
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The proceedings contain 79 papers presendted at a virtual meeting. The special focus in this conference is on Recent Advances in Mechanical Engineering Research and Development. The topics include: Firmware of Indigenous and Custom-Built Flexible Robots for Indoor Assistance;Automation of AM Via IoT Towards Implementation of e-logistics in Supply Chain for Industry 4.0;Evaluation and Optimization of Process Parameter for Surface Roughness of 3D-Printed PETG Specimens Using Taguchi Method at Constant Printing Temperature;Evaluation of Preventive Activities of COVID-19 Using Multi-criteria Decision Making Method;mechanical Characterization of Concrete with Rice Husk-Based Biochar as Sustainable Cementitious Admixture;Ranking of Barriers for SSCM Implementation in Indian Textile Industries;Framework to Monitor Vehicular GHG Footprint;solution to Real-Time Problem in Shifter Knob Assembly at Automobile Manufacturing Industry;performance of Chemical Route-Synthesized SnO2 Nanoparticles;a Numerical Study to Choose the Best Model for a Bladeless Wind Turbine;Effect of Tissue Properties on the Efficacy of MA on Lungs;effect of Process Parameters and Coolant Application on Cutting Performance of Centrifugal Cast Single Point Cutting Tools;Study and Analysis of Thermal Barrier Application of Lanthanum Oxide Coated SS-304 Steel;recovery of Iron Values from Blast Furnace Gas Cleaning Process Sludge by Medium Intensity Magnetic Separation Method;fatigue Analysis of Rectangular Plate with a Circular Cut-Out;protection of Vital Facilities from the Threat of External Explosion Using D3o Material;investigation on Coefficient of Heat Transfer Through Impact of Engine Vibration;electrical Modulus and Conductivity Study of Styrene-Butadiene Rubber/Barium Hexaferrite Flexible Polymer Dielectrics;preface.
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The coronavirus (COVID-19) pandemic has reemphasised the potential importance of having a unit or a formal structure that supports engineering students and faculty. Maintaining the integrity of teaching and learning during the pandemic necessitated collaboration, new skills, and new ways of thinking, for which many universities and faculties were unprepared. It is proposed that an Engineering Education Unit (EEU) would be able to facilitate new learning and thinking, an integrated view of collaboration and exploring new technologies. Therefore, this position paper provides a case for the establishment of an EEU and was aimed at answering the following research question: How can we position the integration of an Engineering Education Unit in South African universities which do not currently have such a formal structure? As a result, this paper aims to position how Engineering Education Research (EER) and engineering education practice can be integrated rather than separated. Furthermore, the scholarship of Engineering Education (EE) presents itself as an exciting space for collaborative thinking between engineering education scholars, engineering practitioners and engineering students. The researchers center their argument around three theoretically informed concepts in this position paper, namely (I) Community participation for skills development, (2) Crafting methodological relevance, (3) and Emerging economies such as the 4th Industrial Revolution (4thIR) / Industry 4. 0. Although several studies have examined clear distinctions between engineering education as practice-based and engineering education as research-focused, a strong focus on how an alignment of both fields could inform the agenda of an EEU has been lacking. As such, this position paper provides additional insights into the ways in which theory can inform the teaching and practice of engineering curriculum by establishing a Unit that is dedicated to the practical application of engineering education research. The Unit would be a place for engineering faculty to seek meaningful exploration in building community towards equitable, social participatory, engineering education learning experiences. The growing number of local and global institutions that have been engaging extensively with work in both the engineering education space and the education research space, support the justification for the establishment of such a Unit. It is envisaged that other universities can use the results of this position paper as motivation to establish their own EEU. Similarly, it can facilitate an understanding of the possible benefits of such a Unit. The anticipated benefits of such a Unit are: (i) furthering the engineering education research agenda, (ii) breaking down silos, (iii) interdisciplinary collaboration, and (iv) increasing student success. © 2022 IEEE.
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As more and more companies adopt lean management as a system to continuously develop people, leaders are increasingly intent on conducting gemba walks. This means going to the workplace, be it production, engineering, or supply chain - to explore and discover important business challenges - often under the guidance of a sensei. As a result of the COVID-19 pandemic and the associated social distancing measures and travel restrictions, physical meetings in the workplace have been hampered, especially those involving outsiders. This has since led organizations to consider reducing travels and physical gatherings in general. Therefore, in this paper, we present assisted reality technology as a means of digitalizing gemba walks, allowing managers and executives to benefit from working with external sensei - albeit on a remote basis. We explore the use of RealWear HMT-1 technology as an enabler of the virtual sensei concept, comparing it with the more traditional face-to-face approach to gemba walks and offering insights from multiple interventions between external sensei offsite and local management representatives onsite. The assisted reality approach has been tested both within and across international borders. In general, we find that the digitalization of gemba walks using assisted reality offers multiple benefits over more traditional means. However, there are also several limitations. As such, this work has implications for both research and practice, in that we contribute towards the growing literature on digital lean manufacturing as well as offer practical guidelines for managers and executives embarking on a lean transformation. © 2022 IEEE.
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International organizations notes that the main weakness for innovation in Latin American countries is that their national research organizations only evaluate and stimulate pure academic personnel by publications and citations, forgetting those who work in industry, losing a vast potential in each country. Higher education institutions must increase the development and innovation if they want to contribute to the third mission, which means the economic development of a country, in addition to the traditional advanced education and research, to adapt to new realities for the knowledge-based economies. Commercial war, SARS COV-2, and energy crisis drive policymakers and university managers to rethink and redesign institutions. This work offers an approach to measure the research, development, and innovation capabilities of three telecommunications engineering careers in three Latin American universities in Mexico and Ecuador looking for to increasing capabilities when doing collaboration. Results confirm that the knowledge contribution in engineering is proportional to the number of supported engineering careers, even mapped to national and international rankings. Also is confirmed that research is related to the academic production, but development and innovation are more related to an effective relation to industry. © 2022 IEEE.
ABSTRACT
CONTEXT COVID-19 has shocked the globe since December 2019, with unprecedented international and domestic travel restrictions and self-isolation policies enacted by governments around the world. With lockdown policies in place in hopes of preventing further spread of this disease, there has been a widespread transition into learning and working from home - causing a paradigm shift in traditional working and learning cultures. PURPOSE OR GOAL This study aims to investigate the effects of transitioning into remote learning and working on the quality of work produced, specifically by electrical and electronic engineers in Australia. The objective is to identify factors relating to an individual's ability to produce self-defined quality work and identify any emerging themes due to the change in learning and working environments. APPROACH OR METHODOLOGY/METHODS A total of six participants, consisting of five students and one senior engineer, was recruited and interviewed. Each brought their own unique perspective on the matter via semi-structured interviews where they were asked questions regarding their learning/working experience before and during remote learning/working. Defining quality working through the epistemology of practice, cooperative work and self-efficacy, and connectivity, the researchers investigated how the ability to produce quality work has been affected due to the change in learning/working environment. OUTCOMES The representative data indicated that feedback, open collaboration, and team rapport were the three key contributing factors to quality work during this transition to learning/working remotely. Feedback and collaboration contributed positively to quality work and a strong team rapport further augmented the individual's ability to produce quality work. CONCLUSIONS/RECOMMENDATIONS/SUMMARY This study provides an initial impression on the topic and invites further study to establish a deeper understanding behind the contributing factors towards quality work. Further studies into different engineering disciplines or a larger sample size to establish a larger data set is recommended to extract richer conclusions. Copyright © Tan, Marinelli, Male & Hassan, 2021.
ABSTRACT
: The coronavirus COVID-19 swept the world in early 2020, working from home was a necessity. In the software industry, thousands of software developers began working from home, many did so on short notice, under difficult and stressful conditions. The emotions of developers can be affected by this situation. On the other hand, some well-known soft skills have been emphasized as required for working remotely. Software engineering research lacks theory and methodologies for addressing human aspects in software development. In this paper we present an exploratory study with a survey applied to practitioners in the west border area of Mexico-USA. It is focused on the developers' wellbeing during pandemic, expressed as emotions, and the perceptions of the level in which soft skills are practiced/required in the working from home mode. The results show that high percent expressed to experience positive emotions, however, a portion of respondents expressed to feel negative emotions. In general terms, 91.0% of respondents expressed to be satisfied working from home, but some conditions should be improved. In the case of soft skills, some of them are revealed as practiced in high level in working from home, but still there is not consensus. © 2022, Pleiades Publishing, Ltd.
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This Research Work-in-Progress Paper focuses on the change in collaboration practices within engineering and design (E&D) teams caused by COVID. A mixed-methods research approach was used. A survey designed to examine the long-term educational impact of an in-depth mechatronics graduate-level course sequence on its alumni was supplemented with Likert-scale and open-ended questions asking participants about the impact of COVID on their work mode and work satisfaction. The survey was administered in September 2021 and served as a filter to determine an interview sample. A literature review identifies leadership as an important factor in increasing team collaboration efficiency among virtual E&D teams. We identified and interviewed nine of the alumni who are currently leading E&D teams. Our goal is to identify skills those leaders acquired during their course experience that were particularly valuable for navigating the transition to remote collaboration. Furthermore, skills that have been critical for successful collaboration but were not learned during the course will also be identified. We then aim to derive practical implications for E&D course teaching teams on how to better prepare future E&D team leaders for remote collaboration. This Work-in-Progress paper focuses on our study motivation, design and preliminary results. © 2022 IEEE.
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This Work in Progress, Research paper aims to address the well-documented discrimination against people with disabilities regarding the use of technology in education. Poor accessibility standards, a lack of administrative support, and numerous other barriers have contributed to the ever-present digital equity gap for students with disabilities. The digital equity gap has continued to widen as schools continue to increase the use of virtual or distance learning in the wake of the COVID-19 pandemic. This research aims to better understand students with disabilities' barriers in accessing online undergraduate engineering education by addressing the following research question: What barriers do engineering students with disabilities face in an online learning environment? The Universal Design for Learning (UDL) framework guides the research questions, data collection, and data analysis. A fixed item survey has been developed and is currently being used to capture the experiences of students with disabilities in engineering who participated in online learning at four-year colleges and universities across the United States. The identification of these students' barriers will be used to inform accessibility improvements and considerations to engineering online learning. © 2022 IEEE.
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This Research to Practice Full Paper presents that the use of gamified approaches in education has become increasingly common in classrooms. Aspects related to the motivation and engagement of students with a focus on learning are a constant challenge for professors, who use methodologies and tools to make the classroom a space for fun and learning. In addition, the use of tools and techniques to motivate and present more attractiveness in teaching is a constant challenge for professors. In an increasingly connected society, not using technology in the classroom is not an option. Allied to this approach through the use of gamification, the tools that support this process are highlighted, especially Kahoot!, a tool to encourage learning, is one of the main tools used by professors and students to support the teaching-learning process. The market for this application already has 24 million users. Considering the COVID-19 pandemic scenario, declared in Brazil in March 2020, and the need to continue teaching activities, the main alternative for Educational Institutions to maintain their academic activities was the change to a remote emergency teaching format. Given this scenario, this work aims to present a comparative study on the use of Kahoot! in two subjects of the Information Systems course at Federal University of the South and Southeast of Pará, in Brazil, in both classroom and remote teaching modalities. The motivation for carrying out the study was due to the need to understand and evaluate the use of the tool in the remote context, due to the COVID-19 pandemic, and to compare it with the face-to-face format. As a result, the acceptance of 83.3% in face-to-face teaching and 58.8% in remote teaching was obtained for the use of the tool, in addition to the best performance in the Kahoot! in face-to-face teaching in relation to remote teaching, with the general average of correct answers of 62.81% and 47.56% for classroom teaching and remote teaching, respectively. So, this paper presents: (i) the theoretical foundation of this work, (ii) some works related to the research object, (iii) the research methodology for the development of the work, (iv) the structuring of Kahoot!'s application in classes, (v) the results of applying Kahoot! in classes and the discussion of the main results of this work. © 2022 IEEE.
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This Innovate Practice Full Paper discusses how many STEM professionals across all intersections have voiced the advantages of remote work. The preference of virtual work amongst professionals can vary for a lot of reasons such as being able to work and perform the role as a caretaker. COVID-19 has also proven that many professionals have been able to be perform just as well if not better while working from home. Professionals have been able to have more autonomy over their daily lives to organize their work and space. As most are aware, during this health crisis there has been a heightened exposure of racism and other intolerances across the country and globally. Social media has also been a tool to expand people's understanding of these injustices. For the Black community it has been a time to retreat, reclaim space, and take care of their selves, family, and communities through a variety of resistance tactics. Many have taken up to do the work to become (or becoming) allies. It is imperative to understand how remote work has been beneficial for Black professionals in engineering and computing fields as it relates to mitigating racism and any other forms of oppression. This could range from how virtual interviews worked to their advantage in landing positions to having their own space to work from without having to navigate micro and macro aggressions in-person. This paper will explore this phenomenon by gaining insight on the experiences of Black engineering and computing professionals in virtual settings through informal interviews and/or small focus groups. This study could potentially inform how remote work can be viewed as a tool for organizations to further support marginalized communities' needs for obtaining safe spaces in engineering and computing hegemonic cultures;as well as further inform research on how organizations can implement safe spaces for marginalized people in their policies through entities like remote work. © 2022 IEEE.
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This panel will discuss the role of different knowledge artifacts in creating, maintaining, and circulating knowledge within the engineering education community. The past decade has seen a significant increase in the venues available for sharing engineering education research and as the field grows and builds more knowledge, it is equally important to also take stock of prior work and of strategies to create novelty. Within this context, what is the role of different knowledge encapsulating artifacts and why do those who engage with creating these artifacts do so? In this panel we touch upon these issues while taking stock of the knowledge base in the field. We will also discuss what the future of knowledge creation in the field might look like given the move towards open access online publications as the primary form of knowledge circulation. Finally, in the post-COVID context, what will and should be the role of in-person events in this process. In terms of equity of participation, what potential avenues are available?. © 2022 IEEE.
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This is a work-in-progress in the Research category investigating transfer student participation in co-curricular activities. Transfer students at 4-year universities are often considered as secondary-priority students. In this paper, we investigate engineering transfer student participation in co-curricular activities at a predominantly undergraduate polytechnic university. Survey results from Cal Poly in San Luis Obispo, a primarily undergraduate institution on participation in co-curricular activities is presented. We discuss the impact of the COVID pandemic on the survey results, showing that the pandemic has severely decreased participation in co-curricular activities for all students. Survey results also demonstrate a correlation between students to participate in significant co-curricular activities are greater than 20% more likely to attain major-related summer internships than students who do not. Finally, we discuss barriers to co-curricular participation for transfer students, and how the COVID pandemic has impacted this group of students differently than first-time-first-year students. © 2022 IEEE.
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This Research to Practice Work-In-Progress paper presents a virtualized breadboard solution for FPGAs and ARM microcontrollers in remote laboratories. The circumstances that rose amidst the COVID-19 pandemic demonstrated the vulnerability of current engineering education practices, particularly in dealing with hardware resources. Pivoting to the emergency online instruction presented challenges to the traditional practices in delivering hands-on engineering labs, which necessitated a solution that handles hardware prototyping without compromising creativity and instruction. One vital aspect of the embedded systems learning experience is ensuring students and faculty members alike have opportunities to learn and build custom prototyping circuits that interact with microprocessors on breadboards. In this paper, we build on the prior work that our group implemented on using virtualization to interface a virtual breadboard with physical hardware through web applications. Our previous work was limited to interfacing with one particular kind of hardware, designed to explore the capabilities of fundamental transducers and actuators that interface with hardware I/O pins. In hardware engineering practice, however, designers are not constrained by a single microprocessor selection to control their system and designs and are not limited by the type of transducers and actuators that provide the external circuit functionality. This paper presents a solution by scaling the existing virtual breadboard research to support FPGAs and ARM microcontrollers and intermediate logic gate integrated circuits for practical use in engineering curriculums. Providing this increased selection of supporting hardware helps facilitate student learning and simulates hardware development in an industrial setting. Due to the rising popularity of FPGAs and ARM microcontrollers in industry and in education, we expect that our solution will serve a larger audience through this broader selection of supported hardware. Our solution virtualizes the breadboard prototyping experience without sacrificing the nature of real-time embedded systems by taking the user prototyped inputs and outputs and directly programming the functionality of the surrounding system to physical hardware. This balance between a virtualized interface and physical hardware implementation preserves a hardware curriculum embedded systems engineering education and brings a promising solution to expand the scalability and accessibility of engineering labs. © 2022 IEEE.
ABSTRACT
This Research Full Paper presents an analysis of the perception of research professors of Software Engineering on the use and difficulties in the context of developing classrooms with teaching strategies using active methodologies remotely. In recent years, due to the Covid-19 pandemic, professors have been facing several challenges to keep students engaged, motivated and learning. The active teaching methodologies that have been collaborating in recent years in the teaching and learning process of students, needed to adapt to the remote teaching class scenario that was implemented in several universities. This research measured the point of view of four professors, who are also researchers in computing education, about how their classes behaved in the last two years of the Software Testing subject in a graduate program at a Brazilian federal university. So that computing students have a way to obtain knowledge in a more practical way so that there is a decrease in the difficulty of students adapting to the job market. Professors are increasingly adopting active methodologies, group work and practical teaching approaches in order for students to acquire skills that will be decisive for their professional future. In view of the existing pandemic scenario and the need to adapt teaching plans for remote teaching, this paper sought to identify the perceptions that professors had, whether in the difficulties of adapting activities, adapting teaching plans to difficulties in keeping students attentive and motivated in the content that was being passed on. The objective of this work is to identify and discuss professors' perceptions about the use of active teaching methodologies using remote teaching in a software testing subject of a graduate class at a Brazilian federal university. It was also analyzed how the professors dealt with the issue of student motivation and engagement at that time. An analysis of the teaching plan of the software testing subject of the last two years of the graduate program in computing at a Brazilian federal university was carried out and each of the methodologies with the perception of the professors who participated in these subjects. The collection of these data was carried out by means of an interview with the four professors, the feedback from the students of the classes on each of the adopted methodologies was also analyzed and a triangulation of the data obtained was performed. The results indicate that there were great difficulties in adapting active methodologies from the point of view of the professors, however most of these challenges were overcome in the their views. It was also pointed out that certain methodologies and practices work better if the learning is done in an evolutionary way and that takes into account the students' previous knowledge about contents, tools and practices that the professors want to use. Thus, this paper aims to present an overview of professors' perspectives on the teaching of a computing subject that needs practical approaches using active methodologies in an emergency situation of remote teaching. © 2022 IEEE.
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This research to practice paper presents a reflective study showing the observations of the teaching teams and the practices during industrial projects for the Master of Software Development (MSwDev) program at Victoria University of Wellington (VUW), New Zealand. It is a conversion master program that helps the students to acquire specific skills to be ready for the transition to the software development industry, including the ability to work in an Agile team. Software development projects supported by industrial partners are an excellent means to evaluate the technical capacity of the students and the required skills. This reflective paper describes the evolution of an industry-sourced problem-based agile student project, which over three successive years, has included students from three different cohorts (User Experience (UX), Business Analysts (BA), and Software Developers (SwDev)). This year, a collaboration between different cohorts was not possible. Thus only software development students formed the agile teams.This paper describes and reflects on the teaching staff's useful and problematic observations over the last twelve months using only the SwDev cohort and correlates that to the previous reflections when three different cohorts formed an Agile team. Those reflections are described, and several recommendations are drawn from the experiences. The authors also discuss the lessons learnt and the effect of COVID-19 on the teams' performance. © 2022 IEEE.
ABSTRACT
This research Work in Progress explores establishing a baseline for a measure of 'happiness' as a noncognitive construct, and how it might change over the school year for engineering students, and begins to explore how it may relate to other noncognitive attributes.Affective characteristics of engineering students have been studied in different contexts. Studies have attempted to assess the effect of affective and cognitive characteristics on retention, success, motivation, etc. Little if any research has been done on happiness of engineering students as an affective construct, or a trajectory of happiness within engineering cohorts.This work-in-progress builds upon prior research at a large, mid-Atlantic university. As the COVID pandemic began, multidisciplinary engineering students were given an open-ended prompt to submit an artifact that illustrated how the pandemic was affecting them. There were no restrictions, other than the assignment had to be capable of being submitted in the existing learning management system. Students submitted a wide variety of creative artifacts, from poems to movies to paintings. These submissions were analyzed based on the type of submission and emotion mentioned or conveyed in the assignments. Submissions were coded to glean characteristics such as happiness, sadness, and other emotions from the students' submissions.This was created in a snapshot in time, within the first few weeks of COVID and before the effects of COVID on students or society was evident. The COVID-19 pandemic had undoubtedly impacted any measure of happiness among engineering undergraduates (which was the impetus of the project). From this initial study, two research questions emerged: a) what is the happiness level of engineering students as they begin the academic year, and b) what is the trajectory over the course of the year? For further consideration, does a quantitative measure of happiness correlate to fixed vs. growth mindset? The Subjective Happiness Scale (SHS) was administered at the beginning of the academic year, at the end of the first semester, and at the end of the year at a small, private, Midwest university. This study hopes to establish a baseline to understand how interventions might be designed to positively affect happiness within students. This paper will discuss the initial results of administering the SHS to undergraduate engineering students, with a comparison to results from a similar instrument measuring fixed vs. growth mindset. © 2022 IEEE.