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        "event_title":"CGIS Study Abroad Fair",
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        "combined_title":"CGIS Study Abroad Fair",
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        "description":"Curious about studying abroad as an undergraduate at U-M? Come explore everything the Center for Global and Intercultural Study has to offer and find the best program for you!\u00a0No matter who you are, where you come from, or what you\u2019re studying, a study abroad experience is available to you during your time at Michigan.\r\n\r\nGet your questions answered! Come chat with: \r\n- CGIS Program Advisors\r\n- Recent U-M study abroad students\r\n- Financial Aid and the LSA Scholarships Office\r\n- Newnan Academic Advisors\r\n- Other on-campus offices\r\n\r\nWith over 120 CGIS programs in 40+ countries ranging from a few weeks to an academic year, there are many options to choose from.If you want to learn more about how to satisfy your major\/minor requirements abroad, how to afford study abroad, how to travel with other U-M students on a faculty-led trip, or want to know what to expect, be sure to add this event to your calendar and drop by!\r\n\r\nCGIS is part of the College of Literature, Science, and the Arts (LSA), but all U-M undergraduates are welcome to apply to our programs.",
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        "event_title":"Let Learners \u2018Clock the Tea\u2019 in Problematization and Assessment in Engineering Education",
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        "combined_title":"Let Learners \u2018Clock the Tea\u2019 in Problematization and Assessment in Engineering Education: Tamecia R. Jones \/ North Carolina State University",
        "event_subtitle":"Tamecia R. Jones \/ North Carolina State University",
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        "description":"Abstract: This presentation will present milestones from two ongoing projects (Project RISE, Eradicate the Gate) that highlight research with K12 students and how engineering education can be transformed through student-generated data and assessment. What happens when students generate the data and how do we as researchers facilitate that? How forward thinking can we be as researchers to facilitate freedom in learning and its resultant creativity in assessment?\r\n\r\nProject RISE is a transdisciplinary project for middle and high school students with an innovative curriculum integrating civics and engineering design thinking, and a new software that supports students, teachers, and researcher in unique ways. This project investigates questions about problem identification and articulation, brainstorming, and online communities. Eradicate the Gate is a recently terminated NSF CAREER award whose goal is to reduce gatekeeping by empowering learners and reverse engineering assessment. This project distributes power by partnering with students as co-designers in ways that can teach educators and researchers.",
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        "datetime_modified":"20260226T092923",
        "datetime_start":"20260317T150000",
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        "event_title":"Portrayals of Engineering and Technical Roles in an Engineering Workforce Development Program: An Embedded Qualitative Case Study",
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        "combined_title":"Portrayals of Engineering and Technical Roles in an Engineering Workforce Development Program: An Embedded Qualitative Case Study: Winifred Opoku \/ The Ohio State University",
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        "description":"Abstract: U.S. competitiveness in advanced manufacturing depends not only on engineers, but on an interdependent engineering and technical workforce that includes engineering technologists and technicians. Yet, how federally funded engineering workforce development (EWD) programs define, differentiate, and communicate the value of engineering and technical roles remains underexamined. Positioned within engineering education research that examines pathways, professional formation, and the education\u2013workforce interface, this study investigates how a national, federally supported EWD initiative constructs and portrays engineering and technical occupational roles through its public-facing program materials and leader narratives. Drawing on qualitative document analysis and semi-structured interviews within an embedded qualitative case study of a national EWD initiative, the study applies a sociocultural value-systems lens to examine how patterned beliefs about knowledge, skill, and expertise are enacted at the programmatic and organizational level. Findings reveal consistent distinctions in how roles are framed across dimensions of work, worker, and occupation, with implications for engineering pathways, learner identity formation, and program alignment across educational and workforce contexts. By foregrounding the often-overlooked roles of technologists and technicians, this work contributes new empirical insight to engineering education scholarship and extends EER conversations beyond degree-centric models to include federally supported workforce pathways relevant to contemporary manufacturing practice.\n\nBiography: Winifred Opoku is a doctoral candidate in Engineering Education at The Ohio State University. She is an embedded researcher with the NSF-funded HAMMER Engineering Research Center, where her work engages questions of engineering workforce development, advanced manufacturing, and cross-sector collaboration. Winifred is also a member of the Beliefs in Engineering Research Group, contributing to scholarship that examines how beliefs, values, and cultural assumptions shape engineering education and practice. Her broader research interests sit at the intersection of engineering education, workforce development, and innovation systems, with a focus on how educational and workforce institutions construct pathways and roles across the engineering and technical workforce. Prior to graduate study, Winifred trained and worked as an HVAC\/MEP design engineer, an experience that continues to inform her research perspective. Outside of research, she enjoys graphic design and creative projects that blend technical thinking with visual storytelling.",
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