Rebecca Bates's research while affiliated with Minnesota State University, Mankato and other places

... Early attempts at using statistical modeling to identify disfluencies in spoken language used a combination of prosodic and lexical cues to detect errata and reparanda, but found greater gains from lexical representations (Baron et al. (2002), Snover et al. (2004), Shriberg et al. (1997)). The increasing availability of large, open text corpora fueled subsequent improvements to representations from deep architectures, making lexical representations increasingly the focal point for disfluency detection approaches (Qian and Liu (2013), Wang et al. (2016), Jamshid Lou and Johnson (2020)). ...

... There are also several industry-sponsored projects where students have had the chance to conduct research, interact with academics, and participate in real-world research solving problems for these companies. Floyd-Smith et al. [12] argued that developing a sense of belonging leads to students' engagement; however, creating a community where students can participate and interact with others is imperative. The authors explain that when students feel they belong, they will also demonstrate intrinsic motivation. ...

... A brief look at engineering education literature shows that colleges and universities in the past have provided career development in various ways, such as workshops, 1-3 modules within courses, [4][5][6][7][8] and separate courses. [9][10][11] Some of these have been offered in schools of engineering and some in other schools. ...

... Belonging is described as a student's perceived social support on campus, a feeling or sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group (course, program, campus, or community) or others in the context on campus (e.g., faculty, peers) [77,82]. Belonging and inclusion are synonymous in terms of identifying perceived cultural norms and identification with a field [77]. ...

... Not all of these perspectives will be appropriate for the proposal; however reflecting broadly increases the ability of the investigator to find the key areas of impact. Proposal writers should recognize that bibliometrics and similar citation counts [15] do not include the broader impacts of the work on society [16] and encouraged to use narrative [17] instead. ...

... As such, films focusing on these themes can open the door to ethical considerations that may otherwise have seemed boring or pedantic. Indeed, within engineering ethics education there is an emerging discussion about the use of speculative science fiction for teaching engineering ethics specifically, with positive effects on learning such as enabling practice in deliberation, dialogue, and decision-making, student engagement, engaging diverse learning preferences, and accommodating diverse student backgrounds (Burgess, 2019;Cambra-Badii et al., 2020Summet & Bates, 2020). It is logical to assume that fictional films following in the heritage of speculative fiction, whether sci fi, fantasy, or even historical reimaginings or retellings, can do the same. ...

... However, in recent years, professors have begun to experiment with science fiction short stories as vehicles for teaching disciplinary ethics (e.g. [13,14,15,16,17]). The following sections give a practical, hands-on guide for how an instructor might use a science fiction short story to incorporate ethics into a content-driven course. ...

... emotional climate (Bates & Wilson, 2008;Giannakos et al., 2014), and build positive, emotional, and caring relationships in the classroom (Nair & Bulleit, 2020;Quinlan, 2016;Tormey, 2021). ...

... It is recognized by a strong body of researchers, scholars, and professors, that the incorporation of macro-ethics and socio-technical thinking in the engineering curriculum is important and challenging [7][8][9][10][11][12] . In the last decade, there have been several efforts from engineering faculty to include social justice and socio-technical thinking in the engineering curriculum. ...

... Pre-college skill levels and involvement experiences have been shown to be predictive of college developmental gains [37], [73], yet they are only infrequently included in these analyses (Mayhew et al., 2016). Institutional context has also been shown to influence the availability and culture of involvement for students [43], [74], [75]. ...