are alreadyunderrepresented in STEM careers. Since engineering in North Carolina schools has appearedonly in a career-linked capacity, thinking of engineering, not as a discipline but as an integratorand bringer of relevance to any class, represents a true paradigm shift.This paper describes a recent effort to write educational standards for the state of North Carolinathat define engineering in the K-12 space. The intent is for engineering to be integratedthroughout K-12 education, not as stand-alone classes, but as a part of any class. The effort todevelop a description of what all students should know and be able to do with respect toengineering began with the various standards in use in other states and incorporated informationfrom NAE
sketchpad drawing tool. Students can manipulate and illustrate their own designs within the system. WISEngineering records all student data, so these initial ideas can be referenced at a later time. TheFigure 2. Engineering design cycle aligns with project steps for explicit navigation. design portfolio allows students to collect any of their work from the project unit and compile it into anelectronic portfolio that can be shared with both peers and instructors. This feature
solving”, “engage students in inquiry based learning”, “make connectionsbetween science and engineering”, “work on solving real-world problems”, “do design exerciseswith constraints”, and “write reflections in a notebook or journal” (p. 7). The results showed thatteachers felt that all the strategies they learned from the TPD were important, especially for the Page 23.838.3“write reflections in a notebook or journal” and “do design exercise with constrains” strategies.Teachers also felt that they were well prepared for the implement of all these strategies in theirclassrooms, especially for “make connections between science and engineering” and
science,as well as learn practical hands-on technology skills such as soldering and debugging circuits.Students then interface their sensors with computers, write programs to gather raw signals,implement calibration curves, and perform data manipulation and data logging. In later modules,students program their own communications protocols for wireless transmission of the sensordata and connect their computerized sensor stations together to form a distributed wireless sensornetwork. Additional modules explore the use and implications of this technology for biosciencesand environmental research.SENSE IT modules give students an opportunity to acquire and then use STEM skills while atthe same time providing a real-world application of science
control as well as aspects of interaction with humans and the surrounding environment, has resulted in over 130 peer-reviewed publications in a number of projects – from scientific rover navigation in glacier environments to assistive robots for the home. To date, her unique accomplishments have been highlighted through a number of awards and articles, includ- ing highlights in USA Today, Upscale, and TIME Magazine, as well as being named a MIT Technology Review top young innovator of 2003, recognized as NSBE Educator of the Year in 2009, and receiving the Georgia-Tech Outstanding Interdisciplinary Activities Award in 2013. From 1993-2005, Dr. Howard was at NASA’s Jet Propulsion Laboratory, California Institute of
sun to the plants, to the animals and then to people. When asked about the energy that is stored at the center of the earth, Susie indicated that this came from the sun too—during the Big Bang. At the age of 5, Susie did not learn to read at the same rate as her peers. Her kindergarten teacher raised concerns. Science was not an emphasis of class and discussions began as to whether Susie should remain in kindergarten for another year. Her mother had her intelligence tested. Susie is gifted. At the age of 6, Susie continued to struggle in reading and was tested for a disability. Susie is dyslexic. The early advances that Susie displayed in science were no longer apparent. Susie’s teachers argued that she
different ways of connecting LEGOTM pieces together.For the engineering design challenge portion of the lesson, students worked in pairs throughelements of the engineering design process such as planning, building, testing, and as timeallowed, revising the solution. At the end of the process, the lesson reviewed a sample seven-step EDP, synthesized from several sources15, 16: Ask, Imagine, Plan, Create, Test, Share, andImprove. The lesson materials given to the teachers during the professional developmentincluded a worksheet for “Draw Yourself as an Engineer” with space to draw and write, aworksheet for planning with space to draw and write, and a rubric with the six requirements forcompleting the “Build a Chair for Mr. Bear” challenge (See
Time management 4.50 Presentation Importance of Skills to Career Path Writing Teamwork Leadership 4.00 Research Teaching 3.50 3.00 2.50 2.00 2.00 2.50 3.00
five minutes they werestopped and summarized in writing. After completed, the transcripts were open coded by both aresearcher and a graduate student, and themes were noted. This observation procedure was usedto pick up fine details about the teachers’ implementation of the curriculum, the environmentaldifferences between the three sites, the behaviors of the youth and the general level ofengagement by the participants. Pre and post testsThe pre and post test, Heat Transfer Evaluation, was administered on the first and last days ofthe unit. This 12-item multiple choice instrument from Schnittka & Bell (2010) has demonstratedvalidity and reliability with the middle school aged population. It was designed to target commonalternative
appropriate input/output (I/O) devices and LEGO components; construct a physical model; and write a software program that integrates the NXT brick for the computer-assisted surgery. 3. Illustrate the science, technology, and mathematics principles that are integrated into mock computer-assisted medical procedures and select the appropriate student performance indicators from the state content standards. 4. Apply an engineering design process to research, design, construct, computer program, and communicate robot designs for mock surgical procedures. 5. Prepare one or more lesson plans that integrate mock surgical procedures into the school/district curriculum, and propose instructional strategies or practices such
career.Predominant Engineering Influences for GirlsAnother important factor in ensuring STEM gender diversity is emphasizing positive influencesto take part in engineering. Family, the media, and female role models are all substantially stronginfluences for girls. Similarly, strong social support among peers is important for students to feelaccepted in school environments, and contributes to the level of their achievement choices(Jacobs, 2005; EWEP, 2005). Often, family support is focused only on graduation, not careerplans. However, girls with parents in STEM careers are often more inspired to follow this paththemselves (Kekelis et all, 2005). Women appointed to senior roles in engineering continue tomake headlines because this is still a rare occurrence
. Page 23.689.2As stated by Turner and Lapan, youth begin the formation of their career identities as early as 3rdgrade, according to their understanding of gender-appropriateness of certain occupations. 1,2Therefore, the need exists to create a solid foundation for understanding the benefits and rewardsof an engineering career before students, particularly young girls, become misinformed by publicperceptions. Recent research found that K-12 students and teachers have a poor perception ofwhat engineers do.3 Whose responsibility is it to properly inform the public?Despite continuous improvement between 1990-2006 in math and science performance, U.S.students still fall short in these subjects as compared to their peers in other nations.4 In someK
opportunity to think about and discuss the challenges and benefits of engineeringin science pedagogy, 71% of teachers said they found it very interesting, and all teachers found itat least somewhat interesting. Page 23.797.10 Teachers also expressed confidence in their ability to explain, teach, and meet newscience standards using engineering pedagogy. Approximately 62% of teachers felt at leastsomewhat confident in their ability to explain to a peer how engineering can support scienceinstruction. Additionally, over 71% of teachers felt at least somewhat confident in their ability toteach a lesson with added engineering components, and
Carolina State University, Department of STEM EducationAbstract The purpose of this study was to develop a framework for assessing students workingthrough an engineering design challenge. Using a case study approach to theory building wecollected artifacts from a pre-service teachers in a second level Engineering Design Thinkingcourse. The students produced artifacts in the form of conceptual models, graphical models,mathematical models and finally working models. Student-generated mind maps, designjournals, final design products and their accompanying documentation, and peer checkingprocedures were also collected and triangulated with the modeling artifacts for the purpose ofthis study. The result was a working framework that helps eliminate
CitationTown Member Evaluation ParticipationAnimal Plaques Productivity and AccountabilityCommunity Redesign ApplicationStudents have six-weeks to complete this project, in groups of 4-5 students. Students were required to useengineering and had to report and analyze at each step of the EDP process to assure the systematicdevelopment of their progress. Groups were required to articulate their final decisions in a poster sessionand physical 3D model. They were also required to write a report. For their final presentations, all groupsexcept one used a PowerPoint slide presentation to present their work. This class consisted of all juniorsand
students, thatengineers undergo to solve engineering problems independent of the discipline, be it civil,mechanical, chemical, or otherwise. The process also includes any kind of problem solvingmechanisms, from specific content knowledge to peer review. This cyclical model is the core ofengineering design curricula; once students understand its steps, they can continue to moreindependent projects that integrate more complex content knowledge. Therefore, it is the firststep in a strong engineering education program (Hynes et al., 2012). Previous programs that usethe engineering design process as a strong basis for engineering learning include the Universityof Colorado at Boulder’s First Year Engineering Project, Purdue’s Engineering Projects
) Raymond C. Reese Research Prize. She is involved in a number of professional activities including serving as a mem- ber of the ACI 318 Structural Concrete Building Code Committee for which she chairs the subcommittee on Bond and Development. She is a past president of the MN-IA ACI Section and the MN Section of ASCE. Page 23.1312.1Ms. Heidi A Tremayne, Pacific Earthquake Engineering Research Center Heidi Tremayne is the outreach director for the Pacific Earthquake Engineering Research Center (PEER) with headquarters at UC Berkeley. PEER’s research is conducted in many fields including structural and
Makes An Authentic Research Why Do I Have to Know This?Program for Girls Work?Awareness of College Scholarships Robotics Supports STEMUsing the Legacy Cycle to Challenge Leadership, Persistence, Mindset andStudents in STEM STEMEngaging Girls In STEM Beyond The Finding Your Passion – Presenting theClassroom Possibilities with STEMClues to becoming a STEM Major: How the Write Less, Think MoreSAT Questionnaire and AP exam takingpatterns & performance can predict STEMmajorsFlowers, Food, and Farms: An Edible Expanding STEM Options ThroughGarden STEAM Project Online ClassesThe Innovation Portal and the
to think about the different variations that go behind the application. This project got the students thinking on a higher level than they were used too. The activities that were developed in a way for the students to be interacting among their peers as well as with undergraduate students got them out of their comfort zone. The project involved a simulation application that controlled environmental parameters. The students were much more involved in developing such an application that had processing information that would affect other people. The students were also concerned for the long term effect of decisions made. The teachers were impressed by the connections made between science, math, and technology
given context”3 to eliminate therole of false assumptions and stereotypes. Gender analysis seeks to achieve equity rather thanequality in that gender equity accounts for the differences in women’s and men’s “lifeexperiences, needs, issues, and priorities”4. Page 23.1042.2Gender analysis in STEM education allows us to more deeply understand the effects of existingSTEM programs and new STEM initiatives: whom they are most affecting and in precisely whatways. This knowledge provides policymakers, educators, parents, and students with the toolsnecessary to determine how to, for example, allocate limited funding, write a successfulcurriculum, or
projectsassociated with the real world problems such as air pollution, nanoparticles, desalination. Theirstudy findings demonstrated that the offered activities were a means for students to developcritical thinking, teamwork, writing and leadership skills. As the students gained real-worldexperiences, they developed positive attitudes toward engineering fields.Inspiring students to pursue STEM related careers at the early ages is crucial. Outreach programsfor middle school students were designed by a group of researchers through the use of the LEGO Page 23.98.5MINDSTORM NXT robotics kits29. The outreach program consisted of lessons and competitiveevents
lessons, students improve their recall ability, apply their existing knowledge, constructnew ideas, and formulate their own questions. Moreover, by engaging in group-work, studentsare afforded opportunities to share their discoveries and explanations with their peers, thusconcretizing their understanding of newly learned concepts. We posit that linking robotics-basedlessons with Bloom’s cognitive domains can allow students to draw connections between diverseSTEM concepts, apply their learning to new situations, and control their own learning. The example lessons address typical educational objectives of K-12 STEM disciplinesand strengthen students’ ability to learn the subject material. Three lessons, based on LEGOMindstorms robotics, are