Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

and evaluation. DBR parallels principles of design as we teach them in our technologyand engineering classes: “Design has its own distinct ‘things to know, ways of knowing them,and ways of finding out about them’” so it investigates “the man-made world” through“modelling, pattern-formation, [and] synthesis” toward values of “practicality, ingenuity,empathy, and a concern for ‘appropriateness’” (p. 221-222)11. DBR leverages the complexity ofeducational environments; opportunities for iteration in different contexts (to see what works,when); and product-based nature of curriculum design. We have partnered with EngineeringbyDesign (EbD), a K12 engineering curriculum provider, and seven high-school teachers in ruraland suburban Mid-Atlantic

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jill Marshall, University of Texas, Austin; Ara Winter, University of New Mexico, Department of Biology; Yang Liu, University of New Mexico, Department of Organization, Information, and Learning Sciences

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

recordedstudent activity; they coded the qualitative data, including detailing how they developed thecoding scheme and how reliable their coders were. For instance, one study found that studentsspent more time engaged in mathematical and graphical modeling than physical modeling, incontrast to previous research findings, but seldom used mathematical modeling to inform theirdesigns, echoing findings in the previous section about the challenges to integrating engineeringand mathematics content successfully [72]. In a study of high school students who hadcompleted engineering courses, student design process was compared to expert design process,finding that the students spent significantly less time gathering information, making decisions,and evaluating the