Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

US Dept. of Education, including the AWAKEN Project (funded by NSF-EEP), which examines learning, instruction, teacher beliefs and engineering practices in order to foster a more diverse and more able pool of engineering students and practitioners, and the Tangibility for the Teaching, Learning, and Communicating of Mathematics Project (NSF-REESE), which explores the role of materiality and action in representing mathematical concepts in engineering and geometry. Dr. Nathan is on the editorial board for several journals, including The Journal of Pre-College Engineering Education Research (J-Peer).Amy C. Prevost, UW-Madison Ms. Prevost is a doctoral student in Education Leadership and Policy Analysis at the