Engineering Circuit Analysis, s-plane, 1 complex frequency Optics Snell's Law and Critical angle of reflection 1 Applications of radian measure Radian-degree conversions, Arc Length, Area 1 and degree equivalencies of a sector of a circle, Angular velocity and linear velocity, word problems. Logarithms and Natural Logs and Sound & Decibels, Time Constants, R-L and 1 Properties R-C electric circuits in the time domain. Statistics Data Interpretation, Statistical process control 1 Space Shuttle & NASA NASA Application
effective18.King18 conducted a qualitative case study with 15 students who participated in a “hybrid” class(six classes were held face-to face and eight were online) over a five-week period. Participantsranged from novice to experienced technology users. In-service and pre-service teachers with amean of 5.8 years of experience participated in this case model. The purpose of the study was toexplore the viability of the hybrid format. The participants provided extensive data that included450 online discussion postings, 105 journal postings, and 12 self-reflection summaries. Thesedata were analyzed for emergent themes and revealed “substantial dialogue and a rich learningexperience can be created in online classrooms” 18, p.236. Based on King’s research
could trainthe teacher candidates to facilitate one activity per month throughout the school year.After choosing the activities, the coordinator then set out to develop the curriculum for teachingthe activities to the teacher candidates keeping in mind that the activity must support the mathand science standards, demonstrate the engineering design process, and provide a fun learningenvironment for the teacher candidates that reflected the fun that they could have with their ownstudents. The curriculum had also to take into account that that the teacher candidates had to, inturn, modify the activity in order for it to be appropriate for any one of first through eighth grade.Teacher candidate trainingThe iTeach “hub” approach to delivering the
to persevere through difficultiesand failures. At the conclusion of the activity, the class was asked to reflect on the questioning Page 15.1174.5and to record additional questions and ideas in their engineering notebooks.The students were instructed in information/communication technology use for teaching inmultiple ways. First, the course was conducted using flip videos, the web, a solid projector, andother tools. After the instructor returned from a trip to Cape Kennedy for the ARES 1X launch,she taught a class on rocket design using flip videos taken during her trip and some exampleNASA-created classroom activities. Next, an elementary
, plasticity, and yielding. Beamaction was correctly described and concepts such as load path were discussed. On the whole, thepost response showed a “bigger picture” understanding of engineering concepts and higher orderconsideration of these concepts.The post response to question 2 indicated a new sensitivity to the issue of gender as well as toexpanding engagement for all students with re-framed approaches to the presentation of thematerial. While the pre response showed that this teacher considered the catapult activity to have“super education value” before consideration of the use of conceptual frameworks and narrativesfor making engineering concepts relevant to a group of diverse learners, the post response didindicate reflection upon these
students must becomerepresentative of the nation’s population. This call is especially pronounced in the field ofengineering.These representative numbers can only be realized through increased preparation of college-agestudents. Undergraduate engineering has become a test bed for pedagogy to increase studentinterest and abilities, reflecting the progress of cognitive development research in STEMlearning. Analysis of best practices can improve instruction at all levels, including K-12. Aboveall, an environment to nurture problem solving and innovation skills is imperative.Unfortunately, there are few K-12 settings for students to obtain real-world experience that mightattract them to STEM careers. To address this problem, the St Vrain Valley School
, habitsof mind, and analytic practices of the design sciences (engineering and technology) with those ofthe natural sciences (science and mathematics) (e.g., Ref. 38).In educational practice and in research, the term “integrated” is used loosely and is typically notcarefully distinguished from related terms such as connected, unified, interdisciplinary,multidisciplinary, cross-disciplinary, or transdisciplinary. Defining integrated STEM education isfurther complicated by the fact that connections can be reflected at more than one level at thesame time: in the student’s thinking or behavior, in the teacher’s instruction, in the curriculum,between and among teachers themselves, or in larger units of the education system, such as theorganization of an
mathematics, science, andtechnology40. In whatever setting the knowledge of engineering techniques, skills, and tools aredeveloped the focus needs to be on improving students’ understanding and appreciation of thetechnological world while deepening their knowledge in mathematics and science.The understanding of the central role of materials and their properties is an essential feature ofengineering solutions15. Design activities require learners to notice and reflect on the structure,function, and behavior of a process, a device, or a natural phenomena20. Scientific knowledgeinforms engineering design and many scientific advances would not be possible withouttechnological tools developed by engineering1. However, most people have little
multipleprobes33, 34. The open ended questions were developed to allow rich, deep descriptions ofparticipant’s experiences and beliefs35, 36. Distinctions between the protocols included ensuringthe questions were appropriate to capture participants’ perspectives relative to high schoolexperiences (either current or reflection). The final protocols captured information on theparticipants’ experiences during high school including reasons for choosing their career goals aswell as information related to the other constructs of the SCCT model. Detailed information onthe protocol development was previously documented37.ParticipantsAll high school and college participants were from one of nine counties located in thesouthwestern most portion of Virginia. The
to judging their overall successes, as well as validating program continuations. Asindividual initiatives mature and researchers reflect upon their university/school district modelsand accomplishments, analyses of long-term program effects are expected to surface in theliterature.The TEAMS (Tomorrow’s Engineers… creAte. iMagine. Succeed.) Program2 is one such K-12engineering initiative that has been underway for nine years — long enough to permit analysis ofsignificant patterns of impact on graduate student participants. Evaluation of the TEAMSProgram includes the effects of the K-12 engineering program on graduate student development(their evolving attitudes and skills), as well as the long-term residual impact on students’ post-graduation
energy was alsodiscussed. The participants dedicated some time to reflect upon and discuss feelings(negative and positive) that people may have about conserving electrical energy.Conservation often takes willpower, the development of new habits and lifestyle changes.Following the fundamentals of both AC and DC electricity, the course moved to thestorage and distribution of electricity. This concept is important with respect toalternative energy. Both photovoltaic (solar power) and wind turbines can generateelectricity, with the generated electricity used directly or stored by charging batteries.Several systems can be implemented, depending on the application. Therefore, a basicunderstanding of how electricity is distributed from the power plant
professional development activities for science teachers should provideopportunities for learning and various tools/techniques for both self reflection and collegialreflection 5,6. A collegial community is developed where the participants are providedopportunities for interaction and information exchange, such as interactive seminars on learningand teaching7. Led by faculty in the TAMU University’s College of Education and HumanDevelopment, the interactive seminars expose the teachers to leading edge ‘culture and learning’research discussions.Based on their engineering research experience, each teacher prepares instructional materials andhands-on learning activities/projects to integrate into their classroom8. The faculty mentorparticipation in this
team. Each team is assessed using arubric with a point scale (1-4) that reflects the team’s demonstration of the sevencomponents. This includes the team’s success with following the parts of the designprocess, including defining the problem, research, brainstorming, and iterative Page 14.554.5development of a prototype. The group interaction and adherence to safety measures isalso assessed, and then finally, the functionality of the product. This student assessmentmethod is based on the guidelines laid out by the ITEA for meeting Student AssessmentStandard A-4, which states that “Assessment of student learning will reflect practicalcontexts consistent
., design of a windmill). The teachers producedinterdisciplinary engineering units that contained language art, social studies, technology,science and math content (this is a novel approach to professional development). Throughvarious assessments, participants were encouraged to reflect on their own practice and use ofDET activities to make effective choices regarding students’ learning. The purpose of this studywas to understand teachers’ perceptions of the value and use of design, engineering, andtechnology (DET) activities in integrating science, mathematics, language arts, social studies,and technology in K-12 education.BackgroundThe integrative and inquiry-oriented nature of design and engineering creates the perfect vehiclefor application of
the program is intended to provide a fun yet inexpensive project for students todesign and test, while still allowing students to develop a mathematical understanding of thefundamental engineering principles that make their designs work. From 2004 to 2008, the YESS program has seen a steady rise in student attendance.Comments attained from both students and parents have reflected that the weekly hands-onactivities(2) which supplement guest speakers have been important in gaining student interest inthe program. In order to assess the effectiveness of the YESS program surveys are used tocapture self-reported data from the students regarding demographic information, parent/guardianoccupations, interest levels in relevant fields, level of
) help students construct meaning. Further, when Page 11.587.3students are encouraged to create artifacts (Appleton, 2000), they both reflect and enhancestudent understanding.The particular design strategy used was based on the informed design cycle (Burghardt andHacker, 2003). It is iterative and allows, even encourages, users to revisit earlier assumptionsand findings as they proceed. Figure 1 shows the overall cycle. A key differentiating factor inthe informed design process is in the Research and Investigation phase. The use of Knowledgeand Skill Builders (KSBs) provides structured research in key ideas that underpin the designsolution
disciplinesmeaningfully” (p. 2).Engineering education, at any grade level, cultivates competences that are useful beyond theacademic context. Ioannis N. Miaoulis5, founding director of the National Center forTechnological Literacy (NCTL), writes “I use my engineering training constantly to solveproblems far removed from engineering, such as dealing with personnel issues or fundraising”(p. 39). The content of engineering allows students to make connections between their academicstudies and their daily lives. Engineering education trains students to think analytically, and touse their knowledge base to make improvements. As Author4 states “Engineering requiresstudents to be independent, reflective, and metacognitive thinkers who can understand that priorexperience
consistent with literature on introducing conceptsof race as a social construction to college-level classes13. Therefore, we sought to find a differentway to engage students on issues of race that broadened the conversation to issues ofenvironment, socioeconomic context, and marginalization/privilege for the second year of theexperiment.Using science to achieve health equity. Ethnic minorities are more likely than Whiteindividuals to receive poor health care14, 15. These disparities in key areas of health, whilealarming, reflect the realities of ethnic minorities’ social environments (i.e., racism,discrimination, and race-related stress), and are not simply the consequence of individualbehaviors and choices16. Bronfenbrenner’s Ecological Systems
% 5%teams that functioned as part of thecurriculum, compared with 24% for non-minorities. This likely reflects transportationissues for urban minority students that limitthe students’ ability to participate inextracurricular clubs, as well as the tendencyin even highly integrated schools for the after- Public School 70%school clubs to self-segregate in ways that donot occur in class. We are analyzing casestudies of integrated schools that are successful in encouraging minority FLL participation to Figure 12a--FLL Curricular Integration for Minorities (2006
), stakeholder B. Planning Brainstorming C. Modeling Iteration/revision, D. Evaluation Optimization (tradeoffs, prioritization, efficiency), Negative feedback2. Adult-child A. DirectingInteractions B. Asking questions C. Prompting reflection-on-action D. Following lead E. Providing affirmation/encouragement F. Having conflict/disagreement G. Explanation
reflect the views of the National Science Foundation.to a specific engineering discipline). The definitions were recorded verbatim, as well as anysupporting text that further elaborated the concept. This information was presented to the projectleadership team (5 researchers). Based on this information, the two studies and report citedabove, and the need to achieve additional focus for the assessment process, the team decided tofocus on a smaller set of primary concepts that are central to engineering, important at thesecondary level, and can provide strong links to science education. Four primary conceptsemerged and sub-concepts were identified under these concepts serving to highlight keycomponents. The concepts and sub-concepts are: • Design
were considered from 12 studentswho participated in the project and completed the activities.The intent of the qualitative survey was to capture the knowledge, attitude, andskills of the students as they reflected on their experience in the elective. Of theseven questions, five were posed to allow a Yes/No objective response whileallowing students to explain themselves. An additional two reflection questionswere open ended. The exit survey responses are shown in Table 1. Page 15.1316.9 Table 1: Exit survey responses from twelve active course participants. “Yes” “No
aid, scholarshipsThe fourth and the least influential source of self-efficacy is physiological arousal, where peopleinterpret their emotional states as a reflection of their capability to accomplishing a given task orgoal. People may interpret their high stress and anxiety as a reflection of their lack of ability.5All Hermanas conference volunteers were briefed on the purpose of the conference goals and Page 15.641.6desire to create a positive, nurturing environment for the conference participants. A positive toneis set throughout the conference. All participants are encouraged to explore, share and designtheir future. The conference starts
students will work in small groups with ΤΒΠ members andSWF staff to brainstorm problems and potential solutions for sustained human exploration ofspace.Module 2 - The Formal Engineering Design Process: To show students how engineers solvetechnical problems, they will be introduced to an eight-step formal engineering design process:1) customer needs identification and quantification, 2) knowledge search, 3) brainstorming, 4)down-selection, 5) detailed design, 6) fabrication, 7) testing, and 8) reflection. ΤΒΠ memberswill draw upon their own design experiences, sharing personal examples from project courses,senior design, and industry internships. Using the tropism machines featured in later modules asthe ultimate product goal, Escuela Verde
the VDP. In addition, the students’ self-reported attitudes toward math and likelihood of pursuing a STEM career increased afterparticipation in the program. This is shown in Figure 3. However, there were no significantchanges found in the Building and Invention, Science Attitudes, or Technology Attitudes factorsas a result of participation in the program.The data for the entire group of 7th and 8th graders largely reflects the data for each subgroupwith a few notable exceptions. The entire group of 7th grade students showed no statisticallysignificant differences between pre- and post-interventions. In addition, Hispanic students andAsian-American students showed no statistically significant pre-test/post-test differences. Thedata for female
"patient", andthen evaluate the effectiveness of their prototype. Over the first five years of the INSPIRES project, the teacher Professional Development(PD) training was limited to two days. But in the past two years, with the support of a NSF-DRK-12 grant and cooperation with the education department, the PD training was extended tothree weeks. This has allowed the teachers to spend more time to learn, practice and reflect. ThePD is split into three distinct sessions. The morning session focused on the heart lungengineering content taught by engineering faculty and inquiry-based pedagogical facilitators (oneof which is a faculty member in the education department). The early afternoon sessions had theteachers apply what they learned in
proficiency levels on the TennesseeComprehensive Achievement Program (TCAP) test were collected and analyzed. For highschool students, proficiency levels on their most recent state achievement test were used for thebaseline. Proficiency levels for the various Gateway (required pass for graduation) and end-of-course tests that each student had taken were collected and sorted by subject.The data in Figures 2 and 3 are reflective of student outcomes for the project. The data show thatthe greatest gain by students was in moving from proficient to advanced. This result is indicativeof raising the bar of content and problem-solving within the existing science and math curricula. 100 90 80 % Advanced
Settings, NationalScience Foundation. Opinions, findings, conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation (NSF).References[1] National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice. Washington, DC: The National Academies Press.[2] National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment. Pelligrino, J., Chudowsky, N., and
or developed with persistence, effort, and focus on learning.”13 Dweck reflected on suchgrowth mindset individuals as follows: They knew that human qualities, such as intellectual skills, could be cultivated through effort. And that’s what they were doing – getting smarter. Not only weren’t they discouraged by failure, they didn’t even think they were failing. They thought they were learning.16The focus for these individuals was on learning and improving as they were challenged and evenas they failed.iii Research has suggested that students who have, are exposed to, or develop a growthmindset may experience a variety of positive outcomes. For example, middle school studentswith a growth mindset increased their
the benefits of theseprograms. Various obstacles can prevent students from being able to participate in the informalprogram; reasons not to participate can range from logistical, time, or financial burdens. Theseparticular reasons do reflect a lack of interest in the activity; students may have the desire to join,but for one reason or another, they are unable to stay after school and participate. By integratingthe informal activity with the formal classroom environment, these otherwise unreached studentscan benefit from the program. Not only are these students able to participate in the activity, butbecause the time restraint is not as demanding, the students may be able to compete in theculminating event of the informal program since that