Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Louis Vadnal, Liberty University; Barbara Eileen Bragg, Ranken Technical College; Jonathan M. Whitt C.Ec.D., Virginia's Region 2000 Technology Council

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Rutgers, the State University of New Jersey; Kimberly A Cook-Chennault, Mechanical and Aerospace Engineering; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

NSF grant focusing on green technology, which aims to infuse engineering principals pertaining to green energy into pre-college curricula.Linda S. Hirsch, New Jersey Institute of Technology Page 25.1137.1 c American Society for Engineering Education, 2012 RU RET-E: Designing and Implementing Engineering-Based Lessons for the Pre-College ClassroomIntroductionThe goals of the Rutgers University Research Experience for Teachers in Engineering (RU RET-E; pronounced “Are you ready?”) are to: (1) engage middle and high school math and scienceteachers in innovative “green

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brittany L. Luken, Georgia Institute of Technology; Susan L. Hotle, Georgia Institute of Technology; Laurie Anne Garrow, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Lauren Alise Jones; Margaret-Avis Anyeley Akofio-Sowah, Georgia Institute of Technology; Stefanie Brodie, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

paper 1.The 2011 summer camp built on these activities by developing supplementary lessons to helpstudents make better systems-level decisions related to how to run an airline. We enhanceddirections for how to run the software programs and incorporated different software options. Thechanges are documented below in the curriculum section.The paper follows with a brief description of the simulation software and an in depth look at thesupplementary lessons and activities provided during the camp. This is followed by an evaluationof the effectiveness of the camp and conclusions.CurriculumAirline Online Simulation ActivityThe camp centered on the use of a multi-user computer-based simulation program. The program,named Airline Online, was developed

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

andmonitoring/fix-up strategies. The analysis of the design journals confirmed that high-performingstudents outperformed the low-performers. The findings from design journals also revealed thatfemale students had a good awareness in understanding task demand, executing plans andmonitoring and regulating their strategies. In addition, limitations and suggestions for furtherwork on this study will also be discussed.1. IntroductionA report published by The National Academy of Sciences, National Academy of Engineering, Page 25.1151.2and Institute of Medicine entitled Rising Above the Gathering Storm: Energizing and EmployingAmerica for a Brighter Economic

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Brudigam, Lake Travis High School; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

development of spatialability.1. Introduction Change is inevitable, and the world today is changing at a far quicker rate than everbefore. Many of the jobs that existed 25 years ago are becoming obsolete due to numerousimprovements and developments in technology. As secondary educators attempt to preparestudents for the future, it is vital to understand that the future is unknown and ever changing.According to Jukes and McClain1, “we must recognize that the current education system hasbeen set up to prepare students perfectly for a world that no longer exists.” As education in theUnited States is in the process of great transformation, educators and policy makers have the taskof determining the components and skills that are essential in

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Susan Lowes, Columbia University; Peiyi Lin, Columbia University; Rustam Stolkin, University of Birmingham; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

learn best ifthey are immersed in complex experiences and are given the opportunity to actively process whatthey have learned.” This emphasis on application through design has been informed by researchon the use of design for learning complex and interrelated ideas3,4,5,6,7,8. Design-based activitiesalso bridge to many of the models of project-based learning9,10,11,12,13. In addition, SENSE ITreflects the best practices for developing technical talent outlined in the BEST (BuildingEngineering and Science Talent) report14, “What It Takes: Pre-K-12 Design Principles toBroaden Participation in Science, Technology, Engineering and Mathematics”: (1) Definedoutcomes; (2) Sustained commitment; (3) Personalization; (4) Challenging content; and (5

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jared P. Coyle, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

: Chemistry inPhiladelphia High School for Girls and Chemistry and Physics in the Kenyan national standards.Through the use of this tool, students acquire “tokens of knowledge.” These tokens are lessonsand/or activity modules that correlate with one specific intersection of a Grand Challenge andeach curriculum unit. The concept of “graffiti” is also used; students are encouraged to writetheir thoughts, feelings and responses on the map throughout the year. Quantitative (Likertbased) measures are used to assess the effectiveness of this visual learning tool.1. IntroductionIt is commonly known and agreed upon that there exists a great need for the integration ofengineering and technology literacy into the K-12 science curriculum[1]. While many

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly B. Crittenden, Louisiana Tech University; James D. Nelson, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Jane A. Petrus, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

collaborative program between Louisiana Tech University faculty and highschool teachers in the region. LaTechSTEP has two primary goals 1) to recruit new STEMmajors to Louisiana Tech, and 2) to build relationships between the faculty and teachers.Through this program, high school students are brought on the university campus three timeseach year to explore a topic such as fuel cells. The high school math and science teachers ofthese students are brought on campus six times each year: three training workshops, and threetimes with the students.This paper will present several outcomes of Louisiana Tech University’s LaTechSTEP program.This program was initially piloted during the 2005-06 academic year with one high school andhas grown to twelve high

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Jessica E. S. Swenson, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

data will be collected on students’ pre and postattitudes, interest, and conceptions of engineering through surveys and the Draw an EngineerTest. Qualitative data will also be collected in the form of classroom video observations. Theresults of this project will help to demonstrate its efficacy as well as new ways to think abouthow we address the issue of female participation in STEM (focusing on engineering).Introduction The comparatively low enrollment of female students in college engineering programshas focused attention on the experience K-12 female students have in STEM (science,technology, engineering and mathematics) [1]. There is evidence from research in scienceeducation that female attitudes toward STEM form as early as

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

) fields.   1  To meet the changing demands of the nation’s science and engineering labor force, recognitionof the importance of pre-college education intervention and implementation of challengingcurricula that captures and sustains middle and high school students’ achievement and interest inscience and engineering is critical.Current research reveals that one of the most important determinants of what students learn is theexpertise and pedagogy of the teacher. This is of particular importance at the middle and highschool levels. Accordingly, our research is focused on improving teacher quality and resultingmiddle and high school student learning in

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

teachers.Subsequently, the College has received two RET Site grants, one for 2006-2008 and the secondone 2009-20111-5. Each year approximately 12 math and science teachers have participated. Thegoals of the RET program have been three fold: 1. To educate, cultivate, and facilitate middle and high school science and mathematics teachers by exploring the scientific method of inquiry and the critical research skills that engineers use to solve open-ended real-world problems. 2. To develop the participating teachers into role models for their schools who apply their research experiences in their classrooms and with colleagues. 3. To enable middle and high school students to directly link their education to events and issues

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Jill K. Hettinger, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

all general engineering design configurations 1. These common elementsinclude: identifying a problem or forming a goal, recognizing the criteria and constraintsassociated with the problem or goals, brainstorming and exploring potential solutions,constructing a prototype, and evaluating the results. As the National Academy of Engineeringand National Research Council 1 acknowledge, design is not a linear process. Elements of theprocess are revisited when needed and if the project dictates, as optimization can require multipleiterations. Based on the work of NAE and NRC 1 we developed a model that condenses thisprocess into five elements that represent the fundamental aspects of design (see Table 1). Ourintention was to simplify the design

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

mentoring to teachers of grades 3-8.CIESE research and other studies have shown that students’ and teachers’ science learning ispositively impacted when engineering design is a key component of science instruction. 1 Basedon findings in the 2009 report from the Committee on K-12 Engineering Education, very fewschools expose K-8 students to engineering and engineering ideas. 2 CIESE continues to addressthis problem by demonstrating the need, value, and impact of engineering education. Therefore,as in previous CIESE programs, participants are given support in implementing engineeringactivities in their classroom and integrating engineering into existing science curricula.RationaleThe purpose of this study is to determine the effectiveness of using

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sunni H. Newton, Georgia Institute of Technology; Tristan T. Utschig, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

faculty and advisors atthe institution might think). Finally, this student most likely will come to a single event in onesemester. Page 22.32.2 1  Outline1. Introduction Georgia Tech is prohibited from having a College of Education or offering degrees ineducation, but there exists a nontrivial segment of the Georgia Tech population whose primarycareer interests involve K-12 or higher education teaching. In past years these students wouldhave been in the dark as they attempted to navigate such a career path while at Georgia Tech.Beginning

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Florida Gulf Coast University; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

K-12 & Pre-College Engineering

Nursing faculty at FGCU and Duke University collaborated todevelop a high school program that introduced STEM topics in health care in a setting thatstudents may not have otherwise considered or experienced as a teenager. Faculty at FGCUwere awarded a four-year grant from Global Public Service Academy (GPSA), to teach elementsof nursing and engineering to high school students from the United States in a setting thatprovided a unique cultural experience for the student. The program, which took place in thechosen community of Calhuitz, Guatemala, had two over-arching objectives: (1) to broaden highschool students exposure not only to traditional health care careers in medicine, but also to theintegration of health care in the sciences, engineering

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville; Carlos A. Garcia, Texas A&M University, Kingsville; Tamara D. Guillen, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville

Tagged Divisions

K-12 & Pre-College Engineering

data fields for both the sponsoring agency reporting purposes and thesuperior camp execution and satisfaction such as a preferred project ranking. The information onresearch topics, camp schedule and application was also made available to public on the campwebsite.Interested high school students submitted a hard copy of the application package including theapplication forms, his/her transcript, a school attendance record, and an educational goalstatement. Applications were evaluated and ranked by the summer camp leadership team (Dr.Muhittin Yilmaz, Dr. Jianhong Ren, Dr. Carlos Garcia, Dr. David Ramirez, Sheryl Custer) interms of the ESF camp selection criteria as described in Table 1. Table 1. The ESF Camp Student

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Frankie Santos Laanan, Iowa State University; Melissa Chapman Haynes, Independent External Evaluation Consultant, Professional Data Analysts, Inc.; Soko S. Starobin, Iowa State University

Tagged Divisions

K-12 & Pre-College Engineering

guided this evaluation at this early stage:  RQ1: What are the socio-demographic, academic, and cognitive characteristics of PLTW students and what characteristics are associated with PLTW participation?  RQ 2: Do PLTW students take more math and science courses than non-PLTW students?  RQ3: Is the cognitive improvement for PLTW students greater than that for non- PLTW students?DataThese three research questions were investigated using merged datasets, which are maintained bythe Iowa Department of Education. This merged PLTW dataset currently includes two datasources. These are: 1) Project EASIER, which includes PK-12 data, including PLTW status, standardized test

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura E. LeMire, Community College of Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

training team were shared with their counterparts from the Affiliate Universities.Meetings were then held to obtain input and feedback on the lesson plans and assessments,discuss the structure and frequency of the training, address past challenges and successes, andprepare the new teams for implementation of the professional development model. The firstround of training sessions was conducted between September and November 2010 forapproximately 80 teachers, and was met with high teacher satisfaction as evidenced by thesurvey ratings and comments, and a documented increase in teacher knowledge. Scores on thestandardized assessments increased 28% for CEA, 23% for Inventor Level 1, 62% for InventorLevel 2 questions and 25% for Inventor Level 2

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; David Urias, Drexel University; Adam K. Fontecchio, Drexel University; Eli Fromm, Ph.D., Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

enhance the program’s performance while summative analysis to measurethe final impact of the program. The evaluation methods used consisted of both qualitative andquantitative methods. The qualitative methods included observations, open-ended surveys,structured discussions, informal interviews, and peer evaluations. Quantitative data wascollected using paper-based surveys employing a Likert scale of 1-4 with 4 being the highest.The middle school students involved in the program were given a survey at the beginning of theschool year and one at the end. The surveys consisted of both open and closed ended questionswhich examined the student’s knowledge, interest, and attitude toward engineering. The detailsof the students’ evaluation were previously

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johnny Thieken, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.204.1 c American Society for Engineering Education, 2011 Analysis of Census Survey of Middle School Students’ Knowledge of Engineers and Engineering in Suburban K-8 School DistrictIntroductionThis paper describes the results of a census survey of middle school student conceptions ofcareer choices, descriptions of engineers and engineering, and interest level in specific examplesof engineering given to all grade 6, 7, and 8 students in a suburban school district in Arizona.The purpose of administering this survey was two fold: 1) as an extension of the survey andresults described in the National Academy of Education’s1 (NAE) Changing the Conversation:Messages for Improving Public Understanding

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Brandon Turek-Krengel, U. of St. Thomas - St. Paul; Scott Woelber, Edina Public Schools; Ellen Johnson, Edina Public Schools; AnnMarie Thomas, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

specific focus on theterms A(amplitude) and (angular velocity). There were four primary goals for this project: (1)to open lines of communication between the University Saint Thomas and local PK-12 teachers,(2) to aid in the teaching of trigonometry lessons through the use of hands-on activities created tosatisfy MN Academic Standard #9.2.1., (3) to incorporate engineering content into math lessons,and (4) to hone students’ visual-to-mathematic conversion skills, which has been recognized asan increasingly important skill1 for students to possess. This paper discusses the collaborationprocess and presents a lesson plan that can be replicated by other schools.IntroductionThe engineering department at the University of Saint Thomas was approached by

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Robert Reeves, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

design process were evaluated in both the pre andpost-assessment. The questions were developed by the IMD INSPIRES team (which consisted ofengineering faculty, graduate students and high school technology education teachers).Examples of the questions asked can be found in Appendix A. Past data has shown that thismodule has been successful at increasing the students understanding of the underlying scientificprinciples and the engineering design process. Science Concepts Engineering ConceptsFigure 1: Student learning data for Engineering in Health Care module during 2006-2007school year. Mean assessment scores ± standard error of the mean (n=158

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Emily Medders, Southern Wesleyan University; Cheryl Cass, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

(e.g. “That lab work seems unclear. I have no idea at this point asto what I am going to be doing.” Bob, Wk 1). Each level requires mastery of all previous levels,with the understanding that one cannot apply a procedure in the lab without first rememberingwhat the procedure is and understanding how to do it. Thus the presence of lower level cognitivestages late in the program does not have negative connotations if higher levels of cognition arealso present.We also sought to develop a measure of teachers’ functionality as scientific researchers.Elements from studies on adult learning and learning in general4-7 were combined to form a four-level scale to assess teachers’ independence as researchers, their focus, their relationship withtheir

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Althea Smith, North Carolina State University; Elizabeth Parry, North Carolina State University; Laura Bottomley, North Carolina State University; Lynn Albers, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

trilogy outside of the classroom.STEM based university and industry outreach programs have proven to greatly impactthe community they serve. However, sometimes university or industry supported STEMoutreach programs are comprised of a one day activity/demonstration exposing theyouths to STEM fields. Though great in their attempts, these one day programs fail todevelop mentor relationships between students and facilitators. It is this mentorship thathas proven to profoundly impact the views of STEM fields of the students participating inthese programs.1 We define sustainable STEM outreach as a partnership that maintains,fosters and promotes long-lasting interests in STEM fields

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Rene Reitsma, Oregon State University; Paul Klenk, Duke University; Malinda Zarske, University of Colorado, Boulder; Jacquelyn Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

the University of SouthCarolina, Vanderbilt University and Drexel University paved the way for a plethora of additionalcontributors. To date, K-12 engineering curricular submissions have been received from 27different entities, of which 16 are engineering colleges with NSF GK-12 grants, and five are NSFResearch Experience for Teachers (RET) programs.The TeachEngineering team continues to enhance user systems and interface features, andexpand the collection as it evolves to become a key STEM resource in the broader K-12engineering community. After slow but steady usage growth in its initial years, library patronagehas recently accelerated sharply (Figure 1), indicating that TeachEngineering has started to fulfillan important niche in K-12

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steven Essinger, Drexel University; Ryan Coote, Drexel University; Pete Konstantopoulos, CAPA High School; Jason Silverman, Drexel University; Gail Rosen, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

applications and principles of STEM knowledge and the intellect that goes into theiruse and development.Goals of the project include: 1. Development of computer based laboratories that illustrate STEM principles that go hand and hand with creative expression and performing arts 2. Evaluate the effectiveness of these labs by seeing improvement in STEM based education within an arts magnet high school 3. Excite university students about teaching and open their perspectives on learning 4. Train teachers to implement STEM based content into the current high school curriculumsOur partner high school, CAPA, is a special admission magnet school, meaning that all studentswithin the school district may apply

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tom Benton, University of Texas, Austin; Taylor Martin, Univ of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

scientists are related but different, engineeringin the classroom demands a different style of instruction than may be effective in the science ormath classroom. Style of instruction aside, high school science and math courses rest on afoundation of relatively well-defined content; contrast this with Koen’s definition of theengineering method as “the strategy for causing the best change in a poorly understood situationwithin the available resources”1. Even retreating from this abstract definition and focusing onmore familiar territory such as electrical or mechanical engineering does not necessarilyilluminate the fundamental engineering content these disciplines share. An extensive NationalAcademies survey on the present state and future of K-12

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College

Tagged Divisions

K-12 & Pre-College Engineering

several successful Engineering Technology programs and a TechnologyEducation program within our department. In 2007, faculty these programs workedtogether to provide engineering education professional development experiences fornearly 400 teachers; who in turn have taught thousands of K-12 students. This wasfacilitated with the assistance of a $1.7 million grant, and visiting faculty from severalleading design centers in England. This conceptual framework is partially a result of thefindings of that project. Within our Technology Education program, this is ourframework for preparing technology teachers. These teachers promote technologicalliteracy and engineering. The four elements of the framework are 1) Design, 2) Living, 3) Productivity

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Rajesh Ganesan, George Mason University; Philip Henning, James Madison University; Donna Sterling, George Mason University

Tagged Divisions

K-12 & Pre-College Engineering

development * Ability to write concisely and clearly for non-scientists * Enhanced awareness of global perspective * Increase in fellow interdisciplinary knowledge and communication * Increase in the ability to work in heterogeneous teams * Impact on fellow research * Increase in GK12 awareness and advocacyThe surveys were designed by the external evaluator with input from the PI and a CO-PI. Thethree surveys did not present identical questions but differed in order to reflect the particularperspectives on fellow growth as seen by fellows, teachers and advisors. In addition to 1-14quantitative responses, those surveyed were asked to comment on one or more of their responsesin the last question.The