as they apply to K-12 education. In 2013, the Next Generation Science Standards reflected the growing interest in K-12 engineering by integrating it with the science curriculum. In contrast to the prior standards, the NGSS explicitly included engineering as a foundational component of the curriculum, with engineering concepts included in the requirements for each grade level. In fact, the final NGSS document body included over three hundred uses of the word engineering. Taking advantage of recent research into science learning, the standards also propose a new view of teaching science. Whereas the earlier standards heavily emphasized science content knowledge, the new standards took a more holistic view of science. Science education
“using mathematics andcomputational thinking”, as well as crosscutting concepts focused on “systems and systemmodels” 11. Engineering design projects provide extensive opportunities to engage in practicescommon to both the CSSM and Framework: defining problems, constructing explanations,developing models, using appropriate tools and attending to precision.Engineering design done well requires an unfamiliar role for many teachers. Teachers must shiftfrom evaluative to interpretive perspectives while moving away from guiding students to correctanswers and toward emphasizing exploration and engagement 12. Teaching practices must fosterstudent reflection on their own reasoning and interpretation of problems 13. Rather than warningstudents when they
location and trajectory of vehicles. Studentsuse these models to calculate the movement of two vehicles over a 5-second period. It isassumed that ∆𝑡𝑡 is 1 second. The instructor emphasizes that animations and transportationmeasures of effectiveness obtained from traffic simulation models are developed according to carfollowing models.Transportation measures of effectiveness (MOEs): In the next step, the instructor and studentsdiscuss indexes that could be used to quantify the quality of travel experienced by road users.Students are asked to reflect on their personal daily travel experiences and mention when theythink the transportation system is or is not working well for them. Through guided discussions,students typically list indexes such as
, completed two of her four professional development requirementsby presenting at High Schools That Work and in a department meeting at her school, Felicity-Franklin. However, she also chose to provide one-on-one mentoring to a fellow teacher from herschool by meeting with her and explaining the pedagogies associated with the program. Thatsame teacher, BF, decided to apply to the program, was accepted, and now serves as an advocateof program pedagogies throughout Felicity-Franklin.BF made a tremendous impact on one particular science teacher in her rural school throughprofessional development. She mentored “Holly” through the process of creating andimplementing two engineering design challenge units and reflected upon the experience: My first
Movement isdefined by the Maker Media brand may be excluding the culturally-embedded making practicesfound in communities of color. Early analysis of focus group and interview data with membersof communities of color reflect this lack of alignment between their perceptions of making intheir every day lives and what is commonly portrayed as Making within the Maker community.Using Gee’s theory on Discourses, it is possible that the branding of Making by MAKEMagazine results in a limited definition of making focused heavily on electronics andmechanics. We argue that a return to a more inclusive view of making – one characterized bycreative, innovative, and generative processes found within all cultures, and values andhighlights examples of innovation
. FindingsAnna’s View: Designing Possibilities and Confronting Constraints 8 Conversations with Anna, whether they took place in curriculum planningsessions or in the context of reflecting on the smART project, were characterized byoverflowing ideas. She often responded to planning questions by offering new ideas, andwhen students undertook many of the art-infused engineering projects, she would proposenew, related projects or ask for advice on how she could implement similar activities inher science classroom. She was often interested in how origami, an art form with whichshe had prior experience, could be used to teach other content, such as mathematics
. – 9:00 p.m. Reflective/Down Time 9:00 p.m. Lights out/ Bed TimeCurriculumThe NM PREP high school curriculum was designed by the Engineering New Mexico ResourceNetwork (ENGR-NM) staff utilizing feedback provided by the participating engineering facultymembers. The ENGR-NM leadership team met with members of the engineering faculty toidentify activities and to discuss the science behind them as a means of introducing students tothe various engineering disciplines offered by the college. Each department provided an activitythey thought would best engage students, while providing them with some of the technical skillsneeded to be successful future engineering students. A dry-run of the activities
15-311. Arlington, VA. Available at http://www.nsf.gov/statistics/wmpd/. Accessed April 1, 2016.7. Valencia, R. (2015). Students of Color and the Achievement Gap: Systemic Challenges, Systemic Transformations. New York, NY: Routledge, Taylor & Francis Group.8. The STEM Connector, 2012-2013, Annual Report: “Where are the STEM Students” Executive Summary, pg.12. This number (8.65 million) does not reflect people in who are “self-employed” in STEM fields. If “self-employed” is included, the number of people employed in STEM fields in 2012 is 14.9 million, and is projected to reach 15.68 million by 2018.9. Jolly, E.J., Campbell, P.B., & Perlman, L. 2004. Engagement, Capacity and Continuity: A Trilogy for Student
into the Metro Deaf School science club made use of SquishyCircuits ©, MaKey MaKey ©, and incorporated other electronic design challenges such as an e-textiles workshop. The team was able to reflect on the initial Creative Circuitry program and itsreception with the middle school students in order to build more engaging programs in the future.A fall 2014 program was also run and involved a concentration on individual engineeringdisciplines with each week focusing on a different discipline. This curriculum was built tointroduce and expose the deaf students to six different disciplines in enjoyable ways. During thedevelopment of this after-school program, several goals were built into each module of theengineering curriculum. The main goal was
materials in a timely manner, fabricating parts, strengtheningteamwork and communication skills, managing funding/schedules and developing rocketscapable of stable flight. Once a school achieves success at the Tsiolkovsky step, it moves to theOberth step. At this step, the curriculum focuses on incorporating all the knowledge andexperience from the first year, while students work toward achieving a greater understanding ofmass fractions and aerodynamic loads. Students also develop skills needed to design andconstruct the rocket vehicle. The curriculum at the Goddard step focuses on understanding whatis needed to develop high altitude flight time as well as reflecting on the entire process and thelearning it took to get there. SystemsGo charges
compared to their peers,who were members of other clubs instead8. Schools can run successful programs if district anduniversity partnerships are established to train teachers on the best approach and receive mentorsupport from people whom share familiar backgrounds8. Unfortunately, this was not the case forour group, we lacked available mentors that reflect the culture of our student body in addition tothe lack of established partnerships with our charter school and nearby universities due to highturnover rate of coaches. To the best of our knowledge, this is the first time that data has beencollected on a FTC team comprised of 83% girls, 80% of students on refugee status, and 100%of students on national free and reduced lunch program.The need to
families are invited to one of SfT’s partner institutions, including theMuseum of Science and Industry, The Field Museum of Natural History and the PeggyNotebaert Nature Museum.The question the SfT initiative explores is if there are changes in participants’ and out-of-school time organization leadership’s attitude towards STEAM, as well as a gain in contentknowledge. To study this question, participants are given a survey gaging their attitudes andknowledge about STEAM before and after each module. Additionally, all instructors arerequired to complete Activity Journal Logs after each of their class sessions. These journalsallow instructors to reflect on their classes and help to identify where they needed moresupport from the SfT initiative
researchers seek to understand whether and to what extent thedevelopment of engineering “habits of mind and action” in middle school STEM (science,technology, engineering, and math) courses leads to improvements in problem solving abilities,integration of STEM content, and increased interest in engineering. The Next Generation ScienceStandards (NGSS; NGSS Lead States, 2013) call for “raising engineering design to the samelevel as scientific inquiry in science classroom instruction at all levels” (p. 1). Reflecting thisemphasis on engineering as a core idea, recent reforms include proficiency in engineering designas a key component of college and career readiness (Auyang, 2004; Carr, Bennett, & Strobel,2012; Duderstadt, 2008; Kelly, 2014
variables such as gender, race, ethnicity, family’seducational background, and socioeconomic status. English et al. (2013) reported findings from a STEM-based lesson in whichstudents explored engineering concepts and principles pertaining to simple machines.The students clearly indicated how the machines were simulated by the materials. Thestudents were also able to reflect on different aspects of their design, especially onmaterial properties and how they affected stability. Allowing students to suggest ways toimprove their designs provided opportunities for further reflection in subsequent designprocesses. In general, students did not make explicit references to underlyingengineering and science principles, but they were able to link
applicable to asignificant population of students and educators. Further, this case study is relevant toengineering education in that it centers around a classroom that is engaged in “application ofscientific knowledge to an engineering problem,” and NGSS frames this case study as anexample of its “vision of blending disciplinary core ideas, scientific and engineering practices,and crosscutting concepts.” Throughout this paper the authors examine and reflect on the purposes of science andengineering education as well as the ways in which large-scale science reforms (such as NGSS)attempt to address issues of access and equity that continue to persist in science and engineeringeducation. In future, the authors hope to analyze other NGSS case
products for each session. In order to ensure apositive learning environment, STEM undergraduate and graduate students served as classroomassistants and mentors to program participants. In the summer, the mentors were on campus fortwo weeks before participants arrived, to learn how to use software tools and create a PowerPointdeck (with reflection questions) about black and Hispanic inventors. The mentors also learnedabout behavior characteristics of middle school boys and how to create a supportive interaction.They also received training from CARES Mentoring Movement, an organization dedicated tohealing African-American communities through mentoring.Academic Year ProgramDuring the academic year, activities were converted from semester-long to
particular. Further,there are still few published studies that contribute in meaningful ways to our understanding ofhow to recruit and retain learners from diverse groups. We close by setting research agendas andavenues needed to understand and impact concerns over diversity and inclusion in engineering.Introduction and backgroundDespite myriad calls for and programs aiming to bring engineering into K-12 settings, progresshas been hampered by an already crowded curricular scope, comparatively limited resources forteacher professional development on teaching engineering practices, and a relatively sparseadoption of state standards that include engineering. In this metasynthesis, we reflect on pastfindings and contrast this with more recent
, conceptual design is considered the most cognitively intensive inthe engineering design process (Kim, 2011). Therefore, throughout the whole design process,students may have engaged in their task differently, behaviorally emotionally and cognitively.Thus, we perceive the videos recording their design processes as temporal data. In order toanalyze such data, we used sequence analysis – a temporal data analysis method (Abbott,1995). Each video was divided into a number of two-minute segments for adequate coding,and each segment was watched and compared with predetermined indicators that reflect thethree types of engagement and thus record the presence of each type of engagement at thesub-group level. Due to space limit of this paper, these indicators
developing standards-based lesson plans.In turn, it was expected that teachers’ research experience(s) and implementation of theinstructional modules in their classrooms would thus impact upon their students’ learning andmotivation to pursue studies in STEM areas16.The success of the RET program has been reflected, in part, by the number of teachers whocontinued to seek a place in the RET programs that followed each summer. One such teacherwas a participant in the first RET program, and since then has been invited back each year toparticipate in the program; the only teacher to have been invited back for each of the ten years ofthe program to continue development of engineering curricula for her high school and serve as amentor for other teachers in
and pre and postprogram assessment that includes both academic and interest outcomes. Various statistical testsincluding an ANOVA analysis of mean differences as well as a regression analysis of the studentand mentor data should be conducted. Additionally, as introduced within the limitations section,an analysis of classroom mentors opened-ended questions should be analyzed for qualitativeresearch purposes. This is especially important for those mentors who had negative experiencesand may have reflected that information within the survey.BIBLIOGRAPHY[1] Afterschool Alliance (2004). American After 3 PM: Afterschool Programs in Demand.[2] Afterschool Alliance. (2011). Afterschool: A vital partner in STEM education. Retrieved from http
, there were exceptions in severalcourses and gender and racial/ethnic differences in the trends. Based on the findings, weidentified several interesting characteristics in the trends of student course-taking in CTE-STEMcourses and addressed each characteristics one by one with discussion.A. Overall, Student Enrollment Rates Increase across Time in CTE-STEM CoursesAs shown in Figures 2 through 5, overall over a six-year time frame, Texas high school studentenrollment rates were increasing in CTE-STEM courses when the effects of natural increase ofpopulation were controlled in enrollment rates. Even though the proportion of students taking theCTE-STEM courses is relatively small, the trends are promising as it reflects a continuousincrease of
to 5-pt Likert Scale. Whiskers represent ±1 standard deviation.Table 1: College majors for program alumnae and controls for both high school (intended major)and college (actual major). Students were permitted multiple responses to reflect dual majors andinterdisciplinary areas of study. Choice of college major was compared between alumnae andcontrols using chi-square test for independence (df=1, N=627 for high school, N=324 forcollege). High School CollegeCollge Major Program Control p value Program Control p valuePhysics, Chemistry, Math 29.4% 30.8% 0.68 7.3% 8.3% 0.86Biology or Biosciences 80.8
engineering and investigating how engineering habits of mind can enhance pre-college students’ learning abilities.Cole H. Joslyn, Purdue University, West Lafayette Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, human- istic education, contemplative and reflective practices, and spirituality) and how they can shape engineer- ing as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing in mathematics education and has worked as an engineer, a pastor, and a high school math teacher.Miss Avneet Hira, Purdue
participate in anoutreach survey than those not. We could well have a disproportionate data set. But outreach certainly“feels” like a nearly pervasive activity among universities, and this magnitude of extrapolation is likelyto be generally valid.Three programs reported about 65,000 of the 147,000-plus student total, each with about 20,000participants. The median figure for student programs was 200. The spiky-ness of participation numberspoints up something fundamental about the nature of the field. Outreach is a highly varied undertaking.Different schools have different goals, capabilities, and opportunities. Programs come in all shapes andalso all sizes.The community member total does reflect one unusually large program total that might bear
by incorporating real work: real-worldrelevant assignments, ill-defined problems, sustained investigation, collaboration, and reflection.The AR Drone lab targeted all of these real work elements with its inherent real-worldimportance in technology, ill-defined experimental process, sustained investigation of errorsources, and continuous collaboration and reflection between teams. Simultaneously, it promotedthe three categories within quantitative research through this real work scenario: actualexperimental design and setup, theoretical calculations of ground speed from distance and time,and descriptive analysis of a real-world scenario.Within the “real work” learning process, it is essential to account for how the Net Generationlearns.21 The
contextrequires a more thoughtful approach, taking care not to make assumptions based on pastexperiences with non-American Indian students. Another pattern revolved around pedagogicalmethods; some proposed that teachers must take extra care to teach to various learning styles andmake curriculum content relatable to students’ lives, and others suggested that instructionalmethods should reflect a natural, traditionally-rooted learning style. A final common thread thatwas mentioned in two of the three groups was the importance of integrating technology intolearning in order to help American Indian students stay connected to the 21st century. This,however, can be tempered by poor connectivity in some rural nations.The final prompt asked participants to
todecide which will work best in their classroom.The model most teachers chose to use largelylooked like the Massachusetts Department ofEducation Engineering Design Process Model7(Fig. 2). Some teachers preferred to furthercondense this model into easier acronyms suchas D.E.A.L (determine the problem, evaluatepossible solutions, apply the best solution, lookback and reflect). Figure 2: Massachusetts Department of Education Engineering Design Process Model (MassachusettsTeachers work through the EDP to design and DOE 2006, p. 84)build their own wearable device to address a OneHealth issue. With guidance from Center faculty experienced in
require them to organize a local fair. We expected this toresult in 34 mentored students participating in the 2014-2015 program. This goal was met: in thespring, project teachers (N=17) reported between 0 to 58 students (Med. = 9) participating inS&E fairs at their school. Teachers reported mentoring between 0 to 47 students (most rangedfrom 2-4, Med. = 3). Excluding the teacher who reported 47 mentees, this leads to a total numberof 51 students who were mentored this year. Although this result was encouraging, the studentsmentored did not reflect school diversity to the extent that the program had hoped. Table 2 shows the characteristics of students in the class, who completed fair projects,and who were mentored. Underrepresented
75.7 81.1 70.3 78.4 64.9 Results show that engineering disciplines which were covered during the program recordedhigher numbers of mentions after the program. Prior to the program, only three out of thirty-seven students made mention about industrial engineering, but that number increased to twenty-six at the end of the program. The results reflect the increase in student exposure to otherengineering disciplines beyond any existing prior knowledge. To better assess students’ understanding of each engineering discipline that was covered andtheir ability to distinguish between them, a rating based on a Likert scale was applied to eachstudent response on the same questionnaire based on the following scale definition: • 0 – Student did
: Harvard University Press. Schön, D. (1983), The Reflective Practitioner, London: Temple-Smith. Blikstein, P. (2008). Travels in Troy with Freire: Technology as an Agent for Emancipation. In Noguera, P. andTorres, C. A. (Eds.), Paulo Freire: the possible dream. Rotterdam, Netherlands: Sense.18 Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Herder & Herder. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American EducationResearch Journal, 35, 465-491. Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using aqualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141. B Blikstein, P. (2008). Travels in