Project Lead theWay, engineering education in K-12 is mostly not public, and the role of teachers in developingthese experiences has to date been limited. In this paper we seek to show why this is a problem,particularly for creating pathways to engineering for students of low socioeconomic status andstudents of color. As the Next Generation Science Standards come online, and as more and morestates adopt engineering standards for K-12 education, how can engineering education bedelivered as part of public education, involving teachers and unions fully in the process? Whatkinds of redirection are needed to reverse the privatization that has already occurred?IntroductionEngineering, along with most other STEM disciplines, has made scarce progress in
the instructor duringthe learning process. These longer periods allowed for the instructor to focus on interdisciplinaryproblems rather than traditional civil and mechanical engineering problems. The authors providea list of supplies and required equipment.18 Hall et al. 19 also outline the design, construction,and fabrication of seven laboratory exercises and a design project for a sophomore levelintegrated statics and mechanics of materials course. Each laboratory and project is detailed, Page 26.780.4including photographs, drawings of the equipment, student work requirements, principles demonstrated, and equipment design and fabrication
aerodynamics as an applied example.Figure 1. Strategy and toolkit for Backwards Design of courses.The course content emphasizes understanding of pilot controls of the hardware of a rotor,mathematical modeling of theoretical performance models, and design of a rotor to meet adefined mission. The assessment strategies are based on the types of learning in this course,where project-based learning and design thinking employ higher levels of thinking and thereforeneed the matched assessment strategy of a rubric. Pedagogy is primarily based on Perkins’Making Learning Whole, where certain elements for the student are emphasized: distributed,deliberate practice; intrinsic motivation and choice; working on the hard parts with feedback andassessment
Mechatronics and Entrepreneurship, a GK-12 Fellows project, and a DR K-12 research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and control system tech- nology. Under Research Experience for Teachers Site and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six philanthropic foundations, he has con- ducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York City public schools. He received NYU- SoE’s 2002, 2008, 2011, and 2014
, she was the director of the Savannah River Environmental Sciences Field Station. Dr. Simmons has nearly fourteen years of engineering and project management experience working with public utility companies, a project management consulting company, and a software company. She is a registered professional engineer, project management professional and LEED accredited professional. Her research interests are in investigating students’ development of leadership skills and other professional competencies and in students’ involvement in curricular, co-curricular and extra-curricular activities. Dr. Simmons is a NSF CAREER award recipient for her research entitled, ”Investigating Co-Curricular Participation of Students
operation in a detailed way. It also readily demonstrates the three areas ofmechanical engineering: structures and materials, thermo-fluid sciences, and engineeringdesign.The students (who had no particular technical preparation) were divided into small teams andguided through a discussion of what it means to be an engineer and a qualitative overview ofdesign, solid mechanics, material properties, and thermodynamic principles as applied to theconstruct of a small machine. This paper will describe that project-based learning exercise in Page 26.1055.2detail and propose options for extending and adapting it for use as a module within or as aframework for
Paper ID #11644Creativity and Innovation as Part of the Civil Engineering BOKDr. Stuart G. Walesh P.E., S. G. Walesh Consulting Stuart G. Walesh, Ph.D., P.E., Dist.M.ASCE, D.WRE, and F.NSPE (stuwalesh@comcast.net, www.helpingyouengineeryourfuture.c is an author; teacher; and an independent consultant providing leadership, management, and engineering services. Prior to beginning his consultancy, he worked in the public, private, and academic sectors serving as a project engineer and manager, department head, discipline manager, marketer, legal expert, professor, and dean of an engineering college. Walesh’s technical specialty
hands-on sustainable design courseSustainability Module in Engineering CourseThe introductory course for civil and architectural engineering (CAE) students (2-credits)included sustainability as one of five main topics in the course. The course learning goals relatedto sustainability were: define sustainability, describe its importance to engineering, and identifyaspects of sustainability in civil & architectural engineering projects. A sustainability module hasbeen included in the introductory civil engineering course since 2008.12 In 2012 the civilengineering course merged with the introductory architectural engineering course. This studywas conducted with the fall 2015 course. The first day of class, students were introduced to theidea of
Paper ID #15180The Roles of Engineering Notebooks in Shaping Elementary Engineering Stu-dent Discourse and Practice (RTP)Jonathan D. Hertel, Museum of Science Jonathan manages the Examining the Efficacy of Engineering is Elementary (E4) project (an NSF-funded study of the efficacy of the EiE curriculum), overseeing and organizing a research effort that involves 240 teachers in the different states. He also provides evaluation support for the Engineering Adventures and Engineering Everywhere projects. He holds an Ed.M. in learning and teaching from the Harvard Graduate School of Education. In 2013-2014, he was named a
mathematics graduate students. As of Fall 2016, I will be an Assistant Professor of Engineering and Science Education at Clemson Uni- versity.Dr. Lisa Benson, Clemson University Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student moti- vation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incor- porating engineering into
Early Childhood Education/Special Education from Temple University in Philadelphia, PA and an M.A. in Education from LaSalle University in Philadelphia, PA. Dr. Nagle has completed graduate work in Educational Research Methodology at the University of North Carolina-Greensboro and earned his doctorate at George Wash- ington University in Educational Administration and Policy Studies.Professionally he has conducted 21 national and international research and evaluation projects and over 100 regional and local research and evaluation projects. c American Society for Engineering Education, 2016 Engineering achievement: An exploratory case study of minority
STEM teaching workshop, the workshoppurpose and goals were met. The short- and mid-term outcomes of this project to develop abroader awareness on campus of alternative teaching strategies for STEM classrooms andincrease comfort level in using alternative teaching strategies, such as active learning, wasachieved. Participants demonstrated alternative teaching strategies in their individual short peerreviewed teaching demonstrations. However, the goals to develop relationships and increasecommunication between the multiple STEM departments at SUU were less successful. The post-survey data is somewhat contradictory. The lowest Likert-scale numbers indicate that some ofthe participants are less likely to follow-up with the peers they met at the
education policy, and academic motivation.Miss Raeven Carmelita WatersMs. Ashley R Taylor, Virginia Polytechnic Institute and State University Ashley Taylor is a doctoral student in engineering education at Virginia Polytechnic and State University, where she also serves as a program assistant for the Center for Enhancement of Engineering Diversity and an advisor for international senior design projects in the Department of Mechanical Engineering. Ashley received her MS in Mechanical Engineering, MPH in Public Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include broadening participation in engineering, the integration of engineering education and international development, and
Paper ID #21392Measuring Engineering Students’ Metacognition with a Think-Aloud Proto-colDr. Carolyn Plumb, Montana State University Carolyn Plumb is the recently retired Director of Educational Innovation and Strategic Projects in the College of Engineering at Montana State University (MSU). Plumb has been involved in engineering education and program evaluation for 30 years, and she continues to work on externally funded projects relating to engineering education.Rose M. Marra, University of Missouri Rose M. Marra is a Professor of Learning Technologies at the University of Missouri. She is PI of the NSF-funded
. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two
economics, and public policy. Dr. Cowell previously worked as an Assistant Regional Economist for the Buffalo Branch of the Federal Reserve Bank of New York. She was previously a member of the John D. and Catherine T. MacArthur Foundation-funded re- search project, ”Building Resilient Regions” and also part of a team of researchers assessing southwestern Virginia’s entrepreneurial ecosystem for the Kauffman Foundation. She is currently a faculty member and co-Faculty Lead for Virginia Tech’s National Science Foundation Research Traineeship (NRT) program on Disaster Resilience and Risk Management. Dr. Cowell’s research has been funded by the National Sci- ence Foundation, MacArthur Foundation, Kauffman Foundation
engineering education research interests focus on community engage- ment, service-based projects and examining whether an entrepreneurial mindset can be used to further engineering education innovations. He also does research on the development of sustainable materials management (SMM) strategies.Dr. Daniel Knight, University of Colorado Boulder Daniel W. Knight is the Program Assessment and Research Associate at Design Center (DC) Colorado in CU’s Department of Mechanical Engineering at the College of Engineering and Applied Science. He holds a B.A. in psychology from Louisiana State University, an M.S. degree in industrial/organizational psychology and a Ph.D. degree in education, both from the University of Tennessee
method Page 12.1159.5Before choosing a strategic teaching method, faculty need to understand the way the brain solvesmost design engineering problems. Within any strategic plan for engineering, various tactics areavailable including design methods such as brainstorming, morphology, evaluations, finiteelement analysis (FEA), features-based modeling, rapid prototyping, etc. But according to Eder,engineering tactics can be applied as learning techniques for anyone.Eder9 also proposed that problems are a constituent part of a design project. The simplestproblems have essentially one solution and are well-characterized by the mathematicalhomework
, Fiber Optic Communications, Technology and Society, and Project Management. He also advises students on their senior design projects. He is author of “The Telecommunications Fact Book, 2E” and co-author of “Technology and Society: Crossroads to the 21st Century,” “Technology and Society: A Bridge to the 21st Century,” and “Technology and Society: Issues for the 21st Century and Beyond.” He is a member of ASEE, and a senior member of IEEE.Amin Karim, DeVry University Amin Karim is the Director of Technology Programs at DeVry University. In this capacity, he is responsible for leading DeVry’s undergraduate and graduate programs in engineering technology, information systems, telecommunications
the Curtiss-Wright project already enrolled women majoring inteaching or home economics prior to the project. By contrast, at all-male RPI, the arrival of"engineeresses" created a culture shock. Local newspapers carried giant headlines, "RPI OpensDoors to Women: Institute Breaks 116 Year Old Rule Due To War Need ... Curtiss WrightWomen ... Invade RPI Campus" (Rensselaer Polytechnic 1943). Soon RPI discovered advantagesto having "Katie Kaddettes" on campus.27 Cadettes threw themselves into the school culture.They were cheerleaders, and actresses in the act troupe. They proved temptingly photogenic andadded glamour to the campus. Life magazine published a special feature titled: "The‘engineeresses’ were a curiosity, but acceptable as a
, 4, 5 KEEN has specifically outlined seven studentoutcomes pertaining to the entrepreneurial mindset.6 A student should be able to: 1. Effectively collaborate in a team setting (teamwork) 2. Apply critical and creative thinking to ambiguous problems (problem solving) 3. Construct and effectively communicate a customer-appropriate value proposition (customer awareness) 4. Persist through and learn from failure to learn what is needed to succeed (persistence) 5. Effectively manage projects and apply the commercialization process within respective disciplines (project management) 6. Demonstrate voluntary social responsibility (social responsibility) 7. Relate personal liberties and free enterprise to
Engineering Education and an affiliate faculty member in the Women’s Studies Program and the Division of Environmental and Ecological Engineering at Purdue University. She has a B.Eng. in chemical engineering from McGill University, and an M.S. and a Ph.D. in industrial and systems engineering with a Ph.D. minor in women’s studies from the Uni- versity of Wisconsin, Madison. She is Co-PI and Research Director of Purdue University’s AD- VANCE program, and PI on the Assessing Sustainability Knowledge project. She runs the Research in Femi- nist Engineering (RIFE) group, whose diverse projects and group members are described at the website http://feministengineering.org/. She is interested in creating new models for thinking
Western InterstateCommission for Higher Education 9. This means that we cannot depend on an increased inputvalue to create the additionally needed number of engineering B.S. degrees. Considering onlycivil, mechanical, and electrical engineers, the U.S. Bureau of Labor Statistics OccupationalEmployment data projects a need of 20,000 additional jobs by 2010 10. The same sourceindicates we might need a similar or even larger increment for computer software and applicationsengineers. These increments are impossible to attain with the present set of system parameters.That problem is evidenced by the number of available H-1B visas in amounts of nearly 200,000,as indicated in Congressional Bill S.2045 (1988) and presently amended upward 11.It is
for this course, all workshop leaders and instructorswere given a tutorial on using DyKnowTM in the classroom to interact with students virtually.Using DyKnowTM, I was able to receive instant feedback from students on their level ofunderstanding, poll students for answers to multiple choice questions, collect student work, anddisplay student work as a teaching aid during class. Although common notes were prepared forthe course, instructors were given the freedom to alter the course notes or integrate relevantexamples from their own work, as long as they maintain the integrity of the notes for thestudents. I decided to take advantage of this opportunity to integrate several of my own personalexamples from past projects and research.In spring
, enrollment prediction, modeling responses to institutional financial aid, and developing an integrated model of student persistence within Carnegie Mellon's six undergraduate colleges. She is currently a member of ASEE, the Association for Institutional Research, and the Association for the Study of Higher Education.Cynthia Finelli, University of Michigan Cynthia Finelli, Ph.D., is Director of the Center for Research and Learning North at U-M. In addition, she actively pursues research in engineering education and assists other faculty in their scholarly projects. She also is past Chair of the Educational Research and Methods Division of ASEE and guest co-editor for a special issue of the
have a pragmatic way of projecting to external stakeholders that accreditationactivities are somehow “independent.” Yet domestically, accreditation activities are organized bythe CEEAA, which was initiated by and located in the Ministry of Education. Figure 1. The Governing Bodies of EEA in ChinaFurther, both CAST and CEEAA are GONGOs (government organized non-governmentalorganizations). Through such a complicated but pragmatic design of the accreditation agency, theChinese government is able to reach two seemingly contradictory ends. In theory and forinternational purview, China has what looks like an “independent” and “non-governmental
goals. Adam is an active member of the American Society of Engineering Education, Biomedical Engineering Society, American Educational Research Association, and National Association of Research and Science Teaching.Courtney June Faber, Clemson UniversityDr. Lisa Benson, Clemson University Lisa Benson is an Associate Professor in the Department of Engineering and Science Education at Clem- son University, with a joint appointment in the Department of Bioengineering. Her research interests include assessment of motivation, how motivation affects student learning, and student-centered active learning. She is also involved in projects that utilize Tablet PCs to enhance and assess learning, and in- corporating
. Page 24.762.2IntroductionEducators are always seeking ways to encourage their students to grow and learn. Like anexperienced carpenter, most experienced teachers have more tools in their box than they are ableto use on any particular project, not because they don’t care about the quality of the finishedproduct, but because the time available for those critical enhancements and finishing touches isvery limited. The carpenter and the teacher both must make daily decisions that balance valueadded against time invested. With this in mind, the concept of Two-Minute Follies has beendeveloped at West Point and adopted by Mississippi State as a means to motivate and teachstudents in an effective and time-efficient manner.The basic concept of the Two
other external accreditation bodies are often more mature than those inprograms that are not separately accredited, so a model of collaboration across disciplines hasbeen adopted as a way forward in developing assessment expertise among colleagues who deliverthe liberal education component of the undergraduate engineering curricula.The goals of this project were (a) to assess the existing capacity for core curriculum assessment,and (b) to design and implement an intervention aimed at increasing this capacity in academicdepartments not previously required by external bodies to engage in outcomes-based assessment.This remarkable effort is a largely faculty-driven process which enjoys the enthusiastic support ofuniversity administration. It also
unit Technology and Gender was used in all sections of the Tech 198 coursebeginning in Fall 2003. The department has begun to collect feedback from students andinstructors on this module and the content will be revised in Summer 2005.ConclusionThe development process of multimedia modules for a GE course at SJSU was very long andcomplex and spanned nine years and six separate versions. When first proposed in 1994, theprocess was envisioned as a one-year project. However, there were many twists and turns alongthe way. Because of the nature of multimedia, there is the expectation that changes inmultimedia material will happen frequently. These changes, whether small or large, can be verytime consuming. For example, the relatively small change to