Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Design in Engineering Education
With programs like Project Lead the Way, engineering has increased in frequency in secondary school programs. In 2013, Next Generation Science Standards were published formalizing the importance of engineering in secondary schools as part of the crosscutting concepts. For a typical secondary science department the current options can either be very expensive and/or very time consuming (often requiring engineering courses outside of traditional science courses). The purpose of a broader NSF-funded project is to create and evaluate a more accessible system for engaging students in one of the key components of engineering: problem framing.
This work presents one tool developed as part of that effort, the Need Identification Canvas (NIC), and the assessment methods developed for evaluating students’ engineering problem-framing skills using the NIC. The NIC is a tool for guiding novice designers through the need identification process, specifically addressing four key subcategories: stakeholders, stakeholder needs, needs statement and Information gathering. Student responses in each category were evaluated using a rubric, developed as part of this effort.
The canvas has been implemented with suburban high school biology, chemistry, and physics classes (N=490) as well as first-year engineering students (N=160) at a private undergraduate university to provide a basis of comparison for the higher levels of achievement. In addition to comparisons between grade levels, secondary students that have and have not been taking supplemental engineering courses as part of their program of study were compared. Significant differences were found amongst a variety of these subgroups.
Herak, P. J., & West, M. E., & Hylton, J. B., & France, T., & Wellman, B. (2020, June), Assessing Problem-Framing Skills in Secondary School Students Using the Needs Identification Canvas Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34178
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