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Assessing Problem-Framing Skills in Secondary School Students Using the Needs Identification Canvas

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Design in K-12 Education

Tagged Division

Design in Engineering Education

Page Count

9

DOI

10.18260/1-2--34178

Permanent URL

https://peer.asee.org/34178

Download Count

12

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Paper Authors

biography

Patrick James Herak Ohio State University

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Dr. Herak is a four time graduate of The Ohio State University: BSE (Science Education), MS (Env Sci), MS (Civil Eng), and PhD (STEM Education). As an undergrad he was a member of The Ohio State University Marching Band for 5-years and can still be found playing with the TBDBITL Alumni Band.

Dr. Herak was a secondary science teacher for 18-years, primarily for Westerville City Schools. However, he did take a leave of absence to teach at Aldenham School near London (UK). Dr. Herak has served as an adjunct professor at Central Ohio Technical College (Environmental Science) and adjunct professor position at Ashland University - Columbus Branch (Science Education), a position he still currently holds. Dr. Herak is currently completing a Master's Degree in Foreign Secondary and Multilingual Education and serves as a Senior Lecturer in the College of Engineering at The Ohio State University.

Dr. Herak has presented at education conferences at the state, national and international level including the Science Education Council of Ohio, National Science Teachers Association, International Consortium of Research in Science and Math Education, First Year Engineering Education conference and American Society for Engineering Education conference.

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Meg E. West Ohio State University Orcid 16x16 orcid.org/0000-0002-1031-7381

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Meg E. West is an engineering education graduate student at The Ohio State University. She is a graduate teaching and research associate for the Department of Engineering Education.

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J. Blake Hylton Ohio Northern University Orcid 16x16 orcid.org/0000-0001-9766-971X

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Dr. Hylton is an Assistant Professor of Mechanical Engineering and Coordinator of the First-Year Engineering experience for the T.J. Smull College of Engineering at Ohio Northern University. He previously completed his graduate studies in Mechanical Engineering at Purdue University, where he conducted research in both the School of Mechanical Engineering and the School of Engineering Education. Prior to Purdue, he completed his undergraduate work at the University of Tulsa, also in Mechanical Engineering. He currently teaches first-year engineering courses as well as various courses in Mechanical Engineering, primarily in the mechanics area. His pedagogical research areas include standards-based assessment and curriculum design, including the incorporation of entrepreneurial thinking into the engineering curriculum and especially as pertains to First-Year Engineering.

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Todd France Ohio Northern University

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Todd France is the director of Ohio Northern University's Engineering Education program, which strives to prepare engineering educators for the 7-12 grade levels. Dr. France is also heavily involved in developing and facilitating the first-year engineering program at ONU. He earned his PhD from the University of Colorado Boulder where his research focused on pre-engineering education and project-based learning.

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Bruce Wellman Olathe Northwest High School

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Bruce Wellman is a National Board Certified Teacher (NBCT, Chemistry) who teaches Engineering Chemistry as part of Engineering Academy at Olathe Northwest High School in Olathe, KS and serves as a Co-Principal Investigator on an NSF funded (DR K-12) research project entitled “Building Informed Designers”. Wellman is a member of ASEE’s Board of Directors’ Committee on P-12 Engineering Education. Wellman completed his B.S. degree in general science (focus in chemistry) at Penn State University and his M.S. in Education at the University of Rochester (NY). He has taught overseas as an English teacher in French-speaking Africa as well as a chemistry/AP Chemistry teacher in the United States in rural, urban, and suburban settings. He received the Presidential Award for Excellence in Science Teaching in 2009, served as a Teacher Ambassador Fellow at the U.S. Department of Education during the 2011-12 academic year, served as a National STEM Teacher Ambassador for the National Science Teachers Association (NSTA) & the National Council of Teachers of Mathematics (NCTM) during the 2017-18 academic year, and he is currently serving a three-year term on the National STEM Education Advisory Panel. Wellman has also worked on several projects and consensus reports for the National Academy of Sciences and the National Academy of Engineering.

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Abstract

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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