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Board 52: Cultivating the Maker Culture through Evidence-Based Pedagogies

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Educational Research and Methods Division Poster Session

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

8

Permanent URL

https://peer.asee.org/32369

Download Count

10

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Paper Authors

biography

Yonghui Wang Prairie View A&M University

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Dr. Yonghui Wang received his B.S. in Optoelectronics from Xidian University in 1993, his M.S. in electrical engineering from Beijing Polytechnic University in 1999; and his Ph.D. in computer engineering from Mississippi State University in 2003. From 1993 to 1996, he was a Research Engineer with the 41st Electrical Research Institute in Bengbu, China. From July 1999 to December 1999, he worked as an IT Specialist in IBM China, Beijing, China. From 2000 to 2003, he was a research assistant with the Visualization, Analysis, and Imaging Laboratory (VAIL), the GeoResources Institute (GRI), Mississippi State University. He is currently an Associate Professor with the Department of Engineering Technology, Prairie View A&M University. His research interests include digital signal processing, image and video coding, and wavelets.

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Suxia Cui Prairie View A&M University

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Suxia Cui is an associate professor in the Department of Electrical and Computer Engineering at Prairie View A&M University (PVAMU). She joined PVAMU right after she obtained her Ph.D. degree in Computer Engineering from Mississippi State University in 2003. Her research interests include image and video processing, data compression, wavelets, computer vision, remote sensing, and computing education. Her projects are currently funded by NSF, United States Department of Agriculture, and Department of Education.

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Wei Zhan P.E. Texas A&M University Orcid 16x16 orcid.org/0000-0002-9956-1910

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Dr. Wei Zhan is an Associate Professor of Electronics Engineering Technology at Texas A&M University. Dr. Zhan earned his D.Sc. in Systems Science from Washington University in St. Louis in 1991. From 1991 to 1995, he worked at University of California, San Diego and Wayne State University. From 1995 to 2006, he worked in the automotive industry as a system engineer. In 2006 he joined the Electronics Engineering Technology faculty at Texas A&M. His research activities include control system theory and applications to industry, system engineering, robust design, modeling, simulation, quality control, and optimization.

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Bugrahan Yalvac Texas A&M University

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Bugrahan Yalvac is an associate professor of science and engineering education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of learning environments informed by the How People Learn framework. Dr. Yalvac's research has been funded by NSF, IES, and NIH.

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Abstract

Teacher-centered and lecture-based Science, Technology, Engineering, and Mathematics (STEM) education practices negatively affect students’ career aspirations and interests in STEM fields and their attitudes towards the STEM subjects. Students from the populations who have been historically underrepresented in STEM fields in the U.S. are more vulnerable to those teacher-centered and lecture-based STEM instruction. A review of literature suggests that minority students, first-generation college students, and female students attain significant gains in their attitudes towards the STEM subjects and in their content understandings of the field. For the purpose to enhance the diversity in STEM fields and promote equity in STEM education, it is critical to improve the quality of STEM education in undergraduate levels and retain the students in their majors.

A team of engineers and learning scientists in two universities has been working on a collaborative grant project funded by the Department of Education for the purpose to enhance the student diversity in STEM fields. In this project, we aimed at (1) contextualizing the student learning experience in STEM fields, and (2) implementing an integrated STEM education approach to teach the skills and knowledge that are necessary to be competent in engineering and technology careers in 21st century. The research objective of the present study is to investigate the effectiveness of evidence-based instructional strategies and the integration of the maker culture on students’ problem solving and life-long learning skills.

Our engineering professors will integrate the maker culture in their courses in the undergraduate level. In this paper we describe our ongoing project activities and will report the initial findings.

Wang, Y., & Cui, S., & Zhan, W., & Yalvac, B. (2019, June), Board 52: Cultivating the Maker Culture through Evidence-Based Pedagogies Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32369

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