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University-Designed Middle School Science Experiences Aligned with NGSS

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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

Tagged Division

Pre-College Engineering Education

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/1-2--36014

Permanent URL

https://peer.asee.org/36014

Download Count

17

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Paper Authors

biography

Zahraa Stuart Stony Brook University

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Zahraa Stuart received Bachelor of Engineering in electrical engineering from Stony Brook University in 2016.In 2017, she joined the PhD program in Electrical engineering statistical signal processing. Zahraa design, develop and instruct engineering teaching laboratories for both high school and middle school students and teaches since 2016.

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Angela M Kelly Stony Brook University Orcid 16x16 orcid.org/0000-0003-1393-1296

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Angela M. Kelly is an Associate Professor of Physics and the Associate Director of the Science Education Program at Stony Brook University, New York. She attended La Salle University, Philadelphia, Pennsylvania, where she received her B.A. degree in chemistry, and completed her M.A. and Ph.D. degrees in science education (2000 and 2006, respectively) and her Ed.M. degree in curriculum and teaching (2007) at Teachers College, Columbia University, New York. She is the recipient of the SUNY Chancellor’s Award for Excellence in Teaching (2016); the Provost’s Faculty Recognition Award for Excellence in Scholarship and Research from Lehman College, City University of New York (2010); and the Outstanding Teaching Award from Teachers College, Columbia University (2006). Her research has been rooted in a commitment to equity in precollege and university science and engineering.

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Monica Bugallo Stony Brook University Orcid 16x16 orcid.org/0000-0003-2963-1474

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Monica Bugallo is the Associate Dean for Diversity and Outreach of the College of Engineering and Applied Sciences and a Professor of Electrical and Computer Engineering at Stony Brook University. She received her B.S., M.S, and Ph. D. degrees in computer science and engineering from University of A Coruna, Spain. She joined the Department of Electrical and Computer Engineering at Stony Brook University in 2002 where she is currently a Professor. Her research interests are in the field of statistical signal processing, with emphasis on the theory of Monte Carlo methods and its application to different disciplines including biomedicine, sensor networks, and finance. In addition, she has focused on STEM education and has initiated several successful programs with the purpose of engaging students at all academic stages in the excitement of engineering and research, with particular focus on underrepresented groups. She has authored and coauthored two book chapters and more than 150 journal papers and refereed conference articles.

Bugallo is a senior member of the IEEE, serves on several of its technical committees and was the past chair of the IEEE Signal Processing Society Education Committee. She has been part of the technical committee and has organized various professional conferences and workshops. She has received several prestigious research and education awards including the award for Best Paper in the IEEE Signal Processing Magazine 2007 as coauthor of a paper entitled "Particle Filtering," the IEEE Outstanding Young Engineer Award (2009), for development and application of computational methods for sequential signal processing, the IEEE Athanasios Papoulis Award (2011), for innovative educational outreach that has inspired high school students and college level women to study engineering, the Stony Brook University Hispanic Heritage Month (HHM) Latino Faculty Recognition Award (2009), the Chair of Excellence by the Universidad Carlos III de Madrid-Banco de Santander (Spain) (2012) and the Ada Byron Award from the Galician Computer Engineering Society.

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Abstract

The adoption of the Next Generation Science Standards (NGSS) by many U.S. states involves the inclusion of engineering practice in science instruction to better equip and prepare students with sufficient engineering literacy prior to college. It is therefore crucial for teachers and counselors to have available engineering programs to refine curricula to meet the standards as well as to provide them with general engineering knowledge. Existing programs involve engineering contests, classroom materials, web-based material, and university campus activities. These programs help precollege students learn about engineering and understand technological advancements necessary for solving authentic real-world challenges. They help shape students’ minds about what engineering is and how science can be applied to help students formulate more informed decisions about their future careers. The Department of Electrical and Computer Engineering at Stony Brook University has a long history in collaborating with schools and teachers in designing curricula that meets the intent of NGSS. Faculty members of the department designed a one-week, 30-hour engineering camp aligned with the middle school science curricula to test the efficacy of such programs in developing middle school students’ engineering interest and knowledge. Four different projects were designed: 3D-printed spirograph, night light, optical intrusion detection with memory, and traffic light. Students of the camp (N=55) built and optimized their own take-home electronic gadgets. Pre- and post-surveys were collected to analyze the students’ engineering self-efficacy, knowledge, and skills. Comparison of means results suggest that students’ self-efficacy and beliefs in succeeding in engineering majors and careers had increased after their experiences in the camp; they also improved their engineering knowledge and skills (p

Stuart, Z., & Kelly, A. M., & Bugallo, M. (2020, June), University-Designed Middle School Science Experiences Aligned with NGSS Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--36014

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