Feeding the Recruitment of Inner City Kids to MSE by Keeping 5TH Graders on Track for Engineering in College

2000 ◽  
Vol 632 ◽  
Author(s):  
William E. Brower
Keyword(s):  
Inner City ◽  
Engineering Students ◽  
Fifth Graders ◽  
Fifth Grade ◽  
College Of Engineering

ABSTRACTThe fifth grade inner city volunteer teaching project (5GVP) at Marquette University's College of Engineering has attempted to inform and inspire Milwaukee's inner city fifth graders about engineering for the last ten years. Each year I have recruited our engineering students to volunteer to take self contained science lessons into the Milwaukee Public Schools'fifth grade classrooms. Although the lessons are on science and the career touted is engineering in general, the lessons are flavored by my being in MSE. Being excited about a career is certainly a precursor to choosing that career. I have found the fifth graders very excited about seeing and experiencing science in action as the engineering students present it to them. Hopefully, the program at Marquette will result in more inner city students choosing to enter college as engineers, with MSE garnering its usual share.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

scholarly journals Adaptation of Fifth Graders: Features, Factors, Pedagogical Attention to Success

2020 ◽  
pp. 80-83
Author(s):  
Olga Aleksandrovna Voskrekasenko
Keyword(s):  
Fifth Graders ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Successful Adaptation ◽  
Educational Situation ◽  
Basic School ◽  
Purposeful Activity

The paper reveals the essence and features of adap-tation of students during the transition to the fifth grade. The determination of the complexity of the course of adaptation is shown by the coincidence in time of external and internal crises associated with changes in the educational situation and the entry of fifth-graders into the younger adolescent age. The indicators of students' readiness to transfer to basic school and factors determining its effective-ness are presented. The role of purposeful activity in pedagogical attention to successful adaptation of fifth-graders is revealed. The main directions and content of the process of pedagogical attention to adaptation of students during the transition to the fifth grade are characterized. A complex of propae-deutic measures carried out in the fourth grade is listed. The work of the subjects of pedagogical at-tention to adaptation of students, carried out direct-ly in the fifth grade, is characterized.

scholarly journals Creativity in Design Engineers: Attitudes, Opinions and Potentially Influential Factors

2017 ◽  
Author(s):  
Paul Neufeld ◽  
Omid Mirzaei ◽  
Mark Runco ◽  
Sean Maw
Keyword(s):  
Online Survey ◽  
Engineering Students ◽  
Statistical Tests ◽  
Initial Study ◽  
Influential Factors ◽  
Measurement Tool ◽  
Engineering Programs ◽  
Design Engineers ◽  
Creativity Research ◽  
College Of Engineering

Is creativity important in engineering design? If it is, then why do most undergraduate engineering programs spend so little time teaching creativity? And therefore, as a result of our programs, do our students emerge more creative, less creative or no different compared to when they arrived? If creativity is worth developing, can we accurately measure it in our students, and can we enhance it systematically?These were some of the questions that motivated the initiation of a creativity research program in the College of Engineering at the University of Saskatchewan. The assumption was that creativity is important in engineering, especially in design. The intent was to understand how we could assess creativity in our students and then enhance it.The focus of this initial study is a precursor to many of these more applied questions. We had students and faculty from a variety of Colleges, including Engineering, answer an online survey that probed attitudes towards creativity, respondent personality characteristics, opinions regarding conditional influences on creativity, and potential demographic factors influencing the creativity of individuals. As well, we employed a validated creativity attitudes and beliefs measurement tool (rCAB) as an accepted benchmark for assessment.The survey included both closed- and open-ended questions. The results from some of the open-ended questions have been analyzed to determine emerging groups of similar types of answers, and then efforts have been made to relate the groups in a meaningful framework.The results for the Engineering students are emphasized, but they are also compared with students and faculty from other Colleges. Closed questions were analyzed using inferential statistical tests (distributions, means, standard deviations, t-tests, ANOVA, Cronbach’s alpha), while the open-ended responses are compared more qualitatively when they cannot be quantified easily.The survey went through ethics approval and was distributed in the latter half of the Fall 2015 term.

Engineering Innovation in Biomedical Nanotechnology

2015 ◽  
Author(s):  
Eniko T. Enikov ◽  
Zoltán Szabó ◽  
Rein Anton ◽  
Jesse Skoch ◽  
Whitney Sheen
Keyword(s):  
Engineering Students ◽  
Qualitative Assessment ◽  
First Year ◽  
Nanoscale Science And Engineering ◽  
Training Project ◽  
Undergraduate Engineering ◽  
Nanoscale Science ◽  
College Of Engineering ◽  
Student Projects ◽  
Institutional Challenges

The objective of this National Science Foundation (NSF)-funded undergraduate engineering training project is to introduce nanoscale science and engineering through an innovative use of a technical elective sophomore-level mechatronics course, followed by an Accreditation Board for Engineering and Technology (ABET)-mandated senior-level engineering capstone design project. A unique partnership between University of Arizona’s department of surgery, its neurosurgical division, and the College of Engineering presents a creative environment, where medical residents serve as mentors for undergraduate engineering students in developing product ideas enabled by nanotechnology. Examples include: a smart ventricular peritoneal (VP) shunt with flow-sensing; a bio-resorbable inflatable stent for drug delivery, and a hand-held non-invasive eye tonometer. Results from the first year of the student projects, as well as qualitative assessment of their experience, is presented. Several institutional challenges were also identified.

Estimates of quantity by elementary teachers and college juniors

1963 ◽  
Vol 10 (6) ◽  
pp. 347-353
Author(s):  
Clyde G. Corle
Keyword(s):  
Elementary Teachers ◽  
Research Study ◽  
Fifth Graders ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Measuring Instruments ◽  
Linear Measure ◽  
Gross Error

A research study published in THE ARITHMETIC TEACHER1 described the performance of 147 fifth and sixth grade pupils when these pupils estimated and measured ten simple quantities. The ten quantities included weight, linear measure, time, temperature, and capacity. The gross error of estimate reported by this study averages nearly 600 percent for fifth graders and almost 150 percent for sixth grade pupils. Nearly 240 percent average gross error by fifth grade children and more than 75 percent average gross error by sixth grade pupils occurred when these pupils selected measuring instruments and measured the quantities.

Fifth Graders Respond to a Changed Reading Program

1986 ◽  
Vol 56 (4) ◽  
pp. 395-406 ◽  
Author(s):  
Cora Lee Five
Keyword(s):  
Fifth Graders ◽  
Reading Program ◽  
Fifth Grade ◽  
Grade Teacher

Cora Lee Five, a fifth-grade teacher, puts into practice innovative ideas gleaned from the work of other teachers and researchers. She realizes, however, that she must rely on her own observations and questions to test these ideas in her classroom. Five concludes that through her own study of her students' responses to literature she has become more able to follow their development as readers.

scholarly journals Psycholinguistic Approaches to a Theory of Punctuation

1978 ◽  
Vol 10 (4) ◽  
pp. 363-375 ◽  
Author(s):  
R. Scott Baldwin ◽  
James M. Coady
Keyword(s):  
Word Order ◽  
Repeated Measures ◽  
Fifth Graders ◽  
Variable Importance ◽  
Order Conditions ◽  
Fifth Grade ◽  
Reading Behaviors ◽  
Preceding Word ◽  
The Relationship

The study consisted of two repeated measures experiments which explored the relationship between punctuation and grammatical expectations. In the first experiment, 20 above average fifth-grade readers were exposed to sets of isolated sentences. Word order conditions were manipulated to vary the criticalness of individual punctuation cues. The second experiment was identical to the first except that adult subjects were used. The combined results of the experiments indicated (a) that individual punctuation marks varied from critical to redundant as a function of preceding word order, and (b) that fifth graders, in contrast to adults, tended to ignore grammatically critical punctuation cues. The experimental outcomes suggested that punctuation is a late developing cue system in reading. In addition, the results were interpreted to mean that traditional punctuation rules are empty conventions which neither predict nor explain reading behaviors involving punctuation. Specific psycholinguistic rules are proposed to account for the variable importance of individual punctuation cues.

scholarly journals A Learning Village: Utilizing A Holistic Approach To Create Connections Between Community College Pre Engineering Students And Iowa State's College Of Engineering

2020 ◽  
Author(s):  
Jacqulyn Baughman ◽  
Steven Mickelson ◽  
Mary Darrow ◽  
Lora Leigh Chrystal ◽  
Mary Goodwin ◽  
...  
Keyword(s):  
Community College ◽  
Engineering Students ◽  
Holistic Approach ◽  
College Of Engineering

scholarly journals Improving the experiment report writing skills of fifth graders through the discovery learning method

2018 ◽  
Vol 6 (1) ◽  
pp. 102
Author(s):  
Rita Indriyanti ◽  
Zuhdan Kun Prasetyo
Keyword(s):  
Elementary School ◽  
Fifth Graders ◽  
Writing Skills ◽  
Discovery Learning ◽  
Fifth Grade ◽  
Average Score ◽  
Learning Method ◽  
Writing Performance ◽  
Report Writing ◽  
Minimum Criteria

This study aimed to improve the experimental report writing skills through the discovery learning method of the fifth graders of  Muhammadiyah Sapen Elementary School Yogyakarta. This study was classroom action research. The subjects were 26 students of the fifth grade. The techniques for collecting data were observation, task, and documentation. The instruments of the data collection were observation sheets and writing performance. The result of this study showed that the process approach with the discovery learning method could improve the experimental report writing skills of the fifth-grade students of Muhammadiyah Sapen Elementary School Yogyakarta. It could be seen from the result of students’ observation sheet and writing performance. The observation result indicated the increase of the process and result of experimental report writing skills with the average score of 74.88 in Cycle I to 89.38 in Cycle II. The percentage of the Minimum Criteria for Mastery Learning in Cycle I was 60% and increased to 96% in Cycle II, with 24 the students achieved the mastery level and one failed. This showed that the students’ classical mastery was achieved.

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