scholarly journals Impact of Ethics and Social Awareness Curriculum on the Engineering Identity Formation of High School Girls

2019 ◽  
Vol 9 (4) ◽  
pp. 250
Author(s):  
Gabriel Burks ◽  
Jennifer R. Amos
Keyword(s):  
Identity Formation ◽  
Engineering Design ◽  
Engineering Practice ◽  
Student Interest ◽  
Engineering Curriculum ◽  
Awareness Curriculum ◽  
And Mathematics ◽  
K 12 ◽  
Scientific Ideas ◽  
Holistic Engineering

A national need exists to effectively engage women and people categorized as minorities in science, technology, engineering, and mathematics (STEM) fields and career paths. Given the minimal existence of standards and accreditation boards for engineering design and holistic engineering practice in K–12 contexts, we must better understand how said engineering design and holistic engineering practice affects the learning and identity formation of K–12 students. Here, 50 rising 9th–12th grade girls are exposed to either a socio-ethics enhanced engineering curriculum or a standard engineering curriculum through a week-long STEM summer camp. Qualitative methods are used to conduct a thematic analysis on the engineering language used by students in each curriculum group. Significant differences in language and attitudes towards engineering and the practice of STEM subjects is observed through the incorporation of ethics and humanities into a standard model engineering curriculum. The study presented in this paper demonstrates that students have a tendency towards describing scientific ideas through abstract terms, while a group who participated in the social science integrated camp tended to describe scientific ideas using social-emotional terms. Lastly, students who participated in the camp with integrated social sciences displayed an expanded view and sense of responsibility for the society for which their science is developed to serve. These results could have implications on how STEM subjects are communicated to attract and sustain student interest.

Introduction of Prevention Engineering Into the Mechanical Engineering Curriculum

2019 ◽  
Author(s):  
Zbigniew M. Bzymek ◽  
Eliot Brown
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Engineering Students ◽  
Rapid Development ◽  
Nuclear Research ◽  
Natural World ◽  
Engineering Practice ◽  
Engineering Curriculum ◽  
Engineering Research ◽  
Preventative Measures

Abstract In today’s fast growing world, the economy — especially the field of technology and production — are developing very rapidly. Engineering design that would predict the results of this rapid development and equip the society with tools to control them, faces a big challenge. Rapidly developing technology brings many benefits to humanity and makes life easier, friendlier and more comfortable. This has been the case for thousands of years as new branches of engineering were born and came to serve society. One might say that engineers have the privilege of creating a bloodless and peaceful revolution resulting in easier and happier lives for people. At the same time, such fast developing technology creates traps and dangers, and may cause harm. The inventions of Alfred Nobel, Samuel Colt and Eliphalet Remington, for example, or nuclear research have all brought significant technological progress to nations and societies but have also brought harms and disasters affecting both societies and individuals. The role of engineering design is to predict these harmful actions and plan to neutralize or eliminate them, or even change them from harmful into friendly. Such actions follow the way recommended by BTIPS (Brief Theory of Inventive Problem Solving) procedures [1], especially those using the Prediction module [2], [3]. When developing Prevention Engineering a system approach should be observed and hierarchy of systems established and defined. All systems should be designed in such a way that prevents harm to humans and the natural world. Recommendations for introducing Prevention Engineering as a branch of engineering practice, and as an educational and research discipline, should be created as soon as possible, and directions for introducing courses in Prevention Engineering design and practice should also be developed [4]. For example, personal protective equipment for individuals and groups as designed by ME and MEM engineering students in their courses might be considered as Prevention Engineering developments [5]. Defining and formulating Prevention Engineering as a new branch of engineering is necessity in our times. In every step of our lives we face the challenge of preventing harms and destruction that can be done by the contemporary surrounding world. The goal of Prevention Engineering [PE] is to make the world safe. Prevention and safety are connected, prevention is an action, while safety is the condition or state that we are trying to achieve. Preventative actions can be based on the recommendations of BTIPS - Brief Theory of Inventing Problem Solving - and may use BTIPS’s approach [4], [5]. The reasons for the development of PE have already been described [6]. Each of these should be pointed out and preventative measures should be found. Adding these preventative measures to the contemporary engineering research, practice and education, and especially reflecting them in the engineering curriculum would be useful now and will also be necessary in the future [7], [8].

Designing an Earthquake-Resistant Building

2016 ◽  
Vol 23 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Lyn D. English ◽  
Donna T. King
Keyword(s):  
Engineering Design ◽  
Earthquake Engineering ◽  
Base Isolation ◽  
Sixth Grade ◽  
Student Interest ◽  
Design Processes ◽  
Science Technology ◽  
Engineering Activity ◽  
Earthquake Resistant ◽  
And Mathematics

Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. This article is a comprehensive Earthquake Engineering activity that includes the Designing an earthquake-resistant building problem. The task was implemented in sixth-grade classes (10–11-year-olds). Students applied engineering design processes and their understanding of cross-bracing, tapered geometry, and base isolation to create numerous structures, which they tested on a “shaker table.”

scholarly journals Translating Research to Practice on Individual and Collective Mathematics and Science Identity Formation: Pedagogical Recommendations for Teachers

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Rebecca Hite ◽  
Mona Tauber
Keyword(s):  
Identity Formation ◽  
Collective Identity ◽  
Science Identity ◽  
Legitimate Peripheral Participation ◽  
Pedagogical Strategies ◽  
Math And Science ◽  
Classroom Structures ◽  
And Mathematics ◽  
K 12 ◽  
Mathematics And Science

Recruiting students to science and mathematics fields continues to be a nationwide issue, resulting in a dearth of individuals to fill present and future science and math careers. Novel interventions, especially in the K-12 space, call for a move from content acquisition to formation of individuals’ identity to foster involve science and math interest and persistence. Identity research has evidenced results, yet greater communication is needed between the research and practitioner communities to realize the potential of cultivating collective STEM identifies in the classroom. In this paper, we bridge these spaces by describing the potential affordances beyond individual identity formation to that of collective (classroom level) identity formation for K-12 teachers to consider for their math and science students, respectively. Specifically exploring how traditional K-12 classroom structures may reinforce stereotypes hindering collective mathematics and science identity formation, whereas reform-oriented classroom structures (that employ legitimate peripheral participation within a community of practice) enable them. Last, to aid practitioners who wish to engage in reform efforts, we recommend pedagogical interventions to promote opportunities for students to collectively co-construct skills specific to mathematics and science communities as a strategy to foster collective mathematics and science identities. Collective identity formation can provide K-12 classroom teachers pedagogical strategies for additional opportunities or enhanced and experiences for students to co-construct and reinforce individual identities in math and science.

Designing an Amusement Park Ride

2016 ◽  
Vol 22 (9) ◽  
pp. 564-566
Author(s):  
Terri L. Kurz ◽  
Rolando Robles
Keyword(s):  
Preservice Teachers ◽  
Engineering Design ◽  
Proportional Reasoning ◽  
Student Interest ◽  
Common Multiple ◽  
Amusement Park ◽  
Least Common Multiple ◽  
Design Processes ◽  
Science Technology ◽  
And Mathematics

iSTEM (Integrating Science, Technology, Engineering, and Mathematics) authors share ideas and activities that stimulate student interest in these integrated fields in K–grade 6 classrooms. This month, preservice teachers use Polydron® Revolution kits to design and create an amusement park ride that spins. The lesson integrates engineering design processes with mathematics to explore the concepts of proportional reasoning and least common multiple within the context of gears.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

scholarly journals IMPLEMENTING A RUBRIC-BASED ASSESSMENT SCHEME INTO THE MULTIDISCIPLINARY DESIGN STREAM AT QUEEN'S UNIVERSITY

2011 ◽  
Author(s):  
Thomas F. C. Woodhall ◽  
David S. Strong
Keyword(s):  
Education Research ◽  
Student Learning ◽  
Engineering Design ◽  
Learning Process ◽  
Learning Objectives ◽  
Multidisciplinary Design ◽  
Engineering Practice ◽  
Course Assessment ◽  
Queen's University ◽  
Student Attention

Education research strongly links methods of course assessment with the student learning process. In open-ended engineering design courses, assessment based on student deliverables as “product” may focus student attention on a content checklist rather than effectively learning process and techniques that are critical to professional engineering practice. By developing a rubric assessment scheme that relates directly to the course learning objectives and sharing it openly with students, it is proposed that students are more likely to achieve deeper learning on the process of engineering design.

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

scholarly journals CHALLENGES IN ENGINEERING DESIGN EDUCATION: VERTICAL AND LATERAL LEARNING

2015 ◽  
Author(s):  
Aleksander Czekanski ◽  
Maher Al-Dojayli ◽  
Tom Lee
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Engineering Practice ◽  
Design Strategies ◽  
Engineering Design Education ◽  
Advanced Analysis ◽  
Capstone Projects ◽  
Team Design

Engineering practice and design in particular have gone through several changes during the last two decades whether due to scientific achievements including the evolution in novel engineering materials, computational advancements, globalization and economic constraints as well as the strategic needs which are the drive for innovative engineering. All these factors have impacted and shaped to certain extent the educational system in North America and Canada in particular. Currently, high percentage of the engineering graduates would require extensive training in industry to be able to conduct reliable complex engineering designs supported by scientific verification and validation, understand the complete design stages and phases, and identify the economic and cultural impact on such designs. This task, however, faces great challenges without educational support in such vastly changing economy.Lots of attention has been devoted to engineering design education in the recent years to incorporate engineering design courses supported by team design projects and capstone projects. Nevertheless, the lack of integrated education system towards engineering design programs can undermine the benefits of such efforts. In this paper, observations and analysis of the challenges in engineering design are presented from both academic and industrial points of view. Furthermore, a proposed vertical and lateral engineering education program is discussed. This program is structured to cover every year of the engineering education curricula, which emphasizes on innovative thinking, design strategies, support from and integration with other technical engineering courses, the use of advanced analysis tools, team collaboration, management and leadership, multidisciplinary education and industrial involvement. Its courses have just commenced for freshmen engineering students at the newly launched Mechanical Engineering Department at the Lassonde School of Engineering, York University.

Sign in / Sign up

Export Citation Format

Share Document