Design and Implementation of Data Collection in a Large-Scale, Multi-Year Pre-College Engineering Study: A Retrospective (original) (raw)
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2006
Division have collaborated on a series of educational outreach projects designed to improve the science and mathematics instruction of students in grades six through eight. Over the last four years, a series of workshops have been offered to middle school teachers from twelve school districts in the State of Colorado, United States. Middle school is defined here to be grades six through eight. Each of these workshops has an academic year follow-up such that a faculty member, an expert teacher or a graduate student assists the teachers in the classroom. An expected outcome of this effort is the improvement of instruction in mathematics and science in the participating middle schools; an unexpected outcome has been the impact of these projects on the culture of the participating schools, both pre-college and university. This has included the offering of a free summer technology camp by graduate students to middle school students, the involvement of undergraduate engineering students i...
Digging Deeper with Data: Engineering Research Experiences for STEM Undergraduates and Teachers
American Society for Engineering Education, 2022
It has become increasingly important for K-12 students to learn how to investigate patterns, correlations, and significance in data. The Berkeley Engineering Research Experiences for Teachers plus Data (BERET+D) pairs undergraduate pre-service teachers and experienced in-service science and mathematics teachers (PSTs and ISTs) to engage in engineering and data science research, exploring and analyzing data sets drawn from a variety of STEM fields and laboratories across the UC Berkeley campus. In addition to conducting independent summer research projects with guidance from university research faculty, the program provides opportunities for: (1) PSTs to develop data science-based lessons inspired by their research and aligned to the Next Generation Science Standards (NGSS), (2) ISTs to create data science-based curricula designed to inspire middle and high school students to see STEM classes as exciting and with real-life applications, and (3) ISTs to collaborate with and mentor PSTs preparing to enter K-12 STEM classrooms. Contributing towards broader impacts, CalTeach recruits a racially and socioeconomically diverse population of PSTs, and all ISTs were recruited from local public schools, in order to educate, prepare, and encourage more minority and female K-12 students to consider higher education and careers in STEM. During the first two summers of this project (2020-2021), participants completed over forty data-science related projects, developed over thirty K-12 data-science related lesson plans in math, science, and engineering, and created six classroom-ready and publicly accessible (teachengineering.org) curricular units showcasing data science. As an example of these curricular units, and as further evidence of the project’s broader impact, one IST has developed an ongoing partnership between their classroom and a research laboratory on campus allowing high school physics students to learn data science techniques by analyzing and interpreting distant satellite signals collected by radio telescopes. Preliminary evaluation of this ongoing project revealed that participants viewed data science as important and essential in K-12 curriculum, that data analysis is a critical and useful skill for youth, and that data science aligns closely with the science and engineering practices called forth by NGSS. Though constrained by work-from-home restrictions due to COVID during the first two years, participants described their experience as positive and valuable, particularly in conceiving of ways to engage young learners with data-science through remote instruction.
Asking Questions About Data: First-year Engineering Students' Introduction to Data Analytics
2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020
pursuing a Ph.D. in Engineering Education. Previously, he worked as a Natural Science teacher in High School where he, as a scholarly teacher, constantly assessed his performance to design better learning environments that promote students' conceptual understanding. In 2015, Ruben earned the M.S in Chemical Engineering at Universidad de los Andes in Colombia where he also received the title of Chemical Engineer in 2012. His research interests include cognition and metacognition in the engineering curriculum.
2009
Dr. Nathan received his PhD in experimental (cognitive) psychology from the University of Colorado at Boulder. He holds a B.S. in electrical and computer engineering, mathematics and history from Carnegie Mellon University. As an engineer, Dr. Nathan worked in research and development in artificial intelligence and expert systems, computer vision and robotic systems mobility. This work inspired an interest in how people represent their knowledge of the physical and conceptual realms.
Measuring the Effects of Pre-College Engineering, Year 3
2016 ASEE Annual Conference & Exposition Proceedings, 2000
where he is a member of the Electrical and Computer Engineering Department and IDoTeach, a pre-service STEM teacher preparation program. His work focuses on the transition from pre-college to university engineering programs, how exposure to engineering prior to matriculation affects the experiences of engineering students, and engineering in the K-12 classroom. He has worked as a high school science, mathematics, and engineering and technology teacher, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master's of Education degree from the University of Massachusetts, and a Master's of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University.
E-PROCEEDINGS OF THE 10NTH ESERA CONFERENCE (Science Education Research for Evidence-based Teaching), 2014
Various targeted studies during the last decade indicate persistently low and even declining levels of interest among young people towards science topics and related careers. These findings raise serious concerns for the future ability of Europe to confront the challenges of the knowledge-based economy. A range of innovative methods of science teaching designated by the umbrella title Inquiry-Based Science Education are considered by science education experts as a form of pedagogy that could reverse this trend and increase students’ interest in science. Non-formal learning settings are often viewed as sources of inspiration for formal learning and as pools offering valuable learning tools proven to stimulate interest in science and attract young people to science learning.
International Conference on Engineering Education August 6 -- 10, 2001 Oslo, Norway
2002
This paper deals with ways of further developing and using innovative tools for teaching purposes in the field of science and engineering. Recent breakthroughs in communication and information technology, along with strides made in scientific education, have yielded new training approaches. In this paper, we present the utilization of HiQ, a computing and visualization tool from National Instruments, as a remote collaborative learning tool based on the concept of a shared interactive laboratory notebook. Within the networked environment, geographically scattered participants can access distributed resources and carry out laboratory experiments or prelab presentations interactively. One or more servers manage the real or simulated data. We will also discuss the pedagogical aspects involved as well as the system validation process.
2019
Gail P. Baxter is the Co-Director, Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. Baxter leads CIESE research and evaluation efforts on several national and statewide K-12 STEM curriculum development and teacher professional development programs and she manages a program to support faculty adoption of evidence-based teaching practices in the core courses in the School of Engineering at Stevens. Before joining CIESE, Baxter was a Senior Survey Researcher at Mathematica Policy Research, Inc., Senior Research Scientist at Educational Testing Service, and an Assistant Professor in the Graduate School of Education at the University of Michigan. In addition, she served on National Academy of Sciences Committees on Foundations of Educational and Psychological Assessment and Evaluation of National and State Assessments of Educational Progress. She earned a PhD in Educational Psychology from UC Santa Barbara.