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Articles 1 - 27 of 27
Full-Text Articles in Education
Library Steam Kits: Developing Circulatable Curriculum For Community Steam Learning, Daphne Fauber, Ashley Fletcher
Library Steam Kits: Developing Circulatable Curriculum For Community Steam Learning, Daphne Fauber, Ashley Fletcher
Purdue Journal of Service-Learning and International Engagement
Public libraries serve as repositories for a movement described as cultivation of the Library of Things. In the wake of COVID-19, the West Lafayette Public Library enhanced its existing Library of Things collection through the creation of science, technology, engineering, art, and mathematics (STEAM) kits. Since 2017, the West Lafayette Public Library has held regular free STEAM programs for the community; those programs were put on hold during the height of the COVID-19 pandemic, which concurred with a library renovation. These kits provide the community with the ability to learn STEAM concepts at home engaging, hands-on activities that may otherwise …
Destigmatizing Working With Dyslexic Learners, Riley N. Dandurand
Destigmatizing Working With Dyslexic Learners, Riley N. Dandurand
Writing Center Journal
In the field of writing center research there is a paucity of information regarding tutoring students with dyslexia. This comes as no surprise considering it is only in the last 50 years that there has been a conscious effort to include those who have exceptionalities in all areas of education. In addition to a lack of research and training there is another issue that arises with disclosing exceptionalities. Those studying dyslexia have found that students are hesitant to disclose their learning disability because of the stigma and feelings of differentiation from their peers (Brizee et al., 2012). The question then …
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
Journal of Pre-College Engineering Education Research (J-PEER)
The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have argued that this integration would improve student engagement and academic achievement. There is a significant amount of research that supports the positive student outcomes associated with each approach, yet there remains a dearth of literature that addresses the integration of these two practices into the science and mathematics content areas. The movement around educational reform …
Understanding The Impact Of Professional Development For A Cohort Of Teachers With Varying Prior Engineering Teaching Experience, Jennifer Kouo, Medha Dalal, Eunsil Lee, Bruk Berhane, Olushola Emiola-Owolabi, Jumoke Ladeji-Osias, Cheryl Beauchamp, Ken Reid, Stacy Klein-Gardner, Adam Carberry
Understanding The Impact Of Professional Development For A Cohort Of Teachers With Varying Prior Engineering Teaching Experience, Jennifer Kouo, Medha Dalal, Eunsil Lee, Bruk Berhane, Olushola Emiola-Owolabi, Jumoke Ladeji-Osias, Cheryl Beauchamp, Ken Reid, Stacy Klein-Gardner, Adam Carberry
Journal of Pre-College Engineering Education Research (J-PEER)
Engineering for US All (e4usa) is a National Science Foundation-funded first-of-its-kind initiative aimed at making engineering more inclusive and accessible to underrepresented populations. The ‘‘for us all’’ mission of e4usa encompasses both students and teachers. Paramount to the success of e4usa was the construction of professional development (PD) experiences to prepare and support teachers with different levels of engineering teaching experience as they implemented the e4usa yearlong course. The perspectives of nine teachers with varying degrees of engineering teaching experience were examined during two PD opportunities to compare experiences and dynamics between the teachers. Data sources consisting of focus groups …
School Personnel Lived Experiences Related To High School Engineering Education And The Covid-19 Pandemic, Justina R. Jackson, Katherine L. Boice, Stephen Cochran, Brooke Skelton, Jeffrey Rosen, Marion Usselman
School Personnel Lived Experiences Related To High School Engineering Education And The Covid-19 Pandemic, Justina R. Jackson, Katherine L. Boice, Stephen Cochran, Brooke Skelton, Jeffrey Rosen, Marion Usselman
Journal of Pre-College Engineering Education Research (J-PEER)
This study investigated the teaching experiences of three school personnel at a public high school during the 2020–2021 school year as they implemented a unique science, technology, engineering, arts, and math (STEAM) unit with in-person and virtual students in their engineering classes during the Covid-19 pandemic. A research team interviewed two teachers and one administrator at the school to better understand the nuances of pre-college engineering during a pandemic year and how changes in school and district policy affected the instructional delivery of STEAM projects. Narrative analytic methods were utilized to understand each participant’s experience and an inductive content thematic …
Teacher Experiences In A Community-Based Rural Partnership: Recognizing Community Assets, Tawni Paradise, Malle R. Schilling, Jake Grohs, Jordan L. Laney
Teacher Experiences In A Community-Based Rural Partnership: Recognizing Community Assets, Tawni Paradise, Malle R. Schilling, Jake Grohs, Jordan L. Laney
Journal of Pre-College Engineering Education Research (J-PEER)
The purpose of this research study is to understand teacher experiences throughout their second year of engagement in the Virginia Tech Partnering with Educators and Engineers in Rural Schools partnership. This partnership is an assets-based community partnership in a rural environment between middle school teachers, regional industry, and university affiliates that is focused on implementing recurrent, hands-on, culturally relevant engineering activities for middle school students. This qualitative study uses constant comparative methodology informed by grounded theory on teacher interviews to capture both teacher experiences in the partnership as well as teacher-identified assets in their classrooms and school communities. Using the …
Inventing The Baby Saver: An Activity Systems Analysis Of Applied Engineering At The High School Level, Jessica Gale
Inventing The Baby Saver: An Activity Systems Analysis Of Applied Engineering At The High School Level, Jessica Gale
Journal of Pre-College Engineering Education Research (J-PEER)
Extant research and engineering education frameworks call for students to engage in personally meaningful engineering projects; however, there are few case studies documenting the work of young engineers working to design solutions to real-world problems that matter to them. This qualitative case study describes the work of a purposively selected group of high school engineering students (the InvenTeam) (n = 15) as they devote a school year to a particularly ambitious invention project: designing and prototyping a device to mitigate deaths occurring when children are left unattended in hot cars. Utilizing cultural historical activity theory as a theoretical and …
Insights From Two Decades Of P-12 Engineering Education Research, Cary I. Sneider, Mihir K. Ravel
Insights From Two Decades Of P-12 Engineering Education Research, Cary I. Sneider, Mihir K. Ravel
Journal of Pre-College Engineering Education Research (J-PEER)
The 21st century has seen a growing movement in the United States towards the adoption of engineering and technology as a complement to science education. Motivated by this shift, this article offers insights into engineering education for grades P-12, based on a landscape review of 263 empirical research studies spanning the two decades from January 2000 to June 2021. These insights are organized around three core themes: (1) students’ understandings, skills, and attitudes about engineering and technology; (2) effective methods of P-12 engineering education; and (3) benefits of P-12 engineering education. The insights are captured in the form of evidence-based …
Knowing The World Through Mathematics: The Interconnections Between Social Justice And Mathematics For Preservice Mathematics Teachers, Gabrielle Gagnon
Knowing The World Through Mathematics: The Interconnections Between Social Justice And Mathematics For Preservice Mathematics Teachers, Gabrielle Gagnon
The Journal of Purdue Undergraduate Research
No abstract provided.
Participatory Action Research: Undergraduate Researchers Engaging Secondary Students In Social Justice Mathematics, Isabelle Miller, Alexis Grimes, Camryn Adkison
Participatory Action Research: Undergraduate Researchers Engaging Secondary Students In Social Justice Mathematics, Isabelle Miller, Alexis Grimes, Camryn Adkison
The Journal of Purdue Undergraduate Research
No abstract provided.
The Impact Of Covid-19 On Mathematics Education Curriculum, Kristen Ferguson
The Impact Of Covid-19 On Mathematics Education Curriculum, Kristen Ferguson
The Journal of Purdue Undergraduate Research
No abstract provided.
Real Work With Real Consequences: Enlisting Community Energy Engineering As An Approach To Envisioning Engineering In Context, Michelle E. Jordan, Steve Zuiker, Wendy Wakefield, Mia Delarosa
Real Work With Real Consequences: Enlisting Community Energy Engineering As An Approach To Envisioning Engineering In Context, Michelle E. Jordan, Steve Zuiker, Wendy Wakefield, Mia Delarosa
Journal of Pre-College Engineering Education Research (J-PEER)
This study describes an illustrative case study from a year-round program that positions middle and high school youth to explore the social value of energy systems in their homes, schools, and neighborhoods. Designed to center existing youth assets, interests and values, Community Energy Engineering (CEE) frames engineering as a tool that students can enlist in order to understand and interrogate their local socio-energy system while also acting to transform it. CEE partners with Title 1 schools in Latino/a neighborhoods in the U.S. southwest. CEE situates youth community-based solar energy innovation projects as consequential, evolving in and with historically contingent engineering …
Funds Of Knowledge As Pre-College Experiences That Promote Minoritized Students’ Interest, Self-Efficacy Beliefs, And Choice Of Majoring In Engineering, Dina Verdín, Jessica M. Smith, Juan Lucena
Funds Of Knowledge As Pre-College Experiences That Promote Minoritized Students’ Interest, Self-Efficacy Beliefs, And Choice Of Majoring In Engineering, Dina Verdín, Jessica M. Smith, Juan Lucena
Journal of Pre-College Engineering Education Research (J-PEER)
Pre-college experiences both inside and outside of the classroom inform students’ interest in science, technology, engineering, and mathematics (STEM)-related activities, help them evaluate their knowledge and skills in various tasks, and shape their perceptions of themselves as individuals who can participate in STEM. Yet little empirical research examines the valuable pre-college knowledge, practices, and skills that minoritized students acquire through their home experiences and how they can support students’ transition into an engineering pathway. This study addresses this gap by investigating how students’ funds of knowledge support their interest in engineering, self-efficacy beliefs, and certainty of pursuing an engineering major. …
Transnational Latinx Youths’ Workplace Funds Of Knowledge And Implications For Assets-Based, Equity-Oriented Engineering Education, Amy Wilson-Lopez, Jorge Acosta-Feliz
Transnational Latinx Youths’ Workplace Funds Of Knowledge And Implications For Assets-Based, Equity-Oriented Engineering Education, Amy Wilson-Lopez, Jorge Acosta-Feliz
Journal of Pre-College Engineering Education Research (J-PEER)
Due to economic inequality in society, millions of Latinx high school youth work after-school jobs and summer jobs in order to provide additional income for their families. The purpose of this qualitative study, conducted with transnational Latinx youth, was to identify the engineering-related skills and bodies of knowledge they developed and applied while in different workplaces. This study is framed in complementary theories of funds of knowledge, Vygotskian theories of mediated action, and theories of resistant capital. Specifically, this study is based in the premise that youth can develop engineering-related funds of knowledge through tool-mediated, goal-directed activities jointly conducted with …
Education, Hurricanes, And Bananas: Studying Abroad In Honduras, Daphne Fauber
Education, Hurricanes, And Bananas: Studying Abroad In Honduras, Daphne Fauber
Purdue Journal of Service-Learning and International Engagement
The College of Education Honduras Study Abroad program has been sending students to Honduras for a 17-day investigation of Honduran history, educational systems, and social justice in education since 2003. Honduras is a Central American country with a long history of exploitation, political conflict, and environmental disasters. The country began with a swift and brutal colonization by the Spanish, which left the indigenous people persecuted and massacred. In 1998, Honduras experienced a devastating hurricane that decimated many buildings and infrastructure. Large-scale farming operations run by foreign investors has resulted in political turmoil and a struggling working class. However, Honduras has …
The Influence Of Student Enrollment In Pre-College Engineering Courses On Their Interest In Engineering Careers, Kelly A. Miller, Gerhard Sonnert, Philip M. Sadler
The Influence Of Student Enrollment In Pre-College Engineering Courses On Their Interest In Engineering Careers, Kelly A. Miller, Gerhard Sonnert, Philip M. Sadler
Journal of Pre-College Engineering Education Research (J-PEER)
Pre-college student enrollment in engineering courses increases every year in the United States, yet little is known about the relationship between taking these courses and subsequent science, technology, engineering, and mathematics (STEM) career interest. Through multinomial logistic regressions, and while controlling for student background variables and prior STEM career interest, this study addresses two research questions: (1) Does completing a pre-college engineering course increase the likelihood of an engineering career interest at the end of high school? (2) Does completing a pre-college engineering course have a different influence on career interest in engineering than on career interest in other STEM …
Purdue Students In Tanzania: Establishing Connections Through 10 Years Of Service-Learning, Laura Duke, Madison Busch
Purdue Students In Tanzania: Establishing Connections Through 10 Years Of Service-Learning, Laura Duke, Madison Busch
Purdue Journal of Service-Learning and International Engagement
For ten years, Dr. Jill Newton has coordinated the Maymester in Tanzania program and has created a highly successful and compelling program. Her aim for this program was to create a mini Peace Corps experience for Purdue University students, seeing as she has herself served as a Corps member in Papua New Guinea. One of the most impactful and rewarding components of this program is the service learning opportunities she encourages. Purdue University students attending this program have received a total of over $23,000 in service learning grants to date towards bettering the communities they interact with daily while on …
Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks
Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks
Journal of Pre-College Engineering Education Research (J-PEER)
The goal of this study was to examine how the use of a new instructional model is related to changes in middle school students’ engineering identity. The intent of this instructional model, which is called argument-driven engineering (ADE), is to give students opportunities to design and critique solutions to meaningful problems using the core ideas and practices of science and engineering. The model also reflects current recommendations found in the literature for supporting the development or maintenance of engineering identity. This study took place in the context of an eighth-grade science classroom in order to explore how middle school students’ …
“We’Re Doing Things That Are Meaningful”: Student Perspectives Of Project-Based Learning Across The Disciplines, Emily E. Virtue, Brandi N. Hinnant-Crawford
“We’Re Doing Things That Are Meaningful”: Student Perspectives Of Project-Based Learning Across The Disciplines, Emily E. Virtue, Brandi N. Hinnant-Crawford
Interdisciplinary Journal of Problem-Based Learning
Supporters of project-based learning (PBL) argue that outcomes from the model include better performance in academic (Bell, 2010; Thomas, 2000) and non-academic outcomes (Saunders-Steward, Gyles, & Shore, 2010). The New Tech Network (NTN) is a school improvement network that provides training and development for high school faculty who commit to using project and/or problem-based learning as the primary instruction methodology (New Tech Network, 2017). This study uses qualitative data to investigate student perspectives of PBL across multiple disciplines at the high school level in NTN schools. Results suggest that students find value in the “hard work” they engaged in whilst …
Performance Assessment Practice As Professional Learning, Vanessa Svihla, Tim Kubik, Tori Stevens-Shauger
Performance Assessment Practice As Professional Learning, Vanessa Svihla, Tim Kubik, Tori Stevens-Shauger
Interdisciplinary Journal of Problem-Based Learning
While performance assessment (PA) is well aligned to project-based learning (PjBL), teachers find it challenging to design and implement PA that is faithful to the authentic context of their projects and viewed externally as rigorous. In contrast to standardizing PA tasks — thereby diminishing authenticity — we formed a research-practice partnership (Coburn, Penuel, & Geil, 2013) that developed and used a “shell” to guide teachers in planning, implementing, and engaging in rigorous dialogues that evaluate and elevate PA practice across four PjBL schools. Drawing from analysis of artifacts and audio-recorded professional development sessions, we highlight how the effort to standardize …
Extending The Challenge Of Problem-Based Learning, Jessica J. Sullivan
Extending The Challenge Of Problem-Based Learning, Jessica J. Sullivan
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Examining Science Learning And Attitude By At-Risk Students After They Used A Multimedia-Enriched Problem-Based Learning Environment, Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
Examining Science Learning And Attitude By At-Risk Students After They Used A Multimedia-Enriched Problem-Based Learning Environment, Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
Interdisciplinary Journal of Problem-Based Learning
Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain …
Why Teach With Pbl? Motivational Factors Underlying Middle And High School Teachers’ Use Of Problem-Based Learning, Huei-Chen Lee, Margaret R. Blanchard
Why Teach With Pbl? Motivational Factors Underlying Middle And High School Teachers’ Use Of Problem-Based Learning, Huei-Chen Lee, Margaret R. Blanchard
Interdisciplinary Journal of Problem-Based Learning
This quantitative study examined factors underlying middle and high school teachers’ choices about whether to use problem-based learning (PBL). Survey items measured respondents’ perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly more formal PBL professional development, higher levels of perceived competence and value for this pedagogy, perceived more support from peers, and perceived lower costs than did the non–PBL use teachers (n = 30). Findings highlight the importance of formal PBL professional development in increasing teachers’ intention to implement PBL …
‘‘Lend A Hand’’ Project Helps Students: Improved Spatial Visualization Skills Through Engaging In Hands-On 3-D Printed Prosthetics Project During A 9th Grade Engineering Course, Shaunna Smith, Kimberly Talley
‘‘Lend A Hand’’ Project Helps Students: Improved Spatial Visualization Skills Through Engaging In Hands-On 3-D Printed Prosthetics Project During A 9th Grade Engineering Course, Shaunna Smith, Kimberly Talley
Journal of Pre-College Engineering Education Research (J-PEER)
Research shows that high spatial ability is linked to success and persistence in STEM. Empirical investigations often report a gender gap in favor of male students. The purpose of this research study was to assess changes to 9th grade engineering students’ spatial visualization skills through engagement in a nine-week collaborative 3-D printed prosthetics project embedded within their existing ‘‘Beginning Concepts of Engineering’’ course curriculum. Using concurrent mixed methods, this study examined pre-/post-test scores on the Revised Purdue Spatial Visualization Test: Rotations (Revised PSVT:R) in connection with gender, course grades, and level of involvement in the project. Both male and female …
Food Insecurity: Rudimentary Education For Local Youth (Firefly), Nam-Anh Nguyen, Quynh P. Nguyen, Jane E. Krause
Food Insecurity: Rudimentary Education For Local Youth (Firefly), Nam-Anh Nguyen, Quynh P. Nguyen, Jane E. Krause
Purdue Journal of Service-Learning and International Engagement
As service-learning becomes recognized as a significant teaching-learning tool for college students, the authors of this article came together to apply for the Purdue University Service-Learning Sustainability Projects Grant. Upon receiving the grant, with the encouragement of Professor Jane Krause and Food Finders Food Bank, the student authors created a project focused on food insecurity education in West Lafayette, Indiana. The main objective was to develop and teach a series of lessons on food insecurity and sustainability to middle school students using interactive activities. A team of Purdue students from various backgrounds was recruited to assist in planning and to …
Setting The Standard For Project Based Learning: A Proven Approach To Rigorous Classroom Instruction, Michael Dias, Laurie Brantley-Dias
Setting The Standard For Project Based Learning: A Proven Approach To Rigorous Classroom Instruction, Michael Dias, Laurie Brantley-Dias
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Journal of Pre-College Engineering Education Research (J-PEER)
Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering …