Building a Framework for Engineering Design Experiences in STEM: A Synthesis

Since the inception of the National Center for Engineering and Technology Education in 2004, educators and researchers have struggled to identify the necessary components of a “good” engineering design challenge for high school students. In reading and analyzing the position papers on engineering design many themes emerged that may begin to form a narrative for engineering design in a high school setting. Before educators can provide a framework for engineering design in STEM courses, four questions need to be answered: (a) To what degree should engineering design challenges be open-ended or well-structured? (b) What are the relationships between engineering design experiences and standards –based instruction in STEM courses? (c) What is an effective sequencing of age-appropriate engineering design challenges? and (d) To what extent should engineering habits of thought and action be employed in resolving the challenges? (Householder, 2011) Collectively, the six position papers (Carr & Strobel, 2011; Eisenkraft, 2011; Hynes et al, 2011; Jonassen, 2011, Schunn, 2011; Sneider, 2011) provide an intriguing foundation for answering these questions and forming a framework for engineering design in high school STEM courses. This synthesis paper discusses the most pervasive themes of the papers and provides a narrative for answering the question, “What are the requirements for a good engineering design challenge?” The following emergent themes provide some guidance to finding answers for that question: engineering design in the science curriculum; assessing the engineering design experience; sequencing the engineering design experiences; and choosing engineering design challenges. By addressing these areas of contention, the education community can begin to lay the curricular and pedagogical groundwork needed to provide successful engineering experiences for high school students

Impact of an Engineering Mentorship Program on African-American Male High School Students\u27 Perceptions and Self-Efficacy

The purpose of this study was to examine the impact of an engineering mentorship program on African-American male high school students’ perceptions of engineering as a viable career choice. In this study, indicators included students’ perceptions of engineering, their self-efficacy in the area of mathematics, and their self-efficacy in the area of science. Using an independent t-test to determine a difference of statistical significance, inferential statistics were provided to answer the following research questions: (a) Is there a significant difference in perceptions of engineering for students who participated in the NCETE/NSBE mentorship program when compared with non-mentored students?, (b) Is there a significant difference in self-efficacy in the area of mathematics for students who participated in the NCETE/NSBE mentorship when compared with non-mentored students?, and (c) Is there a significant difference in self-efficacy in the area of science for students who participated in the NCETE/NSBE mentorship when compared wit

SCOPE Process: Fostering Students\u27 Design Outcome Effectiveness

The purpose of this article is to help Technology and Engineering Educators scaffold engineering design and problem-solving experiences so that students taking technology and engineering courses will develop an improved ability to design. Technology and Engineering Education seems to increasingly focus on problem-solving, design, and engineering. Technology and Engineering Education is not the only discipline with this focus. The fact that both Science and Technology and Engineering Education are similarly focused on the teaching and learning of engineering begs the question of what separates technology and engineering educators from science educators in the teaching of engineering? Lewis (2004) cautioned that the introduction of engineering signaled the discipline turning away from more practical, blue-collar knowledge, towards white-collar academic traditions. Lewis (2004) highlighted John Dewey\u27s argument that manual training was a gateway for students to integrate math and science

Using Exploratory Factor Analysis to Build a Self-Efficacy Scale for Three-dimensional Modeling

  Research on self-efficacy has provided evidence that it is a moderating factor that positively impacts stu­dents’ choices to pursue and persist in engineering. Engineering graphics is seen as the preferred method of communication for the profession, yet to date no instrument is available that measures students’ self-ef­ficacy as it relates to engineering graphics. This paper discusses an exploratory factor analysis conducted to determine the reliability and validity of a self-efficacy scale designed specific to the domain of engineer­ing graphics. Results from this study provided evidence that the instrument developed is reliable and valid for the investigation of students’ self-efficacy as it relates to engineering graphics

Global comparison of warring groups in 2002–2007: fatalities from targeting civilians vs. fighting battles

Background Warring groups that compete to dominate a civilian population confront contending behavioral options: target civilians or battle the enemy. We aimed to describe degrees to which combatant groups concentrated lethal behavior into intentionally targeting civilians as opposed to engaging in battle with opponents in contemporary armed conflict. Methodology/Principal Findings We identified all 226 formally organized state and non-state groups (i.e. actors) that engaged in lethal armed conflict during 2002–2007: 43 state and 183 non-state. We summed civilians killed by an actor's intentional targeting with civilians and combatants killed in battles in which the actor was involved for total fatalities associated with each actor, indicating overall scale of armed conflict. We used a Civilian Targeting Index (CTI), defined as the proportion of total fatalities caused by intentional targeting of civilians, to measure the concentration of lethal behavior into civilian targeting. We report actor-specific findings and four significant trends: 1.) 61% of all 226 actors (95% CI 55% to 67%) refrained from targeting civilians. 2.) Logistic regression showed actors were more likely to have targeted civilians if conflict duration was three or more years rather than one year. 3.) In the 88 actors that targeted civilians, multiple regressions showed an inverse correlation between CTI values and the total number of fatalities. Conflict duration of three or more years was associated with lower CTI values than conflict duration of one year. 4.) When conflict scale and duration were accounted for, state and non-state actors did not differ. We describe civilian targeting by actors in prolonged conflict. We discuss comparable patterns found in nature and interdisciplinary research. Conclusions/Significance Most warring groups in 2002–2007 did not target civilians. Warring groups that targeted civilians in small-scale, brief conflict concentrated more lethal behavior into targeting civilians, and less into battles, than groups in larger-scale, longer conflict

Critical Inquiry into Urban African American Students\u27 Perceptions of Engineering

The purpose of this study was to critically examine the perceptions that African- American high school students have towards engineering. A qualitative research design using criterion sampling and snowballing was used to select seven African-American students from urban high schools to participate in the research. Semi-structured interviews were used to collect data from participants attending urban high schools on the east and west coast. Using Critical Race Theory (CRT) as the theoretical framework, the study was able to produce “emergent themes” from collected data. Findings from this study will help researchers understand how African-American students may perceive the field of engineering

Critical Inquiry into Urban African-American Students\u27 Perceptions of Engineering

The purpose of this study was to critically examine the perceptions that African-American high school students have towards engineering. A qualitative research design using criterion sampling and snowballing was used to select seven African-American students from urban high schools to participate in the research. Semi-structured interviews were used to collect data from participants attending urban high schools on the east and west coast. Using Critical Race Theory (CRT) as the theoretical framework, the study was able to produce “emergent themes” from collected data. Findings from this study will help researchers understand how African-American students may perceive the field of engineering

Advances in the medical management of paediatric IBD

IBD includes two classic entities, Crohn's disease and ulcerative colitis, and a third undetermined form (IBD-U), characterized by a chronic relapsing course resulting in a high rate of morbidity and impaired quality of life. Children with IBD are vulnerable in terms of growth failure, malnutrition and emotional effects. The aims of therapy have now transitioned from symptomatic control to the achievement of mucosal healing and deep remission. This type of therapy has been made possible by the advent of disease-modifying drugs, such as biologic agents, which are capable of interrupting the inflammatory cascade underlying IBD. Biologic agents are generally administered in patients who are refractory to conventional therapies. However, there is growing support that such agents could be used in the initial phases of the disease, typically in paediatric patients, to interrupt and cease the inflammatory process. Until several years ago, most therapeutic programmes in paediatric patients with IBD were borrowed from adult trials, whereas paediatric studies were often retrospective and uncontrolled. However, guidelines on therapeutic management of paediatric IBD and controlled, prospective, randomized trials including children with IBD have now been published. Here, the current knowledge concerning treatment options for children with IBD are reported. We also highlight the effectiveness and safety of new therapeutic advances in these paediatric patients.IBD includes two classic entities, Crohn's disease and ulcerative colitis, and a third undetermined form (IBD-U), characterized by a chronic relapsing course resulting in a high rate of morbidity and impaired quality of life. Children with IBD are vulnerable in terms of growth failure, malnutrition and emotional effects. The aims of therapy have now transitioned from symptomatic control to the achievement of mucosal healing and deep remission. This type of therapy has been made possible by the advent of disease-modifying drugs, such as biologic agents, which are capable of interrupting the inflammatory cascade underlying IBD. Biologic agents are generally administered in patients who are refractory to conventional therapies. However, there is growing support that such agents could be used in the initial phases of the disease, typically in paediatric patients, to interrupt and cease the inflammatory process. Until several years ago, most therapeutic programmes in paediatric patients with IBD were borrowed from adult trials, whereas paediatric studies were often retrospective and uncontrolled. However, guidelines on therapeutic management of paediatric IBD and controlled, prospective, randomized trials including children with IBD have now been published. Here, the current knowledge concerning treatment options for children with IBD are reported. We also highlight the effectiveness and safety of new therapeutic advances in these paediatric patients

Endocrine therapy for growth retardation in paediatric inflammatory bowel disease

Inflammatory bowel disease, particularly Crohn’s disease (CD), can potentially cause growth failure during childhood as well as a reduction in final adult height. The underlying mechanism is multifactorial and includes poor nutrition, chronic inflammation, and the prolonged use of steroids. Despite major advances in the treatment of CD, current cohorts of children continue to display a deficit in linear growth and may qualify for growth-promoting hormonal therapy. However, currently there is limited evidence to support the use of endocrine therapy directed primarily at improving growth. This review is aimed at summarising the current evidence for growth impairment in inflammatory bowel disease and discusses the rationale for using growth promoting therapy