Infusing Engineering Concepts: Teaching Engineering Design

Engineering has gained considerable traction in many K-12 schools. However, there are several obstacles or challenges to an effective approach that leads to student learning. Questions such as where engineering best fits in the curriculum; how to include it authentically and appropriately; toward what educational end; and how best to prepare teachers need to be answered. Integration or infusion appears to be the most viable approach; instead of stand-alone engineering courses squeezing into the already crammed curriculum. An integrative approach whereby engineering is infused into the existing curriculum, within science, technology, mathematics or other courses, appears to be the best approach to expose students to engineering learning. Given this perspective, emerging new national assessments and calls for new standards to include engineering strands, suggest a new curriculum structure, as well as more effective teacher preparation to deliver instruction. For example, the National Research Council 2011 report, A Framework for K-12 Science Standards, includes engineering as one of four strands and identifies cross-cutting concepts in engineering and in science education. However, little is yet known about how best to infuse engineering concepts into the K-12 curriculum. What does it mean to infuse engineering concepts into high school instruction? This question raises significant issues that need to be addressed in order to integrate appropriate engineering concepts and accomplish important learning outcomes. In order to explore this larger question, an expert focus group meeting was convened to inform the development of a model or descriptions for infusing engineering concepts into high school instruction and to address some of the pertinent questions involved. This meeting was funded by the National Center for Engineering and Technology Education1 (NCETE) and builds upon earlier work funded by NCETE to study teacher professional development and identify an engineering concept base for secondary teachers (Custer, Daugherty, & Meyer, 2010; Daugherty, 2009; Daugherty & Custer, 2010). The focus group was assigned the primary task of identifying the instructional design problems encountered when infusing engineering concepts into high school science instruction. The primary questions guiding this focus group were: What does it mean to infuse engineering concepts into instruction? What are the implications for infusing engineering concepts into instruction

Assessment of ELL Written Language Progress in Designated ESL Noncredit Courses at the Community College Level

Assessment of the effect of targeted instruction of functional language skills for English language learners (ELL) enrolled in community college basic skills classes is important as community colleges continue to offer noncredit courses for ELL students designed to improve English skills. The Foundations Skills Committee at a community college in a rural setting in Northern California received a State of California grant to provide basic skills instruction, specifically grammar and sentence structure, to ELL. The present study evaluates the effect of Supplemental Instruction (SI) on improving functional skills in writing. A review of the literature reveals that community college instructors need to understand and evaluate English as a Second Language (ESL) progress and performance. Accuracy in one’s written language production is important as ESL students develop concrete skills in improving form and function in written language production. Community college students on three campuses participated in the study. The ESL director constructed a questionnaire to measure student proficiency in specific written language skills and administered it to students to establish baseline data at the beginnng of a specially designed course. The questionnaire was administered a second time at the conclusion of the course to evaluate student proficiency at the end of the semester. Results of the study indicated that ESL students’ improvement in their functional language skills was mixed. It was difficult to determine if students’ functional language skills improved as a result of targeted instruction with the use of tutors, or other factors. Variables that influenced the results included geographic location, training of teachers and tutors, and initial language proficiency of ESL.Keywords: functional language skills, ESL, community college, Supplemental Instructio

Mapping engineering concepts for secondary level education

Much of the national attention on science, technology, engineering, and mathematics (STEM) education tends to concentrate on science and mathematics, with its emphasis on standardized test scores. However as the National Academy of Engineering Committee on K-12 Engineering Education stressed, engineering can contribute to the development of an effective and interconnected STEM education system (Katehi, Pearson, & Feder, 2009). In addition, engineering can provide authentic learning contexts for science, technology, and mathematics. Numerous K-12 engineering initiatives have emerged across the U.S. developing curriculum and conducting teacher professional development (Brophy, Klein, Portsmore, & Rogers, 2008). The focus of pre-college engineering education has largely been on process, with engineering content or concepts playing at best a secondary role. The Standards for Technological Literacy (STL) (2000), for example, has been cited by many as providing direction for pre-college engineering, with its design-oriented standards. However, the STL do not specify engineering content and focuses only on the design process. In addition, numerous studies have been conducted to identify engineering-oriented outcomes and competencies (Childress & Rhodes, 2008; Dearing & Daugherty, 2004; Harris & Rogers, 2008). However, these studies have resulted in lists that focus heavily on process and the interpersonal skills associated with engineering (communication, teamwork, etc.). For example, Childress and Sanders (2007) examined the related literature and engineering curricular materials, concluding that it is “challenging to create a framework that might be helpful in developing „engineering‟ instructional materials for secondary schools.

California Community Colleges Student Equity, ESL and Basic Skills Students

The leadership of California Community Colleges had been tasked with examining the data of English Language Learners (ELL) in urban, rural and suburban settings. This student popluation has difficulty navigating noncredit language courses that are prerequisites to college level credit courses leading to specialized certiciates and/or an associate\u27s degree. The leaders at the community college level discovered gaps in student course completion data, students for whom English is a second language (ESL). These students sometimes do not receive support services toward successful course completion. Through analyzing course completion data, the leaders can implement student support services to assist ELL in gaining proficiency in English courses

Perceptions of Occupational Therapists Working in Established PACE Programs

Background: The Program of All Inclusive Care for the Elderly (PACE) provides medical and social services to older adults who meet nursing home level of care but wish to remain in their own homes. Although PACE has been in existence for decades, this program is new to the state of Kentucky. Purpose: The problem this Capstone project will address is the need for further research related to occupational therapy’s roles and experiences in PACE programs. This capstone will explore the perceptions of occupational therapists and occupational therapy assistants working in established PACE programs. Methods: This study followed a Qualitative Descriptive Approach. Five semi-structured interviews were completed with occupational therapy practitioners working in established PACE programs throughout the United States. Interviews were transcribed verbatim Results. Data was sorted into 28 categories using line by line open coding. Categories were combined and further collapsed into 8 final categories with 4 themes emerging during analysis. Four themes were discovered from the interviews: • The truest definition of occupational therapy • The interdisciplinary team model makes PACE unique. • Pros outweigh the cons. • Autonomy and flexibility lead to job satisfaction. Conclusions: Overall, occupational therapists’ experiences and perceptions of PACE tend to be positive. More research is indicated to further explore OT and PACE participant perceptions, as well as OT outcomes in PACE versus other setting

Ease into It. Effects of Mobilization with Movement Utilizing Patients Body Weight

The purpose of this case report is to utilize mobilization with movement (MWM) to restore knee flexion in a patient with delayed quadriceps tendon repair.https://soar.usa.edu/flsaspring2018/1002/thumbnail.jp

To Transplant or Not to Transplant? The Successful Treatment of a Lateral Meniscus Transplant

The purpose of this case report was to demonstrate how physical therapists can successfully manage a young patient who received the rare lateral meniscal transplant procedure.https://soar.usa.edu/flsaspring2018/1011/thumbnail.jp

Joint Mobilizations and Paraplegia: A Curious Pairing

The purpose of this case report is to explore the effectiveness of joint mobilizations at the knee on gait and pain in a patient with ambulatory paraplegia.https://soar.usa.edu/flsasummer2018/1013/thumbnail.jp

Are You Ready to get High? High Repetition Exercise for Radial Nerve Palsy

Research suggests the need for early surgical nerve exploration for secondary radial nerve palsy based upon a 75% recovery rate with early exploration.5 In using typical conservative management plus high-repetition movement, the patient in this case report was able to avoid surgery for radial nerve exploration, attain complete recovery within 4 months of his initial injury, and fully return to work and daily function. This case report offers the possibility of high-repetition movement being a beneficial treatment intervention. This is a simple, low-cost treatment and can be accomplished by the patient at home as part of a home exercise program. For this patient, full recovery was attained without additional surgery for nerve exploration. Perhaps this case report serves as a catalyst for further research in the area of radial nerve palsy in applying a conservative treatment approach that aids in the regeneration of the radial nerve without having to turn towards surgical interventions.https://soar.usa.edu/flsafall2018/1001/thumbnail.jp