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MSP News Archive


MSP News: K-12 Engineering

September 20, 2018

NEWS IN BRIEF


Announcements
1. Webinar: The Role of Teacher Preparation Programs in Retention of STEM Teachers in High-Need Schools
Thursday, September 27, 3:30-5:00 pm EDT
ARISE (Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts), organized by AAAS, will present their first webinar in a series intended to encourage engagement with current research and experimentation to advance knowledge and solutions to persistent challenges in STEM teacher preparation, particularly for high-need school districts. See more details below.
2. Career Opportunities: STEM Graduate Fellowships & Postdoc Positions -- NSF, NIH, NASA

New MSP Papers
1. "The Impact of a Middle School Engineering Course on Students’ Academic Achievement and Non-Cognitive Skills," Meltem Alemdar, Roxanne A. Moore, Jeremy A. Lingle, Jeff Rosen, Jessica Gale, Marion C. Usselman, AMP-IT-UP MSP, International Journal of Education in Mathematics, Science and Technology, 2018.
2. "Informed Designers? Students’ Reflections on Their Engineering Design Process," Kerrie A. Douglas, Tamara J. Moore, Amanda C. Johnston, Hillary E. Merzdorf, EngrTEAMS MSP, International Journal of Education in Mathematics, Science and Technology, 2018.

New in Library
1. "Ascertaining the Impact of P-12 Engineering Education Initiatives: Student Impact through Teacher Impact," Marissa H. Forbes, Jacquelyn F. Sullivan, Denise W. Carlson, Journal of Pre-College Engineering Education Research (J-PEER), 2018.
2. "Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States," Erin E. Peters-Burton, Todd Johnson, International Journal of Education in Mathematics, Science and Technology, 2018.
3. "Facilitating an Elementary Engineering Design Process Module," P. Renee Hill‐Cunningham, Michael S. Mott, Anna‐Blair Hunt, School Science and Mathematics, February 2018.

STEM for All Video Showcase
This week we feature videos from the 2018 STEM for All Video Showcase that address K-12 Engineering.

Title: Zip to STEM: Integrating Engineering Design in MS Science

Presenter(s): Nidaa Makki, Wondimu Ahmed, Nicholas Garafolo, Tricia Kelly & Kristin Koskey

Title: Lunar Caves Analog Test Sites (LCATS)

Presenter(s): Samuel Ximenes & Joules Webb


DETAILS BELOW


Announcements
1. Webinar: The Role of Teacher Preparation Programs in Retention of STEM Teachers in High-Need Schools

ARISE (Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts), organized by AAAS, will present their first webinar in a series intended to encourage engagement with current research and experimentation to advance knowledge and solutions to persistent challenges in STEM teacher preparation, particularly for high-need school districts.

Date/Time: Thursday, September 27, 3:30-5:00 pm EDT
Presenters: Richard Ingersoll, University of Pennsylvania; Courtney Preston, Miray Tekkumru-Kisa, and Sherry Southerland, Florida State University; Chris Wright, Baltimore County (MD) Public Schools
Register: http://app.nsfnoyce.org/webinar-registration-form/
Registration is a two-step process. Once you’ve completed the first part and click Submit, you will be redirected to the GoToWebinar registration page to enter your name and email.

Description: While there are many factors influencing STEM teachers’ decisions to stay in positions for which they were prepared, this webinar focuses attention on better understanding relevant factors directly in the control of or able to be influenced by teacher preparation programs. STEM teacher workforce retention study results, research design, and policy work will be shared to encourage application of evidence-based methods and inform further exploration.
Participant Learning Outcomes:
• develop a deeper understanding of the importance of studying STEM teacher retention;
• increase familiarity with what we know and gaps in our knowledge of STEM teacher retention that need to be further explored;
• recognize the relevance of research on STEM teacher retention to their role;
• identify an action step to apply something gleaned toward their own research/program/practice.


2. Career Opportunities: STEM Graduate Fellowships & Postdoc Positions -- NSF, NIH, NASA

Graduate Fellowships
PathwaysToScience.org has 29 fellowships in their database for masters level students and 32 fellowships for doctoral level students. This includes NSF, NASA, NIH, and more! More information and tips on applying can be found here: https://pathwaystoscience.org/Grad.aspx The advanced search is also a great tool to filter programs by upcoming deadline: https://pathwaystoscience.org/programs.aspx?adv=adv

Postdoc Postitions
PathwaysToScience.org also has 25 different postdoc positions in their database with upcoming deadlines: https://pathwaystoscience.org/Postdocs_Portal.aspx


New MSP Papers
1. "The Impact of a Middle School Engineering Course on Students’ Academic Achievement and Non-Cognitive Skills," Meltem Alemdar, Roxanne A. Moore, Jeremy A. Lingle, Jeff Rosen, Jessica Gale, Marion C. Usselman, International Journal of Education in Mathematics, Science and Technology, 2018.

"Engineering and integrated STEM experiences are being promoted at the K-12 level to increase interest and retention in STEM and to reinforce learning of mathematics and science content. However, research is still emerging regarding best practices for curriculum development, student impacts, and transfer of knowledge across disciplines. The purpose of this study is to investigate the impact of middle school engineering curriculum on students' academic achievement in science and mathematics and also on non-cognitive skills such as student engagement and self-efficacy in academics. Specifically, the Engineering Design Process (EDP) conceptual model is used as a framework for the engineering curriculum, which is also grounded in Problem-Based Learning (PBL) practices while integrating science practices and foundational mathematics. Participants include 6th-8th grade students at four public middle schools in Georgia. The research results show that students who have taken at least two engineering courses show statistically significant gains on state-level standardized science and mathematics tests over those students who were never enrolled in these courses. Further, the results show a statistically significant increase in cognitive and behavioral engagement in STEM and science interest. The results of this study support the idea that enabling students to practice their science and mathematics skills and knowledge within the context of interesting and engaging middle school engineering classes can significantly benefit both their engagement in STEM and their academic achievement."

MSPnet Location: Library >> MSP Papers
http://hub.mspnet.org/index.cfm/33606


2. "Informed Designers? Students’ Reflections on Their Engineering Design Process," Kerrie A. Douglas, Tamara J. Moore, Amanda C. Johnston, Hillary E. Merzdorf, EngrTEAMS MSP, International Journal of Education in Mathematics, Science and Technology, 2018.

"Assessment of students' critical thinking and problem solving in engineering is a real challenge for classroom teachers and researchers. Yet, students demonstrate evidence of learning through multiple means, including written reflections. The purpose of this study was to explore how students in grades 5 and 7 reflect on what they had learned about engineering design practices in comparison to their previous understandings. The researchers applied qualitative content analysis to analyze student responses to engineering notebook prompts that asked students to reflect on their understanding of the problem and how to design solutions. Data were collected from two classrooms (n = 47) that had implemented integrated STEM curricula. The results of this study indicate that students were able to reflect meaningfully on their engineering practices and how their understanding of what it meant to design had changed. The notebooks provided an opportunity for students to demonstrate evidence of their learning through reflection on their own design practices. The findings suggest that teachers and curriculum developers can use reflection as a means to help students connect their own learning to informed design practices, which may help students move toward being independent informed designers. Future research should consider how teachers can use notebooks to provide feedback on engineering practices."

MSPnet Location: Library >> MSP Papers
http://hub.mspnet.org/index.cfm/33608


New in Library
1. "Ascertaining the Impact of P-12 Engineering Education Initiatives: Student Impact through Teacher Impact," Marissa H. Forbes, Jacquelyn F. Sullivan, Denise W. Carlson, Journal of Pre-College Engineering Education Research (J-PEER), 2018.

"The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P-12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K-12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library and--more broadly--how to ascertain the impacts of teacher-focused P-12 engineering education initiatives. In this paper, the authors approach the classroom impact question through probing self-reported differentials in: (1) teachers' confidence in teaching engineering concepts, and (2) changes in their teaching practices as a result of exposure to (and experiences with) K-12 engineering education resources and outreach opportunities. In 2016, four quantitative and qualitative surveys were implemented to probe the impact of the TeachEngineering digital library and outreach on four populations of K-12 teachers' confidence and practices, including the frequency with which they integrate engineering into their precollege classrooms. Survey results document the teacher experience and perception of using hands-on K-12 engineering curricular materials in the classroom and help create a data-driven understanding of where to best invest future resources. The results suggest that the TeachEngineering curricular resources and outreach initiatives help teachers build confidence in their use of engineering curriculum and pedagogy in K-12 classrooms, impact their teaching practices, and increase their likelihood of teaching engineering in the classroom in the future."

MSPnet Location: Library >> Teaching and Learning
http://hub.mspnet.org/index.cfm/33610


2. "Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States," Erin E. Peters-Burton, Todd Johnson, International Journal of Education in Mathematics, Science and Technology, 2018.

"In an attempt to broaden participation in STEM, a new type of high school is emerging, high schools which include a focus on engineering, have few or no academic admission criteria, and actively involve students of all levels of ability, known as Inclusive STEM High Schools (ISHSs). One aspect of successful ISHSs includes the intentional and explicit integration of engineering learning opportunities into coursework. The purpose of this paper is to report results of a systematic cross-case analysis exploring the extent of engineering learning opportunities in five exemplar ISHSs. The results are framed by the Engineering in K-12 Education report from which seven different topics were derived to appropriately represent the field of engineering in schools: design, identifying constraints, modeling and analysis, engineering habits of mind, systems thinking, modeling, identifying constraints, communication, and optimization,. The cross-case analysis was conducted by aggregating the information gathered through surveys, interviews, focus groups, classroom observations, and document analysis, noting similarities and differences across schools and mechanisms for the course foci. It was found in the participating ISHSs that engineering is not merely an elective; all students must take at least one engineering course to graduate, although the states in which the schools are located did not require engineering for a diploma. The most prominent topics from the recommended list found at the schools were design, engineering habits of mind, and communication, while the least prominent were modeling, analysis, and identifying constraints. Based on the results of this study, the engineering education community is encouraged to continue making engineering concepts and skills accessible to K-12 educators, who may not have prior formal training in the field of engineering or engineering education."

MSPnet Location: Library >> Teaching and Learning
http://hub.mspnet.org/index.cfm/33611


3. "Facilitating an Elementary Engineering Design Process Module," P. Renee Hill‐Cunningham, Michael S. Mott, Anna‐Blair Hunt, School Science and Mathematics, February 2018.

"STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a classroom where students are engaged in solving real world problems by applying the concepts they learn about science and mathematics. This article outlines a framework for developing such lessons and units, and discusses the underlying theory of systems thinking. A model lesson that uses this framework is discussed. Misconceptions regarding the EDP that children have displayed through this lesson and other design challenge lessons are highlighted. Through understanding these misconceptions, teachers can do a better job of helping students understand the system of ideas that helps engineers attack problems in the real world. Getting children ready for the 21st century requires a different outlook. Children need to tackle problems with a plan and not shrivel when at first, they fail. Seeing themselves as engineers will help more underrepresented students see engineering and other STEM fields as viable career options, which is our ultimate goal."

MSPnet Location: Library >> Teaching and Learning
http://hub.mspnet.org/index.cfm/33505


STEM for All Video Showcase
This week we feature videos from the 2018 STEM for All Video Showcase that address K-12 Engineering.

Title: Zip to STEM: Integrating Engineering Design in MS Science

Presenter(s): Nidaa Makki, Wondimu Ahmed, Nicholas Garafolo, Tricia Kelly & Kristin Koskey

Title: Lunar Caves Analog Test Sites (LCATS)

Presenter(s): Samuel Ximenes & Joules Webb