TY - GEN
T1 - A mixed-grade engineering course for high school students
T2 - 36th ASEE/IEEE Frontiers in Education Conference, FIE
AU - Baker, Dale
AU - Yasar, Senay
AU - Uysal, Sibel
AU - Kurpius, Sharon
AU - Krause, Stephen
AU - Roberts, Chell
PY - 2006
Y1 - 2006
N2 - Understanding of the engineering design process was examined for mixed grade (9-12) high school introductory engineering classes. The classes consisted of videos on engineering, guest speakers, internet research on engineering careers, and hands-on design projects. Student interactions were analyzed with classroom observations, video recordings, and interviews and showed there was a significant effect of maturity on learning. Change in understanding of the design process was measured by an open-ended pre and post class test with a 40 point scale rubric. It evaluated solution generation and selection, design reports, teamwork, project management, and ethics. A pre-post t-test indicated a significant increase in understanding (p < .00). Students in grade 10 had the largest gain of 6.82 points, grade 12 the smallest with 1.14 points while grades 9 and 11 had moderate gains of 4.2 and 4.3 points, respectively. The limited gains were due, at least in part, to enrollment and student interaction issues in the mixed-grade, large enrollment classes. Recommendations for positive change are discussed.
AB - Understanding of the engineering design process was examined for mixed grade (9-12) high school introductory engineering classes. The classes consisted of videos on engineering, guest speakers, internet research on engineering careers, and hands-on design projects. Student interactions were analyzed with classroom observations, video recordings, and interviews and showed there was a significant effect of maturity on learning. Change in understanding of the design process was measured by an open-ended pre and post class test with a 40 point scale rubric. It evaluated solution generation and selection, design reports, teamwork, project management, and ethics. A pre-post t-test indicated a significant increase in understanding (p < .00). Students in grade 10 had the largest gain of 6.82 points, grade 12 the smallest with 1.14 points while grades 9 and 11 had moderate gains of 4.2 and 4.3 points, respectively. The limited gains were due, at least in part, to enrollment and student interaction issues in the mixed-grade, large enrollment classes. Recommendations for positive change are discussed.
KW - Diversity
KW - Engineering design process
KW - High school outreach
KW - Teamwork
UR - http://www.scopus.com/inward/record.url?scp=48749092896&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=48749092896&partnerID=8YFLogxK
U2 - 10.1109/FIE.2006.322424
DO - 10.1109/FIE.2006.322424
M3 - Conference contribution
AN - SCOPUS:48749092896
SN - 1424402565
SN - 9781424402564
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 36th ASEE/IEEE Frontiers in Education Conference, FIE
Y2 - 28 October 2006 through 31 October 2006
ER -