According to Volkema (2010): "There is a set of sociocultural skills that are central to the effective functioning of a project management team. According to Johnson, et al., "Individuals who approach a learning situation with the goal of developing their skills rather than the goal of performing well, are said to have adopted a Mastery Goal Orientation (MGO) in that context (also often referred to as a learning goal orientation) and are, therefore, more likely to benefit from that learning experience" (p. 2). According to Stolk and Harari (2014), "Research shows that several aspects of motivation are particularly important in cognitively demanding tasks: goal orientation, perceived value, and self-efficacy. According to Savelsbergh, Gevers, van der Heijden, & Poell, (2012), "Teachers/instructors need to act as project managers who perceive signals of individual or shared role stress and should stimulate members to collectively explore and reflect on the role division in the team; opening up the opportunity to experiment with a different role division and a reallocation of resources, to safeguard the effectiveness of the individual team members as well as of the team as a whole (p. 24)."
Each year the Department of Housing and Urban Development (HUD) releases an Annual Homeless Assessment Report that provides an estimate of the number of people experiencing homelessness (in sheltered and unsheltered situations). Additionally, there was a two-percent increase in the number of homeless veterans between 2016 and 2017, which is the first time this population has increased since 2010 (U.S. Department of Housing and Urban Development, 2017). To put the comparative size of these structures into perspective, the 2017 Census reported the median size of a single-family home in the United States was 2,426 square feet (U.S. Department of Commerce, n.d.). [...]of size, most tiny homes include private cooking facilities, a bathroom with full-sized showers and toilets, a great room for living space, and a sleeping area (Kilman, 2016).
Distributive Education Clubs of America (DECA), a U.S. Department of Education-recognized CTSO, found that more than 70 percent of attendees at its 2009 International Development Conference indicated that membership in DECA had influenced their future career plans. In the National Research Center for College and University Admissions' 2011 annual report to the Family, Career, and Community Leaders of America (FCCLA), FCCLA members reported that career preparation was among the top skills they developed through their involvement in the organization. [...]Alfeld and Stone (2007) noted that, when comparing students enrolled in CTE courses with a CTSO, students enrolled in CTE courses without a CTSO, and regular education students, those who were in a CTSO showed a positive association between the CTSO participation and academic motivation, academic engagement, grades, self-efficacy, and college aspirations, among others.
School systems and instructors have an equal duty to protect children when participating in a class activity whether they are on or off school grounds (Dragan, 2015). [...]negligence requires proof of all of the following four elements as explained by Roy and Love (2017): 1. Better professional practice suggests that school systems and instructors actively monitor for dangerous conditions on field trips, and when noticed they (1) stop the field trip activity immediately, or (2) if the risk of an accident occurring is deemed minimal, they must warn students about the hazard and provide extra supervision and assistance (Dragan, 2015). First Aid Considerations. Working with your administration, legal counsel, special education department, and fellow educators is important for providing the safest field trip experience possible.
The STL standard addressed was STL 11H (Apply a design process to solve problems in and beyond the laboratory-classroom) and NGSS MS-ETS-1-2 (Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem). Technology and engineering and science students are doing activities that the Change the Equation report suggests are necessary to produce technology- and engineering-literate students. [...]it is not just by chance that students receive opportunities to learn and practice (experience) technology and engineering experiences as the Change the Equation report suggests-especially in technology and engineering classrooms. [...]the data revealed in the Learn Better by Doing study clearly show how technology and engineering students are learning the type of technology and engineering information assessed in the National Assessment of Educational Progress -Technology and Engineering Literacy Assessment. [...]leaders must ensure that their technology and engineering courses are being fully utilized to produce technology- and engineering-literate citizens who will help the U.S. meet the challenges in an ever-changing technological- and engineering-dependent society.
According to the new federal spending bill signed into law in March 2018, funding is being provided for education programs and initiatives in the Every Student Succeeds Act (ESSA). FIRST Robotics The mission of FIRST Robotics is to "inspire young people to be science and technology leaders by engaging them in exciting mentor-based programs that build science, engineering, and technology skills, that inspire innovation, and that foster wellrounded life capabilities including self-confidence, communication and leadership" (firstinspires.org, 2018). FIRST robotics is designed to promote a culture called "gracious profes- sionalism," which is defined as, "a way of doing things that encourages high-quality work, emphasizes the value of others, and respects individuals in the community" (firstinspires.org, 2018). [...]Congress, through ESSA, is providing funds to states and districts that can be earmarked to increase participation in informal learning environments for underrepresented students.
Refilling the tire with a portable air pump revealed that the tire had a sidewall puncture-a thin shard of wire had lodged in the rubber, just above where the tire tread ended-there was no way to repair the tire with a standard type plug. Rummaging around the garage, I found some materials for my experiment: a short sheet metal screw, a washer, and a tube of silicone sealant like that used for sealing a bathtub to the floor or wall. Can you see working with an auto repair shop to gain experience and mentoring as you move through this design challenge with your students?
Introduction The purpose of this Excelling in Engineering article is to highlight TEAMS (Tests of Engineering Aptitude, Mathematics, and Science) as a premier secondary engineering competition and provide the resources from the 2018 national competition to (a) deliver an inside look into the competitions, (b) showcase the rigor of the TEAMS engineering challenges, and (c) offer prior national challenges as a resource for teachers to engage students in authentic engineering experiences. TEAMS participants work collaboratively to solve real engineering challenges while applying their mathematics and science knowledge and skills in practical, rigorous, and creative ways. [...]TEAMS offers: Tables 1 through 7 provide the Engineering Design/Build/Computation challenge from the 2018 National TEAMS competition as well as sample mathematics questions and an overview for both the prepared presentation and digital media events.
Here's a list to begin your investigations: * Container ships * Freighters * Cruise liners * Aircraft carriers * Oil tankers * Naval frigates, tenders, etc. * Submarines * Ore and other raw material haulers * Barges * Other? Hospitals Prisons Desalination plants Isolation centers Environmental research centers Power plants [conventional or renewable] Entertainment centers Physical fitness centers Agricultural growing areas or specialty/ornamental growing Transportation hubs for regional air service [helicopters] * Maker spaces for entrepreneurs * Small business start-up incubator facilities * Specialized schools, colleges, etc. * Private company office space * Heavy manufacturing/light manufacturing * Tourist destinations * Museums or educational facilities * Conference centers * Dormitories * Disaster relief centers * International business headquarters * Other? Getting Down to Designs In the final analysis, it's about design, so get those student teams fired up about turning application ideas into some actual designs...using drawings, schematics, written reports, and discussions about how to transform a ship designed to originally do one thing to now do another. 3D models could be an interesting way for students to get their ideas appreciated.
Learning derived from session attendance and networking (e.g., teaching methods, learning strategies, ideas for classroom activities) is often transferred to the classroom where it influences teaching methodology and student learning. Because of this transfer of knowledge from conference to classroom, students gain insight and opportunities that allow for higher-order thinking skills necessary for school-to-work transitions (Partnership for 21st Century Skills, n.d.). Both the State Supervisor and the TEDE professors should be aware of the most relevant organizations and would be helpful in providing accurate and adequate information in a timely manner. Because its central purpose is to support technology and engineering education, ITEEA (International Technology and Engineering Educators Association) is used in the examples in this Learning Object. Jeremy V. Ernst is Associate Dean at Embry-Riddle Aeronautical University, Aaron C. Clark, DTE is Department Head at NC State University, Daniel P. Kelly is Assistant Professor at Texas Tech University, V. William DeLuca is Associate Professor Emeritus at NC State University, STEM Teacher Learning (STEMteacherlearning.com) provides state-of-the-art STEM professional development and continuing education (CEUs) for Technology and Engineering Education teachers.
Necessary Research Students must first accumulate a baseline of knowledge about this disease; therefore, rigorous research both on the internet and via medical sources is a must, including: * What is Type II diabetes? * Who is likely to get it? * What are the symptoms and how are they detected/verified? * What measures are used to control it? * What behaviors are likely to cause diabetes to manifest? Another important decision to be made involves the format of the booklet: * How detailed should it be? * Age group of the reader. * Charts and graphs to be included. * Photos and images where necessary. * Total length and reading time. * Suggested tips to minimize the impacts and onset of diabetes. A complex topic like this should have some medical oversight too, perhaps like input and review from: * School nurse. * School district doctor. * Endocrinologist. * Pharmacist. * Dietician. * Health advocate. * Others?
...]I never did go into secondary level teaching. Over a number of recent years and through a $3M NSF grant, a team of us have been doing professional development with cohorts of life and physical science teachers, helping them infuse engineering into their science classes, which is a key element in Next Generation Science Standards. In a few months the next interview will appear in this journal, If you have a suggestion of a leader to recognize, contact Dr. Moye with that person's name and contact information, Rodney L. Custer, DTE, was an NSF program manager, technology and industry education program manager, Associate Vice-President for Research, Graduate Studies, and International Education at Illinois State University, and is currently Provost and Vice-President for Academic Affairs at Black Hills State University, Johnny J Moye, Ph.D., DTE, serves as ITEEA Senior Fellow, He is a retired U,S, Navy Master Chief Petty Officer, a former high school technology teacher, and a retired school division CTE Supervisor, He currently serves as an adjunct professor with Old Dominion University's STEMPS department, Johnny can be reached at firstname.lastname@example.org. The department was located in the College of Applied Sciences and Technology (CAST) and housed a variety of workforce-development undergraduate programs, including technology teacher education, construction management, network computing systems, integrated manufacturing systems, and graphic communications.
Formative assessment offers teachers many opportunities to informally and quickly learn about individual students' needs, and to then apply that knowledge of students to the design of instruction and assessments that support student achievement. Research has shown a positive relationship between the use of formative assessments in the classroom and both student motivation and achievement (Cauley and McMillan, 2010). Because of its focus on improvement and clarification of expectations (rather than grades), formative assessment contributes to student achievement in meaningful ways (Irons, 2008, pp. 17-18). [...]avoid placing disproportionate emphasis on the final grade (another extrinsic motivator); instead, focus on the individual student's improvement and mastery of skills and concepts. * Encourage a three-step process of student self-assessment in which students: (1) judge their own work, (2) identify discrepancies between their current performance and what is desired, and (3) take action to improve (Cauley and McMillan, 2010). * Consider the social dynamics of your classroom in preparing for formative assessment strategies and delivery of teacher feedback.
Below are some variables to consider when planning instruction: * Target audience size: whole-class, small-group, or individualized instruction. * Teaching medium: teacher, book/journal, computer, tutorial, sound bite, video, animation/illustration, student experiment, manipulatives. * Method of delivery: lecture, demonstration, discussion, Q&A, pair-share, debates, learning stations, tutorials, conferencing, reading, listening. [...]not all students learn in the same manner. [...]varying teaching methods and adapting them to the educational needs of students is an essential tool to have as a teacher. Laura Segedin is a STEM consultant in New Jersey, Nolan Fahrer is a Teaching Assistant Professor at NC State University, Jeremy V. Ernst is Associate Dean at Embry-Riddle Aeronautical University, Aaron C. Clark, DTE is Department Head at NC State University, Daniel P. Kelly is Assistant Professor at Texas Tech University, V. William DeLuca is Associate Professor Emeritus at NC State University, References Anderson, L W. & Krathwohl, D. R. (2001).
Research the national patent files in the U.S. Patent Office via the internet. Develop an estimate for the various costs involved with robotic collection of garbage: list the cost components first and assign estimated costs to each. * Commercial garbage collection involving heavy metal dumpsters is a common operation. What liabilities and safety concerns might surface? * How might GPS figure into this activity? * What happens if there is a problem along the collection route such as an accident, road detour, or something blocking the normal route? * Can this collection system pack more or less garbage into a garbage truck? * How does the truck merge into traffic or avoid causing problems as it moves from a quiet residential street to a busy avenue? * At the end of its assigned run, how does the truck negotiate its way to the garbage dumping location?
Learning activities that foster critical-thinking and problem-solving skills can benefit from initial student evaluation by providing teachers with baseline data reflective of the students' abilities and strengths in these areas. [...]teachers may gain useful information from other teachers who have had experiences with particular students (Russell & Airasian, 2012). Formal activities may include textbook reviews or diagnostic pretests (entering level for career and technical education concepts and skills), journals (students' experiences, writing skills, and thought processes), group discussions (group interaction), working in small groups (group interaction, leadership, and amount of engagement), reading aloud (reading facility), and classroom games (general knowledge, interest, competitiveness, and ability to follow directions).
Methods of using these community resources include guest speakers in the classroom, job shadowing, internship opportunities for students, developing service learning programs, and community service projects. [...]the ultimate goal of establishing and sustaining a school and community relationship is to have a positive impact on student learning. STEM Teacher Learning (STEMteacherlearning.com) provides state-of-the-art STEM professional development and continuing education (CEUs) for Technology and Engineering Education teachers.
...]the lesson resources provided here can present students the opportunity to identify, define, and validate potential design problems/opportunities before attempting to design a product, thus potentially saving time, energy, and other resources. The instructional materials provided in this article have been designed to address these fundamental engineering concepts while being flexible with respect to project length (e.g., one-time, semester long, etc...), project assessment method (e.g., report, PowerPoint, poster, video, prototype, etc.), and project concepts (e.g., description statistics, regression, hypothesis testing, etc.), depending on the needs of the students. ...]sample progressions of learning to integrate these concepts into future or existing engineering coursework were created in an effort to deepen students' engineering design practices and ultimately increase their abilities to produce optimized solutions to authentic problems (Tables 1 and 2).
Criteria and Constraints: * The quadcopter may start "preloaded" with "supplies" but must drop the supplies off without intervention. * Students may use the Mambo attachment brick, the servo motors, and any other materials provided/approved by the teachers. * Students may design and 3D print physical items (i.e., a casing for the servo motors, supply-holding attachment, etc.) but must be able to restore all items to their original state at the conclusion of the project. * Students must use the Tynker app to program the flight path for their quadcopter so that the quadcopter avoids all obstacles and delivers supplies to the designated area without student intervention. Liwei Zhang is a masters student and graduate research assistant in the Engineering Technology Teacher Education program at Purdue University. Computer science teacher certification in the U.S. The Computer Science Teachers Association and The Association for Computing Machinery. Micro Planetary Motor with Gear Box from: www.amazon.com/Planetary-Reducer-Torque-Gearbox-55RPM100RPM/dp/B01N4G8DSO/ref=sr11?s=electronics&ie=UTF8&qid=1495917187&sr=1-1&kevwords=dc+motors+small Option 2: DC Dual Shaft Gear Motor from: www.amazon.com/dp/B00U4HP0SQ?psc=1 Parrot Mambo: www.parrot.com/us/minidrones/parrot-mambo#in-the-box Extra Grabber attachment: www.parrot.com/us/spareparts/minidrones/parrot-mambograbber#parrot-mambo-grabber-details Foam cubes: www.amazon.com/Learning-Resources-Hands-Color-Cubes/dp/B000F8T9MW/ref=sr13?ie=UTF8&qid=1501160277&sr=83&keywords=foam+cube