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Board 398: Sustaining and Scaling the Impact of the MIDFIELD Project at the American Society for Engineering Education (Year 2)
Get PDFThe Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) has been developed over many years with substantial investment by the National Science Foundation through Engineering Education and Centers in the Engineering Directorate and the Division of Undergraduate Education in the Education and Human Resources Directorate. This project is focused on transitioning MIDFIELD to the American Society for Engineering Education (ASEE). The current team of MIDFIELD researchers continues to support this project including helping others learn to use the database. We have developed detailed tutorials in R that introduce MIDFIELD, key metrics, and example scenarios. We have also designed and facilitated workshops. In year 2, we offered the MIDFIELD Institute, an online three-day workshop to help researchers learn about and use MIDFIELD effectively. Attendees included graduate students, early career faculty, senior faculty, and an NSF program officer. Results from the 2023 offering of the MIDFIELD Institute are described in this paper. Dissemination and products are also summarized
Working with Schools and Communities to Construct an AI Chatbot
Get PDFThis study details the development of CATpc (Critical Activity Teacher Planning Companion), an AI chatbot designed to support teachers in creating culturally relevant STEM education. Through a community engaged process with family members and teachers, we identified key requirements. These insights guided the modification of a Llama 3 8B model, incorporating culturally relevant education principles. Participants highlight the potential for AI to support more inclusive and culturally responsive STEM education while reducing teachers’ administrative burden
MAKEngineering Kits: Design Principles for Family Engineering Experiences
Get PDFResearch has consistently highlighted the importance of promoting child-parent interactions. In this essay, we describe the development of MAKEngineering kits that provide collaborative learning experiences for children in Grades 2–6 to engage in engineering design tasks with members of their families in their home environment. First, we present five design principles that emerged through a design-based research approach. Second, we used data from our research project to examine the impact of the MAKEngineering kits, guided by each design principle, on children’s and parents’ experiences as engineering learners and/or educators. In attending to both of these purposes, we argue for the inclusion of the five design principles in engineering-based programs as a way to guide parent-child interactions and support families as engineering learners and educators. One significance of this paper lies in the kits’ potential to diminish lack of access to other nonformal learning environments, as well as support parents as engineering educators in an everyday context