Journal of STEM Education: Innovations and Research

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Anastasia Johnston — 2024-01-09

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Anastasia Johnston — 2024-01-09

Thank you for reading!

Anastasia Johnston — 2024-01-09

We hope you enjoy!

Automatic Text Analysis of Reflective Essays to Quantify the Impact of the Modification of a Mechanical Engineering Course

Aneet Dharmavaram Narendranath — 2024-01-09

Investigations on the utility of reflective essays in engineering education are firmly grounded in the theory of metacognition. Besides being a tool to measure metacognition, insight acquired from assessing reflective essays can provide context for future instruction and assessment. Some challenges that hinder the critical assessment of reflective essays is the assessment of the large volume of text generated, and the difficulty in quantitatively assessing threshold concepts that are embedded in reflective essays and are communicated via free-form writing, whose presence and recurrence is indicative of an identity transformation during an education experience of learners.

This paper demonstrates an automated, quantitative assessment process composed of Text Mining (TM), Natural Language Processing (NLP), and Recurrence Quantification Analysis (RQA) to assess the presence of a specific thematic element in reflective essays for the purpose of confirming the impact of the modification of the assessment structure in producing a change in students’ focus. The thematic element of interest an attitude of teamwork or “working in teams” in an immersive course in team-driven, model-based engineering design.

The novel innovation of this approach is that the input (text from hundreds of reflective essays, sourced one at a time) when passed through this process quickly produces an output that quantifies the presence of thematic elements and their recurrence thereby quantitatively signaling a change in student focus towards a desired outcome.

Examining the Impact of a Field Trip in Nature on Students' Environmental Perceptions and Feelings of Empowerment: A Case Study from the ACMES STEM Summer Camp

Archana Prasad — 2024-01-09

Nearly 80% of the total American population lives within the urban sprawl, where rapid urbanization has contributed to an immense reduction of green space. Loss of woods, fields, and other green areas, in conjunction with adolescent preference for indoor and screen-based activities, has led to decreased time spent outdoors. However, studies show that time spent outdoors can lead to reduced rates of depression and anxiety, measurable decreases in blood pressure, and improvements in mood and confidence. With an increase in rates of anxiety seen in adolescents over the past decade, spending time in the wilderness may prove to be an accessible method of anxiety mitigation. This study uses data collected from pre-post surveys (n=41) conducted during a STEM summer day camp field trip to Stokes State Forest in northwestern New Jersey to determine how exposure to nature contributes to adolescentsâ€™ environmental perceptions and feelings of empowerment, while also addressing critical methodological gaps that exist in previous studies. Respondents, who were of ages 10-13 at the time of data collection, were asked about their previous experiences of participating in nature-based activities, feelings of being in the natural environment, and concerns about the future. Results show that after the field trip ended, students felt more optimistic about the future and that they believed more strongly that human activity damaged the environment. A regression analysis indicates positive relationships between feelings of optimism and empowerment after the day in the forest, grade, and week attended, suggesting that younger children benefitted more than older children and that their camp mentor expertise, played a large influence on the campers. These results can be helpful for recognizing the value of adolescentâ€™s nature-based experiences in improving their environmental perceptions.

Engineering Student and Faculty Perspectives on Undergraduate Research Experiences

John R Reisel — 2024-01-09

Surveys and interviews were conducted among faculty and students regarding undergraduate research experiences (URE) in an engineering program at an urban research university. In the student survey, students were asked to self-identify if they felt that their URE provided them with 11 potential benefits. In the faculty survey, faculty were asked first whether they thought that each benefit should be expected of a student participating in a URE, and second whether they identified that benefit as being achieved by students that they have mentored in a URE. The interviews offered a greater understanding of student and faculty viewpoints with regards to UREs.

The results of the study illustrated that students and faculty have differing views of the purpose of participating in a URE, and that students generally self-identified receiving more frequently receiving particular benefits than faculty recognized. In particular, students were often using the URE as a means to develop skills that would help them acquire a job as an engineer in industry after graduation rather than as a direct pathway to graduate school. Additionally, large percentages of students identified as having received benefits from the URE that would help them in an engineering career. These were not always recognized by faculty, and faculty may be able to improve UREs for students by emphasizing the development of these skills for work in industry in the URE.

Reflections from the First Year of a National Science Foundation Research Experience for Teachers in Civil Engineering

Beena Ajmera — 2024-01-09

Through funding from the National Science Foundation to create a Research Experience for Teachers site at North Dakota State University, the authors provided summer research experiences to current secondary (6th to 12th grade) educators to improve their understanding of the civil engineering field and develop new curriculum modules for their classrooms. Reflection of the first summer program in 2021 highlighted several modifications that could be made to improve the quality of the program and curriculum developed, increase the accessibility to underserved and/or underrepresented populations and to better utilize the limited resources available. This paper summarizes the successes of the RET program and provides several concrete recommendations for future programs.

Scientific Practices in the context of STEM Education: A Case Study in Primary Education

Achilleas Mandrikas — 2024-01-09

The results of a STEM educational program named “The air we breathe” implemented in a primary rural school in Greece as part of a National Research Project entitled “Diffusion of STEM (DI-STEM)” are presented in this paper. The educational program deepened in air pollution and intended to foster students’ eight scientific practices proposed by the NGSS. Results derived from students’ pre-post test questionnaires revealed great progress in five of the scientific practices (evaluating appropriate methods and tools for collecting data, developing & using models, constructing explanations, engaging in argument from evidence and evaluating & communicating using tables, diagrams, and charts) and moderate progress in three of the scientific practices (asking questions and defining problems, planning & carrying out investigations, and using mathematics). The implications for successful STEM education in primary education are discussed.

A Case for Culture and the Arts in Engineering Curriculum as a Response to Advanced Artificial Intelligence

Michael Zabala — 2024-01-09

Recent improvements in advanced artificial intelligence (AI), including large language models (LLMs) such as ChatGPT, and the subsequent release of these models into the public domain have instantly provided the public with technical capabilities that previously required years of engineering education to acquire. The ability of these models to perform technical tasks such as writing MATLAB code and generating corresponding technical reports challenge these and other components of a traditional engineering education with obsolescence. However, these models are inherently limited, primarily in their ability to evaluate and create, which are strictly human capabilities. The traditional focus of higher engineering education, to create what we’ve termed Human Calculators (HCs), should adapt to develop instead what we’ve termed Advanced Engineer (AEs) by embracing AI and elevating the importance of their humanity, namely through the integration of culture and the arts into the engineering curriculum.

Editorial and Review Board

Anastasia Johnston — 2024-01-09

Editorial and Review Board

Journal of STEM Education: Innovations and Research

Information

Back Cover

Table of Contents

Automatic Text Analysis of Reflective Essays to Quantify the Impact of the Modification of a Mechanical Engineering Course

Examining the Impact of a Field Trip in Nature on Students' Environmental Perceptions and Feelings of Empowerment: A Case Study from the ACMES STEM Summer Camp

Engineering Student and Faculty Perspectives on Undergraduate Research Experiences

Reflections from the First Year of a National Science Foundation Research Experience for Teachers in Civil Engineering

Scientific Practices in the context of STEM Education: A Case Study in Primary Education

A Case for Culture and the Arts in Engineering Curriculum as a Response to Advanced Artificial Intelligence

Editorial and Review Board