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In this research paper, we explore the difficult decisions faced by large-scale, multisection courses in early undergraduate engineering education regarding fair and consistent assessment of student learning across sections. Our previous analysis of grading patterns of undergraduate graders in a first-year engineering course revealed that divergent decisions likely stemmed from two sources: insufficient grader training and ambiguities in rubrics and assignments. After revising rubrics and implementing grader training for a semester, we conducted think-aloud interviews with 17 undergraduate graders regarding grading, rubrics, and training. Qualitative analysis identified four technical aspects of rubrics that led to divergent grading decisions (wordiness, redundancies, unexpected solutions, and grade misfit) and five aspects that limited training effectiveness (length, misalignment, insufficient feedback, limited consequences, and philosophical misunderstanding). These findings contribute nuance to and extend upon aspects of rubric design and undergraduate grader training that have been previously identified in the literature. Recommendations related to issues identified are provided. [ABSTRACT FROM AUTHOR]

Grounded in the findings of a three year exploratory student whereby teachers' and policy makers' perceptions of elementary level engineering education were analysed, this paper focuses upon three strands of engineering education activity: Pedagogy: Practice, and: Policy. Taking into account the challenges associated with introducing engineering education at an elementary level across the UK, the paper critiques the role played by the 'competition model' in promoting engineering to children and 4 to 11 years. In considering the 'added value' that appropriately developed engineering education activities can offer in the classroom the discussion argues that elementary level engineering has the potential to reach across the curriculum, offering context and depth in many different areas. The paper concludes by arguing that by introducing the discipline to children at a foundational level, switching on their 'Engineering Imaginations' and getting them to experience the value and excitement of engineering, maths and applied science a new "Educational Frontier" will be forged. [ABSTRACT FROM AUTHOR]

Computational Thinking is a term to group skills for the utilization of computers as problem solving tools that improves college readiness and increases K12 students' likelihood of attending and graduating from college. It differentiates from Digital Literacy (or Computer Literacy) where a person acquires skills for using the computer for everyday use. Statistics about the percentage of bachelor's degrees in computer science/engineering earned in the United States during the last twenty years shows that less than 20 percent of graduates account for underrepresented minorities which place this population in great disadvantage with other ethnic groups. Given that New Mexico is a state with high percentage of underrepresented minorities, the Department of Engineering at Northern New Mexico College through the support of Google Inc. and the National Science Foundation has organized and developed Computational Thinking (CT) workshops and activities for K12 teachers and preservice teachers during the last two years as an approach to increase the awareness of Computer Science among K12 students in New Mexico. The curriculum developed in the workshops have provided teachers and preservice teachers a variety of tools to incorporate and enhance their classes in K12 schools through the utilization of computational thinking activities. The approach utilized for the workshops has not only enhanced CT skills but also has provided ideas to develop lesson plans and activities for the Common Core State Standards. The present paper presents a summary of the activities developed for the workshops as well as results that the participants have shared on the utilization of the acquired skills in their classrooms. [ABSTRACT FROM AUTHOR]

A collaborative research project between students and faculty in the California Polytechnic State University College of Architecture & Environmental Design (CAED) and the School of Education was undertaken to bring motivation for design, engineering and construction careers into local elementary school classrooms. The project was initiated by faculty in the Architectural Engineering (ARCE) department of the CAED which includes departments in Architectural Engineering, Architecture, City & Regional Planning, Construction Management and Landscape Architecture. These departments can provide students and faculty proficient in the areas of building design and construction. Faculty and teacher candidates in the School of Education provide the knowledge and skills needed to introduce technical concepts and practices for the present and future education of elementary school students; thus creating rich fields for collaboration. Through a series of lessons fourth through sixth grade students learned and applied grade level appropriate knowledge and skills in the design and construction of two structures. A clearly defined process of roles required to build a bridge was first used to introduce design and construction concepts. This was followed by repeating the roles and steps through a less constrained process to design and build a sand sculpture. The culminating event was a contest held to build the sand sculptures. Pre- and post-assessments of students at the elementary school were conducted to investigate students' prior knowledge of the distinct work of the professions and if providing a practical application for math and science concepts enhanced student learning. Teacher candidates and cooperating teachers were surveyed to assess their familiarity with the professions, the application of science and math to the professions and their perceptions surrounding their students' abilities and interests. The paper describes the program, lessons learned and the assessment data. [ABSTRACT FROM AUTHOR]