Corey Mathis’s research while affiliated with California State University, Bakersfield and other places

... Throughout the development of engineering education as a field, the community's actions have sought both to support the efforts of its members to positively impact engineering education and to facilitate the individual success of new and more experienced members. These actions have included (1) developing national funding opportunities for engineering education research Borrego & Bernhard, 2011;Daniels et al., 2011), (2) creating publication venues and opportunities to share engineering education research and innovations (Froyd & Lohmann, 2014), and (3) creating professional development opportunities to support entry into the field (e.g., Adams et al., 2014;Faber et al., 2018;Hixson et al., 2015;Huband et al., 2004;Mirabelli et al., 2020;Pawley et al., 2014;Sattler et al., 2012). In addition, over the last 15 years, members of the community have established engineering education doctoral programs with goals that include the development of future faculty who can serve as change agents within engineering education (e.g., Aning et al., 2005;Benson et al., 2010;Borrego & Bernhard, 2011;Christy et al., 2019;Diefes-Dux et al., 2006;Katehi et al., 2004). ...

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Early Career Faculty Transitions: Negotiating Legitimacy and Seeking Support in Engineering Education

... Concerns reported by fewer than 10% of participants were time constraints, the insufficient provision of integrated STEM examples and the management of the ongoing workload of integration, all of which are consistent with 'best practice requests' in other studies (e.g. Glancy et al., 2014;Shernoff et al., 2017). Sustaining changes to practice after the completion of the PD events was also difficult for some teachers, particularly if they had no time for ongoing contemplation (Kirkby, 2015;Meier, 2002;Mockler, 2018). ...

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Teachers’ Responses to an Integrated STEM Module: Collaborative Curriculum Design in Taiwan, Thailand, and Vietnam

... This integration was facilitated by identifying "within-discipline big ideas with cross-discipline applicability" (Chalmers et al., 2017) (Table 2), which are fundamental concepts that connect knowledge within a broader intellectual framework (Eleftheria et al., 2016). Integrating science-based big ideas into engineering and technology contexts enhances problem-solving abilities and fosters interdisciplinary learning (Moore et al., 2014). ...

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Integrating drone technology in STEM education: Curriculum, pedagogy and learning outcomes

... Research findings suggest that students who engage in engineering-based STEM projects exhibit improved cognitive flexibility and interdisciplinary knowledge application. These findings reinforce the argument that STEM integration must go beyond traditional instructional techniques to promote deeper learning experiences [14]. ...

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STEM-integrated education: Assessment of the liquidity of training future specialists in the engineering and technical fields

... The release of the Framework for K-12 Science Education (National Research Council (NRC), 2012) and the NGSS with explicit engineering integration into science teaching catalyzed changes to science standard documents all around the world (Ekiz-kiran & Aydin-Gunbatar, 2021; Moore et al., 2015). Indeed, research reports a positive influence of engineering integration on developing learners' problem-solving skills (Brophy et al., 2008), science achievement, and conceptual understanding (Mathis et al., 2018;Wendell & Rogers, 2013), 21st-century skills (Stehle & Peters-Burton, 2019), and awareness of STEM careers (Colston et al., 2017). ...

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A Closer Examination of Earth and Life Science Teachers’ Science and Engineering Integration

... • Integrated STEM contexts provide opportunities to learn and apply STEM content (Arık & Topçu, 2020;Reynante et al., 2020) • Evidence-based reasoning provides explicit scaffolding for application of STEM content to the real-world problem (Mathis et al., 2016;Mathis et al., 2018;Siverling et al., 2017) • Criteria and constraints should be explicitly addressed during the design process (Watkins et al., 2014) • The broader socio-political context of the engineering design problem should be explicitly addressed (Gunckel & Tolbert, 2018) Teachers need to take care that an engineering design challenge does not become an exercise in tinkering. Makerspaces and many engineering curricula are not reflective of quality integrated STEM as the connections between STEM content and the context are implicit. ...

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Beyond the basics: a detailed conceptual framework of integrated STEM

... Additionally, the emphasis on economic considerations highlights the importance of integrating cost-benefit analysis into the curriculum. Thus, instructors can use these insights to design activities that encourage students to consider both technical and economic aspects of their design decisions [75]. ...

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Evaluating the Performance of Topic Modeling Techniques with Human Validation to Support Qualitative Analysis

... The American Society for Engineering Education's (ASEE) Framework for P-12 Engineering Learning (ASEE, 2020) describes an engineering literate student by three qualities that have resonance with the ITEEA Standards for Technological and Engineering Literacy (STEL) (ITEEA, 2020) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). As expressed in the ASEE Framework, engineering literate students The proliferation of reviews of scholarship related to pre-college engineering education in recent years suggest both extensive interest in engineering literacy as an important attribute of pre-college education and a strong enough body of literature in this area to warrant reviews of extant literature (Ehsan et al., 2023;Hynes et al., 2017;Lammi et al., 2018;Purzer et al., 2022;Riter & Holly, 2024;Silvestri et al., 2021;Sneider & Ravel, 2021). With regard to the layer of these efforts situated in science education, Hynes et al.'s (2017) The Framework (NRC, 2012) defines engineering in general terms which has been critiqued in terms of the representations of epistemic practice (Cunningham & Carlsen, 2014) and the inclusion of engineering in science classrooms in general (McComas & Nouri, 2016). ...

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A Review of Research on Engineering in K‐12 Science Education

... Previous studies provide empirical evidence for the effectiveness of the design process in facilitating the integration of concepts from multiple STEM areas (Estapa and Tank 2017;Guzey et al. 2016), and for the influence of design activities on positive attitudes towards STEM careers and skills like problem solving, creativity, communication, and teamwork (e.g., Glancy et al. 2014;Guzey et al. 2016;Moore et al. 2014b). These findings also touch upon the discussion of whether integrated STEM should focus on the learning of scientific concepts, the learning of skills to be able to engage in scientific and engineering processes, or both. ...

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Attitudes of Secondary School STEM Teachers towards Supervising Research and Design Activities

... Structured communities of practice designed to develop capacity for newcomers into EER as well as proposed conceptual frameworks to facilitate their development are commonly reported (e.g. Mann and Chang, 2012, Adams et al. 2014, Dart, Trad, and Blackmore 2021. However, literature on EER capacity is still lacking when it comes to representing broader contexts where EER activities are not recognised or supported. ...

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Reflecting on a community of practice for engineering education research capacity in Africa: who are we and where are we going?