Engineering - general

Discipline Group: 

Engineering

CPS/CWIC Employability Assessment

The CPS/ CWIC Employability Assessment (EA) is conducted twice a year in year in the first and third quarters. EA is an observed assessment of 16 core 21st century college and career skills. Employability Assessments measure behavioral skills required for college and career success. This CPS custom tool was created by the Chicago Workforce Investment Council after extensively researching industry, education and academic reports on career readiness. Assessment tool includes Online Assessment Scoring and Rubric.

 

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The Synergies Project: Preliminary Results and Insights from Two Years of Longitudinal Survey Research

Our study seeks to improve understanding of how STEM interest develops during adolescence, and how a variety of community resources and out-of-school activities support that development. Our 4-year, Synergies project is a longitudinal study that documents STEM interest and participation trajectories of a cohort of middle school-aged youth as they progress from 5th through 8th grade.

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The Synergies Research–Practice Partnership Project: A 2020 Vision Case Study

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school.

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Synergies STEM Interest Questionnaire

The dramatic decline in youth interest in science, technology, engineering and mathematics (STEM) during adolescence, both in the USA and internationally, has been a phenomenon of societal concern for several decades. The Synergies project was launched to help deal with this issue. In this paper, we report findings from the first two years of our longitudinal survey research.

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Learning at the Nano-Level: Accounting for Complexity in the Internalization of Secondary STEM Teacher Professional Development

Utilizing a case study research design, the factors that influence teacher learning and change, as well as the processes by which secondary STEM teachers internalize professional development (PD) content, are explored. The authors argue that conceptualizations of teacher learning often do not adequately account for teacher subjectivity and the role of exogenous variables in teacher development.

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Engineering Skills Self-Efficacy Scale

Background

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The Situational Motivation Scale

The purpose of the present research was to develop and validate a situational (or state) measure of motivation, the Situational Motivation Scale (SIMS). The SIMS is designed to assess the constructs of intrinsic motivation, identified regulation, external regulation, and amotivation (E. L. Deci & R. M. Ryan, 1985, 1991) in field and laboratory settings. Five studies were conducted to develop and validate the SIMS. Overall, results show that the SIMS is composed of 4 internally consistent factors.

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Instrument to Measure the Entrepreneurial Mindset of Engineering Students

This work in progress describes the development of an instrument to measure the entrepreneurial mindset of engineering students.

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OECD Programme for International Student Assessment (PISA)

The OECD Programme for International Student Assessment (PISA) is a collaborative effort among OECD member countries to measure how well 15-year-old students approaching the end of compulsory schooling are prepared to meet the challenges of today’s knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges.

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Rating of Mother-Child Interactions

This study examined relations between ratings of mother-child interactions in a problem-solving situation at school entry and academic achievement in grades 2, 3, and 4. Data on the child's cognitive and fine-motor ability and mother's education were also collected at school entry. Academic achievement was assessed with the Iowa Test of Basic Skills (ITBS). A factor score reflecting mother-child competence in the interaction situation correlated approximately .40 with ITBS total and subtest scores in grades 2, 3, and 4.

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