This dataset includes anonymized interview data collected in the Yukon-Kuskokwim Delta in August 2022. These interviews were designed to capture end-users' perceptions and experiences with their water infrastructure systems. Interview questions included, for example: Can you tell me how you use water in your household?; What do you like about your water or water system?; What are some of the concerns/challenges you deal with in your household water system?; Do you worry about whether your water is safe to drink? 10 semi-structured interviews with 12 end-users are included. These interviews were conducted from August 2nd to August 8th, 2022. All interviews were conducted in-person. Interviews were recorded (with permission), transcribed, checked for quality, and anonymized.
more »
« less
Beyond Surveys: Using Visual Data to Evidence Achievement of Proposed Learning Objectives
Visual qualitative methodologies enhance the richness of data and makes participants experts on the object of interest. Visual data brings another dimension to the evaluation process, besides surveys and interviews, as well as depth and breadth to participants reactions to specific program activities. Visual data consists of images, such as photos, drawings, artwork, among others. Exploring a different approach to assess impact of an educational activity, an exercise was designed where participants were asked to take photos to document a site visit to an area impacted by a swarm of earthquakes in 2019. The exercise required taking five photos of either objects, persons, scenery, structures, or any other thing that captured their attention during the visit and write a reflective essay to answer three questions: 1) How do these photos represent your site visit experience? 2) Based on the content of your photos, write about what you learned, discovered, new knowledge acquired, emotions, changes in your way of thinking, etc., and 3) What did you learned or discovered from doing this exercise? Twenty-two undergraduate engineering and architecture students from the RISE-UP Program, enrolled in a curricular sequence in design and construction of resilient and sustainable structures, completed the exercise. Analyses of obtained data includes frequency of captured images and content analysis of reflective essays to determine instances where each of the four proposed learning objectives was present. Results show that across essays, 32% of the essays include text that demonstrate impact related to the first objective, 59% for the second, 73% for the third, and 86% for the fourth objective. Forty-five percent of essays included text considered relevant but not related to an objective. Personal, social, and career insights were categorized as unintended results. Photos taken by students represent what they considered relevant during the visit and also evidence the achievement of the proposed learning objectives. In general, three mayor categories emerged from the content in photos: 1) photos related to the design and construction of the structure and specific damage observed from earthquakes; 2) photos of classmates, professors, and group activities; and 3) other photos that do not share a theme. Both photos and essays demonstrate that the learning objectives were successfully achieved and encourage the use of visual data as an alternative for the evaluation of educational activities.
more »
« less
- Award ID(s):
- 1832468
- NSF-PAR ID:
- 10468675
- Publisher / Repository:
- 2023 ASEE Annual Conference & Exposition
- Date Published:
- Format(s):
- Medium: X
- Location:
- Baltimore, MD
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This dataset includes anonymized interview data collected in the Yukon-Kuskokwim Delta in April 2022. These interviews were designed to capture end-users' perceptions and experiences with their water infrastructure systems. Interview questions included, for example: Can you tell me how you use water in your household?; What do you like about your water or water system?; What are some of the concerns/challenges you deal with in your household water system?; Do you worry about whether your water is safe to drink? Forty-one semi-structured interviews with 55 end-users are included. These interviews were conducted from April 21st to April 29th, 2022. Forty of the interviews were conducted in-person and one was conducted via teleconferencing. Interviews were recorded (with permission), transcribed, checked for quality, and anonymized.more » « less
-
Abstract Background To compare the performance (as determined by lower extremity kinematics) of knee exercises in healthy middle-aged and older individuals immediately after instruction and one week later. Methods This is a cross-sectional study in a laboratory setting. Nineteen healthy volunteers (age [y] 63.1 ± 8.6, mass [kg] 76.3 ± 14.7, height [m] 1.7 ± 0.1) participated in this study. High speed video and reflective markers were used to track motion during four exercises. The exercises were knee flexion, straight leg raise, and “V “in supine position, and hip abduction in side lying position. All participants received verbal and tactile cues during the training phase and the therapist observed and, if necessary, corrected the exercises. Upon return a week later the participants performed the same exercises without any further instructions. Knee and hip sagittal and rotational angles were extracted from the motion capture. A repeated measures t-test was used to compare the motions between two visits. Results Participants demonstrated more knee flexion during straight leg raise and “V in” exercises at the 2nd visit compared to the 1st visit (both p < 0.05). During the “V out” exercise, they performed more external rotation ( p < 0.05) while they showed more internal rotation during the “V in” exercise at the 2nd visit compared to the 1st visit. Conclusions Exercise performance declined significantly in healthy middle-aged and older individuals one week after instruction. This decline occurred despite an instructional exercise sheet being given to every participant. Other approaches designed to help individuals retain the ability to perform rehabilitative exercises correctly need to be explored.more » « less
-
null (Ed.)It is a pleasure to present the second special issue of The Earth Scientist sponsored by the MEL Project team (https://serc.carleton.edu/mel/index.html)! The Model-Evidence Link (MEL) and MEL2 projects have been sponsored by the National Science Foundation (Grant Nos. 1316057, 1721041, and 2027376) to Temple University and the University of Maryland, in partnership with the University of North Georgia, TERC, and the Planetary Science Institute. In 2016 we shared with you the four MEL diagram activities, covering the topics of climate change, the formation of the Moon, fracking and earthquakes, and wetlands use, as well as a rubric for assessment. This issue brings to you our four new build-a-MEL activities on the origins of the Universe, fossils and Earth’s past, freshwater resources, and extreme weather. Additionally, there are articles about a new NGSS-aligned rubric and transfer task to help students apply their new skills in other situations and about teaching with MEL and build-a-MEL activities. Our goals with all of these activities are to help students learn Earth science content by engaging in scientific practices, notably the evaluation of alternative explanatory models (by looking at the connections between lines of evidence and the competing models) and argumentation. The team has tested these activities in multiple middle and high school classrooms. Our research has shown the activities to be effective in learning both content and skills, and our partner teachers report that students enjoy the activities. These activities are freely available for teachers to use. We hope that you and your students will also find them to be effective and enjoyable approaches to learning about complex and sometimes controversial socioscientific issues within Earth Science.more » « less
-
About the slide set The slides are divided into sections (“Concepts”) including: What is engineering/synthetic biology? (Concept 1-1); the “Design, Build, Test, & Learn” cycle (Concept 1-2), Core Tools for engineering biology (Concepts 1-3 and 1-4), and finally exploring Impacts & Applications of engineering biology (Concept 1-5). The slides can be used as a complete lecture, or any concept topic can be used to supplement existing material. For example, Concept 1-1 could be used to introduce synthetic biology to professionals outside the field, or the Concept 1-5 Data Science section could be modified to show the intersections of the field in a computer science course. The slides are available to use under Creative Commons license CC BY-NC-SA. The goal of these slides is to provide free, accessible, and modular explanations of key Engineering Biology topics. EBRC provides this curricular module under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 license, which allows free use in noncommercial settings with credit for the material given to EBRC and the content authors. By downloading these resources, you agree to these terms. If you are interested in using EBRC material in a commercial setting or have other usage questions, please contact us at education@ebrc.org. The slides were created by Michael Sheets (Boston University) and Joshua Atkinson (Univ. of Southern California), with support from the EBRC Education Working Group. Audience These lecture slides are designed for educators looking to incorporate current synthetic & engineering biology practices into their teaching material. These slides were designed with a target audience of undergraduate and graduate students, but could be adapted for high school students (and coupled with BioBuilder material, for a great experience). Recommended student knowledge: “biology 101” level, generally how DNA & cells work Learning Objectives You will be able to answer: - What is synthetic/engineering biology? - How can I Design, Build, Test, and Learn from biological systems? - What are the Core Tools of engineering biology? - How and where can engineering biology be applied to positively impact society? You will have: Planned a design cycle to approach a current problem Learned about engineering biology tools that can help you develop your idea Discovered the many sectors that engineering biology can positively impactmore » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
