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  1. ; ; ; ; ; ( , 2022 IUSE summit)
    Free, publicly-accessible full text available June 8, 2023
  2. ; ; ; ( , Ecosphere)
    Free, publicly-accessible full text available March 1, 2023
  3. ; ; ; ; ; ( , Evolutionary Biology)
    Free, publicly-accessible full text available March 1, 2023
  4. ; ; ( , STAR Protocols)
    Free, publicly-accessible full text available December 1, 2022
  5. ; ; ; ; ; ( , Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)
    Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y (Ed.)
    Free, publicly-accessible full text available January 1, 2023
  6. ; ; ; ; ; ; ; ; ; ; et al ( , JAMA Neurology)
    Free, publicly-accessible full text available August 1, 2023
  7. ; ; ; ( , 2021 Annual Meeting of the European Association of Research on Learning and Instruction)
    Free, publicly-accessible full text available August 25, 2022
  8. ; ; ( , 2021 ASEE Annual Conference and Exposition)
    Research on K-12 integrated STEM settings suggests that engineering design activities play an important role in supporting students’ science learning. Moreover, the National Academies of Sciences, Engineering, and Medicine named improvement in science achievement as an objective of K-12 engineering education. Despite promising findings and the theorized importance of engineering education on science learning, there is little literature that investigates the impact of independent engineering design courses on students’ science learning at the high school level. This sparse exploration motivates our work-in-progress study, which explores the impact of high school students’ exposure to engineering design curriculum on their interest inmore »science through a semi-structured student focus group method. This study is a part of a National Science Foundation-funded project that investigates the implementation of [de-identified program], a yearlong high school course that introduces students across the United States to engineering design principles. The Fall 2020 student focus group protocol built on the [de-identified program] 2019-2020 protocol with the addition of a science interest item to the existing engineering self-efficacy and interest items. Approximately thirty-minute semi-structured student focus groups were conducted and recorded via Zoom, then the transcripts and notes were analyzed using an in-vivo coding method. Our preliminary findings suggest that future studies should aim to gain a deeper understanding of the influence standalone engineering design courses have on students’ science interests and explore the role engineering design teachers play in increasing students’ interest in science.« less
    Accepted Manuscript Full Text Available
  9. ; ; ; ( , 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference)
    The purpose of this study is to re-examine the validity evidence of the engineering design self-efficacy (EDSE) scale scores by Carberry et al. (2010) within the context of secondary education. Self-efficacy refers to individuals’ belief in their capabilities to perform a domain-specific task. In engineering education, significant efforts have been made to understand the role of self-efficacy for students considering its positive impact on student outcomes such as performance and persistence. These studies have investigated and developed measures for different domains of engineering self-efficacy (e.g., general academic, domain-general, and task-specific self-efficacy). The EDSE scale is a frequently cited measure thatmore »examines task-specific self-efficacy within the domain of engineering design. The original scale contains nine items that are intended to represent the engineering design process. Initial score validity evidence was collected using a sample consisting of 202 respondents with varying degrees of engineering experience including undergraduate/graduate students and faculty members. This scale has been primarily used by researchers and practitioners with engineering undergraduate students to assess changes in their engineering design self-efficacy as a result of active learning interventions, such as project-based learning. Our work has begun to experiment using the scale in a secondary education context in conjunction with an increased introduction to engineering in K-12 education. Yet, there still is a need to examine score validity and reliability of this scale in non-undergraduate populations such as secondary school student populations. This study fills this important gap by testing construct validity of the original nine items of the EDSE scale, supporting proper use of the scale for researchers and practitioners. This study was conducted as part of a larger, e4usa project investigating the development and implementation of a yearlong project-based engineering design course for secondary school students. Evidence of construct validity and reliability was collected using a multi-step process. First, a survey that includes the EDSE scale was administered to the project participating students at nine associated secondary schools across the US at the beginning of Spring 2020. Analysis of collected data is in progress and includes Exploratory Factor Analysis (EFA) on the 137 responses. The evidence of score reliability will be obtained by computing the internal consistency of each resulting factor. The resulting factor structure and items will be analyzed by comparing it with the original EDSE scale. The full paper will provide details about the psychometric evaluation of the EDSE scale. The findings from this paper will provide insights on the future usage of the EDSE scale in the context of secondary engineering education.« less
    Accepted Manuscript Full Text Available
  10. ; ; ( , 10th International IEEE/EMBS Conference on Neural Engineering)
    Most sensorimotor studies investigating the covariation of populations of neurons in primary motor cortex (M1) have considered only a few trained movements made under highly constrained conditions. However, motor behaviors in daily living happen in a far more complex and varied contexts. It is unclear whether M1 neurons would have different population responses in a more naturalistic, unconstrained setting, including requirements to accommodate multiple limbs and body posture, and more extensive proprioceptive inputs. Here, we recorded M1 spiking signals while a monkey performed hand grasp movements in two different contexts: one in the typical constrained lab setting, and the othermore »while moving freely in a large plastic cage. We compared the covariance patterns of the neural activity during movements across the two contexts. We found that the neural covariation patterns accompanying two different hand grasps in the unconstrained context were largely preserved, while they differed across contexts, even for the same type of grasp. We also found that the M1 population activity was confined to context-dependent neural manifolds, but these manifolds were not completely independent, as some dimensions appeared to be shared across the contexts. These results suggest that the coordinated activity of M1 neurons is strongly dependent on behavioral context, in ways that were not entirely anticipated.« less
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