@BOOK{NAP author = "National Academy of Engineering", title = "Infusing Real World Experiences into Engineering Education", isbn = "978-0-309-30722-2", abstract = "The aim of this report is to encourage enhanced richness and relevance of the undergraduate engineering education experience, and thus produce better-prepared and more globally competitive graduates, by providing practical guidance for incorporating real world experience in US engineering programs. The report, a collaborative effort of the National Academy of Engineering (NAE) and Advanced Micro Devices, Inc. (AMD), builds on two NAE reports on The Engineer of 2020 that cited the importance of grounding engineering education in real world experience. This project also aligns with other NAE efforts in engineering education, such as the Grand Challenges of Engineering, Changing the Conversation, and Frontiers of Engineering Education.\nThis publication presents 29 programs that have successfully infused real world experiences into engineering or engineering technology undergraduate education. The Real World Engineering Education committee acknowledges the vision of AMD in supporting this project, which provides useful exemplars for institutions of higher education who seek model programs for infusing real world experiences in their programs. The NAE selection committee was impressed by the number of institutions committed to grounding their programs in real world experience and by the quality, creativity, and diversity of approaches reflected in the submissions. A call for nominations sent to engineering and engineering technology deans, chairs, and faculty yielded 95 high-quality submissions. Two conditions were required of the nominations: (1) an accredited 4-year undergraduate engineering or engineering technology program was the lead institutions, and (2) the nominated program started operation no later than the fall 2010 semester. Within these broad parameters, nominations ranged from those based on innovations within a single course to enhancements across an entire curriculum or institution.\nInfusing Real World Experiences into Engineering Education is intended to provide sufficient information to enable engineering and engineering technology faculty and administrators to assess and adapt effective, innovative models of programs to their own institution's objectives. Recognizing that change is rarely trivial, the project included a brief survey of selected engineering deans concern in the adoption of such programs.", url = "https://nap.nationalacademies.org/catalog/18184/infusing-real-world-experiences-into-engineering-education", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academy of Engineering", title = "Resources for Teaching Middle School Science", isbn = "978-0-309-05781-3", abstract = "With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them.\nResources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards.\nThis completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers.\nThe curriculum materials in the new guide are grouped in five chapters by scientific area\u2014Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type\u2014core materials, supplementary units, and science activity books.\nEach annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information.\nThe curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus.\nIn addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students.\nAnother section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance.\nAuthoritative, extensive, and thoroughly indexed\u2014and the only guide of its kind\u2014Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents.", url = "https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Research Council", editor = "Margaret Honey and Greg Pearson and Heidi Schweingruber", title = "STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research", isbn = "978-0-309-29796-7", abstract = "STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States.\nSTEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.", url = "https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Brett Moulding and Nancy Songer and Kerry Brenner", title = "Science and Engineering for Grades 6-12: Investigation and Design at the Center", isbn = "978-0-309-48260-8", abstract = "It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology.\n\nThe majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences.\n\nScience and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data\/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.", url = "https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" }