The elements of written expression-handwriting, prewriting, writing, and writing conventions-require a set of complicated skills that go beyond the act of holding a pencil and putting words on paper. It includes the complex interaction among physical, cognitive, and sensory systems (Kushki et al. 2011). Most students with autism spectrum disorder (ASD) are likely to have difficulties with written expression which will impact their academic performance across subject matter areas (Griswold et al. 2002; Whitby and Mancil 2009). This paper highlights some of the challenges experience by writers with ASD as well as assistive technology supports that can positively impact (a) handwriting; (b) the prewriting process; (c) the writing process that includes drafting, editing, revising, and the final product; and (d) writing conventions that include spelling and grammar. Characteristics of ASD that Impact Written ExpressionASD is associated with a high occurrence of motor difficulties (Gowan and Hamilton 2013) that impact the physical aspects of handwriting: postural control, motor control, motor memory, and motor planning (Fournier et al. 2010). Consistent with impairments in motor planning is a high prevalence of dyspraxia in individuals on the autism spectrum. Dyspraxia, the disruption in the way messages from the brain are communicated to the body, affects a person's ability to perform smooth, coordinated movements, those needed when performing fine motor skills
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is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, college level, introductory engineering course offered to high school students. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational research, developed engineering curricula for formal and informal education venues, and developed robotics outreach programs for children's museums and K-12 schools. Rogers is a certified teacher and holds a Master's of Science in Education. Her Master's thesis topic examined middle school student attitudes towards robotics and focused on gender differences. She is a member of the National Science Teachers Association, Philanthropic Educational Organization (P.E.O) and American Society for Engineering Education. She has long been an advocate for improving K-12 STEM education. Her interest lies in the K-12 pipeline to engineering and ways to bring young people, particularly under represented populations, into STEM careers. Rebecca Primeau, University of ArizonaRebecca Primeau is the Associate Director of Recruitment & Student Engagement in the College of Engineering at the University of Arizona. In this role she is responsible for designing and coordinating undergraduate recruitment and retention programs, with a specific focus on women and other minority student populations. Her work on diversity and first-year retention extends to several areas, including the Women in Engineering Program, the Engineering Leadership Community, the Engineering Ambassadors Program, and the Engineering Scholars Program. Rebecca received an M.A. degree in Higher Education Administration from the University of Michigan in 2009. She is currently pursuing a PhD in Higher Education at the University of Arizona. Noel Kathleen Hennessey, University of ArizonaNoel Hennessey is the Coordinator for Outreach, Recruitment and Retention in the College of Engineering at the University of Arizona. She is responsible for first-year experience through residential education, student development and retention, and designing outreach activities and events for undergraduate recruitment. Noel earned a Master of Arts degree in Higher Education from the University of Arizona in 2015 and is currently pursuing a PhD in the same department.Prof. James C. Baygents, University of Arizona Gender and Self-Efficacy in Engineering: Embracing Failure and a Growth Mindset for female high school students (Fundamental) Abstract Over the last decade much attention has been drawn to the lack of women in engineering careers and the need to attract and retain them in the field. This paper will discuss prior research focused on female student self-efficacy in engineering and the subsequent treatments that have been applied at various stages in the STEM pipeline. Then we will examine the ENGR 102 HS program and results from four years of student course evaluation surveys (n=1093).ENGR 102 High School (HS) is an introduction to engineering course offered in 34 high schools in the Southwest. Students who enroll ...
is the program coordinator for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP type, college level, introductory engineering course offered to high school students. Over the years Jill has developed K-12 science summer camps, conducted K-12 educational research, developed engineering curriculum for formal and informal education venues, and developed robotics outreach programs for children's museums and K-12 schools. Jill is a certified teacher and holds a Master's of Science in Education. Her Master's thesis topic examined middle school student attitudes towards robotics and focused on gender differences. She is a member of the National Science Teachers Association, Philanthropic Educational Organization (P.E.O) and American Society for Engineering Education. She has long been an advocate for improving K-12 STEM education. Her interest lies in the K-12 pipeline to engineering and the ways to bring young people, particularly under represented populations, into STEM careers. Jim's research interests include: transport processes in natural and engineered systems; separations and water treatment processes; diffusion-reaction-precipitation in aqueous electrolyte systems; electrokinetic theory, measurements and separations; electrically driven fluid motion and transport processes, including microfluidics; and industrial water treatment for recycle and re-use. AbstractThe Grand Challenges: Discover, Explore, Learn and Imagine (GC DELI) online curriculum project at the University of Arizona was developed with a National Science Foundation (NSF), Transforming Undergraduate Education in STEM (TUES) grant. Inspired by the 14 Grand Challenges for Engineering, as defined by the National Academy of Engineering, the goal of the online units is to give freshmen engineering and prospective engineering students an opportunity to explore the broad and socially relevant topics a career in engineering offers. GC DELI unit topics include: Engineering Better Human Health and Providing Access to Clean Water. Students enrolled in the College of Engineering course, Introduction to Engineering (ENGR 102) choose from five online units and study at a self-guided pace. GC DELI units provide students with information about engineering topics that interest them at this critical time in their academic career.The GC DELI project, now in its third year, has recently been adapted for ENGR 102 High School (HS) students. ENGR 102 HS is a three credit, college course taught by high school teachers, to high school students. ENGR 102 HS classrooms have piloted GC DELI units over the past two years. A hybrid version for four of the GC DELI units was developed, providing high school students and their teachers with supplemental hands on projects and other scaffolding. In academic year 2014-15, four hybrid GC DELI units were rolled out to 21 ENGR 102 HS classrooms. This paper contains detailed information about the progress of the GC DELI hybrid units in high schools, responses to forced-choice questions and qualitative data from teachers ...
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