The Middle School Students' Attitude to Mathematics, Science and Engineering Survey was developed to measure students' attitudes to engineering and knowledge about engineering careers as part of a program to enlarge the future pool of engineers because students' attitudes have been found to be an important predictor of whether students pursue careers in engineering. The program focuses on using pre-engineering curricula in middle and high schools, and informing students, teachers, parents, and school counselors about careers in engineering because most students do not know what engineering is or what engineers do and therefore do not explore engineering as a career option or prepare for it academically in the critical middle or high school years. Continued use of the survey with younger students indicated that the language used in some of the questions was too sophisticated for some middle school students and the survey has been revised. A study was conducted to examine the psychometric properties of the revised survey with a large sample of academically diverse middle school students. Comparisons among groups of students exposed to pre-engineering concepts in various different ways in their science and mathematics classes have been made to explore the extent to which the exposure may have affected students' attitudes to engineering and knowledge of engineering careers.
Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards.
He previously served as coordinator of activities at NJIT for the Gateway Engineering Education Coalition and as a member of the Coalition's Governing Board. He currently chair's NJIT's Excellence in Teaching Awards Committee and is past chair of the University Master Teacher Committee.
There is a relation between the peak heart rate attained during exercise and the subsequent HRR. A low peak heart rate increases the likelihood of a less than normal HRR. Assessment of the entire heart-rate response seems warranted for more thorough risk-stratification.
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