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acm/ieee joint conference on digital libraries | 2009

Dimensional standard alignment in K-12 digital libraries: assessment of self-found vs. recommended curriculum

Byron Marshall; René F. Reitsma; Malinda S. Zarske

Enhancing the experience of digital library users depends, in part, on recognizing and understanding user tasks. In the context of K-12 educational libraries this means that we must understand how K-12 teachers interact with such libraries and how they assess the relevance of documents found or encountered. This paper presents the results of an experiment in which K-12 teachers scored the relevance of curriculum they found themselves and the relevance of documents their colleagues found and recommended. We found that teachers apply a significantly more detailed notion of relevance, both qualitatively and quantitatively, when searching for as compared to evaluating recommended curricula. Differences were observed in both relevance judgments and system interaction logs. These variations may be useful in identifying user intent and in dynamically adapting the behavior of digital libraries of educational material.


Journal of Pre-College Engineering Education Research | 2017

Undergraduate Engineers and Teachers: Can Students Be Both?

Malinda S. Zarske; Maia Lisa Vadeen; Janet Y. Tsai; Jacquelyn F. Sullivan; Denise W. Carlson

Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering degrees. As colleges of engineering education, how can we support the success of our students in these multidisciplinary fields post-graduation, including teaching? The University of Colorado Boulder’s College of Engineering and Applied Science in partnership with the School of Education, has developed an innovative program that results in graduates attaining a secondary school STEM teacher license concurrently with an engineering BS degree. This streamlined pathway through engineering educates and prepares a workforce of secondary teachers capable of high-level teaching in multiple STEM subjects—either engineering coupled with science (biology, chemistry, and physics), or engineering coupled with mathematics. These engineers are motivated and inspired to pursue two career routes because they find value and passion for both professions. One study showed that successful mathematics and science teachers ‘‘would have liked to be engineers’’. Teachers expressed that being comfortable and understanding engineering phenomena is a barrier to why they initially did not pursue an engineering career. We are fostering students that develop both an engineering mindset alongside a commitment to giving back through secondary teaching in this program. This research aims to discover if and how students in the engineering + teaching program identify themselves as both an engineering student and as a teaching student. We are exploring why students decided to pursue engineering and teaching and how they plan to use engineering, teaching, or both in their futures. It is important to also understand how we attract students to this program. Given the diverse student experience inherent in this degree program built around passion and desire to combine engineering and teaching, the paper addresses the questions, ‘‘How do engineering knowledge and teaching knowledge intersect for undergraduate engineering students?’’ and ‘‘What challenges exist to navigating an engineering major with a teaching license pathway?’’ Initial survey and focus group data collected this past academic year indicates that students in this degree program identify as both an engineer and a teacher. Using mixed-methods analysis informed by current education research—including quantitative and qualitative survey questions and small focus groups—we explore the ways in which students discovered this program and how they plan to incorporate the two disciplines in their future. We are interested in how engineering students will incorporate the knowledge that they learned in engineering classes into the lesson plans they design for secondary classroom students.


Information Visualization | 2017

Map- or list-based recommender agents? Does the map metaphor fulfill its promise?:

René F. Reitsma; Ping-Hung Hsieh; Anne R. Diekema; Robby Robson; Malinda S. Zarske

We present a spatialization of digital library content based on item similarity and an experiment which compares the performance of this spatialization relative to a simple list-based display. Items in the library are elementary school, middle school, and high school science and engineering learning resources. Spatialization and visualization are accomplished through two-dimensional interactive Sammon mapping of pairwise item similarities computed from the joint occurrence of word bigrams. The 65 science teachers participating in the experiment were asked to search the library for curricular items they would consider using as part of one or more teaching assignments. The results indicate that whereas the spatializations adequately capture the salient features of the library’s content and teachers actively use them, item retrieval rates, task-completion time, and perceived utility do not significantly differ from the semantically poorer but easier to comprehend and navigate list-based representations. These results put into question the usefulness of the rapidly increasing supply of information spatializations.


2004 Annual Conference | 2004

Teachers Teaching Teachers: Linking K-12 Engineering Curricula with Teacher Professional Development

Malinda S. Zarske; Jacquelyn F. Sullivan; Lawrence E. Carlson; Janet L. Yowell


Information Processing and Management | 2010

Aspects of 'relevance' in the alignment of curriculum with educational standards

René F. Reitsma; Byron Marshall; Malinda S. Zarske


2012 ASEE Annual Conference & Exposition | 2012

K-12 Engineering Education: Priorities, Research Themes, and Challenges

Eugene F. Brown; Larry G. Richards; Elizabeth Parry; Malinda S. Zarske; Stacy Klein-Gardner


2012 ASEE Annual Conference & Exposition | 2012

Service-based First-year Engineering Projects: Do They Make a Difference?

Malinda S. Zarske; Derek T. Reamon; Angela R. Bielefeldt; Daniel Knight


2005 Annual Conference | 2005

Creative Engineering: Helping Ninth-Grade Students Discover Engineering

Malinda S. Zarske; Daria Kotys-Schwartz; Jacquelyn F. Sullivan; Janet L. Yowell


2007 Annual Conference & Exposition | 2007

The Teams Program: A Study Of A Grades 3 12 Engineering Continuum

Malinda S. Zarske; Janet L. Yowell; Jacquelyn F. Sullivan; Daniel Knight; Diana Wiant


2005 Annual Conference | 2005

The K-12 Engineering Outreach Corps: A Service-Learning Technical Elective

Jacquelyn F. Sullivan; Malinda S. Zarske

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Jacquelyn F. Sullivan

University of Colorado Boulder

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Janet L. Yowell

University of Colorado Boulder

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Derek T. Reamon

University of Colorado Boulder

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Daniel Knight

Applied Science Private University

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Daria Kotys-Schwartz

University of Colorado Boulder

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Angela R. Bielefeldt

University of Colorado Boulder

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Daniel Knight

Applied Science Private University

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Denise W. Carlson

University of Colorado Boulder

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