College of Engineering
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The College of Engineering at Montana State University will serve the State of Montana and the nation by fostering lifelong learning, integrating learning and discovery, developing and sharing technical expertise, and empowering students to be tomorrow's leaders.
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Item A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering(Informa UK Limited, 2024-06) Vo, Tina; Hammack, Rebekah; Gannon, Paul; Lux, Nicholas; Wiehe, Blake; Moonga, Miracle; LaMeres, BrockAs we prepare teachers to provide students with opportunities within STEM education, authentic experiences should guide the instruction. Unfortunately, due to the novel integration of engineering into national reform documents, there is a dearth of documentation on elementary preservice teachers’ engineering ideas as they align with student goals (e.g. enrolling in an engineering program). As teachers must provide authentic science experiences to help frame the work of scientists for students, creating authentic engineering experiences should frame the work of engineers. Thus, it is important to foundationally investigate how elementary preservice teachers’ ideas about engineering reflect those of novice engineers. This research uses multiple case study to investigate and compare teaching and engineering majors’ understanding of engineering within their communities. Additionally, while there were some similarities across groups, engineering majors were more likely to speak to the science behind the artifacts represented in the photo novellas they authored, and the preservice teachers found a larger variety and diversity of engineering elements. Findings indicate that these groups have fundamentally different perspectives on engineering and how it is manifested within the communities. This has implications for upper tiers of education as elementary teachers lay broad engineering foundations, while middle, high school, and community colleges must methodically highlight engineering disciplines to provide more authentic experiences, highlighting the connections between engineering, science, and math.Item Quantifying National Biomechanics Day’s Impact on Student Perceptions toward Biomechanics: A Multisite Pilot Study(Elsevier BV, 2021-12) Monfort, Scott M.; Bigelow, Kimberly E.; Vallabhajosula, Srikant; Evertz, Loribeth Q.; Becker, James N.; Wittstein, Matthew W.; Gannon, Paul; DeVita, PaulNational Biomechanics Day (NBD) is an international celebration of biomechanics that seeks to increase the awareness and appreciation of biomechanics among the high school community. Initial research supports the positive effects of NBD on students’ attitudes toward the field of biomechanics; however, quantitative evidence remains scarce. The purpose of this study was to quantify changes in high school students’ perceptions toward biomechanics after participating in NBD events to better understand the impact of NBD. Data were collected at two locations during the 2019 NBD season. Surveys were collected before and after NBD events for 112 high school students from Montana and North Carolina. Paired pre- versus post-NBD surveys for the aggregate sample population suggest that students perceived biomechanics as more appealing (p = 0.050), exciting (p = 0.007), and important (p = 0.018) following the NBD events. Students did not report a change in whether they could see themselves in a biomechanics-related career (p = 0.49). These findings further support the ability for NBD events to positively impact students’ perceptions toward biomechanics, although opportunities persist to increase student career interest in biomechanics. This paper presents and discusses the study’s results, interpretations, limitations, and implications for future research on biomechanics outreach activities.