@inproceedings{jones_schettig_miller_2023, title={Are You Up for the Challenge? A 3D Modeling Bootcamp for Early High School Students (Resource Exchange)}, url={https://doi.org/10.18260/1-2--42291}, DOI={10.18260/1-2--42291}, abstractNote={Abstract This paper describes a mini-intensive curriculum for high school students to prepare them to participate in a first-year engineering project. Ninth grade students were participating in a college awareness and work experience at a college of engineering to introduce them to engineering disciplines. As a part of their employment, the ninth-grade student interns were tasked with submitting a project for the university first-year engineering course, the introductory course for all engineering majors. Since they were not students in the full academic year university course, the rigor and pace would be intensive because these interns had to meet all project goals and design constraints. The design challenge was to design a product with two distinct functions that can be used while on vacation. Final prototype must be 25% 3D printed materials, have a budget of less than $40, fit in a six-inch cube, be easily stored and transported, and safe. In a partnership between faculty and facilities of education and engineering, faculty felt confident that we could teach students enough basic skills to accomplish this challenge, so STEM education faculty created a bootcamp of five all-day sessions to teach students modeling and prototyping. We selected appropriate software taking into consideration entry-to-use and conducted lab tours and mini-lectures about equipment and materials. We aligned training with the makerspace facilities of engineering so that students would have congruence between equipment options. The goals of the curriculum were to: 1. Introduce students to software modeling and 3D printing using appropriate software. 2. Teach lab safety that students can use in prototyping. 3. Support application of engineering design process to small batch manufacturing. This resource exchange describes the activities and resources used to get students who have never 3D modeled to a prototype in approximately a month.}, author={Jones, Tamecia and Schettig, Erik and Miller, Steven}, year={2023}, month={Jun} }
 @inproceedings{jones_bug_2023, title={Board 159: Developing An Assessment Toolkit for Pre-college Summer Engineering Workshops (Works-in-Progress)}, url={https://doi.org/10.18260/1-2--42503}, DOI={10.18260/1-2--42503}, abstractNote={Many universities have engineering outreach programming that expose students to engineering that include day camps, overnight camps, and multi-week programs.As the projects occur over hours, days, or weeks, rich content is delivered in a very abbreviated timeframe.Often only anecdotal evidence or evaluative surveys reflect what students' experience.This works-in-progress project describes the strategic plan and first stage towards development of tools for assessing engineering learning in weekly summer experiences across the precollege continuum for outreach programming at North Carolina State University.These tools will investigate development of engineering habits of mind, perceptions, self-efficacy, acquired disciplinary knowledge, and other making skills.This work has broader impact of training other universities how to assess informal engineering summer programs or providing guidelines for faculty who do precollege engineering outreach.}, author={Jones, Tamecia and Bug, Leah}, year={2023}, month={Jun} }
 @inproceedings{guertault_jones_hall_kolar_2021, title={Investigating Impact of Disruption to Biological and Agricultural Engineering Senior Design Capstone Courses Due to Covid-19}, url={https://doi.org/10.18260/1-2--37395}, DOI={10.18260/1-2--37395}, abstractNote={Senior Capstone Design is a culminating course of the undergraduate engineering curriculum which gives students the opportunity to work in teams on designing a solution to real-world problems submitted and mentored by industrial and research project sponsors. In Biological and Agricultural Engineering disciplines, these projects can involve tasks such as field data collection, laboratory experiments or fabrication of prototypes that require access to specific laboratories and equipment. In the Spring 2020, Universities across the US shut down to prevent the spread of COVID-19 and transitioned to remote or virtual courses. The objective of this study was to investigate the impact of the transition to remote and virtual courses on senior design or capstone courses in Biological and Agricultural Engineering to find lessons learned and help plan for future disruption in these courses. Four Senior Design Capstone Course instructors from different Biological and Agricultural Engineering departments were interviewed to gather their perspectives and experiences regarding changes in instruction;student projects' management and outcomes;as well as students' learning and performance in the course. The shift to remote learning triggered frustration on both students and instructors' sides. They also faced unprecedented challenges with technology and access. Instructors acknowledged student resilience and adaptability to the situation. The creative flexibility that instructors applied to course delivery, project deliverables and assessment is a key tool that allowed them to maintain the real-world experiential nature of BAE capstone programs. © American Society for Engineering Education, 2021}, author={Guertault, Lucie and Jones, Tamecia and Hall, Eric and Kolar, Praveen}, year={2021}, month={Jul} }
 @inproceedings{jones_johnson_guzey_2024, title={Project DECIDE: A K12 Civics and Engineering Education Curricular Partnership (Works in Progress)}, url={https://doi.org/10.18260/1-2--47881}, DOI={10.18260/1-2--47881}, abstractNote={Abstract Project DECIDE seeks to develop and implement innovative digital civics instruction modules that integrate engineering thinking. Typically siloed in K12 education, civics and engineering can change student engagement and empower them to act within their local communities. The notion that society has systems and decisions are made based on resources and constraining factors make for common ground in disparate disciplines. We seek to deploy engineering design approaches to help students understand and address systemic inequities in their communities and demonstrate how civic purpose and civic knowledge and skill can influence public policy to solve such "wicked" problems. This project develops curricular units aligned with American History, Civics, and Government courses and provides teacher professional development opportunities to improve the quality of teaching and to enhance the civic readiness (i.e. civic purpose, civic knowledge and skills, and empathy) of students. The teacher professional development trains middle and high school teachers who typically only teach social science topics to engage their students using engineering thinking. Teachers are trained in the PILLARS (Civics Education and Engineering Design) so that they may teach students and lead them through PATHWAYS. PATHWAYS modules are justice oriented and spotlight challenges or trends within communities. These include health justice, traffic and transportation, economic justice, gentrification, and environmental justice. This is a five-year project funded by the Department of Education. This paper presents the work from Year 1 and describes the integration strategies from a pedagogical perspective, piloting the modules, teacher feedback, development of a mobile app that supports student data collection and online community, and professional development plans.}, author={Jones, Tamecia and Johnson, Chrystal and Guzey, Siddika}, year={2024}, month={Jun} }
 @inproceedings{jones_han_2024, title={Software Applications and Pedagogical Strategies for Improving Student Understanding of Structural Analysis and Dynamics (Works-In-Progress)}, url={https://doi.org/10.18260/1-2--47985}, DOI={10.18260/1-2--47985}, abstractNote={Abstract Civil and structural engineering students often have challenges with conceptual understanding of structural analysis and dynamics. Historically, students have done problem sets with images of scenarios until they had an opportunity to visit sites where models and structures have been built for testing. Students need better tools for improving conceptual understanding of support reactions, axial forces for trusses, and shear and moments for beams via active-learning instructional activities. This project goal was develop, test, and refine new SCPS tools using design-based implementation research (DBIR). The research question highlighted is: How does SCPS affect student ability to sense and predict CBE problem solutions? We use items from concept inventories [Force Concept Inventory(Caballero et al., 2012) and Statics Concept Inventory(Steif & Dantzler, 2005)] to gauge growth in student understanding of explicit concepts. The assessment plan includes establishing baseline data of student understanding and comparing it over time to student scores on homework and final exams. This paper describes the development of a web application that helps students move from paper and pencil problem sets to learning experiences involving simulations and presents the findings from the user studies to revise the application. We will also describe how we changed the courses to integrate the software, initial lessons learned from students using the application for homework, and offer a mini-class-demo if time permits.}, author={Jones, Tamecia and Han, Kevin}, year={2024}, month={Jun} }
 @article{jones_2023, title={Did You Catch That?: How to "Pick Up What Students Put Down" in Science and Engineering}, volume={86}, url={http://dx.doi.org/10.1353/bhb.2023.0005}, DOI={10.1353/bhb.2023.0005}, abstractNote={Did You Catch That?:How to "Pick Up What Students Put Down" in Science and Engineering Tamecia R. Jones (bio) Many historical reasons exist for minoritized populations' challenging and oppressive experiences in school, and some factors have remained the same while other factors have evolved. There are certainly ways that educators can be inclusive and responsible in curriculum development and pedagogy. However, if assessment is still based in historically oppressive strategies like pedagogy that has not evolved, the progress made in culture and community building in classrooms concludes paradoxically. Pedagogy models used to center the teacher as expert and students as empty receptacles, prompting critique from Freire as a pedagogy of the oppressed1, before community and sociocultural interactions2, experiences2, and co-construction4 were found to play pivotal roles in learning. Now, pedagogy may have evolved, but has assessment? It is imperative to address assessment in concert with curricula and pedagogy responsiveness because ultimately, assessment determines student futures. Assessment provides data by which decisions are made about course placement, formal and informal educational opportunities, and career counseling. That is to say, futures may not depend on what a student knows or what a student has learned, but what the student can prove to assessors within any given assessment performance. I call them assessment performances because judgments are based on how a student performs on an assessment. Popular standard assessment instruments (performances) in science and engineering include quizzes, tests, projects, presentations, technical documentation notebooks, and critiques. Sometimes assessment performances occur on large-scale standardized tests. Science and engineering are spaces where there is tremendous opportunity for creativity, innovation, analysis, and synthesis of conceptual understanding. Yet Black and Brown genius is often bound or unrecognized because of unequitable assessment. If students do not test well, participate well in groups, or document within the expected or established boundaries, they are deemed incompatible with science or engineering and tracked away from those career preparation pathways.5 What assessment strategies capture genius in Black and Brown students in science and engineering? The strategies are grounded in listening. For our purposes, I define listen as "to hear with thoughtful attention."6 This article will describe ways that educators can listen and ultimately hear students via assessment, to "pick up what students put down." It will describe how to develop assessment tools to accurately capture Black genius. The philosophical strategies foundational to listening are multiple forms of expression, flattening the assessment hierarchy, and technology used in the democratization of learning. Multiple Forms of Expression I advocate for multiple forms of expression because one of the ways that science and engineering create barriers for Black and Brown students is the prioritization of science or scientific language in all communication of knowledge.7 Scientific language is important, but it is not the only way to demonstrate understanding. Knowledge can be witnessed with representations8 (i.e., hand-drawn sketches, spatial representations9, and digital representations10) [End Page 13] because they can show relationships11 or descriptive processes, and making12 reflects the ability to show interactions of understanding. In addition, the use of oral versus exclusively written assessments opens pathways for students to communicate their understanding. Oral components complement the cultural traditions of storytelling and exchange of knowledge in Black and Brown communities13 and expand narration beyond written text, as everything is not only absorbed from or translated via books. There is power in oral exchange, and storytelling has gained traction in engineering education.14 There is tremendous domestic and vocational apprenticeship within communities and families that involves analysis, problem solving, memory, transfer, and innovation. The mathematics and chemistry of cooking and canning, physics of farming, spatial visualization of construction, strategic planning of dominoes, and specialized skills of trades are often passed down through modeling and narration, and cannot be assessed on paper. Offering alternative assessments that include or prioritize oral expression allows students flexibility to show what they know. For example, drawings with labels and arrows can indicate understanding of relationships, systems, and processes.15 Labels pull in vocabulary and reflect recall and memory. Making involves a progression from conceptualization through ideation to generation and possibly innovation. Flattening the Assessment Hierarchy By "flatten...}, number={1}, journal={Black History Bulletin}, publisher={Project MUSE}, author={Jones, Tamecia R.}, year={2023}, month={Mar}, pages={13–19} }
 @article{a narrative investigation of black familial capital that supports engineering engagement of middle-school-aged youth_2022, volume={= {12}, number = {1}, url={http://dx.doi.org/10.7771/2157-9288.1308}, DOI={10.7771/2157-9288.1308}, abstractNote={Abstract A major concern in engineering education involves ensuring that youth belonging to minoritized groups have equitable access to engineering career pathways. Related research often highlights the effect of student and school characteristics on engineering success but few studies have investigated the engineering-related assets that Black families provide. This work aims to provide counterstories that highlight the presence of Black families along the pre-college engineering pathways of three Black youth from the Midwest region of the United States. The application of a counternarrative approach centers the familial capital of Black families and serves as the analytical frame for this work. The interview instruments elicited narratives related to the quality and nature of the children’s engineering experiences and family support. We found that Black families employed eight specific supportive practices. These findings provide evidence of ways that Black families support engineering learning and refute the positioning of Black families as resource-deficient and under-engaged. This work contributes to the engineering education and family studies fields. Abstract A major concern in engineering education involves ensuring that youth belonging to minoritized groups have equitable access to engineering career pathways. Related research often highlights the effect of student and school characteristics on engineering success but few studies have investigated the engineering-related assets that Black families provide. This work aims to provide counterstories that highlight the presence of Black families along the pre-college engineering pathways of three Black youth from the Midwest region of the United States. The application of a counternarrative approach centers the familial capital of Black families and serves as the analytical frame for this work. The interview instruments elicited narratives related to the quality and nature of the children’s engineering experiences and family support. We found that Black families employed eight specific supportive practices. These findings provide evidence of ways that Black families support engineering learning and refute the positioning of Black families as resource-deficient and under-engaged. This work contributes to the engineering education and family studies fields.}, journal={Journal of Pre-College Engineering Education Research (J-PEER)}, year={2022}, month={Jun} }
 @article{jones_burrell_2022, title={Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction}, volume={5}, ISSN={["1098-237X"]}, url={https://doi.org/10.1002/sce.21728}, DOI={10.1002/sce.21728}, abstractNote={AbstractCurrent science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.}, journal={SCIENCE EDUCATION}, author={Jones, Tamecia R. and Burrell, Shondricka}, year={2022}, month={May} }
 @article{gray_harris-thomas_ali_cummings_mcelveen_jones_2022, title={Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day}, volume={8}, ISSN={["1552-8340"]}, url={http://dx.doi.org/10.1177/00420859221117682}, DOI={10.1177/00420859221117682}, abstractNote={Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed.}, journal={URBAN EDUCATION}, publisher={SAGE Publications}, author={Gray, DeLeon L. and Harris-Thomas, Brooke and Ali, Joanna N. and Cummings, Taylor N. and McElveen, Tamika L. and Jones, Tamecia R.}, year={2022}, month={Aug} }
 @inproceedings{jones_2019, title={Creation of an Engineering Epistemic Frame for K-12 Students (Fundamental)}, url={https://doi.org/10.18260/1-2--32562}, DOI={10.18260/1-2--32562}, abstractNote={In implementation of K-12 engineering education standards, in addition to the professional development teachers need to be trained to prepare students for future engineering careers, assessments must evolve to reflect the various aspects of engineering. A previous research project investigated documentation methods using a variety of media with rising high school juniors in a summer session of a college preparatory program [1]. That study revealed that although students had design journals, storyboards, and traditional assessments, in situ video recordings captured decisions and evolution of projects differently. To further investigate the potential of ongoing interactions as spaces for demonstrating engineering thinking and ideas, a framework was created to analyze in situ video clips. An epistemic frame [2-6] was developed to capture skills, knowledge, identity, values, and epistemologies of engineering relative to K-12 formal and informal spaces. First, this paper will describe the development of an engineering epistemic frame for K-12 students and its synthesis using literature, local contexts, and national policy directives and its application to one pilot set of data as a case study. The context of the case study was final four-week summer session of a college preparatory program of future first generation college students located in a northeastern urban center. The 22 students (14 female, 8 male) were recruited into the college prep program in a school district where 86% of the students were minority and 75% low-income. The course was an engineering science course staged as an engineering firm reality television show where students had a weekly challenge that lead to final projects. The project of spotlight for this research was a medical device that would help improve life in some manner involving a prototype and using electric circuits concepts learned over the course of the summer. The frame was applied to 26 video clips to evaluate the kinds of engineering and design knowledge that could be identified and assessed from brainstorm sessions and studio critiques of 9 project groups. The video clips of one group project were coded according to the engineering epistemic frame. Results showed that over half of the students displayed all aspects of the engineering epistemic frame, some students displayed many of the elements of the epistemic frame, and three students exhibited no elements of the epistemic frame. In summary, the first version of the engineering epistemic frame was effective for viewing learning in situ, and brainstorm sessions and studio critiques are spaces where knowledge occurs.}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Jones, Tamecia}, year={2019}, month={Jun} }
 @inproceedings{cardella_wolsky_paulsen_jones_2013, title={Informal Pathways to Engineering}, url={https://doi.org/10.18260/1-2--19761}, DOI={10.18260/1-2--19761}, abstractNote={Roughly 81.5% of a child’s time (waking hours) is spent in out-of-school settings. Therefore, as we consider increasing pre-college students’ awareness of engineering, along with the need to broaden diverse participation in engineering and promote a more engineering-literate populous, it is important to not only consider how children learn about engineering in school environments, but also how they learn about engineering in out-of-school settings. This project seeks to investigate the effect of informal, out-of-school learning activities on students’ interest in engineering and decisions to engage in engineering-related activities (leading to choices to study engineering in college). The study builds on the success of “Design Squad” (an NSF-funded, multimedia program for middle school children that includes television episodes broadcast nationally on PBS, an interactive website, and hands-on engineering activities) to engage children in out-of-school settings. The study uses a longitudinal study design where children, parents and educators (both classroom teachers and informal educators) are interviewed and surveyed to collect data, which will be analyzed using social cognitive career theory. The broader significance and importance of this project will be to support the informal engineering field ’ s ability to inspire more children to pursue engineering pathways (from initial interest in engineering to choices in college majors and an ultimate career as a professional engineer). The project builds on strong partnerships with many youth organizations, such as the Girl Scouts of the USA, FIRST and the National Engineers Week Foundation. This project includes not only a research program, but also the development of new web resources that can further promote children’s interest in and understanding of engineering.}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Cardella, Monica and Wolsky, Marisa and Paulsen, Christine and Jones, Tamecia}, year={2013}, month={Jun} }
 @inproceedings{cardella_wolsky_paulsen_jones_2014, title={Informal Pathways to Engineering: Preliminary Findings}, url={https://doi.org/10.18260/1-2--20638}, DOI={10.18260/1-2--20638}, abstractNote={Roughly 80% of a child’s time (waking hours) is spent in out-of-school settings. Therefore, as we consider increasing pre-college students’ awareness of engineering, along with the need to broaden diverse participation in engineering and promote a more engineering-literate populous, it is important to not only consider how children learn about engineering in school environments, but also how they learn about engineering in out-of-school settings. This project seeks to investigate the effect of informal, out-of-school learning activities on students’ interest in engineering and decisions to engage in engineering-related activities (leading to choices to study engineering in college). The study builds on the success of “Design Squad” (an NSF-funded, multimedia program for middle school children that includes television episodes broadcast nationally on PBS, an interactive website, and hands-on engineering activities) to engage children in out-of-school settings. The study uses a longitudinal study design where children, parents and educators (both classroom teachers and informal educators) are interviewed and surveyed to collect data, which will be analyzed using social cognitive career theory. The broader significance and importance of this project will be to support the informal engineering field’s ability to inspire more children to pursue engineering pathways (from initial interest in engineering to choices in college majors and an ultimate career as a professional engineer). The project builds on strong partnerships with many youth organizations such as the Girl Scouts of the USA, FIRST and the National Engineers Week Foundation. This project includes not only a research program, but also the development of new web resources that can further promote children’s interest in and understanding of engineering.}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Cardella, Monica and Wolsky, Marisa and Paulsen, Christine and Jones, Tamecia}, year={2014}, month={Jun} }
 @inbook{denson_jones_2020, place={Charlotte, NC}, title={Mentoring for STEM Advocacy}, ISBN={9781641139502}, booktitle={Seeing the Hidden Minority: Increasing the Talent Pool through Identifying, Socialization, and Mentoring Constructs}, publisher={Information Age Publishing}, author={Denson, C. D. and Jones, T. R.}, editor={Tyler, A. L and Hancock, S. D. and Richardson, S. C.Editors}, year={2020}, pages={39–62} }
 @inproceedings{dorie_jones_pollock_cardella_2014, title={Parents as Critical Influence:  Insights from Five Different Studies}, url={http://dx.doi.org/10.18260/1-2--22901}, DOI={10.18260/1-2--22901}, abstractNote={Broadening participation in engineering, increasing students interest in engineering, and increasing technological literacy are concerns that engineering programs and engineering education researchers continue to address. One important group to consider in this process is parents. Parents play a number of roles in engineering education: they can motivate interest in engineering in early childhood, they can provide support when their child is in the process of selecting a major at college, they can provide experiences for learning engineering concepts and skills, and can serve as role models if they themselves are engineers. Using multiple case study analysis, this paper examines different roles parents play in engineering education through five distinct studies. In these five studies, participants range from parents of young children up to high school age, in a variety of different settings. The collection of these five studies provides unique insights into a more comprehensive understanding of the ways that parents are engaged in engineering education.}, booktitle={2014 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Dorie, Brianna and Jones, Tamecia and Pollock, Meagan and Cardella, Monica}, year={2014}, month={Sep} }
 @inproceedings{denson_jones_2020, title={Systematic Approach to Diversifying Botswana’s STEM Population}, url={https://doi.org/10.18260/1-2--35264}, DOI={10.18260/1-2--35264}, abstractNote={On October 1st, 2016 Botswana formed the Ministry of Tertiary Education, Research, Science and Technology with the explicitly stated goal of transforming Botswana from a resource-based to a knowledge-based economy. In order to achieve this goal Botswana has to contend with two major factors; One is the improved teaching and learning of science, technology, engineering, and mathematics content (STEM) content (Kennedy & Odell, 2014) and the other factor is the lack of women participants in STEM careers for Botswana (Koketso, 2015). With its combination of economic success and social development unique to many African states, Botswana has been hailed as an African developmental state (Hillbom, 2011). Consequently, Botswana lays claim to the continent’s oldest continuous democracy and boasts one of the world’s fastest growing economies. These factors contribute to a political and social environment conducive to technological advances and entrepreneurial opportunities. Yet, Botswana has continued to struggle in creating a robust STEM professional population with women in particular being seriously underrepresented (Koketso, 2015). In order to address these issues, North Carolina State University’s Department of STEM Education recently formed a partnership with Botswana to meet these stated challenges. This work-in-progress reports on a developing international collaborative research project between Botswana and North Carolina State University's Department of STEM Education. This paper will highlight the latest civilian-to-civilian strategic engagements between North Carolina and Botswana as part of the U.S. Department of Defense’s State Partnership Program. The Department of STEM Education participated as a delegate in the program, along with North Carolina’s National Guard, Department of Transportation, and Department of Public Instruction. The result of this meeting included forming a burgeoning research collaborative that will culminate in the submission of a grant proposal to the National Science Foundation’s ADVANCE solicitation. The goals of this research project align with ADVANCE’s mission which seeks to create a more diverse and equitable engineering workforce (nsf.gov., 2019).}, author={Denson, Cameron and Jones, Tamecia}, year={2020}, month={Jun} }
 @inproceedings{jones_cardella_purzer_2013, title={The Design of Language for Engineering Education: Recycling IM and Text Messaging to Capture Engineering Processes}, url={https://doi.org/10.18260/1-2--22567}, DOI={10.18260/1-2--22567}, abstractNote={In an ideal world, teachers would be able to track the rationale of individual students or student groups and communicate with students continuously rather than at the end of a project or at milestones. Current design rationale tools tested in industry show that engineers (and students) have to break their momentum to stop and record ideas or document, so those tools are not as effective as they could be. A previous research project comparing different types of media used for documentation in a high school engineering project course showed that in situ video offered instructors deeper insight into the thought processes of students and their learning than design journals, storyboards, or digital photographs (author ASEE 2012 paper). A natural continuation of that project was to use the video to observe natural communication patterns, themes connected to engineering design, and engagement between students within groups and between teachers. Those observations, combined with the recognition that digital technology and social media have permeated our culture and classrooms, give us an opportunity to use digital technology and social media to our advantage as researchers and educators. A tool that allows seamless communication and documentation would be ideal for both students who want to communicate conversationally and teachers who need to assess learning and want to see process thinking. This project looks to fill that gap by designing a language currently popular with students (and some adults) to be the foundation framework for a future design rationale tool. Using live video from student groups and classroom sessions and based on research in computer-mediated communication and literacy, we generate a classroom text and IM language that can be used to facilitate communication between students and improve engagement between students and instructors during the engineering design process. The language includes abbreviations and icons specific to engineering and design processes, and reflects interaction behaviors in the relationships between students, groups, and teachers. This language can then be taught to students and teachers to test its efficacy in supporting documentation, reflection, and assessment.}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Jones, Tamecia and Cardella, Monica and Purzer, Senay}, year={2013}, month={Jun} }
 @inproceedings{jones_cardella_purzer_2012, title={The Reality Show of a High School Science, Engineering, and Design Course: Observing Documentation and Communication Patterns to Inform Pedagogy and Assessment}, url={https://doi.org/10.18260/1-2--22090}, DOI={10.18260/1-2--22090}, abstractNote={in and informal biomedical She is a certified middle school math and science teacher and has created STEM outreach programs for a variety of K-12 populations. Senay Purzer is an Assistant Professor in the School of Engineering Education and is the Director of Assessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. Purzer has journal publications on instrument development, teacher professional development, and K-12 engineering education. Her research focuses on assessing constructs such as innovation, information literacy, and collaborative learning.}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Jones, Tamecia and Cardella, Monica and Purzer, Senay}, year={2012}, month={Jun} }
 @inproceedings{jones_2020, title={WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame}, url={https://doi.org/10.18260/1-2--35532}, DOI={10.18260/1-2--35532}, abstractNote={With social media and technology so prolifically used by kids at younger ages, and patterns of behavior where kids like to record everything or see themselves on screen and in videos with tools such as SnapChat, Instagram, Vine, and TikTok, there are untapped data sources that do not require traditional formal data collection.These interactions are less often for assessment purposes.This project describes the development of a tool that can be used in formal and informal spaces which capitalizes on behaviors students already do to capture data that might otherwise be overlooked in engineering K-12 environments.For the purposes of less obtrusive peer assessment (LOPA), students record themselves (or others) during class presentations or studio critiques and assess each other after having been trained to identify elements of a K-12 engineering epistemic frame (EEFK12).}, author={Jones, Tamecia}, year={2020}, month={Jun} }
 @inproceedings{lecorchick_mceneaney_jones_tatar_meral_2019, title={Design intent & revision in engineering design}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85071455377&partnerID=MN8TOARS}, booktitle={Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections}, author={Lecorchick, D. and McEneaney, E. and Jones, T. and Tatar, C. and Meral, C.}, year={2019}, pages={27–36} }
 @inproceedings{london_mondisa_fayyaz_jones_2016, title={Making learning whole: Toward the development of an instrument operationalizing perkins' model}, volume={2016-June}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84983250248&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={London, J.S. and Mondisa, J.-L. and Fayyaz, F. and Jones, T.R.}, year={2016} }
 @inproceedings{jones_trusedell_oakes_cardella_2016, title={Measuring the impact of service-learning projects in engineering: High school students' perspectives}, volume={2016-June}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84983317375&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Jones, T.R. and Trusedell, J.M. and Oakes, W.C. and Cardella, M.E.}, year={2016} }
 @inproceedings{paulsen_cardella_jones_wolsky_2015, title={Informal Pathways to Engineering: Interim Findings from a Longitudinal Study}, url={http://dx.doi.org/10.18260/p.24299}, DOI={10.18260/p.24299}, abstractNote={Christine Andrews Paulsen is founder of Concord Evaluation Group (CEG) in Massachusetts. Dr. Paulsen holds a Ph.D. in education research, evaluation, and measurement from the University of Pennsylvania. She has been conducting evaluation research since 1990 and, prior to CEG, worked for the Institute for Social Analysis and the American Institutes for Research. Dr. Paulsen routinely directs evaluations of STEM-related projects in informal settings, focusing on learners as well as practitioners. Her main research interest lies in evaluating programs that hold the promise of enhancing the lives of traditionally underserved populations (children, parents, and communities).}, booktitle={2015 ASEE Annual Conference and Exposition Proceedings}, publisher={ASEE Conferences}, author={Paulsen, Christine and Cardella, Monica and Jones, Tamecia and Wolsky, Marisa}, year={2015}, month={Jul} }
 @inproceedings{jones_cardella_paulsen_wolsky_2015, title={Informal pathways to engineering: Middle-school-aged homeschool students' experiences with engineering (Fundamental)}, volume={122nd ASEE Annual Conference and Exposition: Making Value for Society}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84941996857&partnerID=MN8TOARS}, number={122nd ASEE Annual Conference and Exposition: Making Value for Society}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Jones, T.R. and Cardella, M.E. and Paulsen, C.A. and Wolsky, M.}, year={2015} }
 @inbook{linde_wolsky_jones_2014, title={Engineering kids’ lives: The art of delivering messages}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85040842799&partnerID=MN8TOARS}, booktitle={Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices}, author={Linde, N. and Wolsky, M. and Jones, T.}, year={2014}, pages={399–416} }
 @inproceedings{atwater_butler_gray_freeman_cochran_shady_bayne_2014, title={Impact: Mini-Symposium Powerful Synergy Black Scholars in Science Education for the 21st Century in the United States}, volume={Part II}, booktitle={National Association for Research in Science Teaching}, author={Atwater, M. and Butler, M. and Gray, S. and Freeman, T. and Cochran, G. and Shady, A. and Bayne, G.U.}, year={2014}, month={Mar}, pages={1–10} }
 @inbook{jones_cardella_purzer_2013, place={Madison, WI}, title={Using Social Media Behaviors to Design Language for Advancing Pedagogy and Assessment}, booktitle={To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events}, publisher={International Society of the Learning Sciences}, author={Jones, T.R. and Cardella, M. E. and Purzer, S. Y.}, editor={Rummel, N. and Kapur, M. and Nathan, M. and Puntambekar, S.Editors}, year={2013}, pages={277–278} }
 @inproceedings{jones_cardella_purzer_2013, title={Using social media behaviors to design language for advancing pedagogy and assessment}, volume={2}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84886474357&partnerID=MN8TOARS}, booktitle={Computer-Supported Collaborative Learning Conference, CSCL}, author={Jones, T.R. and Cardella, M.E. and Purzer, S.Y.}, year={2013}, pages={277–278} }
 @book{jones_cardella_purzer_2012, place={Indianapolis, IN}, title={Using and Comparing Paper Media to Improve Student Reflection in Science and Design Courses}, institution={Purdue University}, author={Jones, T.R. and Cardella, M.E. and Purzer, S.}, year={2012}, month={Mar}, pages={1–13} }
 @inproceedings{duncan-wiles_jones_diefes-dux_brophy_2012, title={Work in progress: Changes in elementary teachers' Noticing of engineering Pre/Post professional development with engineering}, ISBN={9781467313520 9781467313537 9781467313513}, url={http://dx.doi.org/10.1109/FIE.2012.6462333}, DOI={10.1109/FIE.2012.6462333}, abstractNote={The addition of engineering to many state standards has created a need for effective teacher professional development. The Institute for P-12 Engineering Research and Learning (INSPIRE) facilitated summer engineering workshops for teachers in grades two to four. Participants completed the Noticing Activity, an assessment meant to gauge teachers' ability to notice and discuss engineering and its role in society. This work in progress describes the coding system being developed to analyze teacher responses. Analysis of teacher responses to the Noticing Activity will be used to determine what teachers notice about engineering in society and, later, help study how teachers discuss engineering with their students. Results from the coding will be used for programmatic evaluation and revision.}, booktitle={2012 Frontiers in Education Conference Proceedings}, publisher={IEEE}, author={Duncan-Wiles, Daphne S. and Jones, Tamecia R. and Diefes-Dux, Heidi A. and Brophy, Sean P.}, year={2012}, month={Oct} }
 @book{jones_2007, place={Chicago, IL}, title={Image Reconstruction and Drug Delivery to the Brain}, number={UIC-LPPD-080307f}, institution={University of Illinois at Chicago}, author={Jones, T.R.}, year={2007} }
 @inproceedings{jones_horne_2005, title={Finding the "Catalysts" for Students with Diverse "Properties"}, booktitle={National Science Teacher Association Regional Conference (South)}, author={Jones, T.R. and Horne, L.}, year={2005} }