Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Anant Kukreti, University of Cincinnati; Patricia McNerney, University of Cincinnati; Suzanne Soled, University of Cincinnati; Kelly Obarski, University of Cincinnati; Mingming Lu, University of Cincinnati; Richard Miller, University of Cincinnati; Daniel Oerther, University of Cincinnati; Heng Wei, University of Cincinnati; Thaddeus Fowler, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

professional development activities executed are presented, second theassessment process used as part of the evaluation plan is described, third the outcomes of theevaluation plan are presented and how these results obtained are planned to be used for futureimprovements, and finally the general conclusions from the whole experience are summarized.Hopefully, this documentation will help others in planning similar experiences for K-12 teachers. In a world with rapidly changing technology and a global economy, there is a growingconcern that Americans will not remain competitive1. The well being of our nation dependsupon how well we educate our children in science, technology, engineering, and mathematics(STEM). Poorly prepared instructors teach

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Jed Lyons, University of South Carolina; Amber Caicedo, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

, 12. This papercontributes an evaluation of what teachers perceive to be the long-term affects of participating inthe University of South Carolina’s GK-12 program. Two components of this program engageteachers: the Teacher Partner Program and the GK-12 Institute for Teachers.The Teacher Partner Program has been in place since the 2001-2002 academic years. Theprogram consists of assigning a graduate level engineering student, called a GK-12 Fellow, to aK-12 teacher’s classroom for one full school year. GK-12 Fellows enroll in a one-hour graduatecourse that focuses on teaching strategies for two semesters, work in the assigned K-12classroom ten hours per week, spend one hour per week planning with their assigned teacher(Teacher Partner), and

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; James H. Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Bette Grauer, McPherson High School; Patricia Carlson, Rose-Hulman Institute of Technology; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman, Michigan State University; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

K-12 & Pre-College Engineering

the diversity of engineering students and improving education for all engineering students. Some of Beth’s current projects are: an NSF planning project for the Collaborative Large-scale Engineering Analysis Network for Environmental Research, an AAUW project assessing the effectiveness of Expanding Your Horizon’s Conferences and a water resources curriculum project using CADSWES software. She is the Frontiers in Education 2006 Program Co-Chair.James H. Johnson, Howard University Dr. Johnson is the Samuel P. Massie Professor of Environmental Engineering and dean of the College of Engineering, Architecture and Computer Sciences at Howard University. Dr. Johnson received his B.S

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Julie Trenor, University of Houston; Jennifer Ruchhoeft, University of Houston; Frank Claydon, Unviersity of Houston; Stuart Long, University of Houston

Tagged Divisions

K-12 & Pre-College Engineering

sine and cosine waves, are used to create virtual electromagneticwaves that transmit digital voice signals from phone to phone through the air. Teachers maychoose to incorporate the Infinity Project™ kit they were given as part of the program into theirregular lesson plans. Alternatively, by securing funding for additional kits, their school canestablish a separate course using the Infinity Project™ curriculum in its entirety.In addition to research and Infinity Project™ training, teachers participate in periodicprofessional development seminars. At the end of the program, teachers are given a $100 giftcertificate to the Engineering Education Service Center web-store to purchase engineering-related materials for their classroom

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Kenneth Hunter, Tennessee Technological University; Jessica Matson, Tennessee Technological University; Susan Elkins, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

the existing curricula, the secondon providing teachers with the background information and materials needed to introduce theemerging technologies in their classrooms, and the third on providing teachers with theknowledge and materials needed to prepare specific lesson plans. A unique feature of theseworkshops was that teachers from all curricular areas were encouraged to participate, includingEnglish, history, and social studies. The summer enrichment programs were designed to providehigh school students with exposure to the emerging technologies, encouragement toward STEM-related careers, and a college experience. More than thirty different organizations representinggovernment, industry, and education contributed to the summer enrichment

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Soled, University of Cincinnati; Patricia McNerney, University of Cincinnati; Laura Koehl, University of Cincinnati; Kelly Obarski, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

tailored educationalmethods course, one instructional planning course, a Field Practicum course,Instructional Technology Across the Curriculum course, and Instructional Teaching &Learning Styles course. The education courses train them in: 1) methods, concepts,theory, and assessment of instruction; 2) design and implementation of science andmathematics curricula with an emphasis on instructional technology; 3) local, state andnational curriculum standards, educational practices, and pragmatic and logisticalsecondary education issues; and 4) advanced technology, time management andclassroom management techniques for technology use in classrooms 2-6. Each year, thegraduate Fellows present a one- or two-day “Teaching with Technology” workshop for

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Donna Barrett, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

background information on a variety of SWEPT andRET programs around the country, including a discussion of their evaluation plans, introduceliterature and research that supports the effectiveness of SWEPT and RET programs as a teacherprofessional development model, and discuss the issues surrounding the development ofevaluation tools to assess teacher and student impacts of these programs. The GIFT program andits current evaluation plan will then be discussed as a case study. This case study evaluationincludes 1) the results of a multi-site SWEPT study in which GIFT participated, 2) a recentalumni survey sent to all current and former program participants, and 3) Pre & Post Summer,School Year Follow and Mentor Surveys administered during the

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Tremayne Waller, Virginia Tech; Sharnnia Artis, Virginia Tech; Bevlee Watford, Virginia Tech; Tasha Zephirin, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

stop immediately inside of a one foot diameter circle.The students will be allowed to work in teams. Each student completing this task receives aprize. The students know that that the mouse trap cars are judged on the overall design andaesthetic appeal.Closing BanquetFor the final program, the academic excellence and community service exhibited by our PCIstudents throughout the school year is acknowledged. Returning high school students arereminded of PCI plans for following year. Graduating seniors are acknowledged with a plaque,and they have the opportunity to share their experiences and testimony.Implementation OverviewPCI packets containing information letters and applications are sent to surrounding high schoolguidance counselors and

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Pam Newberry, Project Lead The Way; T. Richard Grimsley, Project Lead The Way; John Hansen, The University of Texas-Tyler; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

1,100 high schoolsworking to improve students’ academic and technical achievement. This effort is based on anumber of unique features, such as requiring students to take the right academic courses;customizing improvement plans to the unique needs of each school; having students completequality vocational and technical courses; building programs on existing school strengths; havingteachers engage students in difficult assignments in all courses; having students receive extrahelp in meeting higher standards; having schools offer a supportive guidance system; and havingschools provide time and an organizational structure to allow teachers to work together. HighSchools That Work is about raising achievement by changing what is taught, how it is

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Ayyana Chakravartula, University of California-Berkeley; Barbara Ando, Lawrence Hall of Science; Cheng Li, University of California-Berkeley; Shikha Gupta, University of California-Berkeley; Lisa Pruitt, University of California-Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

which paired medical implants with design considerations, forexample, “total hip replacement/wear” or “heart valve/fatigue”. These medical implant/designconsideration pairings were developed so that each engineering concept would be taught with arelevant application, as shown in Table 2. Another element of successful group work is having a highly structured project7,12. Tothis end, various benchmarks were described which assisted students in developing their projectover the course of the semester. These were: - A write-up which included the history of the device and the current state-of-the-art configuration - A lesson plan in a specified format - A two-minute “elevator speech” demonstration for their peers, teachers and

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

implement this approach have been driven largely by the standards developed by theInternational Technology Education Association (ITEA) [28, 29]. An engineering/technologyeducation curriculum is usually a set or sequence of courses at the secondary school (middleschool and high school) level, usually offered as an option for students planning to pursueengineering or engineering technology as a career goal. In addition, such programs are usuallycombined with college preparatory mathematics, science, and liberal arts courses in a highschool program that are aligned with a state’s academic content standards in perceived subjectareas. Engineering/technology curricula are available at the national level (e.g., Project Lead theWay, PLTW [4], or the

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leroy Cox, University of Missouri-Rolla; Cassandra Elrod, University of Missouri-Rolla

Tagged Divisions

K-12 & Pre-College Engineering

11.990.2increase 10% to 20% in traditional (civil, mechanical, electrical, and aerospace); 21% to 35% inthe disciplines of biomedical and environmental engineering; and 36% or more in disciplinessuch as computer software engineering2,3. Despite this positive outlook, however, the number ofengineering degrees awarded during the same time period is expected to remain stable. Evenmore disturbing is the realization that the number of students who plan to major in engineeringupon college entrance has decreased.According to the ACT policy report Maintaining a Strong Engineering Workforce, among themore than 1.1 million seniors in the class of 2002 who took the ACT Assessment collegeentrance and placement exam, fewer than 6% planned to study engineering in

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin-Madison; Sandra Courter, University of Wisconsin-Madison; GWEN EBERT, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

faculty presentations in a course calledIntroduction to Engineering. Approximately two to three industry tours are planned during thecourse of the summer, so that students can see engineering in action. Companies that haveoffered tours in the past are Kimberly Clark, General Motors in Janesville, Harley Davidson andGE Medical Systems. Refer to Appendix A for the program description sent to the students. Page 11.782.2The students enjoy the activities in this course and plans are to enhance and incorporateadditional hands-on laboratories for the students in coming years. In 2002, a laboratory course inphysics was added to the curriculum. Over the

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Katie Bush, Worcester Polytechnic Institute; Jennifer Gray, Worcester Polytechnic Institute; Megan Holmes, Worcester Polytechnic Institute; Karen Kosinski, Worcester Polytechnic Institute; John Orr, Worcester Polytechnic Institute; Leena Razzaq, Worcester Polytechnic Institute; Jill Rulfs, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

unworkable in kindergartenand first grade. For example, the students cannot read or write! Nevertheless, conceptssuch as creative design, materials selection, and proper tool use can be effectively taughtif approached in the appropriate way. Graduate fellows have written and illustrated a setof picture books that provides a particularly effective introduction to these topics.Curriculum plans, representative lessons, program successes, and lessons learned, aredescribed below.IntroductionThis project, titled Partnerships Implementing Engineering Education (PIEE), is part ofthe NSF Graduate Teaching Fellows in K-12 Education (GK-12) program, the goal ofwhich is to involve engineering graduate students with K-12 science and engineeringeducation

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Maryann Llewellyn, Uniondale School District

Tagged Divisions

K-12 & Pre-College Engineering

attending classes to learn newcontent and pedagogy. Since the experience, however engaging, is disconnected from teachers’classroom experience, new practices are hard to implement in the classes (Martin-Kniep, 2004).The MST Summer Academy was created with 55 sixth and seventh grade students and 14 middleschool math, science and technology education teachers.MST Summer AcademyWe also sought to break down disciplinary barriers between STEM teachers so communicationand mutual understandings could develop. As part of its strategic planning, Uniondale wantedteachers to implement a comprehensive quarterly project for students that coincided with the endof marking periods. With MSTP the project became interdisciplinary and offered teachers theopportunity

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Karen Hollebrands, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

coefficients in the context of the problem. Identify the asymptotes and intercepts graphically and algebraically. • 2.10 Use systems of two or more equations or inequalities to model and solve problems; justify results. Solve using tables, graphs, matrix operations, and algebraic properties.2.3 Interviews of teachersCurrent teachers of algebra II were interviewed to assess how teachers address the specificchosen objectives and what external influences affect that teaching. The questions asked were: • Describe the resources that you use when planning units and lessons in Algebra II • To what extent is the content and methods for teaching Algebra II guided by your textbook (school planning team, end of

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

P. Ruby Mawasha, Wright State University; Kumar Yelamarthi, Wright State University; Paul Lam, University of Akron

Tagged Divisions

K-12 & Pre-College Engineering

advantage, the Wright STEPP graduates are chosen to assist the instructors duringthe program. Every year, around 20 Wright STEPP graduates are hired on hourly wages to assistthe instructor in teaching duties. These students are not required to start teaching from day one.The Wright STEPP students are introduced to the instructors a week before the program starts,and periodically there after. Through these meetings, instructor guides the students and trainsthem in various skills in planning, organization, and leadership necessary during college.Through this program, students were able to develop mentorship and networking skills, and werealso able to hone their technical knowledge. With the idea of designing a program to prepare the first-year

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Wayne Kibbe, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

understanding of STEM issues through a variety of professionaldevelopment programs. Each team of STEM fellows was then asked to develop aCapstone Plan to improve STEM efforts in their districts.This paper describes a STEM Fellows professional development course providedbetween March 3, 2005 and June 9, 2005 by the Engineering Science faculty of NorthernEssex Community College in Massachusetts, entitled Embedded Computer Systems andPhotonics.This 45-hour professional development course introduced aspects of the content fields ofApplied Mathematics (using algebra, geometry, and trigonometry in EmbeddedComputer Systems and Fiber Optics), Computer Science and Information Technology(including math for information technology, Boolean Algebra, digital logic

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

or higher and 47% from those $45,000 - $50,0003. Only34% of the student participants were female. However, the first event was notably successful inreaching younger students: 71% of attendees were freshman or sophmores.Year TwoThe second annual event was held in March, 2000. It was dubbed “I Am The Future, A HighTech Maui Boot Camp.” This time nine local tech companies helped plan, coordinate, andpresent the program to 50 students and 10 educators. Staff from the companies again presentedinformation on the range of job responsibilities and preparation required. In addition, a specialsession was held for teachers and counselors on the education requirements and desired skill setsfor new hires. Information on internships available at the Park

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

Page 11.1423.1 JOHN MCLAUGHLIN – Dr. McLaughlin is a senior consultant in strategic planning, performance measurement, and program evaluation. He is presently working on several projects including the Environmental Protection Agency, Health and Human Services Administration on Aging and Centers for Medicare and Medicaid Services, as well serving as the lead evaluation consultant to seven national centers.© American Society for Engineering Education, 2006 Page 11.1423.2© American Society for Engineering Education, 2006 VDP--A Mentor-Focused Middle School Outreach ProgramAbstractThe Virginia Demonstration Project (VDP) is a science and math

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Ted Foster, University of Maryland-Baltimore County; Dean Sheridan, Glen Elg High School, Howard County Public Schools, Maryland; Carolyn Parker, George Washington University

Tagged Divisions

K-12 & Pre-College Engineering

mechanism must be constructed ONLY with the provided materials. Two launches were allowed for distance (counting only the furthest distance) and four launches at the target (counting each of the four launches for accuracy). The ping pong ball had to be launched by one selected team member from the constructed mechanism, which had to be free standing and not taped to the launching table or floor starting position. Thirty minutes was allocated for the design, planning and construction phase. – The materials provided were: • 3 plastic cups • 10 tongue depressors • 8 rubber bands • 1 plastic spoon • 8 thumb tacks

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston; Anna Lindgren-Streicher, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

“sanitation engineer” for trash collectors. As one teacher wrote,an engineer is a person who: “plans and directs certain jobs in a skillful way, a specialist in somearea.”Seventy-five teachers completed written responses to the open-ended question “An engineer is aperson who…”. These responses were coded; up to five codes were assigned per response.Coding revealed that 65% percent of the respondents identified engineers as people who designor improve technologies, come up with new ideas, draft plans, and/or work toward goals. Thenext most common response, mentioned by 47% of respondents, referred to how engineers work:using their knowledge or skills in engineering, problem-solving, imagination, science, math,materials, teamwork, how things work, and

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Caroline Beller, Oklahoma State University; Pamela Fry, Oklahoma State University; Adrienne Redmond, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

Professional Education. Dr. Fry is a member of the Association of Teacher Educators (ATE), and serves on the organization's National Conference Planning Committee, and in 1996 received the ATE Distinguished Research in Teacher Education award. In addition, she co-edited Action in Teacher Education, a premiere journal in teacher education, from 2000-2003.Adrienne Redmond, Oklahoma State University ADRIENNE REDMOND earned her B.S. in Elementary Education from Oklahoma State University in 2000 and her M.A. in Curriculum and Instruction from the University of Phoenix in 2003. She is currently working on her Ph.D. in Professional Educational Studies at Oklahoma State University. Adrienne Redmond

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Patrick Rousche, University of Illinois-Chicago; Michael Cho, University of Illinois-Chicago; Yang Dai, University of Illinois-Chicago; Hui Lu, University of Illinois-Chicago; J Hetling, University of Illinois-Chicago; jie liang, University of Illinois-Chicago; Susan McCormick, University of Illinois-Chicago; David Schneeweis, University of Illinois-Chicago; Richard Magin, University of Illinois-Chicago

Tagged Divisions

K-12 & Pre-College Engineering

surprising after theweeklong intensive experience. The roughly 3-point increase in these areas is not an indicatorof whether or not the student ‘enjoyed’ the increased familiarity or job knowledge, it simplyreveals that knowledge was gained. A more telling indicator is whether or not students, armedwith the new knowledge considered changing their career or college plans. Evidence for thistype of influence was present but much less convincing in the slim, but significant +0.63 and+1.17 mean increase in response to the questions of 1) whether or not bioengineering wouldbe chosen as a college major or 2) whether or not students would pursue a career inbioengineering. Because long-term follow-up was impractical, it is not known whether or notthese means

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

resource, but a larger number of the classroom mentors (89%) believe this is the case.A quarter of the teachers feel that this program has increased their workload, but only 11% of theclassroom mentors have noticed this to be the case. This indicates that communication betweenthe teacher and the classroom mentor about the program and the burden of implementing newcurriculum could be improved. While having an extra set of hands in the classroom in the formof the classroom mentor is certainly helpful for actually implementing the activities, the amountof work that goes into planning and designing hands-on activities, especially in a content areathat has not previously been covered, should not be underestimated. This may be an area wherecommunication

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Sean Doherty, Worcester Polytechnic Institute; Shweta Shanbhag, Worcester Polytechnic Institute; Martha Cyr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

Science & Technology/Engineering standards,and are part of the Engineering is Elementary [3] materials. Engineering is Elementary (EiE)combines elementary level technology and engineering with commonly taught science lessonsthrough a storybook whose main character is a child that works on solving a real world problem.For each unit the materials introduce the students to an engineering field and leads them througha simplified design process using a five step approach (shown in Figure 1) of “Ask, Imagine,Plan, Create, Improve” as they work to solve the same problem as the character in the story. Theselected projects used for the TEMI workshop were: - Water Purification (civil engineering), in which the students design and test a water

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Lisa Ncube, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

systematically collected and used to show the extent to which aprogram has achieved its goals. Outcomes based evaluation allows program administrator tobecome more accountable thereby increasing their likelihood of retaining or increase funding,develop and justify budgets. OBE allows administrators to focus attention on programmaticissues and garner support for innovative efforts. Positive outcomes allow the program to gainfavorable public recognition in so doing attract new participants. Through OBE administratorsare able to increase the program’s internal efficiency by tracking its inputs and output and targeteffective services for expansion and prepare long-range plans. OBE is an effective way ofdemonstrating the program for replication3.Evaluation

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

K-12 & Pre-College Engineering

never imagined that learningcould be so much fun and how much they accomplished in just a few short hours. The“hands-on” class visit was a huge success.A follow-up phone call a week later led to a successful cooperative venture between theUniversity and the high school. The high school purchased two PLCs and theprogramming software. Together, we found industrial donations of input and outputdevices such as switches, motors, valves, and pneumatic cylinders. The high school classreturned to campus, to develop ideas for their own automated cell to be built from theirnewly acquired components. Four more visits were strategically planned over the nexttwo months to provide the high school teacher and students with the skill sets needed toreplicate

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Don Engelberg, Queensborough Community College; Cheryl Bluestone, Queensborough Community College; Amy Bieber, Queensborough Community College; James Valentino, Queensborough Community College; Patrick Wallach, Queensborough Community College; Joseph Goldenberg, Queensborough Community College; Clara Wajngurt, Queensborough Community College; Paul Marchese, Queensborough Community College

Tagged Divisions

K-12 & Pre-College Engineering

presented all commands and necessary instructions foreach project. Thereafter, the instructor was continuously involved in assisting the participants incarrying out their design projects. Completed projects were printed or plotted and checked bythe instructor for correctness. Participants wanted to save their work and were encouraged tokeep a portfolio of their projects.The first mechanical project was to draw a clamp body of specified dimensions.The participant then designed the moveable jaw portion. In the architectural project theparticipant drew an elevation view of a house of specified dimensions using architectural units.Other projects included drawing a gear actuator-mechanical and creating a floor plan-architectural. A project that really

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

research on both electrophysiology and metabolism. He plans to study medicine next year.Vineet Agrawal, United InnoWorks Academy and Duke University Vineet Agrawal is a fourth year undergraduate student in Duke University's Pratt School of Engineering where he is majoring in Biomedical Engineering and Electrical Engineering. He is in his second year as CIO and Webmaster of the InnoWorks program. In addition to K-12 outreach and educational research, he is researching novel ultrasonic differentiation methods between cystic and solid lesions.Jessica Manson, United InnoWorks Academy and Duke University Jessica E. Manson is a senior undergraduate at Duke University double majoring in Biomedical