Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Dewey Spangler, Virginia Tech; Olga Pierrakos, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

The first-third of GSEN focuses on the engineering profession and quantitative methods.The last two-thirds of GSEN focuses on the instruction of statics of rigid bodies using vectoralgebra and calculus. University statics courses have traditionally been used to increase attritionin engineering programs. Often, students who complete such courses do not develop a properfoundation for additional engineering coursework. Many have to repeat this course or take it at alocal community college that offers an atmosphere more conducive to learning. Some universitystudents, frustrated with the pace and lack of personal attention, become disillusioned withengineering and pursue other professions. Providing the opportunity of in-depth engineeringeducation

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Glenda Kelly, Duke University; Paul Klenk, Duke University; Gary Ybarra, Duke University; Lee Anne Cox, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

University in 1992 and has been on the ECE faculty at Duke University since 1993. In addition to his K-12 outreach work, his research interests include microwave imaging and electrical impedance tomography.Lee Anne Cox, Duke University Lee Anne Cox, B.S., is a second year graduate student in the Pratt School of Engineering at Duke University. She was awarded an NSF funded GK-12 Engineering Teaching Fellowship through the MUSIC Program (Math Understanding through Science Integrated with Curriculum) at Duke. For the past two years, in partnership with K-8 classroom teachers, she has taught hands-on, engaging science and engineering lessons to grades 3, 5, and 6 at Bethel Hill Charter School in

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Greg Russ, University of Maryland-Baltimore County; Jonathan Rice, University of Maryland-Baltimore County; Carolyn Parker, George Washington University; John Raczek, University of Maryland; Bruce Jarrell, University of Maryland-School of Medicine; Taryn Bayles, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

.Carolyn Parker, George Washington University Carolyn Parker is an Assistant Professor and lead faculty member to the Secondary Education Program in the Graduate School of Education and Human Development at the George Washington University. She holds a BS in Biology, MA in Teaching and PhD in Curriculum Instruction and Science Education. Dr. Parker’s research interests are in the achievement of women and underrepresented groups in science/technology.John Raczek, University of Maryland John W. Raczek is a Web Developer in the Office of Medical Education at the University of Maryland School of Medicine. His work focuses on developing software systems for education with an emphasis on

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

Leo McAfee, University of Michigan; Andrew Kim, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

and algebra,introduction to C++ programming, science concepts (chemistry, biology, and physics),computer-aided design concepts with Unigraphics, introduction to WIMS, and engineeringexplorations. Tours and fun-time activities are part of the schedule. For student selection, eachcandidate must have a minimum GPA of 3.2 in math and science classes.Recently, WIMS has been pleased to provide two program opportunities for Native Americansecondary students to learn about WIMS projects and exciting applications. A new WIMScollaboration began in Summer 2005 with the World of Microsystems Summer Youth Program(SYP), coordinated with MTU Outreach and Multi-Ethnic Programs, and hosted at MTU byWIMS faculty and graduate students (see Figure 2). SYP was an

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina-Charlotte; Lyndon Abrams, University of North Carolina-Charlotte; Deborah Bosley, University of North Carolina-Charlotte; James Conrad, University of North Carolina-Charlotte; Stephen Kuyath, University of North Carolina-Charlotte; Dawn Denney, Northwest Cabarrus High School; Kelly Teague, J.M. Robinson High School; Bill Welch, J.M. Robinson High School

Tagged Divisions

K-12 & Pre-College Engineering

differences in career and identity development. b. Identify and evaluate differences in student learning styles. c. Assess the need to improve the self-efficacy of marginalized students. 4. Formulate lesson plans incorporating engineering content that support North Carolina Standard Course of Study objectives. a. Correlate specific academic discipline topics to related engineering content. b. Identify and access available K-12 engineering education resources. c. Evaluate the effective use of competitions and team building activities. d. Plan, complete and evaluate an assigned hands-on engineering activity. § Civil and Construction Engineering Discipline § Mechanical Engineering

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Steve Shumway, Brigham Young University; Jared Berrett, Brigham Young University; Andy Swapp, Milford High School; Ronald Terry, Brigham Young University; Thomas Erekson, Western Illinois University

Tagged Divisions

K-12 & Pre-College Engineering

Education to improve their teaching and use of technology. He has been involved in numerous projects in industry focusing on topics such as: emotional intelligence, entrepreneurship, and improving and evaluating productivity and the needs of high-tech start-ups. His PhD is in Education with an emphasis in the psychology of learning and technology. He currently is a faculty member at Brigham Young University in the Technology Teacher Education program where he teaches heavily, consults, serves as the Graduate Coordinator, and mentors numerous graduate and undergraduate students in research projects. He is happily married, has 6 children, and loves to learn. His research interests