Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Dale Bremmer, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

: Teachers’ Use of Digital Resources in STEM Teaching,completed by a well-known national research organization [21]. Teachers need new models tosee the transformative powers of non-textual digital resources in their classrooms. Unfortunately,studies indicate that traditional approaches to in-service training for teachers (usually of the “halfday workshop” variety) often do not lead to change in classroom practice by these sameeducators [39].We report here on the dynamics of combining PRISM assessment results and the emerging needfor new IT literacy skills in 21st century STEM careers to guide a PRISM transformation. Inbrief, we plan to move from being a convenient resource provider to becoming a majorcontributor in STEM pedagogical reform by1

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Shawn Oppliger, Copper Country Intermediate School District; Mary Raber, Michigan Technological University; Robert Warrington, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

engineering and science programs they must be introduced to thesecompelling areas at the elementary and secondary levels. By combining education of thesetopics with the experiential learning model of the Enterprise Program, we believe we can help togenerate a greater interest in engineering and science careers, as well as to spark the possibilitiesof new product and business generation among the participating high school students.As can be seen in the following chart (Figure 1), enrollment in Michigan Tech EnterpriseProgram has been steadily growing as word of this exciting learning environment spreads. Evenmore exciting are the improvements we see in retention (Figure 2). By engaging students in thisexperiential learning environment, we see a

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Sylvanus Wosu, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

15261AbstractCritical and Analytical Reasoning Enrichment (CARE) program under the Pitt Engineering Access Program(PECAP) identified analytical skill deficiency and motivation for mathematics and science courses at the pre-collegelevel as major causes of the poor preparation and low enrollment of students from the under-represented groups intoscience, technology, engineering and mathematics (STEM) fields. The Project CARE strategy of the solution of theidentified problem is based on four fundamental premises: (1) enrichment of the Academic PerformanceImprovement (API) skills - critical thinking, analytical reasoning, quantitative literacy, and problem solving skillswill minimize the barriers that hinder students’ performance and attraction to STEM careers, (2

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Linda Hirsch, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Joel Bloom, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Institute of Technology offers a series ofsummer programs designed to increase academically talented students’ interest in the fields ofscience, mathematics, engineering and technology in an effort to increase the number of youngstudents, particularly girls and other traditionally underrepresented minorities, who pursuetechnological careers. One program in particular, Woman in Engineering and Technology,called FEMME, was designed specifically for young women in an effort to increase the numberof women interested in engineering and other technological careers. Most of the programs spangrades four to eight because middle school is such an important time for all students to beginthinking about future careers. Research on engineering recruitment

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

Jorge Rodriguez, Western Michigan University; Tycho Fredericks, Western Michigan University; Steven Butt, Western Michigan University; Luis Rodriguez, University of Wisconsin - Waukesha

Tagged Divisions

K-12 & Pre-College Engineering

the high schoolstudents attending the institutes. Discussion on the selection process and the group dynamicsduring the workshops will be discussed as well. Given current trends in enrollments at ourinstitutions and the fact that most of the budget for these activities is coming from state agencies,the eventual effect of these activities as recruitment activities will be discussed as well.IntroductionThe United States of America is a country that thrives on technological advancement. We havean insatiable appetite for the latest technology and do not mind spending billions of dollars eachyear to satisfy our yearnings. Unfortunately, we are not as passionate about encouraging ouryouth to pursue careers in engineering and technology. The gap

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

not taken in the near future, the UnitedStates will face a serious shortage of scientists, engineers, technologists, and mathematiciansbecause high school students, especially those from underrepresented groups, are increasinglylosing interest in these subjects.1 The key in reversing this trend lies in our ability to promotescience, technology, engineering and math (STEM) subjects and professions in a more sociallyrelevant, real-world context and to recognize the differences in learning styles and self-efficacybetween males, females and minorities.2,3,4 As STEM teachers and school guidance counselorswill be the catalysts for introducing students to engineering and technology subjects and careers,the Teaching Engineering to Counselors and

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

John McLaughlin, MacLaughlin Associates; Gail Hardinge, College of William and Mary; Eugene Brown, Virginia Tech; Kirk Jenne, Office of Naval Research; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division

Tagged Divisions

K-12 & Pre-College Engineering

research in the areas of computational fluid dynamics and aircraft propulsion.Kirk Jenne, Office of Naval Research Kirk Jenne is the director of the N-STAR (Naval Research--Science and Technology for America's Readiness) program at the Office of Naval Research. His on a rotational assignment from the Naval Undersea Warfare Center in Newport, Rhode Island. His research interests are in ocean engineering, materials, and underwater acoustics and sensors.Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division Robert Stiegler is currently supporting the USMC Targeting and Engagement Systems and the Office of Naval Research, N-STAR initiative. His recent career experience has included

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Veronica Burrows, Arizona State University; Judy Sutor, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

female participation in scienceand engineering education and careers. The research literature shows that some of the mostimportant STEM (science, technology, engineering and math) participation barriers along theeducational pathway from K-12 to undergraduate engineering include: "chilly climate" in scienceclassrooms; lack of tinkering self efficacy; lack of technical self efficacy; lack of societalrelevance of STEM careers; and lack of female and minority STEM role models. This workpresents the results of a research-based workshop on issues that inhibit females from enrolling incollege curricula that lead to STEM degrees and careers. The workshop was presented to 48 highschool math and science teachers (80% female and 20% male) from four school

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Rebecca Blust, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Divisions

K-12 & Pre-College Engineering

the strategies available to incorporateservice-learning and experiential learning into their curriculum. The goal of the project isto identify, evaluate, classify and distribute resources (via a web site) for STEMeducators (grades K-12) wishing to incorporate community service or hands-on learninginto their curriculum in order to encourage students to pursue careers in these fields. Byhelping students to “make the connections” between STEM subjects and real-worldissues, these strategies are expected to increase student interest in STEM disciplines,enrich learning experiences for students, and enhance the skills of STEM educators onthe content and application of STEM subjects. In addition the experiential learning thathas taken place during

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

David Schwartz, Cornell University; Catherine Norton, Cornell University; Sue Schwartz, The Learning Web

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-2032: OUTREACH WITH GAME DESIGN EDUCATIONDavid Schwartz, Cornell University After finishing his dissertation in Civil Engineering and writing two textbooks as a graduate student in 1999, Cornell's Computer Science department made an offer David I. Schwartz couldn't refuse. Schwartz has made a career in researching and developing new curricula and educational technology. Over the past five years, he has collaborated with faculty and staff to build the Cornell Library Collaborative Learning Computer Laboratory (CL3) and the Game Design Initiative at Cornell (GDIAC; http://gdiac.cis.cornell.edu). CL3 currently hosts Cornell's new game courses, which now belong to a new

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Sibel Uysal, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

students and such an educational programwould support an informed citizenry, meet the needs of an expanding, yet highly specializedworkforce, and lead to responsible innovations for the world we live in. Engineering education Page 12.902.2should be an integral part of the overall educational program offered to students in K-12 for avariety of reasons. First, technology is changing rapidly and this requires that students becomemore knowledgeable about it. Second, there is a need for a significant increase in the number ofstudents pursuing engineering degrees as a career path. The latest research demonstrates thatengineering education, if started in

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

. An explicit initiative of eachsummer program is to increase the number of historically underrepresented students who aremotivated and prepared to choose careers in science, math, and engineering; Table 2 data bearout the results of this initiative to ensure generous participation of underrepresented minoritiesand females. Financial assistance has been provided for students as needed.Table 2 contains some demographic information about the summer programs for each of theseven summers. Total counts are provided, along with female and minority sub-counts. Thefemale and minority counts (percentages) are especially appealing. Table 2 --- Demographics of WIMS Pre-College Summer ProgramsYear Number Total

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Valerie Galarza, University of Puerto Rico-Mayaguez; Mariela Figueroa, UPRMUniversity of Puerto Rico-Mayaguez; Cristina Lugo, University of Puerto Rico-Mayaguez; Ricardo Rodriguez, University of Puerto Rico-Mayaguez; Francisco Rivera, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

K-12 & Pre-College Engineering

Page 12.818.2experience to look for improvement opportunities, and to take corrective action. The overall goalis to increase the retention and college success of students into engineering careers. We present the results of a series of focus groups undertook to elicit the high schooldeficiencies and other problems faced by pre-college students that are evident once they areadmitted into engineering, in the opinion of current industrial engineering students at theUniversity of Puerto Rico at Mayagüez, UPRM. Attraction into engineering careers is not aproblem at all at the UPRM. At the UPRM we want to create a stronger network betweengovernment and the Department of Education of Puerto Rico to improve the educational systemin the areas

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

of Science degree with a dual major in Psychology and Technology from Brigham Young University, Jared decided to pursue a career in understanding teaching, learning, and technology. He began teaching for three different public high schools in Utah while he finished a Masters degree in Technology Teacher Education. He worked for two major IT corporations and also spent a year as a project management consultant in the IT field before he chose to pursue a PhD from the University of Illinois Urbana-Champaign. At Illinois, he coordinated an online masters degree program, was an NSF sponsored technology trainee, and consulted with faculty from the College of Engineering and College of

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

Ibrahim Zeid, Northeastern University; Randal August, Northeastern University; Ronald Perry, Northeastern University; Emanuel Mason, Northeastern University; Jannon Farkis, Northeastern University; Marta Hersek, Northeastern University; Morgan Hynes, TechBoston; Haruna Tada, TechBoston; Felicia Vargas, TechBoston

Tagged Divisions

K-12 & Pre-College Engineering

workingcollaboratively to integrate an innovative robotics curriculum into science, technology,engineering, and mathematics (STEM) courses in the Boston Public Schools and other raciallydiverse and economically disadvantaged Massachusetts school districts. The project issponsored by the National Science Foundation (NSF) program, Information TechnologyExperiences for Students and Teachers (ITEST). The project targets 7th and 8th grade STEMteachers, with students participating during summer and after school. The project addresses theurgent need to enhance student interest and performance in STEM courses, while fosteringskills that are important prerequisites for IT careers. In the near term, the project is helpingMassachusetts schools and students meet statewide

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Kimberly Ogden, University of Arizona; Gregory Ogden, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

session. Workshops and tours include: • Inquiry and Notebooks • Mathematics Pedagogy • Standards • Integration of Science in the Elementary Classroom • Equity in the Classroom • Career Pathways in STEM fields • Power Plant Tour • Bioremediation Site TourThe curricular work session provide time for the teams of teachers to refine their lesson plansand ensure that their lessons are inquiry based and tied to the Standards. The lessons developedbased on the water recycle research experience include:Lesson 1) Water Dilemma Simulation Objective: Given a water dilemma scenario, the student will analyze the problem and determine a solution based on his/her given role by creating a t-chart with at least three advantages and

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Malinda Zarske, University of Colorado at Boulder; Janet Yowell, University of Colorado at Boulder; Jacquelyn Sullivan, University of Colorado at Boulder; Daniel Knight, University of Colorado at Boulder; Diana Wiant, Centaurus High School

Tagged Divisions

K-12 & Pre-College Engineering

content testing –With support from teachers, Fellows create tests and quizzes that specify and measure lesson concepts. They use multiple choice, matching, true/false and fill- in-the-blank formats. Tests are administered pre- and post-instruction.‚ Student attitude surveys – All grades 3-8 students participating in the TEAMS program rate their level of interest in engineering and confidence in their knowledge of engineering as a career. Students rate their attitudes on five-point Likert-type scales. Surveys for elementary students use age-appropriate terms and questions are often read aloud.‚ Rating of Fellow teaching skills – Teachers, Fellows and ITL program staff provide feedback on Fellow teaching skills, including content

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Leyla Conrad, Georgia Institute of Technology; Edward Conrad, Georgia Institute of Technology; Jill Auerbach, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

simply donot have sufficient resources for demonstration tools. Because visualization is key tounderstanding and modern physics so buried in the inaccessible subatomic world, the inability toget these tools is doubly crippling to teaching modern physics concepts. Finally, minoritystudents in Atlanta’s public schools are unlikely to see physical sciences as a career option.These students cannot visualize how science and technology affect their every day life or thefuture benefits they can derive by being literate in science. Most engineering fields, especiallyelectrical and mechanical, are based on modern physics, and one cannot expect students withoutexposure to these materials to choose engineering as a career.In this paper we describe an

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

fellows were female and 52% were minority students – percentages that arewell above university averages for the primary partner university, North Carolina StateUniversity (NCSU). For more information about the demographic breakdown of the RAMP-UPprogram, see Figure 5 in the appendix. As a result of participation in this program, fellowsincrease their community involvement, improve their communication skills and explore manypost-graduate career opportunities.The National Science Foundation awarded the first GK-12 grants in 1999. Since then,universities have created dozens of programs across the country to improve student achievementwhile developing the service and communication skills of future scientists and engineers [7]. Dueto the hypothesized

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

population are presented for discussion.BackgroundThe need to focus on effective Science, Technology, Engineering and Mathematics (STEM)education is increasingly recognized as an urgent national priority. While there is an urgent needto ensure the adequacy of the US science and engineering workforce, college enrollment inSTEM disciplines is flat, particularly for women and minorities.Many high school students choose not to pursue STEM disciplines due to a number of factorsincluding: • Lack of understanding of the nature of STEM opportunities • STEM careers are seen as less relevant to society than medical or business careers • Perceived difficulty of the programs of studyThe University of Cincinnati is currently working with two all-girls

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Summer Dann Johnson; Warren Waggenspack, Louisiana State University; Brenda Nixon, Louisiana State University; Daivon Craft, Louisiana State University; Cheryle Peters, Louisiana State University

Tagged Divisions

K-12 & Pre-College Engineering

. Historical and current data indicate that the need for science and engineering careers isincreasing, yet the number of students choosing and completing traditional science degrees isdecreasing. The decrease in students choosing and/or being qualified to enter science andengineering fields is continuing even with the programs geared towards increasing awarenessand preparedness. The gap between students entering science and engineering (S&E) fields andgraduating to meet the S&E employment needs was first noted in the early 1990’s. Manyresearchers suggested that recruitment and retention into the qualitative science fields shouldinclude women and minorities to assist in filling in the employment gap. Since a large numberof women and minorities

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

-school SettingAbstractFor both genders characteristics of effective STEM (Science, Technology, Engineering, andMath) after-school programs include opportunities for youth to build competencies, form bondswith peers and staff, and participate in program decisions. After-school program characteristicsfound to foster STEM interest and persistence of girls in particular across age, race and ethnicdiversity include collaborative, hands-on activities, mentoring, parent and community support,emphasis on practical applications, and teaching of science or engineering in a more holistic andsocial context 1,2,3,4,5,6,7. In addition, programs for girls that combine hands-on activities, rolemodels, mentoring, and career

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

mathematics," teaching mathematicalconcepts in a context that has meaning to a learner2, in this case, a student seeking a career inengineering or technology. The course provides examples of contextualized mathematics thatboth build the mathematical skills of the secondary school technology and science teachers andprovide examples of how those math skills are used in the engineering and engineeringtechnology courses at the community college level. The objective was to equip the teachers withthe knowledge and confidence to show their students how mathematical skills and concepts areapplied within technology, engineering and science courses at the middle and high school level.The course as developed fully supports the major goals of

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Kathleen Sernak, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

and brightest schoolchildren from the ranks of future scientists and engineers. Manystudents who do undertake science and engineering studies in college are unprepared and dropout in frustration, while other potentially capable students never consider these subjects in thefirst place. In both cases, precious human and institutional resources are squandered.Enhanced engineering education in our K-12 classrooms can provide students at an earlier agewith a more specific understanding of what a technical career entails. We must encourageteachers to assume a more active role not only in the implementation/delivery of the educationalexperience for the student, but also in the innovation and continuous improvement necessary forengineering education

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

James Rogers, Murray State University; Steve Cobb, Murray State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 12.1456.3vehicle is between $1,500 and $2,500 US. Figure 2: The course was 0.6 miles long and included obstacles made out of gravel (left) and wood (right) that simulated lunar terrain. The wooden obstacles were designed and constructed by freshman engineering physics students.Due to the extensive welding required in constructing a moonbuggy, many high school teams aremade up of mostly technical education students. In order to encourage interdisciplinary teamswith students of different backgrounds and career aspirations, requirements that are not includedin the rules for the national competition were added. These consist of roving measurementswhich are varied from year-to-year. Examples include measuring the

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Celina Bochis, University of Alabama; Steven Hsia, University of Alabama; Pauline Johnson, University of Alabama; Karen Boykin, University of Alabama; Sandra Wood, University of Alabama; Larry Bowen, University of Alabama; Kevin Whitaker, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

, public relations, training, teaching, and research. In addition, she has over 15 years of volunteer service and work experience conducting outreach activities related to the encouragement, exposure, and education of students and the general public to careers in and the importance of science, engineering, and mathematics in today’s society. Her professional contributions include over 25 technical papers and abstracts prepared for publication or presentation at regional and national association meetings and research conferences. Sandy joined the faculty at the University of Alabama College of Engineering in Tuscaloosa, Alabama, as the Freshman Program Coordinator in March 2002

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Messiha Saad, North Carolina A&T State University; William Craft, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

the basics early,build on the experience, and consider pursuing careers in science and engineering.Building on this, we want students to learn the basics early, to build on these basics, andto prepare for an education that will lead to careers in science and engineering. Participation in the workshops has always been limited by space, schedule, andcost considerations, as well as by NASA Langley Research Center’s other competingsummer programs. Thus, in order to make a large impact, admission to the workshop ismade through an application process which attempts to identify teachers who are mostlikely to benefit and to apply what they learn to their classes. Enrollments since inceptionin July, 2003 have been from 18 to 32 teachers. The

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

William Lee, University of South Florida; Linda Nook, Riverview High School; William Massolio, Riverview High School; Robert Liming, Riverview High School; Nancy Smith, Riverview High School; Susan Pantling, Riverview High School; Rodeny Jones, Riverview High School; Jan Davis, RIverview High School; Judy Meksraitis, Riverview High School; Effa Beauette, Riverview High School

Tagged Divisions

K-12 & Pre-College Engineering

experience.The role of K-12 education in preparing students for an engineering education has been a veryimportant topic. Many projects have investigated the role of science and math classes inestablishing the foundations for an eventual engineering career, typically concluding that Ayoucan=t start soon enough@. Paralleling such interests, one of the motivations of the programreported below is to extend the engineering/arts environment developments occurring at thecollege level to the secondary level, specifically grades 9-12. Such a program is beingdeveloped at Riverview High School in Sarasota, Florida, and will be described below. As partof the development of such a program, a survey of high school students and parents wasconducted to explore the

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Jonathan Rice, University of Maryland-Baltimore County; Greg Russ, University of Maryland-Baltimore County; Tania Monterastelli, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

understanding of the basicconcept of electronics and an appreciation of evolutionary milestones of sophisticatedelectronics systems. In support of these objectives, the museum’s priority is to provide amotivational environment for students of all ages to gain an understanding of basicengineering and the career opportunities available through higher education. With thispriority in mind, the Historical Electronics Museum began the Young Engineers andScientist Seminars (YESS) program in the fall of 2002, intended for highly gifted highschool students in the Baltimore/Washington area with a strong aptitude in mathematicsand/or science. The first two years of the program consisted of a series of solelyseminars and covered topics as diverse and dynamic as

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

engineering in society, andstimulates students to pursue careers in engineering and research. Integrating research intosecondary engineering education serves to increase recruitment and retention and enables futureengineers to become societal leaders. One speaker recently addressed the inter-connections anddiversity of fluid mechanics as a field pertinent to all engineering disciplines. Students wereexposed to fluid mechanics research examples relating bridge and aircraft design to blood flowcharacterization in the heart. Upon completion of this type of “research transfer” presentationand demonstration, our objectives were for the students to be able to: • articulate and recognize the role and importance of engineering in society