Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland-Eastern Shore; Madhumi Mitra, University of Maryland-Eastern Shore

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-2757: TECHNOLOGY EDUCATION IN K-12: REVELATIONS FROMDESIGNING AND DELIVERING A ROBOTICS LESSON PLAN FORPRE-SERVICE TEACHERSAbhijit Nagchaudhuri, University of Maryland-Eastern Shore Abhijit Nagchaudhuri is currently a Professor in the Department of Engineering and Aviation Sciences at University of Maryland Eastern Shore. Prior to joining UMES he worked in Turabo University in San Juan , PR as well as Duke University in Durham North Carolina as Assistant Professor and Research Assistant Professor, respectively. Dr. Nagchaudhuri is a member of ASME, SME and ASEE professional societies and is actively involved in teaching and research in the fields of engineering mechanics, remote

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

(NCLT) at Purdue University, lessons and activities on nanoscale phenomena aswell as suggestions for incorporation into curricula and the relationship of these activities to bothNational and Indiana State Standards were presented and discussed. At the completion of theexperience, the twelve participating teachers created lesson plans that they intended to use intheir classrooms as a result of their experiences at the workshop. The lesson plans werecollected and serve as the qualitative data contributing to this study. They allow for an in-depthexploration of where and how nanoscale phenomena concepts can be incorporated into currentmiddle- and high-school curricula. Analysis of the data reveals difficulties in this incorporationand guides

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Mark Tufenkjian, California State University-Los Angeles; Ethan Lipton, California State University-Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

engineering material into their teaching. Most indicated that they havechanged or plan to change their curriculum to incorporate the engineering concepts they learnedand the majority will use the engineering design challenge in their curriculum.Introduction and BackgroundAn increasing and significant number of business, academic, and political leaders, professionalassociations and coalitions continue to express their growing concern that our nation’s deficiencyin K-12 Science, Technology, Engineering, and Mathematics (STEM) Education is approachinga crisis level. Their numbers represent all areas of the engineering, technology, science,mathematics, business and political communities. A sampling presents an overview of currentsentiment.The American

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Kate Hester, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

process forchildren—Ask, Imagine, Plan, Create, and Improve. It also created a series of question to guidestudents through each step. The Engineering Design Process and the questions are depicted inFigure 1.Figure 1: The Engineering Design Process Moving through the Engineering Design Process might involve asking the following questions or making the following decisions: ASK • What is the problem? • What have others done? • What are the constraints? IMAGINE • What are some solutions? • Brainstorm ideas. • Choose the best one. PLAN • Draw a diagram. • Make lists of materials you will need. CREATE • Follow your plan and create it

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Cindy Mahler, The Boeing Company; Ann Broughton, Purdue University; Barrett Caldwell, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

performuniversity-required budgetary tasks. Sponsorships enable PFSD to provide an entire day’s worthof space, science, and engineering centered, age-appropriate hands-on activities for third througheighth graders at no cost to the participants. This provides the students an opportunity to see thetechnical challenges associated with space flight. All activities are taught by university studentsand are accompanied by lesson plans designed to facilitate the children’s understanding of spacetechnology and exploration.In addition to the third through eighth grade school students benefiting through PFSDparticipation, the university student volunteers gain valuable experiences that remain with themlong after their time as Purdue students. These experiences

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

will be awarded at the completion of the course.Recruiting Teacher/participantsThe original plan was to recruit teams of teachers principally from the regional technical highschools in the local area. However, only one of the regional technical high schools participated.The teachers from the technical high school were joined by teachers from three local publicschool systems. One team withdrew at the last minute, but was replaced by a single teacher fromanother school system.When recruiting was completed, there were 16 teacher-participants. Ten teachers from one localpublic school system formed a middle school team and a high school team.Another team of 3 teachers were from a local regional technical high school. There was a fourthteam of 2

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

class under the guise of Advanced Technology. He consults on the side for the UPC wind development group.Ronald Terry, Brigham Young University Ron is a Professor of Chemical Engineering at Brigham Young University and an Associate in BYU’s Office of Planning and Assessment. His scholarship centers on pedagogy, student learning, and engineering ethics and has presented/published numerous articles in engineering education. He is one of BYU’s co-investigators for the NSF funded NCETE.Thomas Erekson, Western Illinois University Dr. Erekson serves as the Dean for the College of Business and Technology at Western Illinois

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Richard Gilbert, University of South Florida; Robin Little, Douglas L. Jamerson Jr. Elementary School; Chuck Parsons, Douglas L. Jamerson Jr. Elementary School; Kim Parsons, Douglas L. Jamerson, Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare

Tagged Divisions

K-12 & Pre-College Engineering

encouraging a stronginteraction with an engineering college. This paper will review the characteristics of theprofessional development plan that is in place at Douglas L. Jamerson, Jr. Elementary School.BackgroundThe school was built in 2003 in a predominantly ethnically isolated inner city neighborhood. Itslocation facilitated ethnicity integration without the aid of a district assigned plan. During itsfirst year of operation, the school applied for and received a three year grant from the MagnetSchools Assistance Program (MSAP) that provided additional resources to support its curriculumand faculty development. The school has a K-5 student population with no special enrollmentcriteria and definitely functions as a typical neighborhood school. It

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

applications to engineering as well as theirrelevance to today’s technology. The program runs successfully through collaboration with theSchool of Electrical and Computer Engineering, microelectronics Packaging Research Center(PRC) (an NSF Engineering Research Center) and the School of Physics. The program has threecomponents: (1) to enables teachers to fully take advantage of their subsequent researchexperience, a two -week course on modern physics, with a laboratory component is given; (2) athree day module course on applications of modern physics concepts to microelectronics; and (3)a five and a half week summer research experience. Workshops are also held during the teachersstay at Georgia Tech to help them with the development of lesson plans and

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

impact on both the K-12 students and the graduate fellows, Rita Colwell asfounder of the GK-12 initiative called it a “classic win-win” [6].In some programs, the weekly commitment may vary, but undergraduate and graduate fellowshave the same roles and responsibilities [5][10]. At least one program pairs undergraduates withgraduates, and each pair plans and teaches together in a classroom setting [3]. Other K-12outreach programs incorporate a service component into existing engineering courses so thatcollege students can interact with younger students. A range of semester-long projects exists forundergraduates, from developing an informative museum exhibit aimed at elementary schoolstudents to leading semi-annual workshops to interest high school

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Megan Holmes, Worcester Polytechnic Institute; Jill Rulfs, Worcester Polytechnic Institute; John Orr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

provided Worcester Polytechnic Institute (WPI) with the resources necessary toassist Worcester Public Schools (WPS) in bringing technology and engineering into theirelementary classrooms. Through the Partnerships Implementing Engineering Education (PIEE)program WPI faculty, graduate fellows, and undergraduate students worked closely with WPSteachers to develop a curriculum in grades K-6 that would address the Science andTechnology/Engineering Frameworks and ensure that each year built upon concepts taught in theprevious year. Graduate fellows and undergraduate students then helped the teachers bring thatcurriculum into the classrooms where they both assisted with teaching and also evaluated theirlesson plans and activities. WPS teachers provided

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

-based researchprojects for 5 weeks during the summer, and transfer the knowledge learned directly to the K-12classroom through core curriculum enrichment. The research plan provides a unique opportunityfor participants to experience both laboratory projects and industrial scale applications. Theprojects focus on remediation of organics, metals removal, denitrification using alternativeelectron acceptors, and biofilm removal. In addition to research, the teams work together toimprove classroom pedagogy. Teams attend workshops on current standards related to theirdiscipline, inquiry based learning, stressing/encouraging problem solving as opposed tomemorization, and minority and gender equity in the classroom. Teacher leaders from TUSD andMUSD

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

explain the operation and objectives ofMichigan Tech’s Enterprise Program and then to develop a curricular framework for a high Page 12.629.7school version of the program together with initial plans for implementation.At the conclusion of the workshop, these teachers went back to their home districts to present theidea to students and administrators and again the feedback was generally positive.Administrators were very supportive of the concept provided the associated costs wouldn’tburden their already strained operating budgets. A follow-up one day workshop was held inOctober at which time details of the program structure, curriculum, and

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

Larry Richards, University of Virginia; Christine Schnittka, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

population? Middle school is the key;this is the time when many kids decide they are not interested in science, or not good atmath. Most never get the chance to learn about engineering.For the past five years, we have been working with middle school teachers to bringengineering teaching kits into their classrooms. An Engineering Teaching Kit (ETK) is aset of lesson plans focused on a well-defined set of concepts in science or math. Whatmakes these lesson plans unique is the final Design Challenge. The students must use theknowledge and methods they have learned to design and build something.Every ETK introduces the engineering design process, and each requires middle schoolstudents to design and build a device, machine, or system to achieve a goal

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Jed Lyons, University of South Carolina; Veronica Addison, University of South Carolina; Stephen Thompson, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

math teacher two days a week during the school year. The Fellowsalso enroll in a one hour graduate level course focused on teaching strategies. They spend 10hours working in the classroom per week, 1 hour in planning with the teacher-partner, and 5hours in activity preparation.Each summer, our GK-12 program culminates with a workshop for middle school math andscience teachers. There has been research focused on and related to professional developmentthrough engineering, science, and math workshops for teachers2, 3, 4, 5, 6, but few report outcomesbased on participant’s subject area. This paper aims to describe the implementation and Page

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Susan Lowes, Columbia University; Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston; Shih-Ying Yao, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

of January through June 2006, to allow for flexibility with individualized teaching plans. • Receive CIESE staff into classrooms to support and observe implementation. • Administer pre-tests and post-tests to students. • Participate in a focus group about the effectiveness of the modules. • Complete surveys regarding the implementation of the materials.Upon completion of all the tasks outlined above, participating teachers received a $300.00stipend for their efforts.2.0 Elementary-Level Activities – Engineering is Elementary (EiE)The elementary curriculum selected for the pilot study was the Engineering is Elementary (EiE)series, developed by the Museum of Science, Boston’s (MoS), National Center for TechnologicalLiteracy

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

classroom techniques used during thecamps, and to practice skills learned in the TECT workshop. The capstone practicum for theTECT workshop will require the participants to prepare a lesson plan incorporating a hands-onengineering activity and delivering the lesson to the summer camp students.At the conclusion of the workshop, participants will be required to develop work action plansdescribing the engineering content and activities they intend to incorporate into their classroomsduring the course of the next semester. A one day follow up meeting with all participants will beheld at the end of the semester in which participants will be asked to report and critique their

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

technical courses.1.2 Game Design and DevelopmentEntertainment technology splits roughly into two categories: hardware and software. Whereashardware might range from toys to amusement rides, software involves virtual and interactiveexperiences, i.e., games. Some programs, like ETC, often bridge both areas. The process ofmaking a game closely relates to the engineering process, in which designers plan an environmentcomposed of physical and/or virtual constructs that interact according to a set of rules. Thedevelopers employ technology to implement the plans, working in an iterative fashion incollaboration with the designers4, 5. Page 12.1137.21.3

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Euridice Oware, Purdue University; Brenda Capobianco, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

) program for P-4th grade studentsand a Summer Residential Program for students in grades 5-12. 12 GERI courses are taught byinstructors, predominantly graduate and undergraduate students, who develop curriculum, designlesson plans, and teach the courses.Participants. Participants in this study are 3rd and 4th grade students in the week-long SummerSession II, which was held on June 12 - June 16, 2006. There were a total of 49 studentsenrolled in the 3rd and 4th grade classes in this summer session. Participants for this study wererecruited by mailing an invitation letter and consent form to parents of the 3rd and 4th grade GERIstudents. Students who returned signed parental forms were eligible to volunteer for this study;these students signed an

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

-12 community, we formed the “Centaurus TEAMS Posse” to send former PEAstudents back into their community to teach engineering. To that end, several former Centaurusstudents now attending CU’s College of Engineering enthusiastically participate in the TEAMSPosse. Their responsibilities include planning, organizing and delivering hands-on engineeringactivities for the before- or after-school TEAMS Clubs — an academically-enriching hour inwhich engineering comes to life for young, impressionable girls and boys.The integration of these current undergraduate engineering students as TEAMS Posse membersin their former elementary schools has its challenges, but appears to be a success. Teachersreport that the undergraduate TEAMS students bring a

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

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Thomas Piechota, University of Nevada-Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

1 2 3 4 5 access 3. The material posted on WebCT was a good 1 2 3 4 5 supplement to the taped lectures 4. I am confident that I met the course 1 2 3 4 5 objectives 5. The face to face meetings were valuable for supplementing the material on WebCT and 1 2 3 4 5 the taped lectures 6. My overall impression of the course was 1 2 3 4 5 favorable 7. I plan on majoring in engineering in college

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

segments of the presentations; there are instructorhandouts and PowerPoint files, and lots of photos of specific events that should behelpful to the participants. Page 12.979.17Table 4. Week 2 portion of the 2006 Teacher workshop Sessions at North CarolinaA&T State UniversityTeacher Post-Workshop Assessment Activities for 2006The following questions were included in the assessment form, and the results are shownin Figure 15: 1. I had an interesting and positive experience at A&T. 2. The information provided was useful in my lesson planning. 3. I incorporated information from the workshop into the classroom curriculum

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

to their personal sphere of experience.5 Bycontinually expanding this sphere of experience through service and experientiallearning, students will broaden their potential career choices to include STEM fields. Bydeveloping a central repository for these educational resources and designing it to beuser-friendly and easily assessable, educators are more likely to implement them intotheir curriculum thus influencing or even persuading young women to pursue careers inthe STEM fields. Page 12.1561.4General ApproachA plan was developed which included several elements to complete the site. Elementsincluded were; identification of appropriate resources, and

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

discover howimagination, creativity, technology, and engineering tools combine to turn their ideas into reality.Active learning in a collaborative, discovery-oriented design environment that involves studentsin a competitive, real-world type of project provides the opportunity for the students to acquireand/or apply multiple talents and skills. The students are constantly challenged during theprograms as they conceptualize and plan a product or system, develop models, build prototypes,evaluate and redesign their product, and present a finished product prototype and marketingstrategy to the “contracting company” (i.e., industry people, Institute participants and parents).For both, the institute and the long workshops, the design philosophy

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

teachingstudents. One way of achieving this is to provide students with workstations having thenecessary engineering software and hardware. RVGS plans to provide on-site engineeringworkstations which include the following items: • Plotting devices capable of printing A through E size drawings. • One or more universal material testing machine(s). • Networked lap top computers (one per student) with necessary computer software, including: o three dimensional parametric CAD software (e.g. Inventor), o control systems software (e.g. Lab View) , o mathematical numeric and symbolic software (e.g. Matlab), o statics and strength of materials instructional software (e.g. MDSolids

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

R. Mark Nelms, Auburn University; Regina Halpin, Program Evaluation and Assessment

Tagged Divisions

K-12 & Pre-College Engineering

solar house and learn how to integrate weather-related activities with the alternative energy concepts. The teachers discovered from theseactivities that the topic of weather, which is familiar to all students, was an interestingintroduction to the more complex alternative energy concepts. Furthermore, they were able tolearn how to integrate language arts into their lesson plans by completing open-ended activitiesthat required writing explanations and descriptions using the weather and energy data from theInternet. This led into a discussion of how the content was interdisciplinary. Page 12.712.8 Figure 3. The Auburn

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

courses appropriate for engineering such asphysics and calculus while also developing decision making and teamwork skills are vital.However, brainstorming, organizing, marketing, funding, and delivering, effective K-12 outreachactivities can be an enormous task. The purpose of this paper is to provide some insight intosome strategies in each of these planning areas in the context of a large-scale, year-long outreachactivity. Page 12.1456.2Figure 1: A Moonbuggy (left) is a human-powered vehicle that must fit or be collapsible to fit into a 4 foot cubic volume (right) and be carried 20 feet by its two drivers (1 male and 1 female).The West

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

John Orr, Worcester Polytechnic Institute; Paula Quinn, Independent Consultant; Jill Rulfs, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

fellows was to help the classroom teachers Page 12.290.2develop their skills in the teaching of engineering and technology, as opposed to actually doingthat teaching themselves. In fact, the need to help classroom teachers overcome their uncertaintyand apprehension regarding their ability to teach engineering concepts was a major aspect of theoverall program. The WPI undergraduates played an important supporting role in developinglesson plans and assisting in the classrooms, but were not key to the fundamental project goals.The PIEE project was designed to positively influence each of the following: Teacher preparation for teaching

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Charles Feldhaus, Indiana University-Purdue University-Indianapolis; Kenneth Reid; Pete Hylton; Marguerite Hart, Washington Township Schools; Kathy Rieke, Washington Township Schools; Douglas Gorham, IEEE

Tagged Divisions

K-12 & Pre-College Engineering

PurdueUniversity Indianapolis serves as a partner with MSDWT in the design, writing andimplementation of this grant and receives a sub-grant payment of $77,273. In examining theMSDWT needs assessments and specific areas of mathematics in need of improvement,representatives from MSDWT and IUPUI created a professional development program for K-9MSDWT faculty so that no child would be left behind in the learning process. Below is adescription of the program.In the E2=MC2 program, the Purdue School of Engineering and Technology, the Page 12.628.7Mathematics/Technology Department of MSD Washington Township, and district classroomteacher leaders plan together