Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Melanie Villatoro P.E., New York City College of Technology; Servena Narine, Daniel Hale Williams Public School 307, The Magnet School for STEM Studies; Diana Samaroo, CUNY - New York City College of Technology

School 307, The Magnet School for STEM Studies Servena Narine is a licensed and certified NYC Board of Education teacher. She is the Magnet Resource Specialist at Daniel Hale Williams Public School 307, The Magnet School for STEM Studies. Over the course of her career, she has been a classroom teacher (Grades Pre-K, 1, 2 and 3), Mathematics Coach, technology teacher and mentor. She works closely with colleagues, planning and facilitating professional development activities.Dr. Diana Samaroo, CUNY - New York City College of Technology Diana Samaroo is an Assistant Professor of Chemistry at NYC College of Technology. With a PhD in Biochemistry, her research interests are in the area of drug discovery, therapeutics and

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Meagan C Pollock, National Alliance for Partnerships in Equity

impacts a person’s belief in his or her own ability to be successful in a course, class,college, and career. This session will equip educators with strategies to support studentparticipation, persistence, engagement and success in STEM, to ultimately increase theparticipation of women and students of color in engineering careers. Join us to use engineeringthinking to infuse more equity into your classroom!Workshop Description. Please provide a detailed description of the proposed workshop that, at Page 18.13.3minimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Ann P McMahon, Pacific Science Center; Jacob Clark Blickenstaff Ph.D., Pacific Science Center-LASER

Paper ID #14313Shifting Instruction to NGSS Engineering Practices: Strategies and LessonsLearned from Washington’s Statewide LASER ProgramDr. Ann P McMahon, Pacific Science Center Dr. Ann P. McMahon is Vice President of Science and Education at Pacific Science Center and Co- Director of Washington State LASER (Leadership Assistance for Science Education Reform). A satellite engineer for McDonnell Douglas in St. Louis for ten years before her career in science education, she has taught preschool and elementary school science and engineering and worked as a professional develop- ment provider of K-12 inquiry-based science and

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Diane Lashinsky, Project Lead The Way; Elizabeth A. Beaty

Paper ID #14328Project Lead The Way: Activity-, Project-, and Problem-based EngineeringEducation, from Kindergarten to 12th GradeDr. Shepherd Siegel PhD, Project Lead The Way Dr. Shepherd Siegel is a music, career/technical and special education educator. He has over thirty publications. He joined as Project Lead The Way’s Director of School Engagement (WA) after having strong success with Project Lead The Way in ten Seattle secondary schools. The KAPPAN published his article about a meaningful high school diploma. He also works on a book about play, and how it could transform our society.Ms. Elizabeth A. Beaty

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Laura Lee Lang NBCT, Sauk Prairie High School

Paper ID #14324Teaching Creative Problem SolvingLaura Lee Lang NBCT, Sauk Prairie High School Laura Lang is a National Board Certified Teacher who began her career as a chemical engineer at Dow Chemical Company. She has used this valuable experience to teach and model engineering practices while problem solving or during labs with her physics students at Sauk Prairie High School where she has taught for the past 30 years. She is also currently teaching a University Physics course at Madison College. Page 18.28.1

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2015 ASEE Workshop on K-12 Engineering Education

Authors

James Holly Jr., Purdue University; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its power for student learning. Tamara Moore received an NSF Early CAREER award in 2010 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2012. Page 18.24.1 c American Society for Engineering Education, 2015 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K

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2015 ASEE Workshop on K-12 Engineering Education

Authors

AnnMarie Thomas, University of St. Thomas; Emma Koller, University of St. Thomas

Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) X Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Engineering Habits of Mind: Attention will be paid to engineering habits of mind, particularlycreativity, collaboration, and communication. When building Squishy Circuits participants willbe working in small groups, or pairs, which necessitates a discussion of the project and how tobuild it together. By introducing a variety of colors for both components and dough, participantsare encouraged to think creatively about their desired design.NGSS/Framework: Creative circuitry projects require students to plan

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University

allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Participants will be exposed to all steps of the engineering design process during the workshopand will actually take part in some of those steps (brainstorm, plan, some building). Ties will bemade

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School; Ali Abedi, University of Maine

“Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA 1. Provide project based educational opportunities using emerging engineering technologies for students in high schools. 2. Promote interest in STEM education and careers for females and minorities. 3. Increase awareness and knowledge of the problem of storm water, and find solutions by connecting and empowering diverse community entities. 4. Improve enrollment and retention, especially female and

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Melissa Divonne Dean, Mobile Area Education Foundation; Judith French Duke, Mobile Area Education Foundation

) √ Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Both the EYE Module development process and the MAEF Model of communityengagement are iterative processes which follow very closely to the engineering designprocess taught by the EYE STEM Curriculum. During the workshop, participants will beintroduced to the Engineering Design Process initially during the exploration of the “Don’tGo With the Flow” EYE Module as they understand how students apply the engineeringdesign process to develop solutions to a real-world environmental engineering

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Cristian Gaedicke, California State University, East Bay; Saeid Motavalli, California State University, East Bay

/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):All proposed case studies in the workshop use experimentation and the engineering designprocess to develop a product. In particular, the industrial engineering case study fully focuses onthe improvement of an engineering design (e.g., paper airplane) and measurement of the learningcurve.The case

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2015 ASEE Workshop on K-12 Engineering Education

Authors

David Heil, David Heil & Associates, Inc.

”. Check allthat apply: X Use of an engineering design process that has at least one iteration/improvement X Attention to specific engineering habits of mind X Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) X Attention to specific engineering careers or fields related to the lesson/activity X Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Using activities from the Family Engineering program, workshop participants will personallyexperience a number of authentic engineering challenges, concepts, practices and habits of mindand explore

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William J. Schell IV P.E., Montana State University; John Glime, Granite School District (UT)

within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The workshop will introduce authentic engineering through the use of real world systems levelengineering problems that are

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.); Robert Shultz, Drexel University; Gabriel Burks, Drexel University

must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) X Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Many of these aspects of authentic engineering are directly addressed during the “build” phase ofthe workshop. Applying

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Cheryl Farmer, University of Texas, Austin

mind X Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The session is designed to teach structured concept generation, an important engineering habit ofmind. Brainstorming, mind mapping and concept sketching are authentic engineering practicesthat are used in educational and professional settings.Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Chantal Balesdent, Museum of Science

Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA X Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Participants

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Larry G. Richards, University of Virginia

you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields. At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Julie Lucier, Frenchtown School District; Julian Fallon Collins, Montana State University

) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters): 1. Use of an engineering design process that has at least one iteration/improvement. We hope that our participants have time to make improvements to their first model. If they don’t, we are certain that they will know what changes they would make if they had time to make modifications. In previous sessions, most teams needed three to five models to design a car that would climb the ramp. 2. Attention to specific engineering habits of mind. Our participants will work in

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Katheryn Kennedy, CIESE, Stevens Institute of Technology

the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: X Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind X Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Thomas Haas, University of Cincinnati

Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields. At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Cheryl Farmer, University of Texas, Austin

has at least one iteration/improvement X Attention to specific engineering habits of mind X Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Engineering Habits of Mind and Practices: Participants will engage in design of experiments(how to design an three-factor experiment to gather data to brew the perfect cup of coffee), dataanalysis and interpretation (given a data set, how can one represent and

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering; Cary Ivan Sneider, Portland State University

engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering in Page 18.19.4your

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Greg Burnham, Allen High School Allen ISD; Kenyan D Burnham

/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Emphasis will be placed on the cyclic nature of engineering project design. The plastic andductile properties of the conductive material make it possible for team participants to completeseveral iterations of the project in the relatively short period of time the workshop will occur in.This property also augments the physics and math portion of this project making the resistanceand conductivity manipulate able. Specifically, algebraic

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Ann D Kaiser, ProjectEngin LLC

mind X Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):This project focusses on many aspects of engineering design. In both the full classroom versionand the abbreviated workshop summary, key engineering practices, as emphasized in the NGSSare stressed. The problem is defined by research or in a design brief and delimited by given andinherent constraints, as well as student developed criteria. Multiple

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Lija Yang, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University; Elissa Milto, Tufts Center for Engineering Education and Outreach

activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Beau Vezino, University of Arizona; Scott A Weiler, Amphi MIddle School

Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Service-learning engages students in real needs for real people. The workshop will address theseapproaches and link engineering with service-learning. While service-learning is not traditionalengineering, there is a rapidly growing awareness of how engineering can

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Veronika Zhiteneva, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Adam Kirn, University of Nevada, Reno; David T Crowther, University of Nevada, Reno; Melissa Ann Jurkiewicz, University of Nevada

Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The focus of this workshop is