Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

Paper ID #14295A World in Motion: Utilizing the Engineering Habits of Mind and TEAMSmodel to engage students in gear car construction and a hill climb.Ms. Julie Lucier, Frenchtown School District Julie Lucier is a mathematics teacher with 22 years of teaching experience in Minnesota and Montana. She has taught at the middle school, high school, and collegiate levels. She comes from a family of engineers including a grandfather with seven patents to his name. Her background includes teaching in one of the first STEM labs in Minnesota and coaching collegiate swimming. She is currently a junior high math teacher in Frenchtown

Collection

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

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

search for a colleague who could provide mentorship orother advice. Attendees will leave with access to the site along with a “quick-start guide” that willremind them of the site’s features, search terms, and organization. All attendees will gainpractical information related to 1) what resources exist on the site; 2) how to access, use, andrate those resources; and 3) how to search for and connect with peers, mentors, or coacheswho can support them as they implement engineering in preK-12 education.Authentic 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

Collection

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

Cheryl Farmer, University of Texas, Austin

. InAugust 2015 he will graduate from The University of Texas at Austin with a Master of Arts inSTEM Education with a special focus on Engineering. WORKSHOP INFORMATIONProposed Title:Creativity and Intuitive Ideation in EngineeringAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andother K-12 Workshop promotional activities.Participants of this workshop will be introduced to a research-based, three-step process forgenerating design ideas: brainstorming, mind mapping, and concept sketching. This sequence oftechniques, which is used to support creative ideation in both secondary and

Collection

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

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

. d. Practical application for teachers and outreach staffEach lesson plan provides a summary of the topic and its alignment with the NGSS, learningobjectives, a breakdown of the lesson segments by time, a list of materials needed, and follow upquestions. These lesson plans can be easily replicated in any classroom.Authentic 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

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

inferencesabout populations (CCSS.MATH.CONTENT.7.SP.B.3), developing compelling arguments andrecommended solutions using clear reasoning and relevant evidence (CCSS.ELA-LITERACY.W.6.1.C), and using systems thinking skills to develop solutions to societal problems(EALR 1: SYS). Educators will leave the workshop feeling comfortable with the knowledge thatan implementation of these strategies in the classroom will also maintain a fidelity to the CommonCore.Authentic 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

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

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

: 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 | WAAuthentic 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

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Ann D Kaiser, ProjectEngin LLC

” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic 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: X Use of an engineering design process that has at least one iteration/improvement X Attention to specific engineering habits of

Collection

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

-Form_DrexelGK12.docxPage 4 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 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 | WAAuthentic 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

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

David Heil, David Heil & Associates, Inc.

activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staffParticipants in this workshop will explore a number of strategies for actively engagingelementary age youth and their parents in authentic engineering practices and real-world designchallenges. Learning objectives for the session are: • Understand Engineering concepts, practices, and habits of mind as well as their value to young learners • Understand the important role that parents and other caregivers play in fostering engineering habits of mind and other critical thinking skills in early learners • Personally experience authentic engineering concepts, practices

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Chantal Balesdent, Museum of Science

education from the University of Delaware and an M.S. in environmentalscience and management from the University of Rhode Island.3) WORKSHOP INFORMATIONProposed Title:Why Do You Think So? Asking Effective Questions in Engineering ActivitiesAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.Developing engineering habits of mind in students requires that teachers ask effective questionsthat encourage students to think critically about their designs and persevere through failure. Inthis activity, participants will observe and analyze the process

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Larry G. Richards, University of Virginia

the pre-K – 12 pipelines. Over 60 ETKs have beendeveloped and used in classrooms throughout the US and abroad.By the end of the workshop, participants will be introduced to engineering habits of mind, theengineering design process, and the educational promise and strength found in aninterdisciplinary approach to STEM subjects; be able to identify methods for integratingengineering design, social science, and humanities into STEM studies; and gain experience inusing interdisciplinary design activities to promote the development of creativity, systemsthinking, collaboration, and communication. Participants will have the opportunity to workthrough design activities from Surf's Up and Movers and Shakers ETKs. The activities includestories from

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Meagan C Pollock, National Alliance for Partnerships in Equity

, 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 engineering inyour workshop (maximum 2,000

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Cheryl Farmer, University of Texas, Austin

“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 | WAAuthentic 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

Collection

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

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

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

) ETS1C – Optimizing the design solution (Module 4)Authentic 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: 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) X Attention to specific engineering

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Laura Bottomley, North Carolina State University; Elizabeth Anne Parry, North Carolina State University

Paper ID #14338Teaching Sound in Elementary, Middle and High School Physical Science Us-ing Engineering DesignDr. Laura Bottomley, North Carolina State University Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and Elementary Education, is also the Director of Women in Engineering and The Engineering Place at NC State University. She has been working in the field of engineering education for over 20 years. She is dedicated to conveying the joint messages that engineering is a set of fields that can use all types of minds and every person needs to be literate in engineering and technology. She

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

“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 | WAAuthentic 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

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic 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: 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

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic 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

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

all stakeholders. Time will be dedicated tohelping all participants identify local stakeholders and begin planning for broaderengagement of community members to support the development of new STEM lessons orto sustain existing STEM efforts. All participants will receive a copy of the PowerPointslides, and blank planning documents for use during the workshop.At least one of those must be within the first four listed, below; i.e., do not only check “other”.Check all that 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

Collection

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

Paper ID #14287Rehash Your Trash: An EngrTEAMS STEM Integration Recycling Curricu-lar ModuleMr. James Holly Jr., Purdue University James Holly, Jr. is a Ph.D. Student in Engineering Education at Purdue University. He received a B.S. from Tuskegee University and a M.S. from Michigan State University, both in Mechanical Engineer- ing. His research interest is exploring formal and informal K-12 engineering education learning contexts. Specifically, he is interested in how the engineering design process can be used to emphasize the hu- manistic side of engineering and investigating how engineering habits of mind can enhance pre

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic 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 X Attention to specific engineering habits of mind X

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staff a. Participants will be able to review their own STEM plans with effectiveness for girls in mind. They will also be able to take back general ideas on how to create new STEM-based school-wide curriculum or simply how to do effective STEM- integrated curriculum in an individual teacher’s classroom. For participants who are new to engineering design, they will participate in a hands-on activity that they could implement in their home schools. Participants should learn how to seek and implement service learning projects – shown to be

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Laura Lee Lang NBCT, Sauk Prairie High 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: 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) Attention to specific engineering careers or fields related to the lesson/activity

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic 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