Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

or service-learning but these are not often connectedto the engineering, math or science. Linking these offers a multitude of opportunities to changethe conversation about STEM, engage the next generation of leaders and make our owncommunities a better place to live. It can also impact the diversity in our classrooms. Thisinteractive workshop engages participants in developing a plan for linking service-learning andSTEM. The Learning Objectives are:1: Describe at least 1 STEM community project2: List at least 3 standards that could be enhanced through service-learning3: Describe how to use reflection to enhance learning4: Describe at least 3 examples of engineering service-learning

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

industry leaders in the region. Participants willexperience a portion of one environmental engineering module developed using this model,“Don’t Go With the Flow.” Participants will reflect on their experience with the moduleand identify ways that the model could be applied to enrich their current STEM educationefforts. Planning documents and a summary of strategies will be provided.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Meagan C Pollock, National Alliance for Partnerships in Equity

scenario based activity, participants will be able to identify micromessages, including micro-affirmations and micro-inequities, and recommend micro-affirmations to improve equity in the classroom scenarios.Pedagogical Strategies:Over the course of the workshop, the following pedagogical strategies will be used: - Reflective practice - Constructivist listening - Collaborative learning - Guided inquiry - Action planningHands on activities & Interactive Exercises: 1. Participants will work in dyads using constructivist listening, as a reflection tool to develop meaning and understanding around the concept of micromessaging. 2. Participants will work in small groups to identify the types of cues in which

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Larry G. Richards, University of Virginia

development and skill levels forstudents in those grades. Teams will report out on their experiences at the end of the workshop.• Concluding activities and discussionsParticipants will reflect on how these activities and materials can be used in their classes. Wewill review "engineering habits of mind" and 21st Century skills; how the engineering designprocess can integrate topics from science, math, history, and communication arts, and engagestudents via project-based learning.StandardsApplicable national standards for the selected ETKs appear at the end of this application as percommunication with Ms. Hurd. Please note that all of the ETKs are grounded in Virginia'sStandards of Learning in math and science; many also match to standards in other

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

links people and design. Discussions will include how to use this connection to motivate STEM learning and encourage pathways into engineering. The highly interactive workshop will use a varied instructional approach with brief presentations, large and small group discussions, building and testing prototypes and reflections included in the workshop. The facilitator has conducted over 100 presentations and workshops on STEM and engineering education. He is a professional engineering with industry experience in design and a faculty member in engineering education. Participants should be ready for active engagement to cover a lot of material in our brief session

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

with them d. Practical application for teachers and outreach staffAttendees will learn about the site from a brief presentation that will provide an overview of thefeatures, including the available resources such as videos and lesson plans and a community ofpractice that includes educators and others with diverse experience in preK-12 engineeringeducation. The presentation will describe how the resources and community can help attendeesand their colleagues implement engineering education that accurately reflects core ideas andpractices, is evidence based, and attends to relevant standards practices. Following thepresentation, attendees will briefly familiarize themselves with the site by either joining thecommunity and creating their

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

of 7 trials. 2. Record the team’s results. 3. Plot the task times. 4. Analyze the graph. Here, students’ graphs should most likely be decreasing. 5. Discuss. Students will reflect on their results and brainstorm on how to improve the paper-folding task to be more efficient. Page 18.25.52015-ASEE-K12-Proposal-Form_v04 jh edits 12.13.14 Page 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

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Ann D Kaiser, ProjectEngin LLC

, allowing forcustomization in terms of focus on process, product, needed skills, and concept inclusion.The overall learning objectives are:1. To explore the housing crisis caused by natural disasters, specifically flooding, high winds,and earthquakes.2. To apply principles of appropriate technology as well as structural and fluid mechanics todesign sustainable, disaster-proof housing.The core ideas in various areas are listed below. These are easily tailored to reflect level ofscience ability.Science 1. Fluid mechanics 2. Vibrations and waves 3. Forces, tension and compression; static and dynamic loading.Engineering 1. Constraints and criteria 2. Strength of materials 3. Use of appropriate local materials 4. Construction issues

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

texts: fiction, informational, historical fiction and picture books. The literature that isand can be used for NE is culturally and ethnically diverse. This speaks to a wide audience ofstudents who need to see themselves reflected in the literature they read.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.) No Yes Page 18.21.6 Please describe: Website access and registration2015-ASEE-K12-Proposal-Form LY2nd.docx Page

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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

principles todesign a structure capable of bearing maximal loads, and finally reflect on newly gainedknowledge to design a lesson plan aimed at teaching statics principles to younger students.b. This workshop will include 3 phases: learn, build, and review. Learn (30 min): Working in groups of 2-3, participants will be given time to build two separate structures from 8.5 x 11 paper and scotch tape, according to clear instructions. After building each type of structure, participants will weight-test each structure and record the maximum load prior to mechanical failure. Participants will then regroup and participate in a class discussion outlining underlying statics principles that explain why one design performs

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

8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAparticipants design a water wheel for under a set amount that lifts the most; giving all teams thesame materials and all students to buy or trade/barter maters from/with other teams; and givingsome teams bags with missing materials, other teams receive bags with extra materials, andteams must trade or purchase materials from other teams in order to build a water wheel.This work will address explicitly address the following two standards from the NGSS: Engineering Design (Grades 3-5)  ETS1-1. Define a simple design problem reflecting a need or want that includes specific criteria for success and constraints on materials, time

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

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

- Develop a simple sketch, drawing, or physical model to illustrate how the shape of anETS1-2. object helps it function as needed to solve a given problem. K-2- Analyze data from tests of two objects designed to solve the same problem to compareETS1-3. the strengths and weaknesses of how each performs.Grade 3-5 Engineering: 3-5- Define a simple design problem reflecting a need or a want that includes specifiedETS1-1. criteria for success and constraints on materials, time, or cost. 3-5- Generate and compare multiple possible solutions to a problem based on how wellETS1-2. each is likely to meet the criteria and constraints of the problem. 3-5- Plan and carry out fair tests in which variables are controlled and failure points areETS1-3

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Nathan Delson, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

figures that result from slicing 3D figures), and 8th grade(understand that a 2D figure can be obtained from a sequence of rotations, reflections,translations, and dilations). Page 18.15.62015-ASEE-K12-SV Proposal-Delson Van Den Einde_Final .docx Page 5 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

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