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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

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

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2015 ASEE Workshop on K-12 Engineering Education

Authors

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

Paper ID #14275Effective STEM Curriculum for GirlsDr. Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University Dr. Stacy Klein-Gardner serves as the Director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, TN. Here she leads professional development opportunities in STEM. This Center also leads a program for rising high school girls that integrates community service and engineering design in a global context. She continues to serve as an Adjoint Professor of the Practice of Biomedical Engineering Vanderbilt University

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2015 ASEE Workshop on K-12 Engineering Education

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

Paper ID #14266Novel Engineering: Integrating Engineering and LiteracyMrs. Lija Yang, Tufts Center for Engineering Education and Outreach Lija Yang is an Education Specialist and Curriculum Developer at the Tufts Center for Engineering Edu- cation and Outreach; she has a M.Ed. in Literacy Instruction K-12 and is a certified Reading Specialist. She has taught 1-4th grades and included engineering concepts and thinking in her curriculum. Her fo- cus is to help teachers gain confidence and experience in STEM and enable them to inspire and teach engineering to budding engineers.Dr. Merredith D Portsmore, Tufts UniversityElissa

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Meagan C Pollock, National Alliance for Partnerships in Equity

for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):The premise and goal of this workshop is to ultimately

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Larry G. Richards, University of Virginia

developing engineering challenge materials for parents and teachers who do not have an engineering background. She was the K-12 and Pre-College Division's Program Chair for ASEE 2013. WORKSHOP INFORMATIONProposed Title: Using Engineering Design Challenges to Foster Integrative STEM EducationAbstract: 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.We will emphasize the "E" in STEM by demonstrating the inherently integrative nature ofengineering design and how that nature promotes learning in science and mathematics whiledeveloping man

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2015 ASEE Workshop on K-12 Engineering Education

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

trainer currently working for MAEF as the K-8 STEMCoordinator.She received an undergraduate degree from Mobile College and a master’s degree inmiddle school mathematics education from the University of South Alabama. For twoyears she served as a master teacher for the Southeastern Consortium for Minorities inEngineering Summer Institute.3) Tami Johnson served the Mobile County Public School System for 17 years as a K-12educator, administrator, and STEM Resource Teacher. Currently, she is an Elementaryand Middle Grades Initiatives Program Specialist at the Mobile Area EducationFoundation where she focuses primarily on integrated STEM curriculum for K-8. Sheobtained her B.S. in Elementary Education and her M.Ed. in Educational Leadership fromthe

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Chantal Balesdent, Museum of Science

Balesdent is a professional development provider for Engineering is Elementary at theMuseum of Science, Boston. She received her B.A. in chemistry from Colby College and herPh.D. in chemistry from the University of Oregon. At UO, Chantal was active in local scienceoutreach, and as an NSF GK-12 fellow she taught hands-on science to elementary schoolstudents in rural Oregon.2) Shannon heads up the professional development team at Engineering is Elementary. Shebrings to EiE seven years of experience teaching high school physics and integrated science andadditional experience as an outreach coordinator for nonprofits including the Rhode IslandStormwater Solutions Program and the Massachusetts-based Buzzards Bay Coalition. She holdsa B.A. in physics

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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

™ iPad AppAbstract: 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.Spatial Visualization (SV) is the mental representation and manipulation of 2D and 3D shapes.Skills in SV and Freehand Sketching have been correlated to success in STEM, yet SV is notformally part of K-12 curriculum. An interactive SV drawing application (SpatialKids™) gearedtowards K-8 grades has been developed at UC San Diego using touchscreen interface technologyon an iPad. In this interactive workshop, teachers will learn 1) SV skills such as 2D rotations, 3Disometric views, and 2D orthographic projections; 2

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2015 ASEE Workshop on K-12 Engineering Education

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

is an ASEE Fellow.Ms. Elizabeth A Parry, North Carolina State University Elizabeth (Liz) Parry Elizabeth Parry is an engineer and consultant in K-12 Integrated STEM through Engineering Curriculum, Coaching and Professional Development and a Coordinator and Instructor of Introduction to Engineering at the College of Engineering at North Carolina State University. For the past sixteen years, she has worked extensively with students from kindergarten to graduate school, parents, preservice and in- service teachers to both educate and excite them about engineering. As the Co-PI and project director of a National Science Foundation GK-12 grant, Parry developed a highly effective tiered mentoring model for graduate

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2015 ASEE Workshop on K-12 Engineering Education

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

communicate and evaluate evidence in both small groups and as a whole class to work through challenges and improve their design.Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or

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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

College in Massachusetts.Greg Pearson, National Academy of Engineering Greg Pearson is a Senior Program Officer with the National Academy of Engineering (NAE) in Washing- ton, D.C. Greg currently serves as the responsible staff officer for the NSF-funded project ”The Status, Role, and Needs of Engineering Technology Education in the United States.” He is also study director for the Chevron-funded project, Guiding Implementation of K-12 Engineering in the United States. He was the study director for the NAE and National Research Council project that resulted in the 2014 report, STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. He was the study director for the project that resulted in

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2015 ASEE Workshop on K-12 Engineering Education

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

State LASER has accomplished: 1) Building the capacity of the school districts to deliver quality science and engineering education through an emphasis on curriculum, instruction, assessment, professional development, materials and equipment support and administrative and community support, 2) Facilitating alignment of science and engineering instructional materials to state standards and Common Core State Standards in order to help student be ready to succeed in college and careers, 3) Establishing, maturing and evolving a K-8 science and engineering program that is designed to improve teaching and learning in classrooms and schools across Washington State in the 21st Century

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

Paper ID #14308Making Engineering Relevant and Making Our Community a Better Placewith Service-LearningDr. William C. Oakes, Purdue University, West Lafayette William (Bill) Oakes, P.E. is a Professor of Engineering Education and the Director of the EPICS Program at Purdue University having held courtesy appointments in Mechanical and Environmental and Ecological Engineering as well as Curriculum and Instruction in the College of Education. He was the first engineer to win the Campus Compact Thomas Ehrlich Faculty Award for Service-Learning. He is a fellow of the ASEE and NSPE

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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

knowledge to construct a paper structure capable of carrying the highestload requires the use of engineering design processes with at least one iteration/improvement.When planning their design, participants are expected to conduct small tests of designcomponents and tailor their final design accordingly. Similarly, specific engineering habits ofmind are addressed in this section of the workshop: designs must follow pre-determined criteriaand fit within specific constraints, such as limited building supplies. Identifying and operatingwithin such criteria and constraints is an integral component of the engineering design process.Throughout the workshop, the participants will naturally experience and practice all eight of thescience and engineering

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

Engineering Education and the Director of the EPICSProgram at Purdue University. He was one of the founding faculty members of the School ofEngineering Education. He has had courtesy appointments in Mechanical and Environmentaland Ecological Engineering as well as Curriculum and Instruction in the College of Education.He is a fellow of the ASEE and NSPE. WORKSHOP INFORMATIONProposed Title:Design Can/Should Be Fun, Easy, Affordable and Focused On PeopleAbstract: 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.Design offers opportunities to integrate STEM

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2015 ASEE Workshop on K-12 Engineering Education

Authors

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

manipulation and Ohm’s Law can beused to determine resistance of the material as it is varied. These qualities of the material carryover well to the classroom, camp or outreach events the participants may want to use the activityfor in the future.Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description

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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

quality as they vary by location and over time. The master variable is hydrology and how it isaltered by storm flow. Participants will use classical hydrology methods to construct storm hydrographsand derive time of concentration. These will be correlated with water chemistry to produce a time seriesrecord of concentration that can be translated to flux and mass transport. At the spatial scale of a sub-watershed in an urbanized area, the methodological framework will seek to understand howenvironmental flows contribute to degraded water quality [6,7,8]. Hydrologic variability and interactionswithin the natural and engineered components alter biogeochemical fluxes [9] and ecological integrity [10,11] all of which are affected by storm water

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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

will engage in an interactive lesson that can beimplemented in a 3-8 setting. The interactive lesson will engage participants in the engineeringdesign process in order to solve a design challenge. The participants will explore potential andkinetic energy while working in a team to design and build an interactive water wheel that liftsthe most weight.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters):This workshop will engage science and engineering educators with an integrated STEM lessonthat will support the development of science and mathematics content using the EngineeringDesign Process (EDP) and related Science and Engineering