Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University; Thomas M. Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Polytechnic Institute and State University; Patricia Watson, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

never really achieved inpublic education, was to teach students in the early elementary through high school grades aboutthe industrial culture that dominated the American landscape in the 20th century. In contrast tothe commonly held belief that IA was only about vocational tool skills, the ideology on which IAwas established in the l870s was a general education ideology in support of the notion that allboys and girls in the U.S. would benefit from the study of our industrial culture. Much the sameideology that now leads many to believe “K-12 engineering education” today would benefit allstudents, not just those seeking the postsecondary vocational engineering track.The presentation of a paper titled “A Curriculum to Reflect Technology”10 at

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

, seeks to enhancethe effectiveness of the instructional process through application of experiential educationtechniques.According to Kolb [2], experiential learning exists across four modes, including (i) concreteexperience, (ii) reflective observation, (iii) abstract conceptualization, and (iv) activeexperimentation (p. 30). The primary components of learning processes exist along twocontinuums relating concrete experience to abstract conceptualization and reflective observationto active experimentation. The COSMOS program incorporates activities with elements frombroad ranges of these spectra, e.g., some activities were heavily observation-based while othersinvolved active, trial-and-error problems; some relate concretely to lecture material

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

53 (engineers) and 54 (scientists) percent of the studentsexpressed uncertainty regarding the potential salaries of engineers and scientists. Approximately42 percent of the students believe engineers and scientist “make a lot of money.”Four questions on the survey addressed student attitudes towards engineering and science. Thefrequency distributions of responses to these questions are shown in Figure 2. The first two ofthese questions asked students to select the statement that best reflected their feelings or“affection” for the engineering or science disciplines. Approximately 63 percent of the studentindicated they either “love” or “like” engineering on the pre-survey. This percentage increased to72 percent on the post-study survey. When

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon F. Bendall, San Diego State University, Center for Research in Mathematics and Science Education; Christina Deckard, SPAWAR Systems Center Pacific; Clarisa E Bercovich Guelman, California State University, San Marcos; Nancy A. Taylor, San Diego County Office of Education; Adrienne Marriott, San Diego Science Alliance

Tagged Divisions

K-12 & Pre-College Engineering

‐waypairedstudent'st‐testwasusedtocomparepre‐andpost‐responsesforeachof 26 items for both the treatment and control groups. We also performed a two-wayunpaired student's t-test analysis comparing the change in the treatment group (with changedefined as post-score minus pre-score) to the change in the control group.Students also completed free response reflections at the conclusion of each STEM classroomvisit.Student Research FindingsThe analysis of the surveys shows no significant (p<0.05) differences between students’ prevs. post responses, or between the treatment and control groups, in these four areas:  their understanding of the nature of engineering and science  their knowledge about STEMs’ work  their perception of STEMs

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Florida Gulf Coast University; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

K-12 & Pre-College Engineering

specifications,brainstormed alternative designs, and designed and built a final product that was delivered to theclient at the end of the program. The students completed this project under the constraints ofusing locally available material and on a $50 budget. The paper details these activities used forboth the small group, case-study interviews and the large group design build. Assessment ofactual and perceived gains in engineering design topics were performed through Likert surveysof students and student comments. The paper concludes with reflections on improvements forthe next summer program. Page 22.45.2Program SummaryA team of Bioengineering and

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom, Louisiana Tech University; David E. Hall, Louisiana Tech University; Heath Tims, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

, while velocity is an instantaneous quantity. For the falling object, we candetermine the average velocity between successive frames by determining how far it moved anddividing this distance by the amount of time between frames, as in Figure 4. Page 22.1117.6Figure 4 – Extending results to determine average velocity versus timeLook closely at the data points on this plot in Figure 4. You may notice that the points are not ina perfectly straight line. What should our interpretation be for the “roughness” in the data? Doyou think this is an accurate reflection of the actual velocity changes versus time, or is the actualvelocity profile more smooth? If the actual change in velocity versus time was smooth, thenwhere did the

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

Crismond, City College of the City University of New York Page 22.283.1 c American Society for Engineering Education, 2011 David Crismond is an Associate Professor of Science Education at the City College of New York. Crismond’s main research interests revolve around K-16 science and engineering cognition and pedagogy, and teacher professional development in these areas. Crismond recently completed a collaborative NSF-funded project with Tufts University that developed software called the Design Compass that supports students’ reflective thinking while designing. With Purdue’s Robin Adams

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

education as following prescriptive steps that lead toward known conclusions andconsequently teach to this approach. The current implementation of science education frequently involves teaching inquiry asthe complex interactions between exploring and testing ideas, feedback and analysis from thecommunity, and the benefits and outcomes of research.6 The work of Herried is reflective of theattempts to align the processes of science taught in K-12 to the processes taken by professionalscientists as they engage in scientific inquiry. However, the wide variety of ways that inquiry ispresented in K-12 educational materials7 and the perception of inquiry as synonymous withdoing “good science”8 may prompt teachers to think that engaging students in

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

incorporateengineering into the elementary classroom. Engineering curricula and engineering teacherprofessional development at the elementary level remains a developing area1. It follows thatassessments measuring the impact of such teacher professional development programs, orengineering interventions on students’ engineering design, science, and technology knowledge,have not been widely developed or utilized. For example, the National Academy Engineering(NAE)1 reports that there is a “paucity of data” available to assess the impacts of K-12engineering education on many student outcomes, which “reflects a modest, unsystematic effortto measure, or even define, learning and other outcomes” (p. 154).There is a need for assessments that are developmentally

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Victoria Forssen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Alka R. Harriger, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

were revised to contain themore general term, “computing,” which is used in both the CS and IT fields. The currentversion of the IT attitude survey is a subset of statements from the original 52 statementIT survey.Participants’ responses to the statements in the attitude survey were mapped to anumerical value between one and four, with higher values reflecting more positiveattitudes. In other words, a positively worded statement was scored a four for stronglyagree, a three for agree, a two for disagree, and a one for strongly disagree. A negativelyworded statement was scored a four for strongly disagree, a three for disagree, a two foragree, and a one for strongly agree. A high score for a gender statement reflected agender neutral, rather

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Brian D. Gane, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

motivation for students to seekcontent knowledge and conceptual understanding that help them solve problems or addresschallenges. Common among effective PBIL curricula and experiences is a focus on student-generated ideas, where students reflect on their actions and investigations to make new decisionsand to improve conceptual understanding 11,12.There is a large amount of research extolling the benefits of curriculum and learning experiencesrooted in PBIL13,14,15,16,17. These studies have found that PBIL affords: more active learning ofcontent; the development of problem-solving skills; increased ownership in learning; greaterunderstanding of the nature of the scientific endeavor; more flexible thinking; improvedcollaboration skills; and

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacob D. Joseph, The College of William and Mary; Jessica Taylor, College of William and Mary, STEM Education Alliance; Gail B. Hardinge, College of William and Mary, STEM Education Alliance; Eugene F. Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

the VDP. In addition, the students’ self-reported attitudes toward math and likelihood of pursuing a STEM career increased afterparticipation in the program. This is shown in Figure 3. However, there were no significantchanges found in the Building and Invention, Science Attitudes, or Technology Attitudes factorsas a result of participation in the program.The data for the entire group of 7th and 8th graders largely reflects the data for each subgroupwith a few notable exceptions. The entire group of 7th grade students showed no statisticallysignificant differences between pre- and post-interventions. In addition, Hispanic students andAsian-American students showed no statistically significant pre-test/post-test differences. Thedata for female

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zachary Vonder Haar, University of Maryland, Baltimore County; Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

"patient", andthen evaluate the effectiveness of their prototype. Over the first five years of the INSPIRES project, the teacher Professional Development(PD) training was limited to two days. But in the past two years, with the support of a NSF-DRK-12 grant and cooperation with the education department, the PD training was extended tothree weeks. This has allowed the teachers to spend more time to learn, practice and reflect. ThePD is split into three distinct sessions. The morning session focused on the heart lungengineering content taught by engineering faculty and inquiry-based pedagogical facilitators (oneof which is a faculty member in the education department). The early afternoon sessions had theteachers apply what they learned in

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell J. Nathan, University of Wisconsin, Madison; Candace Walkington, University of Wisconsin, Madison; Rachaya Srisurichan, University of Wisconsin, Madison; Martha W. Alibali

Tagged Divisions

K-12 & Pre-College Engineering

spends an entire introductory lesson planning the labwork for the rest of the week. Teachers and students use the verbalizations and gestures ofprojection, along with representations, objects, and the environment itself, both to reflect upon ahistory of a concept as it unfolds in their classroom, and to plan for future manifestations of theconcept in different modal engagements. Ecological shifts – common as they appear to be –make it challenging for participants to preserve a sense of the cohesion and continuity of themathematical ideas. Projections serve to construct connections over time and help to establishthat sense of cohesion for students.A third transition process is coordination, which involves the juxtaposition and linking ofdifferent

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering

currently found in major standards documents as well as what may be missing." (2)   In 2008, Brophy et al. reflected the direction of the engineering community whencreating the widely cited report, “Advancing Engineering Education in P-12 Classrooms,” byoutlining a path for further integration of engineering into the science, technology, engineering,and math (STEM) curricula. The report summarized efforts in P-12 engineering being made atthe time then and took a look forward to the prospects of the spread of engineering education. Inaddition to its own call for the creation of standards, the Brophy report discusses efforts by theAmerican Society for Engineering Education (ASEE) at promoting standards-based instructionin P-12 engineering (11

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.1082.3Table 1: Characteristics of Mentoring Relationships (based on Jacobi6)Acceptance/support/EncouragementAdvice/guidanceBypass bureaucracy/access to resourcesChallenge/opportunityClarify values/clarify goalsCoachingInformationProtectionRole modelSocial status/reflected creditSocialization/”host and guide”Sponsorship/advocacyStimulate acquisition of knowledgeTraining/InstructionVisibility/exposureA commonly measured outcome, particularly of studies of peer mentoring, was increasedknowledge or academic performance in the tutoring content area7,8. In addition to benefitsgained from developing a relationship while mentoring, the act of studying and organizingknowledge with the expectation of teaching can also lead to measurable gains

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

STE units were developed; the pre-pilot PD,teaching, and reflection cycle was completed; many materials were purchased for the pilot yearsfor all 3rd and 4th grade (and even some 1st and 2nd grade) pilot year classrooms; PD for the pilotyear for most 3rd and 4th grade teachers took place; and an educational video about the projectwas created. To summarize, beyond having Workforce One Maryland Program funds to pay forproject costs, there were six essential factors for the success of the HCPS-TU Partnership. ThisSySTEmic Project partnership had: 1. A co-constructed vision. 2. Access to high-quality EiE curriculum. 3. Team members with unique strengths and a shared language. 4. A collaborative spirit—an

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Bárbara M. Brizuela, Tufts University, Education Department

Tagged Divisions

K-12 & Pre-College Engineering

quantity for length changed (a stick was eliminated) and a material (pipecleaner) was eliminated. The significant changes to the materials for length yielded a LengthRelationship Score of 1. However, the material intended for Key Acquisition (the stick)remained the same, which is why the Key Acquisition Relationship Score remained a “perfect”3. It should be emphasized that the Total Relationship Score was designed to reflect therelationship between the ideas in the drawing and the artifact. It does not reflect the quality ofthose ideas. Page 22.715.10Figure 6. A drawing and artifact pair where Total Relationship Score =4. (LRS=1 KARS=3

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

as raw video were collected to capture the students’cognitive processes and strategies39. Additionally, software tracked the students’ activity on adesktop computer. Post-hoc focus group reflective interviews immediately followed the designchallenge40. The audio and video data from the design challenge, audio and video data from thepost-hoc interview, the computer tracking data, and the design artifact were triangulated forevidence of emerging themes or phenomena in systems thinking.Participants School selection. A high school pre-engineering program was chosen that had open-ended authentic engineering design as part of the curriculum. Authentic was defined as achallenge that was similar to what was experienced in industry: open-ended

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

and subtraction, the matrices should have the same dimensions in order to perform theoperation.b. FunctionsFunction Transformations In mathematics, there are several basic functions: f(x) = c, where c is a constant, f(x) = x,f(x) = x2, f(x) = x3, f(x) = |x|, f(x) = x . Various transformations or combination oftransformations can be performed on a basic function. Transformations can cause a shift, areflection, a stretch, or shrink of the original graph. For example, we can negate a function suchthat g(x) = -f(x), which will produce a reflection across the x-axis. We can have g(x) = f(-x),which will produce a reflection across the y-axis. We can modify the function such that g(x =f(x)+ c, which will shift the original graph up by c units

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Allison Anderson, Massachusetts Institute of Technology; Guillermo Luis Trotti, Trotti & Asssociates, Inc.; Suzanne Marie Wilcox, ExplorationWorks Museum of Science and Culture; Elizabeth Perry Gundersen, ExplorationWorks Museum of Science and Culture; Dava J. Newman, Massachusetts Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

concepts, explanations, arguments, models, and facts related to science. Strand 3 Manipulate test, explore, predict, question, observe, and make sense of the natural and physical world. Strand 4 Reflect on science as a way of knowing; on processes, concepts, and institutions of science; and on their own process of learning about phenomena Strand 5 Participate in scientific activities and learning practices with others, using scientific language and tools. Strand 6 Think about themselves as science learners and develop an identity as someone who knows about, Page 22.1638.4

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rayshun J. Dorsey, WizKidz Science and Technology Centers, Inc.; Ayanna M. Howard, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

activities [20]. In this section, we discuss specificmodules used in the after-school robotics programs, namely Assistive Robotics, Mars Roboticsand Space Robotics. We employed an after-school and Saturday program that explored variousSTEM research areas such as robotic hardware, planetary space exploration, astrobiology, flightsimulations, and engineering design challenges. The program connected students with scienceand robotics experts and offered an exciting hands-on experience that reflected true scientificprocesses. Using various activities, our students used their science and technology skills,teamwork, and their imaginations to help create solutions for real world issues. Postsecondaryengineering and science students also interacted with

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, Tufts University; Merredith D. Portsmore, Tufts University; Christopher George Wright, University of Tennessee, Knoxville; Chris Rogers, Tufts University; Linda Jarvin, Tufts University; Amber Kendall, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

Science Foundation, we collaborated with local teachers todevelop a set of four engineering-design-based science curriculum units for third- and fourth-grade classrooms2. In engineering-design-based science, the process of solving the designproblem provides opportunities for students to learn and apply new science concepts andpractices. Our approach to incorporating engineering problems into elementary-grade scienceinstruction reflects the theoretical perspectives of situated and distributed cognition, and it alsodraws heavily upon the Learning by Design™ approach to middle-school science3. Otherprevious teaching experiments, including those of Roth4, Penner et al.5 , Krajcik et al.6, andCrismond7, also influenced our work.Each of our four

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chelsey Simmons, Stanford University; Beth L Pruitt, Stanford University; Kaye Storm, Stanford University; Gary Lichtenstein

Tagged Divisions

K-12 & Pre-College Engineering

areateachers each year. This partnership provides two components that are critical supportmechanisms to ensure classroom transfer of new content and methodology. First, IISMEappoints veteran teacher Peer Coaches to work with teachers to plan and create lessons, materialsand resources for classroom use. Second, all teachers are required to produce at least one lessonor curriculum module, called the Education Transfer Plan (ETP), before returning to theclassroom. Teachers are given a great deal of freedom to develop an ETP that reflects theirsummer experience and will be useful to them, but the ETPs must meet rigorous standards andbe aligned with California State Teaching Standards. ETPs and accompanying materials neededto implement them are shared with

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University; Heather Scott Smith, California Polytechnic State University; Teana Fredeen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

similar in terms of gender, ethnicity, and year in school.Table 1 gives the percentages of gender and ethnicity of the students. A significant number chosenot to specify their ethnicity, and thus percentages in the other ethnic groups could changedramatically. The “total number” of participants in the Table also reflects the number of campparticipants that completed both the pre and post-surveys, and might be smaller than the totalnumber of students that actually attended the camp.Table 1. Demographics of the EPIC participants for 2009 and 2010.Camp participants 2009 2010Total number (n) 124 136Female 43% 42%Male 57% 58%White/Caucasian 46% 37

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine A Broom, University of British Columbia, Okanagan; Wendy Lynn Klassen, University of British Columbia, Okanagan ; Carolyn Labun, Ph.D., University of British Columbia

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

engineering itself may both reflect as well as continue toperpetuate the perception and reality of engineering as a male career. A simple and effectivefirst step to counter stereotypes of engineering as a male field appears to be, from this study, towork towards presenting equal numbers of male and female engineers to students.Bibliography1. AAUW: American Association of University Women (2010). Why so few? Women in science, technology, engineering, and mathematics. Available at: http://www.aauw.org/learn/ research/whysofew.cfm. Last accessed November 19th, 2010.2. Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3-273. Brotman, J.S., & Moore

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

Teacher Pairs: Co-Teaching as a Means to Implement Elementary Engineering EducationAbstract Co-teaching is when teachers work together to prepare to teach, teach, and reflect onteaching and learning. This paper describes the extent and nature of co-teaching by 28 classroomand 8 enrichment teachers from 7 elementary schools as they taught integrated science-technology-engineering units (STE units) of instruction for the first time. Quantitative andqualitative research methods were utilized to explore teacher perspectives on their co-teachingexperiences, and to examine how elementary engineering implementation may be enhancedwhen classroom teachers co-teach with enrichment teachers. Participation in co-teaching variedacross

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melanie R. Ford, Pennsylvania State University, Erie; Vibhuti Dave, Pennsylvania State University, Erie; Kathryn Holliday-Darr, Penn State Erie, The Behrend College

Tagged Divisions

K-12 & Pre-College Engineering

the participants built the fan, instructors talked about the basics of circuits such as voltage,current and resistance. Once the design of basic fans was complete, the idea of incorporating aswitch to the circuit was introduced there by resulting in a complete design of a fan with 2speeds.At the end of the last workshop groups A-E and 1-5 switched so that all students experienced allof the workshops and the presentation by the sponsoring company.Lunch/wrap-upAt the end of all workshops and the presentation made by the Eriez Magnetics lunch was served.The wrap-up session was just simply a time for attendees to reflect on the day, for organizers togather some survey data and thank them for coming

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

part of aconstruction site – relating some engineering concepts to something relatable to children. Forexample, when explaining about concrete she talked about how sand stuck better with water.Additionally, at the end of the book there was a reflective piece on what the engineering kidslearned to help to reinforce the engineering concepts. The third book was developed by mechanical engineering professors Emily Hunt andMichelle Pantoya, and is titled Engineering Elephants.15 They use rhyming mechanics andunique comparisons to show what types of artifacts engineers work with. In several instancesthey use actual vocabulary that could be way above the developmental level of the targetedaudience, such as nano-threads, composite and

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.1470.7their value to the teacher/classroom/students.Fellows’ Journals. All SLIDER Fellows were required to journal throughout their participationin the program. This started during the summer training program when they were asked toreflect about the effectiveness of the summer training and how prepared they felt to enter theclassrooms at the start of the school year. Throughout the fall semester, the fellows wereinstructed to post a weekly journal entry on our online collaborative platform (T-Square, basedon the sakai program) about their experiences at the school and their reflections about whatsuccesses they were having and the areas in which they hoped to improve. Fellows were alsoencouraged to read each others’ posts and to comment