ASEE PEER - Search Results

Displaying results 1 - 30 of 40 in total

← Previous
1
2
Next →

Building Engineers and Mentors: A Model for Student-Led Engineering Outreach

Conference Session: Extending a Hand Back: Older Students Inspiring Younger Students
Collection: 2011 ASEE Annual Conference & Exposition
Authors: AJ Almaguer, University of California, Berkeley; Roy Tangsombatvisit, University of California, Berkeley; Matthew Ford, University of California, Berkeley; Susan Yushan Chen, University of California, Berkeley, Berkeley Engineers and Mentors; Lisa A. Pruitt, University of California, Berkeley; Neil Ray, University of California, Berkeley
Tagged Divisions: K-12 & Pre-College Engineering

opportunities for outreach or did not find a right match with theorganizations that provided such opportunities; (2) outreach was considered insignificantcompared to their coursework. There was a general attitude that outreach was not “technicalenough” for engineers and the benefits of community service were not apparent enough tostudents; (3) it was hard to train mentors that were capable of teaching science and engineeringconcepts to a younger audience.We believe that community service builds strong, empathetic leaders. With this in mind, wetackled this design problem like engineers would and specified the user needs of students likeourselves, our k-12 mentees, and the university—our primary stakeholders. After manybrainstorming sessions, we

Relevance Score: 0.42065907

Exchange: Engineering is Elementary Lessons that Highlight Sustainability

Conference Session: Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science
Tagged Divisions: K-12 & Pre-College Engineering

mind, Sharlene conducts teacher professional development that not only teaches content, but models strong science pedagogy so that elementary school teachers can experience for themselves the power of inquiry-based and open- ended learning. Sharlene received her B.A. in Biology and Psychology from Cornell University, her M.S. in Biopsychology from the University of Michigan, and her M.A.T. in Science Education from Tufts University.Christine M Cunningham, Museum of Science Page 22.667.1 c American Society for Engineering Education, 2011 Exchange—Engineering is

Relevance Score: 0.3512886

Eliciting Mexican High School Students’ Images of Engineering: What Do Engineers Do?

Conference Session: Broadening Participation of Minority Students in and with K-12 Engineering
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Caridad Cruz, Universidad de las Americas, Puebla; Rocio C. Chavela Guerra, Purdue University, West Lafayette; Aurelio Lopez-Malo, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla
Tagged Divisions: K-12 & Pre-College Engineering, Minorities in Engineering

. Write at least two sentences; 2) List atleast three words/phrases that come to mind when you think of an engineer; and 3) From yourperspective, what kind of activities you think are typical of an engineer? Fifteen minutes weregiven to the students to complete this part of the test. All written responses were transcribedverbatim into a spreadsheet.Data analysisDrawings and open-ended responses were analyzed by two researchers (i.e., the last author and adoctoral student, which is the first author). Following the procedure described by Oware et al.4,an inductive data analysis approach was utilized to code the drawings and written responses.After reading and rereading the questionnaire responses and discussing their impressions of theentire data

Relevance Score: 0.34830633

Exposure to Early Engineering: A Parental Perspective

Conference Session: Engaging Families and Exciting Girls with Engineering
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Aikaterini Bagiati, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Jennifer Dobbs-Oates, Purdue University
Tagged Divisions: K-12 & Pre-College Engineering

know the better”, “ Just to “Figure out how things work”Knowledge learn”, “So they know and be open minded”Fun “They may like it”Future Career “It’s a good field”, “An idea of what to become”, “A degree is good” HS – “No” Example quotes LS – “No” Example quotesAge “She will not understand”, “She’s 4” “Too young, but artifacts are important!”NOTES: Answers to open-ended questions provided by 21 out of the 22 HP, and by 9 out of the 9 LS that respondedpositively; and by 2 out of the 6 HS and 1 LS that responded negatively.Through the Engineering Questionnaire (EQ) parents were asked whether they engage in a

Relevance Score: 0.3448914

Thinking in Terms of Systems through Engineering Design

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

this research is emerging, it could provide a spring board to additional researchstudies. The research could include a larger sample of students from diverse schools using Page 22.1520.20distinct engineering curriculum. Different schools and different pre-engineering programs couldbe included. Undoubtedly, students from other pre-engineering curricula would have uniquelanguage, techniques, and themes. The results from this research provide a foundation for newresearch that would further elucidate students’ habits of mind and action. References1. Atman, C.J., D. Kilgore, and A. McKenna

Relevance Score: 0.34275898

National Survey of States’ P-12 Engineering Standards

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

’ objectives or users’ needs while satisfying a specified set of constraints. This definition promotes engineering design as a thoughtful process that depends on the systematic, intelligent generation of design concepts and the specifications that make it possible to realize these concepts. Design problems reflect the fact that the designer has a client (or customer) who, in turn, has in mind a set of users (or customers) for whose benefit the designed artifact is being developed. The design process is itself a complex cognitive process. (27 p. 104) In Towards a Vision for Engineering Education in Science and Mathematics Standards(2009), Sneider and Rosen provide a list of nine “Big Ideas” that

Relevance Score: 0.34239313

Engineering in Early Education: a Multicultural Comparison of Web Resources

Conference Session: Using Web-Resources and Literature to Teach Engineering in P-8
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Aikaterini Bagiati, Purdue University, West Lafayette; So Yoon Yoon, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Garene Kaloustian, Lebanese American University; Osman Cekic, Canakkale Onsekiz Mart University; Jiabin Zhu, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette
Tagged Divisions: K-12 & Pre-College Engineering

projectswith the “objects of the world” (nature = enhances the creativity of the mind of the youngengineer”). Furthermore engineering activities for Pre-K students were usually categorized in theterm “building objects through models,” discovering materials”, “junior builders”GreekIn this search the researcher used the Google and the Yahoo search engines. The search startedwith the words “δραζηηριόηηηες μητανικής για παιδιά” (engineering activities for kids). Thissearch led to just one result. The researcher, having been employed in the Greek educationalsystem for a series of years, was familiar with the fact that the term “Τετνολογία” (Technology),was the one main one used by the Ministry of Education Life Long Learning and ReligiousAffairs (MELLLRA

Relevance Score: 0.30037278

Educating Elementary Teachers in Engineering: A Design Method and Baseline

Conference Session: Certifying Teachers in Engineering or Integrated STEM
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Yvonne Ng, St. Catherine University; Lori R. Maxfield, Saint Catherine University
Tagged Divisions: K-12 & Pre-College Engineering

each stage, the engineerchecks to ensure that the Need and Constraints are met. For example, some problems naturallyarise from evaluation, but do not really need to be solved to meet the need.Since Practice was the priority curriculum, the Engineering Design Process was taught,practiced, and repeated in several novel applications of increasing complexity. This scaffoldedstudents' experiences, helping them develop mastery of the practice.The units of the course had been set up at first with Core content in mind, starting withStructures and Materials, then moving on to Machines and Mechanisms, followed by Hydraulicsand Pneumatics, and ending with Electricity and Electronics. Students built on the knowledgeand skills of previous units.After

Relevance Score: 0.2989721

IInvolving Parents Can Improve Girls' Perceptions of Engineering Careers

Conference Session: Engaging Families and Exciting Girls with Engineering
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Susan M. Caley Opsal, Illinois Valley Community College; Dorene M. Perez, Illinois Valley Community College; James A. Gibson, Illinois Valley Community College; Rose Marie Lynch, Illinois Valley Community College
Tagged Divisions: K-12 & Pre-College Engineering

American Society for Engineering Education, 2011 Involving Parents Can Improve Girls’ Perceptions of Engineering CareersMiddle school girls who participated in a recent engineering technology activity with aparent emerged with more positive attitudes about engineering than girls who workedwithout a parent.The activity, making a diode, was conducted by instructors at Illinois Valley CommunityCollege as part of a National Science Foundation-supported project1 designed to increaseinterest in engineering technology careers. The students who participated were the sixththrough eighth grade girls enrolled in a rural junior high, which has a high percentage oflow-income families. The girls were randomly divided into

Relevance Score: 0.29886496

Introducing Young Children to Engineering through Early STEM Literacy

Conference Session: Using Web-Resources and Literature to Teach Engineering in P-8
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Emily M. Hunt, West Texas A&M University; Michelle L Pantoya, Texas Tech University; Aaron S. Hunt, Canyon Independent School District; Abbye M. Reeves
Tagged Divisions: K-12 & Pre-College Engineering

their mind toadvance past what is currently possible and their creativity has been stoked by the inspiringliterature and complementary activities. For example, instead of a roller coaster, a skateboardroller coaster (Fig. 4A)! Instead of a typical car, a water-driven, jet-operated, car with vibratingseats (Fig. 4C). These kids are ready to advance the field of engineering!ConclusionsThe purpose behind the development and use of Engineering Elephants is not mastery of allengineering concepts, but to introduce children to the idea of engineering and problem solvingand encourage them to begin to imagine all of the things that they could potentially create.Results from integrating Engineering Elephants into 3rd grade classrooms show that

Relevance Score: 0.2968397

Making Elementary Engineering Work: Partnerships and Practice, Stevens Institute of Technology

Conference Session: Making Elementary Engineering Work: Lessons from Partnerships and Practice
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Elisabeth W. McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Augusto Z. Macalalag Jr., Stevens Institute of Technology
Tagged Divisions: K-12 & Pre-College Engineering

Page 22.1036.2mainstream K-12 education, not merely as an elective or extracurricular activity. We haveposited that engineering: (1) presents opportunities for students to acquire critical 21st centuryskills, such as problem-solving, creativity, innovation, and teamwork; (2) provides relevantproblems and contexts which will motivate students to more deeply learn and apply science andmathematics; (3) promotes habits of mind, such as analytical thinking, that can be applied acrossa variety of problems, disciplines, and contexts; and (4) is a misunderstood and little-knowncareer path that provides opportunities for intellectually and financially rewarding careers thatcan help society and improve quality of life.The 2010 report Strengthening STEM

Relevance Score: 0.2957735

Modal Engagements in Pre-College Engineering: Tracking Math and Science Concepts Across Symbols, Sketches, Software, Silicone, and Wood

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

AC 2011-315: MODAL ENGAGEMENTS IN PRECOLLEGE ENGINEER-ING: TRACKING MATH AND SCIENCE CONCEPTS ACROSS SYMBOLS,SKETCHES, SOFTWARE, SILICONE AND WOODMitchell J. Nathan, University of Wisconsin-Madison Mitchell J. Nathan, BSEE, PhD, is professor of Educational Psychology, with affiliate appointments in Curriculum & Instruction and Psychology at the University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative

Relevance Score: 0.2855241

High School Students as Novice Designers

Conference Session: Engineering Design in Pedagogy
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University
Tagged Divisions: Design in Engineering Education, K-12 & Pre-College Engineering

AC 2011-2287: HIGH SCHOOL STUDENTS AS NOVICE DESIGNERSNathan Mentzer, Purdue University, West Lafayette Nathan Mentzer is an assistant profession in the College of Technology with a joint appointment in the College of Education at Purdue University. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment with the Center as a postdoctoral researcher.Kyungsuk Park, Utah State University

Relevance Score: 0.28453442

STEM Integration in a Pre-College Course in Digital Electronics: Analysis of the Enacted Curriculum

Conference Session: Engineering as the STEM Glue
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison
Tagged Divisions: K-12 & Pre-College Engineering

, social, and mathematical phenomena.Engineering: Ability to keep in mind parameters of the project while creating aUnderstanding solution.ConstraintsEngineering: Generate an idea for testing based on knowledge of what might workCreating (from math or physics, for example, or even other things that exist - aHypotheses bridge in your neighborhood, something found in nature or even experience).Engineering: Figure out what must be done at certain time points in order to meet aProject deadline.ManagementEngineering: Use Use of computer aided tools for creating and modeling the project.of Software forDesign

Relevance Score: 0.28346825

Mysteries and Heroes: Using Imaginative Education to Engage Middle School Learners in Engineering

Conference Session: Using Web-Resources and Literature to Teach Engineering in P-8
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Lucy McAuliffe, Smith College; Glenn W. Ellis, Smith College; Sonia Katrin Ellis, Smith College; Isabel Huff, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College
Tagged Divisions: K-12 & Pre-College Engineering

boys are more often encouraged toexplore hands-on activities than girls, and where gender stereotypes in computer games aimed atyounger learners appeal more to boys than to girls. Alice Parker, an engineering professor at theUniversity of Southern California, also notes the importance of engaging female learners withengineering at a young age: “It’s important to reach them in middle school because in highschool, attitudes and preferences about career choices are already becoming entrenched, and itbecomes more difficult to change their minds.”6 To be most effective, engineering education at the middle school level (and all levels)must not only engage learners, but also support deep, intentional learning. Deep learningconnotes an

Relevance Score: 0.25625142

Learning from a Teacher's Perspective

Conference Session: Engineering Professional Development for K-12 Teachers
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County; Jonathan E. Singer, University of Maryland, Baltimore County; Jacqueline Krikorian; Tushar P. Sura, University of Maryland, Baltimore County, Department of Education
Tagged Divisions: K-12 & Pre-College Engineering

/math principles. This further fostered the mind set required for the evaluation of thedesign which the teachers then mimicked with their Upward Bound students.Results and Discussion One of the goals of the professional development workshop was to build teacherknowledge and skills in areas needed to successfully implement the curriculum. As an initialstep, the INSPIRES team and the external evaluation team generated a list of skill areas felt to beneeded by teachers to successfully implement the module. The skill areas include:  Pedagogy  Engineering design process  Comfort/skill with tools  Math and science content knowledge The evaluation and project teams developed measures for each of these areas

Relevance Score: 0.25403208

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

Conference Session: Engineering Professional Development for K-12 Teachers
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Louis S. Nadelson, Boise State University; Amy J. Moll, Boise State University; Anne Louise Seifert, Idaho National Laboratory
Tagged Divisions: K-12 & Pre-College Engineering

datarepresentative of the participants’ understanding of materials science, our other measures ofSTEM teaching attitudes and practices (comfort, efficacy, pedagogical discontentment, andinquiry implementation) relied more on the perceptions and state of mind of the participants.The dynamic and situational nature of affective states should be taken into consideration wheninterpreting our results. The collection of these data using a delayed post design may revealdifferent results and is an excellent direction for future research. Further, how the teachersinternalize and apply their knowledge in practice is likely to be a very fruitful direction forfurther investigation.Conclusion Materials science is an excellent example of an engineering field that

Relevance Score: 0.2524171

The Impact of Professional Development on Teachers Integrating Engineering into Science and Mathematics Classroom

Conference Session: Engineering Professional Development for K-12 Teachers
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities
Tagged Divisions: K-12 & Pre-College Engineering

schools is in its early development. The report, Engineeringin K-12 Education, recently released by the National Academy of Engineering and NationalResearch Council6 provided a very insightful view of engineering education in K-12. The reportclaimed three principles for K-12 engineering education. First, it believed K-12 engineeringeducation should emphasize engineering design. Second, K-12 engineering should incorporateimportant science, mathematics, and technology concepts and skills. Finally, K-12 engineeringshould align with 1) systems thinking, 2) creativity, 3) optimism, 4) collaboration, 5)communication, and 6) attention to ethical considerations to promote engineering “habits of mind”(pp. 4-6). In summary, the report concluded there is no

Relevance Score: 0.2518997

The Use of Concept Mapping to Structure a Conceptual Foundation for Secondary Level Engineering Education

Conference Session: Core Concepts, Standards, and Policy in K-12 Engineering Education
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Jenny L. Daugherty, Purdue University; Rodney L. Custer, Illinois State University; Raymond A. Dixon, Illinois State University, CeMaST
Tagged Divisions: K-12 & Pre-College Engineering

learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.9. International Technology Education Association. (2002). Standards for technological literacy: Content for the study of technology. (3rd ed.). Reston, VA: Author.10. Childress, V., & Rhodes, C. (2008). Engineering student outcomes for grades 9-12. The Technology Teacher, 5(7), 5-12. Page 22.1508.1311. Childress, V., & Sanders, M. (2007). Core engineering concepts foundational for the study of technology in grades 6-12. In R. Custer (Ed.). Professional development for engineering and technology: A national symposium, February

Relevance Score: 0.2513387

Using Design-Centered Challenge Based Instruction to Teach Adaptive Expertise in High School Engineering

Conference Session: Engineering Professional Development for K-12 Teachers
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin
Tagged Divisions: K-12 & Pre-College Engineering

hands-on activities impact mathematics learning and investigating the development of adaptive expertise through cooperation with the VaNTH Engineering Research Center in Bioengineering Educational Technologies. Research interests include the role of active learning strategies (e.g., hands-on activities and invention) in development of mathematics concepts, dynamic development of concrete & symbolic understanding of mathematics concepts, design & implementation of curricula and technologies that promote good math learning, and examining effectiveness of curricula and technologies in classrooms using experimental & observational methods.Pat Ko, University of Texas, Austin With degrees in electrical

Relevance Score: 0.25090927

STEM Professionals with Class

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

the STEM Collaboratory. Taylor has built a large network of professional educators, education researchers and science, technology, engineering and math (STEM) professionals who actively collaborate to improve science education for K-University in San Diego County.Adrienne Marriott, San Diego Science Alliance Program Manager, STEM Professionals With Class Page 22.1323.1 c American Society for Engineering Education, 2011 STEM Professionals With ClassProject IntroductionBy all accounts there is a great need to improve STEM (Science, Technology, Engineering

Relevance Score: 0.24976729

University Partnership with High School Teachers to Increase Student Awareness of Engineering

Conference Session: Descriptions of Outreach Programs
Collection: 2011 ASEE Annual Conference & Exposition
Authors: David W. Richerson, University of Utah; Cynthia Furse, University of Utah; Amy Aldous Bergerson, University of Utah
Tagged Divisions: K-12 & Pre-College Engineering

connection with course concepts. “I like the opportunity to do hands-on things. It helps ideas we’re talking about in class come to life and makes me more excitedabout what we are learning.” Preparing demonstrations and presentations for high schoolstudents also increased commitment to engineering. “Talking about engineering with highschool students has made me more excited about engineering.” Finally many of the Page 22.1581.13undergraduate students stated that the program had a strong impact on their career plans. Asignificant number of students who had not planned on attending graduate school changed their minds and are now working on advanced

Relevance Score: 0.24772182

Work in Progress: Designing an Innovative Curriculum for Engineering in High School (ICE-HS)

Conference Session: K-12 and Pre-College Engineering Poster Session
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Shamsnaz Virani, University of Texas, El Paso; Iris B. Burnham, Burnham Wood Charter School District; Virgilio Gonzalez, University of Texas, El Paso; Miroslava Barua, University of Texas, El Paso; Elaine Fredericksen, Ph.D., University of Texas, El Paso; Sally J. Andrade, Andrade & Associates, Inc., El Paso, TX
Tagged Divisions: K-12 & Pre-College Engineering

wide variety of engineering programs developed for K-12 education, most exhibit acommon set of characteristics but differ in the scope and approach to packaging the content. Ourproposed ICE-HS curriculum complements existing programs by providing a flexible frameworkfor selecting, adapting and integrating such materials, and it also follows the principles outlinedby the National Academy of Engineering8.The three general principles of the National Academy of Engineering8 include emphasis ondesign; appropriate math, science and technology content; and engineering habits of mind. Thedesign process is the main trait of engineering by identifying and solving problems. Mathematicsand science concepts serve as the foundation to understand engineering

Relevance Score: 0.24772182

Classroom Teacher-Enrichment Teacher Pairs: Co-Teaching as a Means to Implement Elementary Engineering Education

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

AC 2011-628: CLASSROOM TEACHER - ENRICHMENT TEACHER PAIRS:CO-TEACHING AS A MEANS TO IMPLEMENT ELEMENTARY ENGI-NEERING EDUCATIONPamela S. Lottero-Perdue, Towson University Dr. Pamela S. Lottero-Perdue is an Assistant Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She began her career as process engineer, taught high school physics and pre-engineering, and has been involved in both Project Lead the Way and Project FIRST robotics. She was a Hub Site Partner for Engineering is Elementary (EiE) through their National Dissemination through Regional Partners program. As a pre-service teacher educator, she has added engineering to her elementary and early

Relevance Score: 0.24764527

Using Digital Images to Teach Abstract Math and Inspire Students towardsCareers in Computer Science and Engineering

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

, Biomedical Engineering, Mechanical Engineering, CivilEngineering, Biology, Chemistry, Physics, and Math. CSULA faculty train fellows through apreparation course and workshops in order to improve communication, collaboration, andteaching skills. Furthermore, a strong partnership between CSULA, LAUSD, local industry, andminority serving organizations such as Great Minds in STEM and MESA has been established inorder to achieve program goals. Broader impacts include increasing the number ofunderrepresented minority students who pursue college degrees and careers in STEM and tostrengthen the research and teaching skills of the graduate fellows. At the time these demonstrations and activities were performed, the program consisted ofeight fellows

Relevance Score: 0.24665563

Comparison of Two Curriculum Models for Mapping Engineering Core Concepts to Existing Science and Mathematics Standards

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

AC 2011-1052: COMPARISON OF TWO CURRICULUM MODELS FORMAPPING ENGINEERING CORE CONCEPTS TO EXISTING SCIENCEAND MATHEMATICS STANDARDSMike Ryan, CEISMC - Georgia TechBrian D. Gane, Georgia Institute of Technology Brian Gane is a Ph.D. candidate in the School of Psychology at Georgia Tech and a research assistant at CEISMC. His research focuses on skill acquisition and instructional design.Marion Usselman, Georgia Institute of Technology Marion Usselman is Associate Director for Federal Outreach and Research for Georgia Tech’s Center for Education Integrating Science, Mathematics and Computing. She has been with CEISMC since 1996 managing programs, interacting with K-12 schools, and assisting Georgia Tech faculty in