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

novel and interactive website. The website is available free of charge atwww.talk2mebook.com and contains the novel, several tie-in activities (currently ArtificialIntelligence, Design, and Ethics), and a blog. Each of these elements has been carefully plannedin relation to IE. The following sections highlight the use of IE in Talk to Me, and how specificcognitive tools are used to promote deep learning.Novel The core component of Talk to Me is a young-adult mystery story with a cast of five maincharacters. The protagonist is Sadina Reyes, a fourteen-year-old girl who is searchingdesperately for proof that her mother is innocent of a crime. Sadina’s younger sister Maddieknows who really committed the crime, but has a disorder called

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy Hsiao, Memorial University of Newfoundland

Tagged Divisions

K-12 & Pre-College Engineering

Third Field 20 Second Field 15 First Field 10 5 0 Table 2: Fields of Engineering Named by RespondentsWhen the teachers were asked to list five characteristics, besides science and mathematicalaptitude, that students interested in engineering would possess, they listed initially: curiosity toknow, work ethic, problem solver, innovative, ability to manipulate mental models. Secondresponses included intuition, imagination, being technologically savvy, and having the ability towork in teams. Third responses included flexibility, ability

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

are reinforced by mass media9 and by curricula and in class activities that may notinclude girls’ preferred learning styles,3 which centre around collaboration and relationships3.Students hold views that scientists are men,7 that males are better at STEM fields8 and havenegative notions of females in these fields.1As students view STEM fields to not encompass collaboration, connection, and care,2 asignificant number of girls choose not to go into them for careers.5 However, these conceptionsare questionable as the STEM careers, for example the field of engineering, in fact requirecollaborative work, which is embedded in an ethic of care. The researchers conceptualize care ascollaborating with others in the development of solutions to societal

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona; Jane Hunter, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

sustainability. The second project is “instructor choice” and has been both construction oriented as well as dissection oriented. The projects have a mathematical modeling step where the students use engineering science models to predict performance in advance of construction. o Outside lectures – speakers to show what engineers doing in real world situations. o Major selection – we run open house presentations where students can do some exploring. At this point, our largest majors for incoming freshman are “undecided” and “pre-engineering” so there is real demand for this material. o Software tools – introducing, for example, SolidWorks and MSExcel. o Teamwork, ethics, and strategies for academic success – items

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Jan B Hansen, University of Saint Thomas; Sarah H. Cohn, Science Museum of Minnesota; Brian Phillip Jensen, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

remotely operated vehicle). (SeeFigure 9) Figure 8: (a) buoyancy lab, (b) Stokes’ law lab Figure 9: Styrofoam cup that has been submerged in approximately 3,000 meters of water, next to a comparison cupEngineering and Society (3 hour unit)The goals for this unit are for the students to:  Understand the societal and environmental impacts that engineering and its products can have  Be able to identify both positive and negative impacts of engineered systems  Discuss the ethical obligations of engineersIn preparation for this unit, students were asked to choose an invention and write a briefhistory of it. They were then asked to list 3-5 positive aspects of this

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carolyn A. Vallas, University of Virginia; Juliet J. Trail, University of Virginia, Center for Diversity in Engineering

Tagged Divisions

K-12 & Pre-College Engineering

-agedstudents, “Nanotechnology and Society,” building upon a course taken by the RET participantsduring their summer experience, The Ethical Dimensions of Nanotechnology.8 The Prezipresentation is available on-line for use by other elementary teachers.Exemplary 2010 RET Teaching Kits & Modules for Secondary InstructionIn this section we will highlight one example of an innovative teaching module for middle school Page 22.1251.5and one for high school. RET participant 9 (from Table 1) is a teacher of physical science foreighth grade, and worked in the UVA Center of Applied Biomechanics (CAB) of the Departmentof Mechanical and Aerospace

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

Page 22.1508.5the study had to do with engineering ethics and the grounding of engineering within its broadersocial and cultural contexts. Social constructivists (for example, Bijker, Hughes, & Pinch15) notethat engineering activity and outcomes are fundamentally a function of social values, needs, andpriorities. Thus, while ideas such as ethics, values, and social norms are not considered to beengineering concepts, they can serve as essential contexts within which engineering ideas andconcepts take on meaning. Engineering design does not occur within a vacuum. Designoutcomes are a direct reflection of the context within which they were developed. Finally, considerable discussion centered on the viability of an engineering ontology

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

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

and/or questions solves the problem 2. Pose hypothesis 2. Communicate with “customer” 3. Explain, compare, and present findings 3. Explain, compare, and present findings 4. Consider ethical and broader impacts 4. Consider ethical and broader impactsTeacher Implementation of Innovation There are multiple potential influences on teachers’ effective implementation of theinnovative practices associated with teaching scientific inquiry and engineering design. Becausemost K-5 teachers have received minimal education and preparation in STEM16 there is reason toanticipate they need significant assistance to orient their instructional

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

; however, theconventional approach is to include only the minimum needed. The engineering habits of mindemphasize skills such as systems thinking, creativity, optimism, collaboration, communicationand ethical considerations. These principles are covered, with different depth levels, by eachengineering program studied. The intent of the ICE-HS framework is to provide schools theflexibility they need to select the resources that best fit their objectives while maintainingcommitment to the general principles.The proposed ICE-HS framework includes courses similar to other programs in engineering ingrades 9-12, introducing the threads of design and technology. In contrast to the conventional

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

analytical skills. 2 Exhibit creativity and practical ingenuity. 3 Ability to develop designs that meet needs, constraints and objectives. 4 Ability to identify, formulate, and solve engineering problems. 5 Good communication skills with multiple stakeholders. 6 Good team skills with people from diverse backgrounds and disciplines. 7 Leadership and management skills. 8 High ethical standards and a strong sense of professionalism. 9 Dynamic/agile/resilient/flexible. 10 Ability to learn and use the techniques and tools used in engineering practice. Ability to recognize the global, economic

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey; Suriza VanderSandt, College of New Jersey; Elizabeth Dianne Johnson, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

taught withsubstantially more applied and hands-on activities while other sections are not. However, thisdoes pose an ethical issue.The existing data set might also provide additional insights. For example, does a context-driven, applied STEM content course taken at the same time as MAT105 or MTT202 result inpreferential improvements in anxiety and/or SE? Or does a context-driven, applied STEMcontent course that is completed between MAT105 and MTT202 preferentially benefit anxietyor SE levels? Measurements of math anxiety and SE in a pre-post format for individual math-oriented integrated-STEM courses may also prove useful. Additionally, collecting additionaldata for the current research format would provide larger populations, aiding the

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

, science, and engineering.  An ability to design and conduct experiments, as well as being able to analyze and interpret data. Page 22.668.3  An ability to design a system, component, or process to meet desired needs.  An ability to function in multi-disciplinary teams.  An ability to identify, formulate, and solve engineering problems.  An understanding of professional and ethical responsibility.  An ability to communicate effectively with written, oral, and visual means.  The broad education necessary to understand the impact of engineering solutions in a global

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Blake C. Wade, University of Texas, Arlington and Kennedale High School, Kennedale ISD; Yvette Pearson Weatherton, University of Texas, Arlington; Melanie L. Sattler P.E., University of Texas, Arlington

Tagged Divisions

K-12 & Pre-College Engineering

to the London infrastructure and the people contained within, and if anything could bedone to help mitigate the situation. After the video and hazard discussion we dove right into an ethics issue for the remainderof the class (the class length is 50 minutes). The students were told to answer three primaryquestions: What does this video mean to you? Does race/ethnicity/sex play a role in your overalljudgment of the situation you have just seen? Elaborate. Finally, devise a plan to help preventsomething like this happening in the future if money and resources were no object. The following class period, students were told that they will be modeling a gas release(either accidental or terroristic in nature) from the Dallas Cowboys

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

, why do K-12 educators’ participate in professional developmenton engineering curricula and adopt engineering curricula? The reasons are less well-documentedin the literature, but they include a desire to increase their students’ technological literacy;expose them to engineering technology as educational and career pathways from an early age;make science and mathematics relevant by providing real-world applications; and providecollege credit for entry into engineering and engineering technology programs. 12, 13 Otherreasons include fostering interpersonal “process skills” such as teamwork, communication,documentation, ethics, and aesthetics,14 and providing a vehicle to increase student motivationand reduce anxiety in STEM subjects.15Robotics

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

, they are not necessarily included in the participants’formal engineering classes. Kevin stated: It helps develop professional skills that an engineer needs that they won't necessarily learn in a normal classroom, like etiquette and how to present yourself, ethical design, you don't often get that in other classes.Ian believed that his experiences with PFP were very helpful in obtaining a summer internship: I got, the internship that I have this summer, the reason that I even got asked to interview for the company was because FIRST was in my resume … that was something that the recruiter told me when I went to meet him…because it's like an applied leadership experience which is something that in the

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

school students with the knowledge, skills, and dispositionsthat will motivate more of them to consider STEM careers and will prepare them for success inpursuing those careers. More specific program objectives follow.Objective 1. All HSE participants develop and strengthen the eleven essential applied skills identified by U.S. employers in The Conference Board’s 2006 report, Are They Really Ready to Work? 3 These are the eleven skills cited in that report: critical thinking/ problem solving; oral communications; written communications; teamwork/collaboration; diversity; IT (information technology) application; leadership; creativity/ innovation; lifelong learning/self direction; professionalism/ work ethic; and ethics.Objective 2. HSE

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

,and international projects in the engineering workplace. Research methods in studyingengineering practice included mixed quantitative and qualitative online surveys,interviews with practicing engineers, and case studies of engineering firms. We foundthat effective engineers value communication, problem-solving, teamwork, ethics, life-long learning, and business skills. Many of them note that their undergraduate educationdid not always prepare them well in these areas. Because of these two misalignments, wehypothesize that potential engineering talent goes underdeveloped at important stages ofeducational pathways as students move from high school to college. We believe thatincorporating these findings into an interactive special session would

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

discipline on the lives of others in the wider world, examine the ethics and philosophy characteristics of the discipline and their implications, and project themselves into the discipline while developing a sense of pride and humility related to both the self and the discipline. 24 Although it not always explicitly addressed, most engineering programs aim to have engineering have a strong identity as an engineer. Capstone and senior design projects are ways that traditional engineering programs develop identity, but providing opportunities earlier in the academic career may help to develop this earlier. Service learning and mentoring programs are strategies used recently, especially with

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