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Interconnected STEM with Engineering Design Pedagogy

Conference Session: iSTEM
Collection: 2013 ASEE Annual Conference & Exposition
Authors: M. David Burghardt, Hofstra University
Tagged Divisions: K-12 & Pre-College Engineering

Mathematics Humanities Study of the human- Study of the natural Study of mathematical Study of human mind made world world constructs and perception Engineering design Scientific inquiry Mathematical analysis Rhetoric and criticism Iterative design process, Hypothesis testing Theorems, proofs, Eclectic methods, optimum solution and evaluation rational constructs comparative values Artifact produced Theory confirmed Theorem validated Opinion rationalized Engineering, the noun, uniquely connects all three disciplines. In creating

Relevance Score: 0.39549375

High School Students Modeling Behaviors During Engineering Design

Conference Session: ...by Design
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Tanner J Huffman, Purdue University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education
Tagged Divisions: K-12 & Pre-College Engineering

modeling in engineering education: Designing experiences for all students (pp. 17–35). Rotterdam, the Netherlands: Sense Publishers.21. C Lesh, R., & Yoon, C. (2004). Evolving Communities of Mind - In Which Development Involves Several Interacting and Simultaneously Developing Strands. Mathematical Thinking and Learning, 6(2), 205–226. Retrieved from http://www.tandfonline.com/doi/abs/10.1207/s15327833mtl0602_722. Moore, T. J. (2008). Model-eliciting activities: A case-based approach for getting students interested in material science and engineering. Journal of Materials Education, 30(5-6), 295–310. Page

Relevance Score: 0.374703

Teachers' attention to student thinking during the engineering design process: A case study of three elementary classrooms

Conference Session: ...by Design
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Amber Kendall, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #6687Teachers’ attention to student thinking during the engineering design pro-cess: A case study of three elementary classroomsAmber Kendall, Tufts Center for Engineering Education and Outreach Amber Kendall is a doctoral student in Science Education and a graduate research assistant with the Center for Engineering Education and Outreach. She graduated from North Carolina State University as a Park Scholar with a B.A. in Physics. Her passion for STEM education is long-standing, but she was inspired to pursue her graduate degree after three years teaching physics to high-school freshman. Beside engineering-design

Relevance Score: 0.3715044

Defining Engineering in K-12 in North Carolina

Conference Session: Engineering in K-12 Science and Mathematics Standards
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University
Tagged Divisions: K-12 & Pre-College Engineering

: Common core standards elements that align with engineeringDefining engineering for K-12 in North CarolinaThe North Carolina writing team, consisting of members from two research intensiveengineering universities, industry and government, used the historical information from each ofthe documents discussed in the previous section. An effort was make to specifically defineengineering as a separate area as distinct from technology, especially since technology tends tobe misunderstood as consisting of solely instructional technology in North Carolina. Thisresulted in the identification of four core areas of engineering: engineering habits of mind,engineering design, systems thinking and problem solving. The appendix to this paperenumerates these four

Relevance Score: 0.34942004

Engineering Education Experience, E3, for Teachers: A Professional Development Workshop for 6–12 Engineering Education

Conference Session: K-12 Professional Development II
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Bette Grauer, Kansas State University; Karen L Roberts, Upward Consulting; Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University; Gary A. Clark, Kansas State University; Amy Rachel Betz, Kansas State University
Tagged Divisions: K-12 & Pre-College Engineering

students and teachers through the fields of chemistry, human ecology, gifted education, and central administration. She has facilitated programming in Science Olympiad, USFIRST, Engineering & Science Summer Institute (ESSI), Odyssey of the Mind, and STEM activities with local school districts. Dr. Roberts enjoys working with K-12 teachers and providing information relevant to career exploration.Prof. Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University Roberts has more than 35 years experience in planning, organizational development, and leadership train- ing programs. He worked for Black & Veatch for sixteen years, formed Upward Consulting in 1989 and has served as a learning organization and process

Relevance Score: 0.3490103

Engineering Design Process Knoweldge: Comparison between Teachers New to Engineering and More Experienced Teachers

Conference Session: K-5 Teacher Transformation
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Ming-Chien Hsu, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #7356Engineering Design Process Knoweldge: Comparison between Teachers Newto Engineering and More Experienced TeachersMs. Ming-Chien Hsu, Purdue University, West Lafayette Ming-Chien Hsu is a doctoral candidate of Engineering Education at Purdue University with research in- terest in students’ transformative learning experiences. Hsu’s past experience in electrical engineering and her current pursuit in engineering education prompt her interest in exploring how learning experiences, e.g. design and interdisciplinary experiences, foster epistemological, interpersonal, and intrapersonal de- velopment.Dr. Monica E

Relevance Score: 0.34830633

PaperBots, An Inexpensive Means for Engineering Education

Conference Session: K-12 and Pre-College Engineering Poster Session
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Brian Patrick O'Connell, Tufts University
Tagged Divisions: K-12 & Pre-College Engineering

materials14. Providing robotics platforms to thosebudgets would increase drastically increase them. The Hemisson costs $250 per kit withoutsoftware7 and the Amigobot sells with its software suite for $3,095. The LEGO MindstormsNXT retails for $279.95 with the software sold separately10. Also without software, TETRIXretails for $871.95 for the basic kit11 and the most inexpensive VEX Robotics Design System kitcosts $399.9923. The iRobot Create is the least expensive example at $129.99 each9.PaperBotsWith those costs and the available funds for them in mind, a new educational technology wasdesigned. PaperBots utilizes the available classroom materials, such as paper and other officeand craft materials, to provide engineering activities in the classroom

Relevance Score: 0.34691665

Pre-Service Teachers’ Engineering Design Practices in an Integrated Engineering and Literacy Experience

Conference Session: Pre-Service Development Initiatives
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Kristen Bethke Wendell, University of Massachusetts Boston
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #6448Pre-Service Teachers’ Engineering Design Practices in an Integrated Engi-neering and Literacy ExperienceDr. Kristen Bethke Wendell, University of Massachusetts Boston Dr. Wendell is an assistant professor in the Department of Curriculum and Instruction Center of Science and Mathematics in Context. Page 23.973.1 c American Society for Engineering Education, 2013 Pre-Service Teachers’ Engineering Design Practices in an Integrated Engineering and Literacy

Relevance Score: 0.3461739

Using the E in STEM as a Catalyst for Science and Mathematics Curriculum Reform in a Large School District

Conference Session: Outreach Along the K-12 Pathways to Engineering
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Susan A. Pruet, Mobile Area Education Foundation; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Engaging Youth through Engineering
Tagged Divisions: K-12 & Pre-College Engineering

gradelevel “Launcher” lessons involve about 50 hours of STEM exposure. Each EYE Module requiresa combination of 6 to 8 hours of class time and 1) addresses an engineering design challengearound issues related to National Academy of Engineering’s (NAE) Grand Challenges forEngineering8; 2) fosters the development of an “engineering habit of mind;” 3) integratestechnology and other resources to engage and meet the needs of diverse middle grades students,and 4) deepens understanding of mathematics and science content, with an emphasis onmathematics. The Modules are not a complete engineering, technology or STEM curriculum;rather they are a supplement to and support the existing mathematics and science curriculum.They are a set of comprehensive and

Relevance Score: 0.3324644

Fostering Adaptive Expertise: Design Based Instruction in High School Engineering

Conference Session: ...by Design
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, The University of Texas - Austin; Taylor Martin, Utah State University; Jennifer Rudolph; Noel Hector Ramos, Department of Defense Dependent Schools
Tagged Divisions: K-12 & Pre-College Engineering

ofAE.Unfortunately, we do not have a control group with which to compare our results. Thus, we musttemper our conclusions with this in mind. There is evidence that the DBI pilot curriculumincreased students’ innovation when dealing with engineering content. Their attitudes about therelationship between engineering design and innovation were higher than their beliefs about therelationship between engineering design and efficiency. Perhaps a refinement in the curriculumand greater teacher experience with using a DBI curriculum could enhance students’development of AE. The UTeachEngineering group is currently revising the curriculum based onteacher feedback and results from this and other related studies

Relevance Score: 0.3030838

Engineering Solar Energy in the Fourth Grade Science Classroom

Conference Session: It's Elementary
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #7425Engineering Solar Energy in the Fourth Grade Science ClassroomMs. Christina Hobson Foster, Arizona State University Foster is a Ph.D. student in Engineering Education dedicated to improving the status of engineering edu- cation in K-12. His research focus is on identifying ways to motivate K-12 students to learn engineering and on ways to develop systems thinking, a necessary habit of mind for engineers of the 21st century. Currently he is in his third year of studies and is focused on the QESST educational research program with the goal of evaluating and developing resources for renewable energy instruction

Relevance Score: 0.30110452

Vertical Integration of Engineer Education in K-12 Rural Schools

Conference Session: K-12 Professional Development II
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville
Tagged Divisions: K-12 & Pre-College Engineering

design processThe purpose of the summer workshop was to expose the teacher-participants to a curriculum thatemphasized 21st Century Skills such as creativity, problem solving, and communication5. Theparticipants (teachers) were to then carry applicable components of this curriculum back to theirown classrooms. Engineering design is the framework upon which this curriculum was built. Thereason for this is that the purpose of engineering as a profession is to tackle large, complexproblems and there is a systematic approach for doing such6-8. As part of the project, the intentwas to take the essence of the engineering design process and provide it as a tool to supportteachers in enabling more open-minded, creative problem solving in their

Relevance Score: 0.29754367

Introduce Computer Engineering to Middle School Students through a Science Project

Conference Session: Computational/CS Initiatives
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Suxia Cui, Prairie View A&M University; Yonghui Wang, Prairie View A&M University; A. Anil Kumar, Prairie View A&M University
Tagged Divisions: K-12 & Pre-College Engineering

the computer engineering knowledge iswidely used in our everyday lives, most middle school and high school students still don’t knowabout it. If no one from university level introduces the program and fills in the gap, there is noway for the next generation youngsters to choose CPEG as their majors. Nowadays moststudents already have a dominated program in their mind before they become high school seniors.From university recruit point of view, STEM programs must find ways to attract them at an earlystage.In summary, this collaborated weather balloon project not only breaks the technical barriers formiddle school teachers, but also provides university professors a unique opportunity to teach themiddle school students what is Computer

Relevance Score: 0.2968397

Elementary Teacher as Teacher of Engineering: Identities in Concert and Conflict

Conference Session: K-5 Teacher Transformation
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Pamela S. Lottero-Perdue Ph.D., Towson University
Tagged Divisions: K-12 & Pre-College Engineering

post-teaching survey, asked participants toanswer on a Likert scale with regard to level of agreement (e.g., strongly agree, stronglydisagree) or frequency (e.g., sometimes, never). For example, teachers were asked to expresstheir level of agreement regarding the statement, “I see myself as developing competence in asubject (engineering) for which (prior to the project) I was not trained.” They were asked toshare the frequency with which they “… communicate with other teachers (including co-teachers) about aspects of the unit.” Five questions on the pre-teaching survey were open-response questions. One suchquestion was: “What kinds of words come to mind when you think of the engineeringprofession? (Please include a "brainstormed" list

Relevance Score: 0.2968397

Girls Go Beyond Blackboards towards Positive Attitudes about Engineering

Conference Session: Outreach to K-12 Females
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Christina Kay White, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Austin Bates Talley, University of Texas, Austin; Anthony J Petrosino Jr, The University of Texas at Austin ; Kristen Bland, University of Michigan
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #7249Girls Go Beyond Blackboards towards Positive Attitudes about EngineeringDr. Christina Kay White, University of Texas, Austin Dr. Christina White completed her Doctoral degree from Teachers College, Columbia University where she studied engineering education. She is the director of the National Academy of Engineering Longhorn Grand Challenges Scholars & K12 Partners Program at The University of Texas at Austin. Dr. White is also the director of an outreach program called Design, Technology, & Engineering for All Children (DTEACh) which has reached more than 1000 teachers and 85,000 students. She is

Relevance Score: 0.2958493

How to Use Engineering in High School Science: Two Case Studies

Conference Session: Secondary (6-12) Outreach
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Ibrahim F. Zeid, Northeastern University; Jessica Chin, Northeastern University; Sagar V. Kamarthi, Northeastern University
Tagged Divisions: K-12 & Pre-College Engineering

new, the development of a new solution that is eithernew or an improvement on an existing solution. The claim is not to make every student an engineer. Noris it to make every teacher an engineer. But the goal is to improve students’ ability to think critically andunderstand how to solve problems that do not necessarily have a right answer. The development ofstudents’ ability to think critically is most prevalent when students are learning how to think and analyzeproblems [6, 17, 18]. There is such focus on standardize tests and getting the right answer, that studentslose sight of what school and education should be about. Hand-on activities that pose an open-endedchallenge force the mind to think, not only about the answer, but the process on

Relevance Score: 0.2957735

The engineering design process as a problem solving and learning tool in K-12 classrooms

Conference Session: ...by Design
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Jennifer Mangold, University of California, Berkeley; Stefanie Robinson, University of California, Berkeley
Tagged Divisions: K-12 & Pre-College Engineering

perspectives and skills in the creation of discrete curriculummodules. These modules act as exemplary “hands-on – minds-on” engineering projects as modellessons that enrich the learning experience of the entire range of secondary students.The overall goals of the program were to: engage middle and high school students in doingmathematics and science through engineering projects that strengthen their understanding of coreconcepts in math and science; inspire and enrich learning for the diverse population of middleand high school students found in urban classrooms; create and sustain a vibrant learningcommunity of teachers, graduate students, undergraduate students and university faculty whowork together to develop exemplary curriculum modules; foster a

Relevance Score: 0.25503212

Pre-service Teachers' Modeling as a Way of Thinking in Engineering Design

Conference Session: Pre-Service Development Initiatives
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Matthew D. Lammi, North Carolina State University; Cameron Denson, North Carolina State University
Tagged Divisions: K-12 & Pre-College Engineering

Carolina State University, Department of STEM EducationAbstract The purpose of this study was to develop a framework for assessing students workingthrough an engineering design challenge. Using a case study approach to theory building wecollected artifacts from a pre-service teachers in a second level Engineering Design Thinkingcourse. The students produced artifacts in the form of conceptual models, graphical models,mathematical models and finally working models. Student-generated mind maps, designjournals, final design products and their accompanying documentation, and peer checkingprocedures were also collected and triangulated with the modeling artifacts for the purpose ofthis study. The result was a working framework that helps eliminate

Relevance Score: 0.25305283

A Robotics Summer Camp for High School Students: Pipelines Activities Promoting Careers in Engineering Fields

Conference Session: K-12 Robotics
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Mehmet Ayar, TUBITAK; Bugrahan Yalvac, Texas A&M University; Fatih Ugurdag, Ozyegin University; Alpaslan Sahin, Texas A&M University
Tagged Divisions: K-12 & Pre-College Engineering

to continue in post-secondaryeducation. Private and university sponsored programs offer few opportunities for the students todo some hands-on and minds-on activities. A limited number of schools across the countryencourage students to participate in extra-curricular activities (e.g., science fairs, clubs andOlympiads). These informal learning settings allow the students to spend time for practical work.Nevertheless, the K-12 students in Turkey are not sufficiently engaged in engineering activities Page 23.98.4or design challenges.We studied an informal learning setting in which two engineering professors, three graduatestudents, and four

Relevance Score: 0.2521789

Gender Research on Adult-child Discussions within Informal Engineering Environments (GRADIENT): Early Findings

Conference Session: Starting Them Early
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota; Brianna L Dorie, Purdue University, West Lafayette
Tagged Divisions: K-12 & Pre-College Engineering

conversations. Science Education, 94 (3), 478-505. 13. Barseghian, T. (2011, March 10). Where does informal learning fit in? [Blog post]. Mind/Shift, 3/10/11. Retrieved March 21, 2011 at http://mindshift.kqed.org/2011/03/where-doesinformal-learning-fit-in/ 14. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. 15. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. 16. Tate, E., and Linn, M.C. (2005). How does identity shape the experiences of women of color engineering students? Journal of Science Education and Technology, 14(5-6), 483-493. 17. Shaffer, D. W. (2004). Epistemic Frames and

Relevance Score: 0.25081328

The Status of Engineering in the Current K-12 State Science Standards (Research to Practice)

Conference Session: Engineering in K-12 Science and Mathematics Standards
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Tamara J Moore, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Forster D Ntow, University of Minnesota, Twin Cities
Tagged Divisions: K-12 & Pre-College Engineering

, and analysis. The engineering “habits of mind” refer tothe values, attitudes and thinking skills associated with engineering and these include: (1)systems thinking, (2) creativity, (3) optimism, (4) collaboration, (5) communication, and (6)attention to ethical considerations2. While reviewing various instructional models, Brophy et al.8 Page 23.1234.3suggested that in the younger grades, P-12 engineering education could use hands-on activities todevelop a qualitative sense for material properties, spatial reasoning, physics, mechanics, numbersense, and general problem-solving strategies. Then, as students advance, the lessons could buildupon

Relevance Score: 0.24949199

High School Students’ Cognitive Activity While Solving Authentic Problems through Engineering Design Processes

Conference Session: ...by Design
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership; Emma R. Smith, Utah State University; Daniel L Householder, Utah State University
Tagged Divisions: K-12 & Pre-College Engineering

understand adolescents’ approaches to engineering designprocesses while approaching authentic problems. By first understanding adolescents’ approachesto these problems, researchers can identify ways in which they might more fully supportadolescents in developing the habits of mind practiced by professional engineers. Although ahandful of previous studies have studied adolescents’ cognitive activity during engineeringdesign processes, many of these studies have focused on time allocation rather than offering aqualitative description of what adolescents do at each stage of the process.6,7 Moreover, mostresearch on novices’ design activity (which studies undergraduates rather than adolescents) hasexamined their work on pre-determined design challenges

Relevance Score: 0.24764527

Engineering Related Activities Using Digital Fabrication in an Instructional Technology Course For Preservice Elementary Teachers

Conference Session: Pre-Service Development Initiatives
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Daniel Tillman, The University of Texas at El Paso (UTEP)
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #7813Engineering Related Activities Using Digital Fabrication in an InstructionalTechnology Course For Preservice Elementary TeachersDr. Daniel Tillman, The University of Texas at El Paso (UTEP) Page 23.517.1 c American Society for Engineering Education, 2013 Engineering Related Activities Using Digital Fabrication in an Instructional Technology Course For Preservice Elementary TeachersAbstractThis study focused on ways in which an instructional technology course featuringengineering

Relevance Score: 0.24665563

Integrating K-12 Engineering and Science: Balancing Inquiry, Design, Standards and Classroom Realities

Conference Session: iSTEM
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #6591Integrating K-12 Engineering and Science: Balancing Inquiry, Design, Stan-dards and Classroom RealitiesDr. 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 (CEISMC). She has been with CEISMC since 1996 developing and managing university-K-12 educational partnership programs and assisting Georgia Tech faculty in creating K-12 educational outreach initiatives. Before coming to CEISMC, Mar- ion earned her Ph.D. in Biophysics from the Johns Hopkins