Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

Tagged Divisions

K-12 & Pre-College Engineering

CaliforniaDepartment of Transportation (Caltrans), with the curriculum adopted from previous years ofimplementation of Caltrans' engineering institute. This curriculum focused mostly onengineering fields that are relevant to Caltrans missions, and does not provide students theopportunity to explore the many different pathways to the various engineering career options.In 2010, the SEI curriculum was drastically revised in order to present a more balancedcurriculum that introduces participants to the major areas of engineering. This revised SEIcurriculum—jointly developed and taught by community college and university engineeringfaculty—features lectures, hands-on workshops, demonstrations, panels, field trips, team-building activities, social events, and group

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

survey questions on Day 1 of the program, subsequentlyparticipated in the four-week summer program, and then responded to the same questions in thepost-program survey at the conclusion of the program.For the 2009 and 2010 E3 cohorts, pre-post surveys were administered. After compiling andplotting the data from these survey responses, the E3 team noticed inconsistences with thequantitative data (i.e., pre- and post-program survey responses) as compared to the written (andverbal) comments (i.e., qualitative data) from the teachers. The teachers’ comments led the E3team to believe that the program had a pronounced impact on their understanding of engineering,engineering careers, and characteristics of engineers. However, the pre- versus post

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

project ”The Status, Role, and Needs of Engineering Technology Education in the United States” and the Chevron Corp.- funded project ”Guiding Implementation of K-12 Engineering Education in the United States.” He is also study director for the public- and private-sector funded study ”Integrated STEM Education: Developing a Research Agenda,” which is a collaboration with the NRC Board on Science Education. He was the study director for the project that resulted in publication of Standards for K-12 Engineering Education? (2010) and Engineering in K-12 Education: Understanding the Status and Improving the Prospects (2009), an analysis of efforts to teach engineering to U.S. school children. He oversaw the NSF-funded

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Foy, L&N STEM Academy, Knox County Schools; Chien-fei Chen, University of Tennessee, Knoxville; Erin James Wills, University of Tennessee, Knoxville

Tagged Divisions

K-12 & Pre-College Engineering

, he was selected for the CURENT RET (Re- search Experience for Teachers) program, and in 2013 for an REV (Research Experience for Veterans) program. At CURENT, Mr. Foy developed curriculum materials which assist him in explaining power generation and transmission to high school math, physics, and programming courses.Dr. Chien-fei Chen, University of Tennessee, Knoxville Chien-fei Chen received the B.S. degree in English Language and Literature from National Cheng Kung University, Taiwan, in 1992, and the M.S. in Communication, and Ph.D. in Sociology degrees from Wash- ington State University in 1995 and 2009, respectively. Her current research interests include public ac- ceptance of smart grid, renewable energy

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

N. Nezamuddin, Valparaiso University; Anurag Pande, Cal Poly, San Luis Obispo

Tagged Divisions

K-12 & Pre-College Engineering

typically involves two to three weeks of events and programs where K-12 students 3 interact primarily with faculty members along with graduate students and transportation 4 professionals. It is funded by the FHWA, and the importance of this program is apparent in the 5 funding levels that have been on an increasing trend even since the 2007-08 financial crisis, as 6 shown in Figure 1. 7 NSTI Funding Levels (2007-2013) $3,000,000 $2,500,000 $2,000,000 $1,500,000 $1,000,000 $500,000 $0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2007 to 2013 NSTI Funding Levels Linear (2007 to 2013

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, The Ohio State University; Xi Zhan, Department of Educational Studies, The Ohio State University; Anika Anthony, The Ohio State University; Paul E. Post, The Ohio State University; Andrew James Parkhurst, Ohio state university

Tagged Divisions

K-12 & Pre-College Engineering

.; Doswell, J. T., A pre-engineering program using robots to attract underrepresented high school and community college students. Journal of STEM Education 2010, 11 (5&6), 44-54.6. National Research Council, Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. The National Academies Press: Washington, DC, 2011. http://www.nap.edu/openbook.php?record_id=12984.7. National Science Board, Moving forward to improve STEM education. National Science Foundation: Arlington, VA, 2007.8. Greenberg, J.; McKee, A.; Walsh, K., Teacher prep review: A review of the Nation's teacher prepration programs. National Council on Teacher Quality: Washington, DC, 2013