Conference Session

Best Practices in K-12 and University Partnerships

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mindy Hart, EPICS; Laura Bottomley, North Carolina State University; J. Jill Rogers, University of Arizona; Merredith D. Portsmore, Tufts University; Jeffrey B. Goldberg, College of Engineering, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

Achievement Award, 1999. He is a long-time supporter of strategiesfor recruiting, retaining, educating, and supporting a diverse group of engineering students and ENGR102 in HS is a strong component in the UA program portfolio. Page 24.227.2 c American Society for Engineering Education, 2014 Best Practices Panel ASEE K-12 Division 2014The K-12 AND PRE-COLLEGE ENGINEERING DIVISION of ASEE is recognizingexemplary K-12 – university partnerships in engineering education at the 2014 ASEEAnnual Conference and Exposition in Indianapolis, Indiana. To do this, the

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Jonathan D Hertel, Engineering is Elementary, Museum of Science, Boston; Muhammad Faiz Shams, Museum of Science - EiE; Chris San Antonio, Museum of Science, Boston; Christine M Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10969The Attitudes of Elementary Teachers towards Elementary Engineering (re-search to practice)Dr. Cathy P. Lachapelle, Museum of Science Dr. Cathy Lachapelle is the director of research and evaluation for EiE. She leads the assessment efforts for the EiE curriculum, designing assessment instruments, pilot and field testing them, and conducting research on how children use the EiE materials. She has worked on a number of research and evaluation projects related to K-16 STEM education, including the Women’s Experiences in College Engineering (WECE) study of factors influencing the persistence of undergraduate

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.1102.1 c American Society for Engineering Education, 2014 STEM High School: Does multiple years of high school engineering impact student choices and teacher instruction? (Research to Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignK-12 engineering programs are rapidly increasing around the nation, particularly at the highschool level. Integrating opportunities for high school students to repeatedly practice engineeringskills has been suggested to increase students’ interest in pursuing a career in engineering.However, little research exists to show the real impacts on the students’ attitudes towardsengineering and where they end up after high school

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

and physics teacher. Her research interests are in K-12 STEM integration, primarily using engineering design to support secondary science curricula and instruction. Page 24.555.1 c American Society for Engineering Education, 2014 Examination of Integrated STEM Curricula as a Means Toward Quality K-12 Engineering Education (Research-to-Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignFor some time now, educators and policy makers have been focused on improving botheducation and career preparedness in the fields of science, mathematics

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Reed Campbell, Robert Morris University; Sarah Marie Riordan, Robert Morris University; Stephanie Abbott; Sarah Mukui Mutunga, Robert Morris University

Tagged Divisions

K-12 & Pre-College Engineering

Pennsylvania Governor’s School for the Sciences at Carnegie Mellon University.Stephanie AbbottSarah Mukui Mutunga, Robert Morris University Page 24.691.1 c American Society for Engineering Education, 2014 Impact of a 5-Week Collegiate Level Residential STEM Summer Program on Secondary School Students (Research to Practice, K-12 Engineering Resources: Best Practices in Curriculum Design)Abstract The foundation of modern engineering curriculums is a strong background in science,mathematics, and technology. Engineering education begins with

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Pam Van Dyk, Evaluation Resources

Tagged Divisions

K-12 & Pre-College Engineering

management professionals at The Friday Institute. Prior to working at NC State, Ms. Collins was the Online Learning Project Manager for NC TEACH and Project Coordinator for NC TEACH II at the UNC Center for School Leadership Development. Ms. Collins is a graduate of Mur- doch University in Perth, Western Australia, with a Bachelor of Arts Degree in Communications and a Postgraduate Degree in Journalism.Dr. Eric N. Wiebe, North Carolina State University Dr. Wiebe is a Professor in the Department of STEM Education at NC State University and Senior Research Fellow at the Friday Institute for Educational Innovation. A focus of his research and outreach work has been the integration of multimedia and multimodal teaching and

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

in environmental engineering. She is also active in K-12 STEM initiatives. Page 24.105.1 c American Society for Engineering Education, 2014 A standards-based tool for middle school teachers to engage students in STEM fields (Research-to-Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum Design!Middle school teachers play an instrumental role in promoting student interest in science andengineering fields. Studies have shown that engaging students early on can inspire students topursue degrees in STEM fields for higher education. This work

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

): p. 738-797.7. Adams, R.S., J. Turns, and C. Atman, Educating effective engineering designers: the role of reflective practice. Design Studies, 2003. 24(3): p. 275-294.8. Duschl, R.A., H.A. Schweingruber, and A.W. Shouse, Taking science to school. 2007, Washington, D.C.: National Academies Press.9. Corcoran, T., F.A. Mosher, and A. Rogat, Learning Progressions in Science: An Evidence-Based Approach to Reform. 2009, Consortium for Policy Research in Education: Philadelphia, PA. p. 86.10. Schwartz, D.L., S. Varma, and L. Martin, Dynamic transfer and innovation, in International Handbook of Research on Conceptual Change, S. Vosniadou, Editor. 2008, Routledge: London, UK.11. Duncan, R.G

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

engineering fields (e.g. mechanical, environmental, orelectrical) through design challenges targeted for specific grade levels, contextualized in aparticular country (e.g. India, USA, or El Salvador), and set in a elementary aged child’s story13.Some researchers are analyzing the impact of these resources for integrating engineering intoelementary curricula16-18. For example, Karatas and colleagues19 performed a phenomenographic Page 24.270.4study with 20 sixth-grade students to understand elementary students’ views about engineeringand its differences compared to science. For this, researchers collected student interviews anddrawings of engineer(s

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; David Quarfoot, SDSU/UCSD; Kimberly C Csanadi

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9747Analysis of a Short-Term STEM Intervention Targeting Middle School Girlsand Their Parents (Research to Practice)Ms. Christina ”Chris” Deckard, SPAWAR Systems Center Pacific Christina Deckard is a native San Diegan and enjoys the beach and the Southern California weather. Ms. Deckard graduated top of her class in Physics from San Diego State University in 1983. She enjoyed learning so much that she kept going back for more and received a Master’s in Physics and a Master’s in Mathematics. Ms. Deckard has been working at SPAWAR Systems Center for over 30 years. She has worked in the areas of acoustics, lasers

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andres Cornel Chavez, California State University Northridge; Stephanie Marie Jaco, California State University Northridge; Alejandro Roldan, California State University Northridge; Matthew Ferrer, CSUN; Joyceanne Sim; George Youssef, California State University, Northridge

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9563K-12 Pedagogical Tunable ModulesAndres Cornel Chavez, California State University Northridge Andres C. Chavez was born November 24, 1989 in Panorama City, CA. As an undergraduate he attended California State University Northridge (CSUN) where he double majored in Mechanical Engineering and Mathematics and graduated with a Bachelor of Science degree in May 2012. Currently, Andres is pursuing a Master’s degree in Mechanical Engineering at CSUN where his research focus is on smart materials and engineering education. A design stemming from his educational research has been field tested and should be

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2014 You’re Hired! Changing Students’ Attitudes Towards Engineering (Research to Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignAbstract With the growing need for qualified employees in STEM-based careers, it is critical to developactivities for middle and high school students to increase their awareness of opportunities inthese areas. With proper design, increasing awareness of STEM-based careers in conjunctionwith overcoming current stereotypes can lead to a change in attitudes towards these variouscareers. Researchers at North Dakota State College of Science, along with

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

address calls for greater workplace and college readiness as well as increase thenumber of students who consider a career in a STEM-related field.Despite the rise in interest in providing students with learning experiences that foster connection-making across the STEM disciplines, there is little research on how best to do so or on whatfactors make integration more likely to increase student learning, interest, retention,achievement, or other valued outcomes. Indeed, there is considerable confusion about just whatintegrated STEM education is and how, if at all, it is different from STEM education that is notintegrated.This paper summarizes the findings and presents the recommendations from a recentlycompleted study of integrated K-12 STEM

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Clark P.E., Aston University; Jane Andrews, Aston University

Tagged Divisions

K-12 & Pre-College Engineering

activities (STEM clubs) and one- off initiatives. Building on this addfollowing an action research design, the part of the study discussed in this paper relates tocase-study fieldwork conducted mainly during April 2013 whereupon a fieldwork visit wasundertaken in one of the UK’s largest primary level engineering education for-profit providers“Engineering-First”. Prior to visiting the case-study organisation, the researchers conductednon-participatory observations at three separate ‘Annual Engineering Education Final’competitions sponsored by Engineering-First (occurring in 2011, 2012, 2013). During thecompetitions, an observational framework, developed out of the findings of the first stage ofthe study, was used to record children’s participation

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Alexander Danial Manasseh, Prometheus Education, Inc; Asher Michael Smith; William Miceli, Embry-Riddle Aeronautical Univ., Daytona Beach; Shiv D Panjwani; Cierra Sparks; Joseph Anthony Alequin; Joshua Lee Dankson, Embry Riddle Aeronautical University; Cody David Clarke; Nicholas James Maskiell; Nathalie Vazquez, Embry-Riddle Aeronautical University; Marco Alan Schoener, SENAET

Tagged Divisions

K-12 & Pre-College Engineering

. The student-teachers willadapt lesson plans for all three levels of public school: Elementary, Middle, and High School.The purpose of this first of three phases of the study is to gauge the impacts on undergraduateSTEM student-teacher-researchers of a series of four-hour Saturday-based sessions occurringover the course of Fall Semester 2013. Participants in this first phase of the internally-fundedundergraduate research project will be assessed for their gains in the areas of K-12 STEMteaching, learning, and educational scholarship, as well as student-teacher mastery of relevanttechnical content necessary for successful micro-controller design, build, application, andinstruction to others.Embedded technology micro-controller programming topic

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

project director of a National Science Foundation GK-12 grant, Liz developed a highly effective tiered mentoring model for graduate and undergraduate engineering and education teams as well as a popu- lar Family STEM event offering for both elementary and middle school communities. Current projects include providing comprehensive professional development, coaching and program consulting for K-8 integrated STEM using engineering schools in several states and serving as a Professional Development partner for the Engineering is Elementary program. She is also a Co-PI on two NSF DR-K-12 grants focused on practice and research in K-8 engineering education and the chair of the ASEE Long Range Planning Committee on K-12

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Evan C. Lemley, University of Central Oklahoma; Bob Melton, Putnam City Schools; Elizabeth Ann Allan, University of Central Oklahoma; Grant M. Armstrong, University of Central Oklahoma ; James E. Stewart, University of Central Oklahoma; Morshed Khandaker, University of Central Oklahoma

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10585Leading by Example for Engineering Design (LEED) to Meet Next Genera-tion Science Standards in Middle and High School Science and Math ClassesDr. Evan C. Lemley, University of Central OklahomaMr. Bob Melton, Putnam City Schools Bob Melton is the Assessment Coordinator/ STEM Facilitator for Putnam City Schools. Mr. Melton began his career in 1974 at Putnam City West High School, taught at Edmond Memorial High School, and was the Science Curriculum Coordinator for Putnam City Schools from 1993 to 2013. From1999 through 2003 he served as project director of a USDOE program to research the effective- ness of

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

whether they primarily have a teaching orengineering background, can benefit from increased levels of self-efficacy to introduce K12students to engineering.Translating Engineering Research to K8 Students (TEK8) is a university-school partnership thathas been designed and implemented as part of an outreach collaboration between the Colleges ofEngineering and Education at The Ohio State University. The program aims to advance thebroader impacts of federally funded engineering research while increasing urban middle schoolstudents’ interest in engineering and preparing practicing teachers and engineering students tointroduce middle school students to the engineering design process.This paper describes the TEK8 university-school partnership and

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

University. His research in- terests include low-power, reliable, and high-performance circuit design for nano-scale technologies. He has many publications in journals and conferences and 5 U.S. patents. He was a recipient of the 2008 SRC Inventor Recognition Award, the 2006 IEEE Circuits and Systems Society VLSI Transactions Best Paper Award, 2005 SRC Technical Excellence Award, and the Best Paper Award of the 2004 International Con- ference on Computer Design. He is a technical program committee member of International Symposium on Low Power Electronics Design and International Symposium on Quality Electronics Design.Dr. Hao Jiang, San Francisco State University Hao Jiang received the B.S. degree in materials sciences

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

466 individualstudents attending the clubs at least once over the course of the grant period.Club structureRRRC clubs meet once per week for approximately one hour. During this time, the followingformat and structure is implemented: 1) Club meetings begin with an introduction to the main concept underlying the day’s lesson and activity. This introduction includes probing questions designed to gauge student comprehension and promote lesson engagement. 2) A multimedia presentation follows, delivered by engineering graduate and undergraduate student mentors. The presentation further elaborates on concepts from the STEM lesson and the relationship of these

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

educators, and teacher education university faculty wrote the content for T2I2. Parallelingmany of the themes and requirements of National Board Certification in Career and TechnicalEducation, the T2I2 content uniquely addresses best practices in teaching within a technology andengineering context.The content is divided into 17 Learning Objects, which are research-based guides for readers tolearn about specific topics in teaching and their classroom applications. The Learning Objectsare situated within the context of learning through inquiry, centered on engineering design-basedproblem solving strategies, while maintaining alignment with the NBPTS. The Learning Objectsfall under one of four Units, whose titles directly align with the four National

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

. Also, they indicated that researching online was a very good tool to use for theproject. Francisco mentioned that using search engines, forums, and warehouse websites wouldgive them the information they needed to work on the project, including specifications that mustbe taken into consideration.Selecting the Best SolutionThe next step in their design process was to decide whether the doors would opensimultaneously, or not. One of the reasons they determined this was important was the traffic ofstudents in the hallway. If the doors were not opened simultaneously, the amount of studentstrying to pass through the doors every class period would block the passage for the students withdisabilities. They reached a conclusion to have the doors open

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

werethree groups dedicated to designing and assembling the different components of the system;water transport, filtration and distribution. The final projects were assembled outside on the finalday of camp. An eclectic group of materials was supplied to build each system. Awards weregiven for best design, cleanest water post-filtration and highest throughput. Figure 2: Schematic for Challenge Activity: Cleaning and Distributing a Polluted Water Source Page 24.861.7 5. Getting Faculty and Alumni Involved During the first 5 years of our NSF grant, each department had a lead faculty member (co-PI)that received some funding off of the grant. This

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Turner Ralph Swanson, Tau Beta Pi Engineering Honor Society; Justin Matthew Collins, Milwaukee School of Engineering; Jill Frey, Sweet Water Foundation; Joey Zocher, Escuela Verde; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

modules;2) Design seed sprouting kits that can be assembled by middle school students to build theirhands-on STEM skills;3) Expose middle school students to STEM, space-related careers, and nutrition sciences;4) Expose middle school students to experimental research, the scientific method, and techniquesfor new knowledge generation through discovery; and5) Develop best-practices for collaboration between a non-profit organization, a university, astudent engineering honor society, and a charter public high school; knowledge that can bebroadly disseminated to the national engineering education community for use by others.Getting engineering students in the K-12 classroom to assist with content delivery is an outcomethe Sweet Water Foundation (SWF

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Cyber Innovation Center; Joshua M. Coriell, Cyber Innovation Center; Sara Hahler, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

the engineering design process (Figure 1) to guide middle school students through classic science and design projects. The engineering design process (EDP) adds a level of robustness to projects that may be perceived as overdone or not Figure 1. Engineering Design Process Graphic impactful. The curricula are designed using a modular approach such that each module lastsapproximately three weeks in the classroom environment. A version for each module isdeveloped for

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

regarding importantskills and attributes to be a successful engineer. As a “lessons learned” note to administrators ofteacher research experience programs: When selecting an experimental design for participantsurveys, program administrators should investigate the options, weigh the advantages and Page 24.1213.2disadvantages, and then select the option that best fits the needs and constraints of their program.IntroductionNumerous reports have stressed the demand for more STEM graduates to satisfy increasingSTEM workforce needs1-7. Overall, the U.S. has experienced long-term declines in engineeringenrollments5, but anticipates a 10% job growth in the

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Steckel, St. Vrain Valley School District; Patty Ann Quinones, St. Vrain Valley School District; Malinda S. Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

at many national and regional educational conferences (ASEE, NSTA, CASE, CoCo STEM Forums). Co-authored: Best Practices in High school and Higher education.Dr. Malinda S Zarske, University of Colorado, BoulderDr. Daniel Knight, University of Colorado, Boulder Dr. Daniel Knight is the Program Assessment and Research Associate with the Design Center Colorado in the Department of Mechanical Engineering, College of Engineering and Applied Science at University of Colorado Boulder. Dr. Knight’s duties include assessment, program evaluation, education research, and teambuilding for the Center’s hands-on, industry-sponsored design projects. Dr. Knight’s research interests are in assessment, teamwork, K-12, and engineering

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

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

graduating, Richard wants to pursue a career in the field of software engineering and eventually management.Erin B. Reilly, University of Southern California Annenberg Innovation Lab Erin Reilly is Creative Director & Research Fellow for Annenberg Innovation Lab at USC’s Annenberg School for Communications & Journalism. In her role, she oversees all aspects of lab programming, prod- uct design and mentoring students in developing applications and business ideas using digital media and how it impacts society. Her research focus is children, youth and media and the interdisciplinary, creative learning experiences that occur through social and cultural participation with emergent technologies. Erin is currently

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Cross, Carnegie Mellon University; Emily Hamner, Carnegie Mellon University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10169Identifying and Cultivating Diverse STEM Talent through Creative RoboticsJennifer Cross, Carnegie Mellon University Jennifer Cross graduated from the F. W. Olin College of Engineering with a BS in Electrical and Computer Engineering and is now working toward her doctorate degree in Robotics at Carnegie Mellon University. A fellow of both the National Science Foundation’s Graduate Research Program and the Institute of Education Sciences’ Program for Interdisciplinary Educational Research at Carnegie Mellon, Jennifer’s research focuses on the impacts of integrating creative robotics into cross-curricular

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Eguchi, Bloomfield College

Tagged Divisions

K-12 & Pre-College Engineering

student described: I think the best is figuring out how to trouble shoot the may problems we encountered. For example, not just with the program, how to make a dribbler on a (soccer) robot, where you have to make many designs to make it work. Also being patient with the program because it takes a lot of trail and error to even get simplest things to work. Another student explained his learning in detail: I gained many things from RoboCupJunior. Some of the most valued aspects are a better ability to problem solve and the ability to seriously check your work for errors - debugging. These skills can be applied in nearly all aspects of life you continue in the profession of