Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adriana Anunciatto Depieri, University of Sao Paulo; Roseli de Deus Lopes P.E., Escola Politécnica, Universidade de São Paulo

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9828High School Students’ Attitudes to Engineering and Engineers related totheir Career ChoiceMrs. Adriana Anunciatto Depieri, University of Sao Paulo For almost 10 years I have worked as an assintant professor and since 2003, I have worked for the Brazilian Ministry of Science, Technology and innovation in the Popularization of Science and Technology issues. Besides policy formulation and implementation of programs to popularize S & T, we give support to improve science teaching in schools, in partnership with the Ministry of Education. Authorized by deads, I have dedicated most of time as a PhD candidate

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9758Encouraging Talented High School Girls towards a Career in Computingthrough a Broader Understanding of the FieldShreya Kumar, Michigan Technological University Shreya Kumar is a PhD student in Computer Science at Michigan Technological University. She worked in industry as a technical Business Analyst for British Telecom plc and Tech Mahindra Ltd. She is pursuing her PhD in communication related research in the context of the software project.Dr. Linda M. Ott, Michigan Technological University Dr. Linda M. Ott received her Ph.D. in Computer Science from Purdue University in 1978. She joined Michigan Tech’s

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

out career options as early as the5th grade.8 Other researchers have found that this process begins in elementary school and by the8th grade, students have decided which careers are not for them.9 Some career theorists havesuggested that career choice is based on developmental stages that children progress through intoadulthood. For example, Gottfredson’s Theory of Circumscription and Compromise states thatindividuals experience stages during which their career focused thinking changes and develops.10Gottfredson states that in early elementary years, children’s notions about careers tend to bebased on gender stereotypes. However, the most significant and influential stages where childrenbegin to consider what types of careers are possible for

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10677Maybe I am Interested in Engineering, Does that Matter?Dr. Cheryl Carrico P.E., Virginia TechDr. Holly M Matusovich, Virginia Tech Dr. Holly Matusovich (co-PI) is an Assistant Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. Her expertise includes motivation and related frameworks, using these frameworks broadly to study student engagement in learning, student recruitment into and retention within engineering programs and careers, faculty teaching

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

: OtherIntroductionEfforts to increase STEM career interests have often focused on high school youth. However,middle school is a critical juncture during which many students begin to seriously considercareer options. Attitudes about self and work developed during this period form the foundationalbelief system from which students set career goals and choose high school courses andactivities1. The method by which STEM activities are presented during middle school can have aprofound impact on students’ motivation and interest to pursue careers in STEM related fields2,3.Pre-college STEM education efforts have not been evenly distributed across the four subjectsrepresented by the STEM acronym. While math and science are core middle and high schoolsubject areas

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

three core objectives: (1) provideengineering research experiences and enhance understanding of the nature of engineering; (2)scaffold teacher development of inquiry-based engineering classroom activities; and (3) improveteacher (and indirectly their students) knowledge about careers in engineering.The E3 program is designed to bring high school science and mathematics teachers to the TexasA&M University campus for a four-week summer residential experience where the teachers arementored by engineering faculty. During the program, teachers are involved in: (1) hands-onparticipation with current engineering research, (2) activities to broaden their awareness ofengineering career opportunities for their students, and (3) development of an

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

aimed at increasing the number and diversity of students in pathways toengineering careers. This paper describes an effort to address these goals by adapting EPICS, anationally recognized project-based, service-learning university program, to the high school andmiddle school environments. Preliminary data from 60 high schools in 11 states with over 2200students indicates that this program is having an impact on students’ interest in and their views ofengineering. However, students’ academic and career choices are influenced by a number offactors. Building on previous studies which have investigated pathways to and throughengineering, this study uses Social Cognitive Career Theory to explore students’ experiences inthe program, and how these

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

K-12 & Pre-College Engineering

the projects, 75% of studentsagreed or strongly agreed that men are less creative than women, and that math/science are moredifficult for women to learn than men. Following the project series, those percentages fellsignificantly to 26%, 7%, and 8% respectively. All genders improved their opinions of STEMsubject areas, with 74% falling to 9% of students agreeing or strongly agreeing that only nerdslove math and science. Other significant results were seen regarding perception of engineering. Before startingthe projects, 38% self-identified as performing best in math or science, split closely betweenmales and females. While these students were strong in the pre-requisite subjects for moreadvanced STEM courses and later careers, 60

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint; Pattabhi Sitaram, Baker College, Flint; Tom Spendlove, Baker College, Flint

Tagged Divisions

K-12 & Pre-College Engineering

. He shifted to education after ten years of product design in the automotive field. Areas of interest and study are 3d printing, the design process, and engineering education. Page 24.1104.1 c American Society for Engineering Education, 2014Stimulating an Interest in Engineering through an “Explore Engineering andTechnology” Summer Camp for High School Students (Research to Practice)Strand: OtherAbstractAttracting a larger number of young people to Science, Technology, Engineering andMathematics (STEM) careers is critical to the United States being able to remain globallycompetitive. One

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Quality Evaluation Designs; Martin L. Tombari, University of Texas, Austin; Sheri D. Sheppard, Stanford University; Kaye Storm, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10803Does Teaching Matter? Factors that Influence High School Students’ Deci-sions Whether to Pursue College STEM MajorsDr. Gary Lichtenstein, Quality Evaluation Designs Gary Lichtenstein, Ed.D., is principal of Quality Evaluation Designs, a firm specializing in research and evaluation for K-12 schools, universities, and government and non-profit organizations nationwide. He has researched STEM pathways of K-12 students, undergraduates, and early career professionals. For correspondence about this paper, email: gary@QualityEvaluationDesigns.com,Dr. Martin L Tombari, University of Texas, Austin Marty Tombari is

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Penn State Harrisburg; Sofía Carolina Maldonado, Texas A&M International University; Gerardo J. Pinzon PE, Texas A&M International University; Rohitha Goonatilake, Texas A&M International University, Laredo, Texas

Tagged Divisions

K-12 & Pre-College Engineering

createawareness and intensify outreach efforts by engineering/STEM educational programs across thecountry. One potential solution is to train middle and high school teachers in STEM areas sothey can influence young students. This seems promising, considering the majority of K-12teachers have limited to no training in engineering and the implementation of specializedprograms or efforts is often prohibitive due to limited resources. This paper documents theactivities and results of a Pre-Service Teacher Workshop at Texas A&M InternationalUniversity. This workshop addressed the limited knowledge of secondary teachers aboutengineering degrees and careers. Participants, for example, were made aware of the differencebetween the Scientific Inquiry Method

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose M. Garcia, Purdue University (Statewide Technology); Yury Alexandrovich Kuleshov, Purdue University, West Lafayette; John H. Lumkes

Tagged Divisions

K-12 & Pre-College Engineering

using fluid powercomponents was developed and tested as a tool to generate interest in STEM careers. Eighteenworkshops were held with a total number of 451 participants. Immediately after the workshop,participants were provided with a questionnaire that included both quantitative and qualitativequestions. Fourteen of the questions are quantitative, where a participant would characterize theirafter-workshop experience using a 1 to 7- Likert scale. According to the intrinsic motivationtheory it was hypothesized that participant perceptions should differ depending on their gender,race, and age. Inferential statistical analysis, ANOVA, was used to answer this research questionand test that hypothesis. In order to be able to conduct relevant ANOVA

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

collaborativelyby partners from the fields of engineering, education and educational psychology. RRRC clubsare guided by teams comprising of STEM teachers and college engineering student mentors, whomirror the rich diversity of the primary and secondary school systems. This positive rolemodeling and one-on-one attention are a key focus wherein the program encourages students toexplore STEM careers and discover paths to achievement. Further, clubs frequently featurecareer presentations by community professionals from the private sector to encourage this careerexploration.While establishing itself as a sustainable program model that positively impacts students, RRRChas also been beneficial to its multiple partners. K-12 teachers have received additional

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Kip Hacking

Tagged Divisions

K-12 & Pre-College Engineering

wouldparticipate in the ROV program (many of the schools offered the ROV activity as part of their “after schoolprogram”); 2.) Doing a teacher workshop to help the teachers feel confident when implementing ROV intheir classrooms, 3.) We developed and organized (finding sponsors: such as XXXX) and ran the first statewide ROV competition; 4.) We developed a survey instrument asking questions regarding studentunderstanding and perceptions of STEM principles, interest in STEM topics, careers, and fields of study;and 5.) Started the development of ROV curriculum (we had anticipated that we would have completed thatpart earlier in the year, however, we had some delays from the school of education we were collaboratingwith). The following paragraphs outline each

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee Hobbs, Arizona State University, Polytechnic campus; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

K-12 & Pre-College Engineering

campus Shawn Jordan, Ph.D.is an Assistant Professor in theDepartment of Engineering atArizona State Univer- sity. He is the PI on three NSF-funded projects: CAREER: Engineering Design Across Navajo Culture, Community, and Society (EEC 1351728), Might Young Makers be the Engineers of the Future?(EEC 1329321), and Broadening the Reach of Engineering through Community Engagement (BRECE)(DUE 1259356). He is also Co-PI on one NSF-funded project: Should Makers be the Engineers of the Fu- ture?(EEC 1232772), and is senior personnel on an NSF-funded grant entitled Workshop: I-Corps for Learning (i-Corps-L). He received his Ph.D. in Engineering Education (2010)and M.S./B.S. in Electrical and Computer Engineeringfrom Purdue

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

innovative, interdisciplinary curricular approaches that engage students in developing models of real world problems and their so- lutions. Her research also involves working with educators to shift their expectations and instructional practice to facilitate effective STEM integration. Tamara is the recipient of a 2012 Presidential Early Career Award for Scientists and Engineers (PECASE) for her work on STEM integration with underrep- resented minority and underprivileged urban K-12 students.Kristina Maruyama Tank, University of Minnesota, Twin Cities Page 24.928.1 c American Society

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

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica M. Harlan, University of South Alabama ; Susan A. Pruet, STEMWorks, LLC; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Mobile Area Education Foundation

Tagged Divisions

K-12 & Pre-College Engineering

related to STEM workforce needs forthe region. Following a year of collaboration and planning, a pilot initiative emerged calledEngaging Youth through Engineering (EYE). The goal of EYE is to engage area youth in grades4-9 in science, technology, engineering and mathematics (STEM) academics and careers byproviding students with a coordinated continuum of curricular and extra-curricular experiencesthat use real life engineering design challenges as a “hook.” Once “hooked,” and with carefulguidance and support of “adult influencers” (teachers, counselors, parents, and businessvolunteers), the theory of action is that youth will become motivated to choose to take the highschool mathematics and science coursework that are needed in preparation for

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

signed rank test. Results reveal that the universitycourse increased teachers’ and engineering students’ self-efficacy to interest middle schoolstudents in engineering. A discussion is provided on pre-engineering education in after-schoolsettings and realizing broader impacts of STEM research through K12 outreach.IntroductionProviding K12 students early exposure to engineering education is an effective way to increasetheir interest to pursue STEM-related careers 1-3. Two common exposure strategies includeproject-based learning and informal learning environments 4-5. Although partnerships betweenuniversities, engineers, and teachers help provide students with engaging and relevant learningexperiences 6, they may present challenges. Teachers who

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suzanne L. Berliner -Heyman, New Jersey Institute of Technology; Rosa M. Cano, NJIT; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

public schools. Page 24.1209.2 c American Society for Engineering Education, 2014 The Effects of Single vs. Mixed Gender Engineering Enrichment Programs on Elementary Students’ Perceptions of EngineersAbstractAlthough there is much debate about the relative effectiveness of single-gender education,previous research comparing aspects of our female-only summer enrichment programs toequivalent mixed-gender programs has shown our female-only programs to be particularlyeffective in reaching young girls, influencing their perceptions of engineers and attitudes towardengineering as a career. The addition

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

Paper ID #8977Impact of a 5-Week Collegiate Level Residential STEM Summer Program onSecondary School Students (research to practice)Dr. Benjamin Reed Campbell, Robert Morris University Ben Campbell holds a BS in physics and MS in electrical engineering from Penn State and a PhD in en- gineering from Robert Morris University. For the first decade of his career, he worked as a laser engineer at the Penn State Electro-Optics Center. In 2011 he joined Robert Morris University as an Assistant Pro- fessor of Engineering. Since 2005, Dr. Campbell has served as faculty for the Pennsylvania Governor’s School for the Sciences (a

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

engineering through a two-week residential summer camp. The Summer Engineering Instituteprovides participants an insight into the engineering profession and the engineering educationalsystem through a combination of lectures, hands-on laboratory activities, field trips, workshops,panels, and projects. Among the strategies employed in developing the program are emphasizingall the major fields of engineering and the various paths to an engineering career, including therole of community colleges; targeting first generation students and underrepresented minorities;collaborating with high school faculty and staff through a nomination process to identify andselect potential students; collaboration among community college and university faculty indeveloping

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

topic and software operation. By forming a social, collaborative environment, the Girls CREATE program encouragesfuture interest in science, engineering, and technology through the strengthening of creativewriting skills. The instructional material is intended to teach the students how to identify, plan,solve, and portray solutions to the types of problems scientists and engineers encounter inpractice using a hands-on, three-dimensional building approach. By utilizing modern technologyand software, the program’s curriculum includes projects designed to prepare students for theirfuture academic careers and teach them about the role of technology in society.List of Engineering Topics: 1. Environment: e.g., air pollution, recycling, clean

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

professional development, and opening the Innovation Center which will provide a pipeline for all students in the Skyline feeder for a vision of future opportunity and career success. Patty served as Principal at Skyline high school for 5 years , she transformed and formed the STEM & VPA Academies which have currently 500 students as part of these certification programs. She was instrumental in securing grants, business and educational partnerships for Skyline and continues to do this work in her new position. Ms. Quinones also organized efforts to implement: 1 on 1 Laptop Initiative, Mini-STEM Academy in the summer, HS Department of Computer Science, internships & jobs for STEM students. Ms. Quinones has presented

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Hani Mehrpouyan P.E., California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group

Tagged Divisions

K-12 & Pre-College Engineering

engineering outreach.The effectiveness of summer high school science and engineering workshops has been reportedin the literature [3–8]. In [4], Anderson et al. found that engineering outreach programs canincrease the students’ awareness of engineering. In this study, women were the focus participantsof the engineering outreach program. There was a significant increase in the interest in pursuingengineering as a career among women participating in the program. In [8], researchers Yilmazet al. concluded the success of the program is dependent on the quality of the ”hands-on nature” Page 24.1141.2of the engineering projects. The diversity of the

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Barta, Sweet Briar College; Bethany Brinkman, Sweet Briar College

Tagged Divisions

K-12 & Pre-College Engineering

factors that contribute tothis phenomenon, including societal bias and the environment of the STEM classroom. As asociety, it seems to be a natural assumption that the subjects of math, science, and engineeringare traditionally “male” subjects. Research has been done to show how “stereotypes can lowergirls’ aspirations for science and engineering careers over time.”2 In order to eliminate societalbias, the environment and manner in which STEM subjects are taught to girls must change. “Ifgirls grow up in an environment that cultivates their success in science and math with spatialskills training, they are more likely to develop their skills as well as their confidence andconsider a future in a STEM field.”2 This project was designed to target

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

Leslie Wilkins, Maui Economic Development Board; Lesley Eva Bristol, Maui Economic Development Board; Graham R. DeVey, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

pursue educational and career pathways in the high-growth, high-paying STEM sector.Over the past 10 years, growth in STEM jobs [in the United States] was three times as fast asgrowth in non-STEM jobs.9 STEM employment is expected to grow 17% between 2008 and2018, outpacing the 10% growth projected for overall employment.9 Also, the average annualwage for all STEM occupations was $77,880 in May 2009, significantly above the U.S. averageof $43,460 for non-STEM occupations.9 In the United States demand for STEM workers isunmet. In the STEM occupations, job postings outnumbered unemployed people by 1.9 toone.9 These national workforce trends are also reflected in Hawaii, where projections indicatethat there will be 29,000 STEM-related jobs to be

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

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

goals for its K-12 educator development. - Inspire and motivate students at all levels to pursue careers in science, technology, engineering and mathematics (STEM). - Enhance K-12 educator knowledge in STEM cross-curricular space related fields. - Increase K-12 student knowledge in STEM education through age-appropriate space related activities. - Increase underrepresented and underserved participation. - Enhance career exploration by including space science professionals, NASA employees, and NASA-sponsored scientists, technical and engineering experts as role and career models.In 1990, the consortium imported a workshop from NASA Ames5 as the first offering of aprogram that became the “LiftOff

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

J. Jill Rogers, University of Arizona; Beau R. Vezino, University of Arizona; James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

the course would offer a diverse group of studentsan introduction to engineering as a possible career without the risk involved in taking the courseat the university or committing to an engineering major. The pilot course was taught by HHSteacher Jim Clark, whose credentials include BS EE, MS EE, a M Edu. and five yearsprofessional engineering experience at Motorola. Twenty HHS students completed the pilotcourse in a full academic year and each received three units of college credit. Of these twentystudents, five joined the UA COE in fall 2009 and to date, all five have graduated with anaverage GPA of 3.34. Of the 2009-10 cohort, 17 students remain in the COE today and most areon target for graduation within the next academic year. Details

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

interactivepedagogies such as inquiry based learning will provide students with meaningful experiencesthat showcase the importance and satisfaction of pursuing careers in STEM1.Research has shown that students as early as middle school develop an affinity or aversion toSTEM2,3. In one study, it was found that “life experiences before 8th grade may have impact onfuture career plans.” The researchers further conclude that in order “to attract students into thesciences and engineering, we should pay close attention to children’s early exposure to science atthe middle and even younger grades4.” Through this research, as well as the initiative set forthby the National Academies, one can conclude that a focus on the middle school years is crucialto help excite and