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

applications of the design process, curriculum development, and fulfilling the needs of an integrated, multi-disciplinary first-year engineering educational environment through the use of collaborative learn- ing, problem-based and project-based learning, classroom interaction, and multiple representations of concepts.Mr. Alexander Danial Manasseh, Prometheus Education, Inc Alexander Manasseh is a developer of Science, Technology, Engineering and Mathematics (STEM) les- son plans, presiding over the not-for-profit corporation Prometheus Education, Inc. Alexander develops STEM lesson plans, performs STEM pedagogy research, and tailors STEM technology to the K-16 class- room. Prometheus Education, Inc. facilitates efficacy

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

 student design projects along with a plan for implementation by theend of the four workshops.The four Saturday workshops were spaced over the course of seven weeks in the Fall 2013.  Teachers,grant investigators (___, ___, and ___), and engineering student assistants (____ and ____) werepresent from early morning to mid­afternoon for each workshop session.  Engineering faculty werepresent for each meeting as well; co­author ____  served as the lead engineering faculty mentor andwas present for the first session, while all participating engineering faculty (____, ____, ____, and____) were present for the last three meetings.In the first workshop, presentations were given by one of the co­authors (____) on the Next GenerationScience Standards and

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

, participants were asked to choose one of the modules from which to prepareand give an oral presentation during the last session. A competition for the top threepresentations was set-up and awards were given.The paper discusses the content of the modules and the results of the camp as evidenced bystudent presentations and student surveys. The camp was successful in increasing students’interest and confidence in pursuing careers in engineering and technology. Lessons were alsolearned from the first offering of the camp leading to plans for future improvement. Theseinclude development of a Workbook/Lab Manual summarizing all modules for students to useduring the camp as well as keep for future reference. Future plans also include adding newactivities and

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University; James B. Guthrie, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

StateUniversity College of Architecture & Environmental Design (CAED) and the School ofEducation was undertaken to bring motivation for design, engineering and construction careersinto local elementary school classrooms. The project was initiated by faculty in the ArchitecturalEngineering (ARCE) department of the CAED which includes departments in ArchitecturalEngineering, Architecture, City & Regional Planning, Construction Management and LandscapeArchitecture. These departments can provide students and faculty proficient in the areas ofbuilding design and construction. Faculty and teacher candidates in the School of Educationprovide the knowledge and skills needed to introduce technical concepts and practices for thepresent and future education

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

Elise K. Morgan, Museum of Science Boston, Engineering is Elementary; Erin M. Fitzgerald, Museum of Science; Jonathan D. Hertel, Engineering is Elementary, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

they were interested in professional development to integrate theircurrent engineering curriculum with mathematics. Seventy one percent of respondents said theywould find an organizational tool helpful for planning integrated lessons for their students.A second survey was e-mailed to 1262 teachers who had participated in previous EiE workshops.Of those e-mailed, only 97 participants responded. The results for this survey are depicted inFigure 1. Teachers' Reported Most Useful Supports One-on-one support with engineering Online resources to better teach engineering PD support to integrate EiE with language arts PD support to integrate EiE with science PD support to integrate engineering with math

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Goldman, Stanford University; Maureen Carroll; Molly Bullock Zielezinski, Stanford University; Aaron Loh, Ministry of Education, Singapore; Eng Seng Ng, Stanford University; Stephanie Bachas-Daunert, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

Summary: Introduces students to the concepts of natural and man-made water treatment and purificationas they engage in prototyping working water filters from a variety of natural materials.1. Students plan and carry out an 1. Build Background Knowledge: Show students one or both of theinvestigation of water purification following videos. These videos provide context for the experiment. Eachusing natural materials. video describes an approach to filtration; together, they offer different2. Through design, prototyping & frames in terms of scope & scale of filtration systems.analysis, students identify the Water Treatment Plant:http://goo.gl/gfgCn3materials and

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Catherine Eve Bale, U.S. Military Academy

Tagged Divisions

K-12 & Pre-College Engineering

safely across the river in the shortest possible time. • The teams are briefed on the rules of the game and then are given five minutes to organize themselves and plan their problem-solving strategies. • Construction begins with “On your mark…get set…build!” The first team to cross all of its members and both planks without any person or plank touching the “river” is the winner.* • The students are then led on a discussion of the activity and the underlying principles of engineering mechanics that served as the basis for their empirical solution to the bridging problem. The activity concludes with a demonstration of how the basic components used in the bridging activity can be used to model a real-world

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin Michael Hutchison, University of Illinois

Tagged Divisions

K-12 & Pre-College Engineering

internalizing theinformation and developing lesson plans, under guidance from the teacher and graduate students, onclean energy for an Integrated Physical Science (IPS) class comprised of Special Education students andEnglish Language Learners. Following the presentations by APES students, the IPS students weredivided into smaller working groups with an APES student acting as the group manager. The smallgroups were tasked with designing, building and testing inventions that improved upon or specificallyused solar, wind, water or biologically-derived energy. As a culmination to the project, the high schoolstudents presented their inventions to a mock-investor panel which included faculty members and localentrepreneurs. This activity-based

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

dimensions for their different adaptations with the class classmates storage tank provide Lesson 7 – Lesson 6 – Nature-Inspired Engineering Design Challenge Overview: Planning your design Design The 14 Grand Challenges for Engineering, Book: Biomimicry: Book: A CoolLiteracy

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Kristen B. Wendell, University of Massachusetts Boston; Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

engineering. A National ScienceFoundation supported project at Tufts University’s Center for Engineering Education andOutreach aims to provide this support to elementary teachers as they learn to develop andimplement integrated engineering and literacy (IEL) activities in their classrooms. As part of theongoing professional development (PD) for this project, participating teachers discussinstructional practices for creating and implementing literature-based engineering activities intheir classrooms. These instructional practices involve attending to student reasoning andfostering student engagement in engineering areas of problem scoping, conceptual planning, andrealizing and testing design ideas.This qualitative research study focuses on elementary

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

more soft or is it going to be like a real egg2 Imagine Brainstorming ideas and • He thought about it. Because if you think picking a good idea about it and drew it, it helps you better to pick which one and helps you do good. • He wrote down his He’s brainstorming and trying very hard3 Plan Planning ahead, including • He said he what was going to before he the materials needed for started doing all this finishing the

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith

Tagged Divisions

K-12 & Pre-College Engineering

used in theteacher training. These trial-runs help teachers to make iterative improvements in their planned activities. In additionto student responses, the middle school teachers were able to work on aspects of delivery (pedagogy and methods) in areal-time environment, under the mentoring of master teachers from the G/T programs. Page 24.1326.2 Grade Level: 6 – 8 Authors: The PRISM Team, Pat Carlson, Matt Davidson, Bob Jackson, Erin Phelps, and Ryan Smith Author Contact Information: Rose-Hulman Institute of Technology, carlsonp@rose-hulman.edu Indiana State Academic Standards: (1) Use models to enrich understanding of

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joshua M Coriell, Cyber Innovation Center; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

of angle measurement Closing Cartesian Coordinates Designing and planning the layout of a city Closing Matrices Encrypting and decrypting messages with matrices

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

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

school students from multiple counties in Appalachia Virginia and 12 college engineeringstudents from the same counties were interviewed. The interview protocol was developed usingSCCT as the framework and included questions concerning interest, goals, supports/barriers,parental jobs and education, and expectations of their future. Results show that interest was theprimary reason for planning on an engineering career by the high school participants. Likewise,interest was the primary reason for choosing engineering given by the college engineeringparticipants. The students planning on engineering had exposure to engineering in high school,however not all students exposed to engineering plan to pursue an engineering career. Additionalfindings

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

implemented in local school curricula in the near future. Andres plans to continue his education by pursuing doctoral studies in Mechanical Engineering with an emphasis in Solid Mechanics and conducting research in smart material systems.Stephanie Marie Jaco, California State University NorthridgeAlejandro Roldan, California State University NorthridgeMatthew Ferrer, CSUNMiss Joyceanne SimDr. George Youssef, California State University, Northridge Dr. George Youssef is an Assistant Professor at California State University, Northridge. His research interest is in the area of experimental mechanics and biomechanics. He recently was recognized by Engineers Council as Distinguished Engineering Educator for 2014. Dr. Youssef has many

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

the document, with afocus on define, design and optimize as their central core ideas.6 However, the specific standardsfor each of these ideas range in complexity based on grade level (separated into K-2, 3-5, 6-8, and9-12). One noticeable omission at the K-2 level is the lack of any problem scoping behavior (thatdoesn’t occur until 3-5th grade level). The design process that Design Squad uses containsidentification of the problem; brainstorm; design with a cyclical build, test/evaluate and redesignprocess; and finally share the solution.7 Lastly, the Engineering is Elementary program uses acycle of ask, imagine, plan, create and improve.8 While these three design processes have bothsimilarities and differences, they all tackle the task of

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

University of Utah have been developing an engineeringsummer camp program to help recruit students into higher education. This paper describes a fewof the summer camp options we have implemented and discusses the challenges, opportunitiesand lessons learned from our experiences. The idea of using summer camps to promote STEM disciplines is not new; it is typically partof a multi-prong approach to attract future science and engineering students. Other effectiverecruitment tools include outreach into K-12 schools, on-campus open house sessions, hands-onworkshops, robotic competitions and demonstration/information sessions. A review of theliterature yielded several themes related to the planning, implementation, and assessment ofsummer STEM camps

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

of their localplayground and design and build prototype play equipment that would better meet the needs ofchildren in their neighborhood. Or perhaps the local Boys and Girls’ Club needs to update itsgame room, and elementary students design and build prototype arcade games. Each of theseengineering experiences would respond to a problem in the local community and engage studentsin framing a problem, planning a solution, and prototyping and testing artifacts. Eachcommunity-based engineering experience could also connect to a unit in the school sciencecurriculum, reinforce disciplinary core ideas from the NGSS, and engage students in key scienceand engineering practices.To investigate the community-based engineering approach to preparing new

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

throughout the state of Hawaii from elementary school to job placement.Lesley Eva Bristol, Maui Economic Development Board Lesley Bristol is a Project Assistant at Maui Economic Development Board’s Women in Technology Project. She supports Women in Technology’s many events and initiatives through research, content cre- ation, strategic program planning, and logistics assistance. She holds a Bachelor of Science in Community & International Development and has implemented educational programs and conducted community- based research in the United States as well as internationally.Graham R DeVey, Maui Economic Development Board Graham DeVey is a Project Manager with the Maui Economic Development Board’s Women in Technol

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

analysis, traffic engineering, and transportation planning. He has been awarded two TAMU Department of Civil Engineering teaching awards: the Zachry Award for Excellence in Teaching in 1997 and the Dick and Joyce Birdwell Endowed Teaching Award for 1999. In 2001, he was honored as the inaugural holder of the E.B. Snead II Professorship at TAMU. Dr. Rilett’s field of research is in the transportation system analysis area and his specific research may be divided into two main areas: Intelligent Transportation Systems applications and large-scale transporta- tion system modeling. Dr. Rilett has been a principal investigator or co-principal investigator on over 30 research projects with total funding in excess of $25

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alfredo J. Perez, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College; Raul R. Peralta, Northern New Mexico College; David Torres, Northern New Mexico College

Tagged Divisions

K-12 & Pre-College Engineering

instruction based on the materials fromthe workshops. Participants are also developing activities and lesson plans (figure 7) in schoolswhere CT activities had not been implemented before. In addition, as reported by the Rio GrandeSun newspaper28, an after-class computing club is currently in development in Española, NMwith support from a workshop participant. As reported by the newspaper, this is the first ever Page 24.531.12created K12 club in the city about computer programming. Española Public School Effective Common Lesson Plan Teacher: Grade Level: School

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michelle E. Jordan , Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

formally present in-process design plans and garnerformative feedback about ongoing design projects.13-15 Design critiques draw attention toefficient and usable solutions and inconsistencies in a design and facilitate the exchange ofknowledge and perspectives related to specifications and procedural aspects of design.14Engineering design teams commonly participate in such social events, yet little researchexamines the influence of design critique sessions on interaction in collaborative design teamsand no such studies exist for K-12 settings. This qualitative study attempts to address this gapusing a naturalistic, interpretive lens to explore how feedback received in public design critique

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Urban Design; students team up to create a urban Page 24.1347.7design plan for a section of city using their knowledge of lines, parametric equations, andparabolas. Beyond the teamwork required to create this plan, one of the piloting teachers evensuggested (and the idea was hence implemented into the curriculum) that student teams switchplans and check another team’s set of equations for a certain area of their city. From the teacherperspective, when a mathematics teacher gets to the Cartesian Coordinate writing assignment,the English teacher could be the one to actually assign the essay. This collaboration pairsteachers from multiple

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica M. Scolnic, Tufts University Center for Engineering Education and Outreach; Kathleen Spencer, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

“engineering moments,” or moments where students engage in behaviors andthinking that can be viewed as the foundations of productive engineering practice. Theseengineering moments may include defining problems, planning, designing solutions, andengaging in evidence-based arguments. We argue that the students who successfully engaged inthe literature-based engineering challenge exhibited capabilities including the ability to frameproblems, use drawings and plans to guide their building, make informed design decisions, andreflect on and evaluate their work. The students who viewed the purpose of the unit as building aworking prototype also exhibited the most coherent engineering process. Additional support andstructure may be necessary, however, to help

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

similar survey to high school seniors nationwide, to which 519 seniors respondedwho planned on attending college in the fall. Those intending to study engineering identifiedmiddle and high school instruction as significantly more influential in their choice of major thanstudent proclivity, aptitude, and family influences. The survey also identified specificinstructional and advising strategies (consistently mentioned in teacher interviews) that weresignificantly influential. Implications are discussed.Introduction The Research Experiences for Teachers (RET) program in engineering and computerscience was initiated by the National Science Foundation (NSF) in 2001. RET programs are

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

NextGeneration Science Standards (NGSS), the presented concepts were covered in greater depththan what is specified in the standards. Using a combination of interactive presentations andhands-on activities, the modules appealed to visual, auditory, and kinesthetic learning styles.For the curriculum exchange the following resources related to the energy and anaerobicdigestion module will be shared: a) lesson plans with instructor notes; b) presentations andworksheets; and c) assessments. Page 24.349.2

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Harpeth Hall School and Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

used the engineering design process to manage the designs along withappropriate scientific inquiry, statistical analyses, CAD drawings, and hands-on prototypebuilding to accomplish this task. Each group also prepared an oral presentation and a video oftheir fish pond or oven in action. These videos ran while the girls stood in front of the posters,giving their oral presentations, to judges, parents, and teachers from their home schools on thefinal engineering design competition day. We also did things to make this feel a bit more like atraditional camp - and not just academics – such as making ice cream, making shrink-dinks,going to the playground, etc. We also included topics like college planning and building up thegirls’ social capital

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

activities.  Inspire and motivate students at all levels to pursue careers in science, technology, engineering and mathematics (STEM) by providing curriculum-rich training to classroom teachers.  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 model.  Assist K-12 teachers in exciting their students to learn math and science through space based activities.  Direct programs to areas of the state that have few space related resources.Program Planning and ImplementationPlanning for the LiftOff Summer Institute begins at least nine months

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

learning from previous results—indeed, far from what we would expect from professionals. However, if we instead analyze thesingle pair as an in-depth case study and look closely at their conversations in the context of theimposed material and temporal limits, it is possible to see how their responses to the failuresproceed logically from their ideas about how the physical world works and what has occurred inthe design process. This is consistent with the Piagetian position that within a localized contextchildren behave logically e.g., 5,6. The analysis specifically focuses on the connections in eachdesign cycle between (a) the actions and discussions of the group during planning and building,before their design construction fails the physical test