Conference Session

Best Practices in K-12 Engineering: Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Elizabeth A. Parry, North Carolina State University; Lizette D. Day, Rachel Freeman School of Engineering; Augusto Z. Macalalag Jr., Stevens Institute of Technology; Albert Padilla Jr., Jersey City Public Schools; Malinda S. Zarske, University of Colorado, Boulder; Patty Ann Quinones, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3226: BEST PRACTICES IN K-12/UNIVERSITY PARTNERSHIPSDr. Christine Schnittka, University of Kentucky Christine Schnittka is an Assistant Professor of STEM education at the University of Kentucky. She is the Chair of the 2012 Best Practices in K-12 and University Partnerships panel for the ASEE K-12 and Pre-college Engineering Division.Elizabeth A. Parry, North Carolina State University Elizabeth Parry is an engineer and consultant in K-12 STEM (science, technology, engineering, and math- ematics) curriculum and professional development and the Coordinator of K-20 STEM Partnership De- velopment at the College of Engineering at North Carolina State University. For the past 15 years, she has worked

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

paper presents a journalistic approach to STEM learning by exploring the creation of a“technical”, online research publication intended for the middle and high school audience. Theintention of the journal is to feature articles that depict a variety of STEM related issues, learningpractices, research activities, and industrial careers, and is designed to increase the awareness ofmodern engineering and science practices currently ongoing within both academia and industry.Currently within its beginning phase of inception, the scope of the journal is to comprise acombination of student-initiated research projects, university research activities, and industrialengineering white papers to both actively engage students in problems of national concern

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Heil, David Heil & Associates, Inc.; Neil Hutzler, Michigan Technological University; Christine M. Cunningham, Museum of Science; Mia Jackson, Foundation for Family Science & Engineering; Joan F. Chadde, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

integrated engineering disciplines and concepts were developed by a team ofexperienced curriculum developers; field tested at over 40 events in California, Connecticut,Georgia, Michigan, Mississippi, Puerto Rico, Utah, and Wisconsin, to determine theirsuitability for a wide range of settings and audiences; and reviewed by professional educatorsand engineers. Formative evaluation guided development of the program and, once completed,summative evaluation conducted by an independent evaluation team measured impact andefficacy of the program’s design, resource materials, and event formats. Findings indicate thatFamily Engineering activities and events are fun and engaging, result in families having anincreased appreciation and understanding of

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teacher data from state-wide publicinstruction databases. The goal will be to track students and teachers across multiple years,through multiple STEM outreach experiences and, for students, eventual matriculation tocolleges and universities (including NCSU).The new data-driven assessment tools will be used for MISO project research and will beavailable to any STEM outreach campus program. In this way, any STEM outreach projectaffiliated with NCSU, big or small, will have access to a valid analytic tool to evaluate theimpact of their project, as well as MISO research results. In order to support the campus-widecommunity of practice, projects will have the opportunity to work collaboratively during twice

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eugene F. Brown, Virginia Tech; Larry G. Richards, University of Virginia; Elizabeth A. Parry, North Carolina State University; Malinda S. Zarske, University of Colorado, Boulder; Stacy S. Klein-Gardner, Vanderbilt University and Harpeth Hall School

Tagged Divisions

K-12 & Pre-College Engineering

Hall School Stacy Klein-Gardner’s career focuses on K-12 science, technology, engineering, and mathematics (STEM) education, particularly as it relates to increasing interest and participation by females. Klein-Gardner serves as the Director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, Tenn. Here, she leads professional development opportunities in science, technology, engineering, and mathematics (STEM) for K-12 teachers and works to Identify and disseminate best practices from suc- cessful K12, university and corporate STEM programs for females. This center also leads a program for rising ninth- and 10th-grade girls that integrates community service and engineering design in

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Boynton P.E., Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

schools. Boynton is currently continuing teaching the high school courses to students virtually.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of engineering education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communica- tion in engineering design, interdisciplinary communication and collaboration, and design education. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses nationwide, and is co-PI on several NSF grants to explore identity and interdisciplinary collaboration in engineering design

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Z. Meyer, Illinois Institute of Technology; James Kedvesh; Joy Kubarek-Sandor, John G. Shedd Aquarium; Cheryl L. Heitzman, Illinois Institute of Technology; Sima Ala Faik, Illinois Institute of Technology; Yaozhen Pan, Illinois Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

identified two intrinsic problems for instructional planners19. When researchersengage in inquiry, it is not in a vacuum. Rather, they are motivated to a particular courseof action by the context of their field. There may be unanswered questions from previousresearch, or technological problems defined by a larger agenda. Hence the first practicein the new Framework for Science Education is “Asking questions (for science) ordefining problems (for engineering)”. But doing this requires familiarity with the currentcontext. So there is a Getting-on-Board Problem. In actual research, this is oftenaccomplished through the apprenticeship structure of graduate studies: new researcherspiggy-back on the work of practicing researchers. But this approach is

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

David T. Allen, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Karen A. High, Oklahoma State University; Anthony J. Petrosino Jr, University of Texas, Austin ; Theresa A. Dobbs, UTeachEngineering and University of Texas, Austin; Cheryl Farmer, UTeachEngineering; Jill A. Marshall, University of Texas

Tagged Divisions

K-12 & Pre-College Engineering

: Engineering Process – The engineering design process is amulti-step, iterative process that engineers use to design a product for a specific customerneed.  Identify (Identify the Need)  Describe (Describe the Need; Characterize and Analyze the System)  Generate (Generate Concepts; Select a Concept)  Embody (Embody the Concept; Test and Evaluate the Concept; Refine the Concept)  Finalize (Finalize and Share the Design)Learning Objectives Area 3: Engineering Skills and Habits of Mind  Systems thinking— Systems thinking is not one thing but a set of habits or practices within a framework that is based on the belief that the component parts of a system can best be understood in the context of relationships with each other and

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly L. Lundstrom, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

design process, and the importance of teamwork6. Reformers have tried and, thus far,have failed to significantly influence students’ beliefs concerning engineering when theintervention occurs at a secondary level6. Secondary education may be too late to significantlyinfluence the subjects that students’ value. It is now time to examine the impact of such programswhen these programs are implemented at a younger level.This paper describes an engineering outreach program that is being implemented at anelementary level between the Colorado School of Mines and elementary schools in AdamsCounty District 50. Our program has been developed based on best practices from othersuccessful engineering outreach programs for pre-college schools, such as the

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Joshua A. Enszer, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

Science Teaching (42 (2), 185-217. 3. Fishman, B., R. Marx, S. Best and R Tal, (2002). A Design Approach to Professional Development: Linking Teacher and Student Learning in Systemic Reform, Paper presented at the American Educational Research Association, New Orleans, LA. 4. Garet, M.S., A.C. Porter, L. Desimone, B.F. Birman, and K.S. Yoon, (2001). What Makes Professional Development Effective? Results from a National Sample of Teachers, American Educational Research Journal, 38, 915-945. 5. Loucks-Horsley, S., N. Love, K.E. Stiles, S. Mundry and P. Hewson, (2003). Designing Professional Development for Teachers of Science and Mathematics, 2nd Edition, Thousand Oaks, CA: Corwin Press, Inc

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

Juyeon Y. Kluin, Purdue University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

text materials tomanageable proportions for analysis. Moreover, unitizing is important because it not only definesthe scope of analysis in the text, but also impacts validity of content analysis. Units can beestablished at various levels, such as a word, phrase, sentence, paragraph, whole text, and theme.According to Krippendorff 65, there are three distinctive units: sampling units, recording/codingunits, and context units. Sampling units are those units determining selective inclusions in ananalysis, while recording/coding units are specific information within sampling units. Contextunits are used to delineate the scope of information that coders need while characterizing therecording units. Unlike mass communication research where

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

. UTeachEngineering responded tothis charge by convening a course design team comprising engineering faculty, clinicalengineering faculty (professionals with experience as both practicing engineers and secondaryclassroom teachers), engineering research fellows, and learning sciences faculty. Incorporatingfeedback from high school teachers involved in an earlier pilot project, this team undertook arigorous, 18-month course design process.Defining the Target Student Audience for Engineer Your WorldThe target student audience for Engineer Your World was defined by the opportunity to whichthe UTeachEngineering project has responded: the approval of Engineering Design and ProblemSolving to be offered for fourth-year science credit to students in an academic track

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Jill K. Hettinger, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 25.1240.2including content knowledge, pedagogy, STEM careers, assessment, scientific inquiry,engineering design, and best practices. Further, our assessment of the program provides a uniquecontribution to the on-going exploration of how K-12 teachers develop an understanding of theprocesses used by STEM professionals and an awareness of unique skills needed to compete andsucceed. Also, unique to our study is the nature of the data collection, using both quantitativeand qualitative data, to assess participants’ knowledge of engineering design and the size of thesample, over 100 K-12 teachers participated in our project.The purpose of this report is to share our research findings related to teacher understanding of theengineering design

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa M. Batula, Drexel University; T. William Mather, Drexel University; Gabe Carryon, Drexel University; Stuart Surrey, Philadelphia High School for Girls; Daniel Edward Ueda, Central High School; Youngmoo Kim, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

hopefully confirm these findings. Additionally,another test using the Wii and Big Brain Academy will hopefully correlate with increasedengineering skills.AcknowledgmentsThis work is supported by NSF Award DGE-0947936 and the Graduate Research Fellowship.[1] R. Atkinson. “Supply and Demand for Scientists and Engineers: A National Crisis in the Making,” Science, pp. 12-23, 1990.[2] M. Laeser, et al. “Engineering Design: Examining the Impact of Gender and the Team’s Gender Composition,” Journal of Engineering Education, pp. 49-56, 2003.[3] J.E. Jacobs. 2005. “Twenty-five years of research on gender and ethnicdifferences in math and science career choices: What have we learned?” New Directions for Child and Adolescent Development, pp. 85–94

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

that is aligned withresearch-based educational practices was used to evaluate the instructional quality of the module.Project DesignThe project provided targeted professional development and a research experience for twocohorts of secondary math and science teachers from the GCS Central Region. Project activities Page 25.936.3included innovative strategies to strengthen educator skills in teaching hands-on NASA-relatedSTEM content. Teachers engaged in Earth System Science research under the mentorship ofexperienced STEM and education graduate students and designed innovative inquiry-based EarthScience teaching modules that are aligned with

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American

Tagged Divisions

K-12 & Pre-College Engineering

from the sites helps to build a robust andeffective learning environment that an individual instructor would struggle to create on theirown.The success of the PREP program in attracting students to STEM disciplines (99% of PREPstudents attend college) and preparing them for the rigor of those disciplines (45% of PREPcollege graduates majored in STEM) is due in part to the integration of engineering designprojects with classroom learning. Each year students participate in a yearlong engineeringdesign project that culminates in the summer program and in smaller weekly design projectsduring the seven week summer program. The integration of the projects with the course learningmotivates and engages students and helps them see the relevance of the

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard H. Crawford, University of Texas, Austin; Christina Kay White, University of Texas, Austin; Chandra L. Muller, University of Texas, Austin; Anthony J. Petrosino Jr., University of Texas, Austin ; Austin B. Talley P.E., University of Texas, Austin ; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

competition that incorporates robotics, design, and project-based learning based often times on a socially-relevant theme. The theme varies annually butalways focuses on a complex issue of interest to society. For instance, recent themes haveinvolved biomedical engineering (2010) and food production and distribution (2011). The clubsdesign build, and program robots to successfully navigate an obstacle course based onautomation and control. They also research and present unique projects about an area ofimportance and interest related to the theme that impacts their local community. In addition tolearning about and presenting research projects and robotics, students work on 21st century skilldevelopment because, embedded throughout the FLL experience

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

engineering activities into the literature they are already using intheir classrooms. We also aim to empower students as budding engineers, creating thespace for them to be agentive in identifying and pursuing the problems they want tosolve, rather than presenting them with pre-determined design tasks. We are currentlyimplementing our IEL approach in fifteen classrooms (Grades 3, 4, and 5) in rural,suburban, and urban schools in Massachusetts. Although our research team is analyzing Page 25.549.2data through multiple lenses, the focus of this paper is to demonstrate how a literarycontext fosters student engagement in engineering practices, highlighting what

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

address this problem, the STEM PBL project funded by the NSF-ATE program has created acomprehensive series of multimedia PBL “Challenges” focused on sustainable technologies aswell as professional development and training in their use for pre-service and in-service STEMteachers. The STEM PBL Challenges are self-contained multimedia instructional modulesdesigned to develop students’ problem solving ability and understanding of sustainabletechnology concepts and applications. Developed in partnership with industry partners,university researchers and other organizations, the STEM PBL Challenges provide students withauthentic real-world problems captured and re-enacted in a multimedia format designed toemulate the real-world context in which the

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, University of Minnesota, Twin Cities; Micah S. Stohlmann, University of Minnesota; Jennifer A. Kersten, University of Minnesota; Kristina Maruyama Tank, University of Minnesota; Aran W. Glancy, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

global, economic, environmental, and societal contexts.Engineers must take these issues into account when designing solutions to help improve the livesof humans.Massachusetts was the only state to be coded by all four graduate researchers, the other fourteenstates were coded in pairs by one of the science education graduate researchers and one of themathematics education graduate researchers. Through the discussions to reach final agreementfor these fourteen states further refinements and additions were made to the framework (Table2). Each ABET standard has a description for K-12, example standard(s), and an explanation ofwhy the standard was coded. Technology was added to ABET 3-(a) based on suggestions fromthe literature that focused on STEM

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Sun, Purdue University; Nikki Boots, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3127: EEE (ELEMENTARY ENGINEERING EDUCATION) ADOP-TION AND EXPERTISE DEVELOPMENT MODEL: CONCEPTUALIZ-ING, ASSESSING, AND TRACKING ELEMENTARY TEACHERS’ EEEADOPTION AND EEE EXPERTISE DEVELOPMENTMs. Yan Sun, Purdue University Yan Sun is a Graduate Research Assistant of INSPIRE (Institute for P-12 Engineering Research and Learning) at Purdue University, and a Ph.D. student of learning, design, and technology at Purdue Uni- versity.Nikki Boots, Purdue UniversityDr. Johannes Strobel, Purdue University, West Lafayette Johannes Strobel is Director of INSPIRE, Institute for P-12 Engineering Research and Learning, and As- sistant Professor of engineering education and learning design and technology at Purdue University

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

Teachers Make Lousy Students – And What You Can Do About ItAbstractA pre-engineering program was included in the College’s Research Experience for Teachers(RET) program to further equip participants with an understanding of engineering. The programdescribed the fields of engineering and engineering technology allowing participants to exploreengineering disciplines and design processes. The overall goal of the pre-engineering programwas to help teachers better understand engineering and engineering technology so that they couldappropriately address engineering and technology related topics in their classrooms. Theprogram content was provided using a variety of means including instructor led presentationsand projects

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Pamela Dexter, Purdue University, West Lafayette; Jane Hunter, University of Arizona; James C. Baygents, University of Arizona; Michael Gerard Thompson

Tagged Divisions

K-12 & Pre-College Engineering

EPICS.Mrs. Pamela Dexter, Purdue University, West Lafayette Pamela Dexter graduated from Purdue University with a bachelor’s of arts degree in education and worked as the Gifted & Talented Program Coordinator and teacher for a local school corporation. Dexter was also the Director of Marketing and Resource Development for Lafayette Neighborhood Housing Services, Inc., before joining Purdue University’s EPICS (Engineering Projects in Community Service) program. Dexter has been the EPICS High School Program Coordinator since inception of the program in 2006. Dexter is dedicated to the national dissemination of engineering service-learning design education in schools across the U.S. and abroad. These efforts blend the

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Leigh McFarland Kendall, Tufts University; Kristen Bethke Wendell Ph.D., University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4068: UNDERSTANDING THE BELIEFS AND PERCEPTIONSOF TEACHERS WHO CHOOSE TO IMPLEMENT ENGINEERING-BASEDSCIENCE INSTRUCTIONMs. Amber Leigh McFarland Kendall, Tufts University Amber Kendall is a doctoral student in science education at Tufts University and a Graduate Research As- sistant with the Center for Engineering Education and Outreach. She graduated from North Carolina State University as a Park Scholar with a B.A. in physics. Her passion for STEM education is long-standing, but she was inspired to pursue her graduate degree after three years spent teaching physics to high-school freshman. Beside engineering-design-based curricula, her interests include scientific representations and modeling, and women in

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Susan Lowes, Columbia University; Peiyi Lin, Columbia University; Rustam Stolkin, University of Birmingham; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

Kirkey, Clarkson University William Kirkey is a doctoral candidate in engineering science at Clarkson University. His present research interests include the development and application of sensors and systems for real-time water quality mon- itoring.Dr. Temitope Ojo, Clarkson University Page 25.1194.1 c American Society for Engineering Education, 2012 Student-created water quality sensorsAbstract- This paper describes efforts to enrich STEM education through the implementationof a classroom project in which students design, construct, program and test water

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Brudigam, Lake Travis High School; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

. Neihardt Honors program at Wayne State College. More recently, she developed and integrated a student internship program into her Civil Engineering and Architecture class at Lake Travis High School. This program allows students to work closely with local industry partners that provide professional advice to improve the quality of their work and give them a real-world experience in a designated field. Brudigam’s research focuses on the differences in spatial ability among high school geometry and engineering students while looking for ways to improve such ability within the classroom.Dr. Richard H. Crawford, University of Texas, Austin Richard H. Crawford is a professor of mechanical engineering at the University of Texas

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary Cruz, Great Minds in STEM; Lupe Munoz Alvarado, Great Minds in STEM

Tagged Divisions

K-12 & Pre-College Engineering

both formal and informallearning opportunities.This paper presents STEM-UpTM to the engineering community as a comprehensive best-practicethat makes math and science a common vernacular within an underrepresented community. Thispaper is not a qualitative or quantitative study in the traditional sense of formal research. Rather,this paper highlights aspects of STEM-UpTM as an informal science initiative that has created amenu of opportunities – i.e. a value chain - to broadly engage an entire community in creating a Page 25.268.3sustained network for an affinity toward science, technology, engineering and math.Literature ReviewIn the last

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bettina J. Casad, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona

Tagged Divisions

K-12 & Pre-College Engineering

committee report notes inefficiencyin preparing students for the workplace and higher education.2 Of particular concern is the lownumbers of college graduates in STEM fields who will help the U.S. retain its global lead inscience and technology.2 In response to these concerns, educators have been developinginnovative strategies to introduce STEM education earlier in the education timeline.3-4The objective of this research is to test the effectiveness of a guided discovery approach inpromoting STEM education through the use of robotics among students who are nationallyunderrepresented in STEM. The research question driving this investigation is whether a