Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irina Igel, Polytechnic Institute of New York University; Ronald Leonel Poveda, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

Mindstormsrequires a certain level of teacher’s engineering self-efficacy, which can only be gained throughdeliberate practice and engineering experience.25—27 Over the years, engineering educationresearchers have developed a variety of instruments to measure engineering self-efficacy.28—30These measurement instruments are often used to examine an individual’s drive for engineeringand need for additional pedagogical support, as well as a basis to group individuals for designprojects.28 For K-12 teachers, engineering self-efficacy may be gained and sustained throughwell-designed LEGO Mindstorms-based training that takes into consideration teachers’ priorskills and engineering self-assessment. In this paper we examine the effectiveness of LEGO robotics

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse Ph.D., Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, scientists, designers, and architects.As Wirkala and Kuhn (2011) explain, most research on PBL has focused on adult students inmedical schools, and results have not been conclusive regarding PBL’s effectiveness. In K-12and post-secondary settings, implementation papers are more common than reports thatempirically demonstrate PBL's effectiveness. However, in the limited number of publishedstudies conducted at the middle school level, PBL has been shown to increase achievement incomprehension of instructional concepts (Wirkala & Kuhn), science achievement (Liu, Hsieh,Cho, & Schallert, 2006), science self-efficacy (Liu et al. , 2006), and transfer of problem-solvingskills (Pedersen & Liu, 2003). Kolodner et al. (2003) also describe results

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

approachpermitted engineering contextual-based discovery/analysis learning experiences thatutilized intentionally aligned engineering processes with content and concepts presentedthrough the study of science, language arts, social studies, and mathematics.Targeted measures of student science, engineering, and design competency, studentattitudes toward STEM, student STEM self-efficacy, and teacher STEM self-efficacywere gauged in a pre-assessment/survey and a post-assessment/survey format. The Pre-Assessment Understanding of Science and the Post-assessment Understanding of Scienceinstruments along with the Pre-Assessment Understanding of Engineering and Designand the Post-Assessment Understanding of Engineering and Design instruments weredeveloped by the

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

for their own learning, is ideally suitedfor supporting the development of metacognitive self-regulation23,35,36. In this study, we definedmetacognitive self-regulation as pre-service teachers’ ability to apply specific learning strategiesto plan, monitor, and evaluate their learning while solving real-world problems.MethodThis pilot study was conducted during the spring 2011 semester as an observational case study37,38, 39. Quantitative and qualitative measures were applied to better understand how and in whatways does engagement with the STEM PBL Challenges affect pre-service TEE students’ (1)knowledge of PBL pedagogy, (2) critical thinking skills and metacognitive self-regulation, and(3) motivation and self-efficacy for applying PBL

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

self-efficacy mayavoid developing better practices in exactly those areas in which they need the mostimprovement.16,17 Additionally, teachers who believe in the efficacy of their teaching onstudent learning have a profound effect on their classrooms, exhibiting longer-lastingconfidence and persistence, offering more productive feedback, and providing betteracademic focus.17,18 Self-efficacy can be measured for different subjects, so that ateacher who exhibits low self-efficacy for teaching English may have higher self-efficacyfor teaching science, and even one’s self-efficacy toward learning science and teachingscience may differ.19 Along this reasoning, Riggs developed an instrument to measurespecifically elementary school teachers’ beliefs

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

Page 25.886.2discovery based approach and a hands-on robotics program will improve students‟ STEMattitudes, math performance, and intentions to pursue STEM education and careers. The theoryof planned behavior5 was used to guide the measurement of students‟ STEM educationoutcomes.A Guided Discovery Approach to STEM EducationTraditional approaches to STEM education can result in disinterested students who may notpursue college-level STEM education and a competitive and hostile educational environment.6We propose that a guided discovery approach is more effective in engaging diverse students inlearning STEM concepts. This engagement will result in increased STEM knowledge andacademic self-efficacy among diverse elementary students.Bruner‟s7

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Jay Caponigro, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

participated in the program more prepared to participate in their Science FairProjects? And is their performance in math and science courses influenced by this experience?This may also include qualitative feedback from the teachers that participated in the pre-activities, I2D2 event, and post-activities.Finally, one other aspect of the program that will be added for the 2012-2013 school yearsurrounds parent involvement. And specifically, exposure of parents to STEM fields and thethought process as well. Numerous studies have been conducted to explore the relationshipbetween parental involvement, support, and views towards their child’s motivation, self-efficacy,and long term aspirations and achievements. For example, Fan and Williams reported

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brittany L. Luken, Georgia Institute of Technology; Susan L. Hotle, Georgia Institute of Technology; Laurie Anne Garrow, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Lauren Alise Jones; Margaret-Avis Anyeley Akofio-Sowah, Georgia Institute of Technology; Stefanie Brodie, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

creating and operating an airline, includingpurchasing aircraft; determining where and when the aircraft would fly while ensuringsatisfactory maintenance checks; and determining staffing levels, advertising expenditures, andticket prices. Throughout the week, lectures and activities presented by graduate students andprofessors aided the decision-making process of the new airline executives. The camp alsoincluded two field trips to Atlanta’s Hartsfield-Jackson International Airport and the Delta AirLines’ Heritage Museum. The evaluation of this summer program utilized pre-post surveys tomeasure the impact of camp experience on student self-efficacy and STEM interest. Theevaluation was also designed to determine students’ interest and understanding

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

, 2005.[4] R.M. Marra, et al. “Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy,” Journal of Engineering Education, pp. 27-38, 2009.[5] M. Robinson. “Robotics-driven Activities: Can They Improve Middle School Science Learning?” Bulletin of Science, Technology & Society, 2005.[6] A. Baram-Tsabari & A. Yarden. “Quantifying the Gender Gap in Science Interests,” International Journal of Science and Mathematics Education, 2011.[7] Weinberg et al. “The Impact of Robot Projects on Girls’ Attitudes Toward Science and Engineering,” in RSS Robotics in Education Conference, 2007.[8] M.A. Quiroga, M. Herranz, M. Gómez-Abad, M. Kebir, J. Ruiz, Roberto Colom

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Rutgers, the State University of New Jersey; Kimberly A Cook-Chennault, Mechanical and Aerospace Engineering; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

engineering 9/16 16/17 Learn about engineering research 10/16 17/17 Engage in engineering research 12/16 16/17 Enhance my knowledge of technology 11/16 17/17 Design an engineering-based lesson for my classroom 11/16 17/17 Form partnerships with other schools 8/16 8/17___________________________________________________________________________________________Teachers also responded to questions about their confidence level or motivation (self-efficacy)for various aspects of their teaching (See Table 3). Paired

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Letrece Dillihunt, University of Alabama, Huntsville; Derrick Wayne Smith, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville

Tagged Divisions

K-12 & Pre-College Engineering

class or physics class. While all of the students participated inthe InSPIRESS project not all of them were planning to pursue a STEM career in college if theyplanned to attend college at all.Implementation: The researchers in this study collected multiple measures and utilized a quasi-experimental design to assess the impact of the project’s authentic learning activities on thestudents’ attitudes, motivation and self-efficacy toward engineering.At the beginning of the school year, the students were provided with consent forms explainingthe research study. After receipt of the signed consent forms, the Pre-surveys were administeredby the researchers to students who, along with their parents, agreed to participate in the project.The rest of the

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jared P. Coyle, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

No Not Sure relates to the topics being covered by the Metro Map Survey 1 Survey 2 Visualization Tool. Figure 4 – Engineering Self-Efficacy One element of the surveyfocuses on student professional goals. In this element, students are asked about their educationaland professional aspirations. When asked about the highest level of education that studentsdesired to obtain, responses demonstrated no statistically

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

develop negative impressions about careers in STEM15-16.The academic curriculum for the EMBHSSC focuses on 21st century skills, self-efficacy andteam work. At NJIT the curriculum has a space theme and is aligned with New Jersey CoreCurriculum Content Standards. Students study the properties of space, analyze and predict howobjects move on earth and in space, investigating how people live and survive in space. Inaddition to classroom lessons, students participate in hands-on activities, laboratory experiments,team-build exercises, and go on field trips. Students visit research facilities where they areintroduced to engineers and have the opportunity to see first-hand the career options available tothem if they should choose to study engineering.2

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. (2006). PISA Database: Interactive Data Selection (United States by Sex) Retrieved 11/24/2010, from http://pisa2006.acer.edu.au/interactive.phpPage, M. C., Bailey, L. E., & Van Delinder, J. (2009). The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields. Forum on Public Policy Online.Pajares, F. (1996). Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students. Contemporary Educational Psychology, 21(4), 325-344. doi: DOI: 10.1006/ceps.1996.0025Pajares, F. (Ed.). (2005). Gender Differences in mathematics self-efficacy beliefs. Boston: Cambridge University Press.Parker, W., & Jarolimek, J. (1997). Social studies in elementary education: Prentice-Hall

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Melissa Chapman Haynes, Professional Data Analysts; Soko S. Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Tom Schenk Jr., Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

. 9 We also conducted some analysis that included additional mathematics and science courses(e.g., algebra 2, chemistry). PLTW students were much more likely to enroll in higher levelmathematics and science courses, which support the findings from Bottom & Uhn (2007). It ispossible, but we cannot conclusively determine, that PLTW’s pre- and co-requisites lead studentsto enrolling in more mathematics and science courses in high school. It is also possible thatPLTW’s program encourage students to enroll in additional coursework due to other factors,such as self-efficacy or student engagement. Notwithstanding the reason, it is clear that these additional mathematics and science coursesplay an important role in the growth of test

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald L. Carr, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

shown: 1) stereotypeswere formed through media exposure11; 2) stereotypes are less present at the kindergarten andfirst grade ages10; 3) interventions were successful at changing student views of scientists12 and4) interventions positively affected self-efficacy and interest in science9.Knight and Cunningham1 modified the DAST when developing the DAET and included fourquestions for students to answer in writing and one that prompted them to draw a picture of anengineer working. The results of the written and drawn parts of the test were similar to the DASTstudies as they depicted common misperceptions of engineers, who were primarily depicted asbuilding houses and bridges or fixing cars. In the study limitations, the researchers noted that

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

comprised of over 92,000 residents with aschool-age population of 18,000 students, in building STEM capacity through transformativechange. As a community engagement, empowerment, and self-efficacy strategy, STEM-UpTMintends to indirectly impact a long-term return on investment on traditional academicperformance measures. Such a large-scale undertaking is a unique approach to STEM educationawareness. To accomplish this undertaking, STEM-UpTM seeks to drives transformative changeby leveraging the existing cultural richness of the community toward STEM.In its design, STEM-UpTM relies on the parents and teachers as STEM Ambassadors, who areinformed with the tools and resources to change the apprehensions and negativities associatedwith math and science

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

andprepare them for advanced careers in science or engineering fields. Furthermore, this journalisticapproach aims to transform STEM learning by tying together all aspects of the recognizedaptitude achievement tests, including reading, English composition, science, and mathematics,along with promoting the understanding of technology and engineering practices. Page 25.1059.3 Techniques for capturing the effectiveness in building technological self-efficacy andinspiring the future generation of scientists and engineers are proposed for future evaluationthrough the inclusion of online surveys and interactive features for students to post

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

engineering activities. At theend of this last year, end of grade test scores fell slightly in all subject areas. Reading decreasedby seven percentage points, math by five and science by 15 percentage points. These results arethe focus of the school improvement team’s focus for the 2011-12 year.In addition to tracking the standardized test scores, the university partner and school havecollaborated on ongoing research studying the efficacy of this approach. In the pilot year, theproject investigation used data collected from the afterschool program students to assess scienceunderstanding, engineering and design understanding, identify STEM attitudes, engineering self-efficacy, and student assessment of teacher effectiveness. Additionally, teacher

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Tamra Williams Ogletree, University of West Georgia

Tagged Divisions

K-12 & Pre-College Engineering

survey and interview/focus group data from VRC student participants and TeamLeaders. Early in the evaluation process, we collaborated with RECF to develop the survey, firstcreating survey matrices for the student and Team Leader surveys. The matrices included themain categories of student impact (e.g., interest in STEM, self-efficacy, engagement, teamworkand sportsmanship). Initially, we operationally defined each category, reviewing pertinentliterature as part of the process. Review of the literature helped to identify subcategories in eacharea, which we used to develop survey items to be added to the matrices. The evaluation team aswell as RECF reviewed the items to ensure they measured what we intended to measure. Surveyswere then developed

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Page 25.340.2Research on STEM education and underrepresented minorities and women may serve as anexample for the significance and impact of authentic learning experiences and the need for morereflection: Data show that STEM fields are not as attractive to underrepresented minorities andgirls. While reasons differ, girls are turning away from science/math as early as third and fourthgrade and for the ones persisting, the current climate provided by STEM curricula produces ahigh level of anxiety and low self-efficacy.4,5 Similarly, engineering is considered more object-oriented than people-oriented.6 As a result, many students who are interested in careers related tohelping people may not pursue an engineering-related field, but instead go into

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alok K. Verma P.E., Old Dominion University

Tagged Divisions

K-12 & Pre-College Engineering

&4), 1998, 271-311. 3. Newsletter, Teacher Quality and Improvement, The Council of Chief State Offices, 2005, vol. 10 issue 3. 4. T. Boe, The next step for educators and the technology industry: Investing in teachers. Educational Technology, 1989,29(3), 39-44. 5. Bureau of Labor Statistics http://www.bls.gov/oco/ocos027.htm 6. C. Czerniak, .& M. Schriver, An examination of preservice science teachers' beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 1994, Volume 5, Number 3, 77-86. 7. N. Fisher, K. Gerdes., T. Logue, L. Smith & I Zimmerman, Improving students' knowledge and attitudes of science through use of hands-on activities. (ERIC Document

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

toaddressing. The Beyond Blackboards model is based on a comprehensive community approachthat integrates informal, out-of-school, design-based learning experiences to inspire diversemiddle school students to advance in STEM courses and fields. We find that our three-prongedapproach fosters a strong community culture of understanding and supporting engineering Page 25.647.10education. From afterschool Innovation Clubs to hosting an FLL competition to family ‘EngineerIt’ nights to underwater summer camp on campus, our program impacted and improved STEMinterest and self-efficacy not only for participating students, but also for students across all of

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University; Emily George Hardee, Brentwood Magnet Elementary School of Engineering; Lizette D. Day, Rachel Freeman School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Health, Ms. Parry and colleagues from theCollege of Engineering and the College of Education have been conducting research on theefficacy of implementing engineering in elementary schools. Pre and post tests on teacher andstudent attitudes toward STEM and student competency and self-efficacy in engineering designand science were administered and an analysis of student STEM notebooks was done. Results ofthat work have been or are in process of being disseminated (Ernst, et al); pilot and field test dataindicate statistically significant gains in both science content knowledge (field test) andengineering design content knowledge (pilot test) as well as in student STEM self-efficacy.STEM notebooks are used by teachers for formative assessment. At

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary L. Winn, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

. Washington, DC: AAUW Educational Foundation. 1998. 6. Lupart, J.L., Cannon, E., & Telfer, J. “Gender differences in adolescent academic achievement, interests, values and life-role expectations.” High Ability Studies, 15(1), 25-42. 2004. 7. Post-Kammer, P., & Smith, P. L. Sex differences in career self-efficacy, consideration, and interests of eighth and ninth graders. Journal of Vocational Behavior, 32, 551-559. 1985. 8. Reimer, M.S. "Gender, Risk, and Resilience in the Middle School Context." Children and Schools, 24, 35- 47. 2002. 9. Schaefer, A. C. "G.I. Joe Meets Barbie, Software Engineer Meets Caregiver: Males and Females in B. C.’s Public Schools and Beyond." Vancouver, BC: British

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sharie Kranz, Coronado High School; Catherine Tabor, El Paso ISD; Art Duval, University of Texas, El Paso; Kien H. Lim, University of Texas, El Paso; Amy Elizabeth Wagler, University of Texas, El Paso; Eric A. Freudenthal, University of Texas, El Paso

Tagged Divisions

K-12 & Pre-College Engineering

procedural fluency and enumerates three new attributes– conceptual understanding,strategic competence, and adaptive reasoning—that constitute conceptual depth in our math-computation proficiency framework (see Figure 4). Together, they can enable students todevelop productive disposition, an affective trait related to self-efficacy resulting from acombination of fluency at applying standard computational techniques with a deep understandingof how and why they can be applied.Stigler and Hiebert32 characterized current U.S. teaching as “learning terms and practicingprocedures”, as opposed to Japanese teaching’s “structured problem solving.” Ma’s study ofU.S. and Chinese elementary math teaching26 observed related phenomena. More than 60% ofU.S