Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Anne Seifert, Idaho National Laboratory; J. Kade Hendricks, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

development, program evaluation, multidis- ciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college math, science, computer science, and engineering teaching to frame his research on STEM teaching and learning. Nadelson brings a unique perspective of research, bridging experience with practice and theory to explore a range of interests in STEM teaching and learning.Mrs. Anne Seifert, Idaho National Laboratory Anne Seifert EdS INL K-12 STEM Coordinator Idaho i-STEM Coordinator Anne Seifert is the Idaho National Laboratory STEM Coordinator and founder and executive director of the i-STEM network. She holds a BS degree in elementary education, an MA in Education Administration

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Shultz, Drexel University; Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.)

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #14110A Hands-On, Arduino-Based Approach to Develop Student Engineering Skillsand Introduce Cybersecurity Concepts to K-12 StudentsMr. Robert Shultz, Drexel University Robert Shultz is a 3rd year Biomedical Engineering PhD student, and a GK-12 fellow at Drexel University.Mr. Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania Daniel Ueda is the Associate Director for Education and Outreach at the GRASP Laboratory, University of Pennsylvania. He earned a BS in Mechanical Engineering from Rensselaer Polytechnic Institute and a MS in Teaching Mathematics from Pace University. Ueda has worked as a product

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alison Lynn Fielding, Centennial High School, Boise, ID; Dale Brown, Boise State University; Richard Livingston, Department of Mechanical and Biomedical Engineering, Boise State University ; Curtis Heishman, Boise State University; Louis Nadelson, Utah State University; David Estrada, Department of Materials Science and Engineering, Boise State University, Boise, ID, USA

Tagged Divisions

K-12 & Pre-College Engineering

University’s Integrated NanoMaterials Laboratory as part of a Research Experience for Teachers in Materials for Energy and Sustainability where she developed a guided inquiry laboratory to introduce students to 2-dimensional nanomaterials. A devoted family woman and working professional, Alison has been married for 19 years and has 4 beautiful children. She is committed to her role as an educator and balances life and work by taking advantage of Boise’s easy access to outdoor activities and sports.Dale Brown, Boise State University Dale Brown earned an M.S. in Physics from University of Illinois at Urbana-Champaign in 2011. Dale also holds a B.S. in Physics and a B.S. in Biochemistry with a minor in Mathematics from

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

last part of the day, students participated in healthy lifestylesactivities. The objectives of the program were accomplished through many features such asprescribed hands-on experiments and activities, facility tours, library visits, computer lab time,design and prototyping an invention, and project presentations. Table 2 provides an overview ofthe week’s activities. Each aspect of the program is described in detail in the following section.Prescribed Hands-On ExperimentsStudents spent half of their day conducting laboratory experiments. These laboratory activitiesfocused on raising students’ awareness of the diverse types of engineering and providinginstruction on related STEM concepts. The experiments consisted of 1. Extracting DNA

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy Ruzycki, University of Florida

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12946Curriculum Exchange:Framing Engineering – Templates to aid in instruc-tional designDr. Nancy Ruzycki, University of Florida Director of Undergraduate Laboratories, Faculty Lecturer, Department of Materials Science and Engi- neering Page 26.434.1 c American Society for Engineering Education, 2015Target Grade Level: K-12Designed for: Teachers, Content Coaches, Instructional Specialists, CTE leaders, CurriculumDesignersBackgroundFraming routines are a widely used literacy strategy to support

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

high schools.Providing students with enhanced opportunities for collaboration, social engagement, andresearch, the program’s model of integration requires networking across disciplines and physicalspace. Students participate in real-time, in-person and virtual lectures, as well as week-longsummer camps and Saturday experiences for hands-on activities, team-building, interaction anddiscussion, and problem-solving. Science courses meet two Saturdays a semester to completehands-on laboratories. These are complemented by in-class laboratory demonstrations andonline, virtual laboratory activities. Presently, instructors are developing an integrated set ofdesired outcomes and assessment tools informed by ABET accreditation standards. Areas

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph D. Steinmeyer, Massachusetts Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

component in the curricula we develop, and final projects must involve some form of discrete circuit component. • We have emphasized the concepts of sensors, signals, and signal processing when teaching programming and electronics. Many labs, homework exercises, and activities involve interpreting signals generated by using sensors and circuits of the student’s creation, interpreting those signals using programming, and making design decisions based off of those interpretations. • All laboratory exercises in the first half of the courses are designed to be carried out in groups of two or three, and be significantly open-ended (see Tables 1, 2, and 3). This prepares students for the open-ended

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology; Nicholas Kumia, Vaughn College of Aeronautics and Technology; Shouling He, Vaughn College of Aeronautics & Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

paper is to develop the courseware that will introduce high schoolstudents to engineering through robotics. The courseware development includes methods forteaching robotic hardware - through chassis assembly and sensor integration, software throughbasic programming techniques including the creation of algorithms, and the problem solvingskills required in engineering. It is expected that this course layout described in Figure 1 and thecorresponding courseware development will benefit those who are thinking of running a pre-college engineering course at other institutions. This course was divided into lectures and laboratory exercises. On the lecture days thestudents were taught new materials about robotic hardware and software design

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Karl A Smith, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

in laboratory investigations or testand evaluate engineering designs, they must apply what they know about data analysis inrealistic situations. Because these contexts are more applied and more realistic than whatstudents encounter in typical mathematics and statistics classes, however, data analysistasks embedded within STEM activities can create for students different obstacles as wellas potentially creating new opportunities to learn. Thus, understanding the ways in whichstudents engage with data in applied engineering and science activities is an importantstep in helping to maximize the learning opportunities inherent in integrated STEMsettings. In order to gain some insight into this process for fifth grade students, this casestudy

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bassant Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Rashid Alammari, Qatar University; Saud A Ghani, Qatar University; Mazen O. Hasna, Qatar University

Tagged Divisions

K-12 & Pre-College Engineering

tools and application and having also total quality management diploma and being quality master holder dealing with all quality systems as documentation , CAPA management , RCA , facility maintenance and also ISO 9000/2008 expert in addition to being certified from Bernard Castle in UK as sterile area facility Design expert as per ISO regulations . Egyptian pharmacist graduate of 2007 who started my career as a research and development pharmacist in SEDICO pharmaceuticals in EGYPT for about 2 years dealing with new dosage forms formulation and then rotated to Methodology and stability department in which i dealt with dosage form analysis and innovation of new methods of analysis dealing with all laboratory

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Dakota School of Mines and Technology Karim Muci-K¨uchler is a Professor of Mechanical Engineering and Co-Director of the Experimental and Computational Mechanics Laboratory at South Dakota School of Mines and Technology (SDSM&T). Before joining SDSM&T, he was an Associate Professor of Mechanical Engineering at the University of Detroit Mercy. He received his Ph.D. in Engineering Mechanics from Iowa State University in 1992. His main interest areas include Computational Mechanics, Solid Mechanics, and Product Design and Development. He has taught several different courses at the undergraduate and graduate level, has over 50 publications, is co-author of one book, and has done consulting for industry in Mexico

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Redfern, Duke University; A. Leyf Peirce Starling, North Carolina State University; Claudia K Gunsch, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

Universityresearchers and students to promote the “engineering habits of mind” and provide students withopportunities to practice engineering problem solving in a college engineering laboratory as theybuild their STEM identity.IntroductionDuke University’s High School Bioscience and Engineering camps have employed our modelduring four 2-week sessions over the summers of 2013 and 2014. Each session had between 26and 40 high school-aged students that were either over-night or day campers. Currently,enrollment is open to all applicants with no conditions, though the activities and model designmay be adapted towards experiences with targeted enrollments (i.e. gender, ethnicity, etc). Thecurrent cost of this particular camp is around $200/day for residential

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Birgit Fahrman, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Per G. Norström, KTH Royal Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

explicitly mentioned in thetechnology syllabus.Aim and research questionsThis pilot study is performed within a research project about teachers’ work in technologyeducation. The overall aim of the project is to extend the knowledge about how teachers planand carry out their teaching in accordance with the technology syllabus. Special attention ispaid to how the teaching strategies of technology have been influenced by methodstraditionally used in science studies (excursions, laboratory exercises, etc.) and crafts (designand making activities, with a strong emphasis on the “making” part) and to what extent atradition concerning technology in itself been established.The specific research questions for this study are

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Douglas E. Oppliger P.E., Michigan Technological University; Joshua M Pearce, Department of Materials Science & Engineering and Department of Electrical & Computer Engineering, Michigan Technological University; Gerald Anzalone, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

low cost and exceptionally high value. They consume a polymer filament,typically polylactic acid (PLA) or acrylonitrile butadiene styrene (ABS), converting itinto a physical object by depositing it in thin, sequential layers. The entire technology,both hardware and software, is open-source and freely available.University students, faculty and research staff at the Michigan Tech Open SustainabilityTechnology (MOST) laboratory have been researching, designing, building, testing anddocumenting versions of RepRap printers since 2010. Nearly everyone taking part in theresearch became caught up in the process of designing, printing, evaluating andmodifying parts that were used for a variety of different purposes. Researchers working

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12025A Robotics-Focused Instructional Framework for Design-Based Research inMiddle School ClassroomsMr. Matthew Moorhead, NYU Polytechnic School of Engineering Matthew Moorhead received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently pursuing a M.S. degree in Mechanical Engineering at NYU Polytechnic School of Engineering, Brooklyn, NY, where he is a teaching fellow in their GK-12 program. Matthew also conducts research in the Mechatronics and Controls Laboratory with an interest in robotics and controls.Dr. Jennifer B Listman, NYU Polytechnic School of

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12024Using Robotics as the Technological Foundation for the TPACK Frameworkin K-12 ClassroomsAnthony Steven Brill, NYU Polytechnic School of Engineering Anthony Brill received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently a M.S. student at the NYU Polytechnic School of Engineering, studying Me- chanical Engineering. He is also a fellow in their GK-12 program, promoting STEM education. He conducts research in the Mechatronics and Controls Laboratory, where his interests include controls and multi-robot systems.Dr. Jennifer B Listman, NYU Polytechnic School

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Randy Craig Hurd, Brigham Young University; Kip Schafer Hacking, Brigham Young University ; Tadd T Truscott, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

for the jobs of the future. USCongress Joint Economic Committee.[6] VERNER , I.M. & AHLGREN, D.J., (2004) Robot Contest as a Laboratory forExperiential Engineering Education. Journal on Educational Resources in Computing,4(2), 1-15[7] FABIANE B., & VAVASSORI B., (2012). Exploring the educational potential ofrobotics in schools: A systematic review. Computers & Education, 58(3), 978–988[8] MELCHIOR, A., COHEN, F., CUTTER, T. & LEAVITT, T., (2005). More than Page 26.97.7robots: An evaluation of the FIRST robotics competition participants and institutionalimpacts. Center for Youth and Communities, Brandeis University.[9] BERK, L &

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Technology Mingyu Lu received the B.S. and M.S. degrees in electrical engineering from Tsinghua University, Bei- jing, China, in 1995 and 1997 respectively, and the Ph.D. degree in electrical engineering from the Uni- versity of Illinois at Urbana-Champaign in 2002. From 1997 to 2002, he was a research assistant at the Department of Electrical and Computer Engineering in the University of Illinois at Urbana-Champaign. From 2002 to 2005, he was a postdoctoral research associate at the Electromagnetics Laboratory in the University of Illinois at Urbana-Champaign. He was an assistant professor with the Department of Elec- trical Engineering, the University of Texas at Arlington from 2005 to 2012. He joined the Department

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

). Hence human-centered contexts for design activities allow for richproblem scoping and also result in more authentic learning experiences.Making following an Interest-Based FrameworkAll claims made in this paper converge to the need for an interest-based framework forengineering design in the K-12 classroom. We propose using classroom Makerspaces as a meansto implement this framework. Our proposition in addition to the aforementioned need is alsoparticularly meritorious on several other grounds that we will discuss in this section.(1) The idea of making and digital fabrication labs has strong historical and theoretical roots.Stager 33 writes about the implications of the Constructionist Learning Laboratory (CLL) thatemerged a decade before the

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Douglas C. Hall, University of Notre Dame; Sean Patrick Martin, University of Notre Dame's DeBartolo Performing Arts Center; L. Arielle Phillips, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

therich sound. The oscilloscope waveform clearly shows the presence of the fundamental frequency andoctave above.Reflection: How did the session with the fifth graders go? What did the undergraduatestudent learn? What should be changed?Audio Electronics CourseEE 40345 - Audio Technology, taught each fall since 2011, aims to examine the scientificand engineering principles at work behind audio technology and soundphenomena. Topics explored include acoustics and psychoacoustics, microphone andspeaker characteristics, filters and equalization, Fourier transforms, audio equipmentspecifications and measurements, digital formats, synthesizers, and recording. Thecourse has been taught in a laboratory setting and incorporates a substantial "hands-on

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

literature. Paris: International Institute for Educational Planning.[8] Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).[9] S. Y. Yoon, H. Diefes-Dux, and J. Strobel, (2013) “First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers,” Am. J. Eng. Educ. AJEE, vol. 4, no. 1, pp. 67–84.[10] Guskey, T. R. (1998). The age of our accountability. Journal of Staff Development, 19(4), 36-44.[11] Newman, D. (2010). An empirical

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria Alessandra Montironi, UC Davis; Daniel S Eliahu, UC Davis C-STEM Center; Harry H. Cheng, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, Davis where he has helped author a comprehensive curriculum intended to teach 3D modeling skills to K- 12 students. He is an active member of the UC Davis C-STEM Center and has designed numerous educational accessories for use with the modular Linkbots produced by Barobo Inc.Prof. Harry H. Cheng, University of California, Davis Dr. Harry H. Cheng is a Professor in the Department of Mechanical and Aerospace Engineering, Grad- uate Group in Computer Science, and Graduate Group in Education at the University of California, Davis, where he is also the Director of the Integration Engineering Laboratory (http://iel.ucdavis.edu). He founded and directs the UC Davis Center for Integrated Computing and STEM Education (C-STEM

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

program are summarized below.Core Courses (required): Engineering Foundations: Participating teachers are introduced to the engineering design process, the scope of engineering disciplines, and basic principles of engineering science. Participants then work in teams using the design process to solve open-ended problems. Engineering Applications in Math: Participating teachers are introduced to salient math topics presented within the context of their engineering application reinforced through hands- on laboratory or computer simulation assignments. Models and Applications in Physical Sciences: Physical science and lab modules are used to understand the importance of modeling and math in discovering principles of physics and

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois, Urbana-Champaign; Carla D Hunter, University of Illinois, Urbana-Champaign; Kathryn B. H. Clancy, University of Illinois, Urbana-Champaign; Ayesha Sherita Tillman, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

science of hair. In our first year of the camp, we devised a lesson onrace and hair to help students think about the ways their ancestry and cultural conditioninginfluenced their hair texture and hairstyle choices. We knew the girls would be using an AFMmicroscope as part of the hands-on learning at the camp, thus combining a conversation aboutrace and ancestry with the ability to observe differences in hair under the microscope would helpstudents connect social issues with laboratory methods. As the GAMES girls tend to be abouttwo thirds white, we also thought introducing small group and intergroup interaction would be animportant way to engage on this topic12.We began the lesson, led by Dr. Kathryn Clancy, with a discussion question: What do

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

: Mapping the Terrain. EducationalResearcher, 33, 3-15.[11] Yoon, K.S., M. Garet, B. Birman, and R. Jacobson, Examining the Effects of Mathematics and ScienceProfessional Development on Teachers’ Instructional Practice: Using Professional DevelopmentActivity Log, Council of Chief State School Officers, Washington, DC (2006).[12] Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on howteacher professional development affects student achievement, REL 2007–No. 033. Washington, DC: U.S.Department of Education, Institute of Education Sciences, National Center for Education Evaluation and RegionalAssistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs.[13

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

day the students were given a brief lecture showing how engineers use thetechnologies they were working with and were introduced to the state of the art including videoclips from work being done by researchers at various universities and tours of laboratories atECU. They then had to put this knowledge together to build a robot that could navigate a linedcircular path while determining how far it had traveled along that line, avoid running into otherrobots on the line, and determine what the depth was of some artificial terrain designed tosimulate the ocean floor. The students worked in pairs and in some cases groups of three toaccomplish the daily tasks

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

. Marzano, R., & Heflebower, T. (2012). Teaching & Assessing 21st Century Skills. Bloomington, INI: Marzano Research Laboratory.2. Wulf, W. (2006). Diversity in Engineering. Women in Engineering ProActive Network.3. Kimrey, J. (2013, July 26). Engineering futures are always bright. (Chron) Retrieved January 03, 2013, from http://www.chron.com/jobs/article/Engineering-futures-are-always-bright-4688904.php4. M. Knight and C. Cunningham, "Draw an Engineer Test (DAET): Development of a Tool to Investigate Students Ideas about Engineers and Engineering," ASEE Annual Conference and Exposition, 2004.5. Fussell Policastro, E. (2009, April). Engineers can change the world. (InTech) Retrieved January 03, 2014, from

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Glenn W Ellis, Smith College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia K Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

heart of our e-pedagogy is to provide opportunities for learners to think about new questions or work with newinformation. An effective way to increase the likelihood of this kind of thinking is to havelearners write about their ideas, which occurs throughout the Rio’s Brain learning adventure. Page 26.475.7Figure 3: Sample screenshots from the introductory graphic novel in the Rio’s Brainlearning adventure. They show Rio coming to Sadina’s house for help; Rio telling thebackstory of his camping trip; Rio telling about falling off a cliff; Rio in bed in theSCARE laboratory; Rio looking at his own brain in a vat; and Rio and Sadina

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shashi S. Nambisan P.E., University of Tennessee, Knoxville; Jennifer Richards, University of Tennessee; Wenshu Li, The University of Tennessee

Tagged Divisions

K-12 & Pre-College Engineering

Overview of activities for the day 9:15– 9:45 Travel to McGhee Tyson Airport (TYS), Knoxville 9:45 – 12:30 pm Airport Activities 12:30 – 1:15 Lunch 1:15 – 2:30 TYS Airport Activities (continued) 2:30 – 3:00 Travel to National Transportation Research Center / STC Lab 3:00 – 4:00 Traffic Signal Systems Laboratory tour 4:00 – 4:15 Travel back to STC 4:15 – 4:30 Day 2 Wrap-up and Evaluations 4:30 pm Adjourn Thursday Activity 8:30 – 9:00 am Recap of day 1 & 2 Activities 9:00 – 9:15 Overview of activities for the day 9:15 – 9:30 Travel to UT’s Tickle Engineering Building 9:30 – 11:30

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

one pre-serviceteacher shared in the second check-in, “I struggled thinking of things to talk about that theengineers would know a lot about because of the lack of information I had about what theyactually did.” By understanding what the engineers did, the students discussed it might help to doa better job in developing the science club experiences as they could plan activities to connect toengineering.The other most discussed barrier was the language differences. The pre-service teachersrecognized there are differences in the language used to communicate information. Theengineering students discussed laboratory experiments and content; the pre-service teachersdiscussed the abilities of children and how to plan lessons. As one student