Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

creative endeavors, partialknowledge students have about new content, and negotiation of social roles, responsibilities andpositions all present communication challenges as students engage in design projects8. Moreover,complications abound because the various contingencies are interdependent (e.g., knowledge ofcontent constrains solution options). Effective engineering design learning depends onstructuring a predictable environment in which students feel safe to explore and create withinbounded constraints. Incorporating classroom structures to facilitate productive peer-to-peercommunication is one part of creating such an environment.Research in learning and motivation presents multiple perspectives for educators and researchersto draw from as

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

their robot, their first assignment was to write a program to allow therobot to move forward for one meter, turn 180 degrees and then move forward for another meter.By gradually introducing new programming techniques, the level of programming difficulty wasincreased. During the 3rd week of the course, the students were introduced to functions whichmade repetitive code more efficient and programmer-friendly. By this time, the moreexperienced programmers were actively helping the less experienced. Peer work always workshand-in-hand with teacher instruction. In the 4th week, before students would begin their finalprojects, the final objective was to program the remote controller. The course was designed thisway to ensure that students would not

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Tonatiuh Munguia-Villanueva, Universidad Juárez Autónoma de Tabasco

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Standards (NGSS)foregrounds the importance of collaboration in science and engineering practices by integratingcommunication as a fundamental criterion at all levels of K-12 education: “Engineers need to beable to express their ideas, orally and in writing, with the use of tables, graphs, drawings, ormodels and by engaging in extended discussions with peers.” 13 Such communication practicesare necessary for generating design solutions and for planning and carrying out collaborativeinvestigations.Previous studies indicate that young learners encounter communication challenges related totask, relational, and identity issues when collaborating on engineering design projects.14, 15 Otherresearch has identified effective scaffolding to support middle

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

thinking to structure theirengagement with ideas and knowledge.4,7,8 The intent is to engage learners’ imaginations in theirpursuit of understanding and thus engender the kind of caring about learning necessary fordeveloping deep understanding. In the IE approach, instruction is designed to support adevelopmental sequence of five different stages of understanding that enable learners to makesense of the world in different ways. Learners progress to new stages by mastering the cognitivetools associated with each stage of understanding. (Cognitive tools are mental devices developedby our ancestors to help make sense of the world and to operate more effectively in it.)The most important cognitive tool is narrative. Egan writes, “Narrative

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

that’s certainly how we do things at home. So he’s been home since then. – Nelson’s mom When I was a young adult I was in a church where people were primarily home schooling. And I was in it long enough to see the long-term results. And what I saw was the flexibility that we had, and I liked the product. I was there are enough that I could see the kids grow into high school and I thought, “Ah, these kids are very well rounded. They’re not very peer-dependent.” What we wanted to get away from was the peer issues. – Alexander’s mom …if I’d wanted to enroll him in kindergarten the following year when he would have turned five in August, the cut off was August 1st, for the age. So he would have

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

activities that allow students to engage inargumentation11. Schwarz11 also noted that educational systems emphasize the development ofcritical thinking, which depends on the use of argumentation.Arguments come in an array of forms and can lead to new understandings. Thoughargumentation may occur as a solitary activity, it is more often done in social situations throughverbal or written communications. In education, this may occur during discussions, sharingopinions, or writing persuasive text. Educators can then gauge students’ progress by assessingthese argumentation interactions.Though argumentation can be used in all academic domains, it is a critical component of thescientific process and is an essential part of scientific discourse. As a

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

and feedbackfrom the pilot course. According to Harriman5, the key to effective curriculum is makingsure that the needs of the student, the instruction, and the delivery mechanism are allcongruent with one another. Before being able to meet the needs of the students, theinstructor must know what those needs are. Because there are many various learning styles,the curriculum has implemented one of the more popular style surveys VARK (Visual, Aural,Reading & Writing, Kinesthetic). VARK is sometimes criticized for lacking empiricalsupport but continues to remain popular in education6.The curriculum has also incorporated the Community of Enquiry Framework7 by whichpresents the concept that students participating in community engagement can

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Ph.D in Computer Science from the University of California, Davis. Dr. Haungs spe- cializes in game design, web development, and cloud computing. He is the developer of PolyXpress (http://mhaungs.github.io/PolyXpress) – a system that allows for the writing and sharing of location-based stories. Dr. Haungs has also been actively involved in curriculum development and undergraduate edu- cation. Through industry sponsorship, he has led several K-12 outreach programs to inform and inspire both students and teachers about opportunities in computer science. Recently, Dr. Haungs took on the position of Co-Director of the Liberal Arts and Engineering Studies (LAES) program. LAES is a new, multidiscisplinary degree offered

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

and come up with potential designs that would then be presented to their peers at variousstages for feedback and critique. In one week students identified an idea, researched existing andpotential solutions, developed a design, built a prototype and presented their solution. Theprocess included competencies such as ideation and brain storming, team forming and roleassignment, project planning, critical thinking, evaluation and reflection, constructive critique,verbal and written skills, visual sketching, engineering design, prototyping and debugging,entrepreneurship, and innovation. The students were given the opportunity to work in a group orindividually. Even if students chose to work individually, they were required to participate in the

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

, larger-scale, quantitative scientific studies. Brown4points out that criteria against which to measure success of interventions or guide iterations ineducational DBR should consist of development of traits which the school system is chargedwith teaching, e.g., problem solving, critical thinking, and reflective learning.In this paper, we test the hypothesis that the flexibility and hands-on nature of a roboticsplatform will support different audio, visual, verbal (read/write), and kinesthetic learningstyles,5,6 offering teachers more versatility within lesson plans while effectively teaching STEMconcepts to students. Despite a lack of agreement7 within the education research communityregarding categories or, in some cases, the existence of

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

that detracts from our primary focus. The full integration of STEM is an interesting model, but I am not convinced that it's going to serve all kids well. Maybe the current science curriculum is not either, but I feel more effective teaching science than teaching engineering.”The theme of interdisciplinary integration was echoed by several teachers. From a middle schoolmath teacher in Suburban Washington: “Teaching engineering is the closest I've come to interdisciplinary study. Generally students study a social issue, like the world water crisis. They learn about it from the social studies viewpoint (poverty, economies, governments) and they write a paper for Language Arts and Science addressing the

Conference Session

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

Collection

2015 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; Judit Györgyey Ries, The University of Texas

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

in Science" camps (survey respondents ranged from 8 to 32 per camp with median = 21); • 9 "Solar System Adventures" camps (survey respondents ranged from 13 to 25 per camp with median=19); • 7 "Engineering" camps (survey respondents ranged from 12 to 25 per camp with median =23); Page 26.9.7 • 1 "Robotics" camp (survey respondents were 15 girls); and • 7 "Rocketry" camps (survey respondents ranged from 9 to 28 per camp with median =21). NASA Theme Activities Students Identified As Their "Favorite”Camp Name Number writing a description Number of different Most popular

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

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

. 410 E: And you have to assume that the person that gave you the design knew what the 411 heck they were doing and understood how to make this so that when you go to use 412 their plan that it's going, going to work. 413 K: Yeah 414 J: Yeah 415 [00:32:22.14] 416 E: That--‐--‐ that's that's the level I mean, that's the level of expertise that we didn't 417 have today. You know, we put stuff together and learned some things through each 418 iteration, but they really didn't, I mean, when we talked about writing stuff down 419 and those sort of things we we, I, we just seeing what they would write down is 420 important, and most of what they wrote down they could never repeat. Nobody

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

disciplinesmeaningfully” (p. 2).Engineering education, at any grade level, cultivates competences that are useful beyond theacademic context. Ioannis N. Miaoulis5, founding director of the National Center forTechnological Literacy (NCTL), writes “I use my engineering training constantly to solveproblems far removed from engineering, such as dealing with personnel issues or fundraising”(p. 39). The content of engineering allows students to make connections between their academicstudies and their daily lives. Engineering education trains students to think analytically, and touse their knowledge base to make improvements. As Author4 states “Engineering requiresstudents to be independent, reflective, and metacognitive thinkers who can understand that priorexperience

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Gregorio, Drexel University; David S Rosen, Drexel University (Eng. & Eng. Tech.); Brandon Gregory Morton, Drexel University (Eng. & Eng. Tech.); Alyssa M Batula, Drexel University; Michael Caro; Jeffrey Scott, Drexel University; Youngmoo Kim, Drexel University; Kara Martine Lindstrom, Drexel University, ExCITe Center

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

thestudents to explore an area they find interesting in greater depth than the time constraints of theactivities allow. This gives students the opportunity to experiment and come up with ideas of theirown to implement. Utilizing information, skills, and engineering vocabulary acquired in theactivities, each student interactively designs a final project which is presented and demonstratedfor their peers, parents, and instructors. A point of emphasis is for students to explicitly discusskey decisions and incremental developments throughout the week with regard to the iterativeengineering design process: planning, analysis and design, testing, and evaluation.Projects fall under one of four main categories, and within each group, students are encouraged

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

instruments (HPLC, UV,TOC,GC, KF—etc.) and also monitoring drug shelf life through both accelerated and shelf life stability programs. After which started at GlaxoSmithKline Beecham Egypt in which i was a laboratory senior analyst an- alyzing all dosage forms as finished products dealing with all laboratory instruments with very good experience on HPLC and GC in addition of GLP and GMP knowledge, SOP writing and audits carry out internally then i was promoted to a section head of validation and quality assurance for the pharmaceuti- cal industry for both Lactam and non-Lactam areas in which i was responsible for sterile and non-sterile areas qualification, validation and periodic verification dealing with process

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

teachers may appear to permitlaziness and irresponsibility. Yet it is challenging to evaluate the level of knowledge or skillsstudents have attained during a group project, placing a burden on teachers.24 Of the commonlyutilized assessment strategies in group-based settings, all possess drawbacks. These include self-assessments (over-inflated grades), peer assessments (heavily influenced by social relationshipswith classmates), situational judgment tests (questions about various scenarios; objectivity isdifficult), behaviorally-anchored teacher-rating scales (difficult to observe all students), and teaminterviews (prohibitively time intensive).24,25,26To model professional work, project-based methods often utilize authentic assessments

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

Ayora Berry, Boston University; Don DeRosa, Boston University

Tagged Divisions

K-12 & Pre-College Engineering

of non-STEM education standards English Language Arts (ELA) 22 (96%) Common Core ELA Speaking & Listening 19 (83%) Common Core ELA Reading 18 (78%) Common Core ELA Writing 18 (78%) Social Studies 7 (30%) Visual Arts 7 (30%)There were eight units at the K-5 level, twelve units at the 6-8 level, and three units at the 9-12level. All units targeted education standards from multiple

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherina V Tarnai-Lokhorst P.Eng., FEC, Camosun College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

practices prevalent in high school and introductory university physics and math courses, and developing recommendations to increase gender diversity in engineering education and the engineering profession. Kathy is an elected Councillor for APEGBC (the Association of Professional Engineers and Geoscientists of British Columbia), has served on several educational and governance committees at Camosun College, and is a qualified restorative justice facilitator, peer coach and liturgical musician. Page 26.1734.1 c American Society for Engineering Education, 2015 Where are the women

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Ying-Chih Chen, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Kendra Rae Beeley

Tagged Divisions

K-12 & Pre-College Engineering

first research strand concentrates on the relationship between educational policy and STEM education. This provides policymakers and the educational community an improved understanding of how changes in educational policies impact STEM teaching and learning. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1200 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Dr. Ying-Chih Chen, Arizona State University Ying-Chih Chen is an

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, West Virginia University; Dustin Drake, Utah State University; Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

before theproject, but used no gendered terms after the project, or included the term “she” when referringto engineers. For example, Sara described an engineer with the following words: I feel like she would try any material she thinks would work. She would also test it out a lot. She would write a lot of notes, so when other people look at her experiments or when she tries to show it to someone, she could show she did trial and error. And be like “This is why this is the best one I did, this is why I think it’s a better material to use.”Sara changed her perception of engineering as being male-oriented to a field were females arealso active participants. Her perception of engineering included activities where women

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

for total number of comments written, teachers can write no comments or more than one comment) Teachers have gained experience 23 22% EDP & Poster related workshops/seminars 22 21% All Aspects of the Summer Program 18 17% Resource Team Support Given During Development, Revision, Implementation, and Review of the Units 16 15% Technology, Supplies & Materials Provided through the Project 7 7% Topic or Nature of the Unit Ideas and

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

andClaudia) run away from home and hide out in the Metropolitan Museum of Art in NewYork City (museum). While they are there, they encounter all sorts of problems (e.g.,running out of food and money, finding a place to sleep at night), and eventually have tosolve a mystery.In this classroom, the teacher, Ms. M., had read over half of the story aloud to the classbefore stopping to do an engineering activity. As Ms. M. read the story in the weeksprior, she had her students reflect on the problems the main characters were facing andcollectively list the problems on a large piece of chart paper in the front of the classroom.She then had students write down the problems they wanted to solve as engineers for thecharacters, and grouped the students based

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Methods MAutoethn nographyAutoethn nography (a combination n of autobiog graphy and eethnography) is a qualitaative approacch toresearch and writing that “seeks to t describe anda systemattically analyyze personal experience iin [10]order to understand u cultural c expeerience” . In this papeer we use auttoethnographhic techniquues tosituate Michael’s M periences as a freshman engineering student in thhe context oof engineerinng expprogramss that, we arg gue, are in tu urn nested within w and coonnected

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

courses, and has developed engineering education courses for middle school pre-service teachers and practicing ele- mentary teachers. She has provided science and engineering professional development (PD) to multiple schools and school systems in Maryland, and has significantly contributed to the writing of many inte- grated STEM units of instruction used by teachers and school systems. Her research has examined factors that support and those that hinder elementary teachers as they learn to teach engineering, and currently focuses on how children and teachers learn to engineer and in the process, learn to fail and productively persist. She currently serves as the Chair-Elect of the K-12 and Pre-College Division of

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, research posters, and research articles. YSP participants were challenged to read journal articles, collaboratively write a scientific article based on a group experiment (making ice cream without an ice cream maker), as well as prepare an abstract, poster, and talk focused on their own research project. In addition to the weekly communication course, participants from all of the Center’s summer research programs—including YSP students—attended a weekly seminar series. Topics varied slightly from year to year. For example, the summer 2014 seminar series included the following topics: responsible conduct of research, ethics of animal research, neuroethics, industry, communicating to lay audiences, and applying to graduate school. In 2014, a new