Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University; Paula Gangopadhyay, The Henry Ford (museums)

Tagged Divisions

Entrepreneurship & Engineering Innovation

papers, and provides faculty development workshops on effective teaching. In 2006, the Kern Family Foundation named Dr. Carpenter a Kern Fellow for Entrepreneurial Education recognizing his efforts to bring innovative team based problem solving into the engineering curriculum to promote the entrepreneurial mindset. In addition to his work on ethics and entrepreneurial skills, Dr. Carpenter is an accredited green design professional (LEED AP) and practicing professional engineer. As founding Director of the Great Lakes Stormwater Management Institute, he conducts research on water management and routinely provides professional lectures/short courses on innovative stormwater treatment design and its role in Low Impact

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Computing & Information Technology

. Page 26.1614.2Choosing the best programming language to start teaching high school and undergraduate studentsis observed by several researchers; see for example Ali (2007), Duke (2000), Giangrande (2007),Goosen (2004), Goosen (2008), Mannila (2006), and Tharp 1982. Some other researchers focusedon learning preferences of students to solve engineering problems; see for example Felder andSilverman (1988) and Rosati (1998). Education of various technologies in various engineeringfields as a part of an undergraduate curriculum is discussed by researchers such as Clough (2002)and Maase & High (2008). Stockwell (2002) focused on Computer Science majors’ mathematicsproblem solving skills when C programming language is used in the classroom. This

Conference Session

Curricular Issues in Computing and Information Technology Programs I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammad Rafiq Muqri, DeVry University, Pomona; Eric John Wilson; Javad Shakib, DeVry University, Pomona

Tagged Divisions

Computing & Information Technology

, computer, and bioengineering students at an undergraduate level before they encounter digital signal processing and its applications in junior or senior level courses.  The Fourier transform takes a signal in time domain, switches it into the frequency domain, and vice versa. Fourier Transforms are extensively used in engineering and science in a vast and wide variety of fields including concentrations in acoustics, digital signal processing, image processing, geophysical processing, wavelet theory, and optics and astronomy. The Discrete Fourier Transform (DFT) is an essential digital signal processing tool that is highly desirable if the integral form of the Fourier Transform cannot be expressed as a mathematical equation

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

” [1].It is up to individual programs how they implement and assess ABET criteria, and manyprograms meet the non-technical criteria through service courses taught by other departments,such as a technical communication course taught by the English department or by specialized butseparate courses such as an engineering-oriented ethics class. However, there has also beenextensive work on integrating communication skills throughout the engineering curriculum andcourses, and that is the focus of this work [6]–[8]. Engineering faculty generally value written communication skills and recognize that theyhave a role in helping students to develop those skills. Many see their role as that of providingopportunities for students to write in their

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

ASEE.Ms. Elizabeth A Parry, North Carolina State University Elizabeth (Liz) Parry Elizabeth Parry is an engineer and consultant in K-12 Integrated STEM through Engineering Curriculum, Coaching and Professional Development and a Coordinator and Instructor of Introduction to Engineer- ing at the College of Engineering at North Carolina State University. For the past sixteen years, she has worked extensively with students from kindergarten to graduate school, parents, preservice and in- ser- vice teachers to both educate and excite them about engineering. As the Co-PI and project director of a National Science Foundation GK-12 grant, Parry developed a highly effective tiered mentoring model for graduate and

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

Civil Engineering Body ofKnowledge for the 21st Century outlines the outcomes that “define the knowledge, skills, andattitudes necessary to enter the practice of civil engineering at the professional level in the 21stcentury.”3 One of the professional outcomes listed is Communication; the document cites theneed for engineers to be able to “plan, compose, and integrate the verbal, written, virtual, andgraphical communication of a project to technical and non-technical audiences.”3In addition, ABET accredited universities are well versed in the necessity of teachingcommunication skills within their curriculum, since one of the required student outcomes is “anability to communicate effectively.”4 As mentioned above, the civil engineering

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

sequence for the BIOE Department at the University of Washington. Taylor currently pursues educational research and continuous improvement activities, with the ultimate goal of optimizing bioengineering curriculum design and student learning outcomes.Dr. Stephanie Pulford, Center for Engineering Learning and Teaching (CELT) Dr. Stephanie Pulford is an instructional consultant within University of Washington’s Center for Engi- neering Teaching & Learning, where she coordinates the Engineering Writing & Communication Devel- opment Program. Dr. Pulford’s professional background in engineering includes a Ph.D. in Mechanical Engineering, an M.S. in Engineering Mechanics, and a B.S. in Aerospace Engineering as well as

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

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

engineering curriculum: They exist side-by-side, institutionally parallel as opposed to convergent. Therefore, an element of bait-and-switchremains, but the outlet of creative, synthetic, hands-on design in an intimate, supportive learningenvironment is both present and institutionally legitimated as part of students’ formalizededucational experience. This arrangement challenges the logic of exclusion prevalent within theengineering-only programming by overlaying a logic of engagement on top of the standardfundamentals-first engineering curriculum. Page 26.616.13Since PDI operates outside of Rensselaer’s core engineering curricula, it provides only a

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

science. She believes that the critical thinking skills acquired through STEM education are essential, and wants to inspire the next gen- eration to always query the unknown. Amy is passionate about connecting scientists and engineers with students who might not otherwise have the opportunity to connect one-on-one with STEM professionals.Ms. Tara Chklovski, Iridescent Ms. Chklovski is the Founder and CEO of Iridescent, a science, engineering and technology education nonprofit. Before starting Iridescent, she worked as the principal at a 300 student K-6 school in India. She has founded and grown Iridescent from a one-woman effort to an organization reaching 30,000 un- derserved students globally. With the help of a

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chris Geiger, Florida Gulf Coast University; James D. Sweeney, Oregon State University

Tagged Divisions

Biomedical

expense of exploringmore recent advancements in the field. As such, we are using popular news articles to augmentcoverage and motivate students in a variety of courses. Student gains in information literacy,lifelong learning and overall enthusiasm for the field makes these types of projects an easy wayto integrate current trends and advancements into the course curriculum, and provides a way toencourage student participation by making activities student-driven.Our definition of a “mini project” is finding a recent news article about a current technology,advancement or innovation related to the course subject matter at hand, and investigating thescience or technology described in the article. For many of these projects (see below forvariations of

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark M. Budnik, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

successful. However, webelieved that we could reach even higher and improve the students’ learning experience. As aresult, we performed an overall class evaluation that included input from students, College ofEngineering faculty members, and employees and cast members from the ETO13. The outcomeof the evaluation was to create a new semester-long course featuring the same fieldtrip in themiddle of the semester over fall break. The motivation for change was three-fold. First, therewas a desire to teach creativity and innovation more effectively and thoroughly. Second, pastparticipants consistently wanted to extend the duration of the class and see additional examplesof applying creativity and innovation to real-world problems. Finally, by integrating

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

practices associated with the NGSS and CCSS-Math have not been widely adoptedand recognized as part of what K-12 students need to learn and how K-12 teachers need to teach.Thus, it is likely that the lack of exposure and engagement with core STEM practice standards aspart of the curriculum combined with constrained teacher preparation have left many educatorswithout models, motivation, and knowledge of how to teach STEM content aligned to thepractice standards. Regardless, the practice standards provides authenticity and a pathway toincreasing K-12 student knowledge of how STEM related research, projects, and process takeplace in the workplace, and the post-secondary STEM education community plays an importantrole in promoting and supporting core

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G Belu, University of Alaska Anchorage

Tagged Topics

NSF Grantees Poster Session

this project, directly orindirectly during the past three academic years, such as remote operated latch system or micro-piezo-electric mixing pump. Overall the courses related to prototyping and manufacturing weremostly impacted and therefore creating the experiential framework for students to be able toundertake more challenging topics. However, the experiential and knowledge scaffolding wascreated by the lower level core curriculum courses in the area of measurement, instrumentationand quality control. Since our curricula is primarily based on integrated experiential learningpresented in a hybrid format – seamless combination of lecture and laboratory activity, where thetheoretical preparation is supported and enhanced by experimental

Conference Session

Best Practices and Lessons Learned in Capstone Design Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Keith G. Moran Jr.; Christopher Steven Kremer, Robert Morris University; Bruce Allen Barnes Jr., Robert Morris University ; Justin Cosgrove; Samuel A. Colosimo III, Robert Morris University

Tagged Divisions

Manufacturing

, Biomedical Device Design and Manufacturing, Automation and Robotics, and CAE in Manufacturing Processes fields.Mr. Keith G Moran JrMr. Christopher Steven Kremer , Robert Morris University Graduated with magna cum laude honors from Robert Morris University in 2014 with a B.S. in Me- chanical Engineering and a B.S. in Manufacturing Engineering. Participated in numerous engineering projects and achieved several academic accolades during my time at Robert Morris. Currently employed for Westinghouse Electric Company, as an engineer, working primarily in the pumps and motors field.Mr. Bruce Allen Barnes Jr, Robert Morris University Projected completed as a senior undergraduate student at RMU.Justin CosgroveSamuel A Colosimo III

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU. Page 26.514.1 c American Society for Engineering Education, 2015 Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

Integrating and aligning teaching methodsTeaching Practice towards self-regulated learning Broader curriculum reform to support self-Curriculum Development and Assessment regulation and authentic assessment of lifelong learning skillsAs an exploratory investigation, this research is not seeking to measure students’ levels of self-reflection, self-regulation, or engagement in these processes. The workshop exercises do not takean instructional approach to teach students about lifelong learning or to target the development ofrelated competencies. Additionally, our research goal is not to

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Vincent William DeLuca, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

extensive research and curriculum development experience in STEM disciplines. His research includes the study of thinking processes, teaching methods, and activities that improve technological problem-solving performance and creativity. He has expertise in developing technology and engineering education curriculum that inte- grates science, technology, engineering and mathematics (STEM) concepts. Dr. Deluca is Co-PI on NSF project Transforming Teaching through Implementing Inquiry (DRL 1118942). This project focuses on developing research-proven professional development resources that integrate teacher learning with as- sessment practice. The end product will constitute a professional development and research-proven

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

introduction to engineering design.Critical thinking instruction in particular, has been one area the instructors have aimed toimprove and reinforce in each iteration of the course. Students in this course are providedexplicit instruction in the Paul-Elder (PE) Critical Thinking framework (Figure 1).1 The PEframework was adopted by the University to improve critical thinking skills for allundergraduates across the curriculum. In addition to explicit instruction of the PE framework inthe Introduction to Engineering course, the PE framework is an implicit part of many later Page 26.1688.2courses in the engineering curriculum. The framework highlights

Conference Session

Capstone and Design Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric John Addeo, DeVry University; Nugroho Iwan Santoso, DeVry University, North Brunswick; Chao-Ying Wang, DeVry University, North Brunswick; Raul San Martin Rivadulla, Graduate Education

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

newmessage is that graduates not only need to possess sound technical knowledge in their chosendisciplines but also need to be better educated and more adept in the areas of communicationskills, teamwork, leadership and other professional skills. Despite the recognized importance ofthese skill sets, it is not easy to develop and implement a curriculum that deterministically fosterssuch skills. Also, subsequent outcome assessment of the achieved skill levels poses manychallenges and demands much creativity. Moon, et al. describes a joint experience betweenSyracuse University in USA and Carlos III University in Spain. The context is the education ofengineering students in fundamental business processes and integration using an industry-scale

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

integrated within learners’ knowledge bases andskill-sets. One sect of this instructional style, project-based learning, is backed by similarresearch, in particular, an increase in problem-solving abilities, as well as gains in collaborativeskills.10,11But this stance is not unanimous.12,13,14 Due to the vast amounts of relative freedom afforded insuch classrooms environments, a degree of self-regulation – the manner in which students arecapable of monitoring and controlling their own thinking, motivation, and behavior – isnecessary.15 Expert learners, those who possess high self-regulatory capabilities are thus well-suited to project-based learning.13 Conversely, inexperienced learners who lack self-monitoringskills often experience difficulties in

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #11587Design for Impact: Reimagining Inquiry-Based Activities in Heat Transferfor Effectiveness and Ease of Faculty AdoptionDr. Margot A Vigeant, Bucknell University Margot Vigeant is a professor of chemical engineering and an associate dean of engineering at Bucknell University. She earned her B.S. in chemical engineering from Cornell University, and her M.S. and Ph.D., also in chemical engineering, from the University of Virginia. Her primary research focus is on engineering pedagogy at the undergraduate level. She is particularly interested in the teaching and learning of concepts related to thermodynamics

Conference Session

Enviromental Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Bahram Asiabanpour, Texas State University; Semih Aslan, Texas State University, San Marcos; Jesus Alejandro Jimenez, Texas State University; Yoo-Jae Kim, Texas State University; Hassan Salamy, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

Paper ID #11416Engaging Students in Sustainability Education and Awareness of Green En-gineering Design and Careers through a Pre-Engineering ProgramDr. Araceli Martinez Ortiz, Texas State University, San Marcos Araceli Martinez Ortiz, Ph.D., is Assistant Professor of Engineering Education in the College of Educa- tion at Texas State University. Araceli is Director of the LBJ Institute for STEM Education and Research and teaches graduate courses in Integrated STEM Curriculum and Instruction. She collaborates on various state and national STEM education programs and is PI on major grant initiates with NASA Educator Pro

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

Tagged Topics

NSF Grantees Poster Session

solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Prof. Audrey Briggs Champagne, University at Albany. State University of New York Champagne is Professor Emerita at the University at Albany, SUNY where she was Professor in the Department of Educational Theory and Practice in the School of Education and in the Department of Chemistry in the College of Arts and Sciences. Champagne is a fellow of the American

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lina Margarita Prada-Angarita, Fundación Universidad del Norte; Katherine Sofía Palacio, Fundación Universidad del Norte; Carmen Regina Berdugo Correa, Fundación Universidad del Norte

Tagged Divisions

Industrial Engineering

teacher education using knowledge creating heutagogies. British Journal of Educational Technology 2006;37(6):825 -840.9. Bhoyrub J, Hurley J, Neilson GR, Ramsay M, Smith M. Heutag ogy: An alternative practice based learning approach. Nurse education in practice 2010;10(6):322-326.10. De Jong T, Linn MC, Zacharia ZC. Physical and virtual laboratories in science and engineering education. Science 2013;340(6130):305-308.11. Bonwell C, Eison J. Active learning: Creating excitement in the classroom AEHE-ERIC higher education reports. 1991.12. Chiang VC, Leung SS, Chui CY, Leung AY, Mak Y. Building life-long learning capacity in undergraduate nursing freshmen within an integrative and s mall group learning

Conference Session

Division Experimentation & Lab-oriented Studies: Mechanical Engineering and Control

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jason Yao, East Carolina University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

engineering program was established totrain well-rounded employees for business and industry employers in eastern North Carolina [10].In order to achieve the goal of training general engineers with specialized skills, a curriculumstructure consisting of an engineering core curriculum and concentration-specific courses wasimplemented.Constrained by the broad nature of a general engineering program, only two courses(ENGR2514— Circuit Analysis and ENGR3050—Sensors, Measurements, and Controls) in thecore curriculum introduce EE topics and two others have some EE content (ENGR1016—Introduction to Engineering Design and ENGR2050—Computer Application for Engineers). Outof these EE-related courses, ENGR3050 is a hybrid course that covers two major

Conference Session

A Virtual Community of Practice for Developing and Implementing Evidence-based Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Stephen J Krause, Arizona State University; Nancy Ruzycki, University of Florida; Amber L. Genau, University of Alabama at Birmingham; Brittany Nelson-Cheeseman, School of Engineering, University of St. Thomas; Cheryl A Bodnar, University of Pittsburgh; Joseph De-Chung Shih, Stanford University; Daniel Lepek, The Cooper Union; Lindsay Corneal, Grand Valley State University; Shannon Ciston, University of California, Berkeley; Richard E Eitel, Stevens Institute of Technology (SSE)

Tagged Divisions

Chemical Engineering, Materials

is certified as a Training and Development Professional (CTDP) from the Canadian Society for Training and Development (CSTD). Dr. Bodnar’s research interests relate to the incorporation of active learning techniques in undergradu- ate classes (problem based learning, games and simulations, etc.) as well as integration of innovation and entrepreneurship into the Chemical and Petroleum Engineering curriculum. In addition, she is actively en- gaged in the development of a variety of informal science education approaches with the goal of exciting and teaching K-12 students about regenerative medicine and its potential.Dr. Joseph De-Chung Shih, Stanford University Dr. Joseph Shih is a Lecturer in the Department of

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

Tagged Divisions

First-Year Programs

 identified for improvement were in the development of new design projects with system integration requirements, applications of new technologies, and enhanced communication skills through teamwork.   At the beginning of 2006, the Dean’s office established the Clark School Keystone Academy of Distinguished Professors to recognize those educators who have made significant contributions to the undergraduate education in engineering, and to provide these faculty members with the support necessary to continue to make contributions to the undergraduate curriculum.  The mission was clear: to revive the infrastructure of freshman and sophomore engineering courses with a focus on engineering design.  To ensure the success of this new initiative, the

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

Higher Education, 5(3),203-221.6 Rochin, R., & Mello, S. (2007). Latinos in science: Trends and opportunities. Journal of Hispanic HigherEducation, 6(4), 305–355.7 Stevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. (2008). Becoming an engineer: Toward athree dimensional view of engineering learning. Journal of Engineering Education, 97(3), 355-368.8 Stevens, R. O’Connor, K., & Garrison, L. (2005). Engineering student identities in the navigation of theundergraduate curriculum. In Proceedings of the 2005 American Society for Engineering Education AnnualConference. Portland, OR: ASEE.9 Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation, andaspirations in

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering; David R. Heil, David Heil & Associates, Inc.; Derek W Rector, Diamax Information Systems; Jana Jurukovska, Diamax Information Systems

Tagged Divisions

K-12 & Pre-College Engineering

was the study director for the NAE and National Research Council project that resulted in the 2014 report, STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. He was the study director for the project that resulted in publication of Standards for K-12 Engineering Education? (2010) and Engineering in K-12 Education: Understanding the Status and Improving the Prospects (2009), an analysis of efforts to teach engineering to U.S. school children. He oversaw the NSF-funded project that resulted in the 2013 publication of Messaging for Engineering: From Research to Action and the 2008 publication of Changing the Conversation: Messages for Improving Public Understanding of Engineering

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

Paper ID #11491Project-based learning in a high school pre-engineering program: Findingson student behavior (RTP, Strand 3)Todd France, University of Colorado, Boulder Todd France is a Ph.D. candidate at the University of Colorado Boulder. He is part of the Graduate STEM Fellows in K-12 Education Program and helps teach and develop curriculum at a high school STEM academy. His research focuses on pre-engineering education and project-based learning. Page 26.1266.1 c American Society for