Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

beendesigned to provide such PD to prepare teachers to use mechatronics, robotics, andentrepreneurship to connect science and math with students’ contemporary interests. EffectiveSTEM PD supports transfer of training by immersing participants in content knowledge, allowsmodeling and practice of desired skills, promotes collaboration, and lasts for sufficient duration tohandle the cognitive demands of new learning [14-18]. These research-based practices of effectivePD have been adopted and embedded in a PLC [19], which, as a combination, has been shown toengage teachers in applying PD effectively to the classroom.PBL can be effectively explored using the exciting fields of mechatronics (synergistic integrationof mechanical engineering, control theory

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Oluwatosin A. Bewaji, Texas A&M University; Madison Elaine Spier, Texas A&M University; Gustavo Mosqueda Elizondo III, Texas A&M University; Chiamaka Theclar Umah; Todd Sherron, Texas State University; J. Timothy Lightfoot, Texas A&M University; Carolyn L. Cannon, Texas A&M University; Robin S.L. Fuchs-Young, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

careers, and are focused on those who are underrepresented in STEM and underserved. c American Society for Engineering Education, 2018Promoting the STEM Pipeline and Enhancing STEM Career AwarenessThrough Participation in Authentic Research Activities (RTP, Diversity) AbstractTo promote the STEM (Science, Technology, Engineering and Mathematics) pipeline andenhance the participation of students who have been historically underrepresented in STEMfields in the U.S, a team of faculty investigators with diverse expertise in STEM, education,public health and medicine have been working collaboratively on a National Institutes of Health(NIH)-funded STEM education project

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alissa Ruth, Arizona State University; Tameka Spence, Arizona State University; Joseph V. Hackman, Arizona State University; Jennifer Velez M.Ed., Arizona State University; Hope Parker, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

community engagement. Moreover, the curriculum incorporateshuman-centered design and key engineering processes to foster engineering habits of mind suchas systems thinking, optimism, and ethical consideration in engineering as well asentrepreneurial mindsets such as the three C’s (creativity, collaboration, communication).Throughout EPICS High, students continually explore potential problems in the community thatcan be solved by the skills they are learning in the classroom. Ultimately, students learn to workwith members of the community to create engineering solutions that are designed to address real-world problems. Preliminary research shows that EPICS High promotes positive outcomesamong high school students9,10. In a small study on an

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linda S Hirsch, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #23808The Effectiveness of a Multi-year Engineering EnrichmentDr. Linda Hirsch, New Jersey Institute of Technology LINDA S. HIRSCH is the Assistant Director for Research, Evaluation and Program Operations for the Center for Pre-College programs at New Jersey Institute of Technology. Dr. Hirsch has a degree in educa- tional psychology with a specialty in Educational Statistics and Measurement from the Graduate School of Education at Rutgers University. She has been involved in all aspects of educational and psychological research for over 20 years. Dr. Hirsch has extensive experience conducting longitudinal research

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

beapplied to engineering education, the nature of engineering design is distinct from other STEMdomains. As such, teacher must be able to support and evaluate students’ learning fromengineering design problems, in part, by determining the quality of students’ solutions (Brophy,Klein, Portsmore, and Rogers, 2008). Prior research illustrates the wide range of contentknowledge and pedagogical skills for engineering design among K12 teachers. Hsu, Purzer, andCardella (2011) showed that many teachers do not feel prepared to teach engineering designdespite acknowledging its importance in K12 education. As a result, K12 teachers needprofessional learning experiences with grade-band appropriate content knowledge alongsideengineering design processes