Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4154: ENGINEERING IN A FICTIONAL WORLD: EARLY FIND-INGS FROM INTEGRATING ENGINEERING AND LITERACYMs. Mary McCormick, Tufts University Mary McCormick is a graduate student at Tufts University. She is currently pursuing a Ph.D. in education, focusing on mathematics, science, technology, and engineering education. She received a B.S. from University of Massachusetts, Lowell, in civil engineering, and an M.S. from Tufts University in civil engineering. Her current research involves seeing the engineering thinking and doing in children.Dr. Morgan M. Hynes, Tufts University Morgan Hynes is a Research Assistant Professor in the Tufts University Education Department and Ed- ucation Research Program Director for the

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

Paper ID #11811Into the Pipeline: A freshman student’s experiences of stories told about en-gineeringMr. Michael BrewerDr. Nicola Sochacka, University of Georgia Dr. Nicki Sochacka received her doctorate in Engineering Epistemologies from the University of Queens- land, Australia, in 2011. She is currently a member of the CLUSTER research group at the University of Georgia where she holds a research and teaching position. Nicki’s areas of research interest include: STEAM (STEM + Art) education, diversity, interpretive research quality, the role of empathy in engineer- ing education and practice, and student reflection.Dr

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

this time, the researcher made a judgment about the student’s voiceprojection. Quieter students were asked to wear a lapel microphone. Audio/video recording wasdone to capture the participants as they verbally worked through the problem, as well as, to showwhat participants were reading, drawing, and so on. The documents used in administering theproblem were colored to help the observer differentiate between information (blue), problemdefinition (yellow) and student work (white).Three hours were allotted for students to complete the design task, although the average studentcompleted the problem prior to the administrator stopping the session. During the participant’sdesign session, a member of the research team acted as the administrator of

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Henry Becker, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University; Shaobo Huang, Utah State University - Engineering Education

Tagged Divisions

K-12 & Pre-College Engineering

asked to wear a lapel microphone. Audio/video recording wasdone to capture the participants as they verbally worked through the problem, as well as, to showwhat participants were reading, drawing, and so on. The documents used in administering theproblem were colored to help the observer differentiate between information (blue), problemdefinition (yellow) and student work (white).Three hours were allotted for students to complete the design task, although the average studentcompleted the problem prior to the administrator stopping the session. During the participant’sdesign session, a member of the research team acted as the administrator of the problem. Theadministrator provided the students with a physical copy of the design task and read it

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhao Chad Kong; Angie Martiza Bautista-Chavez, Rice University; Andres J Goza, Rice University; Rachel Jackson, Rice University; Kurt Kienast, Rice University; Sam Oke; Juan A Castilleja, The Boeing Company; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

introduce underrepresented,underprivileged high school students (mentees) to engineering and help them prepare for thechallenges of an undergraduate engineering degree program. DREAM has three main goals thathave evolved and come into focus over the four years of the program’s existence. First, DREAMseeks to change mentees’ perceptions of what is possible, leading them to a better quality of lifethrough college education and subsequent rewarding and lucrative engineering and STEMcareers. Second, DREAM prepares mentees for the rigors of undergraduate STEM education byforming connections between engineering applications and high school classes, and promotingenrollment in upper-level math and science courses. Third, DREAM prepares mentees for

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

a study was being done toraise the roadbed of the Bayonne Bridge, a landmark that is a city heritage. Two studentsapproached me about doing “mock bids” for the raising of the bridge roadbed as one of theirprojects in the coming year. This was the beginning of the special dynamic that wouldcharacterize the Engineering class. The projects would be competitive and award winning, andthe students would run the class, with the teacher acting as mentor and guide. Attachment 2shows the student requirements and pacing guide for the Engineering Class.In its second year the Engineering class established its identity with 18 students doing a very richdiversity of projects. The FTC robotics team finished their season by founding a secondextracurricular

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steven Essinger, Drexel University; Ryan Coote, Drexel University; Pete Konstantopoulos, CAPA High School; Jason Silverman, Drexel University; Gail Rosen, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

, PeteKonstantopoulos participated in each lab discussion and offered suggested improvements basedon his particular classroom structure. His primary focus was on helping the graduate andundergraduate students develop the lessons and labs they would eventually use in his classroomduring the school year. In addition to consulting on lesson development he also spent some timelearning how to use Matlab; specifically the bioinformatics toolbox and he was particularlyinvolved with improving the image processing and robotic labs.Staff Reflections on Implementations of the LabsThe university students found that the implementation of the labs was a balancing act betweenkeeping students attention and engagement and making sure the lab concepts were learned. Theyfound

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

school classrooms, and also on advancing the use of knowledge building pedagogy in higher education. His most recent article (2013) is entitled ”Tasks and Talk: The Relationship Between Teachers’ Goals and Student Discourse,” in Social Studies Research and Practice.Prof. Beth McGinnis-Cavanaugh, Springfield Technical Community College Beth McGinnis-Cavanaugh, M.S. Civil Engineering, University of Massachusetts Amherst, is professor of physics and civil engineering technology at Springfield Technical Community College. She focuses on developing meaningful educational strategies to recruit and retain a diverse student body in engineering and designs innovative learning environments at all levels of the engineering pipeline

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology; Matthew Ryan Davidson, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

and academic achievement in science, technology, engineering, andmathematics (STEM) for disadvantaged 9th grade girls. Our goal is to nurture persistence andacademic achievement in economically / culturally disadvantaged female learners. Our missionis to increase diversity in STEM professions.EMERGE combines the efficacy of social networking with the maturity, academic talents, anddedication of Rose-Hulman Institute of Technology’s junior/senior women students. A two-yearpilot program (2008 - 2010) conducted at three Indiana Wabash Valley high schools producedexcellent outcomes. An adapted version of the program is now in operation as part of aneconomic development partnership between Rose-Hulman (RHIT) and Shelby County, Indiana.(This

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

-educated women have increased their share ofthe overall workforce”1. The gender gap in STEM employment is not an anomaly; it reflects thedisparity in the relative numbers of men and women pursuing STEM education, of which the K-12 years, particularly high school, are this paper’s focus.Female high-school students are more likely to aspire to attend college than are their malecounterparts, and young women enroll in college, persist, and graduate from it at higher rates aswell2. So why does this STEM-specific gap exist? This paper employs the tools of “genderanalysis” to address this question.Gender analysis provides a framework for thorough analysis of the differences between women’sand men’s “gender roles, activities, needs, and opportunities in a

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

beprepared to help students plan for these types of careers, particularly through course selection.Therefore, it is important for us to not only understand the role of counselors, but to have a bettergrasp of their KAB regarding gender and STEM, and how this may potentially influence howthey counsel and engage with students. This paper examines the results of a five point Likert scale assessment tool developed usingthe KAB framework. The survey was administered as a pre and post assessment from a two hourprofessional development workshop on STEM occupations in November of 2010. Participantsincluded 120 counselors from a large Southwest school district. Eleven out of the original 45survey items are reviewed in this paper and N=71 participant

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lucy McAuliffe, Smith College; Glenn W. Ellis, Smith College; Sonia Katrin Ellis, Smith College; Isabel Huff, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

K-12 & Pre-College Engineering

Relation to IE“The Loyalty Quiz” A short quiz that helps Games and play learners identify the balance between being loyal to their friends and making wise decisions“6 Keys to Acting Ethically” Learners hunt for six “keys” in Games and play a treasure map; each key identifies a step in making an ethical decision“Discover Your Ethical Style” Instructions and layout for Games and play folding an origami box upon which learners answer

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Charles Feldhaus, Indiana University-Purdue University-Indianapolis; Kenneth Reid; Pete Hylton; Marguerite Hart, Washington Township Schools; Kathy Rieke, Washington Township Schools; Douglas Gorham, IEEE

Tagged Divisions

K-12 & Pre-College Engineering

computers into the mathematicscurriculum provides many “higher-order” learning opportunities for students. It gives studentsreal life problems to solve and gives them insights into the methods that real mathematicians usein the quest for answers.10 A strong correlation has been found between the number and types oftechnologies used in a classroom and teacher access to his or her own computer beyond theschool day. An additional factor that impacts integration is the number of technology trainingworkshops teachers have attended.10 Research has given numerous ways computers canpositively affect the learning environment in a classroom and by increasing computer use in themathematics classroom elementary professional development programs can

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Paul Crips, Laramie Middle School; William Parker, Laramie County School District 1; Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

13.441.5Student growth and understanding gleaned from the Discovery Boxes may be measuredwith classroom, district and state assessments, allowing for student involvement byselecting from a menu of assessment products, providing input on rubrics and exemplars,analyzing themselves as learners (demonstrating meta-cognition), and constructing anindividual portfolio/learning record that demonstrates math, science and language artsproficiency.Beliefs: We, the Discovery Team, believe…• Our Nation is at risk in maintaining our leadership superiority in technology.• Science, mathematics and language arts proficiency are fundamentally linked.• Learning should be fun.• There is an essential partnership between teachers, parents, students and thecommunity and that