Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-2220: ENGINEERS AS TEACHERS: HELPING ENGINEERS BRINGCUTTING EDGE SCIENCE TO UNDERSERVED COMMUNITIESLindsey Jenkins-Stark, IridescentTara Chklovski, Iridescent Page 15.501.1© American Society for Engineering Education, 2010 K-12 Pre-Engineering Education Engineers as Teachers: Helping Engineers Bring Cutting Edge Science to Underserved CommunitiesAbstractThere is growing concern among the scientific community that the United States is not preparinga diverse enough group of students, in the areas of science, technology, engineering, andmathematics (STEM). The percentage of bachelor’s degrees in STEM awarded

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Paul A. Klenk Ph.D., Duke University; Gary A. Ybarra, Duke University; Rodger D Dalton Jr, Techsplorers

Tagged Divisions

K-12 & Pre-College Engineering

American Society for Engineering Education, 2012 Challenges of Introducing Engineering in After-School SettingsAbstractTechXcite is an informal, project-based engineering program for middle school students. Theprogram is a partnership between the Pratt School of Engineering at Duke University, theDepartment of 4-H Youth Development and Family & Consumer Sciences at North CarolinaState University, and the National 4-H Council. The TechXcite curriculum is centered on seventhemes (Wireless Communication, Biomedical Technology, Digital Imaging, Solar Energy,Transportation, Heating and Cooling, and Photonics). Within each theme are modules containingfour to six 45 minute activities designed to engage kids in the engineering design process

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

providingactivities promoting abstract, design-based thinking and creativity in the classroom—like otherproducts in the educational technology marketplace, such as LEGO Mindstorms—but at a muchlower cost, PaperBots can be utilized by many budget constricted schools. Through combinationof those available materials with inexpensive electronics and an Arduino based control unitknown as the PaperBots Robotics Kit, students can be challenged with interesting andentertaining engineering activities in the classroom. In October of 2012, a small focus group offifteen fifth- and sixth-grade students assembled for a workshop utilizing the PaperBots roboticskit. This activity was observed and documented to make a qualitative determination of theeffectiveness of this

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bette Grauer, Kansas State University; Karen L Roberts, Upward Consulting; Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University; Gary A. Clark, Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Divisions

K-12 & Pre-College Engineering

results in a 2:1 fiscal benefit to cost ratio.8 Eighty percent of all science and technology-based occupations in the state stem from engineering and information technology fields.4 TheNational Academies report that as much as 85 percent of measured growth in income per capitain the United States is due to technological advancements made by engineers.9In response to this need, the State of Kansas passed the University Engineering Initiative Act(UEIA) in 2011.7 The purpose of the act was to provide funding with required matching newfunds from the institution for recruitment, retention, infrastructure, and faculty needed to createand support an increase in engineering students. State universities in Kansas committed toincrease the number of

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Wraegen Williams PhD, University of Virginia; Ping Guan, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

University of Virginia. Within this position, she helps execute a number of programs that are designed to peak K-16 student’s interests in STEM disciplines. Prior to working at UVA, she taught at the collegiate level and worked as a National Academies Science and Technology Fellow.Ping Guan, University of Virginia Ping Guan is a program coordinator and evaluator in the Center for Diversity in Engineering, at the University of Virginia School of Engineering and Applied Science since January 2008. Before working in the center, she received a Bachelor of Engineering degree from Building Science department of Tsinghua University in Beijing China, and a Master of Science degree from Systems and

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

students to explore energy, and how heat energy from the Sun can be harnessed by a solar cooker to heat food. Many students might take technologies such as stoves, ovens, and toasters for granted, but these conveniences aren’t available to Lerato, a girl who lives in Botswana. Through the storybook Lerato Cooks Up a Plan, students will be introduced to Lerato and her family. Lerato and her siblings have to gather firewood in order to build a cooking fire to heat their food. When Page 22.667.2 Tsoane, another villager, returns from University, Lerato learns about the field of green engineering. Green

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Todd Kaiser, Montana State University; Peggy Taylor, Montana State University; Carolyn Plumb, Montana State University; Howard Tenenbaum, La Jolla High School, San Diego Unified School District; Seth Hodges, St. Michael Indian School, St. Michaels, AZ

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-478: INSPIRING FUTURE ELECTRICAL ENGINEERS THROUGHSCIENCE TEACHERSTodd Kaiser, Montana State University Todd J. Kaiser is an Associate Professor of Electrical and Computer Engineering at Montana State University. He holds a Ph.D. in Electrical Engineering from Georgia Institute of Technology, a M.S. in Physics from Oregon State University and a B.S. in Physics from Montana State University. His current focus areas include microfabricated sensors and actuators.Peggy Taylor, Montana State University Peggy Taylor, Ed.D., is the Director of the Master of Science in Science Education (MSSE) program at Montana State University. As director of the program, Taylor recruits and advises

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melanie R. Ford, Pennsylvania State University, Erie; Vibhuti Dave, Pennsylvania State University, Erie; Kathryn Holliday-Darr, Penn State Erie, The Behrend College

Tagged Divisions

K-12 & Pre-College Engineering

Recognition Award and the 2008-2009 School of Engineering Excellence in Outreach award.Vibhuti Dave, Pennsylvania State University, Erie Dr. Vibhuti Dave joined Penn State Erie, The Behrend College as an Assistant Professor in the Electrical, Computer, and Software Engineering program in Fall 2007. She received her undergraduate engineering degree in the field of Electronics and Communication from Nirma Institute of Technology, India in 2000. She received her M.S. in Electrical Engineering and Ph.D. (2007) in Computer Engineering from the Illinois Institute of Technology, Chicago, IL. Dr. Dave’s research interests lie in the field of High Speed Computer Arithmetic and Computer Architec- ture. Her research has been focused

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

potentially support theirengineering learning.Methods of Survey ConstructionAs the first step taken to understand parents’ viewpoints in children’s engineering learning,we constructed a short survey mainly to probe parents’ knowledge, self-efficacy and attitudes.We adopted 10 items from an instrument that was used to assess teachers’ perceptions andfamiliarity with the domains of design, engineering and technology 6. In addition, we addedthree questions that pertained to the focus of the study: parental roles and children learningengineering (see Table 1). We used a 5-level Likert scale (5-strongly agree; 4-agree; 3-neutral;2-disagree; 1-strongly disagree) and asked the participants to rate their level of agreementwith each statement. We also

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

Page 26.804.3expectations to reflect their current situation. In this view, students’ novice-like behaviorsmay be explained by their previous experiences in school settings: when framing a designactivity as a “classroom game” 25 or “doing school” 26, students may treat designproblems as well-defined textbook problems with clearly articulated initial states,identifiable collections of known variables, and set procedures for generating solutions27,28, 29 . Students may also draw from their other experiences (e.g., imaginative play,storytelling, problem solving) as they are making sense of an engineering design activity.In these instances, incorporating fantastical technologies might be justifiable; while inothers, navigating complex

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12602Engineering together: Context in dyadic talk during an engineering task (K-12 Fundamental)Dr. Brianna L Dorie, Purdue University, West Lafayette Dr. Dorie is a current graduate ofDr. Monica E Cardella, Purdue University, West LafayetteDr. Gina Navoa Svarovsky, University of Notre Dame Gina Navoa Svarovsky is an Assistant Professor of Practice at the University of Notre Dame’s Center for STEM Education and the College of Engineering. She has studied how young people learn engineering for over a decade

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

the individual parts. Alexander’s mom reports, “So I would say he’s aself-directed learner. We don’t do a lot of those [technology] things in school because he doesthem spontaneously.” Elizabeth’s mom describes her daughter’s motivation in day to dayactivities, saying, “We were just today out at Tractor Supply to look at the little baby chicks andall she kept saying was, ‘We could totally build this chicken coop. We wouldn’t even have tobuy one. We could just build it.’” Page 26.961.6Parents’ successful identification of appropriate resources for supporting engineering learningAs previously mentioned, the homeschooling parents who

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

James Morgan, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

)techniques for motivating students unsure of “why they need…”, and (4) a better understandingof where their future students are coming from.The North Texas-STEM (Science, Technology, Engineering and Math) center is a partnership ofour university and a Dallas Independent School District (DISD) that establishes a center forSTEM education that will research, create, and provide information on best practices forinnovative teaching and learning. Our strategy is to create campus design teams, bringingtogether school administrators, teachers, students, STEM professors, STEM business partners,community-based informal STEM institutions such as museums and existing science networks inorder to provide opportunity for interaction between all of these

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

class. The data reveal common themes or features the teachersfocused on in their design of the rubric. The teachers initially focused on team and process-oriented features (e.g., teamwork, organization, steps of design process) and how well the finalsolution worked. The teachers tended to focus less on knowledge-oriented features relating to theapplication of STEM (science, technology, engineering, and mathematics) principles as theydeveloped their rubrics. As the teachers applied their newly developed rubrics to their students’final projects, they focused on surface features of teamwork and process and struggled to identifythe specific technical accomplishments of the teams’ work. The conclusion includes implicationsand future research work

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

? 3. Helps them learn science at a deep conceptual Heat transfer, experimental design, Studio STEM is an after-school program level insulation, conduction, convection, designed to increase middle school youth’s 4. With the support of face-to-face discussions radiation, energy transformations, understanding of science, technology, and with peers, teachers, and mentors, torque, gears, friction, mass and engineering through issues related to energy 5. And with the support of a social networking weight, gravity, electromagnetic security and sustainability. Youth are given the forum (Edmodo) that connects peers, teachers

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9005Lessons Learned Developing an Engaging Engineering Summer CampMs. Karen J Krapcho, University of Utah Karen Krapcho,M.S. is the Outreach and grant coordinator for NSF-0652982.Dr. Cynthia Furse, University of Utah Page 24.861.1 c American Society for Engineering Education, 2014 Lessons Learned Developing an Engaging Engineering Summer CampIntroduction In order to meet the growing workforce needs in science and technology it is projected thatthe U.S. must increase 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

Joyce Blandino P.E., Virginia Military Institute; Jon-Michael Hardin, Virginia Military Institute

Tagged Divisions

K-12 & Pre-College Engineering

engineering significantly increased immediately after the Engineers Weekevent. This finding agrees with those reported in much of the literature1-13. Although,there is a significant drop in student interest in studying engineering one year afterparticipation in the Engineers Week activities, the percentage of students interested inengineering one year after the event was still higher than the percentage found in theinitial pre-exposure results. What is the reason for this decrease in interest? Based on theone-year after survey results, 11.5% (22 out of 192) of students said they had participatedin some other engineering-related activities during that year. These activities includedscience events held in another university, drafting and technology

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

has a B.S. in Civil Engineering from Virginia Tech and received a Master’s of Civil Engineering and an Ed.D. in Technology Education from N.C. State University. He specializes in developing and integrating project-based activities into the K-12 classroom that incorporate engineering and STEM learning concepts as well as providing professional development for K-12 teachers.Dr. Frank M. Bowman, University of North Dakota Dr. Frank Bowman is Associate Professor, Tom Owens Fellow, and Associate Chair in the Department of Chemical Engineering at the University of North Dakota. He holds a Ph.D. from the California Institute of Technology and a B.S from Brigham Young University, both in Chemical Engineering. His research

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston

Tagged Divisions

K-12 & Pre-College Engineering

2013 draft performance expectations. Retrieved from http://www.nextgenscience.org/next-generation-science-standards/Atman, C.J., R.S. Adams, S. Mosborg, M.E. Cardella, J. Turns, and J. Saleem (2007). Engineering design processes: A comparison of students and expert practitioners.” Journal of Engineering Education, 96(4).Bers, M. (2005). Teaching partnerships: Early childhood and engineering students teaching math and science through robotics. Journal of Science Education and Technology, 14(1), 59-74.Beyer, C. J. & Davis, E. A. (2012). Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers’ pedagogical content knowledge. Science Education, 96

Conference Session

Women in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Joy Watson, University of South Carolina; Jed Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

know what engineers do1. They know the stereotype better thanthe reality and perceive engineers to be people lacking interpersonal skills with an interest inthings. In reality, engineers are creative people who work in teams to create solutions for manyof today’s problems, such as water purification and creating medicines to cure diseases. Studieshave shown that students respond positively to engineering when they understand its historicalcontributions and social relevance. Engineering is the application of science, technology andcreativity that has led to inventions such as iPods®, computers, telephones and airplanes2.The Graduate Teaching Fellows in K-12 Education (GK-12) program from the National ScienceFoundation (NSF) provides fellowships

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.899.8more books on this subject become available. Future work will encompass how a developedchildren’s book will influence children’s views on engineers.References[1] Jablin, F., & Putnam, L. (2001). The new handbook of organizational communication: Advances in theory, research, and methods: Sage Publications, Inc.[2] Signorielli, N., & Kahlenberg, S. (2001). Television's world of work in the nineties. Journal of Broadcasting & Electronic Media, 45(1), 4-22.[3] Cunningham, C.M., Lachapelle, C., and A. Lindgren-Streicher (2005). Assessing Elementary School Students’ Conceptions of Engineering and Technology. In Proceedings: American Society of Engineering Education. Portland, OR.[4] NAE

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Jennifer Dobbs-Oates, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

Lafayette Dr. Demetra Evangelou is Assistant Professor of Engineering Education in the School of Engineering Education at Purdue University. She has a PhD in Early Childhood Education from the University of Illinois at Urbana-Champaign and international expertise in early childhood policy and research methods. Her current research focuses on developmental engineering, early education antecedents of engineering thinking, developmental factors in engineering pedagogy, technological literacy and human-artifact inter- actions. She is a member of Sigma Xi Science Honor Society and in 2009 he was awarded the prestigious NSF CAREER Award.Jennifer Dobbs-Oates, Purdue University Jennifer Dobbs-Oates, Ph.D., is assistant

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

engineering design process into their classrooms. Teachershave to apply and be selected to participate in the CEEMS program. In order to apply, theyneeded to teach science, math, technology, or engineering at the middle school or high schoollevel and teach in one of the program’s 14 partner school districts. Approximately 20 newteachers are selected to a new cohort each year, based on district recommendations and ascreening process designed to identify if the program is a good fit for applicants. This paperfocuses on the first two cohorts of teachers participating in CEEMS. Cohort 1 teachers startedthe program in June 2012 and completed the program in May 2014. Cohort 2 teachers beganCEEMS in June 2013 and will complete their requirements in May 2015

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

Designing Solutions (engineering)Practice 7: Engaging in Argument From EvidencePractice 8: Obtaining, Evaluating, and Communicating Information8.1 Expository Text: the teacher integrates the use of expository text within the science lesson.8.2 Technology: the teacher has students use technology during inquiry activities; or teacher uses the technology with student involvement. Page 24.508.58.3 Formative Assessment: the teacher integrates formative assessments into the lesson.Frequency codesFrequency codes are identified as momentary instructional practices or events that may occurrepeatedly throughout a lesson. Furthermore, frequency codes are

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

technologies, and a well educated,globally distributed global workforce represent significant challenges to the status quo ofU.S. engineering and engineering education. Meeting these challenges requires atransformation of how engineering is taught. Strong domain knowledge and technicalexpertise no longer make a well-rounded engineer; the rapid pace of change in scienceand engineeringalso requires high levels of ingenuity and adaptivity. Learning scientistsdescribe these dual capabilities as “adaptive expertise” (AE). Adaptive experts areinnovative: they are able to creatively leverage their experience and perform well in noveland fluid situations. They are also efficient: they apply their core taxonomic knowledgeappropriately and expeditiously. Common

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

isdifficult if not impossible to come by without using an in-depth case study approach.1. Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738–797.2. Sadler, P. M., Coyle, H. P., & Schwartz, M. (2000). Engineering competitions in the middle school classroom: Key elements in developing effective design challenges. Journal of the Learning Sciences. 9(3), 299–327.3. Roth, W. -M. (1996). Art and artifact of children's designing: A situated cognition perspective. Journal of the Learning Sciences, 5(2), 129-166.4. Welch, M. (1999). Analyzing the Tacit Strategies of Novice Designers. Research in Science & Technological Education, 17(1), 19–34.5

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Kenneth Welty, University of Wisconsin, Stout; Linda Katehi, University of Illinois; Greg Pearson, National Academy of Engineering; Michael Feder, National Research Council

Tagged Divisions

K-12 & Pre-College Engineering

Illinois State University, and a technology education teacher at Central Catholic High School in Bloomington, Illinois. His professional activities have included directing several curriculum development projects for the State of Illinois, researching people's attitudes towards technology, working with public schools to enhance their technology education programs, and serving as a curriculum consultant for the American Association for the Advancement of Science. He is currently an active member in the National Center for Engineering and Technology Education.Linda Katehi, University of Illinois Linda Katehi is the Provost and Vice Chancellor for Academic Affairs at the University of Illinois at

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

, 29 March 2002.6. Brainard, J., “Make Engineering a Liberal Art With Social Relevance, Report Suggests,” The Chronicle of HigherEducation, http://chronicle.com/article/Make-Engineering-a-Socially/326, December 14, 2007.BibliographyBordogna,1. et al, “Manufacturing and Engineers’ Education", Issues in Science and Technology, 7, no.1 (fall1990): 20(3).Booth, W., "Curriculum Sparks Debate at MIT", Science, 236, (1987): 1515(2).Filho, M., "Humanist Education for the Lives of Today’ Engineers", IEEE Communications, 30, no.11 (1992): 72 (3).Florman, S., "Learning Liberally", Prism, 3, no.3 (1 993):18(5).Kirkely, 1.L., "Our Industry Could Lead a Liberal Arts Renaissance", Datamation, 29, no.3 (1993): 29.Kranzberg, M., "Educating the Whole Engineer

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Larry Richards, University of Virginia; Anaïs Miodek, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

2006-2365: SUMMER INTRODUCTION TO ENGINEERING FOR HIGH SCHOOLSTUDENTSCarolyn Vallas, University of VirginiaLarry Richards, University of VirginiaAnaïs Miodek, University of Virginia Page 11.1179.1© American Society for Engineering Education, 2006 SUMMER INTRODUCTION TO ENGINEERING FOR HIGH SCHOOL STUDENTSThe Introduction to Engineering (ITE) program is a one-week, summer residential outreachprogram for academically motivated high school students offered by the University of Virginia(UVa). The main objective of this program is to offer students with academic potential a broadoverview of the engineering profession and a taste of college life

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

Paper ID #13238Changes in Latino/a Adolescents’ Engineering Self-efficacy and Perceptionsof Engineering After Addressing Authentic Engineering Design ChallengesDr. Joel Alejandro Mejia, West Virginia University Joel Alejandro Mejia is an Assistant Professor of Engineering Education at West Virginia University. He is interested in research regarding underrepresentation of minority groups in Science, Technology, Engi- neering, and Mathematics (STEM), especially the use of culturally responsive practices in engineering education. He is particularly interested in the use of comprehension strategy instruction in linguistically