Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University; Wanda Moses, South Carolina State University; James Allen Anderson, South Carolina State University; Cynthia T Davis, SC State University

Tagged Divisions

K-12 & Pre-College Engineering

, Austin,TX..5. Elaine L., Mack, Lynn G. (2001), “Developing and Implementing an Integrated Problem-basedEngineering Technology Curriculum in an American Technical College System” Community CollegeJournal of Research and Practice, Vol. 25, No. 5-6, pp. 425-439.6. Buniyamin, N, Mohamad, Z., 2000 “Engineering Curriculum Development: Balancing EmployerNeeds and National Interest--A Case Study” – Retrieved from ERIC database.7. Kellie, Andrew C., And Others. (1984), “Experience with Computer-Assisted Instruction inEngineering Technology”, Engineering Education, Vol. 74, No. 8, pp712-715. Page 23.317.12

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; Pamela Turner, Purdue University EPICS; William Oakes, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

“Thank you to all for creating, maintaining, and growing such a greatprogram…I am very excited!”. Summer trainings will continue in 2008 and will be opento any schools interesting in implementing an EPICS program.The teachers themselves ranged from retired engineers teaching engineering classes, totechnology education teachers to science teachers. One school brought a team led by ascience teacher and included a technology education, special education and an Englishteacher. They were looking at integrating the engineering-based service-learning into thescience and also the service-learning requirement of the school. Like many schoolsaround the country, they had a service-learning requirement of the students but it was notconnected to science

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Robin Autenrieth, Texas A&M University; Karen Butler-Purry, Texas A&M University; Cheryl Page, Texas A&M University; L. Diane Hurtado, Texas A&M University; Jennifer Welch, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

(RET) program and is hosted by the College of Engineering (COE) at Texas A&MUniversity (TAMU). The E3 RET program is an integral part of the COE outreach plan andtargets secondary STEM teachers across Texas. Since each teacher may reach 1000+ students inhis/her career, this initiative can have tremendous impact in encouraging young people intotechnology fields and preparing teachers to equip them for success in their journey. The goal ofthe outreach efforts is to increase the pool of engineering applicants and build a network torecruit partner teachers.Although many RET programs focus on a single research area, the E3 RET program providesaccess to engineering faculty across 12 departments, thus allowing for a better match of researchareas

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

Engineering program described in this paper serves as a catalyst for ongoinglearning taking place during the school year within the classroom. The week long informalSTEM program provided students with an opportunity to discover existing and new resourceswhich could effect change in their lives and the way they view the world through STEM. To takefull advantage of the day the program was structured into two parts. The first part of the daystudents participated in diverse curriculum to include brief lectures with an emphasis on handson experiments and activities. During this time students were encouraged to work in pairs. Thenext part of the day the students engaged in their design project concluding with a reflection anddebriefing period. During the

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

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

introductory lessons, teachers engaged their students in an EiE unitcomposed of four individual lessons24. Each grade adopted a different EiE unit. During theschool year, a local liaison was available to assist with any questions, provide in-class support,and support additional afterschool workshops as appropriate.After their first year of integration of engineering in class, teachers were invited to attend afollow-on three-day Summer Academy. In the second TPD, teachers had time to debrief theirimplementation of the EiE units and their lessons, discuss concerns and lessons learned, andshare with other teachers at the same grade level lesson materials prepared by themselves andstudent work on engineering activities. The second academy also included

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Sibel Uysal, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

Curriculum and Instruction at Arizona State University. She earned her MA degree in Science Education at Arizona State University. Her BS degree is in Physics Education. Her principle research areas are inquiry-based learning and science and engineering education. She teaches an elementary science methods course for undergraduate students and is a research assistant on an NSF project.Dale Baker, Arizona State University Dale R. Baker is a Professor of Science Education in the Department of Curriculum and Instruction at Arizona State University and was the Co-Editor of The Journal of Research in Science Teaching. She teaches courses in science curricula, teaching and learning, and assessment

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Purdue University, West Lafayette; So Yoon Yoon, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Garene Kaloustian, Lebanese American University; Osman Cekic, Canakkale Onsekiz Mart University; Jiabin Zhu, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1707: ENGINEERING IN EARLY EDUCATION: A MULTICUL-TURAL COMPARISON OF WEB RESOURCESAikaterini Bagiati, Purdue University, West Lafayette Having acquired a Diploma in Electrical Engineering and a Masters Degree in Advanced Digital Com- munication in the Aristotle University in Greece, and after having worked as an educator both in formal and informal settings for 10 years now, I have, since January 2008, started the PhD Program in the School of Engineering Education at Purdue University. My research interests are : Developmental Engineering; Engineering in PreK-3; Early Engineering Curriculum Development; Use of Art to enhance Engineering Design; Educational Software; Educational RoboticsSo Yoon Yoon, Purdue

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric A Freudenthal, University of Texas, El Paso; Kien H. Lim, University of Texas at El Paso; Sharie Kranz, Coronado HS-EPISD; Catherine Tabor, El Paso ISD and University of Texas at El Paso; Jeremy L Ramirez, University of Texas at El Paso

Tagged Divisions

K-12 & Pre-College Engineering

important aspects of theactivity. Some teachers seemed to treat these as enrichment activities that are peripheral to thecore curriculum. Since an IM activity might be implemented in different weeks by differentteachers, the observer has an impression that these activities were implemented by some teacherswhen they can spare a period. Nevertheless some teachers, especially those who attended thePDP workshop, seemed to appreciate the power the IM activities have in engaging students tothink and to reason.Initial observations of teacher implementations indicate a range of emphases. Approximatelyhalf of the teachers followed our intended model of exploiting the graphical programminglessons to contextualize discussion of algebraic concepts such as rise

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

them also occur at the primary gradelevels. This creates a small, vital window of time in which to integrate engineering into the list ofpotential careers that young learners are entertaining. It is essential that elementary and middleschool students have exposure to authentic, meaningful engineering opportunities before theyprematurely foreclose engineering as “not for me”.Extending the identity theoretical framework of Gee11, Capobianco12 termed the concept ofengineering identity development as a way to describe how one comes to view herself as the kind Page 24.235.2of person who could be an engineer. Capobianco originally conceptualized

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jale F. Akyurtlu, Hampton University; Otsebele E Nare, Hampton University; Lumumba Harnett, University of Kansas

Tagged Divisions

K-12 & Pre-College Engineering

2013.Dr. Otsebele E Nare, Hampton University Otsebele Nare is an Associate Professor of Electrical Engineering at Hampton University, VA. He received his electrical engineering doctorate from Morgan State University, Baltimore, MD, in 2005. His research interests include System Level Synthesis Techniques and K-16 Integrative STEM education.Lumumba Harnett, University of Kansas Lumumba Harnett is an Electrical Engineering doctoral student in the Electrical Engineering and Com- puter Science department at University of Kansas and Graduate Research Assistant at KU’s Information and Telecommunication Technology Center. He received his BS in Electrical Engineering at Hampton University in Hampton, VA. While at Hampton

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

, Loudonville, NY David Crismond, The City College of New York, New York, NY Chris Malanga, Riverhead Middle School, Riverhead, NYOverview of the Instructional ModelBedroom Design is an engineering design activity developed by a partnership between middleschool teachers in New York, and the Hofstra University Center for Technological Literacy formiddle school Engineering and Technology Education (ETE). The curriculum is underpinned bya “hybrid” instructional model that has the potential to transform instruction in ETE. The modelpreserves the hands-on physical laboratory activity that has engaged generations of students, butincorporates an IT-based engineering design approach that will accelerate technologyeducation’s

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

ouridentity requires that we consider who we want to be not only within communities of practice,but also in response to others.8 Thus, identity formation is relational, discursive and responsiveto the broader social environment.12 In this study, I examine how elementary teachers negotiate the inclusion of ‘teacher ofengineering’ within their existing identities as ‘elementary school teachers’ when a newelementary engineering curriculum created an institutionalized turning point. Many factors mayimpact the sense making when teachers incorporate a teacher-of-engineering identity. Two ofthese are that: 1) most practicing elementary teachers have not been exposed to engineering orlearned engineering pedagogy in their pre-service education or

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anton Dukeman, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University; Gautam Biswas, Vanderbilt University; John S. Kinnebrew, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

and a Senior Research Scientist at the Institute for Software Integrated Systems (ISIS) at Vanderbilt University. He has an undergraduate degree in Electrical Engineering from the Indian Institute of Technology (IIT) in Mumbai, India, and M.S. and Ph.D. degrees in Computer Science from Michigan State University in E. Lansing, MI. Prof. Biswas conducts research in Intelligent Systems with primary interests in hybrid modeling, sim- ulation, and analysis of complex embedded systems, and their applications to diagnosis, prognosis, and fault-adaptive control. As part of this work, he has worked on fault diagnosis and fault-adaptive control of secondary sodium cooling systems for nuclear reactors, automobile engine

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Ethan Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

-0423059; seewww.LEGOengineering.com)resulting in the new Robocart curriculum. The previous curriculumhadbeenshown effective in addressing middle-school engineering standards12, where teacherswere successfully implemented it with studentsin after-school programs. The pedagogical model (see table 1 below) was used in developing the instruction andactivities for the Robocart curriculum, which sharesmany features of Bybee’s 5E pedagogicalmodel6. By building upon and improving thepreviouscurriculum, the development of theRobocart curriculum focused on making strong connections with STEM concepts, integrating theRoboBook’s data collection and display capabilities, and building formative assessmentstrategies seamlessly into the RoboBooks

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; George Edward Turner Jr., Auburn University; Randall William Colvin, Auburn University; Mary Lou Ewald, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10209A state wide professional development program in engineering with scienceand math teachers in Alabama: Fostering conceptual understandings of STEMDr. Christine Schnittka, Auburn University Dr. Christine Schnittka is an assistant professor in the College of Education and the Department of Curriculum and Teaching with a joint appointment in the College of Engineering. Her current research involves developing and evaluating engineering design-based curriculum units that target key science con- cepts and environmental issues through the contextual lens of problem-based learning. Prior to receiving her Ph.D. in

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Jeanne Christman, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Robert Garrick, Rochester Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-780: INCREASING GIRLS' INTEREST IN ENGINEERING BY MAKINGIT FUNJeanne Christman, Rochester Institute of Technology Jeanne Christman is an Assistant Professor of Computer Engineering Technology at the Rochester Institute of Technology. Her academic area of distinction is in Embedded Systems Design. Jeanne received a B.S. in Electrical and Computer Engineering from Clarkson University and an M.S. in Computer Science from the University of Texas at Dallas. She worked in industry as an Application Specific Integrated Circuit (ASIC) designer prior to joining the faculty at RIT.Elizabeth Dell, Rochester Institute of Technology Elizabeth Dell is an Assistant Professor of Manufacturing &

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13210Teachers in Industry: Teaching Transformed through Authentic Work Expe-rienceDr. Bradley Bowen, North Dakota State University Bradley Bowen is an assistant professor at North Dakota State University. He has a duel appointment with the Teacher Education Department and the Department of Construction Management and Engineering. He 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

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Shawn Stevens, University of Michigan; Namsoo Shin Hong, University of Michigan; Molly Yunker, University of Michigan; Cesar Delgado, University of Michigan; George Bodner, Purdue University; William Fornes, Purdue University; Nick Giordano, Purdue University; Joseph Krajcik, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

’ performance on sciencestandardized exams as they progress through school.5,6 This suggests that the lower performance Page 12.1258.2of older students on these exams is due at least partially to a lack of interest in science.Several promising strategies have been developed by science educators in an effort to increasestudents’ interests and positive attitudes toward science. Schwartz-Bloom and Halpininvestigated the introduction of pharmacology topics into biology and chemistry curriculums andfound that this topic was of interest to students in both science areas and thus caused an increasein student learning.1 Their work builds on previous research

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological Univeristy

Tagged Divisions

K-12 & Pre-College Engineering

. Page 15.642.2HSE is modeled after Michigan Tech’s highly successful and nationally acclaimedundergraduate Enterprise program. The Enterprise program was founded on the proposition thatthe integration of active, applied learning into the undergraduate engineering curriculum wouldresult in greater retention and graduation rates among undergraduate engineering students.Enterprise, which started in 2000 as a pilot program funded by NSF, has succeeded beyondexpectations and has proved to be a sound investment.2 It is now a self-sustaining program thatattracts engineering - and other STEM-bound students to the University, keeps them, and makesthem more marketable to employers when they graduate.In early 2006, representatives from the University, the

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Shawn Oppliger, Copper Country Intermediate School District; Mary Raber, Michigan Technological University; Robert Warrington, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

the program grows will ultimately be a function of programassessment and funding. Parallel efforts will include curricula design incorporating the newMichigan Merit Core Curriculum.IV. Integrating an Enterprise Model into the High School CurriculumThe pilot will begin as an extracurricular program, however for this initiative to be successful inthe long term it needs to help students meet the state graduation requirements developed inresponse to the Cherry Commission. The new Michigan Merit Core Curriculum establishes arigorous set of graduation requirements that are among the best in the nation. The requirementswere created to prepare students with the skills and knowledge needed to meet the demands ofthe 21st Century global economy.The

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

Polytechnic State University (CPSU). Jointly offered by the Collegesof Liberal Arts and Engineering, LSE is understood as a fourth “computing discipline” by theDepartment of Computer Science (alongside computer engineering, computer science, andsoftware engineering). Admission to the program is by internal transfer only. Accepted studentscomplete rigorous technical education, including 44 units of support courses shared with theCollege of Engineering as well as the CPSU General Education curriculum; 34-35 units ofadditional coursework in an engineering specialization (computer graphics OR electricalengineering (power) OR industrial/manufacturing engineering (systems design) OR anindividualized course of study); 24 units of additional coursework in a

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

science, technology, engineering and math (STEM)via formation, nurturance, and sustaining an important targeted school-university urbaneducational partnership.Our university has partnered with two large urban school districts to plan, deliver and sustain atargeted inservice teacher professional development and a middle and high school STEMcurriculum intervention. The partnership goals are to assist inservice middle and high schoolscience teachers in (1) designing and implementing integrated science and engineering curriculaand (2) development of instructional methods and strategies that enable teachers to effectively:(a) teach challenging content and research skills in middle and high school as required bystate/national science standards; (b

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Becky Hammack, Stillwater Middle School; Beth Watt, Stillwater Middle School; Julie Thomas, Oklahoma State University; Adrienne Redmond, Oklahoma State University; Pat Jordan; Jean Dockers, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

to education professionals. Dr. High is a trainer for Project Lead the Way pre-Engineering. She initiated an engineering program at Stillwater Middle School. In the summer of 2008, Dr. High was part of a professional development workshop for 80 Northeast Oklahoma middle level teachers to develop integrated engineering curriculum.Becky Hammack, Stillwater Middle School REBEKAH HAMMACK earned a B.S. in Agriculture from The Ohio State University in 1998 and a M.S. in Animal Science from Oklahoma State University in 2003. Rebekah completed the requirements for teacher certification at Oklahoma State University in 2004. Rebekah is a seventh grade science teacher at Stillwater Middle School, where

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Meetu Walia, Polytechnic University; EDWIN YU, Polytechnic University; Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

four schools is equipped with four sets ofsensor kits, data acquisition hardware, and appropriate computer hardware/software. Theenhanced technological literacy, availability of RAISE Fellows as science resources in the class,and modern lab resources are allowing the teachers to conduct in-class demonstrations andhands-on lab experiments with the state-of-the-art tools. The presence of RAISE Fellows in the classroom is proving beneficial in several ways.First, the Fellows provide the students an opportunity to receive a “one-on-one” learningexperience. Second, the RAISE Fellows work with the teachers to integrate modern sensingtechnology in the science lab curriculum while making connections between the science contentand its

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Robert Culbertson, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

with Science and Math, the conceptual knowledge ofproportionality and the Universal Gas Law is applied as a predictive tool in the design processfor the Hot Air Balloon Project. Here we report on, from qualitative analysis of teacherreflections, the research question, "What is the effect of an integrated math-science-engineeringprofessional development project on high school math and science teachers' classroom practiceusing the core concept of function that is integrated into the delivery of contextualized content byteam-based inquiry learning."IntroductionProject Pathways is an NSF Math Science Partnership professional development project whichtargets mathematics and science learning and achievement in grades 9-12 by connectingmathematics

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Austin Talley, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin; Kristin Wood, University of Texas at Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

closely models experiences that engineers practice in the workplace. Design projects allow for the integration of multiple concepts and cause-effect reasoning. Example: The teachers create devices that could solve one of several control design challenges presented to them, such a scale model of an amusement park rider or a colored ball sorter.. They solve the challenge using a LEGO® MINDSTORMS® NXT kit combined with other materials they choose. Examples of solutions created in a recent DTEACh institute are shown in Figures 1 and 2.5. Project Reporting: Presenting design solutions to the rest of the participants reinforces the accomplishments made and provides an opportunity for the instructor to assess the participants

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Quincy Brown, Drexel University; William Mongan, Drexel University; Dara Kusic, Drexel University; Elaine Garbarine, Drexel University; Eli Fromm, Drexel University; Adam Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

Department of Education’s academic standards specifically cite “TechnologyEducation” as an objective at all K-12 grade levels.11 Included in this set of standards are missivessuch as, “apply basic computer operations and concepts,” with minimal guidance as to how todesign and implement lesson plans to advance the student’s technical proficiency. While thisopenness enables freedom within curriculum development, it can also mean that technologyprograms are underdeveloped, understaffed and without the technical support needed to sustainsuch programs on a daily basis. To address these challenges, educational Fellows of the National Science Foundation’s (NSF)GK12 program have introduced a pilot program of computer-aided instruction (CAI) at two site

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Augusto Macalalag, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Debra Brockway, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

13.963.3teachers will have an impact on student learning of science topics and processes, technology, andengineering. The program was designed to integrate engineering/technology and science in away that supports the learning in each of these disciplines. Engineering complements theinstruction of science by supplying a context for application outside of the science lesson.Curricula Content and Structure of Teacher Professional DevelopmentEach year of the three-year MSP program focuses on a different science discipline. The firstyear, which ends in June, 2008 focuses on life science, environmental science and technology.Table 1 shows the New Jersey Core Curriculum Content Standards covered in the first year.Subsequent years will focus on earth science and

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

—the engineering design process. This process might encompass anumber of other science, mathematics, and engineering skills such as visualization, inquiry, datacollection, data analysis, modeling, communication, and graphing. In PD sessions we aim tobuild participants’ fluency and comfort with these skills and processes. Elementary teachersenthusiastically embrace the process and often apply it as a unifying problem-solving techniquefor all the disciplines they teach.Integration: Based on feedback from teachers and curriculum coordinators, the EiE project isgrounded in an approach that aims to integrate engineering with other elementary disciplines andtopics. In our PD sessions we highlight the opportunities for integration and demonstrate

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

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

, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors.Anne Hay, Boise State University Anne Hay is the Coordinator of the Idaho SySTEMic Solution, a K-12 research project at Boise State University funded by the U.S. Department of Education. Ms. Hay has more than 25 years of teaching experience in K-12 through college programs, teaching German, English as a foreign language, biology, general science, life science, ecology and music. She received a B.A. and an M.S. in biology from Stanford University and a Teaching Credential from the University of California, Berkeley.Joshua Pfiester, Boise State University Joshua Pfiester is a Doctoral Student in Curriculum &