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

major with a high level of one-on-one advising. However, a high degree of flexibility also contributes. In the LSE program,iterative revision and recreation of an individualized curriculum and career plan are understoodas signs of success rather than failure or deviation. Students are encouraged to understand anddesign their major as a “whole-person technical degree” that does not require them to pass, toassimilate, to compartmentalize, or to conform to stereotypes. We suggest that this holisticflexibility may disrupt barriers such as impostor syndrome by positioning the student not asimpostor but as designer and creator – even when enrolled in technical courses in which thesex/gender ratio is skewed male. Lessons learned from “liberal studies

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bassant Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Rashid Alammari, Qatar University; Saud A Ghani, Qatar University; Mazen O. Hasna, Qatar University

Tagged Divisions

K-12 & Pre-College Engineering

tools and application and having also total quality management diploma and being quality master holder dealing with all quality systems as documentation , CAPA management , RCA , facility maintenance and also ISO 9000/2008 expert in addition to being certified from Bernard Castle in UK as sterile area facility Design expert as per ISO regulations . Egyptian pharmacist graduate of 2007 who started my career as a research and development pharmacist in SEDICO pharmaceuticals in EGYPT for about 2 years dealing with new dosage forms formulation and then rotated to Methodology and stability department in which i dealt with dosage form analysis and innovation of new methods of analysis dealing with all laboratory

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

Carleigh Samson, University of Colorado Boulder and TeachEngineering; Jacquelyn Sullivan Ph.D., TeachEngineering Project Leader, University of Colorado Boulder; René F. Reitsma , PhD, Oregon State University, College of Business; Michael Soltys Ph.D., University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.1568.2their learning, so as to attain learning levels beyond recollection and understanding.The NGSS also challenge K-12 teachers to incorporate engineering design at all grade levels.Project-based learning, in the form of engineering design projects using an analysis-informeddesign process, have been shown to increase student achievement in math and science subjectareas in studies in which teachers are trained or already familiar with the relevant pedagogicalstudies.2,3 Hirsch et al.4 found in their Pre-Engineering Instructional and Outreach Program thatmany teachers possessed limited knowledge of engineering careers and had low self-efficacy interms of preparing students for engineering careers before participating in the

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

Teaching Core STEM PracticesAbstractBackground: Several of the recent reform efforts in K-12 STEM education (e.g. Next GenerationScience Standards [NGSS and Common Core State Standards-Mathematics [CCSS-M]) have includedsignificant emphasis on the practices of STEM. We argue that K-12 teachers’ ability to effectivelyengage their students in these core STEM practices is fundamental to the success of potential and currentengineering students and their subsequent careers as engineers. Practices such as identifying problems,modeling using mathematics, and arguing from evidence are fundamental processes in engineering.Helping students develop their capacity to engage in these practices early in their education will

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

team work. Teachers who responded that they had had outside help planning engineeringactivities were able to identify some elements of engineering but were mostly concerned withunderstanding careers and “how stuff works”. Those who claimed no experience withengineering had mixed success correctly identifying engineering and were more focused onusing it to teach other core subjects such as math, reading, and science. Interestingly, three whoclaimed they did not know about engineering identified the core elements that we would callcritical engineering skills. Shown in figure 10, the majority of participants identified coreengineering skills, while 18 participants did not know or did not answer. Core

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; James H. Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Bette Grauer, McPherson High School; Patricia Carlson, Rose-Hulman Institute of Technology; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman, Michigan State University; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

K-12 & Pre-College Engineering

2006-2612: TRANSFORMING K-12 EDUCATION VIA THE COLLABORATIVELARGE-SCALE ENGINEERING ANALYSIS NETWORK FORENVIRONMENTAL RESEARCH (CLEANER) PROJECTElizabeth Eschenbach, Humboldt State University Beth Eschenbach is department chair and professor of Environmental Resources Engineering at Humboldt State University. Beth left civil engineering as an undergraduate at UC Santa Cruz, and graduated with honors in mathematics and in psychology. She obtained her MS and PhD at Cornell in Environmental and Water Resources Systems Engineering. She completed a postdoc at the Center for Advanced Decision Support in Water and Environmental Systems (CADSWES) at UC Boulder. Beth’s career goals include increasing

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Jed Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

citizens choosing careers in STEM disciplines isdeclining1. This trend is apparent across the general population as well as withunderrepresented minority groups2.This lack of participation in STEM fields by such a large segment of the generalpopulation is an issue of critical importance, especially in light of our country’sadvancing reliance on technology. These issues arise at the same time that theimportance of STEM fields on national prosperity and security are becoming increasinglyevident3. This leads to a series of questions related to why United States citizens are notchoosing careers in STEM disciplines and what can be done to address the underlyingissues that create this situation.LiteratureMany of the attitudes that adults have toward

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Amir Muhsin Abo-Shaeer, Dos Pueblos Engineering Academy

Tagged Divisions

K-12 & Pre-College Engineering

enrolled students are female and more than 200 students inthe school district apply in 8th grade for the 100 available spaces in the program.Many students report that this is their favorite class of the day in high school. Manystudents who were not considering engineering as a career have said that they now planto major in engineering in college.This approach to project-based education can be delivered by any high school. Thecurriculum is portable and can be set up in a school that has a modest machine shop. It ispossible to start with a single teacher and a small cohort of students and grow theprogram incrementally. Page 23.359.7

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

, 84(2),191-215.23. Betz, N. E. & Hackett, G. (2006). Career self-efficacy theory: Back to the future. Journal of Career Assessment,14(1), 3-11.24. Hill, O.W., Pettus, W.C., & Hedin, B.A. (1990). Three studies of factors affecting the attitudes of blacks andfemales toward the pursuit of science and science-related careers. Journal of Research in Science Teaching, 27(4),289-314.25. Smith, W.S., & Erb, T.O. (1986). Effect of women science career role models on early adolescents’ attitudestoward scientists and women in science. Journal of Research in Science Teaching, 23(8), 667-676.26. Evans, M.A., & Whigham, M. (1995). The effect of a role model project upon the attitudes of ninth-gradescience students. Journal of Research in

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa Higgins, Engineering is Elementary, Museum of Science; Jonathan Hertel, Engineering is Elementary

Tagged Divisions

K-12 & Pre-College Engineering

in developing activities that meet the needs of diverse OST programs. Sites vary inprogrammatic focus, location, facilities, schedule, and almost every other characteristic. Thesame children do not necessarily attend every day, and their background knowledge likely differsdue to mixed grade level groups being populated by children from different schools or evendifferent districts. Common ground among programs can usually be found, however, around theskills OST programs value and work to foster in children. Many OST programs emphasize theimportance of critical thinking, communication, collaboration, and creativity, the types of skillsthat help children grow into productive, thoughtful adults regardless of their eventual career path

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan Atkins Pruet, STEMWorks; Melissa Divonne Dean, Mobile Area Education Foundation

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.490.2science classes. While the Modules are designed to be used as a set, they may be implementedas independent units as well.Documented ResultsA longitudinal comparison study of the impact of the EYEModules on students was begun in 2011 following the cohort of6th grade students as they experience the finalized set of 8Modules. This study will be completed in 2014. Other studiesinvolving cohorts of students who experienced early drafts ofthe Modules in 6th – 8th grades are producing encouragingindications of their impact on students, teachers, and thedistrict. Results show the draft Modules positively impactingstudents’ interest in STEM careers and STEM capacity. This data also indicate EYE studentsknow more about engineering, are more

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Foy, L&N STEM Academy, Knox County Schools; Chien-fei Chen, University of Tennessee, Knoxville; Erin James Wills, University of Tennessee, Knoxville

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9477Integrating Assembly Language Programming into High School STEM Edu-cation (Works in Progress)Mr. Joseph Foy, L&N STEM Academy, Knox County Schools Joseph Foy holds two degrees in Electrical Engineering; BSEE 1976, U.S. Naval Academy and MSEE 1988, University Of Tennessee. His twenty-four year engineering career included responsibilities of pro- gramming, gate array design, hardware design, field service, and manufacturing support. For the last seven years, Mr. Foy has been a high school teacher in Knoxville, Tennessee. He is licensed to teach all high school math and physics courses. In 2011 and 2012

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Tubesing, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9355LEDs & Lamps – A Friendly Affordable Gateway to Electrical Exploration(Curriculum Exchange)Mr. Andrew Tubesing, University of St. Thomas Andrew Tubesing is Laboratory Manager for the Electrical Engineering program at University of St Thomas in St. Paul, MN. He also serves on the faculty of the UST Center for Pre-Collegiate Engineering Education. Andrew has taught university courses in circuits, electronics, and engineering design for more than a decade. Prior to his academic career, Andrew spent 12 years as an engineer in the broadcast and telecommunications fields. Andrew holds a BA from St. Olaf College

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

coordinators, and therefore are supporting the work they do with the students. Page 25.1414.2These outreach programs work to increase student STEM content knowledge, attitudes,motivation and career possibilities.Campus-wide Community of PracticeThe project constructed a campus-wide learning community that would bring together the K-12STEM outreach providers and leaders, NCSU’s student recruitment and enrollment managementleadership, and experts in educational research and evaluation to collectively analyze and revisecurrent outreach practices around robust data analytics. The campus network will fostercommunication, encouraging the formation and

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Diana Papini Warren, Maui Economic Development Board; Frank R De Rego Jr., Maui Economic Development Board, Inc.; Kanesa Duncan Seraphin, University of Hawaii at Manoa

Tagged Divisions

K-12 & Pre-College Engineering

25 27% Technology 13 14% Career & Technical Education 3 3% Engineering 3 3% Social Studies 15 16% Language Arts 12 13% Special Education 5 5% Other with 1-4 mentions - ELA, Auto Mechanics, Drama, Cooking, Music, PE, Business/Accounting 10 11% Only 3% explicitly mention teaching engineering or pre-engineering

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

in the areas of science and engineering remained, and continues toremain disproportionate. Females and ethnic minority students in STEM careers have beenunderrepresented for the past 30 years2. In 2008, degrees in STEM awarded to women was only18% while the representation of African-American and Hispanic students combined accountedfor only 11% of bachelor’s degrees, far below their combined 28% share of the generalpopulation3. Underrepresentation continues into the workforce in these areas as well 4. Withoutthe representation of minorities and women in science and engineering, the United States isendangering its competition in the global economy4.In order to encourage participation in a dedicated and difficult field, much must be done

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elise K. Morgan, Museum of Science Boston, Engineering is Elementary; Erin M. Fitzgerald, Museum of Science; Jonathan D. Hertel, Engineering is Elementary, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

, and mathematics are critical skills for our modern world. Inorder to understand this world, it is vital to foster engineering and technological literacy amongall people, starting with young children. Technology and engineering are new fields at theelementary school level; however, this is where such education needs to start. Just as it isimportant to begin science instruction in the primary grades by building on children’s curiosityabout the natural world, it is crucial to begin technology and engineering instruction inelementary school by fostering children’s natural inclination to design and build things, and totake things apart to see how they work.1 It is during primary school that students establish firstimpressions of possible career

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Krystal S Corbett, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

the University of Georgia. Her professional career has been dedicated to non-profit organizations in the form of events planning, development, grant writing, and coordinating educational activities for K-12 students. Page 23.1083.1 c American Society for Engineering Education, 2013 STEM Applications: Integrating Informal Learning with the Formal Learning EnvironmentAbstractMany times only a select group of students are able to participate in after school activities due tovarious reasons. Because only a few students are able to participate from a given class

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ethan Alexander Peritz, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

is the nature of the growing relationship between TuftsUniversity and Somerville High School, which is initiating a four year “pre-engineering”program for students in its Center for Career and Technical Education (CTE) with the help of theCenter for Engineering Education and Outreach (CEEO). This “pre-engineering” program drawsfrom a number of introductory collegiate engineering and service learning courses, focusing onproject-based, interactive class work, some elements of an inverted classroom model, andconstructionism. Additionally, the program’s development reveals issues that can arise incommunity-university partnerships, specifically the vital importance of communication betweenboth parties. Programs like “pre-engineering” also provide

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brian Howell, Western Carolina University; Robert Houghton, Western Carolina University; Elaine Franklin, Western Carolina University

Tagged Divisions

K-12 & Pre-College Engineering

school. Because of the added costs of these kits, no high schoolsin the district were able to participate in this work, however in future years, the desire is to makethem an integrated part of the learning-mentoring-learning experience.The ultimate goals for the students were as follows: For grades six-eighth, increase studentexposure to technology and technological careers and raise expectations to these students thatsuch careers are possible and educational resources are available to them at both vocational anduniversity levels. Specifically, use robotics and data logging tools to expose the students to usingthese tools for competitions, and to solve math, science, and engineering problems. In addition,through the process of working with

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Gary Ybarra, Duke University; Paul Klenk, Duke University; Glenda Kelly, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

-12engineering outreach at a research university. First, the requirement of committed faculty Page 11.1341.2members who are dedicated to the mission K-12 engineering outreach programs. Second, thefaculty members’ careers must benefit from the outreach activities. Third, the institution mustgenuinely support these activities. These conditions suggest an important question addressed inthis paper is: Are the necessary conditions for successful K-12 engineering outreach orthogonalto the mission of research extensive universities?There is significant institutional change taking place at several research extensive universitieswith respect to K-12 engineering

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei, Texas A&M University at Qatar; Brady Creel, Texas A&M University at Qatar; John S Small, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

 they  learn  about  career   opportunities  they  will  would  enjoy  after  graduating  with  engineering  degree.      Observations  Texas  A&M  University  at  Qatar  in  2013  and  2014  has  delivered  the  above  stated  program  under  sponsorship  of  a  local  petrochemical  company.    The  programs  were  well  received  among  students  and  their  teachers,  in  addition  to  leaders  in  Qatar’s  industrial  and  government  sectors.  They  have  proven  to  be  effective  in  gaining  the  attention  of  the  Qatar’s  brightest  young  students  as  Qatari  society  places  a  high  value  on  education  in  engineering  and  sciences.      For  the  Future  Engineers  program,  44  students  representing  grades

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara M. Moskal, Colorado School of Mines; Joe Saboe, Denver Public Schools

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. He is responsible for grow- ing college and career pathways across Denver, and leads implementation of Denver’s $7M Youth Career Connect grant. Joe earned his M.A. from Stanford University and a B.S. from Georgetown University. Page 26.383.1 c American Society for Engineering Education, 2015 Completing the K-12 Engineering Pipeline by Creating College Pathways: Work in ProgressAbstractOne of the largest school districts in the State of Colorado, Denver Public Schools, has partneredwith a university of science and engineering, Colorado School of Mines, to

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Kathleen Sernak, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

and brightest schoolchildren from the ranks of future scientists and engineers. Manystudents who do undertake science and engineering studies in college are unprepared and dropout in frustration, while other potentially capable students never consider these subjects in thefirst place. In both cases, precious human and institutional resources are squandered.Enhanced engineering education in our K-12 classrooms can provide students at an earlier agewith a more specific understanding of what a technical career entails. We must encourageteachers to assume a more active role not only in the implementation/delivery of the educationalexperience for the student, but also in the innovation and continuous improvement necessary forengineering education

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

James Rogers, Murray State University; Steve Cobb, Murray State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 12.1456.3vehicle is between $1,500 and $2,500 US. Figure 2: The course was 0.6 miles long and included obstacles made out of gravel (left) and wood (right) that simulated lunar terrain. The wooden obstacles were designed and constructed by freshman engineering physics students.Due to the extensive welding required in constructing a moonbuggy, many high school teams aremade up of mostly technical education students. In order to encourage interdisciplinary teamswith students of different backgrounds and career aspirations, requirements that are not includedin the rules for the national competition were added. These consist of roving measurementswhich are varied from year-to-year. Examples include measuring the

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Ramiro g Gonzalez, Boston Arts Academy High School; Cassandra Wallace, Boston Arts Academy High School

Tagged Divisions

K-12 & Pre-College Engineering

concepts and makes the underlying mathematicalor scientific principles more relevant to the student, and in doing so it generates challenges andexcitement. It is our hypothesis that by adding EBL as an organizing principle to our STEMclasses, this will lead to increased student achievement and interest in STEM education asmeasured by the number of students taking elective science and math classes and the number ofstudents selecting STEM careers. Second, the EBL provides a general framework, skill set andtools that are applicable to any STEM subject or course. That is possible because EBL pedagogyuses the engineering design process (EDP) and the college-level known capstone experience. The paper will cover the details of our implementations

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; G.B. Cazes, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4460: JUNIOR CYBER DISCOVERY: CREATING A VERTICALLYINTEGRATED MIDDLE SCHOOL CYBER CAMPDr. Heath Tims, Louisiana Tech UniversityProf. Galen E. Turner III, Louisiana Tech UniversityMr. G.B. Cazes, Cyber Innovation Center G.B. Cazes currently serves as the Cyber Innovation Center’s (CIC) Vice President, responsible for its daily operations. In addition, Cazes has devoted countless hours to the development and implementation of a dynamic Academic Outreach and Workforce Development program. This program will assist the CIC in developing a knowledge-based workforce for the future. Cazes has spent his entire career in the information management and information technology sectors. His experience includes working in the

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly L. Lundstrom, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

inthese subjects by the conclusion of their formal education. Students’ attitudes with respect tomathematics and science are known to be developed at a young age and become entrenched bymiddle school. In an effort to encourage young students to eventually pursue careers in science,technology, engineering, and mathematics, the Colorado School of Mines has developed theBechtel K-5 Educational Excellence Initiative. This engineering outreach program is beingimplemented in five minority elementary schools located throughout the Denver area, eachschool including grades kindergarten through fifth. One measure of impact of this program is anattitudes survey in mathematics and science. This article presents a study that seeks tostatistically examine

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Jim Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University; Missy Wooley, Ruston High School; Marvin Nelson, Benton High School

Tagged Divisions

K-12 & Pre-College Engineering

enrollment and retention in science and engineering. In The Scienceand Engineering Workforce: Realizing America‟s Potential, the NSB strongly recommendsnational-level action to provide an adequate number of science and engineering graduates toensure competitiveness in the ever-changing global economy2. Moreover, there is a critical needfor partnerships between universities and K12 schools to increase the mathematics and scienceabilities of high school graduates – preparing them for any career path, particularly for STEMdisciplines.In addition to the quantity of engineering and science graduates, many studies have focused onthe qualities needed of these graduates by today’s society. Not only do they need technicalfundamentals, but they also need to

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tao Hong, Purdue University; Senay Purzer, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

feel about integrating more DET into your curriculum? 0.5623. Was your pre-service curriculum effective in supporting your ability to teach DET at 0.68 the beginning of your career?24. Did your pre-service curriculum include any aspects of DET? 0.6125. I use DET activities in the classroom 0.6926. I know the national science standards related to DET 0.4327. My school supports DET activities 0.43Factor 3: Characteristics of Engineers28. A typical engineer has good verbal skills