Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Stan Komacek, California University of Pennsylvania; Carol Adukaitis, PA State System of Higher Education

Tagged Divisions

K-12 & Pre-College Engineering

-raising…, and student engagement in meaningful, active activities that produce positive attitudes… and higher achievement in some of the critical skills essential in advanced manufacturing: teamwork, problem-solving, communications, project management, mathematics, and critical thinking.During the next two years of the NSF-ATE project funding, the team will continue to seekfunding to upgrade other middle school classrooms/ labs to reflect the equipment used inmanufacturing industries. The team will also continue to organize the numerous activitiesmentioned, and many others not listed in this paper, to engage students, parents, educators andthe community in general to manufacturing career opportunities.Bibliography 1

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

create STEM Learning Modules thatthey planned to use during the 2007-08 school year. Teachers designed their SLM around one ofthe EiE modules. The SLMs contain key science concepts and unit plan activities that teachersshared with each other and planned to implement in their classrooms. They were created andwritten using the 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) and reflect thescience and engineering content and pedagogy that the participants learned in the summerworkshops. Overall, the SLMs that the teachers created incorporated: (a) active student learning,(b) team-based approaches to teaching, (c) computer-based technology in the lesson, (d) theengineering design process, and/or (e) inquiry approach to teaching and

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Matthew Cathell, Drexel University; Michael Birnkrant, Drexel University; Jean Robinson, Martha Washington Elementary School; Priscilla Blount, Martha Washington Elementary School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

the A. J. Drexel Nanotechnology Institute. Dr. Fontecchio is the recipient of a NASA New Investigator award, the International Liquid Crystal Society Multimedia Prize, and the Drexel ECE Outstanding Research Award. He has authored over 35 peer-review publications on Electro-Optics and Condensed Matter Physics. His current research projects include developing liquid crystal polymer technology for optical film applications including electro-optic virtual focusing optics, reflective displays, flexible displays, power generating MEMS arrays, and photonic crystal structures with tunable defects. Page

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado at Boulder

Tagged Divisions

K-12 & Pre-College Engineering

theme of “trash” seemed to blind many of the studentsto the broad implications. One student’s comments regarding the project on his reflective essayat the end of the semester sums it up: “I felt that the landfill project in particular was a definiteturn-off from the major. I feel that, in general, incoming Environmental Engineering studentsare not particularly excited about designing landfills, they would rather do something flashierand more entertaining. I understand (and understood) that landfill design is a sector ofEnvironmental Engineering, but I personally have absolutely no interest in it, and I feel most of Page 13.453.3my peers share

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Juanita Jo Matkins, College of William and Mary; John A. McLaughlin, McLauglin Associates; Eugene Brown, Virginia Polytechnic Institute and State University; Gail Hardinge, College of William and Mary; Nancy West, College of William and Mary; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division; Kirk Jenne, Office of Naval Research

Tagged Divisions

K-12 & Pre-College Engineering

inclementweather and teacher schedules that impacted the consistency of administration. Within eachschool section below, the reader is provided with an overview of instrumentation and the mostsalient aspects of the data collected. The complete set of evaluation results is available uponrequest from the authors.In an ideal world with a perfect project all the data would yield results that are undeniablyconclusive. Social science researchers evaluate results from projects that reflect the complexityof human beings and human organizations. Thus, it did not surprise the authors to find resultsthat were encouraging, puzzling, and sometimes mildly disappointing. In the following sectionsthe authors have tried to provide a balanced reporting of the results from

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

David Crismond, The City College of New York

Tagged Divisions

K-12 & Pre-College Engineering

area of engineeringdesign research that relates in some design model to the latter phase of reflective practice (Schön,1983). Studying the relationship between product quality and diagnostic reasoning is a fruitfularea of future study. The results of this case-study comparison preliminarily suggest thateffective diagnostic reasoning may be related to better product design, since such a capabilityenables designers to learning more from product testing. When effective diagnostic reasonsersperform more design iterations, they may achieve greater insights into their devices and discovermore features to improve while still working within the time-constrained setting in which mostdesign work takes place. Disparities between intended function and

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen Turner, Louisiana Tech University; Don Schillinger, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

break times. Many students chose to stayin the classroom and continue refining their bridge designs. This suggests that the group wasactively engaged, and will perform higher on their post camp test. The test scores reflect thisobservation. Building Bridges to the Future subject areas such as mathematics had an averageincrease of 1.68 or (11.2%), science had an average increase of 1.35 or (13.5%), and an overallincrease of 3.4 or (8.6%). This observation of active engagement of the students is validated bythe student’s evaluations of Building Bridges to the Future. 94.5% of the Junior High studentsresponded that they would attend the camp the following year, whereas 100% responded thatthey would recommend Building Bridges to the Future to a

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Tiffany Iskander, University of Utah; Paul Gore, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

Page 14.644.4engineering experienced a second peak in 1999/2000, which could reflect the risingpopularity of computer video games. Of significant interest is the differences betweenthe peak in the early 1980’s and that of 2000 is that in the 1980s both men and womenexpressed a significant rise in interest, with the women nearly reaching the same level ofinterest as the men. The peak of 2000, however, was predominantly noticeable amongmales. This observation exemplifies the potential of societal influences on engineeringmajor interests.In Figure 1, focus is placed on the top four most populated majors. The interests incomputer and information sciences (top right panel) show the speculated impact ofsociocultural events such as the introduction

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Adrie Koehler, Indiana University-Purdue University, Indianapolis; Eugenia Fernandez, Indiana University-Purdue University, Indianapolis; Charles Feldhaus, Indiana University-Purdue University, Indianapolis

Tagged Divisions

K-12 & Pre-College Engineering

undergraduate students’ perceptions of teaching, much relevant information canbe found. Following college graduation, these individuals will become professionals in various STEMareas. Even though the undergraduate students have not entered the workforce, they have given muchthought and consideration to their career choices and preparation. Since the undergraduate STEMstudent and the STEM professional have pursued similar career preparation, STEM undergraduatestudents’ attitudes toward teaching are reflective of STEM industry professionals’ perceptions towardteaching.The number of organizations offering financial support to individuals to encourage them to shift from aspecific industry into education continues to increase. In Indiana, beginning next

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Lydotta Taylor, EdVenture Group; Erika Shaffer, EdVenture Group; Gary Winn, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

Page 14.726.10opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation.”

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Linda Hirsch, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

robotics curricula in their classroom. Average responses for the six teacherswho implemented the robotics curricula and returned their students’ attitudes surveys changedslightly from 3.2 at the end of the training program to 3.0 at the end of the school year. Thissmall decrease is not significant and probably reflects the fact that not all teachers were able tocover all topics in the curricula. Page 14.1222.7 ASEE 2009StudentsUnfortunately because only six of the 20 teachers (two middle and four high school) returnedstudents’ pre- and post- attitude surveys the

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Debra Brockway, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology; Henry Harms, Stevens Insititue of Technology; Eirik Hole, Stevens Institute of Technology; David Janosz, NJTEA

Tagged Divisions

K-12 & Pre-College Engineering

industrialsoftware to collaborate on the design; practice inventive thinking and problem-solving to developdesigns; collaborate in class-based and worldwide teams; and develop and present a finalproduct. Students are introduced to a systems-thinking approach that encourages them to seetheir design effort in a larger context. They have to reflect on the problem they are trying tosolve, the resources that are available, and assess the desirable as well as potentially undesirableimpacts their design will have in its intended environment. Local as well as worldwidecollaboration fosters teamwork, innovation and invention, effective communication, and other21st century workforce skills.Over the course of three years, this project will develop, pilot, and

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Patrick Rousche, University of Illinois-Chicago; Michael Cho, University of Illinois-Chicago; Yang Dai, University of Illinois-Chicago; Hui Lu, University of Illinois-Chicago; J Hetling, University of Illinois-Chicago; jie liang, University of Illinois-Chicago; Susan McCormick, University of Illinois-Chicago; David Schneeweis, University of Illinois-Chicago; Richard Magin, University of Illinois-Chicago

Tagged Divisions

K-12 & Pre-College Engineering

. Changes were not seen regarding student intent to study at a 4-year college vs. acommunity college, nor were there changes in the intent of students to study bioengineering atour university or any other. For the former, we naively presumed passive exposure to theuniversity environment would cause some changes in these areas. However, the mean of 9.53for this question in CY2 suggests that this was not an area that needed improvement. At anyrate, without actively addressing these issues via lectures or laboratory sessions, no significantchanges in these attitudes were recorded. Interestingly, the means for post-camp CY2 andCY3 were very similar overall, likely reflecting a consistent pool of students. For instance,the highest mean of 9.53 in CY2

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

concluded that the course may take too much time tocover in a school year, the content flows into multiple high school courses, grading activitieswould be an issue, and that not specifically having a trigonometry section would be a problem.From the opposite point of view, everyone agreed that the engaging projects and activities were amajor plus for the curriculum. Positive feedback was also given concerning the CCSS that weretagged in lessons, technology and graphics that were imbedded in the curriculum, and that thecourse was rigorous. Changes were made reflecting the feedback of the working group, and thecourse is now being piloted at two schools.Future work will include gathering data concerning student engagement and achievement.NICERC plans

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson PhD, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

of mathematics and language arts skills. However, it mayalso be possible that the reduction is reflective of teacher preparedness and curriculum choices 2, 32.Because most teachers are inclined to teach what they were taught 33, 34, teachers may not eagerlyembrace the idea of teaching STEM content due to confined preparation to teach STEM 35, 36. However,as Levitt 37 reports, when provided with useful models, teachers tend to be open to modifications in theirteaching. School administrators may be critical for addressing teachers’ development that may lead toincreases in the quantity and quality of the STEM education they teach.Leadership and STEM ImplementationLeadership can tremendously impact teacher engagement in professional development

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Randy Craig Hurd, Brigham Young University; Kip Schafer Hacking, Brigham Young University ; Tadd T Truscott, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

= 437) interest in math, science,engineering, and technology increasing, along with their proficiency in problem solvingmethods. We believe this is a reflection of embedding STEM principles in an exciting,hands-on activity. This paper outlines the three-year effort, discussing the ROV activity,associated curriculum taught, and also presents the measurement tools used to aggregatethe student and teacher data points and associated results.Background For the last decade there has been a general call to promote interest andcompetency in STEM education. This called has echoed from various sources rangingfrom the President of the United States [1] and the Department of Defense [2] toindependent companies [3] concerned with fulfilling future

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12276Interest-based engineering challenges phase I: Understanding students’ per-sonal, classroom, engineering, and career interestsCole H Joslyn, Purdue University, West Lafayette Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, human- istic education, contemplative and reflective practices, and spirituality) and how it can shape engineering as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

collected on STEM self-efficacy, Page 26.1040.6expectations of STEM disciplines, intrinsic motivation, extrinsic motivation, and groupidentification. While the pilot study involved a small population, the results provide importantinformation about the impact of the outreach activity on the participants’ attitudes towardsSTEM disciplines. In addition, they demonstrate the usefulness of the proposed tool for assessingSTEM outreach activities for high school students. Table 2 illustrates the reliability of thesubscale questions by using Cronbach’s alpha. The latter reflects the internal consistency of aninstrument, that

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Tonatiuh Munguia-Villanueva, Universidad Juárez Autónoma de Tabasco

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

challenge trying to combine all of those three to make one idea.”Implementation “It’s like fun because you get everybody’s ideas on it and when you get it all together, it looks perfect and it works out.”Students might have noted many aspects of collaboration associated with working onengineering design challenges in response to this open-ended question. That their responsesfocused on managing ideas seems to reflect many of these students’ sense that engineeringdesign is largely a process of generating and bringing ideas to fruition and that this process isinherently collaborative. Page 26.1629.4Theme 2. Additional

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

instructional landscape foster possibilities forconnection and collaboration that the traditional classroom precludes, as a wider network existsbeyond the brick and mortar classroom. The Accelerate curriculum enhances these possibilitiesby relying on a broad-based philosophy of course integration that obfuscates abiding distinctionsbetween “hard” and “soft” skills, blends liberal and technical subjects, and—perhaps, mostimportantly—combines a range of populations, talents, and experiences to produce the nextgeneration of engineers. At the heart of the program lie six conceptual strands, or “grandthemes.” Developed in the fall semester of 2014 by Accelerate faculty and administrators, thesethemes reflect and inform the overall mission of integration

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

overview of a STEM unit developed by threemiddle school life science teachers. In this unit, loon nesting platform design was chosen as acontext to make learning more relevant to student lives (Loons are the official state bird wherethe curriculum was implemented). The unit addressed the following NGSS: MS-ETS 1Engineering design, LS2C: Ecosystems dynamics, functioning, and resilience, and thecrosscutting concepts: stability and change. Page 26.260.3Table 1: Overview of the loon nesting platform unitTitle DescriptionLesson 1: This lesson begins by asking students to reflect on how humans impact wildlife.Move It or Students then

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

of up to two years.PartnersThe efforts described in this article reflect a collaborative partnership between a large publicschool district, DPS, and a university, CSM. The demographics of the participants are describedin the subsections that follow.Public School DistrictDPS is approximately 58% Latino and 14% African American. Seventy-two percent of studentswithin the district qualify for free or reduced cost lunch. The district serves over 85,000 studentsin grades K-12 with an overall graduation rate of 61.3% and a dropout rate of 5% per academicyear.UniversityCSM is a public university specializing in applied science and engineering. There are over 4200undergraduate students enrolled, 73% of which are male and 13% who are

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Aaron Clark, North Carolina State University; Jeremy Ernst, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

tovisualize rotated three-dimensional objects are central to understanding and interpretingscientific, technological, and mathematical visual-based information.Six-12 students’ spatial visualization rotation abilities were assessed. This investigation utilizedthe Purdue Spatial Visualization Test to assess visual aptitudes prior to the onset of instructionand then again after the completion of instruction while implementing a technology educationscientific and technical visualization standards-based curriculum. Student participantsexperienced high degrees of spatial visualization enhancement measured by the Purdue SpatialVisualization assessment. Further Spatial Visualization data analysis uncovered interestingoutcomes. Male scores reflected higher

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Edmond Saliklis, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

the rationalebehind the teaching module, and to document the changes we made to the module as we assessedits impact over several trial runs.The PremiseThe premise of this research project was to devise an outreach program to 5th or 6th gradestudents that demonstrates an engineering idea in a fun, yet informative way. At the onset wedecided against “trial and error” exercises where the students would be asked to create somethingstrictly from their own imagination or intuition. Our argument against such tasks is that they donot accurately reflect the methods that engineers actually use. We also decided against a strictly“show and tell” approach, wherein an impressive experiment or demonstration is conducted toelicit a strong audience reaction

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Charles Parsons, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare, Douglas L. Jamerson Jr. Elementary School; Robin Little, Douglas L. Jamerson Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Kim Parsons, Douglas L. Jamerson, Jr. Elementary School; Marilyn Barger, University of South Florida; Richard Gilbert, University of South Florida

Tagged Divisions

K-12 & Pre-College Engineering

307 303 5th 309 328 317As evidenced in this table that shows results from the inception of Douglas L. Jamerson, Jr.Elementary, the composite scores in math have risen as you look diagonally, reflecting studentswho have been in the Math and Engineering program from the beginning. When individualstudent scores are broken down 59% of our students are high performing, 67% are making gains,and of our lowest 25% of students 61% are also making gains.Science scores have not been disaggregated by student, as baseline data has just been established.But in the two years that the test has been given to fifth grade students the composite scores alsoshow growth. 2007 will be the first year test scores will

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

seem to overcome these problems. In fact,46% report that they have gained positive relationships with colleagues through the program. Page 11.718.12 11The decreased availability at the office is troublesome for at least one classroom mentor whoworry that his time away from the office may reflect poorly on him: “While I have enjoyed [the program], it does impact my job in that I do spend time away from my desk. I'm also never fully sure how my time away is seen by my superiors. Do they view it as slacking off or helping

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

diverse young technology professionals whograduated from local high schools on the subject of “How I Got My Start.” The final activity is avisit to the normally inaccessible observatories at the Maui Space Surveillance Complex, tenthousand feet above sea level atop Mount Haleakala.In its first year, Tech Careers employed a passive recruitment process to enroll interestedstudents. Sixty-six percent of participants were male, and most came from private schools orthose in wealthier districts. Anecdotally, they were also primarily Caucasian. In subsequentyears, gender equity recruitment protocols were implemented and refined so that now theparticipant population appropriately reflects the gender, socio-economic and ethnic diversity ofthe community

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, The University of Texas - Austin; Taylor Martin, Utah State University; Jennifer Rudolph; Noel Hector Ramos, Department of Defense Dependent Schools

Tagged Divisions

K-12 & Pre-College Engineering

, Brown, & Cocking, 2000). Adaptive experts (Hatano & Inagaki, 1986), onthe other hand, are able to think more fluidly and solve problems that they are unfamiliar with(often called “novel problems” in the AE literature), as well as the typical problems in their field.Frequently, adaptive experts actively seek new contexts, reflect on their own understanding, andconsider multiple viewpoints (Bransford et al., 2000; Wineburg, 1998).Engineering can be thought of as the creative application of fundamental principles to solve aproblem given limited resources. Because engineers may be required to solve a different problemunder different limitations each on project, engineering students need to strive to be adaptiveexperts, and engineering

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Morgan Sperry; Debra Kay Gallagher, Ohio Northern University; Stacy McClelland

Tagged Divisions

K-12 & Pre-College Engineering

and point across. Watching and interactingwith the teachers was my favorite part because I got to see how they approached each step of thelesson and how they interpreted the activity.” Her comments during a reflection period held onthe last evening in the Dominican demonstrated that she appreciated a crucial concept in Page 23.816.8international aid: we must NOT approach these activities as “Americans coming to the rescue.”“One suggestion is next time instead of us doing all the teaching I think the teachers at theworkshop should have a lesson plan that we as a group can take back and use in the classroom.”This statement showed an

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University; Kerrie A Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Aligningexpectations and outcomes more closely will help engineering integrate more easily intoelementary classrooms. Engineering curricula that is better aligned with developmental standardsand goals is more likely to remain a strong aspect of elementary education.AcknowledgementThis work was made possible by a grant from the National Science Foundation DLR 0822261.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography[1] Carr, R. L., Bennett IV, L. D., and Strobel, J., "Engineering in the K-12 STEM standards of the 50 US states: An analysis of presence and extent", Journal of Engineering Education Vol. 101