Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Caroline Beller, Oklahoma State University; Pamela Fry, Oklahoma State University; Adrienne Redmond, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

Professional Education. Dr. Fry is a member of the Association of Teacher Educators (ATE), and serves on the organization's National Conference Planning Committee, and in 1996 received the ATE Distinguished Research in Teacher Education award. In addition, she co-edited Action in Teacher Education, a premiere journal in teacher education, from 2000-2003.Adrienne Redmond, Oklahoma State University ADRIENNE REDMOND earned her B.S. in Elementary Education from Oklahoma State University in 2000 and her M.A. in Curriculum and Instruction from the University of Phoenix in 2003. She is currently working on her Ph.D. in Professional Educational Studies at Oklahoma State University. Adrienne Redmond

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Jessica Chin, Northeastern University; Sagar V. Kamarthi, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

development workshop forteachers. The first week focuses on covering the engineering pedagogy and how to use it in STEMteaching. The second week asks teachers to devise an implementation and lesson plans on how theyenvision integrating the new engineering methodology they learnt in the first week into their classroomteaching.The authors have observed over the project three years that biology and chemistry are the hardest STEMsubjects to implement the engineering approach, unlike other disciplines such as physics, math,technology, and engineering subjects. Biology and chemistry teachers find it particularly hard, but notimpossible, to blend engineering to these subjects. One chemistry teacher was innovative enough to askher students to take on

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

, most activities require moderate to extensive preparation forthe activities to be included in the lesson plans. There is a need to develop a resource for teachersthat is dynamic, flexible, well-aligned with state content standards, and provide simple in-classactivities. Specifically, activities that can be typically prepared a day ahead using supplies thatare readily available at a local grocery store. Furthermore, with the prevalence of mobiletechnologies among teachers, one can imagine a highly versatile resource that is specificallydesigned for the teacher’s handheld device, such as an iPhone. Therefore, the overall goal of thisproject is to engage and inspire K-12 students towards STEM fields by providing teachers thenecessary tools and

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Charles H. Reilly, University of Central Florida; Diane Johnson, University of Central Florida; Leslie Castner, University of Central Florida

Tagged Divisions

K-12 & Pre-College Engineering

the Co-coordinator of Expanding Your Horizons at UCF, a one-day STEM conference for middle school girls. Castner has spent countless hours as a volunteer in many capacities, including ten years as a Girl Scout leader (most of them guiding two troops) and several years as a substitute teacher. Her background working with girls combined with her computer science degree gives her great insight into planning an engineering conference for middle school girls. Page 25.607.1 c American Society for Engineering Education, 2012 Expanding Your Horizons: The Impact Of A One-Day STEM

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Jay Caponigro, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

ingoing to college, exposure through hands-on activities with college students can increase theirinterest level in STEM fields. Future plans for improved program administration and assessmentare discussed.Introduction / BackgroundThe I2D2 project conforms to STEM outreach goals of providing a low cost program12 for thebetterment of the community schools, especially those with high minority populations5 with abroad goal of increasing student interest in science and engineering10. Further, it offered theadditional benefit of providing a meaningful experience to undergraduate engineering studentswhich has been shown to increase retention by offering “a sense of purpose”8,10. Specifically,program development began by working with the University’s

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

using the shake table. In addition, I was exposed to many virtual resources that helped further explain and explore earthquakes, which really helped in my understanding of the concept. I like how the course integrated math, science, and technology and showed the ways in which interdisciplinary planning can be beneficial to student learning. Page 15.1339.11 I really enjoyed the tour of the earthquake lab and the explanation of the different equipment and tests that were going on. I thought the part of the workshop that allowed students to create a building to be tested on the shake table

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Rutgers, the State University of New Jersey; Kimberly A Cook-Chennault, Mechanical and Aerospace Engineering; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

opportunity to work on hands-on activities during class 2. It is important to communicate with other teachers about what they are doing in the classroom 3. It is important to use interdisciplinary lessons in the classroom 4. Engineering principles should be incorporated in middle school curriculum. 5. Engineering principles should be incorporated in high school curriculumAll 17 of the teachers either agreed or strongly agreed with each of the five statements. On allbut the second questions more than 70% of the teachers strongly agreed with each statementwhich is extremely positive. Page 25.1137.8One aspect of the teacher follow up plan

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville; Carlos A. Garcia, Texas A&M University, Kingsville; Tamara D. Guillen, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville

Tagged Divisions

K-12 & Pre-College Engineering

faculty from several STEM disciplines for possible futurecollaboration opportunities such as laboratory assistantship during the school year or enrollmentin summer courses. Also, the professional engineers were asked to present their company STEMdiscipline-specific employment and career perspectives. In addition, 25 participants rated theESF camp ‘the most effective’ with respect to the other two university outreach camps,suggested by 9 participants each, and 24 students indicated ‘one-week’ as the best ESF campduration.The camp has illustrated several institutional benefits. When students were asked about theircollege choices before participating in the ESF camp, only 10 students indicated their plans toattend TAMUK. On the other hand, 23

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

N. Nezamuddin, Valparaiso University; Anurag Pande, Cal Poly, San Luis Obispo

Tagged Divisions

K-12 & Pre-College Engineering

potential for success in this regard. 8 Federal Highway Administration (FHWA) sponsored summer transportation institutes are the 9 most common transportation engineering outreach efforts. Hands-on activities at these summer10 institutes, such as collecting vehicle speed data using a radar gun and urban planning using the11 computer game SimCity, are popular with high school students. However, the review found no12 longitudinal study rigorously evaluating these efforts. Outreach efforts from other fields show13 that the near-peer activities and leveraging of contextual exposure to transportation in daily lives14 can make the transportation specific outreach programs more effective. This paper recommends15 an approach to address a

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

creative license that engineering students should be encouraged to take.The projects that form the foundation of this curriculum are meant to provide a diverse array ofengineering knowledge and practice. We hope that students will find their engineering passionin one of these challenges. Students can then assume different roles based on their interests andstrengths in the coming years as they engage in multidimensional engineering projects in theircommunity. Further, this curriculum provides a week-by-week breakdown of the concepts andlearning objectives, but it does not provide explicit lesson plans. Teachers are meant to bringtheir own expertise and nuanced instruction style to supplement this curriculum. In SomervilleHigh School, teachers have

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Elisabeth McGrath, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Peiyi Lin, Teachers College, Columbia University; Jason Sayres, Stevens Institute of Technology; Liesl Hotaling, The Beacon Institute; Rustam Stolkin, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

diversity isincluded in the participant roster.In addition to recruitment, Year 1activities focused ondevelopment/adaptation of thecurricula and planning anddelivering the summer institute.Summer InstituteIn order to enable teachers toabsorb and assimilate a significantamount of new material, ascaffolding approach was used:during the first summer, the focus Figure 1was on mechanical design of wireguided ROVs that would operate underwater, and in the second summer (2008), on programmingto create Autonomous Underwater Vehicles (AUVs). To ensure that teachers are confident usingthe materials themselves and with students, the curriculum is delivered over two and a half years,with significant classroom support by project staff

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Augusto Macalalag, Stevens Institute of Technology; Susan Lowes, Teachers College/Columbia University; Mercedes McKay, Stevens Institute of Technology; Karen Guo, Teachers College/Columbia University; Elisabeth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Page 14.993.5capture the teachers’ notions of inquiry after instruction. Lastly, the classroomobservation protocol captured what and how teachers implemented their inquiry lessonsin their classrooms. These surveys and observation protocol were adopted from the workof Windschitl21 and the National Science Education Standards3. In addition to observationprotocols and surveys, classroom artifacts and filed notes (lesson plans, hand-outs,students’ work, pictures, etc.) were collected during classroom visits. An elaborateddiscussion of findings from these data will be presented in the next section.ResultsTeachers’ notion of scientific inquiry in pre-surveyWorkshop instructors were asked to rate the teachers’ levels of competence (high-moderate

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Im1 Helped me to understand problem solving better Im2 Led me to a better understanding of my own career goals Im3 Increased my interests in studying engineering in college Im4 Increased my interests in studying a technical degree in college Im5 Made me think more about what I will do after graduating from high school Im6 Made me decide to work harder in school Made me decide to take different classes in school (including college) than I had Im7 planned to Im8 Made me more confident in my ability to succeed in engineering or a technical field Increased my confidence in my ability to participate in engineering projects or Im9 activitiesAfter all students took the electronic pre-survey, the

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Donna Diaz, Clemson University; Pam King, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

Four Schools 89.8% 94.2% Meal Plan N=147 N=137 Statewide 91.8% 91.1% Various curricula used N=22,463 N=22,253 Subsidized Four Schools 74.9% 81.7% Meal Plan N=195 N=180 Statewide

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Leaders Leaders Oral Communication Skills 85% 85% Fundamental Engineering Skills 39% 55% Future Career Plans 39% 35% Satisfaction w/Engineering Studies 85% 75% Undergraduate Course Selections 15% 0%Analysis indicated that the main impacts of leading TEAMS clubs were in the development oforal communication skills and fostering satisfaction with engineering studies. One leadercommented on oral communication skills development: “I was previously not a very good publicspeaker, but after having to go up and teach tough concepts to

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie; Robert Edwards, Pennsylvania State University, Erie

Tagged Divisions

K-12 & Pre-College Engineering

pretest and posttest as part of regular classroom activities and themean scores for these students are similar to the expected mean for freshman engineers based onprevious research. Course content includes multiview projection, dimensioning, workingdrawings, creation of design solution alternatives, and CAD. Instruction techniques includesketching and the use of manipulatives along with lecture, demo, and CAD tutorials.In phase 2, the assessment of haptic tendencies of college students who plan to becomeelementary or secondary STEM teachers will be undertaken. Recruitment of subjects will beginlater in 2014. The primary reason for this testing is to determine if the haptic tendencies of thesefuture teachers are similar to students self-selecting

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie S. Ivey, University of Memphis; Paul J. Palazolo, University of Memphis

Tagged Divisions

K-12 & Pre-College Engineering

). • In 2007, a second high school program week (focus session) was developed to provide participation options for high school students who had already completed the general GEE session and allow for more in-depth focus on two engineering disciplines. In addition, peer mentoring was extended to high school groups, and leadership training was added to the high school focus program to better prepare these participants to become middle school mentors. • In 2008, a brief orientation session for parents was introduced to broaden their knowledge of career opportunities in STEM fields, and middle and high school teachers selected to serve as educational consultants developed formal lesson plans for GEE

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1909: INTRODUCING K-12 TEACHERS TO LEGO MINDSTORMROBOTICS THROUGH A COLLABORATIVE ONLINE PROFESSIONALDEVELOPMENT COURSEMeltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is a Research Scientist in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at the Georgia Institute of Technology. Dr. Alemdar has experience evaluat- ing programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from multi-level evaluation plans designed to assess pro- gram impact to monitoring plans

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sharie Kranz, Coronado High School; Catherine Tabor, El Paso ISD; Art Duval, University of Texas, El Paso; Kien H. Lim, University of Texas, El Paso; Amy Elizabeth Wagler, University of Texas, El Paso; Eric A. Freudenthal, University of Texas, El Paso

Tagged Divisions

K-12 & Pre-College Engineering

. teachers described skills as the main thing that they wanted their students to learn. Co-PI Dr.Lim works with teachers in El Paso and has observed many teaching procedures without aconceptual focus. Aharoni1 observes that it is difficult to build advanced conceptualunderstandings upon a foundation of rote procedure and advocated that students must examine Page 25.315.9and internalize each operation’s multiple meanings We hypothesize that IM’s programming willengage learners in exploring, explaining, and reflecting and enhance their procedural-conceptualconnections.5.2. Harel’s DNR-based InstructionThe iMPaCT LMs and planned PDPs are in accordance

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

Juyeon Y. Kluin, Purdue University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

most recommended way topresent the internal consistency and credibility as evidence of trustworthiness.68, 69, 70 Asintercoder reliability estimations, there are several indices available: percentage agreement,Holsti‟s method, Scott‟s Pi (π), Cohen‟s Kappa (κ), and Krippendorff‟s alpha (α). In addition tosound planning of content analysis procedure, choosing the appropriate index of intercoderreliability is also critical to constitute a sound foundation. Typically, coefficients of .90 or greaterwould be acceptable, but the criteria vary slightly according to the reliability indices and thecharacteristics of study areas. There are two approaches to content analysis based on whether a theory or model exists:inductive and deductive

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

awareness, knowledge, and control of cognition33. Metacognition isoften expressed in terms of two constructs: Metacognitive knowledge and self-regulation.Metacognitive knowledge includes three components: declarative knowledge refers to one’s Page 25.1065.6knowledge of specific learning strategies; procedural knowledge involves knowing how to use aparticular learning strategy; and conditional knowledge, knowing under what circumstances it isappropriate to use that strategy. Metacognitive self-regulation involves three primarycomponents: planning, monitoring and evaluating. Planning involves activities such as settinglearning goals, identifying

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Holden, University of Wisconsin, Platteville; Kristina M Fields, University of Wisconsin, Platteville

Tagged Divisions

K-12 & Pre-College Engineering

cancalculate their speed. They compare this value to what they estimated earlier.Evaluation of the ProgramLiz – here we should add a short discussion of what we did forassessment (and is in appendix)-assessment plan-assessment questions for curriculum leaders – I did take out the results of this, but did leave inthe questions-assessment questions for participants-final assessment reportIn post-weekend surveys given to the attendees, most indicate that the program has given them adeeper understanding of STEM fields. 100% of them agree that people in engineering or physicswork with others to solve problems, and that someone who studies engineering would have manypossible careers. In the physics analysis of the ropes course, students’ work showed that

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hasina Huq, University of Texas, Pan American; Mounir Ben Ghalia, The University of Texas-Pan American

Tagged Divisions

K-12 & Pre-College Engineering

them to work on this problem. The design problems are open-ended,where the goals are ill-structured, and there is no effective design plan specifying the sequence ofactions to take in producing a design model. The results possess multiple solution methods, non-engineering success standards, non-engineering constraints, and collaborative activity systems, wherethe importance of experience and the use of multiple forms of representation are required (Jonassen,Strobel & Lee, 2006). Page 23.1039.2Methodology used to introduce the teachers to the research problem: The followingmethodology is used to introduce the teachers to the research

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicole D. Berge, University of South Carolina; Charles E. Pierce, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

partnership are on going. Mentor-menteerelationships have been established (with the authors of this paper serving as mentors) and acommunity of practice has been initiated via the development of an online group using Edmodo.This group provides the science teachers with access to engineering faculty and has become avaluable platform for discussion on the development and implementation of EFFECTs.Step 5: Implementation and EvaluationTeachers have shared their experiences with implementing EFFECTs through an online surveyand a focus group discussion held in January 2013. One of the outcomes of the focus group wasthe need for a follow-up workshop, which is being planned for teachers to interact withengineering faculty and revise/refine their

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

provides an overview of IM. In thethird section, we describe the professional development program and early results from teacherobservations. We conclude with a summary of planned extension activities.1. From Media Computation to iMPaCT-Math Page 23.1332.2iMPaCT-Math (IM) is an approximate acronym for Media-Propelled Computational Thinkingfor Mathematics Classrooms, which fairly reflects our ambition and our stance – engagementwith graphical programming challenges that focus student attention towards exploringmathematics principles will propel students towards exploration of science, computationalthinking and engineered design.IM consists of

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

William Lee, University of South Florida

Tagged Divisions

K-12 & Pre-College Engineering

South Florida’s IRB andalso Hillsborough County school systems. Junior and senior students were selected fromthree regional general high schools, two engineering/technology high school magnetprograms, and two IB (International Baccalaureate) high school programs. A total of277 students participated, of which 72.9% were seniors and 27.1% were juniors. Of thesestudents, 11.6% considered themselves to be on a pre-engineering track, 29.2% on a pre-science (including pre-med) track, and 59.2% on another track, did not have plans topursue college, or were undecided. In terms of type of high school, 50.2% were fromregular high schools, 22.4% from the engineering/technology magnets, and 27.4% fromthe IB programs. Gender composition was 52.0% male and

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Larry Lim, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

academic plan, and monitor studentprogress. Typically, teachers receive a modest stipend for their efforts. The university providescurriculum, activities, teacher training, materials and supplies, and program evaluation.The MESA programs at the schools are in two formats: weekly lunch or after-school meetings,or daily MESA periods. The format at each school is determined by the school’s principal, anddepends on the individual school’s needs and constraints. During these meetings, studentsparticipate in MESA core components. Core components include: academic support – AcademicExcellence Workshops/tutoring, study skills development, college admission exam (SAT/ACT)preparation; college and career exploration – field trips, speakers, College Day and

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2008 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

K-12 & Pre-College Engineering

classreturned to campus, to develop ideas for their own automated cell to be built from theirnewly acquired components. Four more visits were strategically planned over the nexttwo months to provide the high school teacher and students with the skill sets needed toreplicate the University’s automated cell lab projects on a smaller scale. Page 13.566.3The design and fabrication of the modules purchased by the high schools were college-based class activities in electronics and material processing courses. The only expensesto the high schools were the cost of the components. The secondary educators have beenthrilled to have “plug and play” modules that genuinely

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Isla Young, Maui Economic Development Board, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

expectations.According to the surveys, the Projects have also done fairly well at the goal of gender and ethnicequity. Across all high schools, for those students designating a gender, 40% were female in2005, 39% in 2006, and 34% in 2007. These numbers are stellar compared to the numbers ofwomen currently pursuing STEM degrees, but still show there is a long way to go before trueequity is achieved. The formal survey conducted in 2005 and informal conversations withfacilitators since indicate that, while most facilitators make it a point to seek out female students,there are no recruitment methods designed specifically to attract females or other underrepresented students currently in use. The program administrator’s project director plans tobecome more directly

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

State University and “The Maryland Plan”13. The IACPutilized an advisory committee and task forces of subject-matter specialists selected fromindustrial design, engineering, psychology, organization, and management divisions, to identifythe structure of a body of knowledge they called “industrial technology,” which they publishedin 1966 in A Rationale and Structure for Industrial Arts Subject Matter14. Perhaps their mosttangible outcome was the development and publication of two junior high curricula andaccompanying textbooks of the same names—World of Manufacturing and World ofConstruction—which sought to convey knowledge of those two industries and their impactsupon society to junior high students in a laboratory setting.Donald Maley, who