Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11491Project-based learning in a high school pre-engineering program: Findingson student behavior (RTP, Strand 3)Todd France, University of Colorado, Boulder Todd France is a Ph.D. candidate at the University of Colorado Boulder. He is part of the Graduate STEM Fellows in K-12 Education Program and helps teach and develop curriculum at a high school STEM academy. His research focuses on pre-engineering education and project-based learning. Page 26.1266.1 c American Society for

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Petros Katsioloudis, Berea College

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-177: IDENTIFICATION OF QUALITY INDICATORS OF VISUAL-BASEDLEARNING MATERIAL IN TECHNOLOGY EDUCATION PROGRAMS FORGRADES 7-12Petros Katsioloudis, Berea College Petros Katsioloudis was born and grew up in Cyprus. He was educated in the United States where he received a Bachelors of Science degree in Science and Technology, a Masters of Education in Technology Education and a Doctoral Degree in Technology Education at North Carolina State University. Currently he is employed at Berea College, KY where he serves as an assistant professor and teaches various technology education courses. Petros is also serving as an ambassador of Cyprus to the International Technology Education Association

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3808: SELF-REGULATED LEARNING STRATEGIES OF GRADES9-12 STUDENTS IN DESIGN PROJECT: VIEWED FROM PERFORMANCEAND GENDER PERSPECTIVESDr. Oenardi Lawanto, Utah State University Oenardi Lawanto is an Assistant Professor of the Department of Engineering Education at Utah State University. Lawanto holds B.S. and M.S. degrees in electrical engineering and a Ph.D. in human resource education. His research interests include areas in cognition, learning, instructions, engineering design, and e-learning. Currently, he is working on two research projects that investigate students’ cognitive and metacognitive activities while learning engineering. Both projects are funded by the National Science Foundation (NSF).Dr. Wade H

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary B. Phelps, HEDGE Co.

Tagged Divisions

K-12 & Pre-College Engineering

projects they would chooseto do, so they just do not participate29. Teachers that have been effective are those that offer both Page 25.1296.5options in an inclusive, genderless learning environment30. Curriculum content that is morerelevant to middle school girls includes renewable and sustainable energy; bio-technologies,including prosthetics; and artificial intelligence.Impact on career choicesWai, Lubinski and Benbow’s longitudinal study clearly shows that spatial abilities predict STEMsuccess, and recommend spatial assessments of all students as early as possible to ensure anadequate pipeline, and early intervention where appropriate10

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6774Weaving a Computer Science Tapestry: Results of a Workshop Promotingthe Recruitment and Retention of Girls in High School Computer ScienceDr. David R. Wright, North Carolina State University Dr. David Wright earned his Ph.D. in Computer Science from North Carolina State University, where he continues to work as a Research Associate. His research interests include Computer Science and Software Engineering education and curriculum, improving diversity in Computer Science, security and privacy in computing systems, research and professional ethics in Computer Science and Software Engineering, and the

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alpaslan Sahin, AggieSTEM Center at Texas A&M University; James R. Morgan, Texas A&M University; Niyazi Erdogan, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

coursework and time on SAT scores. Journal of Educational Psychology, 82, 866-875.6. Capraro, R. M. & Slough, S. W. (2008). Project-based learning: An integrated science, technology, engineering, and mathematics approach. Rotterdam, The Netherlands: Sense Publishers.7. College Board (2011). Program summary report 2011. Retrieved from http://professionals.collegeboard.com/profdownload/AP-Program-Summary-Report.pdf8. Dick, T. P. & Rallis, S. F. (1991). Factors and influences on high school students' career choices, Journal for Research in Mathematics Education, 22(4), 281-292.9. Ferry, N. M. (2006). Factors influencing career choices of adolescents and young adults in rural Pennsylvania, Journal of Extension, 44(3

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

United States has worked tobuild a scaffolded STEM program, using curriculum from STEM content areas andembedding it into an ROV building activity. The curriculum and activity require studentsto learn various basic STEM principles including buoyancy, pressure, density, circuits,and the engineering design process, while designing, building, testing, and competingwith a personally-built ROV. The data in this paper discusses the results from theimplementation this past year with over 400 students. The data results from a pre postSTEM survey. The survey was administered prior to the students participating in theactivity, and immediately following the final ROV competition (~5 month delay). Thedata shows some initial positive trends of student (n

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emily M. Hunt, West Texas A&M University; Michelle L Pantoya, Texas Tech University; Aaron S. Hunt, Canyon Independent School District; Abbye M. Reeves

Tagged Divisions

K-12 & Pre-College Engineering

approaches tailored mainly toward hands on activities. The key is not simply to testfor comprehension but to examine the science, technology, engineering, and mathematics(STEM) thinking of each student. This study examines the development of an engineering texttargeting early elementary grade levels and performs an early assessment of the potential impactof the literature on engineering thinking. The literature developed in this project maycomplement the Engineering is Elementary curriculum such that formal integration of theliterature may enhance early childhood learning.Science can be described as an enterprise that builds and organizes knowledge in the form oftestable explanations and predications about the world [7-8]. Engineering can be

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Pam Newberry, Project Lead The Way; T. Richard Grimsley, Project Lead The Way; John Hansen, The University of Texas-Tyler; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

technology education and mathematics for ten years. During that time, she was an Albert Einstein Fellow in 1996 and received the Presidential Award for Excellence in Mathematics Teaching in 1994. Pam holds a BS in Education and an MA in Curriculum and Instruction from Virginia Polytechnic Institute and State University. Address: 177 Stone Meadow Lane, Wytheville, VA 24382; Telephone: (276) 228-6502; Fax: (276) 228-6503; E-mail: pampltw@earthlink.netT. Richard Grimsley, Project Lead The Way T. Richard Grimsley is the Associate Vice President for Project Lead The Way®. PLTW is a non-profit organization that provides pre-engineering curricula for schools in 45 states and the District of Columbia

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Turner Ralph Swanson, Tau Beta Pi Engineering Honor Society; Justin Matthew Collins, Milwaukee School of Engineering; Jill Frey, Sweet Water Foundation; Joey Zocher, Escuela Verde; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Through An Integrated Multicourse Model Rocketry Project,”Proceedings of the 120th American Society for Engineering Education (ASEE) Conference andExposition, Atlanta, GA, June 23-26, 2013.[8] M. J. Traum, V. C. Prantil, W. C. Farrow, H. L. Weiss, “New Capabilities and DiscoveredInterconnectivities for a Curriculum-Integrated Multicourse Model Rocketry Project,”Proceedings of the 23rd Annual Wisconsin Space Conference, Milwaukee, WI, August 15-16,2013.[9] Social Development Commission, “Poverty In Milwaukee – 2012,” accessed 1/5/2014, URL: Page 24.626.10http://www.cr- sdc.org/DefaultFilePile/PolicyandResearch/POVERTYFACTSHEET201210-10-12.pdf

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Steckel, St. Vrain Valley School District; Patty Ann Quinones, St. Vrain Valley School District; Malinda S. Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9863Innovation Center: Preparing High School Students for the 21st CenturyEconomy by Providing Resources and Opportunities to Create Genuine Projectswith Industry Partners (work in progress)Mr. John Steckel, St. Vrain Valley School DistrictMs. Patty Ann Quinones, St. Vrain Valley School District Patty Quinones new Executive Director of Innovation for the St. Vrain School District will direct the Race to the Top grant (16.6 mil). Her leadership will be critical to execute the STEM Initiatives in this grant. Her lead in the areas of K-12 programming, integrating STEM curriculum in cores, developing teacher

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13838Find That Plane!: Evaluation of a High School Summer Science and Engi-neering Camp Introducing Robotics to Simulate the Search for MalaysianAirlines Flight 370 (Works in Progress)Dr. Ricky T Castles, East Carolina University Dr. Ricky Castles is an assistant professor in the Department of Engineering at East Carolina Univer- sity. He is primarily affiliated with the ECU Electrical Engineering concentration. His research work focuses on the use of wireless sensor networks, microcontrollers, and physiological data collection for a variety of applications. His primary interest is in the area of adaptive tutorial

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette; Rodney L Custer, Black Hills State University

Tagged Divisions

K-12 & Pre-College Engineering

above and built upon theexperience of the project team in working with high school teachers to integrate engineeringconcepts into their classrooms. The leadership team began by generating and clustering a list ofmajor components or conceptual themes that we thought best represented the engineeringinfusion innovation (based on standards documents, related literature and our own priorexperiences with curriculum and professional development). This process involved numerousdiscussions and a series of iterations and yielded three major organizational themes. These are: Page 24.1333.3 A. Curriculum Materials The curriculum materials

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rodney L Custer, Black Hills State University; Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

“word pictures” of how the innovationis being put into action by describing the different forms that an innovation might take whenbeing implemented. For the purpose of the current project, the innovation was defined as “usingengineering concepts to teach science.” The project’s IC Map includes three dimensions: (a)curriculum materials, (b) teacher practices associated with design, and (c) teacher practicesassociated with engagement of engineering concepts. Each dimension contains a number ofcomponents with a range of descriptions that can be used to document the component’simplementation from ideal to nonexistent. Each level of implementation is described in terms ofobservable teacher behavior. The pilot test teachers helped refine the

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9224Teachers’ Attempts Assessing Middle School Engineering Design WorkDr. Morgan M Hynes, Purdue University, West Lafayette Dr. Morgan Hynes is an Assistant Professor of Engineering Education at Purdue University. He received his B.S. in Mechanical Engineering and Ph.D. in Engineering Education (both at Tufts University). In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. From close observations of classroom teaching and learning, he studies how students come to understand what engineering is and how learners conceptualize and engage in engineering and

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

building an experimental setup to study thefeasibility of using electrospun carbon nanofibers as the basis for a glucose biosensor. The paperprovides an overview of the research project conducted by the teachers and describes thechallenges of translating the engineering research experience into engineering curriculumcontent for the teachers’ classrooms. The results of the engineering curriculum contentsdeveloped through this program and the observations of their implementations in teachers’classrooms during the academic year are reported and discussed.Hands-On Engineering Design Experience for TeachersThe professional development program at UTPA engages middle and high school math andscience teachers in engineering research activities that are

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8919Technology, Engineering, and Design Educator Professional Development Sys-tem Implementation: Initial Pilot ResultsDr. Jeremy V Ernst, Virginia Tech Jeremy V. Ernst is an Assistant Professor in the Department of Teaching and Learning at Virginia Tech. He currently teaches graduate courses in STEM education foundations and contemporary issues in Integrative STEM Education. Jeremy specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

in the United States have not been trained to incorporate engineering andtechnology topics into classroom lessons and there is a lack of high-quality curricular materialsin these areas. The National Science Foundation’s Research Experiences for Teachers (RET)have been developed as an effective means to expose secondary school science teachers to theworld of research and introduce them to the field of engineering. The ultimate goal of most RETprograms is for teachers to be able to synthesize their research experience and integrate their newskills and knowledge into an instructional module they can implement in their classroom.Bringing the concepts of scientific inquiry and engineering into K-12 classroom is especiallyimportant with the

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

reflection as science teachers take on engineering asrecommended by the NGSS. This study suggests that identifying engineering epistemologies willbe an important part of engineering integration in science classes; recognizing conflicts betweenteachers’ priorities and the goals of reform curriculum could help to improve the frequency ofteacher use of engineering. Literature Review In this literature review I build a rationale for my study by reviewing the purpose ofadoption of engineering by science educators including the NGSS reform initiative backgroundand its purposes; engineering education and the role of engineering design in the NGSS; andteacher reform implementation including science

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

provided with curricular examples or classroom-based evidence to guidethem in identifying student learning or progress in meeting performance expectations. Teacherswho are reading the Executive Summary of NGSS learn only that: “If implemented properly, the NGSS will result in coherent, rigorous instruction that will result in students being able to acquire and apply scientific knowledge to unique situations as well as have the ability to think and reason scientifically.” 2Further, teachers are expected to focus curriculum and instruction on “bundles” of performanceexpectations by developing contextualized learning experiences for students. The looselystructured, integrated approach suggests that classroom instruction should not

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

classroom practices with course goals and science educationreform documents.AcknowledgmentsWe would like to thank the local CLC Site Coordinators for providing access to theirafterschool programs and being flexible to accommodate our student’s schedules. References1. National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. 2011, Washington, DC: National Academies Press.2. National Academy of Engineering, Messaging for engineering: From research to action. 2013, Washington DC: National Academies Press.3. Mann, E.L., et al., Integrating engineering into K-6 curriculum: Developing talent in the STEM disciplines

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

Satabdi Basu, Vanderbilt University, Institute for Software Integrataed Systems; John S Kinnebrew, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar; Tazrian Haider Rafi, Vanderbilt University; Gautam Biswas, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

analytics and user modeling. She is currently a Research Assistant at the Institute for Software Integrated Systems and works on a NSF-funded project for teaching middle school students science and computational thinking simultaneously in curricular settings.Dr. John S Kinnebrew, Vanderbilt UniversityMr. Shashank Shekhar, Vanderbilt UniversityMr. Faruk CaglarMr. Tazrian Haider Rafi, Vanderbilt University Tazrian Haider Rafi is an undergraduate student studying computer science at Vanderbilt University.Dr. Gautam Biswas, Vanderbilt University Gautam Biswas is a Professor of Computer Science, Computer Engineering, and Engineering Manage- ment in the EECS Department and a Senior Research Scientist at the Institute for Software

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

and build upon the idea to further expand onthe creative exchange.PLAY is based on five core principles for participatory learning that have been identified overtwo years of working with elementary and secondary teachers from the Los Angeles UnifiedSchool District who were seeking to develop a more participatory environment in theirclassroom2. • Participants have many chances to exercise creativity through diverse media, tools, and practices; • Participants adopt an ethos of co-learning, respecting each person’s skills and knowledge; • Participants experience heightened motivation and engagement through meaningful play; • Activities feel relevant to the learners’ identities and interests; • An integrated

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

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

are two well-known high school programsavailable, Project Lead the Way, PLTW 1, and the Infinity Project 2. However both programs areexpensive and neither allows any flexibility to the teachers. Furthermore, there is a lack ofprogram outcomes assessments for Project Infinity, while reports on PLTW have shown existingissues. For instance, a curriculum content analysis concluded that the PLTW curriculumaddressed fewer content standards and showed far fewer points of integration of mathematicalknowledge than would be expected 3. Further, other published empirical studies showed mixedresults from state achievement test scores 4. In addition, neither of these two programs arealigned with the current standards. What had been considered alignment

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

Whitney Gaskins, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

math literate students prompted the National Council of Teachers of Mathematics(NCTM), the world’s largest mathematics education organization, to develop standards for thereform of mathematics curriculum, teaching and assessment in American schools. In addition,while the Common Core Standards6 do not specifically mention engineering design, the math Page 26.1427.4practices coincide well with engineering activities focused on math content. By learning to usethe EDP students will be better able to approach a broad range of real-world challenges. In manycases, brainstorming solutions to an engineering design challenge requires creative thinking

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

://www.ncpublicschools.org/stem/. Therubrics include engineering connection rubrics which were developed by an engineering taskforce to highlight the vowel in STEM and illustrate how engineering can be used as an integratorfor STEM across the grade levels and across the curriculum.STEM Schools in Wake CountyA notable highlight of the state STEM initiative is Wake County, NC. This county, with almost150,000 students has named twenty schools to be integrated STEM schools. An additional,unknown, number have chosen to self-designate. The county has appointed a STEM advisorycommittee of school system, high education, business and industry representatives to guidepolicy and support for the implementation of these schools. The draft strategic plan for the

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County; Jonathan E. Singer, University of Maryland, Baltimore County; Jacqueline Krikorian; Tushar P. Sura, University of Maryland, Baltimore County, Department of Education

Tagged Divisions

K-12 & Pre-College Engineering

, teachers were given an overview of the module and then experienced thecurriculum as students in the order and format it would be implemented in the classroom. Theworkshop activities included lecture style presentations, self-paced online tutorials and hands onactivities, design challenges and demonstrations. Open discussion was integrated throughout theworkshop in order to clarify content and address concerns of the teachers. While two days of PDwas sufficient for some teachers to feel comfortable with the INSPIRES curriculum module,some teachers need extended training that focuses on content, pedagogical approaches and actualdesign & construction of the culminating design challenge. With funding obtained from the NSF Discovery Research

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Joshua A. Enszer, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Education, 2012 Incorporating Engineering Design into High School STEM InitiativesAbstract A report by the National Academy of Sciences, National Academy of Engineering, andInstitute of Medicine titled “Rising Above the Gathering Storm” specifically calls for thedevelopment of rigorous new K-12 curriculum materials to improve science and mathematicseducation as a highest priority action. With funding from the National Science Foundation, wehave developed new curriculum modules which target the International Technology &Engineering Educators Association (ITEEA) Standards for Technological Literacy and increaseinvolvement in STEM (Science, Technology, Engineering and Mathematics) related fields. Eachmodule focuses on an

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

integrated throughout their curriculum in a developmentally appropriateway? The success of Douglas L. Jamerson, Jr. Elementary School Center for Mathematics andEngineering Program, Pinellas County, FL, is largely built upon the track we took in answeringthis question. Over three years ago as we began to build an engineering program for our brandnew school, we knew that teacher professional development would be the key to our success. Atthat time, there were a few model options. Although a “turn-key” curriculum was not available,there were some commercial products that did provide an engineering element for elementaryeducation. Such packages have the attractive component that “training” would be provided bythe vender and the classroom materials were

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

assessments have been added, they typically do nottake place until late elementary school, and so science may not be consistently taught in thoseyears prior. For all of these reasons, in-service teachers are apprehensive about teaching sciencein a more inquiry based manner and adding engineering—an unknown and untested subject—totheir already limited instructional day (Carson and Campbell, 2007). One of the ways we haveaddressed this complex issue in North Carolina is through intentional integration of engineeringthrough the science curriculum goals (http://www.ncpublicschools.org/curriculum/science/). Inthe kindergarten and first grade years, we focus on development of foundational skills inengineering: the design process (EiE’s five point iterative