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

surprising after theweeklong intensive experience. The roughly 3-point increase in these areas is not an indicatorof whether or not the student ‘enjoyed’ the increased familiarity or job knowledge, it simplyreveals that knowledge was gained. A more telling indicator is whether or not students, armedwith the new knowledge considered changing their career or college plans. Evidence for thistype of influence was present but much less convincing in the slim, but significant +0.63 and+1.17 mean increase in response to the questions of 1) whether or not bioengineering wouldbe chosen as a college major or 2) whether or not students would pursue a career inbioengineering. Because long-term follow-up was impractical, it is not known whether or notthese means

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

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

all students to learn. These are: 1) Asking questions (for science) and defining problems (for engineering) 2) Developing and using models 3) Planning and carrying out investigations 4) Analyzing and interpreting data 5) Using mathematics and computational thinking 6) Constructing explanations (for science) and designing solutions (for engineering) 7) Engaging in argument from evidence 8) Obtaining, evaluating, and communicating informationIII. Implementation and ResultsThe TAR-STEM curriculum has been offered as a track along with the regular Bangor HighSchool program since September of 2012. In each year of the program, all incoming students arenotified of the TAR-STEM program and connected with the school

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

Standards (NGSS)foregrounds the importance of collaboration in science and engineering practices by integratingcommunication as a fundamental criterion at all levels of K-12 education: “Engineers need to beable to express their ideas, orally and in writing, with the use of tables, graphs, drawings, ormodels and by engaging in extended discussions with peers.” 13 Such communication practicesare necessary for generating design solutions and for planning and carrying out collaborativeinvestigations.Previous studies indicate that young learners encounter communication challenges related totask, relational, and identity issues when collaborating on engineering design projects.14, 15 Otherresearch has identified effective scaffolding to support middle

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Nowak Jr., Rensselaer Polytechnic Institute; Daniel A Kaczmarek, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Johnson Samuel, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

planning techniques and finally, the students get to operate the machine themselves tomanufacture the part that they conceived. This tangible final product “rewards” the students fortheir efforts and reinforces their creativity. Fig. 5: Art-to-part demonstration accomplished by the module3.3 Quantifying 3D Space (middle-school students)The machine tool moves in three dimensional space to remove material in a designated location.This requires students to be able to relate the movement of the machine tool to each axis of themachine. Students learn to apply the concepts learned in geometry to be able to move themachine to the location and orientationthey desire (Fig. 6).3.4 Cutting Tool Selection Principles (middle-school

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Elisabeth McGrath, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Dawna Schultz, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

13.516.8Several strategies have been particularly effective to engage partners and expandprogramming: Catalyst grants of to initiate new or expand existing programs to reach pre- or in- service teachers with engineering professional development. Grantees receive funding of $5,000, plus training and materials to launch new programs. In-school and district-based workshops, offered as part of districts’ professional development plans. Guest-lecturer and workshops offered at host sites such as colleges of teacher education to reach both pre- and in-service teachers.Partners include two- and four-year colleges, industry, government, educationassociations, schools and school districts, and other stakeholder groups

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

40 minutes to construct, revise, deal with challenges,rebuild as necessary and finally use a compound structure of a hotel and surroundingswimming pools. Throughout this 40 minute period (long beyond the expected attention span ofa child her age) the young builder was focused on executing a plan that seemed to be very vividto her. We argue that close observation of how she conducted herself as a master builder revealsa mental model for the structure that was being followed while remaining sufficiently open toother input. Accepting help from others and allowing their participation in the building activitywas welcomed but it had to conform to her model. When other children violated this expectationthe master builder was quick to “correct” the

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

sciencedevelopment using engineering concepts as the guiding tool.Who are We?Douglas L. Jamerson Elementary School was built in 2003 in a predominantly ethnically isolatedinner city neighborhood. Its location facilitated ethnicity integration without the aid of a districtassigned plan. During its first year of operation, the school applied for and received a grant fromthe Magnet Schools Assistance Program (MSAP) that provided additional resources to supportits curriculum and faculty development. The school has a K-5 student population with no specialenrolment criteria and definitely functions as a typical full service neighborhood school. It hasmore than 600 students and at least 3 classrooms at each grade level. Student talents and abilitiesare normally

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

resource, but a larger number of the classroom mentors (89%) believe this is the case.A quarter of the teachers feel that this program has increased their workload, but only 11% of theclassroom mentors have noticed this to be the case. This indicates that communication betweenthe teacher and the classroom mentor about the program and the burden of implementing newcurriculum could be improved. While having an extra set of hands in the classroom in the formof the classroom mentor is certainly helpful for actually implementing the activities, the amountof work that goes into planning and designing hands-on activities, especially in a content areathat has not previously been covered, should not be underestimated. This may be an area wherecommunication

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Sean Doherty, Worcester Polytechnic Institute; Shweta Shanbhag, Worcester Polytechnic Institute; Martha Cyr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

Science & Technology/Engineering standards,and are part of the Engineering is Elementary [3] materials. Engineering is Elementary (EiE)combines elementary level technology and engineering with commonly taught science lessonsthrough a storybook whose main character is a child that works on solving a real world problem.For each unit the materials introduce the students to an engineering field and leads them througha simplified design process using a five step approach (shown in Figure 1) of “Ask, Imagine,Plan, Create, Improve” as they work to solve the same problem as the character in the story. Theselected projects used for the TEMI workshop were: - Water Purification (civil engineering), in which the students design and test a water

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Lisa Ncube, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

systematically collected and used to show the extent to which aprogram has achieved its goals. Outcomes based evaluation allows program administrator tobecome more accountable thereby increasing their likelihood of retaining or increase funding,develop and justify budgets. OBE allows administrators to focus attention on programmaticissues and garner support for innovative efforts. Positive outcomes allow the program to gainfavorable public recognition in so doing attract new participants. Through OBE administratorsare able to increase the program’s internal efficiency by tracking its inputs and output and targeteffective services for expansion and prepare long-range plans. OBE is an effective way ofdemonstrating the program for replication3.Evaluation

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

K-12 & Pre-College Engineering

never imagined that learningcould be so much fun and how much they accomplished in just a few short hours. The“hands-on” class visit was a huge success.A follow-up phone call a week later led to a successful cooperative venture between theUniversity and the high school. The high school purchased two PLCs and theprogramming software. Together, we found industrial donations of input and outputdevices such as switches, motors, valves, and pneumatic cylinders. The high school 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

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

engineering; Design, above all else, is what makes engineering different from science. (Innovation)7. Design begins with the figuring out what is needed and ends with a product or system in the hands of a user. (N/A)8. Design is mainly putting ideas together rather than breaking down big ideas into small pieces, which is central to engineering science. (N/A)9. … design is a form of communication that tries to plan and shape human experience. Designers take ideas and information from the arts and sciences to conceive, plan, and build things that are useful to people. (Innovation)10. Design is as much a matter of finding problems as it is of solving them. (Innovation)11. In design it is often

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard S. Stansbury, Embry-Riddle Aeronautical University, Daytona Beach; Farahzad Behi, Embry-Riddle Aeronautical University

Tagged Divisions

K-12 & Pre-College Engineering

science and engineering disciplines, and have a funexperience. This paper discusses the background of this camp, the curriculum from the first twoyears of the camp, feedback from parents and children, lessons learned, and plans to develop afollow-on advanced camp for middle school and science students.IntroductionFor many years, summer camps have provided an outlet for children of varying age levels andbackgrounds, but similar interests, to interact with one another. One of the primary goals of acamp is to engage and teach the campers some skills, while maintaining a level of fun andenthusiasm throughout the camp. In order to renew interest in science, technology, engineering,and mathematics (STEM), schools, universities, and other organizations

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

international, commercial and government markets. Throughout Cazes’ career, his responsibilities have included business development, marketing, public relations, finance, strategic planning, operations, and management. Cazes also serves as an advisor on multiple boards for various non-profits throughout the region. Previously, Cazes has served as the Assistant Director of the Information Technology Consulting Department. In this capacity, Cazes started the Mobile Development Group which focused on automating business processes through handheld devices. Cazes also served as the Director of Telecommunications Management Department and became a member of the Executive Team of Shreveport headquartered IT consulting and software

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Vanderbilt University and Harpeth Hall School

Tagged Divisions

K-12 & Pre-College Engineering

need to be solved, with supporting ‘classes’ that help solve the problem across the STEM disciplines. In 2012, our plans are based in both service learning and engineering design within a global context. The Lwala Community Alliance has "hired" the participants to improve the design of the tippy-tap handwashing stations used in their girls' schools in Kenya. Participants will use the engineering design process to manage the redesign along with appropriate scientific inquiry, statistical analyses, CAD drawings, and hands-on prototype building to accomplish this task. Getting girls interested and involved in STEM studies early is important. Hence, the target enrollment each year is 30 girls

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Ehsan Sheybani, Virginia State University; Giti Javidi, VSU

Tagged Divisions

K-12 & Pre-College Engineering

scared of or frustrated by technology, to report thattechnology increased their ability to learn new things, to report being more likely to enroll in STEM-related courses,and to have more positive feels toward technology in general. Digispired students also reported a much greaterinterest in pursuing careers in scientific research or engineering than their comparison peers (59% to 45%).Participants were more certain about their post-high school plans than non-participants; they primarily planned toattend 4-year college or university programs (78% versus 49% of comparison students).Students’ comments indicate that they enjoyed the program, for the most part, and that they increased theirknowledge and skills through their participation. Students

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

workshops focus on building confidence withthe projects and fundamental topics. The teachers then implement the curriculum with theirstudents throughout the academic year and work with the university faculty to further refine thecurriculum. Primary challenges related to student learning with new curricula include thedevelopment of lesson plans and notes from trusted sources as well as the experience of isolationassociated with teaching a single course in a school. Some of the strategies include thedevelopment of master notes (by university faculty and K12 teachers) through continualcollaboration with the teachers both in person and electronically. Through the NASA-Threadsweb portal (www.nasathreads.com) university faculty provide master notes as

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Penn State Harrisburg; Sofía Carolina Maldonado, Texas A&M International University; Gerardo J. Pinzon PE, Texas A&M International University; Rohitha Goonatilake, Texas A&M International University, Laredo, Texas

Tagged Divisions

K-12 & Pre-College Engineering

and the engineering design process and other conceptstaught in college engineering courses. Fourteen participants successfully completed theworkshop. This paper provides details about the workshop, including the topics covered.Results of pre- and post- workshop surveys are also presented and discussed.I. IntroductionThe declining competitiveness of the United States (U.S.) and impending shortage of engineershas been the focus of numerous reports [1, 2]. The Texas Higher Education Coordinating Boardattempted to respond to the looming crisis through the creation and implementation of theClosing the Gaps: The Texas Higher Education Plan [3]. Under the program’s strategies, a goalto significantly increase the number of degrees awarded in

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; David Quarfoot, SDSU/UCSD; Kimberly C Csanadi

Tagged Divisions

K-12 & Pre-College Engineering

school students; exposure to engineering lab environments; education on coursework planning choices and explicit and implicit high school course requirements for getting into college; familiarity with post-secondary financial challenges and rewards • Philosophy: awareness of gender disparity; exposure to high school, college, and professional women role-models; interaction with student diversity organizations; participation in discussion forums exploring gender inequality and stereotypes; hearing keynote speeches by prominent women STEM professionalsTargeting the objectives at the middle school level was especially important, for the decline inSTEM interest among girls is found

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

interactivepedagogies such as inquiry based learning will provide students with meaningful experiencesthat showcase the importance and satisfaction of pursuing careers in STEM1.Research has shown that students as early as middle school develop an affinity or aversion toSTEM2,3. In one study, it was found that “life experiences before 8th grade may have impact onfuture career plans.” The researchers further conclude that in order “to attract students into thesciences and engineering, we should pay close attention to children’s early exposure to science atthe middle and even younger grades4.” Through this research, as well as the initiative set forthby the National Academies, one can conclude that a focus on the middle school years is crucialto help excite and

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mindy Hart, EPICS; Laura Bottomley, North Carolina State University; J. Jill Rogers, University of Arizona; Merredith D. Portsmore, Tufts University; Jeffrey B. Goldberg, College of Engineering, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

century skills. The pre and post strongly agree percentages to the survey statements (5 point Likert scale) are below. Page 24.227.5 I am confident I can include others’ perspectives when making decisions. 31% to 36% I am confident I can make changes when things did not go as planned. 29% to 31% I am confident I can set my own learning goals. 34% to 42% I am confident I can manage my time wisely when working on my own. 24% to 34% When I have many assignments, I can choose which ones need to be done first. 31% to 35% I am confident I can work well with students from different backgrounds. 35% to

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sanaz Mahmoodi Takaghaj, University of Calgary; Chris Macnab, University of Calgary; Sharon Friesen, University of Calgary

Tagged Divisions

K-12 & Pre-College Engineering

goal-oriented tasks. In the next phase of the program we plan to be more specific that creative design solutions will be rewarded, as long as they don’t clearly violate a specific regulation. The girls all appeared to be having a great time, not only competing in their own event but also in soaking up the atmosphere of robotics enthusiasm. The teachers who accompanied the students confirmed that the students had great time, learned a lot, and both teachers and students expressed the desire to keep the program running the following year. 4 Results In order to gage the effectiveness of the program we provided surveys to the teachers, who administered them to the students after obtaining parental permission. We twice administered the survey, once

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering

needed to guide the search through thestate standards. Our initial search borrowed from ideas found through literature review. The Page 22.1095.12NATIONAL  SURVEY  OF  STATES’  P-­‐12  ENGINEERING  STANDARDS    initial criteria stemmed from the Committee on K-12 Engineering Education 2008 report, whichprovided the following: • "Engineering — a process for creating the human-made world, the artifacts and processes that never existed before.” (p.9) “Most often engineers do not literally construct the artifacts, they provide plans and directions for how the artifacts are to be constructed.” (p.9) • “They also

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

David T. Allen, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Karen A. High, Oklahoma State University; Anthony J. Petrosino Jr, University of Texas, Austin ; Theresa A. Dobbs, UTeachEngineering and University of Texas, Austin; Cheryl Farmer, UTeachEngineering; Jill A. Marshall, University of Texas

Tagged Divisions

K-12 & Pre-College Engineering

Education programs for in- service teachers. Prior to joining UTeachEngineering, Dobbs worked at the UT’s Center for Lifelong Engineering Education (CLEE) within the Cockrell School of Engineering. In her role as Senior Program Manager, she was responsible for the implementation of 100+ short courses, conferences, and certificate programs, with program topics covering a variety of engineering disciplines. Before joining the University of Texas, Austin, Dobbs worked for the National Alliance for Insurance Education and Research as a Pro- gram Coordinator. In all, Dobbs has more than 15 years management and meeting planning experience. Her education includes a B.B.A. in marketing from Texas A&M University.Ms

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly B. Crittenden, Louisiana Tech University; James D. Nelson, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Jane A. Petrus, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

College of Engineering and Science at Louisiana Tech University. In her role, she assists engineering and science students in academic advising, career planning, and more. She also helps coordinate K-12 outreach programs like TechSTEP. Petrus has a degree in mechanical engineering and spent two years working for the Dow Chemical Company before working at Louisiana Tech University. Page 25.1209.1 c American Society for Engineering Education, 2012 Summary Results from Seven Years of LaTechSTEP: A High- School Teacher Development and Student Recruiting ProgramAbstractLaTechSTEP is a

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Jessica E. S. Swenson, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

working with students on engineeringactivities, ways to make personal connections with students, and how to interact with teachers. Informal Education Opportunities – Summer Camp A significant portion of the W-STOMP program model is devoted to the formalclassrooms with resources dedicated to developing teacher’s facility with engineering and genderequity, activities that are appropriate and engaging, and providing mentors to all students.However, planned for Summer 2012 is a summer camp opportunity for the female students in theparticipating classrooms. Informal education opportunities, like summer camps, offer freedomsof time and content that are not possible in formal classrooms. The planned summer camp willbe only open to

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Terence J. Fagan, Central Piedmont Community College; Gerald D. Holt, Project Lead The Way

Tagged Divisions

K-12 & Pre-College Engineering

engineering toteachers and young students as a potential career path8.”The issue of institution liability when sharing college infrastructure came up early and took moretime to solve than initially planned. After two months analyzing the question of the institution‟sliability for adolescent students, the school requested that the US FIRST team purchase liabilityinsurance. The liability insurance allows the adolescent student to use the college facilities. Onelimitation that needed to be addressed was the institution‟s computer usage, which was solvedwith the creation of a non-curriculum class. This allows anyone registered in the class access tothe college‟s computer system and software. The authors assume that protocol may differ atother

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

haddone. They listened as members of the audience gave their impressions of the more abstract piecesand clearly stated their praise for the work presented. Perhaps one of the most interesting commentscame from a young lady who commented that she was planning on following a career inengineering, but what really put her over the edge was being able to work on a love of her life - art -in the context of engineering, as she had just done. She had never thought of being able to combinethe two disciplines of art and engineering. This may not be a deep and enlightening idea, but itspeaks to the necessity to form bridges between a variety of disciplines, especially when dealing

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Silvia Carreño, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

just a few of thedrawings showed blue-collar clothing. Drawings of “directing” engineers also present a highnumber of notebooks, math symbols, signs of thinking, etc. Box 1. Selected examples of accurate perceptions from teachers - She is carrying some blueprints to show her colleagues the projects that she has planned, since these blueprints are a lot, a friend comes down to help her. o Está llevando los planos para mostrarle a sus compañeros los proyectos que tiene planeados, como son bastantes un amigo baja a ayudarla. - The engineer is responsible for the control of the plastic products production machinery. She

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Althea Smith, North Carolina State University; Elizabeth Parry, North Carolina State University; Laura Bottomley, North Carolina State University; Lynn Albers, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

FAME program.Program descriptionRAMP-UPRAMP-UP is a partnership between North Carolina State University and Wake CountyPublic School System that is funded by grants from the National Science and GEFoundations. The program consists of principle investigators, an engineering projectcoordinator, graduate Fellows, and undergraduate Fellows in science, technology,engineering or math (STEM) and secondary math education. The undergraduate Fellowswork with teachers at local public schools to plan and implement inquiry-basedmathematics lessons that demonstrate the practical application of mathematical theory inthe classroom. The graduate Fellow serves as a mentor for the K-12 students andundergraduate Fellows, and coordinates the program at their