Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

of work 0.499. My motivation for teaching science is to promote an enjoyment of learning 0.5210. I believe DET should be integrated into the K-12 curriculum 0.5311. I am interested in learning more about DET though workshops 0.6812. I am interested in learning more about DET through college courses 0.3413. In a science curriculum, it is important to include the use of engineering in developing 0.48 new technologies14. I am interested to learning more about DET through peer training 0.5415. My motivation for teaching science is to help students develop an

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

of 0.726 problems to which DET can be appliedMy motivation for teaching science is to promote an understanding of 0.672 how DET affects societyI am interested in learning more about DET through in-service 0.665I would like to be able to teach students to understand the process of 0.659 communicating technical informationMy motivation for teaching science is to prepare young people for the 0.652 world of workMy motivation for teaching science is to promote an enjoyment of 0.599 learningI believe DET should be integrated into the K-12 curriculum 0.592I am interested in learning more about DET though workshops 0.591I am

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Susan Lowes, Columbia University; Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston; Shih-Ying Yao, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

engineering concepts can be introduced at an early grade level. • Teachers reported that students developed a better understanding of what engineers do. • Teachers found the EiE lessons furthered objectives for science in the classroom and reinforced concepts already taught in class. • Student understanding of science concepts improved as a result of interaction with the EiE materials. • Teachers plan to integrate the EiE lessons into their existing science curriculum. • Both teachers and students felt comfortable using the engineering design process. • Students learned that there are different ways to solve problems. • Students were active learners and motivation was positively affected; they were engaged and

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; David Urias, Drexel University; Adam K. Fontecchio, Drexel University; Eli Fromm, Ph.D., Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

vehicle formath and science education. Specifically, we developed a presentation model that usedengineering in context and examples of real world engineering to integrate science and matheducation while ensuring constant interaction and feedback between the teachers, fellows, and Page 22.94.3students10,11. The fellows became regular members of the classroom and were directly involvedin classroom instruction, curriculum development, student mentoring, as well as other schoolrelated activities. The teachers and students gain an appreciation for real world, engineering,applications of curricular math and science concepts while the fellows become

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado at Boulder; Brian Huang, Sparkfun Electronics; Beth A Myers, University of Colorado Boulder; Lindsay Diamond, SparkFun Electronics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

(Evaluation)IntroductionFor over twenty years, a first year introduction to engineering design course at the University ofColorado Boulder has provided an experiential hands-on design experience that has been shownto significantly improve retention of engineering students [1]. Many studies have previouslydescribed K-12 STEM programs (as reviewed in [2]) however this curriculum attempts to takeadvantage of the strengths of the engineering design course at the University of ColoradoBoulder and Sparkfun Electronics hardware. This course introduces a variety of engineeringdisciplines including mechanical, electrical, and computer engineering using both formaldelivery of technical curriculum and hands-on design projects. We leveraged the

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph D. Steinmeyer, Massachusetts Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

computer sciencecurriculum or a circuit theory curriculum. In the last few years, however, we’ve beenfocusing on in integrating both hardware and software engineering into EECS PBL at thesecondary level. We have been carrying out this work with classes of rising high schoolseniors in a number of summer enrichment programs run through the Office ofEngineering Outreach Programs (OEOP) at the Massachusetts Institute of Technology. Inthe last two years we have particularly been exploring ways of deploying single-boardcomputer platforms including the BeagleBone Black and Raspberry Pi as means ofproviding a flexible, enriching, and open-ended project-based learning experiences thatprovides significant exposure to both hardware and software development

Conference Session

Infusing Engineering Content Through Curricular Innovation

Collection

2009 Annual Conference & Exposition

Authors

Emily Wischow, Purdue University; Lynn Bryan, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

information into a course is where it willfit within the broader curriculum. With an emphasis on standards-based education and increasedteacher accountability, one of the concerns that we most often hear from teachers is thatnanoscience material doesn’t fit into the existing courses that they teach, and they do not havetime in the school year to add new, innovative materials to their classes. Therefore, it isimportant to understand where teachers believe nano can fit into what they already teach. Acrossthe board, this seems to be a priority for the majority of teachers. Compiling information abouthow teachers connect nano to their existing curricula will allow us to provide new ideas to ourparticipants about integrating NSET content, and may also

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

summer science and engineering club for children thatshe led, and—most especially—her work with HCPS in the SySTEmic Project (see Table 4). TheNDRP project involved working with a school district to provide EiE PD for teachers, gatherstudent and teacher data during the school year, and offer follow-up PD sessions to get teacherfeedback after instruction. HCPS was an eligible district and a natural choice for the first authorgiven the work that had already begun with the Workforce One Maryland Grant. A formalHCPS-EiE-TU partnership emerged, in which EiE provided additional support for PD, materials,curriculum, and the author’s time. The NDRP project was critically important in enabling the SySTEmic Project to haveenough funding to complete

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

James Nelson, University of Texas at Tyler; Michael Odell, University of Texas at Tyler; William Geiger, University of Texas at Tyler; Kristian Trampus, University of Texas at Tyler

Tagged Divisions

K-12 & Pre-College Engineering

thisduplication does indeed exist, and the authors believe that it does, there is considerable losteducational opportunity that could be mitigated through curriculum alignment and revamping.The Proposed Integrated Curriculum Four elements are necessary when developing a curriculum to provide for success in a flatworld. These elements are: ‚ The secondary education curriculum must provide a balanced education grounded in fundamental principles that will enable a student to pursue a career of their choice in higher education. ‚ The curriculum must provide the necessary skills for success in an increasingly technological environment. ‚ The curriculum must enable the student to function in a global

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

. Over the past 18 years, more than 700 educators and 60,000 students havebeen impacted by the program, which features integration of engineering designchallenges into other disciplines of learning from literature to science and mathematics toart. For the past 12 years, DTEACh has focused on teaching automation and controlconcepts with robotics as the medium. This paper describes an evaluation of recentmodifications to the institute implementation and advancements in the designmethodology. In particular, changes to the institute feature: (1) contextualization of thedesign problems within the 21st Century Engineering Grand Challenges; and (2)increased focus on the pedagogy of design-based teaching and learning. These changeswere implemented in

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

schools with the flexibility to adopt either an engineeringcurriculum or integrate selected curriculum materials into other subject areas such as science.The incorporation of engineering in technology education curricula focuses on existing or Page 11.288.3planned pre-college engineering and technology programs. These programs provide a strongmechanism for incorporating cohesive, level-appropriate engineering experiences for K-12students. Typically, students enrolled in these programs are more interested in engineering andtechnology than their peers, and are strong candidates to study engineering as undergraduates.Incorporating engineering and

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Debra Brockway, Stevens Institute of Technology; 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

and high school students demonstratedincreased knowledge of gears, electricity, and buoyancy after designing and building robots toperform tasks in an underwater environment, a curriculum module led by their teachers afterparticipating in the EOFNJ Program.7 And, elementary students posted statistically significanthigher gains in their knowledge of science and engineering concepts than a comparison group ofstudents after their teachers implemented curriculum materials for which they received PD in theEOFNJ program.8 Page 14.212.10School Success Stories – Behind the ScenesSurvey results, interviews with teachers, and data from student test

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Chris Merrill, Illinois State University; Vincent Childress, North Carolina A&T; Rodney Custer, Illinois State University; Craig Rhodes, North Carolina A&T

Tagged Divisions

K-12 & Pre-College Engineering

suffered from a lack of well designed, standards-based curriculum. Merrillstated that “An engineering thrust may create a clearer case why technology education shouldexist in the public schools.”2 There exists, however, a major stereotype that has to be overcome ifengineering concepts are to be integrated into technology education, and for engineers to take Page 11.762.2technology education seriously. Greg Pearson, a Program Officer with the National Academy ofEngineering, made the following statement regarding common perceptions of the two fields ofstudy. “Let’s face it, engineering is filled with elitists, and technology education is for blue

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

participate in formal professional development (PD) activities that exposeteachers to robotic design activities which can be integrated into classroom practicesconstructively. Well-trained teachers, along with an appropriate educational philosophy,curriculum, and learning environment are critical to the successful integration of LEGOMindstorm robotics in the classroom. Based on this principle, in 2009, NASA awarded Georgia Tech a contract to developonline professional development (PD) courses for STEM teachers. One goal of this project is tosupport teachers’ professional development through an online curriculum designed to enableteachers to learn skills for utilizing robotics concepts in conjunction with the Lego Mindstormkits in math and

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

Science Program at the University of Wisconsin-Madison, studying fast oxygen conduction for energy technologies using high-throughput ab-initio computation.Prof. Amy K Schiebel, Edgewood College Amy Schiebel is an Associate Professor in the Natural Sciences at Edgewood College where she works as the Director of their unique K-16 Science Program and Directs the Office of Science Outreach since 2002. She holds a B.S. and M.S. in Geology and an M.A.T. and Ph.D. in Science Education, the later three degrees from the University of Iowa. She has spent the past 25 years working in curriculum design and development, teacher preparation, teacher professional development, and undergraduate science education as well as designing

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristina M. Fields, University of Wisconsin, Platteville; Tammy J. Salmon-Stephens, University of Wisconsin, Platteville; Elizabeth Ann Holden, University of Wisconsin, Platteville; Kim M. Lobdell P.E., KL Engineering, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

international exposure.A recent international Delphi study, with a follow up expert panel meeting, gathered 32engineering, technology and education experts from nine different countries and concluded thatthe curriculum used to support K-12 engineering and technology education be brought intosocial concepts in specific contexts such as: food, shelter, water, energy,mobility/transportation, shelter, and health5.ApproachTo counter the gender gap and to encourage careers in transportation, the university introducedtransportation in STEM to girls in grades 7-12, by continuing an existing multi-year outreachseries. This program focuses on providing three weekend events for specific age groups witheach program (grades 7th-8th, 9th-10th, and 11th-12th). These

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

interventions.Mr. Muhammad Faiz Shams, Museum of Science Muhammad Shams is a Research Associate who has been with the Museum of Science, Engineering is Elementary team for almost 2 years. He graduated from the University of Massachusetts Dartmouth with a Bachelors of Science in Mathematics. Prior to his time with EiE, Muhammad worked as an undergrad- uate researcher in the field of applied numerical analysis. Muhammad assists the team with quantitative analysis, paper writing, and database management.Jonathan D Hertel, EiE/Museum of Science Jonathan manages the Examining the Efficacy of Engineering is Elementary (E4) project (an NSF-funded study of the efficacy of the EiE curriculum), overseeing and organizing a research effort

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

engineering or technology. A National Association for Researchand Teaching article provides an overview of engineering education to date, and the stepsnecessary for successful integration of engineering in the new NGSS. 2 They suggest a need formore training and new instructional resources to provide opportunities to engage students inSTEM learning; however they caution that “effective, equitable, and accessible teaching andlearning” require “careful planning and implementation”.There have been several nation-wide engineering curriculum program (Engineering isElementary (EiE), Project Lead the Way (PLTW), Lego Engineering, etc.) as well as university-led initiatives in local schools3,4,5 which have brought engineering to K-12 students

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian David Hartman, Oregon State University; Kimi Grzyb, Oregon State University; Katharine G. Field, Oregon State University

Tagged Divisions

K-12 & Pre-College Engineering

curriculum showed that energyconcepts are indeed fragmented into disciplinary silos (Chen, Scheff, Fields, Pelletier, &Faux, 2014). This means that students cover the same energy concepts in differentclasses, but learning does not necessarily build on prior knowledge and it is notconnected to other content areas. Because current curricula do not do a sufficient job ofintegrating energy across the K12 science disciplines, additional work needs to be done todevelop curriculum that covers multiple science disciplines, including biology, earthscience, physical science, and chemistry. An ideal bioenergy curriculum would teachstudents core concepts of the field from the various disciplinary perspectives, as well aspresent the material in a learning

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

,and systems.3,4 The “beads” or “packaging” used to deliver engineering content generallyfocused on technologies of interest to students, such as cell phones, digital video, water-bottlerockets, and robotics.This conceptual model for analyzing engineering curricula provides insights into the variety ofapproaches and curriculum pathways through which engineering concepts and skills are and canbe delivered in K-12 classrooms, as well as the varied learning objectives of such curricula. Italso provides a glimpse into the types of teacher expertise needed and the challenges encounteredin effectively delivering engineering curricula.Challenges in Integrating Engineering into the ClassroomResearch on the integration of innovative curricula has

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

andjustification for the need for energy science PD in Hawaii, a thorough description of the PDcourse format and curriculum is provided. We describe briefly the model for scientific inquiryintegrated into the workshops and then summarize the engineering design process, highlightingthe interrelationships between scientific inquiry and the engineering design process. This servesas the context for the data analysis and final conclusions. The following data sources will bepresented and analyzed: 1) Participant data from surveys pre and post, 2) Workshop guestpresenter data, and 3) Classroom implementation data submitted by teacher PD participants. Alldata is analyzed with an emphasis on assessment of the integration of the engineering designprocess, and the

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

of a problem or project – students learn, and then apply, science content andskills that are relevant to their project or problem solution. The technique improves studentlearning and retention of science concepts, largely because students learn more when they areinterested and actively involved in what they are doing, and when they understand the relevanceof the material to their own lives.[8, 11]Recent developments in curriculum reform have also promoted the integration of science,technology, and mathematics in an effort to deviate from the traditional, compartmentalizedsubject structure and move toward learning situations that mimic the real world.[12-14] Thesereform movements promote the teaching and learning of science process skills

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eugene F. Brown, Virginia Tech; Larry G. Richards, University of Virginia; Elizabeth A. Parry, North Carolina State University; Malinda S. Zarske, University of Colorado, Boulder; Stacy S. Klein-Gardner, Vanderbilt University and Harpeth Hall School

Tagged Divisions

K-12 & Pre-College Engineering

. He is a Fellow of ASEE, was General Chair for FIE 2010 - the 40th Frontiers in Education Conference, and serves as the UVA Campus Representative. For the past nine years, Richards has brought Engineering Teaching Kits (ETKs) into middle school science and math classes through the Virginia Middle School Engineering Education Initiative. These ETKs introduce the engineering design approach to problem solving and teach key science and math concepts using guided inquiry.Elizabeth A. Parry, North Carolina State University Elizabeth Parry is an engineer and consultant in K-12 STEM (science, technology, engineering, and math- ematics) Curriculum and Professional Development and the Coordinator of K-20 STEM Partnership De

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

William Moss, Clemson University; Dorothy Moss, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

: Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariate Calculus. He is also supported by an NSF Mathematics Education CCLI grant: Adapting K-8 Mathematics Curricular Materials for Pre-Service Teacher Education.Dorothy Moss, Clemson University Dot Moss is a lecturer in the Department of Mathematical Sciences at Clemson University where she serves as Project Director of Math Out of the Box™, a K-5 curriculum and teacher professional development project. She has a BS from Bob Jones University, a Masters from Clemson University, and thirty hours above a Masters in Library Science. In addition to serving as one of the principal authors of Math Out of the Box

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Augusto Z. Macalalag Jr., Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Demonstration ProjectThe 2005-2006 Engineering Our Future NJ demonstration project included a pilot componentfocusing on elementary teachers. The goal of this pilot was to assess the impact of engineeringcurricula on student learning and interest in engineering and to investigate classroomimplementation challenges and benefits. In this pilot, the Engineering is Elementary (EiE)curriculum modules were selected to align with many elementary schools’ science curricula.Each EiE module contains lessons that integrate an elementary school science topic with aspecific field of engineering and features hands-on activities that engage students in theengineering design process.In addition to this research, a parallel goal was to create awareness and partnerships

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University; Emily George Hardee, Brentwood Magnet Elementary School of Engineering; Lizette D. Day, Rachel Freeman School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4900: DEVELOPING ELEMENTARY ENGINEERING SCHOOLS:FROM PLANNING TO PRACTICE AND RESULTSElizabeth A. Parry, North Carolina State University Elizabeth Parry is an engineer and consultant in K-12 STEM (science, technology, engineering, and math- ematics) Curriculum and Professional Development and the Coordinator of K-20 STEM Partnership De- velopment at the College of Engineering at North Carolina State University. For the past 15 years, she has worked extensively with students from kindergarten to graduate school, parents, and pre-service and in-service teachers to both educate and excite them about engineering. As the Co-PI and Project Director of a National Science Foundation GK-12 grant, Parry developed a

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

, engineering and mathematics (STEM) education, particu- larly as it relates to increasing interest in and participation by females. Dr. Klein-Gardner serves as the Director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, TN. Here she leads professional development opportunities in STEM for K-12 teachers and works to Identify and disseminate best practices from successful K12, university and corporate STEM programs for females. This Center also leads a program for rising high school girls that integrates community service and en- gineering design in a global context. She continues to serve as an Adjoint Professor of the Practice of Biomedical Engineering, Teaching & Learning, and

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Keith Holbert, Arizona State University; Lisa Grable, North Carolina State University; Patricia Dixon, Florida State University; Sharon Schulze, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Adjunct Professor, Department of Curriculum and Instruction. Lisa's extension and research projects have included work with public schools in the areas of instructional technology and science, including numerous in-service workshops for teachers.Patricia Dixon, Florida State University Dr. Dixon is Director of the Center for Integrating Research and Learning at the National High Magnetic Field Laboratory, conducting educational programs for students, teachers, and the general public. She has administered REU and RET programs since 1999, participates in a national RET Network, and has published and presented research on RET programs. Dr. Dixon is currently directing a study to

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Leigh McFarland Kendall, Tufts University; Kristen Bethke Wendell Ph.D., University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

,33,34 and the active building of ideasthrough physical artifacts and models35,36 All of these strategies are integral componentsof our program’s engineering-based science curriculum, but the success of thesestrategies in the classroom largely depends on their faithful adoption by teachers. Andteacher adoption of the strategies depends on the extent to which teachers perceive themas superior approaches to encourage student learning. Ideally, teachers’ current beliefs Page 25.1395.3would already exhibit many progressive characteristics and support building toward theideal beliefs presented in the professional development. This would allow for small

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Mark OShea, CSU Monterey Bay

Tagged Divisions

K-12 & Pre-College Engineering

to makeengineering principles a part of their instruction for student learning, then engineering principlesand design must be a part of the state science standards. Unfortunately, most existingengineering curricula lack an appropriate translation into standards-achieving lessons forenriching the science curriculum. Translation into standards-achieving lessons is critical.Aligning with StandardsMost states have promulgated content standards in important subject matter, and school districtsare working on the alignment of their curricula. Curriculum frameworks have been prepared,lesson and unit plans have been revised, and new assessments are intended to measureachievement of the standards by students at all grade levels. Unfortunately, the