Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing

Tagged Divisions

K-12 & Pre-College Engineering

and robotics in STEM education. The NSF projects are SLIDER:Science Learning Integrating Design, Engineering, and Robotics and the re- cently awarded AMP-IT-UP:Advanced Manufacturing and Prototyping Integrating Technology to Unlock Potential.Mr. Fred Stillwell, Georgia Tech - CEISMC Fred Stillwell is a program director for Georgia Tech’s Center for Education Integrating Science, Mathe- matics and Computing (CEISMC.) He recently joined CEISMC after a 20-year career in the Cobb County, Georgia schools, most recently at East Cobb Middle School in Marietta, Georgia. At East Cobb, Mr. Stillwell developed and taught an integrated science, technology, engineering, and mathematics (STEM) course as well as mentoring

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eduardo Alfonso Suescun-Florez, Polytechnic Institute of New York University; Ryan Francis Cain, PS 3 The Bedford Village School; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

conference papers. He has mentored four doctoral students, eleven masters students, 25 undergraduate research students, and eleven undergraduate senior design project teams; over 300 K-12 teachers and 95 high school student researchers; and eighteen undergraduate GK-12 Fellows and 53 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that currently enrich the STEM education of over 2,000 students annually.Dr. Magued G. Iskander P.E., Polytechnic Institute of New York University Dr. Magued Iskander is a professor of Civil and Urban Engineering at NYU-Poly. Dr. Iskander is a recip- ient of NSF CAREER award, Chi Epsilon (Civil Engineering Honor Society) Metropolitan

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

director of the IMPACT LA NSF GK12 Program. Page 22.1613.1 c American Society for Engineering Education, 2011 Using Digital Images to Teach Abstract Math and Inspire Students towards Careers in Computer Science and Engineering1. Introduction Abstract mathematical concepts are often difficult for high school students to understand.Students are often adept at learning how to solve specific math problems but have a difficult timeunderstanding how they can relate to the real world. In response to this, math teachers try tocome up with engaging, real-world examples to not only allow

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Page 25.340.2Research on STEM education and underrepresented minorities and women may serve as anexample for the significance and impact of authentic learning experiences and the need for morereflection: Data show that STEM fields are not as attractive to underrepresented minorities andgirls. While reasons differ, girls are turning away from science/math as early as third and fourthgrade and for the ones persisting, the current climate provided by STEM curricula produces ahigh level of anxiety and low self-efficacy.4,5 Similarly, engineering is considered more object-oriented than people-oriented.6 As a result, many students who are interested in careers related tohelping people may not pursue an engineering-related field, but instead go into

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

challenge for mostcolleges and universities nationwide. Unlike their Asian and European counterparts, careers inmath and science are not the first choice for the majority of American high school students.According to the report Rising above the Gathering Storm: Energizing and Employing America Page 25.1065.2for a Brighter Economic Future, 38% of all South Korean undergraduates receive their degreesin natural science or engineering. In France, the figure is 47%, in China, 50%, and in Singapore,67%. In the United States, the corresponding figure is only 15%4. Cleary, if the U.S. is tomaintain its competitive edge in the global economy, the pipeline of

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Stanley Hunley, Michigan State University; Joshua Whitman, Michigan State University; Seungik Baek, Michigan State University; Xiaobo Tan, Michigan State University; Drew Kim, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

projects designed to show them how an engineer may solvea given problem. Additionally, the variety of engineering disciplines shown to thesevisitors allows them to observe the career possibilities within the engineering field.One of more recent career possibilities in the engineering field is biomedical engineering,which has proven to be a rapidly growing trend within the United States, according torecent increases in the number of master and doctoral degrees awarded in this field [2].Consistent with this trend, we may expect future increases in the number of biomedicalengineering programs offered by universities around the country, particularly at theundergraduate level. Therefore, it may be beneficial for prospective K-12 engineeringstudents to

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Wraegen Williams PhD, University of Virginia; Ping Guan, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

aproblem by learning and acquiring knowledge. Thus, campers are engaged daily in inquirydriven environments where they work as teams on assignments to design products, completeassignments, and report plausible solutions to the original core problem. Beyond these practicalskills campers are given the chance to interact with a number of STEM professionals, learn morein depth about STEM careers, and tour the university under guided supervision. All of theirexperiences and thoughts are recorded in their notebooks nightly during journal time. Thisactivity not only gives campers time to relax, but it provides them with the opportunity to reflectback on what they have learned. Given this break, we anticipate that many campers retain theinformation

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

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Meagan McKinney, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

, nature settings, government infrastructure, and people, can beinvaluable resources for connecting STEM curriculum within context which results in conditionsideal for promoting purposeful learning of authentic STEM content. Thus, community-basedSTEM resources offer ideal context for teaching STEM content. A benefit of focusing teacherattention on these contextual, content aligned resources is that they are in every community;making place-based STEM education a possibility, regardless of the location of STEM teachingand learning. Further, associating STEM teaching and learning with local resources addressesworkforce development and the STEM pipeline by exposing students to STEM careers andapplications in their local communities.The desire to align

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Clark P.E., Aston University; Jane Andrews, Aston University

Tagged Divisions

K-12 & Pre-College Engineering

resources directed towards children in Primary School (K-6). When lookingat provision overall, it is apparent that most of the initiatives focus on science & technologywith engineering & maths receiving considerably less coverage. This lack of exposure isaugmented by the almost total absence of engineering within the school curriculum; meaningthat for most young people, upon leaving High School, engineering fails to register as apotential future study or career choice[16,17,18] . In considering this issue, this paper provides abrief analysis of the second stage of a longitudinal study in which the researchers sought togain an insight into the operational issues faced by one of the UK’s largest for-profit non-governmental engineering

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Heil, David Heil & Associates, Inc.; Greg Pearson, National Academy of Engineering; Susan E. Burger, David Heil & Associates, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

(82%) Student attitudes and/or interest in STEM (68%) Student STEM achievement, content knowledge, and/or understanding (64%) Page 23.1279.9 Student understanding of technology, engineering, and/or science processes (61%)The informal programs place their primary emphasis on interest, attitudes, motivations, andbehaviors toward STEM learning. Formal programs tend to focus more on content knowledgeand processes, often tied to meeting specific standards and/or raising achievement in the STEMdisciplines. Increasing the STEM career pipeline is also a common goal for the programsreviewed for this study, but specific data to

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Charles Feldhaus, Indiana University-Purdue University-Indianapolis; Kenneth Reid; Pete Hylton; Marguerite Hart, Washington Township Schools; Kathy Rieke, Washington Township Schools; Douglas Gorham, IEEE

Tagged Divisions

K-12 & Pre-College Engineering

. Since 2003, the ASEE has created a new K-12 division dedicated to K-12 engineeringeducation, created a guidebook for high school students called Engineering, Go for It! that hasbeen distributed to almost 1 million secondary students, created an e-newsletter that reaches10,000 secondary teachers, guidance counselors, and outreach program leaders, created theEngineeringK12 Center to gather in one place the most effective engineering education resourcesavailable to the K-12 community, and created a survey to understand what secondary teachersthink of engineering as an academic and career pathway for their students.1 Finally, ASEEbrought together leaders from industry and higher education along with K-12 teachers for aLeadership Workshop on K-12

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Fellows have improved theirpublic speaking skills, felt more prepared for their careers, and felt that they were makinga difference simply by being positive role models. In addition, by working with OSTclubs, the undergraduate Fellows work directly with the graduate Fellow who exposesthem to new areas of research, helps strengthen their math and science skills and providesan opportunity to discuss their post-undergraduate plans. Among the NCSU Fellows amuch higher percentage of undergraduate Fellows plan to attend graduate or professionalschool, as compared to similar statistics for the entire university undergraduatepopulation. The graduate Fellow benefits in much the same way and additionallydevelops managerial and administrative skills.Out-of

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

manufacturing content,along with employability skills, while borrowing best practices from ‘wood shop’ and‘technology education’ classes. The hope is that this course will bolster many of the ‘Attributesof Engineers in 2020’ described by the National Academy of Engineering and 21st CenturySkills—these skills and attributes can be beneficial to any college or career path, not just one inengineering. The course incorporates design-build activities into entrepreneurial and businesscontexts, providing relevance to foundational math skills and science practices while integratingproblem solving and cutting-edge technology. The course requires that students draw and renderdesign concepts, communicate design concepts to their peers and clients, fabricate

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Molly H Goldstein, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Mitch Zielinski, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Engineering from the University of Illinois.Dr. Senay Purzer, Purdue University, West Lafayette enay Purzer is an Assistant Professor in the School of Engineering Education. She is the recipient of a 2012 NSF CAREER award, which examines how engineering students approach innovation. She serves on the editorial boards of Science Education and the Journal of Pre-College Engineering Educa- tion (JPEER). She received a B.S.E with distinction in Engineering in 2009 and a B.S. degree in Physics Education in 1999. Her M.A. and Ph.D. degrees are in Science Education from Arizona State University earned in 2002 and 2008, respectively.Mr. Mitch Zielinski, Purdue University, West Lafayette Mitch Zielinski is a fourth-year

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.1460.1 c American Society for Engineering Education, 2015 Teachers’ Use of Argumentation in the Development of Integrated STEM Curricula (Fundamental)Over the past several years, there has been a growing concern that the United States is notproducing enough students who are prepared for careers in science, technology, engineering, andmathematics (STEM), which is needed if the U.S. is to continue to be internationallycompetitive1,2. Efforts placed on improving STEM education have the potential to not only meetthese demands but also to improve STEM literacy of all citizens3.Recent national policy documents have focused their attention on STEM for primary andsecondary

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

degreein mechanical engineering while the other had worked in the construction field. Although neitherhad experience in engineering education methods, faculty members from a nearby engineeringcollege provided guidance. Before designing individual courses, the teachers generated twodocuments intended to form the foundation of all ensuring coursework. The first of thesedocuments, entitled the Academic Standards, focused on five key areas for student development:1) STEM career exploration, 2) collaborative teamwork skills, 3) STEM skills and knowledge, 4)open-ended hands-on design, and 5) communication skills. The second, called the Grade LevelExpectations, broadly outlined the learning outcomes for each of the program’s four years. Theseexpectations

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

and career. Hands-on group projects formed the bulk of the curricula, providinga semi-authentic feel of engineering work and an atmosphere that was envisioned to highlyengage the students.Incoming freshmen were enticed by a one-on-one laptop initiative, the prospect of no tests andvery little homework, and a formal agreement with an in-state engineering college which offeredguaranteed acceptance to those who met specified requirements. To encourage students of allabilities to apply, admission standards were kept relatively low, the key condition being anability to perform at grade level in math. For those below this level, provisional acceptance couldbe offered. Four years after the academy opened its doors, 340 students were enrolled

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

Paper ID #13813Crafting a Successful High School Engineering ProgramMs. Marie Anne Aloia, Bayonne High School Marie is an alternate route teacher with an educational background in math, physics, chemical engineering and computer science. As the first girl in her family to go to college, and maybe to prove the point, she earned two bachelor’s degrees, one from Montclair State University by day, and 8 years later, one from New Jersey Institute of Technology, by night, while working full time by day at Exxon Research and Engineering. While a traditional female career, like teaching, was the last thing on her mind, she was

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University; Wanda Moses, South Carolina State University; James Allen Anderson, South Carolina State University; Cynthia T Davis, SC State University

Tagged Divisions

K-12 & Pre-College Engineering

mission of STARS Alliance. SC State’s STARS SLC aims to encourage and informstudents at all levels on the various computing careers that are available to them. The following are someof the details of our SLC: Page 23.317.3 SLC Participation & OrganizationThe SLC at SC State consists of 10 computer science students and 3 computer science faculty. We meettwice a month to plan various outreach and professional development activities. The students work ingroups under the supervision of a faculty mentor. They prepare the K-12 outreach lesson plans anddeliver the lessons to the participating K-12 school

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Minnesota, Twin Cities; Lucas A. Harder, University of Minnesota; Arthur G. Erdman, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

a career in engineering education.Mr. Lucas A. Harder, University of MinnesotaArthur G. Erdman, University of Minnesota Page 25.667.1 c American Society for Engineering Education, 2012 Generating Interest in Technology and Medical Devices Through an Interactive Educational GameIntroductionThe issue of motivating students to be engaged in the educational process and inspire them toexcel in the fields of science, technology, engineering, and mathematics (STEM) has receivedmuch attention as affiliated universities and industries strive to encourage children to

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Justin Osterstrom, Combs Elementary Scho

Tagged Divisions

K-12 & Pre-College Engineering

the elementary teacher, who is ageneralist with preparation in a broad array of subjects. Some Colleges of Education arebeginning to evolve their elementary preparation programs into STEM (science, technology,engineering and mathematics) programs to address the growing demand for more STEMorientation in the K-12 educational space. As these programs are created and implemented, theoutstanding question will be how does engineering, which many view as career-oriented asopposed to curriculum oriented, play a role? The tendency is for either a College of EducationOR a College of Engineering to address engineering education in their degree offerings. TheCollege of Education at North Carolina State University is among the first to develop

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Cross, Carnegie Mellon University; Emily Hamner, Carnegie Mellon University

Tagged Divisions

K-12 & Pre-College Engineering

, to identify different types of student talentsand provide individually paced instruction for students at different levels within the sameclassroom?Towards the completion of this evaluation, we are developing numerous new assessment tools.We will collect qualitative evidence via student interviews and classroom observationsmeasuring student interest in technology topics and confidence in using and creating technology.We will collect quantitative evidence via student surveys measuring changes in studentperceptions of engineering careers, technology and engineering skills, engagement with coursematerials, and attitudes towards technology. We are developing teacher interviews, classroomimplementation logs, and surveys to collect qualitative and

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

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

student learning inSTEM via formation, nurturance and sustaining an important targeted school-university urbaneducational partnership. Our university has partnered with a large urban school district to plan,deliver and sustain a targeted inservice teacher professional development and a middle and highschool STEM curriculum intervention.Teacher Intervention Through our university partnership with local urban public middle and high schools, weengaged in a targeted recruitment of mid career teachers in the sciences. The project’s leadershipteam has worked with teams of two teachers who were placed, based on research interest, in anengineering laboratory that is conducting research using societally relevant engineeringtechnologies. The teacher

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Brudigam, Lake Travis High School; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3987: SPATIAL ABILITY IN HIGH SCHOOL STUDENTSMs. Kristin L. Brudigam, Lake Travis High School Kristin Brudigam is a mathematics and engineering teacher at Lake Travis High School in Austin, Texas. She earned her undergraduate degree in mathematics education from Wayne State College and her mas- ter’s degree in science education with an emphasis in engineering education from the University of Texas, Austin. Additionally, Brudigam is certified to teach civil engineering/architecture and Introduction to En- gineering Design as part of the Project Lead the Way curriculum at Lake Travis High School. Brudigam developed a curriculum entitled ”Careers Involving Mathematics” as an undergraduate in the John G

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Greg Murray, Pittsburg State University; Randy Winzer, Pittsburg State University

Tagged Divisions

K-12 & Pre-College Engineering

participate in activities designed to strengthen their academic ability, character, social skills,and awareness of career opportunities available to them upon high school graduation.Program proposals are solicited by the Kauffman Scholars management each year frominstitutions of higher education, museums and other organizations. These proposals must includea rough outline of the pedagogy and academic plan the students participating in the particularsummer institute will follow and other details such as transportation, housing and mealarrangements. A specific budget must be submitted along with the plan for funding of thesummer institute. Once a specific proposal is selected for funding, Kauffman managementworks with the hosting organization to adjust

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Parry, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth Miars, Rachel Freeman Elementary School; Lizette Day, Rachel Freeman Elementary School

Tagged Divisions

K-12 & Pre-College Engineering

interest in engineering magnet programs, in North Carolina an elsewhere, makes this topic timely. Even though this school/university partnership is in its first year of full implementation, the need to convey progress to date is vital. Future publications will share evaluation results at all levels as well as progress. Introduction One of the well-documented challenges faced by today’s K-12 educational system is the underrepresentation of minorities and low income students in higher level mathematics and science courses. The resulting effect of few students from these demographic groups pursuing careers in Science, Technology, Engineering and Mathematics (STEM) fields is of enormous concern to many people both inside and outside of STEM. In

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Faik Karatas, Purdue University; Amy Micklos, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

EducationAssociation (ITEA)6 has asserted that an increasing knowledge of engineering may increase thenumber of students who choose engineering and technology as their future career. This isespecially crucial because the number of students enrolling in engineering and technology hasbeen constant or declining in recent years. At the same time, the need for engineering andtechnology related school graduates is higher than ever.13 There has been a growing interest in Page 13.1083.2integrating engineering curriculum at the K-12 level as a result of the higher demand ofengineers and technicians.6,14,15 Science education research has shown that conceptions

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Malinda Zarske, University of Colorado at Boulder; Jacquelyn Sullivan, University of Colorado at Boulder; Daniel Knight, University of Colorado at Boulder; Janet Yowell, University of Colorado at Boulder

Tagged Divisions

K-12 & Pre-College Engineering

is now amechanical engineering instructor at CU-Boulder and is involved in grant-sponsored researchinto the reasons high school girls go on to choose a career in engineering. Another former Fellowstarted a company which offers the opportunity for high school students to become involved inbuilding elementary schools in developing communities. Yet another Fellow alumnus is teachingaerospace engineering at a high school as part of Project Lead the Way. Last, but not least, a pastFellow is coordinating the current incarnation of the TEAMS program and co-authoring thispaper. Even years later, some of our former Fellows harbor big dreams, envisioning for their ownfuture some deeper involvement in K-12 engineering activities such as developing a

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. Engineering Identity Development Scale (EIDS). This survey consist of a Likert scalewith 16 items related to students’ self-beliefs. A confirmatory factor analysis performed byCapobianco, French, and Diefes-Dux21 identified academic affiliation and engineering career as Page 26.760.5the two factors comprised by the survey. Scores ranged between 1 and 21 for the academic factorand a between 1 and 30 for the engineering factor. Capobianco et al. reported a Cronbach’s αvalue of 0.76. EIDS and SKTs were administered at the beginning and end of each school year.Data Analyses Prior to statistical analyses, assumptions for each statistical

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Gregorio, Drexel University; David S Rosen, Drexel University (Eng. & Eng. Tech.); Brandon Gregory Morton, Drexel University (Eng. & Eng. Tech.); Alyssa M Batula, Drexel University; Michael Caro; Jeffrey Scott, Drexel University; Youngmoo Kim, Drexel University; Kara Martine Lindstrom, Drexel University, ExCITe Center

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

well as creative thinking and problem solving; however, the pedagogy of many STEMeducation programs only focuses on the technical aspects of their discipline. The point at whichstudents are first introduced to various STEM fields is critical in terms of their interest,motivation, and understanding of potential applications. These early years greatly impact thedecision of whether a student pursues a career or major in a STEM field. Thus, teachingmethodologies for young STEM students must balance, or better yet, intertwine core conceptsand knowledge with student engagement through hands-on, project-based learning andconnections to topics of interest, such as music and the arts. Too often, STEM pedagogy paints apicture of a world where problems