Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Crehan, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

Investigation3 Design Evolution Design Focus, Initial Design Ideas, Plans, Sketches, Modelling, Testing, Consider Materials, Chosen Design, Plan of Work, Working Drawings,4 Realisation Manufacture, Assembly5 Evaluation Evaluation, ConclusionWhere a student used two or more headings in one category an average value was calculatedfor the importance which that student placed on the category overall.Phase two involved the analysis of the post design task models. As headings were providedduring this task, analysis of the data was required to quantify the value placed on each stageof the design process by

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee McCall, Arizona State University, Polytechnic campus; Randi Michelle Taylor, Arizona State University; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

K-12 & Pre-College Engineering

energy” [4].The STEAM Machines™ summer camp curriculum introduces students to the previouslymentioned science and engineering topics through the construction of Rube Goldberg-style chain reaction machines. After being given a simple task to complete (e.g. zipping azipper or hammering a nail), students learn and apply the engineering design process asthey plan and build their chain reaction machines. The construction of a chain reactionmachine is a powerful vehicle for introducing students to technical information becauseof the ability of these machines to capture students’ interest and to spark theirimagination. A 2007 survey of 319,223 students in the United States, Canada, Australia,and Mexico found that “a large portion of K-12 students who

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey G. Groark, Southern Methodist University; Delores M. Etter, Southern Methodist University

Tagged Divisions

K-12 & Pre-College Engineering

eight CSICamps-for-a-Day in military connectedcommunities. The first of these camps wasoffered to 98 students and six teachers nearJoint Base Lewis-McChord in WashingtonState and planning has begun for the nexttwo camps to be offered during the springof 2013. In addition to the one day camp,we are also working with each communityto offer a half-day CSI Teacher Workshopfor local teachers who are interested inincorporating engaging CSI activities into Figure 7: A soldier from the Joint Base Lewis-their classroom curriculum. When possible, McChord Military Police demonstrateswe will work with the states where we offer fingerprint dusting to campers during thethis program to provide professional first CSI

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

for post-secondary STEM education. Some representative examples includeoutreaching to high school students to introduce STEM career options and benefits, developingacademic articulation/bridge plans with high schools, holding recruitment seminars, workingwith K-12 teachers to offer hands-on learning activities in the classroom, and providing financialsupport for targeted students 5-7.The College of Engineering at Utah State University (i.e., the author’s institution) organizes anannual three-day “Engineering State” event held each summer. During this event, high schoolstudents across the state are invited to the campus to visit each engineering department andlaboratories to learn about engineering and engineering sciences. Serving as a

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Don Engelberg, Queensborough Community College; Cheryl Bluestone, Queensborough Community College; Amy Bieber, Queensborough Community College; James Valentino, Queensborough Community College; Patrick Wallach, Queensborough Community College; Joseph Goldenberg, Queensborough Community College; Clara Wajngurt, Queensborough Community College; Paul Marchese, Queensborough Community College

Tagged Divisions

K-12 & Pre-College Engineering

presented all commands and necessary instructions foreach project. Thereafter, the instructor was continuously involved in assisting the participants incarrying out their design projects. Completed projects were printed or plotted and checked bythe instructor for correctness. Participants wanted to save their work and were encouraged tokeep a portfolio of their projects.The first mechanical project was to draw a clamp body of specified dimensions.The participant then designed the moveable jaw portion. In the architectural project theparticipant drew an elevation view of a house of specified dimensions using architectural units.Other projects included drawing a gear actuator-mechanical and creating a floor plan-architectural. A project that really

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, larger-scale, quantitative scientific studies. Brown4points out that criteria against which to measure success of interventions or guide iterations ineducational DBR should consist of development of traits which the school system is chargedwith teaching, e.g., problem solving, critical thinking, and reflective learning.In this paper, we test the hypothesis that the flexibility and hands-on nature of a roboticsplatform will support different audio, visual, verbal (read/write), and kinesthetic learningstyles,5,6 offering teachers more versatility within lesson plans while effectively teaching STEMconcepts to students. Despite a lack of agreement7 within the education research communityregarding categories or, in some cases, the existence of

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

for the National Society of Black Engineers, a student-managed organization with more than 30,000 members. She served as the Planning Chairperson for the 2013 Annual Convention and is currently an advisor for the Great Lakes Region. Dr. Gaskins the Vice-President of the Sigma Omega graduate chapter of Alpha Kappa Alpha Sorority, Inc. She is also a member of the Society of Women Engineers, the Women’s Alliance, the National Technical Association, The Biomedical Engineering Society and the National Alliance of Black School Educators amongst other activities. She is Deaconess at New Friendship Baptist Church. Whitney was recognized in the 2013 Edition of Who’s Who in Black Cincinnati.Dr. Anant R. Kukreti, University

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

through the program’s professional development for STEMteachers component, including obtaining STEM credentials through on-going engagement withthe DRSC; (8) foster long-term collaborative partnerships between K-12 STEM teachers, theuniversity research community, local engineering professionals, and the DRSC through a Page 23.755.6substantial follow-up plan; and (9) empower teachers so that they will be more likely to provideK-12 students more learning experiences that incorporate engineering innovation and design.Design ProjectsFor this six week summer experience, Engineering and Innovation Design for STEM Teachers,design teams were formed. The

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

Tagged Divisions

K-12 & Pre-College Engineering

and implementing the curriculum; engaging industry partners and engineeringprofessionals; and encouraging family involvement in program activities. Program outcomesassessments include pre- and post-program student surveys that measure student interest inpursuing an engineering degree, academic self-efficacy and motivation, attitudes and enthusiasmof participants towards the program activities, knowledge of specific engineering topics, andawareness of resources and skills needed for success in engineering. A follow-up survey has alsobeen developed to track changes in student attitudes, interests, and educational plans years afterparticipating in the program. The paper presents the results and lessons learned from five yearsof implementation of

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

concepts,which are described in detail in the document. 2 Define a simple design problem reflecting a need or want that includes 3-5-ETS1-1 specified criteria for success and constraints on materials, time, or cost. Generate and compare multiple possible solutions to a problem based on 3-5-ETS1-2 how well each is likely to meet the criteria and constraints of the problem. Plan and carry out fair tests in which variables are controlled and failure 3-5-ETS1-3 points are considered to identify aspects of a model or prototype that can be improved.A Literature-based design contextIn this study, we explore a promising approach to bringing contextualized

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

research on both electrophysiology and metabolism. He plans to study medicine next year.Vineet Agrawal, United InnoWorks Academy and Duke University Vineet Agrawal is a fourth year undergraduate student in Duke University's Pratt School of Engineering where he is majoring in Biomedical Engineering and Electrical Engineering. He is in his second year as CIO and Webmaster of the InnoWorks program. In addition to K-12 outreach and educational research, he is researching novel ultrasonic differentiation methods between cystic and solid lesions.Jessica Manson, United InnoWorks Academy and Duke University Jessica E. Manson is a senior undergraduate at Duke University double majoring in Biomedical

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Rees, University of Massachusetts, Amherst; Christine Olson, University of Massachusetts Amherst; Charles M Schweik, University of Massachusetts, Amherst; Steven D Brewer, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.1751.11ourselves. The STEAM model is also well-poised to address this challenge. The arts provideopportunities for creative team-building. We have a performance-arts educator visiting the afterschool program to use theater to build trust among the group as we plan our collaborative finalproject.A recurrent challenge for interdisciplinary collaboration is the intensive schedules of manystudents in STEM fields at UMass and the four local colleges. The encouragement of outreachneeds to be addressed at the institutional level. Community Service Learning (CSL) courses areone approach that provide students course credit for participating in programs like ours.However, for many of the STEM fields, engineering in particular, CSL credits are

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Ying-Chih Chen, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Kendra Rae Beeley

Tagged Divisions

K-12 & Pre-College Engineering

performance expectations.For each of the two performance expectations, participants were prompted to address two keyinquiries: 1. Please provide your own plain language interpretation of this performance expectation (i.e., what does it mean?). 2. Provide an example of how this standard could be applied in a middle school classroom (i.e., a lesson, activity, unit).This second point was left rather open, such that participants did not necessarily have toreference any prior or ready-made lesson plans. The IEDS additionally included questions whichprompted the participants to indicate what they felt were the challenges and benefits ofimplementing these performance expectations into a middle school classroom. Finally, the

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Roger Tormoehlen, Purdue University; Jeffrey Nagle, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

to assist with this project.The instructor utilized a lesson plan developed by the instructor, facilitator, and researcher usingthe Indiana 4-H Electric 1 manual as a guide, instructional experiences from previous workshopsand the pilot test, and observations made while evaluating 4-H members’ working on the Electric1 project. The facilitator was instructed on the duties to be carried out for this study. To ensureconsistency these duties were reinforced via a list of procedures developed by the researcher. Page 12.585.5Instruments Developed and UtilizedFour evaluative instruments were developed and utilized in this study. They included a

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

Leo McAfee, University of Michigan; Andrew Kim, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

follow-up surveys of the parents several weeks after programcompletion. During the program, a focus group session is held with student participants toengender group dynamics discussion. Future evaluation plans are to seek feedback fromDAPCEP and other funding stakeholders.Subjective Qualitative Formal Evaluation: Students commented that they learned abouttheir individual strengths and weaknesses with regard to: Public Speaking Teamwork Leadership Problem Solving Time management Responsibility Persistence Preparations and planning for the futureIn a one to two-month follow-up survey, parents overwhelmingly responded that the

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Jonathan Rice, University of Maryland-Baltimore County; Greg Russ, University of Maryland-Baltimore County; Tania Monterastelli, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

renewable energy and allowing students to recognize theimportance of advancing the technology in this area.At the end of the presentation, the students were introduced to the overall design project.After introducing the project and completing another episode of the Who Wants to Be anEngineer game, students began the hands-on activity for the evening.Light It Up and Make It Spin!!! The goal of this activity was to introduce students to the use of electricity by asking them to create a system that ran a simple motor and could light a small light bulb. At the beginning of the activity, students were given a clear plastic bag of materials with twenty minutes allowed for designing and planning, during

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

understanding by students may have root inthe ways models are presented by teachers11. Because of the strong influence teachers have onstudent conceptions of models and the phenomena models represent, it is important to understandthe considerations teachers make in choosing models and the contexts in which they plan to usethem.Teachers and Model SelectionThe literature suggests some criteria that teachers should consider when choosing a model to usein their instruction. They should select models that enhance investigation, understanding, andcommunication.11 Students respond positively when they feel a sense of ownership in a model.7This ownership is most evident in student-generated models. Other criteria that scienceeducation researchers recommend are

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Chris Merrill, Illinois State University; Rodney Custer, Illinois State University; Jenny Daugherty, University of Illinois,-Urbana-Champaign; Martin Westrick, University of Illinois,-Urbana-Champaign; Yong Zeng, University of Illinois-Urbana Champaign

Tagged Divisions

K-12 & Pre-College Engineering

principles to solve problems. 4 The introduction of these tools intothe analytical stage of the design process represents an indispensable part of engineering design. 5Eekels observed how the prediction component functions in the engineering design processnoting that “if the conditional prediction sounds unfavorable, then we generally simply abstainfrom that action and design another action,” (p. 176) which is to make the informed decisionbefore constructing the prototype of a design. 6 Hayes observed that predictive analysis is carriedout in the planning environment, not the task environment, with several distinct advantages: (a)moves made in planning the environment can be easily undone while task environment actionscannot be reversed; (b

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Karla Korpela, Michigan Technological University; Shalini Suryanarayana, Michigan Technological University; Christine Anderson, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

faculty and staff efforts to institutionalize programs andprocesses that embrace the Diversity Framework and affirm the strategic plan.In 1992 Michigan Tech conducted a climate survey aimed at understanding the concerns ofwomen at Michigan Tech; 385 female faculty, staff, and students completed the survey. Thesurvey’s final report (1994) provided a number of recommendations that were implemented toimprove the climate for both females and males. Related follow-up included a set ofrecommendations from the Retention Task Force (1994) and the University’s diversity plan, theDiversity Framework (2003). Both documents have provided guidance and initiated actions thatsignificantly impacted the Michigan Tech climate and sharpened its focus on

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Robert Culbertson, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 13.241.7calculators to develop a mathematical expression for describing the function for position-timerelationship for the context of a vertically tossed ball. She says, "I was able to incorporate the useof vertical motion as a real world phenomenon represented mathematically by a quadraticfunction. Students conducted experiments and collected data to find how high a ball was throwninto the air. This provided motivation for the students and they were actively engaged in thelesson."Tanya, a Tempe math teacher, is going to use an inquiry "math" lab with spring oscillations tocontextualize trigonometric functions. Sue says, "One concept that I did not use, but plan to usenext year (it was just at the wrong timing) is the use of a spring and

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin - Madison; Natalie Tran, University of Wisconsin - Madison; Allen Phelps, University of Wisconsin - Madison; Amy Prevost, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

mathematics curricula2. Afterexamining 147 studies, classified into four categories of evaluation methodologies (contentanalyses, comparative studies, case studies, and syntheses), the committee developed aframework to guide curriculum evaluations based on three major components: (a) the programmaterials and design principles; (b) the quality, extent, and means of curricular implementation;and (c) the quality, breadth, type, and distribution of outcomes of student learning over time. Inour larger research study of engineering education, we plan to address all three componentswhen examining the PLTW curriculum and those in mathematics and the natural sciences.However, the scope of this paper is limited to the first component of PLTW curriculum

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

different metrics than two weeks of contact) and range from a daily index carddipstick of “What’s hot/What’s not”, to our “standard” workshop evaluation form for a 2-8 hoursession (see Appendix A), to a much more extensive online instrument designed to measurecontent knowledge and classroom implementation for multiple day sessions. Also very importantare informal comments, conversations, and email communication that occur throughout thecourse of planning and offering a workshop. The informal dialogue often surfaces nuances orconcerns that are not captured on paper, permits deeper probing and articulation, surfaces fears,and allows ongoing feedback.The EiE staff members who lead professional development regularly discuss what they havetried, what

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Stephen Kuyath, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

experiencesin completing their work plans and incorporating TECT concepts into their classrooms.The research hypothesizes that this mix of diversity awareness based teacher professional developmenttraining coupled with improved career guidance counseling training will provide a necessary foundationto increase the number and diversity of students entering STEM related fields. This is to be facilitatedthrough the TECT project by providing teachers knowledge about technical areas, impacting informationavailable to counselors and presenting the engineering profession and engineering topics in a sociallyrelevant context to engage all populations20,22,23,24 .3.2 TECT Workshop ContentStudies have shown that any effective pre-college outreach program geared

Conference Session

Exemplary Teacher and Counselor Professional Development

Collection

2009 Annual Conference & Exposition

Authors

Macon Beck, Purdue University; Heidi Diefes-Dux, Purdue Universtiy; Teri Reed-Rhoads, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

engineering? When is a good time to have aworkshop for counselors? What is the best way to access counselors? These questions wereraised after a Purdue University recruitment team planned and held a workshop for schoolcounselors that no one attended.School counselors provide an opportunity to encourage students, particularly those with diversebackgrounds, to enter engineering. However, according to one source, school counselors spendthe majority of their time scheduling, testing, and shuffling papers; this leaves an estimated 20%of their time to advise students about their future career choices1. Students, on the other hand,have become less certain of their choice of major, and each year consistently more than 40%indicate that they need help with

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Tech; Thomas Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Tech; James Pembridge, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

, plan their work, and monitor their personal progress 4.26 12 Students learn job readiness skills, attitudes, and values 4.24 13 Students understand and use the technological design process 4.16 14 Students learn about job opportunities 4.09 15 Students explore many technologies 4.07 16 Students meet local, state, and national Technology Education standards 4.02 17 Students learn the properties of materials 3.59 18Technology Education Teachers’ Beliefs about

Conference Session

Women in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Michelle Porche, Wellesley Centers for Women; Corinne McKamey, Wellesley Centers for Women; Peter Wong, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

engineering education. Onestrategy to increase women’s participation in engineering is to engage girls in science andengineering in K-12. In this paper, we examine high school students’ knowledge ofengineering careers and reports of recruitment as predictors of student aspirations forstudying engineering in college.A group of racially/ethnically, socio-economically diverse students from five urban highschools, with either a science-themed focus or a strong science department, participatedin a longitudinal study of retention and attrition associated with STEM outcomes.Preliminary results from 906 students were included in a series of logistic regressionmodels with plans for college study of engineering as the dependent variable. Knowledgeof

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gary Winn, West Virginia University; Laura Winn, Waynesburg Central High School; Reagan Curtis, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

, higher salaries, and a higher standard of living for localresidents, and will reduce family and economic disparities.In pursuit of this goal for West Virginia residents, West Virginia University's (WVU) CollegeEngineering and Mineral Resources, along with the Colleges of Human Resources andEducation, and Arts and Sciences, embarked on a multi-intervention plan to attract high schoolstudents to STEM careers, and put more STEM graduates into the STEM career pipeline, with afocus on women and underrepresented minorities. The primary vehicle for this project is a STEPgrant through the National Science Foundation (NSF) which supports exactly this kind ofinitiative.One important part of WVU's Engineers of Tomorrow (EoT) project is

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

curriculum materials thatintegrate middle school mathematics, science, and technology (among other subjects). TheIMaST curriculum was developed by teams of master STEM teachers who came together in thesummer for training. Like the TSM Project, IMaST has a learning cycle associated with it:design, assess, plan, implement, and communicate. Both the TSM and IMaST projects focus onaddressing national standards in mathematics, science, and technology.Frye 22 documented the engineering problem-solving process used in the Dartmouth Project. Thisproject was an effort to get mathematics and science teachers to integrate engineering design intothe high school curriculum. Later, technology education teachers were included in theprofessional development offered

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

and come up with potential designs that would then be presented to their peers at variousstages for feedback and critique. In one week students identified an idea, researched existing andpotential solutions, developed a design, built a prototype and presented their solution. Theprocess included competencies such as ideation and brain storming, team forming and roleassignment, project planning, critical thinking, evaluation and reflection, constructive critique,verbal and written skills, visual sketching, engineering design, prototyping and debugging,entrepreneurship, and innovation. The students were given the opportunity to work in a group orindividually. Even if students chose to work individually, they were required to participate in the

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, Tufts University Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

station consisted of two chairs,with a gap in between the bridges must span, and a small, medium, and large goat represented byone, two, and four rolls of pennies, respectively. In the 3rd-grade classroom, students were asked Page 26.688.6to select a sport, and design a shoe with appropriate characteristics for that sport (from a guidedworksheet, including stability/flexibility, and slipperiness/traction). After completing theworksheet describing the characteristics of their shoes, the groups first planned their shoes on alarge sheet of paper, and then constructed the shoe from common craft materials (includingribbon, cardboard, foam