Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Barbara Christie, Loyola Marymount University

Tagged Divisions

K-12 & Pre-College Engineering

11.3% of theengineering undergraduate degrees. These same race/ethnic groups are projected to make up Page 11.369.4 333.9% of the U.S. population graduating from high school in 2014. Engineering degreesawarded to women have followed a similar trajectory-growth through the 1990’s with apercentage peak in 2000 at 20.6% of the total. In 2003, women represented 20.1% of thebaccalaureates awarded in engineering (Society of Women Engineers). According to Science (Culotta 1993), a publication of the American Association for theAdvancement of Science

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

“contextual variables” are most significant and how TPD can seekto intervene at the contextual level. While elementary teachers that participate in professional development for engineeringvary in terms of teaching experience and developmental level, the majority are completely newto engineering, if not also new to the pedagogical approaches that are particularly appropriate forengineering (e.g. open-ended problems, problem-based learning, inquiry, hands-on groupactivities, etc). Other researchers have noted that inquiry and project based learning challengeteachers’ existing capabilities and requires significant professional development.12, 13 In a similarmanner, the engineering design process also challenges teachers’ capabilities, as well as

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

science with engineering. Science teachers are expected to teach intersecting concepts andcore disciplinary science using scientific and engineering practices. One challenge that manyteachers face is the lack of measurement instruments for student learning required in the NGSS.Measuring the student understanding of engineering, connections between science andengineering, and engineering practices requires the development of new assessments align toNGSS. The purpose of this study was to develop and validate a student assessment forengineering. The use of item response theory to assess item functioning was a focus of the study.The work is part of a larger project focused on increasing student learning in STEM-related areasin Grades 4 – 8 through an

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13210Teachers in Industry: Teaching Transformed through Authentic Work Expe-rienceDr. Bradley Bowen, North Dakota State University Bradley Bowen is an assistant professor at North Dakota State University. He has a duel appointment with the Teacher Education Department and the Department of Construction Management and Engineering. He has a B.S. in Civil Engineering from Virginia Tech and received a Master’s of Civil Engineering and an Ed.D. in Technology Education from N.C. State University. He specializes in developing and integrating project-based activities into the K-12 classroom that incorporate engineering and

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Julie Steimle, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

managed academic programs in two non-profit organi- zations, Pregnancy Care of Cincinnati and the Literacy Network of Greater Cincinnati, before coming to the University of Cincinnati in 2009. Ms. Steimle initially coordinated UC’s Supplemental Educational Services Program. Currently, she is the Project Director of the Cincinnati Engineering Enhanced Math and Science Program.Dr. Catherine Maltbie, University of Cincinnati Dr. Cathy Maltbie is a Research Associate at the University of Cincinnati with a joint appointment with the Evaluation Services Center and the Arlitt Child and Family Research and Education Center. She has a BS in Chemical Engineering and a Doctorate in Educational Foundations. Her research areas

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

over the next generation. In 2003, the National Science Board reported3that the most significant threats to our science and technology workforce include: ≠ Flat or reduced domestic student interest in critical areas, such as engineering and the physical, and mathematical sciences ≠ Large increases in retirements from the S&E workforce projected over the next two decades ≠ Projected rapid growth in S&E occupations over the next decade, at three times the rate of all occupations ≠ Anticipated growth in the need for American citizens with S&E skills in jobs related to national security, following September 11, 2001 ≠ Severe pressure on State and local budgets for education

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE); P.K. Raju, Laboratory for Innovative Technology & Engineering Education (LITEE); John Timothy Gill, Lee-Scott Academy

Tagged Divisions

K-12 & Pre-College Engineering

to a group of senior levelhigh school students. The main objective of the game is to teach the engineering design processto the students in a fun gaming environment. The game has different levels (tutorial, water towerlevel & train bridge level) and progressions, and uses a tower building simulation as an exampleto explain the design process and to assess their understanding of the game. The goals (forexample: achieve a minimum height, do not exceed a maximum cost, and bear a minimum load)of the game are clearly defined at the beginning of each level. After learning the engineeringdesign process through the game, the students work on a hands-on design project applying thedesign process. The effectiveness of the game is examined through a

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

merely as an elective orextracurricular activity—has been a strategic goal of the Center for Innovation in Engineeringand Science Education (CIESE) at Stevens Institute of Technology since 2004. Since that time,CIESE has been working with school districts throughout New Jersey to promote the positionthat all children should experience engineering as an integral part of their K-12 education. Froma small demonstration project in 2006 to the launch of an intensive five-year, statewide programtargeting 400 Grade 3-8 teachers in 2010, CIESE has impacted more than 3,500 K-12 educatorswith exemplary engineering curricula and associated professional development. Approximatelytwo-thirds of these teachers are elementary teachers, who have special

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

AC 2011-2900: ENGINEERING ENERGY SOLUTIONS: FACILITATINGHANDS-ONLeslie Wilkins , Maui Economic Development Board Leslie Wilkins has served as the Vice President of the Maui Economic Development Board since 1999. She was hired to design, launch and direct the Women in Technology Project with a mission to engage girls/women and under represented populations into the Science, Technology, Engineering and Math (STEM) pipeline. In its tenth year, the program serves annually more than 14,000 students, educators and industry members throughout the state of Hawaii from elementary school to job placement.Diana Papini Warren, Maui Economic Development Board Diana Papini Warren is a Project Manager with the Maui Economic

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Brandon Turek-Krengel, U. of St. Thomas - St. Paul; Scott Woelber, Edina Public Schools; Ellen Johnson, Edina Public Schools; AnnMarie Thomas, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

specific focus on theterms A(amplitude) and (angular velocity). There were four primary goals for this project: (1)to open lines of communication between the University Saint Thomas and local PK-12 teachers,(2) to aid in the teaching of trigonometry lessons through the use of hands-on activities created tosatisfy MN Academic Standard #9.2.1., (3) to incorporate engineering content into math lessons,and (4) to hone students’ visual-to-mathematic conversion skills, which has been recognized asan increasingly important skill1 for students to possess. This paper discusses the collaborationprocess and presents a lesson plan that can be replicated by other schools.IntroductionThe engineering department at the University of Saint Thomas was approached by

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Page 26.616.2more as a metaphor for conveying students’ experience of disappointment than to insinuatemalicious intent.(i)In K-12 engineering programs, the overwhelming curricular emphasis is on engaging, design-based classroom activities: open-ended, hands-on projects requiring creative synthesis acrossmultiple domains of knowledge on the part of the student.1 In university engineering programs,students confront an educational philosophy that can be characterized as exclusionary and builtupon a “fundamentals first” approach to learning:2 analytically rigorous, rote learning of basicprinciples in math and science (e.g., calculus, chemistry, physics) followed by engineeringsciences (e.g. statics, fluid dynamics) followed by engineering analysis

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

that is aligned withresearch-based educational practices was used to evaluate the instructional quality of the module.Project DesignThe project provided targeted professional development and a research experience for twocohorts of secondary math and science teachers from the GCS Central Region. Project activities Page 25.936.3included innovative strategies to strengthen educator skills in teaching hands-on NASA-relatedSTEM content. Teachers engaged in Earth System Science research under the mentorship ofexperienced STEM and education graduate students and designed innovative inquiry-based EarthScience teaching modules that are aligned with

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

managing research projects and initiatives in STEM student success, K-12 engineering and integrated STEM programs. She earned a B.S.E. degree in Mechanical Engineering from Duke University and a master’s degree in journalism from the University of California, Berkeley.Janet Callahan, Boise State University Janet Callahan is the Associate Dean for Academic Affairs at the College of Engineering at Boise State University and a Professor in the Materials Science and Engineering Department. Dr. Callahan received her Ph.D. in Materials Science, her M.S. in Metallurgy and her B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include freshmen engineering programs

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

engineering classroom. The six-week ESITconsisted of a pair of integrated design challenge based courses: Fundamentals ofEngineering Design and Problem Solving and the Project-Based Lesson Development.Our primary research questions were 1) was the ESIT successful in improving teachers’innovation and efficiency and 2) does this change translate to teacher practice?Our results are primarily descriptive due to low sample sizes and inconsistency inresponse rates on pre- and post measures. However, our results suggest that teachersefficiency and innovation in engineering improved during the ESIT. Teachers Page 15.1277.2significantly improved on measures of basic

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Cindy Mahler, The Boeing Company; Ann Broughton, Purdue University; Barrett Caldwell, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

include providing a communityservice as a role model and learning the organizational, project supervision, and professionaldevelopment tasks required to plan and implement a successful PFSD each year. Parents andteachers are exposed to the excitement of spaceflight through the eyes of their children andstudents, respectively. The University shares the quality of its campus and student volunteerswith the community and benefits from the future enrollment of PFSD participants as universitystudents.Assessment results received from surveys filled out by the students, parents, and volunteers areintegrated into the next PFSD program thus benefiting from lessons learned and sustaining PFSDfor the next generation. Ten years of experience, assessment, and

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Louis Nadelson, College of Education; Janet Callahan, Boise State University; Pat Pyke, Boise State University; Anne Hay, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

programs, math success, K-12 STEM curriculum, and recruitment and retention issues in engineering.Pat Pyke, Boise State University Patricia A. Pyke is the Director of Education Research for the College of Engineering at Boise State University. She oversees research projects in freshman programs, math support, mentoring, K-12 STEM, and women’s programs. She earned a B.S.E. degree in Mechanical Engineering from Duke University and a master’s degree in journalism from the University of California, Berkeley.Anne Hay, Boise State University Anne Hay is the Coordinator of the Idaho SySTEMic Solution, a K-12 research project at Boise State University funded by the U.S. Department of Education

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Matthew Miller, Society of Automotive Engineers International; Elizabeth Bachrach, Goodman Research Group, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

managed over 35 projects at GRG, ranging from national outreach initiatives accompanying public television series and documentaries to multimedia educational packages, and professional development workshops and distance learning for K-12 teachers. In addition to managing multiple projects, she has written proposals and designed evaluation plans for projects that have received funding from the NSF, NIH, and HHS, and serves as an internal consultant on several evaluations. Dr. Bachrach earned a Certificate of Completion from RIVA (Research in Values and Attitudes) Moderator Training and has expertise conducting focus groups with children and adults as well as evaluating

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Vaneshette Henderson, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Brenda Nixon, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

Tagged Divisions

K-12 & Pre-College Engineering

critical thinking in their classroomsthrough engineering activities designed for their students.The program was lead by Dr. John Hansen of the University of Texas at Tyler and Ms. ShellyTornquist of Memorial High School in Houston, Texas. Dr. Hansen is a Professor of Technologyand Executive Director of the Ingenuity Center at UT-Tyler. Dr. Hansen is also the Project Leadthe Way (PLTW) Affiliate Director. Ms. Tornquist is currently teaching Engineering Design andComputer-Integrated-Manufacturing. Ms. Tornquist is also a Master Teacher for Introduction toEngineering Design for PLTW. Dr. Hansen and Mrs. Tornquist were selected as the leadfacilitators from amongst several applicants. Their previous teacher development organizationand PLTW experience

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

has to offer. The course we developed was based on acombination of project work developing mobile apps using the MIT App Inventor, a series ofresearch presentations, presentations by local industry representatives, and interactions withsuccessful female role models working in different segments of the computing industry. Weachieved our goal of persuading highly accomplished high school girls to seriously consider acareer in computing. We share our experiences and the reactions of the students. We concludewith suggestions for other ways these activities might be used to encourage young people,particularly young women, to consider computing careers.1. IntroductionThe percentage of students studying computer science who are female remains low

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

meet the needs of the 21st century3.ProductThis paper details the work of the recently completed 11th-12th grade outreach program, the firstin the three weekend programs. The context-focused curriculum development framework ispresented, along with an explanation as to how the background support of the existing Women inEngineering, Math and Science Program freed up the time/resources of the curriculumdevelopment team to focus on creating the context-focused engineering curriculum. Thetransportation curriculum leaders from industry and the university are introduced along with abrief summary of their transportation projects and comments about their experiences.Additionally, a sampling of leader and attendee comments from the 11th-12th grade

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Victoria Forssen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Alka R. Harriger, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Trefny Institute for Educational Innovation, and the Director of the Center for Assessment in STEM at the Colorado School of Mines and an Associate Editor for the Journal of Engineering Education. Her research interests are educational project assessment and evaluation, K-12 Outreach and gender equity in STEM.Alka R Harriger, Purdue University, West Lafayette Alka Harriger joined the faculty of the Computer and Information Technology Department (CIT) in 1982 and is currently a Professor of CIT and Assistant Department Head. Professor Harriger is leading the $1.2 million NSF-ITEST funded project called Surprising Possibilities Imagined and Realized through Information Technology (SPIRIT), which has offered three sets

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jenny L. Daugherty, Purdue University; Rodney L. Custer, Illinois State University; Raymond A. Dixon, Illinois State University, CeMaST

Tagged Divisions

K-12 & Pre-College Engineering

Secondary Level Engineering Education Numerous K-12 engineering initiatives have emerged across the U.S.1 These initiativeshave generated considerable interest within the science, technology, engineering, andmathematics (STEM) education community and beyond. Potential positive outcomes includeenhanced student achievement, increased awareness of engineering, and increased levels oftechnological literacy.2 However, a recent study of engineering-oriented teacher professionaldevelopment projects detected some significant concerns.3 One disturbing finding was the lackof a well-defined concept base. In the absence of a conceptual foundation, pre-collegeengineering tends to focus on engaging design-based activities without an appropriate

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Mohamed Abdelrahman, Tennessee Technological University; Cynthia Rice-York, Tennessee Tech University; Dalton York, Tennessee Tech University; Cynthia Stowers, Clark Range High School; Robert Sircy, Tennessee Tech University

Tagged Divisions

K-12 & Pre-College Engineering

as the “equipment mini-grant” to spend on resources and equipment for their classrooms to aid in the delivery andimplementation of their learning modules. The proven model for this learning module is the Legacy Cycle Module11 based on theresearch findings of the VaNTH project group. The Legacy Cycle lesson format consists of sixstages 1) a challenge question, 2) generate ideas, 3) multiple perspectives, 4) research and revise,5) test your mettle, and 6) go public. The cycle is based on current learning theory presented inHow People Learn: Mind, Brain, Experience, and School6. During the summer research institute,a one-day Legacy Cycle workshop was provided to the teachers. The workshop provided theframework for the teachers to develop

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, The Ohio State University; Xi Zhan, Department of Educational Studies, The Ohio State University; Anika Anthony, The Ohio State University; Paul E. Post, The Ohio State University; Andrew James Parkhurst, Ohio state university

Tagged Divisions

K-12 & Pre-College Engineering

presents results from apreliminary study conducted to examine the partnership’s effectiveness for preparing teachersand engineering students to interest middle school students in engineering.About TEK8TEK8 attempts to address a projected long-term shortage of talent in the engineering field and animmediate problem of too few women and minorities engineers. These problems have twoassociated challenges: career awareness and preparation. On the career awareness front, studentsin K8 have relatively few opportunities for genuine exposure to engineering that mightencourage them to consider the field as a viable future course of study and career path.Engineering generally does not garner the media attention and television focus commonly givenother

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

Jorge Rodriguez, Western Michigan University; Tycho Fredericks, Western Michigan University; Steven Butt, Western Michigan University; Luis Rodriguez, University of Wisconsin - Waukesha

Tagged Divisions

K-12 & Pre-College Engineering

workshops have activities that expose them to technology in the shortworkshops, and introduction and use of technical concepts (via use of Lego sets) for the longerworkshops, with emphasis on the design process as well.For both groups, the students are assigned interactive projects that stimulate imagination andcreativity incorporating hands-on science, technology and computer programming concepts.Appropriate design challenges are given to the students so that emphasis is not only onengineering and computer programming concepts but also on experimentation and teamworkwhile having fun. The paper will discuss the experiences by the authors, in a period of two years,when carrying out these activities at our institutions; together with the opinion by

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-2926: PRECURSORS TO ENGINEERING THINKING (PET)Sean Brophy, Purdue UniversityDemetra Evangelou, Purdue University Page 12.1169.1© American Society for Engineering Education, 2007 Precursors to Engineering Thinking (PET) Project: Intentional Designs with Experimental Artifacts (IDEA)IntroductionChildren’s play naturally employs skills of observation and experimentation that lead to thedevelopment of intuitive models for how things work. These spontaneously occurring activitiesare precursors to engineering thinking that we recognize as preparation for future learning. Weare engaging in a research agenda to explore the learning progression [1] of

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

main instructional strategies used throughout the units is the implementation of theJamerson Engineering Design Process modeled after the Informed Design Process3. Our designprocess is used throughout the day in all subjects to provide a framework for students to solveproblems and adapt their thinking based on experiences, models, etc. at an early age. Our endresults is a curriculum that represents a tangibly reinforcement of Petroski’s views about earlyeducation4 and Miaoulis’ opinion that "Engineering in these (early) grades offers a wonderfulrange of problems and projects" that can encourage a child to "pull together a range ofdisciplines and see a project through from start to finish”. 5As suggested above, our curriculum units are

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

through high school4,5. Teacher education, however, often lags these politicalchanges and many teachers, especially at the younger grades, have little experience in technicalareas.While many professional development workshops have been developed to address needs in K-12engineering education, these experiences may not be enough for a teacher to successfullyimplement engineering and technology activities in their classrooms. Having volunteers in theclassroom to support K-12 teachers as they adopt engineering activities and curriculum can makethe difference between success and failure in the classroom. First, the volunteers can serve as anextra pair of hands to help students with design projects, replace the batteries in a roboticmanipulative or

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Karen Hollebrands, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

HOLLEBRANDS is an Assistant Professor of Mathematics Education at North Carolina State University. She completed her Ph.D. in Mathematics Education at The Pennsylvania State University. Prior to attending Penn State, Dr. Hollebrands taught high school mathematics in New York and North Carolina. She is currently serving as the editor of the Technology Tips column in the Mathematics Teacher.Elizabeth Parry, North Carolina State University ELIZABETH A. PARRY is currently the Project Director of RAMP-UP, a K12 math outreach program funded by the GE and the National Science Foundations. She obtained her BS degree in engineering management with a minor in mechanical engineering from the University of

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

2006-2426: BUILDING INDUSTRY/EDUCATION PARTNERSHIPS FORTOMORROW’S WORKFORCE - TECH CAREERS: "I AM THE FUTURE"Leslie Wilkins, Maui Economic Development Board Ms. Wilkins is Vice President of the Maui Economic Development Board and is Program Director of its Women Technology Project. An experienced advocate for workplace equity, served as National President of the Business & Professional Women’s organization in 2001. Appointed by the Hawaii governor to two terms on the Hawaii State Commission on the Status of Women, she was Commission Chair from 1996 - 2003. Page 11.297.1© American Society