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 education. In: International Conference of Engineering Education, Heraklion, Greece.; 2008.2. Cross, N. The expertise of exceptional designers. In: Design Thinking Research Symposium (DTRS) 6, Expertise in Design. Sydney, Australia; 2003:79–103.3. Lawson, B, Dorst, K. Design Expertise. In: Design Expertise. Architectural Press; 2009.4. Next generation science standards: For states, by states.; 2013.5. Driver R, Newton P, Osborne J. Establishing the norms of scientific argumentation in classrooms. Sci Educ. 2000;84:287–312.6. Purzer Ş, Goldstein M, Adams R, Xie C, Nourian S. An exploratory study of informed engineering design behaviors associated with scientific explanations. Int. J of STEM Educ (IJSTEM

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Thomas Piechota, University of Nevada-Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

reinforcement of the need to stay on task and turn in assignments in a timely manner. High school students are also more likely to lose focus and become diverted in to other topics that interested them.Bibliography1. Wallace, D.R., and P. Mutooni, 1997. A comparative evaluation of World Wide Web-based and classroom teaching, Journal of Engineering Education, 86(3): 211-219.2. Haag, S., and J.C. Palais, 2002. Engineering Online: Assessing Innovative Education, Journal of Engineering Education, 91(3): 285-290.3. Rutz, E., R. Eckart, J.E. Wade, C. Maltbie, C. Rafter, V. Elkins, 2003. Student Performance and Acceptance of Instructional Technology: Comparing Technology-Enhanced and Traditional Instruction for a Course in

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

Page 12.640.3reduced lunch— preliminary post-hoc examination of the data has not shown evidence ofinteraction effects.Because control data was collected in the 2005-2006 school year, comparison against a controlpopulation has not been possible for questions developed after 2005. For these more recentquestions—most of them unit questions—only the EiE student results are presented.Sample SizeWe are working with a sample size of 5,139 students who used the EiE curriculum and 1,827students from the control sample who did not. Each EiE student completed a GeneralEngineering assessment, as well as questions from the EiE unit(s) he or she completed. Eachcontrol student completed 1/3 of the General Engineering assessment (questions randomlyassigned

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Kay Gallagher, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

: Sample questions from workshop participant content assessment Module Question A wave has a wavelength of 50 m and is traveling at 2500 m/s. What is itsSound frequency? a. 250 Hz b. 50 Hz c. 2550 Hz d. 125,000 Hz Which property concerning electric flow is true?Electricity a. Electrons move toward the positive terminal of the circuit b. Electricity flows fast if the circuit is an open loop, not a closed

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

education connections6) Outreach, support and focus on underserved, especially females, minorities,and economically disadvantagedOn-going community and industry engagement7) A communicated STEM plan is adopted across education, communities andbusinesses8) STEM work-based learning experiences, to increase interest and abilities infields requiring STEM skills, for each student and teacher9) Business and community partnerships for mentorship, internship and otherSTEM opportunities that extend the classroom wallsConnections with postsecondary education10) Alignment of student’s career pathway with postsecondary STEMprogram(s)11) Credit completion at community colleges, colleges and/or universities*Figure 4: STEM Attribute Implementation Rubric

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Thalia Anagnos, San Jose State University; Lelli Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

Earthquake Engineering Simulation (CMMI-0927178). The findings,statements and opinions presented in this paper are those of the authors and do not necessarilyrepresent those of the NSF.References 1. NEES Overview. (2013). Retrieved March 15, 2013, from the NEES web site: http://nees.org/aboutnees/overview 2. Quake-Catcher Network http://qcn.stanford.edu/ 3. Brophy, S., Lambert, J. & Anagnos, T. (2011). NEESacademy: Cyber-enabled Learning Experiences for K- 16 Earthquake Engineering and Science Education, Proc. 41st ASEE/IEEE Frontiers in Education Conf., Rapid City, South Dakota. 4. Pluta, G., NEES EOT (2011), Make Your Own Earthquake: NEES@Illinois, http://nees.org/resources/2988. 5. Van Den Einde, L

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

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

numerical or graphical representations.Practice 6: Constructing Explanations (science) and Designing Solutions (engineering)6.1 Explanation/Evidence: the teacher questions and discourse guides students to generate their own explanations for observed or hypothetical phenomena; or teacher asks student to support statement with empirical evidence, prior knowledge, or logical reasoning.6.2 New Situation: the teacher helps students relate previously-learned concepts to new content/situation.6.3 Evaluate Understanding: the teacher initiates a discussion in which student/s may judge or articulate their success or failure with the science activity; or teacher gets students to assess their own level of understanding of a concept or to

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Integrated STEM Education. Currently, Prof. Nathan is co-PI for the National Center for Cognition and Math- ematics Instruction, co-PI of the grant Connecting Mathematical Ideas through Animated Multimodal Instruction, and Director of the Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction, funded by the U. S. Dept. of Education-Institute of Educational Sciences (IES). Links to current and past research can be found at http://website.education.wisc.edu/˜mnathan/Mr. Greg Pearson, National Academy of Engineering Greg Pearson is a Senior Program Officer with the National Academy of Engineering (NAE) in Washing- ton, D.C. Greg currently serves as the responsible staff officer for the NSF-funded

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County; Jonathan E. Singer, University of Maryland, Baltimore County; Jacqueline Krikorian; Tushar P. Sura, University of Maryland, Baltimore County, Department of Education

Tagged Divisions

K-12 & Pre-College Engineering

weekProfessional Development workshop, we drew upon the latest professional developmentliterature4-11. From this research base six core components of what constitutes „high quality‟professional development were found in multiple studies. These components include:  Immersing participants (teachers) in inquiry, questioning and experimentation;  Intensive and sustained support;  Engaging teachers in concrete teaching tasks that integrate teacher‟s experiences;  Focusing on subject-matter knowledge and deepening teacher content knowledge;  Providing explicit connections between the Professional Development activities and student outcome goals; and  Providing connections to larger issues of education/school reforms. The

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

. Page 22.1370.6Gibbons, B. A. (2003). Supporting elementary science education for English learners: A constructivist evaluation instrument. The Journal of Educational Research, 96(6), 371-380.Kirpatrick, D.L. (1994). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler.Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75(4), 491-530.Lee, O., & Fradd, S. H. (1996). Literacy skills in science performance among culturally and linguistically diverse students. Science Education, 80(6), 651-671.Moll, L. C. (1990).Vygotsky and Education: Instructional implications and applications of sociohistorical psychology (New York: Cambridge

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

1.32 1.71 +.39**o. PowerPoint software 2.50 2.45 -.05p. Blogs 1.19 1.63 +.44**q. Podcasting .58 1.21 +.63*r. Modeling software .88 1.46 +.58*s. Computer game development software .76 1.15 +.39**t. Robotics programming software .54 1.27 +.73**Difference from pre to post is statistically significant at alpha ≤ .05**Difference from pre to post is

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

the alarm clock, the student must understand the inputs and outputs, or the logic functions. In lines 3-5 and lines 9-12, the instructor directs the student to the diagram to compare what was figured on paper to what has been built on the breadboard and how to count and integrate each circuit to create a switch. 1 S: Where are the switches supposed to connect to? 2 3 T: See what it says here. These are your ins. Okay. Just go off of this (diagram of circuits). Where's the 4 switch go? Here's your in. So you gotta connect these two legs together. So which ones are those? Let's 5 take number one here. 6 7 S: One and two have to be together. 8 9 T: (At the same time) So you gotta hook one and

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

is hoped that the results of this study will support this statement andwill demonstrate the need and value of engineering education as a way to facilitate studentachievement of 21st century skills in classroom settings.References1 Macalalag, A.Z., Lowes, S., Tirthali, D., McKay, M., & McGrath, E. (2010). Teacher Professional Development inGrades 3-5: Fostering Teachers’ and Students’ Content Knowledge in Science and Engineering. American Societyfor Engineering Education Annual Conference, Louisville, KY, June 20102 National Academy of Engineering. (2009). Engineering in K-12 Education: Understanding the Status andImproving the Prospect. Washington D.C.: The National Academies

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steven Essinger, Drexel University; Ryan Coote, Drexel University; Pete Konstantopoulos, CAPA High School; Jason Silverman, Drexel University; Gail Rosen, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

,  “Mathematics  counts,”  Tech. Rep.,  London:  Her   Majesty’s  Stationary  Office,  1993.3. M.  S.  E.  Board  and  N.  R.  Council,  “Everybody  counts:  A  report  to  the  nation  on  the  future  of      mathematics   education,”  Tech.  Rep.,  Washington,  DC,  1989.4. Curriculum  and  evaluation  standards  for  school  mathematics,  National  Council  of  Teachers of   Mathematics,  Reston,  VA,  1989.5. Professional  Standards  for  teaching  mathematics,  National  Council  of  Teachers  of  Mathematics, Reston,   VA,  1991.6. Assessment  standards  for  school  mathematics,  National  Council  of  Teachers  of  Mathematics, Reston,  VA,   1995.7. Principles  and  Standards  for  School

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Kenneth Welty, University of Wisconsin, Stout; Linda Katehi, University of Illinois; Greg Pearson, National Academy of Engineering; Michael Feder, National Research Council

Tagged Divisions

K-12 & Pre-College Engineering

communities believe that an engineering focus,particularly design activities, provides valuable context, application opportunities, andmotivation for student learning as well as teacher engagement. 4 5 Design approaches to scienceteaching can focus student attention on solving specific problems, as in the Learning by Design(LBD) method developed by Kolodner et al.6 LBD purposefully links the design aspects ofproblem solving with an “investigate and explore” phase, which in significant ways resemblesand reinforces the process of science inquiry. Fortus et al.’s 7 design-based science units have asimilar orientation. Modeling and design activities can also be used very deliberately to illustrateand make concrete science concepts, such as mechanical

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

of the nature of science in science education. In Ed. W. F. McComas. The Nature of Science in Science Education: Rationales and Strategies. The Netherlands: Kluwer Academic Publisher.10. Finson, K. (2002). Drawing a Scientist: What We Do and Do Not Know after Fifty Years of Drawings, School Science and Mathematics, 102, 335-345.11. Robinson, M., & Kenny, B. (2003). Engineering Literacy in High School Students. Bulletin of Science, Technology & Society, 23, 95-101.12. Carroll, D. R. 1997. Bridge Engineering for the Elementary Grades. Journal of Engineering Education, 86 (3), 221-226.13. Grose, T. K. (2006, October). Trouble on the horizon. ASEE Prism , 16 (2), 26-31.14. Lyons, J., & Thompson, S

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Joseph Slater, Wright State University

Tagged Divisions

K-12 & Pre-College Engineering

thanks is extended toVickie Slone and the EE department for staff support for the event and John Cox and John Siehlof the Nutter Center for providing the facility and support at no cost. The majority of student vol-unteers came from the student SWE and Wright Engineering Council. Funding was provided byHonda, Goodrich, Delphi, the Ohio Space Grant Consortium, and Business Labs.References 1. Hixson, S. H., “NSF STEP Program,” Tech. rep., National Science Foundation, 2007. 2. [online]Jan 2008. Available from: http://www.firstlegoleague.org. 3. [online]Jan 2008. Available from: http://www.jets.org/teams. 4. Ressler, S. J. and Ressler, E. K., “Using a Nationwide Internet-Based Bridge Design Contest as a Vehicle for Engineering Outreach,” Journal

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina, Charlotte; Lyndon Abrams, University of North Carolina, Charlotte; Deborah Bosley, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; Stephen Kuyath, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

Foundation Grant No. EEC-0438810.4. Zuga, K.F., “Addressing Women’s Ways of Knowing to Improve the Technology Education Environment for All Students”, Journal of Technology Education, Vol. 10, No. 2, 1999, pp. 57-71.5. Friedman, T.L., The World is Flat: A Brief History of the 21st Century. New York: Farrar, Straus, Giroux, 2005.6. Chubin, D.E., May, Gary S., and Babco, E.L. Diversifying the Engineering Workforce, Journal of Engineering Education, January 2005, p 73-86.7. Engineering Workforce Commission of the American Association of Engineering Societies, Engineering and Technology Degrees, 1973-2003.8. National Science Foundation, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2000

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Deborah Hochstein, University of Memphis; Shelia Moses, University of Memphis; Daphne Jones, Memphis City Schools

Tagged Divisions

K-12 & Pre-College Engineering

. http://www.nsf.gov/statistics/wmpd/pdf/may2008updates.pdf.5 Wadley-Donovan GrowthTechLLC, Younger Associates. Strengthening the Pipeline: A Regional Cornerstone Report prepared for Memphis Regional Economic Development Council. June 2006.6 Tennessee Mathematics Users’Guide. May 2008. http://www.stemresources.com/index.html.7 Expanding Your Horizons Network. Retrieved January 15 009. http://www.expandingyourhorizons.org/about/history.php.8 Brophy S, Klein S, Portsmore M, Rogers C. Advancing Engineering Education in P-12 Classrooms. Journal of Engineering Education. 2008; 3:369-387.9 Virnoche M, Eschenbach E. AC 2007-2999: Expanding girls’ Horizons in Math and Science: A Longitudinal Evaluation of EYH

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Cynthia Paschal, Vanderbilt University; Christopher Garay, Vanderbilt University; Aubrey McKelvey, Vanderbilt University; Patrick Gonzales, Vanderbilt University; Alex Nguyen, University of Rochester

Tagged Divisions

K-12 & Pre-College Engineering

Bransford, J., Brown, A., & Cockings, R. (Eds.) How people learn: Brain, mind, experience, and school.Washington, D.C.: National Academy Press. 2000. (also http://www.nap.edu/html/howpeople1/)2 Bransford, J. D., Vye, N., Bateman,H., Brophy,S.P. and Roselli, R. (2004) Vanderbilt's AMIGO Project:Knowledge of How People Learn Enters Cyberspace. Duffy,and J. Kirkley (Eds). Learner-CenteredTheory and Practice in Distance Education: Cases from Higher Education. Lawerence Earulbaum,Mahwah: New Jersey.3 Schwartz, D., Brophy, S., Lin, X., & Bransford, J. Software for managing complex learning: Examplesfrom an educational psychology course. Educational Technology Research and Development, 47 (2), 39-59. 1999.4 Schwartz, D., Lin, X., Brophy, S

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

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

the Ninth Annual International ACM Conference on International Computing Education Research, ACM, New York, NY, USA, ICER ’13, ISBN 978-1-4503-2243-0, pp. 19–26.21. Riley, D. (2013). ASEE Distinguished Lecture: Rigor/Us: Merit Standards and Diversity in Engineering Education Research and Practice, Annual Conference of the American Society for Engineering Education, Atlanta, GA.22. Walsh, D. and Breitenbach, S. (2007). A BA Engineering and Liberal Studies Degree at a Polytechnic Institute. Proceedings of the American Society for Engineering Education.23. Traver, C., Klein, J.D., Mikic, B., Akera, A., Shooter, S., Epstein, A. and Gillette, D. (2011). Fostering Innovation through the Integration of Engineering

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Arthur D. Kney, Lafayette College; Emily Isabelle McGonigle

Tagged Divisions

K-12 & Pre-College Engineering

to be a valuable community asset.ReferencesBarriault, C., & Pearson, D. (2010). Assessing exhibits for learning in science centers: A practical tool. VisitorStudies. 90-106. Page 26.1600.11Bartels, K. A., & Parker, K. A. (Ed). (2012). Teaching sustainability/teaching sustainably. Virginia: StylusPublishing, LLC.Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing Engineering Education in P-12 Classrooms.Journal of Engineering Education, 369-387.Committee on Incorporating Sustainability in the U.S. Environmental Protection Agency, National ResearchCouncil. (2011). Sustainability and the U.S. EPA

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Anne Seifert, Idaho National Laboratory; J. Kade Hendricks, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13590Are We Preparing the Next Generation? K-12 Teacher Knowledge and En-gagement in Teaching Core STEM PracticesDr. Louis Nadelson, Utah State University Louis S. Nadelson is an associate professor and director for the Center for the School of the Future in the Emma Eccles Jones College of Education at Utah State University. He has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher professional

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

David Schwartz, Cornell University; Catherine Norton, Cornell University; Sue Schwartz, The Learning Web

Tagged Divisions

K-12 & Pre-College Engineering

organization. We decided tohave interested youth join college students directly within the game courses and work alongsideeach other. If we could demonstrate that this approach would engage the participants, then wecould offer a template for a relatively cheap way to provide an outreach program. Moreover, wecould show how academic groups could partner with local community organizations using games.2.3 The Outreach ProgramOur outreach program found college student volunteers who mentored with apprentices (alsocalled interns). TLW gathered a list of prospective apprentices, screened by the courseinstructor(s). While the college student groups coalesced early in the semester, the instructorcalled for mentors and matched apprentices to them. The

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

John McLaughlin, MacLaughlin Associates; Gail Hardinge, College of William and Mary; Eugene Brown, Virginia Tech; Kirk Jenne, Office of Naval Research; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division

Tagged Divisions

K-12 & Pre-College Engineering

. • Outputs: Product or service delivery/implementation targets you aim to produce. • Customer: User of the products/services. Target audience the program is designed to reach. Outcome Structure • Changes or benefits: resulting from activities and outputs. – Short-term (K, S, A) – Changes in learning, knowledge, attitude, skills, understanding – Intermediate (Behavior) – Changes in behavior, practice or decisions – Long-term (Condition) – Changes in condition Page 12.1425.5The evaluation design is formulated with the program’s underlying logic structure serving as