Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Eguchi, Bloomfield College

Tagged Divisions

K-12 & Pre-College Engineering

members who participatedin RoboCupJunior World Championship in 2013, Eindhoven, the Netherlands. This casestudy uncovers how participating in RCJ has enhanced the learning of various skills andknowledge among participating students from the US.Following sections introduce robotics in education, educational robotics competition, andRCJ before presenting the studies on participating students’ learning experience through RCJ.Robotics in EducationBenitti [1] points out the astounding increase of popular interest in robotics in the last severalyears. The availability of robotics for both graduate and undergraduate levels of education aswell as for school-aged children is growing rapidly [2, 3]. Mataric urged us about a decadeago that robotics has “the

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Tubesing, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

provideopportunities to integrate math, science, engineering and art with real-world issues such as energyefficiency and technology for the developing world. This presentation aims to empower teachers tofurther explore electrical topics, despite whatever limitations they may feel in terms of funds, resources,and/or technical knowledge. A variety of ideas for various age ranges, together spanning the full K-12spectrum, are covered.Pedagogical ContextLEDs and lamps are popular and fun components that help make learning electrical topics a playfulexperience. This demonstration explores their many appealing applications for STEM education...1. LEDs and lamps can be used to observe both static and dynamic circuit behavior, offering a visual method of learning

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

preparation time from these groups as well as a facultymember directing the camp. By the third year, the choice was made to hire a coordinator. Wetook the information we gained from the positive aspects of the original format and distilledthem down into a much more manageable camp format for long-term sustainability. Lessons Learned 1. The Importance of Setting the Goals for the Camp Program Many people have been involved in the planning of our summer camps; our best practiceshave emerged based on implementation of multiple strategies and follow-up assessments.Reflection on our experiences suggests that the key strategic issue in camp planning is agreeingon the goal of the camp and communicating this to all of the parties involved. This

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

describe several soil mechanics-related activitiesconducted with elementary school students. The activities were designed and conducted by agraduate student (Fellow) and his partner teacher under a National Science Foundation (NSF)funded GK-12 Fellows grant. The Fellow exposed second, third, and fourth grade students tofundamental concepts of soil mechanics within the geotechnical engineering context asexperienced by students in their own surroundings and environment. Applications of soilmechanics in construction were also presented. The activities presented in this paper include: (1)a soil permeability study where students learn that the flow rate of water in soils depends on soilcomposition and grain size; (2) shallow and deep foundations

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie S. Ivey, University of Memphis; Paul J. Palazolo, University of Memphis

Tagged Divisions

K-12 & Pre-College Engineering

students to consider/pursue majors inscience, technology, engineering, and math (STEM) fields. It also indicates that some programcomponents are more influential than others. In terms of respondents, most had participated inrecent program years, although a few were involved since the program inception. Thedistribution of participants is shown in Figure 1. It is important to note that the number ofresponses exceeds 43 since many of those responding participated in more than one year of theprogram. The current grade of respondents is shown in Figure 2. Most of the respondents arecurrently in high school or college. Figure 1. Participation Year for GEE Survey Respondents

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

graduatestudents were given the SISC survey. In both cases, the pre-surveys were administered to themiddle school students by the classroom teacher before the GK-12 Fellow’s first visit to theclassroom. A total of thirty-two classes were given the EISC survey and twenty-eight the SISCsurvey. Parental consent forms were distributed and collected, enabling an analysis of a total of1008 surveys. Of these, 651 were engineer in the classroom surveys, and 357 were scientist inthe class surveys.Statistical AnalysisIn each survey, students rated 16 belief statements based on a five-point scale: strongly disagree(1); disagree (2); not sure (3); agree (4); and, strongly agree (5). Scoring was reversed for threenegatively worded statements. Two non-evaluative

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Augusto Z. Macalalag Jr., Stevens Institute of Technology; Chris Jurado, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

century skills will be comparedto the skills sets defined in a framework developed by the Partnership for 21st Century Skills(see Table 1) LEARNING AND INNOVATION SKILLS  1  Creativity and Innovation  2  Critical Thinking and Problem Solving  3  Communication  4  Collaboration      INFORMATION, MEDIA AND TECHNOLOGY SKILLS  1  Information Literacy  2  Media Literacy  3  Information, Communications, and Technology Literacy      LIFE AND CAREER SKILLS  1  Flexibility and Adaptability  2  Initiative and

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.758.2are vital for the future generations and they speak to this need. “Concerns about the lack ofexposure to engineering for all children and ensuring a larger, more reliable supply of futureengineers have been accompanied by the realization that we have not yet determined the bestway to expose children to engineering skills and concepts. We are still investigating whichaspects of engineering are developmentally appropriate for children of different ages and whatkinds of experience are most effective. Because engineering has not generally been emphasizedin pre-college settings, the body of literature on how children learn engineering is small.However, a few of the critical findings that have emerged are synthesized in this article.”1

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Natalie A. Tran, California State University, Fullerton

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University

Tagged Divisions

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

will engage them in applying their mathand science knowledge to solve real problems” according to the National Center forTechnological Literacy 1. The engineering design process is a systematic problem solvingmethod and is the key element of the field of engineering. Engineering design has the potential tointegrate science, technology and mathematics concepts for students and is essential fordeveloping technological literacy 2. For over a decade now, experts have been calling for a pushto increase technological literacy of our Nation’s K-12 students 3-7.While a demand for technological literacy is loud and clear, many young people are unpreparedto make informed decisions in our democratic society regarding the development of newtechnologies

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Caley Opsal, Illinois Valley Community College; Dorene M. Perez, Illinois Valley Community College; James A. Gibson, Illinois Valley Community College; Rose Marie Lynch, Illinois Valley Community College

Tagged Divisions

K-12 & Pre-College Engineering

) confidence level.To allow for comparisons of the girls’ responses on other items in the surveys, Table IIIpresents the Likert scale mean of pre and post responses by both groups of girls on all ofthe statements. Statements that were phrased differently in pre and post surveys areidentified in the table. Table III: Mean Responses to Statements in Pre and Post Surveys No Parent Parent Likert Scale of 5 – 1 Pre N = 54 Pre N = 38 5 = Strongly Agree Post N = 48 Post N = 39 1 = Strongly Disagree Pre Post Pre Post

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Vanderbilt University; Amber C. Spolarich, North Carolina State University

Tagged Divisions

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

developed, consisting of twenty (20) questions and based on the followingfour points of interest: (1) the student’s view of the classroom experience, (2) the student’sability to relate the lesson to life, (3) the student’s immediate level of interest in the class, and (4)the student’s enjoyment of the topic. The research was conducted in the high school/middleschool classrooms of teachers who participated in the RET program. High school and middleschool students, aged 12-18, were recruited from several area schools. It was found that thestudents’ ability to relate the lesson to life and the student’s enjoyment of the topic weresignificantly greater than the control classroom. While long-term effects were not taken intoaccount, these results did

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhao Chad Kong; Angie Martiza Bautista-Chavez, Rice University; Andres J Goza, Rice University; Rachel Jackson, Rice University; Kurt Kienast, Rice University; Sam Oke; Juan A Castilleja, The Boeing Company; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

works to serve underrepresented minority students, which can beseen from each of the school profiles for the 2008-2009 academic year. The demographics of thestudent body at AHS are broken down as follows: 95% Hispanic/Latino, 4% African-American,1% Caucasian, less than 1% Asian-American, and less than 1% Native American. Of the 1920total students 100% qualify for Title I status, with 91% receiving reduced price or free lunches3.A similar demographic and economic profile exists at CHS, where of the 2606 students, 83% areHispanic/Latino, 12% are African-American, 3% are Asian-American, 2% are Caucasian, andless than 1% are Native American. 100% of the students qualify for Title I status and 85%receive reduced priced or free lunches4. KIPP varies

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Sagar V. Kamarthi, Northeastern University; Claire Duggan, Northeastern University; Jessica Chin, Northeastern University

Tagged Divisions

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

national and local needs forSTEM/IT workforce and professional development for teachers. The Bureau of Labor Statisticsidentified IT as the U.S. economy’s fastest growing industry [1] for the 2000-2010 period. TheUS Labor Department echoes similar needs [2, 3]. In Massachusetts, similar observations aremade by Boston Redevelopment Agency [4]. Regarding professional development of teachers,the National Research Council [5] reports that “… most teachers lack the professionaldevelopment and support (e.g., training and release time) needed to incorporate informationtechnology into daily instruction, and as a result, significant numbers of such teachers eitherignore the pedagogical uses of technology or use technology ineffectively.” Gatta [6, 7

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ethan E. Danahy, Tufts University, Center for Engineering Education and Outreach; Ashley Russell, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

real time feedback12. The interactive and self-directed nature of this software tool provides scaffolding for student learning, whichgives the teacher more opportunities to facilitate student learning rather than expendresources on classroom management, particularly true for classrooms engaged inengineering activities. Page 22.859.5Prototype Functional user characteristics across learning disabilities can be categorized,interdependently, as: (1) reading (2) memory, (3) metacognitive, and (4) search andnavigation16. Gribbons8 proposes that each category encapsulates a broad list ofdeficiencies and many deficiencies are connected to others. Within

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melanie R. Ford, Pennsylvania State University, Erie; Vibhuti Dave, Pennsylvania State University, Erie; Kathryn Holliday-Darr, Penn State Erie, The Behrend College

Tagged Divisions

K-12 & Pre-College Engineering

a short duration andstill managed to be fun and interactive. Students were divided into groups of 11-12 and wererotated through the activities every 15 minutes.This paper will detail the program and each of the activities. The paper will be concluded withresults from surveys taken from participants as well as teachers at the end of the event.IntroductionAccording to the National Science Board (2008), the need for more workers in the next fiveyears in the areas of science, technology, engineering and math otherwise known as the STEMfields is predicted to grow twice as fast as the overall rate of growth for workers in alloccupations in the United States .1 Will there be enough workers or qualified people to meet thisdemand? The National

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

-Square. The ePDN courses were created using the ASSURE model of Instructional Design 9. TheASSURE model is based on Gagne’s Nine Events of Instruction 10. Gagne believes that there arenine events or processes that need to occur for effective learning to take place. The nine eventsare: 1. Gain attention, 2. Inform learners of objectives, 3. Stimulate recall of prior learning, 4.Present the content, 5. Provide guidance for learners, 6. Elicit performance, 7. Provide feedback,8. Assess performance, and 9. Enhance retention and transfer. These nine events provide thebasis for the design of the instruction model and for choosing the right media. 11 The ASSUREModel emphasizes teaching with different styles and the active participation of the

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

for the future of science, technology,engineering, and mathematics (STEM) education more broadly.”1 This pivotal publication thenidentifies a number of basic questions that at present remain unanswered: How is engineeringtaught in K-12? What types of instructional materials and curricula are being used? How doesengineering education “interact” with other STEM subjects, including how has engineeringinstruction been incorporated into science, technology, and mathematics classrooms?The National Academies report reviewed a variety of K-12 engineering curricula with the goal ofdescribing the curricular objectives and the engineering content and skills addressed.i The studyfound that, from the perspective of the curriculum developers, “the reasons

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emily M. Hunt, West Texas A&M University; Michelle L Pantoya, Texas Tech University; Aaron S. Hunt, Canyon Independent School District; Abbye M. Reeves

Tagged Divisions

K-12 & Pre-College Engineering

doctoral coursework in Edcuation Leadership and am looking forward to the future in schools.Ms. Abbye M. Reeves, Page 22.962.1 c American Society for Engineering Education, 2011 Introducing Young Children to Engineering through Early STEM Literacy: Method and Preliminary AssessmentsIntroductionEngineering education (and outreach) at the youngest ages is largely predicated on hands-onactivities using manipulatives such as Legos™ that promote innovation and creativity [1, 2], twocornerstones of any engineer. Even with these activities integrated into selected curriculums, onaverage less

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sanaz Mahmoodi Takaghaj, University of Calgary; Chris Macnab, University of Calgary; Sharon Friesen, University of Calgary

Tagged Divisions

K-12 & Pre-College Engineering

the girls were free to build any design of robotthey thought appropriate using the parts from one Mindstorm kit. The competition waspart of the IEEE Western Canadian Robot Games held in May 2010. Surveys wereconducted at the beginning and end of this program to measure girls attitudes towardsSTEM careers, in order to gage the effectiveness of this program.1 IntroductionIn this paper, we explain the project we created for female students aiming to increasetheir awareness of engineering, and in particular robotics, as a potential career. Recently,academia has started placing great emphasis on trying to increase the number women inscience, technology, engineering and math (STEM) university programs and careers [1].Many hands-on programs have

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

define expectations regarding their place in theworld in a process called anticipatory socialization.1 This socialization process is integral foradolescents to mature into working adults, and make their place into society. 1 The fictional characters in books act as role models, influencing wishful identification ofthe occupation of their favorite character. 2 An example of wishful identification is evident duringthe Halloween season, when children dress up in costumes of their favorite television and literaryidols. Wishful identification is the child’s projection into the role of a character, such as HarryPotter. The familiarity of certain occupational markers can then translate into interest as apotential vocation. Therefore if positive

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Elsa Head, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

,technical support and instruction empowering them to work at their own pace. This supportalleviates some of the load on the teacher to address technical or troubleshooting issues freeinghim/her up to focus on teaching and learning.The interactive environment of the curriculum tool integrates text, graphs, tables, pictures,movies, and LEGO MINDSTORMS programming that can be used to design lessons thatscaffold engineering design challenges and investigations (see Figures 1-4). Students link thevirtual (computer) world with the physical world (robotics creations) in the curriculumenvironment allowing them to collect all their data, ideas, reflections, and artifacts (throughpictures and video) into one place. In this curriculum environment, students

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

PDworkshop the teachers completed the same survey but now indicating how often they planned toimplement each strategy during the 2010-11 school year. Table 1: Teacher Ratings of the Importance, Preparedness, and Frequency of Implementation of Strategies Tied to Effective Science and Technology Instruction* Importance Prepared Implementation 1=Very Important 1=Well Prepared 1=Always to to 5=Not at all to 5=Not at all 5=Never Important Prepared Pre

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; Kellie Marcarelli, Pershing Middle School; Susan Benson, Pershing Middle School; Heather Marie McCormick, Pershing Middle School

Tagged Divisions

K-12 & Pre-College Engineering

fields, most students in urban schools rely heavily on their teacher as theprimary source of scientific guidance. This can mean hundreds of students being guided by asingle teacher, limiting the effectiveness of and enhancement to the science fair process. Thispaper defines a successful model which invites scientists and engineers from local research labsinto the classroom to assist teachers and students by bringing relevance and knowledge to thescience fair process. The three main objectives of the project were for the scientists andengineers to 1) provide relevance to learning science and performing a science fair project; 2)provide scientific mentors to work with a limited number of students to enhance the student’slearning and capability

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University; Lauren Madden, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

were currently using existing high-quality inquiry-based curriculumkits plus science notebooks. Over the course of the project, in collaboration with the teachers, theresearchers developed graphic-enhanced instructional strategies that were then shared with theteachers through workshops and one-on-one instruction. These best practices were thenincorporated in a web site for wider dissemination. The presentation will focus on the bestpractices in teaching and learning using the STEM curriculum, as captured on the project website.IntroductionFor the past two years the Graphically Enhanced Elementary Science (GEES)1, an NSF-fundedinitiative, has pursued the creation of teacher professional development materials throughresearch in student and

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lucy McAuliffe, Smith College; Glenn W. Ellis, Smith College; Sonia Katrin Ellis, Smith College; Isabel Huff, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

K-12 & Pre-College Engineering

women before, during and after an undergraduateengineering education. Goodman et al.1 found that half of the women who left engineering leftbecause of lack of interest in the field. Smith, Sheppard, Johnson and Johnson2 highlight theneed for increasing engagement in engineering education. They note that engagement affects astudent’s capacity to learn and to learn deeply, and may positively affect retention rates.Students who withdraw from engineering education often do so because they have becomedisengaged with the undergraduate engineering curriculum.3 Increasingly, engineering is being integrated into pre-college education. Learners in theearly stages of their education are often fascinated with the hands-on, experimental aspect

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon F. Bendall, San Diego State University, Center for Research in Mathematics and Science Education; Christina Deckard, SPAWAR Systems Center Pacific; Clarisa E Bercovich Guelman, California State University, San Marcos; Nancy A. Taylor, San Diego County Office of Education; Adrienne Marriott, San Diego Science Alliance

Tagged Divisions

K-12 & Pre-College Engineering

effective collaboration between STEMs andmiddle school science teachers. The goals for the model are shown in Table 1. The table alsoshows the specific objectives for meeting each goal. Our research plan measured howeffectively the project met the objectives.Table 1. Goals and Objectives Goal 1: Impact teachers’ understandings of the work-lives of scientists and engineers, and via that impact teachers’ abilities to connect classroom science instruction to real life science. Goal 2: Impact students’ understandings of the work-lives of scientists and engineers, and via that elevate student interest in pursuing science-related careers. Below are the objectives for Goals 1 and 2. Teachers and students will:  have a

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

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

revisiting their design. Sketching. Katehi, et al.5 suggest sketching can help students improve systems thinking.Sketching was the primary activity in which the students of this study engaged. Every dyad spentthe majority of their design time sketching. The students were provided with engineering paper,pencils, pens, and erasers. However, the students did not have access to drafting software for thisdesign challenge. Figure 1 is a sample of the students’ sketches. Page 22.1520.17Figure 1. Sketch generated by a dyad of students showing rack and pinion ideas. The students in this research used sketching in a multiplicity of ways; such as

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W. Richerson, University of Utah; Cynthia Furse, University of Utah; Amy Aldous Bergerson, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

the NSF grant and especially some of the lessons learned that may be helpful to otheruniversities for their outreach, recruiting and retention efforts.NSF Grant Initial ApproachA key objective of the program was to increase awareness of high school students and teachersabout engineering as a potential career and about the exciting things engineers do in each of theengineering disciplines. Figure 1 illustrates the approach that was pursued during the first year.Specific tasks included the following: • Establish a team in each engineering department consisting of four University of Utah undergraduate students, a faculty advisor, one Salt Lake Community College (key feeder to the University of Utah engineering departments

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

occupations requiring at least a bachelor’s degree will necessitate significantscientific or mathematical training[1]. The United States’ science, technology, engineering, andmath (STEM) workforce is aging while jobs requiring specialized training are growing at fivetimes the rate of other occupations[1, 2]. STEM workers, who use science and math to solveproblems, are needed to replace the many highly skilled workers who will retire over the nextdecade. A heterogeneous and culturally diverse workforce creates competitive advantage throughgreater creativity and innovation, and increased quality of team problem solving based onmultiple perspectives[3-5]. Therefore, in order to sustain US capacity and increase globalcompetitiveness for technological