Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A Burgess, Texas Tech University; Vinitha Hannah Subburaj M.S; Debra J Nash, Texas Tech University T-STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

help to integrate application of computation methods and tools acrossdiversified fields of learning. This could be accomplished in parallel with the computerscience understanding of the K-12 education setting and implementing that knowledge in toresearch activities.Computer scientists can provide an understanding of how the computational process affectsother fields and also how common problems affect various disciplines. Computer science is afield that consists of mechanics, design principles, and practices. The Association ofComputing Machinery (ACM) model curriculum for K-12 computer science defines computerscience in relation to programming, algorithmic process, hardware and software design, andits impact on society. Computational thinking

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

ProgramThe curriculum introduced teachers to the connections between mathematics and engineeringused to solve challenges in Modeling and Virtual Design and Earthquake Engineering Design.Participants could enroll in one or both components. Each component consisted of an intensive3-day, 10 hours per day, learning environment that provided participants with hands-onexperiences in engineering laboratories featuring state of the art technology and opportunities towork with the engineers using the technology in their work and study. Each session wasdeveloped to increase content knowledge as well as model pedagogical strategies appropriate forclassroom instruction.The two components were scheduled twice during the summer to provide the greatestopportunity

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Dale Bremmer, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

makes re-surveying an option for our assessment in the springsemester of 2007, where we intend to measure change scores on attitude, perceived self-efficacy,and enactment as influenced by intensity/frequency of PRISM usage.Descriptive results for each survey item are included in Addendum A. In general, based on theself-report survey, we found that the study strongly supports two of PRISM’s major claims: (1)that PRISM facilitates standards-based teaching and (2) that PRISM aids in the integration ofdigital technologies into the classroom. However, results for our third theme (promotingprofessional development through virtual “meeting rooms”) did not support the claim. In fact,the responses indicated only very weak PRISM efficacy for promoting

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

field in college.I think learning engineering in theK-12 curriculum would add an extra .714 2.45 1.042burden to my children’s learning.a Values reported in mean are based on a 5-point scale (5: strongly agree; 4: agree; 3: neutral; 2:disagree; 1: strongly disagree)b Standard deviationII. Between group comparisonsAfter the factor analysis, we examined differences in parents’ perceptions of and familiaritywith engineering depending on their demographic characteristics. If a variable, such asgender, had two levels, we used independent-samples t-test with a significance level of 0.05to compare two groups. Otherwise, if a variable had more than three levels, we used one-wayANOVA

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremy V Ernst, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6184Professional Development System Design for Grades 6-12 Technology, Engi-neering, and Design EducatorsDr. Jeremy V Ernst, Virginia Tech Dr. Jeremy V. Ernst is an assistant professor in the Department of Teaching and Learning at Virginia Tech. He currently teaches graduate courses in STEM education foundations and contemporary issues in Integrative STEM Education. Dr. Ernst specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and design

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

a relationship betweenquantities, algebra can be embraced at an early age.9 A CBL assists students in thinking on anabstract level and it allows the teacher to introduce important concepts without requiringalgebraic notation. Using the motion detector apparatus with the CBL makes a very abstract ideabecome concrete and even fun. In this particular study it was noted that using a tool such as theCBL “brought equations and variables to life for many students who solved problems easily butwho had not given previous thought to the possibility of an underlying connection with a realsituation.”9The computer component of professional development is crucial so that teachers can practicetheir technology skills beyond the school day. Integrating

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida-St. Petersburg; Susan Lowes, Teachers College/Columbia University; Rustam Stolkin; Peiyi Lin

Tagged Divisions

K-12 & Pre-College Engineering

Page 23.1107.1 c American Society for Engineering Education, 2013 Student-created water quality sensorsAbstract- This paper describes the structure and impact of an NSF-funded ITEST projectdesigned to enrich STEM education using educational modules that teach students toconstruct, program, and test a series of sensors used to monitor water quality. During the fouryears of the SENSE IT project, over 60 teachers across New York, New Jersey andWashington State were provided with equipment and professional development, and thenimplemented the modules in their classrooms with over 2,500 middle and high school students.Project evaluation results indicate that the curriculum was well received by

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

content, and real-world applications to societally-relevantproblems that they previously did not recognize. This transformation carried into theirclassrooms through design and problem-based learning units, and through increased advocacyfor sustainable energy solutions and STEM educational and career paths.Relevance and Integration in Secondary Mathematics and Science InstructionMathematics educators recognize the need to develop a more relevant curriculum for studentsand are exploring new approaches that connect mathematical concepts with real life. Scienceeducators are also increasingly situating science in societally-relevant contexts where scientificknowledge from different areas can be integrated to solve meaningful problems. There

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Dava Newman, Massachusetts Institute of Technology; Kristen Wendell

Tagged Divisions

K-12 & Pre-College Engineering

consider the usefulness of traditional science and technologycurricular materials for K-8 educators who are interested in addressing engineering contentstandards.This paper describes an analysis of selected K-8 science and technology curricula in the contextof teaching engineering. The set of curricula considered here is a convenience sample: an onlinedatabase of K-8 science and technology textbooks and teacher’s guides that have been reviewedby the Educator Resource Center at the Museum of Science, Boston, according to theirappropriateness for teaching about engineering. Each curriculum was previously evaluatedaccording to 20 criteria by the Educator Resource Center (ERC). These 20 evaluation parametersmeasure six key characteristics: coverage of

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

universally accepted as adevelopmentally appropriate part of the early childhood education curriculum [2]. Similarly, therole of play in children’s understanding of mathematical and spatial relationships has also beenwell established within the field of child development and early childhood education [1]. Muchof the literature discusses children’s development of domain independent abilities such aslanguage, social development, motor skills, and noticing of novelty. Several studies focus onlearners’ development of privileged domain knowledge that requires simultaneous processingand integration of multiple concepts and the abstraction of ideas (e.g. physics, engineering,mathematics).While the term play is used to signify young children’s spontaneous

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

K. Anna Douglas, Purdue University; Daphne Duncan Wiles, Purdue University, West Lafayette; So Yoon Yoon, INSPIRE, School of Engineering Education, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. The designchallenges that the teachers participated in came from the Engineering is Elementary (EiE)curriculum. EiE is housed at the Museum of Science in Boston, and has developed a set oftwenty engineering units, each focusing on a different engineering discipline. Each unit iscomprised of an engineering story which introduces the problem, a lesson on the specificengineering discipline, a scientific investigation, and a design challenge which is centered onsolving the problem introduced in the story. Teachers had an opportunity to develop andimplement short lessons with groups of 3-5 students. The following summer, 2009, twenty-oneteachers returned for a 3-day follow-up engineering workshop. At this workshop, teachersparticipated in

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Rustam Stolkin, University of Birmingham, UK; Susan Lowes, Columbia University, Institute for Learning Technologies, Teachers College; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University; Peiyi Lin, Columbia University, Teachers College

Tagged Divisions

K-12 & Pre-College Engineering

MST Academy Page 22.1343.10Environmental Science (AP) New Vision Engineering SENSE IT (4)Environmental Science (2) Physics (AP)Most of the courses had only one section, but 23 percent of the teachers taught two sections ofthe same course and 18 percent taught three or more sections. The number of students in asection varied, from four to 33, with an average of 16.The length of time spent on the curriculum varied enormously. Some teachers integrated thecurriculum into their regular subjects, teaching SENSE IT materials once or twice a week overmany weeks, while others taught it intensively over fewer weeks

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10169Identifying and Cultivating Diverse STEM Talent through Creative RoboticsJennifer Cross, Carnegie Mellon University Jennifer Cross graduated from the F. W. Olin College of Engineering with a BS in Electrical and Computer Engineering and is now working toward her doctorate degree in Robotics at Carnegie Mellon University. A fellow of both the National Science Foundation’s Graduate Research Program and the Institute of Education Sciences’ Program for Interdisciplinary Educational Research at Carnegie Mellon, Jennifer’s research focuses on the impacts of integrating creative robotics into cross-curricular

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson PhD, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

curriculum leader was able to use the collaboration time to help teachers envision how sciencecould be integrated with other aspects of the curriculum such as reading and writing. Four of theprincipals described their role as a facilitator or encouraging force in terms of professional development.For example, Principal 2 (P2) indicated, “I am more of a facilitator (guide on the side) than the person Page 24.1376.7doing the staff development.” Money and time were mentioned as issues by half of the principals; theprofessional development days in this district were at an all-time low as a result of budget cuts. Twoprincipals expressed a need for

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

AC 2011-1862: UNIVERSITY PARTNERSHIP WITH HIGH SCHOOL TEACH-ERS TO INCREASE STUDENT AWARENESS OF ENGINEERINGDavid W Richerson, University of Utah Adjunct Associate Professor, Materials Science and Engineering; Program Manager NSF STEP program ”Utah’s Engineers: a Statewide Initiative for Growth”; Mineral Collections Manager, Utah Museum of Natural HistoryCynthia Furse, University of Utah Dr. Cynthia Furse is the Associate Vice President for Research at the University of Utah and a Profes- sor of Electrical and Computer Engineering. She is the PI of an NSF DLR project Integrated System Level Design – and an NSF STEP program – Utah’s Engineers: A Statewide Initiative for Growth. Dr. Furse received her B.S. in

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College

Tagged Divisions

K-12 & Pre-College Engineering

in thecommon context of existence in our society and culture. Many of the common floor-standing machines that were common to a public school “shop” class are not common tothe existence of the citizens whose taxes pay for it. The wood shop is an excellent formof self expression like pottery or painting, and should perhaps be folded into the crafts Page 15.31.5portion of the Arts curriculum. Collaboration among Art and Technology teachers couldPage 15.31.6participants were encouraged to incorporate those instructional strategies within theirclassrooms. British educators embraced design as a pedagogical foundation forengineering and technology education

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

curriculum integrationAfter completing the Research Brief, they were to submit it to Moodle.Step 4 – Brainstorm Alternative Design SolutionsThink of all the possible ways you can design the Medibotics Capstone SurgeryStep 5 – Model the “Best” SolutionDevelop an Outline of Capstone Surgery:≠ Identify math & science concepts that integrate into surgery≠ Description of medical condition and surgical procedure selected≠ List featured sensors and their function in the surgery≠ Create a block diagram or flow chart, e.g. algorithm of the LEGO® robot’s motion to perform the surgeryAfter step 5, teachers were asked to submit an Outline of the Capstone Surgery on Moodle.At their school, the teachers continued with:Step 5 – Model the “Best” Solution

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Robert Reeves, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

engineering. In particular, her work focuses on bacterial adhesion to physiological surfaces. In addition, she maintains an active research program in curriculum development with a focus on workforce development. She is also the 2007 recipient of the ASEE Sharon Keillor Award for Women in Engineering Education.Taryn Bayles, University of Maryland, Baltimore County Taryn Bayles is a Professor of the Practice of Chemical Engineering in the Chemical and Biochemical Engineering Department at UMBC, where she incorporates her industrial experience by bringing practical examples and interactive learning to help students understand fundamental engineering principles. Her current research focuses on

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; James H. Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Bette Grauer, McPherson High School; Patricia Carlson, Rose-Hulman Institute of Technology; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman, Michigan State University; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

K-12 & Pre-College Engineering

Engineers Lifetime Achievement Award in Academia.Chris Brus, University of Iowa Christine Brus is Director of the Women in Science and Engineering (WISE) Program at the University of Iowa where she develops all program initiatives, supervises the staff and directs the activities of the WISE Advisory Board and Steering Committee. She teaches two undergraduate classes: Gender Issues in Science and Medicine and Nature vs. Nurture:Theory to Practice. She has served as a reviewer for a National Institute for Environmental Health Science (NIEHS) grant review panel evaluating K-12 education proposals for funding under the RFA Using Environmental Health as an Integrating Factor for K-12 Curriculum

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelly B Crittenden, Louisiana Tech University; Heath Tims, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

physics fundamentals in the five curricular threads – Electricity &Magnetism, Work & Mechanics, Waves & Sound, Light & Optics, and Thermal Fluids. By usinga project-driven approach, students become engaged early and maintain a high degree of interestand curiosity throughout the course.As part of the Work & Mechanics module within this hands-on curriculum, 2-dimensional papertrusses are used to introduce the concept of forces and vectors to students. As an application of Page 23.2.2these fundamentals, the truss project tasks students with analyzing and building a 2-dimensionaltruss using mat board (used in picture framing) and

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

, H. (2014). Changes in elementary students’ engineering knowledge over two years of integrated science instruction. Proceedings of the American Society for Engineering Education, Indianapolis, IN.[19] Cunningham, C. M., & Hester, K. (2007, March). Engineering is elementary: An engineering and technology curriculum for children. In American Society for Engineering Education Annual Conference & Page 26.760.14 Exposition, Honolulu, HI.[20] Dyehouse, M., Diefes-Dux, H., & Capobianco, B. (2011). Measuring the effects of integrating engineering into

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brian Howell, Western Carolina University; Robert Houghton, Western Carolina University; Elaine Franklin, Western Carolina University

Tagged Divisions

K-12 & Pre-College Engineering

school. Because of the added costs of these kits, no high schoolsin the district were able to participate in this work, however in future years, the desire is to makethem an integrated part of the learning-mentoring-learning experience.The ultimate goals for the students were as follows: For grades six-eighth, increase studentexposure to technology and technological careers and raise expectations to these students thatsuch careers are possible and educational resources are available to them at both vocational anduniversity levels. Specifically, use robotics and data logging tools to expose the students to usingthese tools for competitions, and to solve math, science, and engineering problems. In addition,through the process of working with

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Patrick Rousche, University of Illinois-Chicago; Michael Cho, University of Illinois-Chicago; Yang Dai, University of Illinois-Chicago; Hui Lu, University of Illinois-Chicago; J Hetling, University of Illinois-Chicago; jie liang, University of Illinois-Chicago; Susan McCormick, University of Illinois-Chicago; David Schneeweis, University of Illinois-Chicago; Richard Magin, University of Illinois-Chicago

Tagged Divisions

K-12 & Pre-College Engineering

measure in lieu of revisingan entrenched undergraduate core engineering curriculum is to provide bioengineeringexposure to 9-12 high school students before they begin undergraduate training. To do thiseffectively also requires increased bioengineering knowledge in high school science teachers.To help foster an increased knowledge and understanding of Bioengineering among thegrades 9-12 student group and their science teachers in a large metropolitan area, wedeveloped a weeklong Bioengineering summer day camp program. The typically intense, but short instructional sequences of the camp provide an idealmeans for the introduction and immersion of 9-12 students and science teachers intobioengineering. Our camp had the following objectives: 1) To

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Eric L. Mann, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

there inencouraging students' interest in engineering lead to the creation of PLTW and, in 1997, theadoption by 12 New York State high schools of PLTW's Pathway to Engineering Curriculum.The curriculum consists of two introductory courses, five elective courses in a variety ofengineering disciplines, and a capstone design class. PLTW programs are now offered in all 50states and more than 4,200 schools with an enrollment of over 400,000 students2.As programs like PLTW continue to expand, undergraduate engineering programs should expectincreasing numbers of alumni from these programs to matriculate at their institutions. However,there is currently very little research on what happens to PLTW alumni when they reach college.The present study seeks

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy Hsiao, Memorial University of Newfoundland

Tagged Divisions

K-12 & Pre-College Engineering

and regenerated back into the community.Research ApproachThis research rests on theories of hands‐on learning, integrated learning, and continuationlearning. It hypothesizes that when an idea or concept is revisited in different contexts andenvironments, i.e. through kinesic, multidisciplinary, or repeated experiences, the learner will Page 22.1624.2have better understanding of the concept and its applications. Materials science is inherently aninterdisciplinary field in which knowledge of chemistry, physics, mathematical modeling, andengineering are often combined in use. In fact, practitioners in the materials science world oftenrefer to a

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Elisabeth McGrath, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Peiyi Lin, Teachers College, Columbia University; Jason Sayres, Stevens Institute of Technology; Liesl Hotaling, The Beacon Institute; Rustam Stolkin, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

engineering studentsto hands-on engineering design earlier in their academic career. The ITEST project aimed toadapt these intensive efforts, which have taken place with self-selected engineering students, for Page 13.261.2suitability with a group of socio-economically, academically, and ethnically diverse middle andhigh school students and within the confines of regular school-day courses, not as an extra-curricular or club activity. Such vertically integrated curricular innovation is being tested as aneffective model of engaging a wide spectrum of students—in terms of age, maturity, andenvironment—through the adaptation of a single, intrinsically

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

landscape within which engineering education becomes an integral part of the National Curriculum. - Across the curriculum, relevant and empirical evaluation that supports needs to be conducted in such a way so as to provide evidence of what works, how and why. 4. Extra-Curricular Providers of engineering education initiatives need to undertake a full and in-depth evaluation of the value of their work, adopting a much more empirically grounded and pedagogically sound approach. - In particular the competition model needs to be properly studied and a wider range of options be developed that appeal to a wider range of children. A global study, perhaps in conjunction with the US and other EU countries, would provide a

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Susan Lowes, Columbia University; Peiyi Lin, Columbia University; Rustam Stolkin, University of Birmingham; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

paper describes the development and implementation of curriculum modules, tied to thestate and national standards in science, math, and technology, that integrate fundamental STEMprinciples while at the same time introducing students to the field of sensors and sensornetworks—technologies that are increasingly important in all fields, but particularly in the worldof environmental research. SENSE IT modules give students an opportunity to acquire and then use STEM skills while atthe same time providing a real-world application of science (particularly environmental science),technology (pre-engineering and computing) and mathematics, all tied in a holistic way withinthe overarching theme of water quality. The specific project goals were to

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Stan Komacek, California University of Pennsylvania; Carol Adukaitis, PA State System of Higher Education

Tagged Divisions

K-12 & Pre-College Engineering

path.Opportunities must be available for middle school students to interact with and experiencemanufacturing professionals and careers as a recruitment to build a future workforce. Thefollowing activities were introduced to project schools last year to provide manufacturingawareness to students.School-Based Manufacturing Activities that Create Student ‘Buzz’Given the state and national reports that few students are selecting careers in advancedmanufacturing, the NSF-ATE project identified numerous hands-on student-centered activitiesthat could be integrated into the curriculum at each educational level. These activities introducestudents to manufacturing careers, equipment used, and interaction with mentors from themanufacturing and engineering fields all

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Sean Doherty, Worcester Polytechnic Institute; Shweta Shanbhag, Worcester Polytechnic Institute; Martha Cyr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

teachers in this area. Anattempt to address this demand led to the introduction of the Pre-College Engineering forTeachers (PCET) program by Tufts University with a grant from the National ScienceFoundation [2]. The primary goals of this program are to familiarize the participating teacherswith the engineering design process, to introduce them to an assortment of projects to enhancelearning and to incorporate engineering principles in their curriculum. Starting in 2002, thisprogram has already been implemented at the high school and middle school levels and is now inprogress at the elementary school level. Table 1 shows the progression of the programimplementation and the grade levels of participating teachers.ImplementationHow it works: Each