Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

primarily aimed at teaching in problem-solving contexts. Therefore, we developedand conducted our research using a cycle adapted for the design-based engineering course.We have shown CBI develops AE in engineering problem solving. The current researchinvestigates whether and how design-centered CBI (or Design-Based Instruction, DBI) developsAE.Thirty-three experienced mathematics and science teachers participated in a 6-week summerinstitute made up of 4 DBI units centered around the following engineering design challenges: 1. Vehicle Design Challenge: Design and build a superstructure on a moving platform maximizing cargo volume while minimizing drag. 2. Reverse Engineering Challenge: Perform a customer needs analysis for a household

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

engineering plays in K-12 science and mathematics classrooms.Research Question The purpose of this research is to explore teachers’ understanding of engineering design andthe impact on secondary science and mathematics teachers’ attitudes toward integratingengineering into their teaching after a year-long professional development program. Thequestions that guide this research are as follow:1) What are science and mathematics teachers’ attitudes of integrating engineering into their teaching after a year long professional development program?2) What are science and mathematics teachers’ understandings of engineering design after a year long professional development program?Literature ReviewEngineering in K-12 Engineering education in K-12

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

David E. Culler, Oregon Institute of Technology; Marcella K. Minster, Oregon Institue of Technology (Student); Irina Demesko-Prosnik, Oregon Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

engineering programs are making a difference. Althoughthere are examples of progress and successful initiatives, the low numbers of female enrollmentin K-12 pre-engineering and undergraduate engineering programs continues to be worrisome.There is also a big change going on in the demographics and minority populations around thecountry. Table 1 provides data on engineering enrollment in undergraduate engineeringprograms and provides statistics based on sex, race/ethnicity and citizenship. These changesintroduce another layer of complexity to the problem that will continue to grow and affect oursociety. Universities that are located in small, rural areas and communities with high minoritypopulations are especially affected by this dilemma because it

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom, Louisiana Tech University; David E. Hall, Louisiana Tech University; Heath Tims, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

curriculum that employ video capture as adata acquisition tool are: material deformation, waves, projectile motion, pendulum motion, andstick-slip friction. These modules seek to employ an inductive learning approach were studentsutilize observation (video footage) along with simple engineering analysis and estimation toarrive at fundamental concepts.The module presented here is written as it would be communicated to a student with thehope that others will be able to more easily adopt and adapt the module for their own use.The module shown is broken into seven sections: 1. Project introduction 2. Capture of video footage 3. Extraction of time and position from video data 4. Position versus time 5. Velocity versus time 6. Acceleration

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, University of Alabama; Beth Todd, University of Alabama

Tagged Divisions

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

science lab was selectedthat clearly demonstrates the scientific method. Upon conclusion the engineering design processwas performed as the constraints would allow. The engineering design problem was structuredto accommodate the science lab, school facility and capabilities of the participating students. APre-Activity and Post-Activity Quiz was given to the students to help measure the effect. Theinitial quiz was intended to act as a baseline of student knowledge while the final quiz was toshow knowledge gained. The open-ended questions stated on the quizzes are shown in Table 1.Table 1. Pre-activity and Post-Activity Quiz Questions. PRE POST List as many career opportunities that

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

individually tested to aid in the design ofstudent built trusses. Students then implement the methodof joints in order to analyze and predict the forces Page 22.1419.8associated with each member. A testing apparatus is usedto validate the ultimate force that the truss can withstand.Students learn about forces, resultants, equilibrium of concurrent force systems, and the methodof joints for truss analysis as they prepare for the design project. Students compute the forces ineach member of their chosen design based on a 1 lb external load applied at a center joint.Students perform tensile testing of the dogbone-shaped manila folder strips to determine

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tao Hong, Purdue University; Senay Purzer, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

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

et al. in 2006. Furtherevaluation of this instrument will benefit educators and their efforts to immerseengineering into K-12 curricula.ParticipantsThe DET instrument was taken by 405 elementary teachers, who attended a teacherprofessional program between 2006 and 2010. Table 1 shows the detailed composition ofthe sample across four background variables: gender, ethnicity, years of teaching andsurvey format. Among these respondents, 88% were females, while 12% were males.Approximately 36 percent of them had no more than five years of teaching experience,while 40 percent had six to fifteen years and 24 percent had more than fifteen years ofexperience. Caucasian teachers dominated the sample with 82 percent, as compared to the18 percent of non

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carolyn A. Vallas, University of Virginia; Juliet J. Trail, University of Virginia, Center for Diversity in Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Experience for Teachers program, funded by the National Science Foundation(NSF), is designed to encourage active participation of K-12 teachers and community collegefaculty in science, technology, engineering, and mathematics (STEM) research, in order toenable them to teach STEM concepts to their students and to encourage students to pursuecareers in engineering and computer science.1 Since its inception in 2001, the NSF RETprogram has facilitated direct research experiences of either one or two summers in duration.Participants use their research as a springboard for the development of new classroom teachingmaterials. These materials provide students with new knowledge, skills, and abilities andcommunicate the wonder of science and the marvels of

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

with their partner teachers to engage middle and highschool students in science and engineering demonstrations, presentations, and activities related tothe fellows’ research. The two primary goals of the IMPACT LA Program are to 1) change teachers, students,and parents’ perceptions of engineers and encourage K-12 students to explore engineering andresearch careers, and 2) to enhance the communication and research skills of graduate fellows.4To achieve these goals, during workshops teachers participate in a wide range of researchexperiences designed by fellows to introduce and update teachers to their research areas.Graduate fellows conduct Master’s thesis research in Computer Science, Computer/ElectricalEngineering, Bioinformatics

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University; Donald P. Visco, University of Akron; Evangelynn Thurber, Cookeville High School; Ryan Thomas Pavlovsky

Tagged Divisions

K-12 & Pre-College Engineering

. Three applets were built andtested in the fall of 2010. These applets included one for conducting generalized linearrelationships, one specialized for helping students to understand mass, volume and density andone to introduce students to the concept of structure-property relationships. The design strategyand methodology used is discussed as well as the architecture of the applets. Outcomes from thepilot test with high school students are also presented.IntroductionScience and engineering are moving towards a discovery-based strategy that increasingly relieson the use of computational techniques 1. As our quantitative understanding of the physicalworld increases and as computer technology improves, becomes faster and has more memorycapabilities

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

viaformation, nurturance and sustaining an important targeted school-university urban educationalpartnership. Our university has partnered with large urban school districts to plan, deliver andsustain a targeted inservice teacher professional development and a middle and high schoolSTEM curriculum intervention. The partnership goals are to assist inservice middle and highschool science teachers in: (1) designing and implementing integrated science and engineeringcurricula and (2) development of instructional methods and strategies that enable teachers toeffectively (a) teach challenging content and research skills in middle and high school asdemanded by state/national science standards; (b) generate knowledge and transform practice inhigh school STEM

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

mentors and the overall scope of theorganization. Existing models of mentorship do not adequately describe the specific relationshipbetween the college and high schools students: (1) Due to the proximity in both age andexperience, the college students cannot be considered more experienced (traditional model ofmentorship) and (2) Due to the fact that both student populations are in different educationalsystems, the college students cannot be considered peer mentors. To help understand thisalternative mentoring relationship, this study was guided by two research questions:1) Whatmotivates PFP participants to become mentors to high school students? 2) What do theseundergraduate students learn by mentoring high school students? A survey of

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

similar to Figure 1 shown below to help them visualize the loading. Theassignment for the teams is to: Page 23.2.3 • Design a truss on paper to meet the specified requirements (shown below). • Draw a diagram of the truss and compute dimensions of members and angle measures. • Use the method of joints to calculate the forces in each member and show if they are in tension (T) or Compression (C). • Use this computation to predict the external force that will cause the truss to fail. • Build the truss based on the dimensions and the rules for the design. • Test the truss. • Turn in the design with a written post

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Allison Anderson, Massachusetts Institute of Technology; Guillermo Luis Trotti, Trotti & Asssociates, Inc.; Suzanne Marie Wilcox, ExplorationWorks Museum of Science and Culture; Elizabeth Perry Gundersen, ExplorationWorks Museum of Science and Culture; Dava J. Newman, Massachusetts Institute of Technology

Tagged Divisions

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

Learning in Rural CommunitiesIntroductionAs recently as 50 years ago, the outlook for rural education in the United States was not good.Many schools were underfunded, understaffed, under-enrolled, and lacked the resources andfacilities to provide an education equivalent to their urban counterparts[1]. Informal educationprimarily came from utility based exposure directed toward a largely agrarian economy. Leisureopportunities for informal education, often enjoyed in urban environments, was sparser[2]. Withimproved communication, transportation, and focus on rural development, formal education hasimproved, yet not at the same level of more urban school systems[2, 3]. There is still a gapbetween the resources and courses available to rural students

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering

disciplines (1). A large area of new curricula is engineering-inspired and, inthe last several years, the amount of engineering curricula has drastically increased (2), with eachcurriculum providing definitions of engineering through their unique design. When compared toscience and mathematics education, pre-college engineering is still in its infancy and still definesits own space within the P-12 system as there are no national engineering standards across K-12and there is still debate as to whether such standards are even desired. Due to the lack of formalrecognition of engineering in K-12, there is no tested, large scale system of teacher preparation. Recent publications set the stage for further development. In 2009, The US

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, University of Minnesota, Twin Cities; Micah S. Stohlmann, University of Minnesota; Jennifer A. Kersten, University of Minnesota; Kristina Maruyama Tank, University of Minnesota; Aran W. Glancy, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

-12 curriculum6. A fundamental problem is the lack of standards for knowledge and skills forK-12 engineering education1.There are a number of unanswered questions surrounding the current state of K-12 engineeringeducation. For example, How is engineering taught in grades K-12?, How does engineeringeducation ‘interact’ with other STEM subjects?, How has engineering been used as a context forexploring science, technology, and mathematics concepts?1 (p. 2). Knowing the current state ofK-12 engineering education can serve to guide the development and structure of future K-12engineering education standards and initiatives. The purpose of this paper is to describe thedevelopment of a framework based on the ABET Criteria 3 a-k and how it was used to

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Paul A. Klenk Ph.D., Duke University; Gary A. Ybarra, Duke University; Rodger D Dalton Jr, Techsplorers

Tagged Divisions

K-12 & Pre-College Engineering

, and after-school providers.Module Development Process Phases 1. Create draft module 2. Test with students in local program 3. Revise and complete 4. Utilize in 10-20 sites in one state 5. Revise based on feedback 6. External Editor provides final edits 7. Create video based on training and feedback 8. Solicit feedback on video and revise 9. Create illustrations for instructor guides and youth handoutsThe modules currently in the TechXcite: Discover Engineering curriculum are listed in Table 1organized by phase in the development process.Table 1:TechXcite: Discover Engineering ModulesModules with Video Piloted Modules Modules in Development(Phase 8 above) (Phase 5 above

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald L. Carr, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

in elementary engineering in a summerweek-long academy in 2009 and three additional days in 2010. This study found the drawings atthe beginning of the school year consistent with previous studies in which student conceptionsrested heavily on manual labor occupations such as mechanics, builders and drivers. The resultsof the coding of the year-end drawings revealed over half of the participants’ conceptions weredesign related and almost as many had moved away from the manual labor conception.IntroductionStudents’ conceptions of engineering, and particularly elementary students, have been studiedusing the Draw-an-Engineer Test (DAET).1–5 This instrument asks students to draw an engineerdoing engineering work and then write about what the

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sharie Kranz, Coronado High School; Catherine Tabor, El Paso ISD; Art Duval, University of Texas, El Paso; Kien H. Lim, University of Texas, El Paso; Amy Elizabeth Wagler, University of Texas, El Paso; Eric A. Freudenthal, University of Texas, El Paso

Tagged Divisions

K-12 & Pre-College Engineering

Institution serving the bi-national El Paso – Ciudad Juarez metropolitan area. iMPaCT-Math’s first substantial dissemination is to Algebra-1 classrooms in two El Paso high schoolsduring the 2011-2012 academic year and will affect the education of approximately five hundredstudents. In this paper, we describe iMPaCT-Math’s pedagogy, project objectives, methods andunderlying theory in the context of an overview of iMPaCT-Math activities for Algebra-1classrooms.1. From Media Computation to iMPaCT-MathiMPaCT-Mathi (IM) was developed as an unexpected synergy of two NSF-funded researchefforts conducted by the first author at The University of Texas at El Paso (UTEP). iMPaCT-Math’s pedagogy evolved from an ultra-elementary programming thread called

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2012 Conceptualizing Authenticity in Engineering Education: A Systematic Literature ReviewAbstractThe term authenticity is pervasive in the education literature in general and specifically in theengineering education literature; yet, the construct is often used un-reflected and ill defined. Thepurpose of this paper is (1) to critically examine current conceptualizations of authenticity asprinciples to design curricula and learning modules within engineering education and (2) thedevelopment of a systematically derived model of authenticity. The context of the project istowards pre-college engineering education yet findings are applicable across the lifespan

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barbara A. Christie, Loyola Marymount University

Tagged Divisions

K-12 & Pre-College Engineering

including 3 in medical school, 1 in dentalschool, 1 in law school, 4 working on PhDs and 13 working toward masters or havingcompleted masters degrees. Seventeen (22%) of the college graduates are working asprofessional engineers, architects or computer scientists. This article discusses themethods used to develop a very valuable and meaningful community outreach programthat continues to achieve its goal of helping improve the pipeline of students deciding tostudy STEM in college and going onto STEM careers. Page 25.358.2 IntroductionGeneration Y, Millennial Generation, or Generation Next are terms used to describe

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Z. Meyer, Illinois Institute of Technology; James Kedvesh; Joy Kubarek-Sandor, John G. Shedd Aquarium; Cheryl L. Heitzman, Illinois Institute of Technology; Sima Ala Faik, Illinois Institute of Technology; Yaozhen Pan, Illinois Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Page 25.359.4 The most obvious resources lie at the other end of the spectrum of abstraction fromspecific lesson plans. There are well-established articulations of what inquiry learningneeds to include. Table 1 shows the essential features of classroom inquiry as delineatedby the inquiry addendum to the National Science Education Standards1.Essential Features of Classroom Inquiry1) Learners are engaged by scientifically oriented questions.2) Learners give priority to evidence, which allows them to develop and evaluate explanations thataddress scientifically oriented questions.3) Learners formulate explanations from evidence to address scientifically oriented questions4) Learners evaluate their explanations in light of alternative

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Courtney A. Peckens, University of Michigan; Jerome Peter Lynch, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

learned inmiddle school or would learn in high school, with engineering topics to highlight the importance Page 25.380.3of continual study of these subjects.The first day in the program provides an introduction to surveying. In this course module, thestudents create a theodolite (see Fig. 1) from basic supplies (i.e. cardboard, string, protractor).Using trigonometry fundamentals, the students determine the height of a building by measuringthe angle from the horizon to the top of the building and their horizontal distance from thebuilding (see Fig. 2). Through this activity the students discover trigonometric relationships byvarying the distance

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Can Saygin, University of Texas, San Antonio; Timothy T. Yuen, University of Texas, San Antonio; Heather J. Shipley, University of Texas, San Antonio; Hung-da Wan, University of Texas, San Antonio; David Akopian, University of Texas, San Antonio

Tagged Divisions

K-12 & Pre-College Engineering

Activities for K-12 Students Can Saygin1, Timothy Yuen2, Heather Shipley3, HungDa Wan4, and David Akopian5 The University of Texas at San Antonio (UTSA) Interactive Technology Experience Center (iTEC) San Antonio, Texas 78249-0670 1 Corresponding Author, can.saygin@utsa.edu, Department of Mechanical Engineering 2 timothy.yuen@utsa.edu, Department of Interdisciplinary Learning and Teaching 3 heather.shipley@utsa.edu, Department of Civil and Environmental Department 4 hungda.wan@utsa.edu, Department of

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University; Emily George Hardee, Brentwood Magnet Elementary School of Engineering; Lizette D. Day, Rachel Freeman School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

reaching all studentsbut having their progress, or lack thereof, published. School leaders are constantly looking fornew and more effective ways to engage their students in their own learning (and be able todemonstrate it), and in high poverty/high minority schools in general, both the need for out of thebox and innovative approaches and the presence of federal and state funds under programs suchas Title 1 provide a vehicle to try new things.It’s into this environment that the elementary engineering approach was introduced in our state.Six years ago in New Hanover County, North Carolina a high poverty and high minority magnetschool was created when the district went to a neighborhood school assignment policy. Theadministrative team was allowed to

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University; Ruth E. H. Wertz, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

protocols.Methods The development of the protocol started by reviewing the K-12 STEM standards andNAE reports on K-12 engineering education (See Figure 1). We also conducted a contentanalysis of prominent engineering curricula such as Engineering is Elementary and Project Leadthe Way to identify diverse ways engineering is taught in the classroom. In addition, publishedand validated classroom observation protocols such as Reformed Teaching Observation protocol(RTOP) are used as models. In its current form, SEcLO is a theory-driven protocol withsufficient content and construct validity. Review K-12 standards, NAE & NSF Review science classroom protocols reports (RTOP, COP, OCEPT

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alpaslan Sahin, AggieSTEM Center at Texas A&M University; James R. Morgan, Texas A&M University; Niyazi Erdogan, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

have been taken during the secondary education.Career selection is one of the most important choices that affect students’ future lives (Borchert,2002). Therefore, choosing a career pathway for many adolescents is not an easy process. Abody of literature indicates that there are several factors influencing this decision makingprocess, including: (1) The context in which students live, (2) the culture that they have beenbrought up with, (3) their aptitudes, (4) attitudes of other people (i.e. parents, teachers, counselor,etc.), (5) past experiences, (6) gender differences, and (7) educational attainment.2,3,8,9,15 Also,researchers found that the cognitive abilities of different genders mirror to the course enrollmentsof different genders.13

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Pamela Dexter, Purdue University, West Lafayette; Jane Hunter, University of Arizona; James C. Baygents, University of Arizona; Michael Gerard Thompson

Tagged Divisions

K-12 & Pre-College Engineering

of theirlocal communities. A four day training session has been developed that introduces teachers toservice-learning, human-centered design, project management and other topics that enable themto manage and coach design teams. The training is designed to allow new teachers as well asexperienced teachers to participate with parallel sessions and active learning that capitalizes ondiscussions involving experienced teachers. A sample of the topics and schedule is shown inTable 1. The workshop is designed to introduce teachers to the skills and topics needed tomanage real design topics.A curriculum was created to provide a tangible, classroom-ready approach to meeting the goalsof the EPICS High program and the lessons plans are used during

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Sun, Purdue University; Nikki Boots, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

perspectives furnished by (1) Rogers’s 40 diffusion of innovation model, (2) theConcerns-Based Adoption Model (CBAM) 24, 26, 28, and (3) Dreyfus and Dreyfus’s skill acquisitionmodel 18, 19, the researchers of this study constructed an EEE adoption and expertise developmentmodel. The construction of the model was based on analyses of interview and survey data collectedfrom 2nd–4th grade elementary teachers who participated in the elementary engineering educationsummer academies offered by INSPIRE (Institute for P-12 Engineering Research and Leaning atPurdue University).Purpose and Research QuestionsThe purpose of this study was to construct an EEE adoption and expertise development model byinvestigating elementary teachers’ adoption and implementation

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin Sargianis, Museum of Science, Boston; Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

United States. Because EiE units are meant to integrate with and allowstudents to apply their knowledge of a particular science topic, they are not designed to “standalone” in the curriculum—instead, they are meant to be taught in conjunction with a sciencetopic already present in the elementary classroom. While their specific content differs, all 20 EiEunits feature the same five-lesson structure and format, making it easier for educators toimplement multiple units with their students (see Table 1).Table 1. Five-Lesson Structure of all EiE Units Lesson Purpose Preparatory Lesson Introduce students to the broad concepts of technology and engineering. Lesson 1