Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura E. LeMire, The Community College of Baltimore County

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

avariety of software applications and engineering topics. Maryland began offering the PLTWcurriculum in 2002. By 2009, the state had 80 high schools and 34 middle schools teachingPLTW, reaching 100 to 250 students per school, and in 2014 the pre-engineering curriculum wasbeing taught in 106 high schools and 81 middle schools.2 K-12 teachers express a need andappreciation for the technology integrated into the PLTW curriculum that keeps their studentsinvested and interested in engineering using real-world applications.As reported by the American Association of Community Colleges, teachers look to communitycolleges for access to advanced technology and effective strategies.3 For the past seven and ahalf years, The Community College of Baltimore

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

development of learningprogressions. First, we understand that instruction and curriculum are an integral part ofconsidering learning progressions. However, since we know very little about elementarystudents’ knowledge and reasoning about design, the first step is for us to find out the status quoof understanding in order to make suggestions on targeted instruction and progressions. Second,we are employing a cross-sectional study to document students’ development of knowledge andreasoning on design across multiple grades. Third, learning progressions focus on fundamentaland generative ideas in a discipline, and design has been identified as an important concept inengineering learning [15]. Some might argue that designing involves procedural skills

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alok K. Verma P.E., Old Dominion University

Tagged Divisions

K-12 & Pre-College Engineering

College StudentsAbstract Low enrollment and high attrition rates in Science, Technology, Engineering and Math(STEM) based degree programs have created a workforce problem in industries like shipbuildingand repair which are important for national security. Part of this problem can be attributed topedagogical issues like lack of engaging hands-on activities utilized for science and matheducation in middle and high schools. Lack of student interest in technical careers can also beattributed to lack of an integrated approach in teaching math, science and technical education. Toengage student’s interest in the technical career path, it is important that students establish a linkbetween the theoretical knowledge and its application to solve real

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

on hold. However, we are re-evaluating ourwork to date to incorporate the above recommendations. Many youth did indicate a desire formore “hands-on” training. By running a separate course on “game design for kids” led by collegestudents, the students could assign specific tasks that relate to a current game project. Thereby, wemight be able to provide both an opportunity for learning and integration in a student project.Bibliography1. Grose, T. K., “The Science of FUN,” ASEE Prism, Volume 14, Number 5, 2005, http://www.prism- magazine.org/jan05/tt_science.cfm.2. Entertainment Engineering and Design, University of Nevada, Las Vegas, Howard R. Hughes College of Engineering, http://www.eed.egr.unlv.edu/index.cfm.3. The

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

publication appear on the journalwebsite in pdf format, and are accessible for the public to view and download at no charge. To provide oversight of the technical content and relevance of published work, articlessubmitted for publication in the journal undergo a unique review process consisting of two highschool student/teacher combinations (including math, science, and English teachers), and by anindividual from academia or industry who demonstrates expertise in the associated field. Thestudent/teacher combinations serve as sources for judging the impact the submitted content mayhave on stimulating self-motivated learning and its usefulness for integrating within theeducational curriculum. Thus, an opportunity exists for students to understand

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Isla Young, Maui Economic Development Board, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

. Page 13.1075.1© American Society for Engineering Education, 2008 Service Learning: Community and Cultural Values that Engage Under Represented Groups into the STEM PipelineAbstractEnvironmental and Spatial Technology (EAST) is a high school elective class that usessophisticated technology in service projects designed to improve students’ critical thinking andproblem solving skills. EAST is a national initiative that now includes more than 220 schools inArkansas, California, Hawaii, Iowa, Illinois, Louisiana, Oklahoma and Pennsylvania. It is aproject-based, service-learning class that integrates technology into the traditional high schoolcurriculum. EAST students work in teams to solve real world problems in their schools

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina-Charlotte; Lyndon Abrams, University of North Carolina-Charlotte; Deborah Bosley, University of North Carolina-Charlotte; James Conrad, University of North Carolina-Charlotte; Stephen Kuyath, University of North Carolina-Charlotte; Dawn Denney, Northwest Cabarrus High School; Kelly Teague, J.M. Robinson High School; Bill Welch, J.M. Robinson High School

Tagged Divisions

K-12 & Pre-College Engineering

competitions as an educational tool, competitions have been shown to be usefulin promoting student interest in engineering and science.31,32 A NSF report examiningcompetitions indicated that the participation rate of girls in competitions was comparable to thatof boys.32 In addition, other studies have noted that both genders felt that competitions wereenjoyable and integral to the class atmosphere and that competition competency between malesand females was similar.23 Our observations of the summer camps have indicated that couplingcollaborative teamwork with the competitions effectively engages all participants in the activitiesregardless of gender or race.Challenges and Lessons Learned to Date

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

needs of thediversity of students and represent a more real-world view of science as opposed to traditionalcourses that emphasize each area of science standing alone. As integrated science unifiesconcepts and looks at the reality of the natural world, the science is more relevant and betterconnected to students’ lives, which can increase student interest and motivation to learn.5 Project2061 discussed the use of integration in the curriculum, highlighting three key reasons whyintegration is essential: integrated planning, interconnected knowledge, and coherence.6Integrated planning merges teachers of many disciplines including science, mathematics, andtechnology. This collaborative effort eliminates dividing subjects per person, and may

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanner J Huffman, Purdue University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7052High School Students Modeling Behaviors During Engineering DesignMr. Tanner J Huffman, Purdue University Tanner Huffman is a research assistant and Ph.D. candidate in the Technology, Leadership and Innovation department at Purdue University. Additionally, he is an engineering and technology instructor at Richland Senior High School (7-12) in Johnstown, Pa. Tanner has experience writing integrated STEM curriculum and delivering professional development workshops on ITEEA’s Engineering by Design program. His research interests include modeling and design in STEM education, as well as STEM teacher professional

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

John Mativo, Ohio Northern University; Arif Sirinterlikci, Robert Morris University

Tagged Divisions

K-12 & Pre-College Engineering

followed by theparticipants as emulation of real-world design activities. This is a novel approach thatwas developed by the authors. The course curriculum encompassed the followingsubjects in the following sequence: • Introduction to Animatronics and Robotics • Introduction to Engineering and Product Design • Project Management • Team Work Basics • Concept Development • Artistic and Industrial Design • Materials and Manufacturing Process Selection Page 11.1178.2 • Mechanism Design and Assembly • Actuators, Sensors, Controls • Controllers and Programming • CostumingAfter welcoming events, students were given an

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Geoff Wright; Braden Boss, Springville High School; Daniel Bates, Brigham Young University; Ronald Terry, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

an increasing number of states and school districts have been adding technology education to the mix, and a smaller but significant number have added engineering. In contrast to science, mathematics, and even technology education, all of which have established learning standards and a long history in the K-12 curriculum, the teaching of engineering in elementary and secondary schools is still very much a work in progress. Not only have no learning standards been developed, little is available in the way of guidance for teacher professional development, and no national or state-level assessments of student accomplishment have been developed. In addition, no single organization or central

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Jed Lyons, University of South Carolina; Amber Caicedo, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

% No long-term effect 23% Real-world connection 15% Cross-curriculum connection 15% Careers in engineering 8% Awareness of resources 8% 0% 10% 20% 30% 40% 50%Figure 5: Long-term Changes in Teaching Due to Program Participation as Reported by TeacherPartnersFour other themes emerged with 15% or more teachers responding similarly. Teacher Partnersreported a new awareness of real-world connections with statements such as, “I try to integrate engineering into my lessons more than before and I tell my students that "an engineer would

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bassant Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Rashid Alammari, Qatar University; Saud A Ghani, Qatar University; Mazen O. Hasna, Qatar University

Tagged Divisions

K-12 & Pre-College Engineering

the early 1990s1 , Malcolm argued that students perception towards engineering was considered more of atechnically oriented, they did not understand the socio-economic context and benefits ofengineering. Accordingly, preferences of introducing of engineering design to K-12 educationprograms were emerged to provide a venue and experience demonstrating engineeringconnections to human needs 2. STEM is actually an integration of four disciplines in which technology and engineering arelayered onto standard science and Mathematics curricula resulting in cohesive curricula in whichbarriers are removed between the four disciplines. Although wide spectrum of scientific knowledge and socio-economic advances are based ontechnological developments

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

would improve thecurriculum by connecting these various disciplines. In this module we aim to teach high schoolstudents the concepts of pressure, while focusing on how blood flows through the cardio-vascular system. LEGO (model design) and Vernier Probes (simulations) help the teacherfacilitate the learning process by using engineering components to present an alternative methodof teaching science. Our module includes components of the physics curriculum (pressure), thebiology curriculum (cardio-vascular system), and engineering curriculum (design process). Thecurrent version of this module would fit into the anatomy and physiology curriculum during astudy of the cardio-vascular system. Our initial case study was piloted as an after

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Michael Khoo, University of Southern California; Ellis Meng, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

expertise of an urban school of engineering, school ofmedicine and school of education. The BMERET program has provided middle schooland high school science teachers in urban settings with opportunities to engage withpremiere researchers in BME laboratory settings at a top tier research university. Withthe combined expertise of the BME scientists and education faculty, BMERET teacherparticipants are creating powerful curriculum to use in their middle school and highschool science classrooms. The teacher participants have experienced greater scienceteaching efficacy then their non-participant teacher peers, which may be as a result of thecollaborative RET experience. Sixth through twelve grade teachers have benefited greatlyfrom bringing the BME lab

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alfredo J. Perez, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College; Raul R. Peralta, Northern New Mexico College; David Torres, Northern New Mexico College

Tagged Divisions

K-12 & Pre-College Engineering

/engineering earned in the United Statesduring the last twenty years shows that less than 20 percent of graduates account forunderrepresented minorities which place this population in great disadvantage with other ethnicgroups. Given that New Mexico is a state with high percentage of underrepresented minorities,the Department of Engineering at Northern New Mexico College through the support of GoogleInc. and the National Science Foundation has organized and developed Computational Thinking(CT) workshops and activities for K-12 teachers and pre-service teachers during the last twoyears as an approach to increase the awareness of Computer Science among K-12 students inNew Mexico. The curriculum developed in the workshops have provided teachers andpre

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology; Matthew Ryan Davidson, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

forms.2O’Neill and Harris identify four categories of e-mentoring:3  Ask-an-expert: professionals answer questions on an ad hoc basis.  Tutoring: usually a one-to-one exchange based on a rigorous master-to-apprentice scenario.  Curriculum-Based Tele-mentoring: students pursue in-depth examinations of topics covered in the classroom, guided by their external mentor-expert.  A Tele-mentoring Relationship: exchanges move beyond question-and-answer to achieve goals of broad-based affective and cognitive development.We have adopted the best practices from these successful approaches in order to use socialnetworking to build powerful mentoring relationships among 9th-grade girls and female

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brittany L. Luken, Georgia Institute of Technology; Susan L. Hotle, Georgia Institute of Technology; Laurie Anne Garrow, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Lauren Alise Jones; Margaret-Avis Anyeley Akofio-Sowah, Georgia Institute of Technology; Stefanie Brodie, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Georgia Institute of Technology and is currently pursuing a Ph.D. She has researched the effects of product debundling in the airline industry and is interested in airline competitiveness indicators.Dr. Laurie Anne Garrow, Georgia Institute of Technology Laurie Garrow is an Associate Professor in the School of Civil and Environmental Engineering at the Georgia Institute of Technology. Prior to joining the faculty, she worked for four years as a Research Analyst with United Air Lines and one year with a management consulting firm.Mr. Christopher Cappelli, Georgia Institute of Technology Christopher Cappelli is a Research Associate at the Center for Education Integrating Science, Mathemat- ics, and Computing (CEISMC) at

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bette Grauer, Kansas State University; Karen L Roberts, Upward Consulting; Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University; Gary A. Clark, Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Divisions

K-12 & Pre-College Engineering

improvement consultant for a number of manufactur- ing and service companies, and educational institutions. Roberts has worked with K-12 teachers for 30+ years facilitating curriculum development, STEM activities, and providing information on engineering ca- reers. His work at K-State includes outreach and support of STEM programs like Future City, USFIRST, Odyssey of the Mind, Boy Scouts and Engineering & Science Summer Institute (ESSI).Dr. Gary A. Clark, Kansas State University Senior Associate Dean and ProfessorDr. Amy Rachel Betz, Kansas State University Dr. Amy Betz is an assistant professor at Kansas State University in the Department of Mechanical Engineering. She received her Ph.D. from Columbia University in

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming; Dennis Coon, University of Wyoming; Paul Crips, Laramie Middle School; John Pierre, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

encourage students to independently continue their studies beyond the course.Curriculum. The curriculum consists of a series of self-contained laboratory exercises thatincrementally build upon one another. The exercises were adapted from laboratory exercisesoriginally developed for use in a sophomore level, undergraduate electrical and computerengineering curriculum [7, 8, 9]. In developing the program an emphasis was placed onminimizing theoretical lectures while maximizing student investigation and discovery throughhands-on laboratory exercises.A typical schedule is provided in Table 1 while a summary of laboratory exercises is provided inTable 2. The schedule is divided into 12 separate 2 hour and 15 minute lessons. A 15 minutebreak is provided

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Steve Shumway, Brigham Young University; Jared Berrett, Brigham Young University; Andy Swapp, Milford High School; Ronald Terry, Brigham Young University; Thomas Erekson, Western Illinois University

Tagged Divisions

K-12 & Pre-College Engineering

their classrooms and mentor the next generation of technology/engineering teachers to effectively teach students of diverse backgrounds. • develop engineering analysis and design skills in technology teachers, and to strengthen their mathematics and science knowledge and skills. • develop curriculum integration and collaboration skills in practicing technology teachers so that they can effectively collaborate with mathematics and science teachers.This paper will document the first two years of professional development activities conducted byBYU faculty.Professional Development Literature ReviewBecause of the potential impact on the quality of teaching and learning that occurs in theclassroom, there has been a

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Noemi Mendoza Diaz, Purdue University, West Lafayette; Monica Cox, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

(Boston Museum of Science)General Description: The Center’s goal is to integrate engineering as a new discipline in schoolsnationwide and to inspire the next generation of engineers and innovators. It offers curriculum,professional development, and partnership with industry, and school systems. The Center isresponsible for the following programs:Engineering is Elementary: Engineering and Technology Lessons for Children (EiE) is aimed toelementary level students. The program integrates engineering content with elementary scienceconcepts. “Each unit focuses on a field of engineering—for example, materials engineering,mechanical engineering, and environmental engineering—and includes a child's illustratedstorybook, lesson plans, and student

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Krishan Kumar Bhatia, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

students in exploring and understanding engineering content in K- 12 education through professional development activities, and • Serve as a national model for other undergraduate institutions in integrating engineering content in K-12 education.This initiative to integrate engineering content in the middle school curriculum and train teachersregarding engineering concepts has been extremely successful as evidenced by participantfeedback [4-5].Clinic Modules: Four engineering clinics are included in the workshop. These clinicsrepresented the four engineering disciplines at Rowan University namely Chemical, Civil andEnvironmental, Mechanical and Electrical and Computer Engineering. The Bridge moduleallows participants construct

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

are knowledgeable about or comfortableteaching—into an already-packed elementary curriculum can present challenges. This paper willdraw upon the experiences of educators at the Museum of Science, Boston who have beensupporting the implementation of elementary engineering for over seven years. Specifically itwill address how the Museum of Science has engaged in three kinds of partnerships fostered byEiE that have enabled the development and dissemination of the program—partnershipsassociated with (1) development and testing of resources, (2) building teacher capacity, and (3)fostering national dissemination and advocacy. It briefly describes the goals of thesepartnerships, the roles that partners can play, sets forth some characteristics of

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Jodi Cullum, Utah State University; Christine Hailey, Utah State University; Daniel Householder, Utah State University; Chris Merrill, Illinois State University; James Dorward, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

paper reports the responses from participants in this unique workshopsession.BackgroundThe emergence of engineering as a school subject is in its infancy. The most importantengineering concepts and skills that students of differing interests and aptitudes shouldmaster are not well defined. State adopted curriculum materials, often the cornerstone of aprofessional development program, are still unavailable. To begin to understand theimportant features of an effective professional development program, NCETE focused itsefforts on engineering design as a content area in high schools. The rationale for thisdecision is that aspects of engineering design are shared by technology design as describedin standard 8 of the Standards for Technological

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Crehan, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

offormal educational settings4. Contemporary values underpinning the nature of STEM basedsubjects’ places greater focus on preparing students to be active participants in society. It istherefore the role of STEM educators to motivate students to explore and establish what is ofvalue to them and in turn to increase the capability of students to critically engage in andhave an impact on society5, 6.In Ireland, proposed change at lower post-primary level (Junior High, 12-15 year olds) aimsto move towards a more design focused curriculum, where the focus of education is on theneeds of the student to develop competencies and not driven by the need to perform in

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Justin Osterstrom, Combs Elementary Scho

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-1482: TEACHING ENGINEERING TO ELEMENTARY EDUCATIONMAJORSLaura Bottomley, North Carolina State UniversityJustin Osterstrom, Combs Elementary Scho Page 15.1174.1© American Society for Engineering Education, 2010 Teaching Engineering to Elementary Education MajorsThe elementary education teacher preparation program at North Carolina State University is aSTEM-focused program that requires a course in engineering and technology called ChildrenDesign, Invent, Create. For the fall 2009 semester, the course was taught by a faculty member ofthe College of Engineering from an engineering perspective. Although only one set ofassessment data is available, presentation of

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Gail Gotham, SLL BOCES; James Carroll, Clarkson University; Peter Turner, Clarkson University; Douglas Bohl, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

thinkingrequired for engineering majors. The net result has been the development of programs atnumerous campuses, many of which survive only for the duration of the initial funding sourceand then disappear. Like many schools, Clarkson University has traditionally had a few smalland isolated K-12 outreach programs. However, in 2004 with the establishment of its Office ofEducational Partnerships, it initiated a concerted effort to institutionalize its outreach efforts in amanner to increase the extent of these efforts, assess their impacts, and maintain the University’scommitment to area school districts for an extended period of time. As with our integrated

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Lori Heymans, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

engineering/technology content and context. Thecontent was aligned with the Massachusetts Curriculum Frameworks for Science andTechnology/Engineering and with the Massachusetts Curriculum Frameworks forMathematics and provided solid integration of key scientific and mathematical conceptswith the engineering design process. In this institute, participants explored the generationof electricity by the alternative energy sources of wind, water, and solar. Participantsengaged in lab activities, completed worksheets and visited a “Green Home” powered bya wind turbine and by both passive and active solar energy. During the fall of 2006, theparticipants met with the community college faculty to share their personally designedlessons and results.During the

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Gregorio, Drexel University; David S Rosen, Drexel University (Eng. & Eng. Tech.); Brandon Gregory Morton, Drexel University (Eng. & Eng. Tech.); Alyssa M Batula, Drexel University; Michael Caro; Jeffrey Scott, Drexel University; Youngmoo Kim, Drexel University; Kara Martine Lindstrom, Drexel University, ExCITe Center

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, but also, presents STEM in an accessible,engaging way, leveraging students’ passion and interest in music as a catalyst for learning. SMTis a unique STEM experience for high-school students who would not otherwise considersupplementing their education with STEM or even pursuing STEM careers.1 IntroductionThe Summer Music Technology (SMT) program offers a unique educational experience for risinghigh school sophomores and juniors. The week-long program, initiated in 2006 as part of an NSFCAREER award, aims to introduce its participants to the concepts underlying modern musictechnology through inquiry-based projects and activities, drawing upon common music listeningand performance experiences. Music continues to prove an integral part of