Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Kate Hester, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

children's abilities to function in three dimensions—all skills that are important for prospering in the modern world 10. • Learning about engineering will increase students' awareness of and access to scientific and technical careers. The number of American citizens pursuing engineering is decreasing. Early introduction to engineering can encourage many capable students, especially girls and minorities, to consider it as a career and enroll in the necessary science and math courses in high school 2,8. • Engineering and technological literacy are necessary for the 21st century. As our society increasingly depends on engineering and technology, our citizens need to understand these fields 11,12.Goals and ObjectivesEngineering

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Kazem Kazerounian, University of Connecticut; David M. Moss, University of Connecticut; David Giblin, University of Connecticut; Elias Faraclas, University of Connecticut; Cathi Koehler, University of Connecticut

Tagged Divisions

K-12 & Pre-College Engineering

indicate that many states include various aspects of EEF contentstandards and widely use the term technology but fail to identify the context of engineeringconcepts as it relates to the disciplines in science. It is important to assess how states areincorporating technology and engineering concepts into their state science curriculumframeworks as promoting technical and engineering literacy in secondary schools may result infostering interest in careers in engineering.Introduction As the world becomes more technically oriented, educators have an increasing challengeto keep their curriculums relevant and evolving to maintain pace with globalization. Science

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer S. Atchison, Drexel University; Danielle Tadros, Drexel University; Yury Gogotsi, Drexel University; Paul Holt; William Andrew Stoy, North Carolina State University; Joy A. Kots, Father Judge High School; Caroline Louise Schauer, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

provide a working knowledge of nanotechnology in generaland the physics and chemistry employed in nanofiber production specifically.Additionally several modes of assessment were used through out the activity. Inparticular, an attitudes inventory was administered pre and post activity to evaluatechange in perceptions about pursuing STEM careers. Summative assessments were usedto gage student’s learning and performance based assessments were used to enhancestudent’s internalization of the subject matter. The students demonstrated an improvedunderstanding of nanotechnology across the board and girls performed better than theboys on the summative assessment. As a capstone on the project the students producedposters to communicate their findings to

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

by 20181has made almost a priority to prepare the population of the USA to work as computerprofessionals. The report has stated that there will be about three job opportunities per jobapplicant in computer-related careers. Not meeting such demand can make USA to be instrategic disadvantage with other economic powers of the world.In addition, statistics about the percentage of bachelor’s degrees in computer science2 earned inthe USA during the last twenty years shows that less than 20 percent of graduates account forunderrepresented minorities which put this population in great disadvantage with other ethnicgroups of the USA.Given that New Mexico is a state with high percentage of underrepresented minorities, theDepartment of Engineering at

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

students in developing models of real world problems and their so- lutions. Her research also involves working with educators to shift their expectations and instructional practice to facilitate effective STEM integration. Tamara is the recipient of a 2012 Presidential Early Career Award for Scientists and Engineers (PECASE) for her work on STEM integration with underrep- resented minority and underprivileged urban K-12 students.Dr. Siddika Selcen Guzey, University of Minnesota, Twin Cities Dr. Guzey is a Research Associate at the STEM Education Center at the University of Minnesota. Her research and teaching focus on integrated STEM education.Mrs. Corey A Mathis, Purdue University Corey A. Mathis earned her B.S. in

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, recent K-12 education reform efforts inthe U.S. and other nations have put a focus on engineering as a strategy for improving STEMeducation and integration1-3. In particular, there is a growing consensus that students needexposure to engineering early on in elementary school, when their initial career interests arebeginning to develop2. While efforts to provide engineering opportunities for elementarychildren have increased in the last decade3, 4, the creation of the Next Generation ScienceStandards (NGSS)5 has made explicit suggestions for introducing engineering into sciencecurricula, positioning it to become an integral part of science education.The inclusion of engineering in elementary classrooms has necessitated the creation of a newbody

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Robotics (SLIDER) and a NASA online professional development course for K-12 teacher on Using LEGO Robots to Enhance STEM Learning. Page 22.959.1 c American Society for Engineering Education, 2011 Introducing K-12 Teachers to LEGO Mindstorm Robotics Through a Collaborative Online Professional Development CourseAbstractIn recent decades, engineering and robotics programs such as First Lego League (FLL) haveallowed children ages 9 to 14 to deeply engage with Science, Technology, Engineering, andMathematics (STEM) disciplines and inspired them to explore careers in STEM fields. In 2009,NASA

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

survey questionnaire and design journal.Many studies suggest that metacognitive skills are important determinants of successful learning.Besides learning achievement issues, previous studies showed the lack of diversity inengineering education. A study from Anderson and Gilbride found that boys were significantlymore interested than girls in pursuing engineering careers [9]. However, there is still limited studyinvestigating self-regulated learning strategies in the stage process of engineering design andhow the strategies differ between male and female students.2. Literature Review2.1. Metacognition in Self-Regulated Learning ContextExtensive research has been done evaluating the importance of metacognition in learning,especially in problem

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Jill K. Hettinger, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 25.1240.2including content knowledge, pedagogy, STEM careers, assessment, scientific inquiry,engineering design, and best practices. Further, our assessment of the program provides a uniquecontribution to the on-going exploration of how K-12 teachers develop an understanding of theprocesses used by STEM professionals and an awareness of unique skills needed to compete andsucceed. Also, unique to our study is the nature of the data collection, using both quantitativeand qualitative data, to assess participants’ knowledge of engineering design and the size of thesample, over 100 K-12 teachers participated in our project.The purpose of this report is to share our research findings related to teacher understanding of theengineering design

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

-solving teaching skills. Both our elementary and secondary TE/PreEE majors are being prepared to integrate math, and the other STEM components, into the classroom to support such broader standards. 4) Both affect and aptitude in math and science are largely determined by the middle school years, a grade range that clearly impacts our K-5 graduates since it is in these earlier grades where improvements can be best impacted. [9 Reference!] 5) Female interest in STEM subjects continues to be a problem, as represented by fewer female students choosing STEM majors in college and STEM careers. A recent study of K-5 grade students verified that math anxiety follows like-gender (female) role models.[10] In this

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

success of the COSMOS Earthquakes in Action program has shownthat a hands-on and engaging curriculum is the best model for presenting the described topics tohigh school aged students.During summer 2010, student comprehension and retention of course material was qualifiedthrough pre- and post-program surveys. The pre-survey was informal and was used to assess thelevel of math preparation of each student and their future career interests. Of the 20 students,approximately 1/4 had pre-calculus or calculus backgrounds. Since three of the seven groupprojects required a higher level of math comprehension, the information about students’ level ofmath preparation was used to select balanced project teams. Additionally, from the pre-surveyonly a handful of

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

. Page 15.31.7Evaluation Overview The evaluation plan for the _______ State College 2007 Engineers of the Futureprogram was based upon four evaluation questions. All four of these evaluationquestions implied that a measurable change would occur. The four evaluation questionswere: 1. Did partnering schools implement rigorous pre-engineering curricula? 2. Did partnering schools teach mathematics, science, and technology through hands-on experiences in engineering-related content? 3. Did participating teachers gain subject matter expertise? 4. Did partnering schools offer engineering-related career paths awareness? Evaluation of the program was performed in a fashion similar to a classic pre/postdesign. Data was

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Rajesh Ganesan, George Mason University; Philip Henning, James Madison University; Donna Sterling, George Mason University

Tagged Divisions

K-12 & Pre-College Engineering

understanding teachers and students have of certain topics. Communicating tovarious audiences is invaluable and I am more confident about doing so."Another fellow said: "Also, the SUNRISE program has opened my eyes to the difficulties thatteachers face in teaching science. Not only are they limited in time, but they are bound bystandards, fearful of teaching science incorrectly, and at a loss with students who do not speakEnglish as a primary language. Because of my experience with these struggles, it’s much morelikely that a part of my career as a scientist will involve helping teachers learn how to teachscience, implement scientific design in their classrooms, and work with students who presentadditional challenges to science education

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

on defining STEM integration and investigating its power for student learning. She is creating and testing innovative, interdisciplinary curricular approaches that engage students in developing models of real world problems and their so- lutions. Her research also involves working with educators to shift their expectations and instructional practice to facilitate effective STEM integration. Tamara is the recipient of a 2012 Presidential Early Career Award for Scientists and Engineers (PECASE) for her work on STEM integration with underrep- resented minority and underprivileged urban K-12 students.Dr. Senay Purzer, Purdue University, West Lafayette S¸enay Purzer an Assistant Professor in the School of Engineering

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, the Tapestry Workshop guidelines are intended to provide computer science teacherswith a broad interactive and motivational professional development experience that includes: • Content and high quality print and electronic resources from the National Center for Women and Information Technology (NCWIT) and CSTA for informing school administrators, other teachers, parents, and students about the diverse and rewarding career opportunities in computing; • Content emphasizing the importance of gender and racial diversity in computing; • Strategies, methods, and messages for recruiting and retaining students, particularly girls, to computing courses; • Pedagogical resources for introductory computer science courses that help

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Mark Tufenkjian, California State University-Los Angeles; Ethan Lipton, California State University-Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

Society for Engineering Education (ASEE) has expressed significant concernabout our nation’s ability to maintain its leadership position in engineering and technologyrelated research required to sustain the highly trained and technologically literate workforcerequired for economic growth, maintenance of national security, improved healthcare and tosafeguard our environment1. ASEE and educators are now working to facilitate the developmentof a lifelong love for STEM subjects early in their educational careers. Likewise, several otherorganizations across the country are making similar recommendations related to the importanceof STEM education (e.g. American Society of Mechanical Engineers2; International TechnologyEducation Association3).As has

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Augusto Macalalag, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Debra Brockway, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

professional development and using thematerials. Moreover, teachers felt much more comfortable with aspects of teaching engineering,including: designing, implementing, assessing, and determining relevant design features ofengineering processes12. Similarly, pilot assessment of students revealed that engagement withEiE units raised their understanding of engineering concepts and processes. Specifically, basedon the pre- and post -tests, students improved their understanding on what are human-made,technology, engineering work/careers, and engineering design process 12, 13, 14.Summer Institute Program ContentIn July 2007, approximately 60 elementary teachers worked together, guided by STEM facultyand K-12 professional development staff to successfully

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

David Crismond, The City College of New York

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-2922: THE ROLE OF DIAGNOSTIC REASONING IN ENGINEERINGDESIGN: CASE STUDIESDavid Crismond, The City College of New York Dr. David Crismond is an Associate Professor of Science Education at the City College of New York. He received his masters degree in 1992 from MIT’s mechanical engineering department, and earned his doctorate in Human Development and Psychology from the Harvard Graduate School of Education in 1997. His career in education has included public school teaching, developing engineering design-related interactive multimedia materials at MIT, and design-oriented science curricula at TERC and Georgia Tech. He has been Principal Investigator for the NSF-funded

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Natalie Tran, California State University, Bakersfield; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

can be explicitly integrated with pre-engineering activities, and thereby enhance the likelihood that learning will be deep and fostertransfer to new tasks and settings. Page 14.1231.2IntroductionIn order for the US to maintain its quality of life, national security and economic vitality, theNational Research Council, in Rising Above the Gathering Storm (2007), calls for educationalleaders to optimize its knowledge-based resources and energize the United States’ science,technology, engineering and mathematics (STEM) career pipeline. Furthermore, the 1990reauthorization of the Perkins Vocational Education Act mandated that technical education

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie C. Vereen, University of Alabama; Allison D. Vereen, North Douglas Elementary, Douglas County School System

Tagged Divisions

K-12 & Pre-College Engineering

, increasing student’s 21st century skills, and increasingGeorgia’s capacity to provide high quality K-12 STEM professional learning opportunities1.One component of STEM Georgia, implemented as a result of the intended long term objectiveof developing and ensuring a skilled STEM workforce, is STEM certification for elementary,middle, and high schools throughout the state of Georgia. One of the primary goals of STEMcertification is to increase the number of students pursuing careers in STEM-related fields and/orpost-secondary STEM related education/training1.“Well educated, specialist teachers of [STEM] disciplines are the critical link for the next STEMgeneration”5. To obtain Georgia STEM certification at the elementary level, a critical componentis

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

,” Association of American Colleges and Universities, 2010.[6] http://ocw.mit.edu/courses/ocw-scholar/[7] Kekelis L.S., and Wei, J., “Role models matter: Promoting career exploration in afterschool programs,” ITest white paper. Available at http://afterschoolconvening.itestlrc.edc.org/sites/afterschoolconvening.itestlrc.edc.org/files/ITEST_white_paper _10_Techbridge.pdf (Retrieved September 10, 2014).[8] Valla, J. M. and Williams, W.M. “Increasing Achievement and Higher Education Representation of Under- represented Groups in Science, Technology, Engineering, and Mathematics Fields: A Review of Current K-12 Intervention Programs,” J. of Women & Minorities in Science & Engineering, 18(1): 21–53, 2012

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Elisabeth McGrath, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Dawna Schultz, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

mathematics, language arts, and nowscience, those subjects that are assessed as part of No Child Left Behind.De-mystifying engineering as a discipline and persuading policymakers and schooladministrators that engineering design and design-based problem-solving are importantcompetencies for 21st century citizens will require both evidence of student impact aswell as a clearer understanding by such constituencies of what engineering is (and is not);what its contributions to society and the economy are and will be in the future; and whyengineering careers are suitable for females and minorities. It will be necessary for awide range of constituencies to be involved and convinced that engineering shouldbecome a universal requirement for K-12

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Richard Gilbert, University of South Florida; Robin Little, Douglas L. Jamerson Jr. Elementary School; Chuck Parsons, Douglas L. Jamerson Jr. Elementary School; Kim Parsons, Douglas L. Jamerson, Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare

Tagged Divisions

K-12 & Pre-College Engineering

classroom. It also seems to run counter to a number of givens in their lives especially sinceteacher career advancement seems to dictate that they pursue one or more masters degrees withthe corresponding homework. Finally, the idea of conducting a course with no fixed finalperformance expectations might be just a bit “around the bend”. Naturally, these are all genuineconcerns and this course set does not blatantly ignore the good practices expected of any course.However, it is one thing for an in-service teacher to succeed when writing papers and/or doingliterature research in a method course or principles of school administration course and quiteanother for a teacher with no or at best absolute minimal previous exposure to engineeringscience and

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

responded thatparticipating in the Classroom Mentor Program has given them a sense of satisfaction with theirjobs; 40% have an improved view of the engineering profession. Both of these factors (jobsatisfaction and perception of career) have been found to contribute to job performance.Volunteering can also help new employees feel like a part of the company. One employeerecommends that his peers become mentors “for at least a year. It's a great way to get involved ina different aspect of the company.”The program has had an impact on skills that are important to job success as well. 34% of theclassroom mentors feel that their communication skills have improved, an improvement noticedby an equal percentage of teachers. 29% report an increased

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Bill Elmore, Mississippi State University; Adrienne Minerick, Mississippi State University

Tagged Divisions

K-12 & Pre-College Engineering

involvement of students in the day-to-day functions of an engineeringschool can enhance their understanding and provide a link between their perceived career goalsand the fields of engineering. The research experience has proven invaluable for engagingstudents in active learning, building relationships surrounding a drive to discover andmaintaining motivation for achieving intellectual goals12-14. The key elements of engineeringresearch—posing a technical question, gathering supporting information, designing and buildingcomputational or experimental models and gathering data to test hypotheses - all provide a richlearning environment with which to engage 10-12th grade students in this process of engineeringstudy. This key experience also furthers

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Ayyana Chakravartula, University of California-Berkeley; Barbara Ando, Lawrence Hall of Science; Cheng Li, University of California-Berkeley; Shikha Gupta, University of California-Berkeley; Lisa Pruitt, University of California-Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

disciplines, and increased awareness for girls and minorities thatengineering might be the right career for them3. Programs such as the GK-12 Fellows at theUniversity of Colorado at Boulder, which develop curricula and activities for K-12 teachers, areshown to have a positive impact on K-12 teachers and students4. Student teaching and group work also have many beneficial aspects for undergraduatestudents. Humphreys et al.5, Mooney and Mooney6, and Smith et al.7 affirm that traditionallecture-based teaching is not always the best way to impart information to undergraduates, andthat they will profit from a more active role in their own learning. Mooney and Mooney alsoacknowledge that “… one learns more completely what one has to teach rather than

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, The University of Texas - Austin; Taylor Martin, Utah State University; Jennifer Rudolph; Noel Hector Ramos, Department of Defense Dependent Schools

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.612.9This study is specifically tailored to the UTeachEngineering curriculum, but there are somegeneral lessons we learned that can be used to inform other programs. We believe this workprovides further evidence that K-12 engineering programs can raise student innovation such thatthey can take their knowledge and apply it more broadly and abstractly, like adaptive experts.However, student beliefs are “sticky” and are challenging to change significantly.AcknowledgmentsSupport for this work was provided by the National Science Foundation through theUTeachEngineering: Training Secondary Teachers to Deliver Design-Based EngineeringInstruction award (DUE-0831811) and the CAREER: Advancing Adaptive Expertise inEngineering Education award

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

Anastasia Marie Rynearson, Purdue University; Kerrie A Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

met.Specifically, we asked the following research questions: 1) What did teachers perceive studentslearned through participation in engineering lessons? 2) How did teachers’ perceptions aboutstudent learning differ by grade level? and 3) How did teachers’ perceptions differ by school?Literature ReviewIn a document titled “Engineering for Children?!” 4, engineering is said to integrate multipledisciplines including science and mathematics, foster problem-solving skills, and increasestudents’ awareness of and access to STEM careers like engineering. The American Society ofEngineering Education’s K-12 division agrees that engineering enhances math and sciencelearning while connecting coursework to real-world applications 5. Engineering activities are

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shashank Shekhar, Vanderbilt University; Faruk Caglar, Vanderbilt University; Anton Dukeman, Vanderbilt University; Liyan Hou; Aniruddha Gokhale, Vanderbilt University; John S. Kinnebrew, Vanderbilt University; Gautam Biswas, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

summer camp inChattanooga, TN, focused on the kinematics concepts associated with modeling traffic flow.Feedback from the students is helping us enhance the tool capabilities for use in a STEMcurriculum at two high schools in summer and fall, 2014.IntroductionSTEM occupations are projected to grow by 17.0% from 2008 to 2018 in the United States [6].However, there is a growing shortage of students who pursue STEM careers, primarily becausethey seem to develop a lack of interest in STEM topics that may be traced back to unavailabilityof teaching tools and resources that develop STEM concepts in realistic and motivating contextsalong with relevant challenge problems. Often students are not made aware of the link betweenengineering disciplines and

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Caridad Cruz, Universidad de las Americas, Puebla; Lourdes Gazca, American University in Puebla, Mexico; Aurelio Lopez-Malo, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

Américas Puebla (UDLAP) is a Mexican private institution of higherlearning committed to first-class teaching, public service, research and learning in a wide rangeof academic disciplines including economics, business administration, the physical and socialsciences, engineering, humanities, and the arts. UDLAP places a high priority on reaching out toits local community. Such outreach fosters service opportunities so P-12 students can discoverscience, engineering, and technology careers. Service is a fundamental aspect of being aprofessional and thus fundamental to our students’ education.Alimentos Divertidos is an inquiry-based science and engineering program for P-12 students1-4.We have developed, implemented and evaluated educational materials