Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Steckel, St. Vrain Valley School District; Patty Ann Quinones, St. Vrain Valley School District; Malinda S. Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

individuals as they are embarking ontheir careers.STEM interest, efficacy, and identity are all expected to be increased via exposure to hands-on,team-based technical design projects supported by the Innovation Center (IC). Although theinitial center is up-and-running, plans have been made for a larger 40,000 square foot stand-alonefacility to further develop the next generation of innovators. The IC will support K-12 studentsas innovative risk-takers who are internally motivated to strike out on their own as their careersunfold. This effort will be disseminated as a a starting road-map for school districts that have adesire to expand K-12 engineering out of the classroom and into the community.Table 1: STEM Academy Attitude Survey Results, Fall 2013

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emilia Andreeva-Moschen P.E., University of Applied Sciences Joanneum

Tagged Divisions

K-12 & Pre-College Engineering

moreinterested in the continuation of the social contacts (friends, family) and often coordinate theirstudy plans with them. Due to the extremely low number of female applicants in ourdepartment, however, we did not investigate the influence factors depending on gender.Figure 3 and Figure 4 display the factors that have highly predisposed our freshmen’s choiceof degree program.Figure 3: Factors that influenced the decision to apply, freshmen 2008-2010 answersHere we can see again that the internet has the very high influence on the degree programchoice. Word-of-mouth recommendation and open house come approximately joint second inthe list of factors which have mostly influenced the final decision.So we can summarize that on the one hand the internet

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

(Science, Technology, Engineering andMathematics) learning. Students participate in teams organized as “virtual companies” thatdevelop products or services as they engage in long-term projects with a STEM focus. HSE teamprojects are STEM-based but involve students from various backgrounds and interests. HSEteams are coached by specially-trained high school teachers called “teacher-coaches.”Teams have access to real-world expertise and mentoring from professionals in academia andindustry. HSE teams write business plans, solve real-world problems, perform testing andanalyses, build prototypes, manufacture parts, operate within budgets, and manage their projects.Each spring, HSE teams showcase their work alongside college students at

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

K-12 & Pre-College Engineering

plans for the extended outreachcomponent of the program.Section 2: STEM-based ECE Projects for Direct OutreachThe STEM-based ECE project activities on ECE day take place in the following fourECE laboratories of the ECE department. 1. Systems Integration Design and test electronic circuits and systems 2. Electric Drives Control and simulate electric machines 3. Embedded Systems FPGA-based system-on-chip (SOC) design 4. Personal Computing Programming tools and interfaces for PC workstationsThe project overview and the steps required to build and validate the design are presentedby the ECE faculty member in charge of the project activity. The faculty member isassisted by currently

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Henry Harms, Stevens Insititue of Technology; Mercedes McKay, Stevens Institute of Technology; Elisabeth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

to develop,pilot and disseminate systems and global engineering instructional modules for use in highschool engineering, technology and science courses.During the early spring of 2008, the project staff, working together with faculty from the Schoolof Systems Enterprises identified the specific systems engineering concepts and types ofactivities which could engage students in mastering these concepts. As Systems Engineering is arelatively new disciplinary field of academic study, our working group has been able to drawupon the expertise of several Stevens faculty members who have written textbooks and areconducting research on systems engineering concept learning. During this planning phase, it wasdetermined that students should: ≠ Learn

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Ramzi Bualuan, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

of. They all reside on campus inresidence halls during their stay, one for men and one for women. The counselors alsolive in the dorms (along with a hall manager and two assistant hall managers), enforcingcurfew and maintaining general order. They also organize activities on evenings andweekends, and often hold nighttime discussions about what it is like to be an engineeringstudent. IEP students also are also provided with meal plans, which allows them to usethe dining hall and Notre Dame’s food services facilities.Daily WorkEach student is required to write a one-page report for each of the morning lectures, aswell as for each field trip. The report details the lecture topic, and the student is alsoasked to provide his/her opinion on the

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Jessica Matson, Tennessee Technological University; Kristine Craven, Tennessee Technological University; Sally Pardue, Tennessee Technological University; Corinne Darvennes, Tennessee Technological University; Alison Wachs, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

assessedon the EAF form.Another factor influencing the development of the EAF survey form was the plan to use highschool students as observers. Because the observers were not knowledgeable researchers andwould have only minimal training, it was important to keep the form as simple as possible.Survey Form and Observer Orientation. A two-page survey observation form was developed,along with an instruction sheet. Prior to the opening session on the morning of EAF, eachobserver received a folder with the survey form for the day’s activities and the instruction sheet,which included a completed example form. A brief explanation was given, and observers hadtime to ask questions. The orientation session was conducted several times as the volunteerobservers

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Zbigniew Pasek, University of Windsor

Tagged Divisions

K-12 & Pre-College Engineering

was designed and built as a bluecoffee mug, with objects like pens and rulers with bright colors attached to it. Thus, the odd scaleof familiar objects positioned in the museum context along with the use of bright colors arestrategically planned in the design scheme in order to direct visitor attention and interest to theexhibit kiosk, which can be seen as the first step of facilitating knowledge acquisition.In addition, the “notebook” and the “coffee mug with pens” recall the products that come intoexistence as a result of engineering design and manufacturing processes, which is conveyed inthe Design Game. This also provides a necessary connection in children’s mind betweenconsumer products and processes that bring these products into

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Faik Karatas, Purdue University; Amy Micklos, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

think they work (outside)? SM05: No. They probably work in an office. R2: Office. Do what? SM05: Umm… Create the things and then tell… Like create ‘em in their mind then jot it down and then tell the other people to go… R2: What kind of other people? SM05: Like the workers… They tell the foreman and foreman tells the workers. R1: Chain of command, right? SM05: YeahOne student also indicated tools that engineers use to do their job. The term “tools” is used hereas any form of equipment or material that engineers use to do their job. R1: What does the engineer do in particular about planning that? SM09: Make all the roads so they don’t get all… well they make them so they won’t

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; Pamela Turner, Purdue University EPICS; William Oakes, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

these universities Page 13.1162.3Key Elements of the EPICS High or EPICS High School Program • Teacher development- Teachers need to be informed and allowed to understand the thinking as well as structural framework that compliments the EPICS model. • Curriculum support- Teachers involved in EPICS HIGH may need or want guidance to a way that the course can be taught or just understanding in the form of lesson plans. • Engineering and Technical Content – Because EPICS projects cross many disciplinary boundaries and require students to apply skills they do not already possess • Engineering mentors and support

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Nathalie Mukolobwiez, Saint Ursula Academy; Michelle Beach, Midpark High School; Jaswinder Dhillon, Withrow High School; Raviteja Chalasani, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

experience reproduces, at a smaller scale, what they had experienced for six weeksduring the RET Site. Following a 5E lesson plan, the teachers introduced the relation betweenbuilding, earthquake and harmonic motion. The activity is designed for the students to initiallytry to find out the main parameters of small scale building models that impact its dynamicvibration characteristics and the impact they may have in causing some damage or even completefailure (or collapse) after an earthquake. Using the engineering design process, students developpreventive devices, such as base isolators or dampers, to mitigate the damage. They investigatedthe effects of these devices on the natural frequency and/or damping coefficient of the building.They also

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland, Baltimore County; Tania Monterastelli, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

no statistical differences in their interest in an engineering career, their knowledge ofscience and engineering fields, their plans to major in science or engineering in college, orwhether their interest in science is related to becoming a doctor or other health professional.Similar trends were also seen in the 2004-5 program.Energy Systems (2006-7) In the 2006-7 program series(6), the overarching design project was to construct an energysystem that would harness renewable energy, store, transport, convert, and utilize the energy toilluminate a small light bulb. Students could choose between using the following renewableenergy sources: solar, wind, or water. This design challenge encouraged students to useknowledge of potential and

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Tuba Bayraktar, Hampton University; Keith Williamson, East Carolina University; Ilhan Bayraktar, Old Dominion University

Tagged Divisions

K-12 & Pre-College Engineering

. Implementing some concepts such as global warming asindependent modules might help students to concentrate more on the formation andconsequences of global warming. Page 11.351.86. Plans for Expanding the Energy Program The first implementation of the energy program is quite encouraging. Especially hands-on activities in the demonstration session stimulated interest of children to the subject. The nextstep of the program will focus on energy efficiency. Lesson plans and modules on energyefficiency will augment the current energy program described in this paper. It is expected thatenergy efficiency modules will help children to start developing

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Barbara Christie, Loyola Marymount University

Tagged Divisions

K-12 & Pre-College Engineering

. Barbara Christie, plans a Career Day during SECOP. Theguest speakers work for engineering -based organizations and all are African American andLatino leaders in mechanical, civil and electrical engineering fields. Several field trips todifferent science and engineering-based companies exposed students to different careeropportunities. In the past, the field trips have included visiting Disney’s Imagineering, NorthropGrumman Space Park, Collision Dynamics, and Ballona Wetlands “SECOP has definitely influenced my feelings on studying engineering. At one point in time I did not really know what engineering was. Now I feel a lot more aware of what engineering is all about.” Class of 2004 King Drew H.S.3) Family and College

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Krowles Christine, Plainview School Distict

Tagged Divisions

K-12 & Pre-College Engineering

centered around theobjective of students possessing greater self-confidence in math and an enjoyment in doing math. Page 11.587.2The students’ mathematical ability and self-esteem were found to be very low when the unitbegan. Six of the fifteen students are members of two collaborative models of inclusion classes.These six, as well as three other students in the class, have an IEP (Individualized Education Plan)in place. There is a push-in teacher in the classroom and the six collaborative students haveresource room support services every day. Until this year, one of the six students was a memberof a self-contained classroom.The rationale for

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

also test common household materials for their ability tocontain, absorb, or remove oil. In the fourth lesson, they design and test a plan to clean up an oilspill in a tub of water, using what they’ve already learned.For the matching E4C unit, we combined multiple lessons so as to match time spent on thelessons across treatment conditions. We revised lessons selected for inclusion in E4C to be age-appropriate and share a similar format across E4C lessons and units. We also designed a fewlessons to address learning objectives for which we could not find engineering lessons availableon the web. In lesson 1, students learn about pollution and how pollution moves through theenvironment by observing a model. In lesson 2, students read about

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria Alessandra Montironi, UC Davis; Daniel S Eliahu, UC Davis C-STEM Center; Harry H. Cheng, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

first week and 23 for the second. Camps were jointly taught by UC Davis students fromthe Mechanical Engineering and Education Department. Daily lesson plans were developed inconjunction with the C-STEM Center staff to ensure teaching effectiveness. During the camps,campers were engaged in different activities aiming at introducing the basic concepts ofengineering design such as brainstorming, prototyping and testing. Computer aided designactivities were held for three hours every day and the 3D modeling curriculum was used duringthat time.During the computer design activities, particular attention was given to how the mechanicaldesign software SolidWorks and 3D printing are introduced to students who have no priorexperience using these tools

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology; Nicholas Kumia, Vaughn College of Aeronautics and Technology; Shouling He, Vaughn College of Aeronautics & Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11384Developing Courseware for Robotics in Pre-Engineering Education for HighSchool StudentsMr. Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology Sophomore student in Mechatronics Engineering major at Vaughn College of Aeronautics and Technol- ogy. He is the vice president of the Vaughn College’s UAV Club.Mr. Nicholas Kumia, Vaughn College of Aeronautics and Technology Sophomore in the Undergraduate Mechatronics Engineering Program He graduated high school at the age of 16 and plans to complete the 4-year Mechatronics Program in 3-years. Recently, He co-founded the UAV (Unmanned Aerial Vehicles) Club

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

of fully arts-integrated programs have thus farbeen small scale and qualitative, but have produced promising results. At the high school level, aCalifornia teacher has implemented a project-based STEAM program that has, in its second year Page 26.1034.3of development, seen its popularity far exceed its capacity and achieved 50% female enrollment,with many students reporting they plan to pursue engineering in college 10 . At the university level,a computer systems technology program has seen improvements in students’ application of artand graphic design principles to web interface design 11 .Furthermore, research in cognitive science

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

further scaffold, facilitators might provide design-teams with a list ofproposed roles to choose from. However, in design settings, it may be important for students toself-select the roles they take on during an open-ended design challenge.Future analysis will compare students’ perceptions with student-observers’ andresearcher/teachers’ perceptions based on recorded data and transcripts of design-teaminteraction. It will also compare these perceptions with project outcomes. Furthermore, a thirddesign iteration is planned using revised protocols and instruments based on the results of thisstudy. For instance, for the question about how groups’ evaluated their progress, a total of 20responses could not be coded or were missing a response altogether

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carleigh Samson, University of Colorado Boulder and TeachEngineering; Jacquelyn Sullivan Ph.D., TeachEngineering Project Leader, University of Colorado Boulder; René F. Reitsma , PhD, Oregon State University, College of Business; Michael Soltys Ph.D., University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Standards for Technological Literacy (STL)developed by the International Technology and Engineering Educators Association (ITEEA,2007).The TeachEngineering team viewed the NGSS release as an unprecedented opportunity todeliver meaningful K-12 engineering curriculum to educators nationwide. In addition to therecently released Common Core Math Standards (CCMS), the NGSS challenges K-12 educatorsto redesign their teaching methods to promote active student involvement in the learning process.Its Performance Expectations include higher-level learning accomplishments1, such as plan andconduct, show, analyze, develop and evaluate, to ensure that students are actively engaged in

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois, Urbana-Champaign; Carla D Hunter, University of Illinois, Urbana-Champaign; Kathryn B. H. Clancy, University of Illinois, Urbana-Champaign; Ayesha Sherita Tillman, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. Awareness of thesocial and historical context of science and society motivates internal change as well as anexternal commitment to social justice. There are multiple ways to facilitate emerging engineersto thinking about diversity, categories, social science, and social justice. We chose to do so withrace because of the overwhelming evidence that race is socially constructed9, 10, 11, yet thecontinued belief by many in popular culture and some scientific disciplines that it is largelybiological.GAMES Lesson Plans: An Integration of ScienceIn this paper, we present two examples of social and engineering education integration atGAMES. These examples were carried out in the 2013 (n=29) and 2014 (n=32) offerings of thesummer campThe social context and

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

LaRuth McAfee, Case Western Reserve University

Tagged Divisions

K-12 & Pre-College Engineering

, while the students work full-time for six weeks over the summer.PEP participants present formal oral or poster presentations on their research project at leastthree times per year, and attend various events sponsored by and/or relevant to the program.These events include monthly meetings during the academic year, weekly meetings during thesummer, a welcome meeting for new students, and other social and professional developmentevents. Additionally, regular program meetings with the students feature presentations byfaculty and staff on polymer concepts, technical communication, and planning for college.Students in PEP additionally develop demonstrations that can be shown to middle schoolstudents and younger high school students. These

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sara Titus, University of Maryland-Baltimore County; John Raczek, University of Maryland-College Park; Bruce Jarrell, University of Maryland School of Medicine; Carolyn Parker, George Washington University; Taryn Bayles, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

encouraging. Most of theteachers who attended are planning to incorporate the module in their classes during the 2006spring semester.Table 3: Teacher responses to Professional Development Workshop Survey.Scale: 1=Strongly Agree to 4=Strongly disagree Mean Response ±Statement standard errorDetermine usefulness of the following topics Opening video of patient 1.4 ± 0.2 Content tests 1.5 ± 0.2 Hands-on exercises 1.0 ± 0.0 Short engineering

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Olga Pierrakos, Virginia Tech; Michael Alley, Virginia Tech; Pavlos Vlachos, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

percentage of STEPstudents that answered either “Agree” or “Strongly Agree” was 85% in the pre-survey and 90%in the post-survey. As for the Hypatia and Galileo students, who are considered freshman engineeringstudents, the question was tailored to the following form: “I am confident about my decision topursue engineering for my undergraduate degree”. The results showed that the percentage ofstudents which answered either “Agree” or “Strongly Agree” was 84% in the pre-survey and89% in the post-survey. In addition, this group of students was also asked whether they “plan onpursuing a Master’s degree” and “plan on pursuing a Ph.D. degree”. For these two statements,the percentage of students that answered either “Agree” or “Strongly Agree” was

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa Higgins, Engineering is Elementary, Museum of Science; Jonathan Hertel, Engineering is Elementary

Tagged Divisions

K-12 & Pre-College Engineering

naming the steps of theengineering design process they focused on as they engineered their bubble wands. Other girlsadd “plan” and “improve.” “What was the most important part for us?” asks Linda. “Create!” thegirls cheer.Linda explains to the audience that over the past several weeks, each girl chose a goal for theirbubble wands, deciding what type of bubble (tiny, giant, double, etc.) they would engineer eachwand to make. They conducted experiments to learn what bubbles can and cannot do, andconducted testing to learn more about materials they could use in their final bubble wand design.As the Rihanna song the girls chose for background music plays, they demonstrate the range of

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Soko S Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Melissa Chapman Haynes, Professional Data Analysts, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

school courses. Based on the results from the five-year assessment of PLTW strategic objectives, 80% ofthe PLTW students intended to pursue a postsecondary education (Walcerz, 2007). Further,Bottoms and Anthony (2005) found that the PLTW students were more likely to plan to pursue abachelor’s degree than those who enroll in Career and Technical Education (CTE) programs.While students’ intent to pursue postsecondary education may indicate as the evidence of thePLTW program success, there still is critical information that is unknown –whether those PLTWstudents actually attend college. Thus, the purpose of this study is to measure transition rates ofPLTW and non-PLTW students into postsecondary institutions. More specifically, this

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann P. McMahon Ph.D., Ann P. McMahon, LLC

Tagged Divisions

K-12 & Pre-College Engineering

educators from Washington University, the Saint Louis Science Center, the Missouri Botanical Garden, and the Saint Louis Zoo in providing curriculum, professional development, kit materials, an interactive website, and a visiting science laboratory/classroom to schools throughout the St. Louis area. She serves on the national faculty of the National Science Resources Center’s Leadership Assistance for Science Education Reform (LASER) strategic planning institutes. She was a 2008 and 2009 fellow in the Psychodynamic Research Training Program at Yale University’s Anna Freud Child Study Center. McMahon has a distinctive ability to translate cutting edge concepts from various disciplines in science, engineering, and education in an

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Cathy Lachapelle, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

isused to check whether factors correspond to general learning objectives as we defined themearlier in the development process. We are currently planning to add item response analysis toour list of tools for analyzing the suitability of assessment items 20 .If all goes well, approximately half of the candidate items will be dropped, leaving four reliablescales with Cronbach’s alpha >.8—one scale for each of the general learning objectives. If not,further development is required, or else a decision to reduce the number of learning objectivesthat will be assessed.Further directions for explorationAddressing students’ learning of engineering, technology, and science concepts is only part ofthe goals of our curriculum. We also expect that

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Kimberly Edginton Bigelow, University of Dayton

Tagged Divisions

K-12 & Pre-College Engineering

biomechanical engineering covered the same topics as the much broader anddiverse field of biomedical engineering. Throughout the course, students learned and becameinterested in the field themselves, with several suddenly planning to go on to graduate school tospecialize in biomechanical engineering.At the start of the semester, students were given the service learning outreach assignment. Theassignment first laid out the problem: “There is a general lack of awareness of engineeringcareers, especially those non-traditional types of engineering – such as biomechanicalengineering.” The service-learning assignment to address this problem required each student toparticipate in engineering outreach by teaching someone else, under the age of 18, about the