Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, North Carolina State University; Theodore J. Branoff, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

students whether or not they pursue engineeringas a career. It has also been proffered that engineering design has the promise of enhancing andintegrating the science, technology, and mathematics content areas1. However, there are manyquestions yet to be answered regarding engineering design as it pertains to its role in primary andsecondary educational settings. Some of those questions include: what does engineering designlook like in K-122? What do the students do and how do they think when defining and workingan engineering design problem? Through this paper we will specifically explore and examinehow seniors in high school approached and worked through an open-ended engineering designchallenge.Procedures This research was informed by

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Karen Nielson, Utah State University; Stephanie M. Kawamura, InTech Collegiate High School

Tagged Divisions

K-12 & Pre-College Engineering

than 60 technical papers published in refereed international journals and conference proceedings. He is a Senior Member of the Society for Manufacturing Engineering and a member of the American Society of Mechanical Engineers. He is also a member of the American Society for Engineering Education and a member of the American Educational Research Association.Ms. Karen Nielson, Utah State University Karen Nielson is a junior studying mechanical engineering at Utah State University, emphasizing in aerospace engineering. She will go on to graduate school after graduating with her bachelor’s of sci- ence in May 2013. Nielson plans on earning her Ph.D. and then pursuing a career as a professor. It is her dream to research

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

, E., Gaines, J., ‘Give them what they want: A look at student directed curriculum revision in a summer bridge camp,’ 2011 ASEE South East Section Conference 4. Anderson, L. S., Gilbridge, K. A., ‘Pre-University Outreach: Encouraging Students to Consider Engineering Careers,’ Global Journal of Engineering Education, Volume 7, Number 1, 2003 Page 25.838.8

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony; Josh Price; Joe Harris

Tagged Divisions

K-12 & Pre-College Engineering

legacycycle, students had the opportunity to present their findings (go public) to their peers, parents,and members of the community. A complete version of the legacy cycle can be viewed inAppendix A.Implementation of this legacy cycle into my high school science classroom increased studentmotivation, generated excitement, and made students aware of possible careers in engineering. Ifeel strongly that the legacy cycle experience broadened my students’ knowledge of the Page 15.711.3application of engineering in not only the science classroom, but also in life. Student products,pictures documenting the implementation, and reflections (from both me and

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Michael Hacker, Hofstra University; Marc Devries, University of Technology, Delft; Ammeret Rossouw, University of Technology, Delft

Tagged Divisions

K-12 & Pre-College Engineering

general education, the focus historically has beenon practical (craft) skills. However, this emphasis has changed in most countries, including theU.S.; traditional school subjects have been replaced with what is generally called “technologyeducation.” The main purpose of technology education is developing technological literacy, butin some cases a vocational element remains. In vocational education the focus has been onpreparing for a career in the trades or in technical areas. This kind of teaching has focused onspecific knowledge and skills. The latest development is that engineering has been accorded amore substantial place in general (technology) education. This shift is combined with theintegration of science and math and leads to what is

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mounir Ben Ghalia, The University of Texas, Pan American; Hasina Huq, University of Texas, Pan American

Tagged Divisions

K-12 & Pre-College Engineering

. in Frontiers in Education Conference (FIE), 2012. 2012. 10. Kapila, V. and L. Sang-Hoon, Science and mechatronics-aided research for teachers. Control Systems, IEEE, 2004. 24(5): p. 24-30. 11. Flueck, A.J. K-12 Research experiences for teachers and other career promotion resources. in Power and Energy Society General Meeting, 2011 IEEE. 2011. 12. Islam, A.B., et al., A mediator free amperometric bienzymatic glucose biosensor using vertically aligned carbon nanofiber (VACNFs). IEEE 2011. 13. 2011 National Diabetes Fact Sheet: National estimates and general information on diabetes and Page 24.399.8

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Evan C. Lemley, University of Central Oklahoma; Bob Melton, Putnam City Schools; Elizabeth Ann Allan, University of Central Oklahoma; Grant M. Armstrong, University of Central Oklahoma ; James E. Stewart, University of Central Oklahoma; Morshed Khandaker, University of Central Oklahoma

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10585Leading by Example for Engineering Design (LEED) to Meet Next Genera-tion Science Standards in Middle and High School Science and Math ClassesDr. Evan C. Lemley, University of Central OklahomaMr. Bob Melton, Putnam City Schools Bob Melton is the Assessment Coordinator/ STEM Facilitator for Putnam City Schools. Mr. Melton began his career in 1974 at Putnam City West High School, taught at Edmond Memorial High School, and was the Science Curriculum Coordinator for Putnam City Schools from 1993 to 2013. From1999 through 2003 he served as project director of a USDOE program to research the effective- ness of

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

activity preparation withthe HI-GEAR camp that tap into the faculty that have written in support via an outreachcomponent in CAREER or other broader impact NSF grants. 6. Assessment and Impact A significant amount of effort has gone into evaluating the content and impact of our summercamp. As our main goal was to positively influence high school students’ awareness ofengineering; our primary survey was geared towards looking for changes in their perceptions.Attendees were sent a pre-survey and asked to return it to us prior to the first day of camp. Thesurvey measured their “opinion” of engineering as a profession and asked them to let us knowwhat they hoped to get out of attending the camp. This was followed up by an exit survey at theend of

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emily M. Hunt, West Texas A&M University; Michelle L Pantoya, Texas Tech University; Aaron S. Hunt, Canyon Independent School District; Abbye M. Reeves

Tagged Divisions

K-12 & Pre-College Engineering

engineering experience, the authors developed and published anengaging, interactive children‟s book Engineering Elephants [18] which introduces theengineering profession as well as fundamental Science, Technology, Engineering, andMathematics (STEM) concepts to young children. This was a necessary first step for this studyas there are very few engineering based children‟s books suitable for this grade level. TheEngineering is Elementary series introduces children to different engineering careers. However,Engineering Elephants is different in its approach which is a whimsical, highly-imaginary picturebook with rhyming lyrics. Engineering Elephants teaches children about relevant topics such asnanotechnology, renewable energy, and prosthetics by

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

suggested, “K-12engineering education may improved student learning and achievement in science andmathematics; increase awareness of engineering and the work of engineers; boost youth interestin pursuing engineering as a career; and increase the technological literacy of all students”(NAE, 2009, p. 1). While this report provides guidance for the development of engineeringstandards, literature on how these standards and their implementation influence student learningis limited and varied. The report calls for increased research on what classroom conditions willallow for students to develop engineering design ideas and understanding, which our SEcLOprotocol addresses.Emergent Themes from Reviewing Published Classroom Protocols In order to

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly B. Crittenden, Louisiana Tech University; James D. Nelson, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Jane A. Petrus, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

College of Engineering and Science at Louisiana Tech University. In her role, she assists engineering and science students in academic advising, career planning, and more. She also helps coordinate K-12 outreach programs like TechSTEP. Petrus has a degree in mechanical engineering and spent two years working for the Dow Chemical Company before working at Louisiana Tech University. Page 25.1209.1 c American Society for Engineering Education, 2012 Summary Results from Seven Years of LaTechSTEP: A High- School Teacher Development and Student Recruiting ProgramAbstractLaTechSTEP is a

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Jessica E. S. Swenson, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

communities. Journal of Research in Science Teaching, 1995. 32(1): p. 99-119.3. Kotte, D., Gender Differences in Science Achievement in 10 Countries. Vol. 9. 1992, New York: Peter Lang. 305.4. Kennedy, K. Engineering Career Day For Girls: Briding the Gap Between High School & The "Real" World. in American Society for Engineering Education. 2006. Portland, Oregon.5. Christie, B. Girls, Solidworks, Robots and Mouse Trap Cars....Oh My. in American Society of Engineering Education Annual Conference. 2010. Louisville, KY.6. Noble, J., et al. Empowering Girls: Measuring The Impact Of Science Technology And Engineering Preview Summer Camps (Steps). in American Society for Engineering Education Annual

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

motivate children and help them learnscience 2 Most studies to-date on this issue have focused on K-12 teachers and students,leaving the role of parents out of the limelight.We know from studies in science education that parents can impact their children’s attitudestowards learning a subject 3. Kluin, Cardella and Purzer concluded from a comprehensiveliterature review on parental influence in science education and engineering education thatparents can be engineering career motivators, engineering attitudes builders, studentachievement stimuli, and engineering/scientific thinking guides4. As crucial as parental rolesare in engineering learning, it is necessary to understand parental attitudes towardsengineering.We are in the process of developing

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Purdue University, West Lafayette; So Yoon Yoon, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Garene Kaloustian, Lebanese American University; Osman Cekic, Canakkale Onsekiz Mart University; Jiabin Zhu, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Lafayette Dr. Demetra Evangelou is Assistant Professor of Engineering Education in the School of Engineering Education at Purdue University. She has a PhD in Early Childhood Education from the University of Illinois at Urbana-Champaign and international expertise in early childhood policy and research methods. Her current research focuses on developmental engineering, early education antecedents of engineering thinking, developmental factors in engineering pedagogy, technological literacy and human-artifact inter- actions. She is a member of Sigma Xi Science Honor Society and in 2009 he was awarded the prestigious NSF CAREER Award.Garene Kaloustian, Lebanese American UniversityDr. Osman Cekic, Canakkale Onsekiz Mart

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gail Ellen Gerdemann, Oregon State University; Willie (Skip) E. Rochefort, Oregon State University

Tagged Divisions

K-12 & Pre-College Engineering

Materials Engineering, and (3) Air and Weather and WindToys. When curriculum is chosen or created, a team of veteran and early-career teachers arerecruited to pilot the new lessons. The STEM curriculum coordinator meets with pilotingteachers to introduce the lessons and materials kits in an after-school mini-training. The pilotingteachers try out the lessons in their classrooms and then a debriefing meeting is scheduled.Feedback from piloters is used to revise the curriculum and the materials kits. A second group ofpiloters try out the revisions before the district purchases and assembles multiple copies of thenew materials kits with teacher's guides. The new kits are stored in the central materials centerfor distribution and restocking. Finally

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Adam Wathen, Georgia Institute of Technology; William Hunt, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Peter Ludovice, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, she changed career paths to lead CETL where she works with faculty, instructors, and graduate students to help them teach effectively so that our students can learn.Peter Ludovice, Georgia Institute of Technology Pete Ludovice is an Associate Professor of Chemical & Biomolecular Engineering at the Georgia Page 15.96.1 Institute of Technology in Atlanta, Georgia. After completing his B.S. and Ph.D. from the University of Illinois and M.I.T. respectively he did post-doctoral work and IBM, NASA and the ETH-Zurich. He then managed the polymer products group at Molecular Simulations Inc

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Althea Smith, North Carolina State University; Elizabeth Parry, North Carolina State University; Laura Bottomley, North Carolina State University; Lynn Albers, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

classroomsin order to have enough space for the activities. In the spring of 2008, it was suggestedthat each math teacher (9 math teachers total in this school) only recommend 2 studentseach week and the students had to provide a signed permission slip each week. Onaverage 15 students participated each week in the spring of 2008. The program continuedat this school in this fashion each semester and on average 10 and 7 students participatedin this program in the fall 2008 and spring 2009 semesters respectively. From 2007onward at the beginning of each semester the Fellows took 5 minutes to talk aboutthemselves and their future career plans. In addition, throughout the program we heldopen forums where students asked questions to the Fellows on any topic

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James F. Groves, University of Virginia; Leigh R. Abts, University of Maryland, College Park; Gail Lynn Goldberg

Tagged Divisions

K-12 & Pre-College Engineering

Congressional STEM Caucus. In 2007, Dr. Abts joined the University of Maryland (UMD) at College Park faculty where he has a joint appointment as a Research Associate Professor in the A. James Clark School of Engineering and the College of Education. Dr. Abts has received funding from the National Science Foundation, the Department of Defense, Department of Energy and the Kern Family Foundation concentrating his research efforts in Early College and high school to college / career transitions.Dr. Gail Lynn Goldberg Dr. Goldberg received her Bachelor of Arts in 1971 from Queens College and her Ph.D. in English in 1977 from The Graduate Center, City University of New York. After serving for a decade as Assessment Specialist

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Elizabeth A Parry, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

per university student thereby maximizing our resources and thedispersal of the university’s intellectual capital.In conclusion, the evolution of the model was, in part, genius. We have created a model thatworks, that creates a win-win-win situation for each of the three stakeholders: the K-12 students,the K-12 teachers and the university students, and that can maximize resources. This is a way tonot only disperse intellectual capital from a nearby university into the community but is a way toinspire the next generation to love STEM and potentially pursue careers in the fields of science,technology, engineering and math.AcknowledgementsThe authors would like to thank the entire RAMP-UP team for their dedication, support andcommitment to K-20

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Mangold, University of California, Berkeley; Stefanie Robinson, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

provides a defined framework todesign and organize curricula; engineering design provides an ideal platform for integratingmathematics, science and technology; and engineering provides a focused career pathway forstudents3. While most of the work mentioned here focused on high-school level technologyeducation, the engineering design process should also be considered as a pathway to introduceengineering to all levels of K-12 students. Van Meeteren suggests that the design process isalready present in high-quality early childhood programs, particularly those that areconstructivist in nature4. While this may be the case in a low percentage of schools it has still notbeen implemented on a large scale. The reason for this could be due to limited amount

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brant Miller, University Of Minnesota; Tamara Moore, University Of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

positive feedback. It is quite another task to then gaugehow effective the professional development was based on student factors, such as academicachievement, science/engineering interest, and/or future academic and career directions ofstudents. The problem, as stated by Borko25 is that research is only beginning to understand “theimpact of teacher change on student outcomes.”Research conducted directly on student impact from RET style programs has shown to be adifficult task. Virtually all of the assessments on how RET model programs impact students havebeen through teacher participant reports instead of observing student outcomes directly10, 24.Although teacher participant reports may show seemingly significant gains in student awareness

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

14.328.2Pre-Engineering as an Integrative CurriculumIn Rising Above the Gathering Storm, the National Research Council3 calls for educationalleaders to optimize the knowledge-based resources and energize the STEM career pipeline. Thereport repeatedly emphasizes the importance of science and math achievement as a precursor fortechnical advancement, and relates the poor international showing of US students in math andscience to the declining impact of the US in research, patent issuance and economic andtechnological standing.The primacy of math and science to engineering is a common view that can, in educationalsettings, at least, clash with the objectives of engineering. The Nobel laureate Herbert Simon4observed in the late 1960’s that “Engineering

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Michele Dischino; Manjit Khosla, HALS Academy; Patrick Foster, Central Connecticut State University; Carol Shields, Stevens Institute of Technology; Dan Fagan, Wallace Primary School; Martha Cyr, Worcester Polytechnic Institute; John Staley, Doherty Memorial High School

Tagged Divisions

K-12 & Pre-College Engineering

prepared toenter STEM careers. The introduction of engineering into the K-12 classroom, which may befacilitated by partnerships between universities and K-12 schools, is a promising means toaccomplish this goal. This abstract describes one such partnership between an eighth-grade science teacher at anurban middle school and faculty from the Technology and Engineering Education Department ofa neighboring university. Technology and Engineering Education, K-12, a program housed in theSchool of Engineering and Technology of the university partner, is a comprehensive pre-engineering undergraduate program that prepares students for teacher certification, grades K-12.Throughout the program, emphasis is placed on designing, developing and using

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

University Richard Burgess currently works as the Associate Director of the Murdough Center for Engineering Pro- fessionalism (MCEP) and National Institute for Engineering Ethics (NIEE) at Texas Tech University. He oversees the day to day operations of the Center’s distance learning courses for both engineering students and practicing engineers. Additionally, he co-teaches an on-campus ethics course for undergraduate stu- dents. Burgess provides guest lectures on ethics throughout the Whitacre College of Engineering. Burgess has also begun working closely with Texas Tech’s T-STEM Center to incorporate ethics into K-12 STEM education. The push to increase the number of students pursuing STEM careers needs to be accompanied

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

engineering and in computer science, Pat worked in computer chip design before changing careers to teach high school. He is currently a graduate student in STEM Education at The University of Texas at Austin and his research interests include measuring the educational benefits of middle school and high school robotics programs.Stephanie Baker Peacock, The University of Texas, Austin Stephanie received her BS and MS of Mathematics at branch campuses of The University of Texas and is pursuing her PhD in Science and Mathematics Education at The University of Texas at Austin. Her predominate research interest focuses on development of algebraic reasoning and symbolic understand- ing. Special attention is paid to students in

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Kathleen Connolly, Tufts University; Christopher Wright, Tufts University; Linda Jarvin, Tufts University; Mike Barnett, Boston College; Chris Rogers, Tufts University; Ismail Marulcu, Boston College

Tagged Divisions

K-12 & Pre-College Engineering

pursuingengineering as a career, and (e) increased technological literacy.7 However, the NationalAcademy of Sciences also reports the lack of reliable data to support those potential benefits ofteaching engineering education to K-12 students. The academy recommends that long-termresearch that explores the impact of engineering education on students’ learning of STEMsubjects and technological literacy, student engagement and retention, and career aspirationsshould be supported.Literature ReviewExisting Approaches To Design-Based Science for ChildrenCurrently, there is limited research literature that attempts to explain how the design-basedscience approach impacts young students’ learning of content and practices specific to a singledomain in science. While

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Beverly Mire, Cambridge Youth Programs; Trent Ramsey, Cambridge Youth Programs; Karen Gareis, Goodman Research Group; Emily Davidson, MIT; Elizabeth Jones, MIT; Michelle Slosberg, MIT; Rafael Bras, MIT

Tagged Divisions

K-12 & Pre-College Engineering

committedworkers, and so they help to set a tone of dedication and diligence among the teens. The teenscome to see the mentors as people like themselves who have chosen to attend college and topursue engineering or scientific studies. Interns occasionally stay after hours or come early totalk casually with mentors about such topics as colleges, applications, career choices and livingaway from home. Some interns also become comfortable and trusting enough to discuss their Page 15.1199.7personal and family lives, often touching on very difficult subjects. The mentors help the teens tosee themselves as part of a learning community, and to feel an attachment

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

-service and pre-serviceteachers in engineering content and pedagogy so that they may, in turn, effectivelyprepare their students to understand and consider a career in an engineering field. Thesefour pathways are: 1. UTeach Master of Arts in Science and Engineering Education (MASEE). This program for in-service teachers will parallel the existing UTeach Master of Arts in Science and Mathematics Education, with which it will share several courses. 2. Engineering Summer Institutes for Teachers (ESIT). This program will leverage MASEE content to offer a summer professional development opportunity to teachers who, while not pursuing a graduate degree, are nonetheless interested in becoming leaders in secondary

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

design and teaches in a Masters of Arts program designed for second career STEM professionals. He also teaches a variety of courses to as- sist classroom teachers with curriculum development, analyzing their instruction and conducting action research. Dr. Marlette was awarded his Ph.D. from Kansas State University in 2002. During his pro- fessional career he has taught both middle and high school science, worked in professional development schools, and provided teacher professional development at all grade levels (K-12). He regularly collabo- rates with STEM faculty on various projects and grants to improve K-12 STEM learning. He currently is serving as a faculty fellow in the SIUE Center for STEM Research, Education

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

highschool students who have just completed their junior year. Students come from all aroundthe country, and in some cases from abroad. IEP’s purpose is to provide participants withan overview of all fields in engineering, while giving the students a taste of college life, alook at career opportunities, and a chance to meet professional engineers as well asengineering faculty. Students work on several projects, attend lectures, write reports,code programs, give presentations, do problem solving and design, go on field trips, andinteract with a very diverse group of peers.In this paper we describe the IEP program, and provide an overview of its selectionprocess and its structure and content. We examine how effective the program has been,and describe