Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Caley Opsal, Illinois Valley Community College; Dorene M. Perez, Illinois Valley Community College; James A. Gibson, Illinois Valley Community College; Rose Marie Lynch, Illinois Valley Community College

Tagged Divisions

K-12 & Pre-College Engineering

anything she puts her mind to. I would love for her to get the chance at all her options.”Conclusions and RecommendationsThe results of this study indicate that involving parents as participants with theirdaughters is a promising approach for increasing interest in STEM careers. Since thisstudy was limited to only 121 girls at one middle school and the surveys only assessedimmediate, short-term reactions, additional studies should be conducted. Involvingparents as participants requires time-intensive planning and scheduling in addition to asignificant parental commitment. However, in light of the increased level of parentalinvolvement in their “millennial” children’s lives, tapping into that involvement could bea very effective tool for

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ethan E. Danahy, Tufts University, Center for Engineering Education and Outreach; Ashley Russell, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

. Effective navigation and search designpractices include the use of labels, identified paths, site maps, and use of redundant cues. Using these initial user characteristic guidelines, an initial interface wasconstructed. This prototype was used to structure the information, ensure consistentnavigation, and promote overall usability for the population demographic. The prototypewas reviewed with the teachers prior to implementing the first phase design.Iterative Design For initial classroom testing, a three-phase design plan was created to establishobjectives, conduct preliminary usability testing, and elicit student and teacher feedback.Throughout each phase of the pilot testing, student and teacher feedback was evaluated inorder to

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; Kellie Marcarelli, Pershing Middle School; Susan Benson, Pershing Middle School; Heather Marie McCormick, Pershing Middle School

Tagged Divisions

K-12 & Pre-College Engineering

three eighth grade classrooms. Although thetwo scientists from the October visit were able to attend, unfortunately, the engineer from thatvisit had a scheduling conflict and another engineer from the lab who participated in otheroutreach activities came in their place. The scientists and engineer again prepared a shortpresentation on the testing aspects of a project they had or were currently working on.The scientists and engineer primarily worked one-on-one with students on developing a plan fortesting or performing the actual experiments. The students chosen to work with the scientists andengineer were selected by the teachers. In most cases, the students chosen were those whoneeded more help in deciding on a test process or those who had

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Korey L. Sewell, University of Michigan, Ann Arbor; Jeff Ringenberg, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

25.123.3We designed our pilot Computer Science curriculum around the following concepts: (1) Algorithms (2) Input and Output (3) Variables (4) Boolean Conditions and Selection (5) Functions (6) Iteration (7) Lists (8) Software Development (Brainstorming, Specification, Planning, and Development) (9) User Interface Design (e.g. Screen Layouts, Buttons, Textboxes, etc.) (10) Multimedia (Sound, Video, and features specific to Android Mobile Applications)The particular topics covered depended on factors such as the length of each program as well asthe age group for the students in the program. After the topics list was selected for a particularprogram, a curriculum was designed consisting of lectures, tutorial-based lab assignments

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American

Tagged Divisions

K-12 & Pre-College Engineering

wherestudents return once a month to the UTPA campus to work on more in-depth engineeringprojects that culminates with a competition in the summer. During the last summer program, thegroup built Lego Mindstorm NXT Huminoid robots and Parallax robots powered by a BasicStamp microcontroller for a summer robotics dance competition and several maze navigationcompetitions. The competition is a community event where students can involve their familiesand demonstrate what they have learned.Elements of Success: Proven Plan, Pedagogy, and PlatformUnderstanding the causes behind the effectiveness of the PREP program can be difficult. Theprogram effectively operates at many sites across the nation in different demographic regions.The Edinburg PREP site has been

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Diana Papini Warren, Maui Economic Development Board; Frank R De Rego Jr., Maui Economic Development Board, Inc.; Kanesa Duncan Seraphin, University of Hawaii at Manoa

Tagged Divisions

K-12 & Pre-College Engineering

standards-based lesson plans,five student work samples, photos of students engaged in energy science inquiry, and reflectionon both personal professional growth as well as change in student outcomes. The followingquotes from teachers‟ reflections show the value and impact that the hands-on science inquiryand engineering had.Table 3. Teacher Reflection on the Impact of Hands-on Learning & Inquiry Direct Quotes from Teachers‟ LRP‟sI think the activities that we participated in during the workshop provided concrete hands-onexamples that our students need for a concept like energy efficiency and sustainability to actuallyconnect to their lives.We then went through an inquiry learning experience by building our own

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Hunter, Tennessee Technological University; Jessica Matson, Tennessee Technological University; Margaret Phelps, Tennessee Technological University; Roy Loutzenheiser, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

alignment with thosestandards. To further enhance the standards-based emphasis of the project, master teachers inboth mathematics and science conducted sessions throughout the summer institute during whichthe participating teachers developed their own lesson plans utilizing information and tools fromthe project that were more finely aligned with specific curriculum standards. These lesson planswere published on the web in PowerPoint format to be available to all teachers in the project.The approach used in the two MSP programs is supported by the results of a 2009 study by theNational Academy of Engineering (NAE). “Ad hoc infusion, or introduction, of engineering ideas and activities (i.e., design projects) into existing science

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership; Emma R. Smith, Utah State University; Daniel L Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Glenda Kelly, Duke University; Paul Klenk, Duke University; Gary Ybarra, Duke University; Lee Anne Cox, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

Module (1/4” square rather than1/8”) to build taller and more robust structures. Despite these differences, the Towers module ismore similar than different to the Bridge Module. An emphasis on real world applications of themodule is provided by an analysis of real-world towers, via discussing the history of design andconstruction of the world’s tallest buildings. Structural engineering provides the content basisfor both modules. Both modules begin with a planning activity in Modelsmart 3D prior to actualconstruction, and finally, both modules involve similar tools and construction techniques inwhich groups build with balsa wood.AM Radio ModuleThe AM Radio Module in Techtronics II revisits the electrical engineering and circuit designconcepts

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sheryl Burgstahler, University of Washington; Richard Ladner, University of Washington; Annemarie Poginy, University of Portland

Tagged Divisions

K-12 & Pre-College Engineering

camp. He came home talking about his college plans, with confidence that hecould manage it. DO-IT has also helped my son get a part-time job for his first year of college.He has achieved a level of independence we never thought possible.” 272.4.3 Mentors’ PerspectivesSurvey: Results from a survey distributed to DO-IT mentors indicate that mentors discussed awide variety of topics with Scholars, including academic and career fields in scienceengineering, mathematics and technology; college issues; disability-related issues; careers;computers; adaptive technology; and the Internet. Mentors reported that they felt satisfiedknowing they could be of assistance to Scholars and enjoyed the mentoring relationship.23. DO-IT Summer Study and the Game of

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

theconclusion that engineers well deserve our “significantly higher” salaries? As I’m strugglingwith these thoughts the administrator answers my question for me: “Engineers are very important to our economy. Engineers create new companies, they create wealth, they create new jobs.”The “economic hero” rhetoric doesn’t land with me, and my reaction is personal. If engineersare very important because they create companies and “wealth”, then what is an engineerwhose primary concern isn’t economic growth? This is more than a philosophical point for me.My personal career plans not only take me away from service to “our economy” but put mesquarely in opposition to the values I’m hearing described by the one of the highest leveladministrators

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura E. LeMire, The Community College of Baltimore County

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, the Maryland Coordinator and content experts trained and collaborated with theircounterparts from eight PLTW Affiliate Universities across the country, gathering input andfeedback on lesson plans, assessments, and frequency of training. As changes were made in thePLTW curriculum, materials were developed for new subject matter, including a new digitalelectronics platform.The full day training sessions, which reinforce and build on knowledge gained during PLTWsummer core training programs, are designed to build teacher confidence and to make thembetter instructors. Learning a new software package or technical material such as AutodeskInventor, VEX with ROBOTC, Autodesk Revit, digital electronics or civil engineering topics inan intensive two

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

(aboutone-quarter of the school’s population), with demographics of 35% minority, 35% female, and23% low socio-economic status. While these rates fell short of matching the school itself,compared to those earning engineering degrees across the nation (13% minority, 18% female1),the academy was an overwhelming success in diversity.The learning modelOriginally unable to afford canned curricula, two of the school’s science teachers – one of whomhad a degree in engineering, the other with a background in the construction industry – weretasked with creating the lesson plans. Though neither had experience with engineering education,faculty members from the partnering college provided guidance. Rather than simply focusing onthe development of

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Sibel Uysal, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

. Vygotsky's ideas influenced a social constructivist approach to education.Sociocultural theory is the use of cultural tools (both material and psychological) in thedevelopment of understanding. Instruction could be sufficient when students connect with theactivities within a supportive learning environment and get appropriate guidance that is mediatedby tools. An important aspect of tools is that they do more than simply assist in the developmentof mental processes. Teachers teach children how to use tools, and children adapt these tools tomaster their own behavior, gain independence, and reach a higher developmental level. Theconstruction of knowledge and practice occurs as the teacher interacts with the students and theenvironment while planning

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

details.2. Engineering Design a. Use the engineering i. Identify and use theProcess design process to engineering design design things to process of ASK- solve problems or IMAGINE-PLAN- meet a need. CREATE- IMPROVE to design a specific product or way of doing something. ii. Work with a team to

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

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

manner, and are organized by the eight scientific andengineering practices that comprise the first dimension of the Frameworks (table 1).Table 1: SCIIENCE binary codesPractice 1: Asking Questions (Science) and Defining Problems (Engineering)Practice 2: Developing and Using Models2.1 Student Model: students are engaged in the creation of models to represent scientific concepts or processes.Practice 3: Planning and Carrying Out Investigations3.1 Test Hypothesis: the teacher designs experiments or activities that seek to obtain evidence that will be used to support or not support an existing hypothesis.3.2 Equipment: the activity incorporates the use of appropriate task-specific equipment. This includes mechanical equipment (e.g., balloon

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Beau R. Vezino, University of Arizona; James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

planning for emergency vehicle systems. Dr. Goldberg received the Ph.D. from the Michigan, in IOE 1984, and the M. ENGR.and BS from Cornell in ORIE in 1980 and 1979 respectively. His research interests include designing and operating emergency vehicle systems, and using mathematical models to help solve decision problems. He was a recipient of the Shingo Prize for excellence in manufacturing (outstanding paper award, 1994), and spent a year at West Point as a visiting professor in the Department of Systems Engineering. In 1999 he was given the University of Arizona’s EL-Paso Natural Gas Foundation Faculty Achievement Award for outstanding teaching and research. His textbook The Design and Analysis of Lean Production

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

applications of basic principles and thendevelop a general solution plan. Several researchers5, 12, 13, 14 have referred to this difference asnovices reasoning backwards from the solution goal to the problem specifications, while expertsreason forwards from the whole problem to generate a solution.Routine and adaptive expertiseOther research has demonstrated how experts can differ on their level of flexibility. Hatano andcolleagues15, 16, 17 studied expert abacus users who could mentally add ten multi-digit numberswith only 2 seconds between each. While these experts were highly proficient at the task, thebreadth of their expertise was narrow and they did not seek to apply their skills to new problemsor expand their domain. Hatano and colleagues

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

improve our daily lives. Students in K-12 can begin to understand and use varioustechniques and skills through design-oriented activities including plans, background research,prototypes, drawings, and Computer Aided Design (CAD) programs.The work of engineers is central to the development of technology. However, high schools thatprovide technology education are becoming more rare38. It has been recommended thattechnology education should be refocused on engineering design16, 39. Several benefits have beenproposed for technology education to focus on engineering design including that engineeringdesign would elevate the field of technology education to a higher academic level andengineering design provides an ideal platform for integrating

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Leigh McFarland Kendall, Tufts University; Kristen Bethke Wendell Ph.D., University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

teacherprofessional development program.24 These beliefs are then responsible for guidingteachers’ behaviors that influence how successfully their students learn. Because teacherbeliefs can be resistant to change,25 it is important to discover what beliefs teachers holdbefore beginning a professional development course in order to plan effectiveinterventions.22,24For effective science teaching, research supports curricula that incorporate a variety ofstrategies to maximize student learning through experience. These strategies includereflection in student science journals,26,27,28 authentic practices such as science processskills and the engineering design process,29,30,31,32 motivation and engagement throughgoals that are personally meaningful to students

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

and engineeringconcepts and skills. We identified four areas of analysis for each of the three curricula.From the student materials, we analyzed the planning materials, activities andassessments. From the teacher training materials, we looked at what teachers werepresented with at the official summer training institutes (Table 1). Our content analysisfocused on examining the content of the materials. We recorded the number of NCTMmathematics standards specifically connected to the engineering curriculum for each unit(Prevost et al., 2009). Page 22.1318.4 3Table 1: Materials for Analysis

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

andstudied by students during the course of learning and instruction. Work on assessing theenacted curriculum was done to create a dependent variable for use in research onteachers‘ content decisions11. In contrast to the intended curriculum, which depicts theidealized classroom experience, as stated in the printed teacher and student textbooks, theenacted curriculum is empirically established. Observations show that the enactedcurriculum is dynamic – it often deviates from the intended plan and varies from teacherto teacher and classroom to classroom based not only on the teacher‘s actions, but also onthe student needs. Students generally learn what is presented in the classroom and maymiss elements that were intended to be incorporated by the

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

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

. The anticipatedconstrained knowledge by teachers of scientific inquiry and engineering design and the likelybenefits to student learning from engagement in these processes provide the justification forassuring that teachers understand inquiry and design and are prepared to apply them effectivelyand appropriately as instructional approaches. The parallels and differences between scientific inquiry and engineering design asapplied to instructional methods are summarized in Table 1. The process flow of “Planning,”“Observation and Testing,” and “Reflection and Communication” build on the work by Bedwardand colleagues who explored the integration of design into elementary curriculum.15Table 1: Comparing Inquiry Based Science and Engineering

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Joyce Palmer Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

Assistant Educational Coordinator for the National Nanotechnology Infrastruc- ture Network (NNIN) and works at the Nanotechnology Research Center at Georgia Institute of Tech- nology. Her job includes planning, developing and implementing educational outreach programs in nan- otechnology and representing the NNIN Education and Outreach office at local and national conferences and meetings. She also helps to oversee programs such as the NNIN Research Experience for Teachers and Research Experience for Undergrads at Georgia Tech. Before joining NNIN and Georgia Tech, Joyce was a National Board Certified Teacher who taught science in grades 9-12 for thirty years. During her years of teaching she served on many local and

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steven Essinger, Drexel University; Ryan Coote, Drexel University; Pete Konstantopoulos, CAPA High School; Jason Silverman, Drexel University; Gail Rosen, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

assessed for K-12 or university student attitude changes. We address these issuesin this paper.The Drexel K-12 Program at the Philadelphia Creative and Performing Arts High School The aim of the DK-12 project is to teach K-12 students about the principles of STEMthrough current technology and inspire them to pursue STEM careers. The project plans toimplement this through the use of highly interactive laboratories, designed for students in highschool, whose designated major of study include those in the arts and humanities. Through thecollaboration of Drexel Universities students and faculties, as well as the teaching faculties at theCreative Arts and Performing High School (CAPA), DK-12 implements laboratory exercises thatteach the

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelly Doyle P.E., University of Nevada, Reno; Lelli Van Den Einde, University of California, San Diego; Catherine W. French, University of Minnesota, Twin Cities; Heidi A Tremayne P.E., Pacific Earthquake Engineering Research Center; Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

project director of a National Science Foundation GK-12 grant, Liz developed a highly effective tiered mentoring model for graduate and undergraduate engineering and education teams as well as a popu- lar Family STEM event offering for both elementary and middle school communities. Current projects include providing comprehensive professional development, coaching and program consulting for K-8 integrated STEM using engineering schools in several states and serving as a Professional Development partner for the Engineering is Elementary program. She is also a Co-PI on two NSF DR-K-12 grants focused on practice and research in K-8 engineering education and the chair of the ASEE Long Range Planning Committee on K-12

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherina V Tarnai-Lokhorst P.Eng., FEC, Camosun College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

barriers toengineering and other careers in the physical sciences continue to deter women from enteringthose careers.History textbooks are good indicators of how well social knowledge is transmitted to youngergenerations and, according to Jane Gaskell 11,12, textbooks from the first wave rarely includedreferences to women’s experiences . The early feminists attempted to initiate changes to thecurriculum in their role as teachers, setting lesson plans and writing texts to introduce students toissues relevant to life in the home and building a foundation for – or maybe driving – the secondwave of feminism 13–18. Coinciding with racial activism, the second wave was replete withmilitant affirmative action 19, which alienated some from the growing

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

James Nelson, University of Texas at Tyler; Michael Odell, University of Texas at Tyler; William Geiger, University of Texas at Tyler; Kristian Trampus, University of Texas at Tyler

Tagged Divisions

K-12 & Pre-College Engineering

Research Council; and ‚ A National Action Plan for Addressing the Critical Needs of the U.S. Science, Technology, Engineering, and Mathematics Education System from the National Science Board. The three reports describe an extensive set of characteristics of "high-quality teaching."When they are viewed through the lens of exemplary teacher preparation and focused within anintegrated system of professional development, an enormous potential for empowering teachersand improving instruction is apparent. The positive effect of better teaching is unequivocal; indeed, the most consistent andpowerful predictors of student achievement in mathematics and science are teachers with fullteaching certification and a college

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Faik Karatas, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

all planned out most likely with a computer program. Umm… they would… you know would they have to check their specifications, make sure everything and then they would pass the plans on to the people who would build it. Researcher: OK. In your view what does design mean in the context of engineering? Mary: Design is coming up with the idea and putting it down into a form that some can read like either it be on paper pencil or be with a computer aided program. Design would be thinking… either taking somebody else’s idea and improving on it or coming with the idea using the science behind it. Putting it all together into a form that can be used by somebody whether it’d be a line in a