Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Paul Klenk, Duke University; Frank Dreher, Duke University; Emilie Condon, Githens Middle School; Gary Ybarra, Duke University; Lara Oliver, Duke University; Glenda Kelly, Duke University; Nancy Shaw, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-316: ASSESSING ENGLISH-AS-A-SECOND-LANGUAGE MIDDLESCHOOL STUDENTS' ABILITY TO LEARN ENGINEERING CONCEPTSPaul Klenk, Duke University Paul A. Klenk, Ph.D., is a Visiting Scholar at Sigma Xi, the Scientific Research Society, developing K-12 engineering education programs. He received a Ph.D. in Mechanical Engineering and Materials Science from the Pratt school of Engineering at Duke University in 2006. He is the Duke Project Director for the TeachEngineeirng Digital Library Project at Duke, and was formerly the Graduate Student Coordinator for the Techtronics After-School Program at Rogers-Herr Middle School in Durham, NC. In addition to his K-12 outreach work, he has researched

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Siddika Guzey, University of Minnesota, Twin Cities; Tamara Moore, University of Minnesota; Gillian Roehrig, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

activities and integrating technology into science classrooms. Technology Enhanced Communities (TEC) funded by the Minnesota Office of Higher Education is an online learning community developed in collaboration with graduate students David Groos and Joel Donna for middle school science teachers in Minneapolis Public Schools working to integrate technology into their classrooms. TEC will be extended to include teachers on the White Earth Reservation. Page 14.288.1© American Society for Engineering Education, 2009 Bridge Design on the Reservation: A Study of Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11490Project-based learning in a high school pre-engineering program: Findingson student achievement (RTP, Strand 3)Todd France, University of Colorado Boulder Todd France is a Ph.D. candidate at the University of Colorado Boulder. He is part of the Graduate STEM Fellows in K-12 Education Program and helps teach and develop curriculum at a high school STEM academy. His research focuses on pre-engineering education and project-based learning. Page 26.1265.1 c American Society for

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

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

Student Attitudinal Success Inventory [e-SASI]), the evaluation of engineering teacher professional development programs, and the investigation of P-16 students’ spatial ability to understand its association with their academic performance and talent development in STEM fields.Miss Yi Kong, Purdue University, West Lafayette Yi Kong is a doctoral student in biology education and a graduate research assistant for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. She received her M.S. in agriculture in Fishery Resources from Huazhong Agricultural University and B.S. in Biological Sci- ence from Shaanxi Normal University in China. Her research includes investigating elementary school

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

design. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16+ engineering learners; and teaching engineering.Dr. Tamara J Moore, Purdue University Tamara J. Moore, Ph.D. is an Associate Professor of Engineering Education at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and higher education mathe- matics, science, and engineering classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her research agenda focuses

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

inquiry based science and math instruction using a design context can develop learners’competencies including cognitive models of how systems work, communication skills, the abilityto synthesize ideas, STEM knowledge, and the ability to evaluate designs20.(d) an ability to function on multidisciplinary teamsAn integral part of the work of engineers and most professions is the ability to work effectivelyin teams. Engineers often collaborate with people from various fields in order to effectivelydesign solutions. One of three general principles that have been proposed for K-12 engineeringeducation is to promote engineering habits of mind, which include collaboration1. K-12engineering education should involve students working in teams on design

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

(Mac, PC) and to be reasonably completed both in classrooms with computers at hand and in those with more limited (or remote) computer access.  The course can be adapted for a variety of class sizes. Materials are written for classes of approximately 20 students, but indicate options for small (fewer than 10) and large (more than 30) class sizes.  Course materials will be available electronically. Courseware decisions will be aligned with current standards but will be forward-thinking. Courseware will offer both learning management functionality and opportunities for collaboration and communication among and across groups (teachers and students

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Akim Faisal, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

research in- terests include geotechnical modeling with transparent soils, foundation engineering, and urban geotech- nology. He makes extensive use of sensors and measurement systems in his research studies. Iskander has published 10 books, 100 papers, and graduated six doctoral students, 27 master’s students, 12 under- graduate research assistants, and supervised the research activities of three school teachers and nine high school students. Page 25.1439.1 c American Society for Engineering Education, 2012 Using Robotics to Promote Learning in Elementary GradesAbstract

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Virginia Westheider, University of Cincinnati; Patrick Brown, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

. Page 15.1299.2IntroductionThe National Science Foundation (NSF) Research Experience for Teachers (RET) described inthis paper is funded under a multi-campus NSF Center of Excellence in an urban environment.The project for 2008-2009 was to address the: Need for more students and graduates in science, technology, engineering and mathematics (STEM) Need for more women in STEM fields Need for better understanding of the role of engineers in industry and society Need for better relationships among higher education and local high school teachers.According to United States Bureau of Labor Statistics, June 28, 2007, the need for scientists andengineers is projected to increase by 22% as a whole between 2004 and 2014

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Irina Igel, Polytechnic Insititute of New York University; Ronald Leonel Poveda, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander, Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

. Examples of using robotics to teach STEM concepts abound in literature and cover theentire education spectrum from elementary to graduate school.4-6 Unfortunately, theextracurricular nature of robotics contests has not made the use of robotics more central to K-12science and math education. Moreover, the potential for explicitly exploring science and mathprinciples using robotics-based activities remains largely untapped in K-12 schools.7 Manyrobotics-focused K-12 programs are organized as outreach efforts for students’ educationalenrichment and necessitate on-site support of teachers through college-level engineeringstudents5 or volunteer engineering professionals,8 thereby making it difficult to sustain and scale-up projects. Therefore

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

years of grantfunding.The project had four distinct phases. In Phase One, Cohort A, high school participants, engagedin an intensive summer university experience. While participating in classroom and laboratory-based experiences, they were exposed to cutting-edge research in NASA-Related Earth SystemScience. In collaboration with university faculty, graduate students and a professionaldevelopment team of master teachers, Cohort A systematically developed NASA-related STEMK-12 teaching modules for secondary students. The proposed module development activitieswere designed to help teachers translate their new NASA-related scientific knowledge during thesummer research experience into their instructional practices in the classroom.Cohort A

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

University of Washington. Her research focuses on: par- ents’ roles in engineering education; engineering learning in informal environments; engineering design education; and mathematical thinking.Mr. Todd P. Shuba, Purdue University, West Lafayette Todd Shuba is a Master’s student in Education with a concentration in Educational Psychology at Pur- due University. He is also a Graduate Research Assistant with the Engineering Projects in Community Service (EPICS) High School Program. His research interests include transfer of learning, collaborative learning, and student achievement and motivation. He holds a Bachelor of Science in Interdisciplinary En- gineering with a concentration in Environmental and Ecological

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

; Instruction and Graduate Research Assistant. His relevant research interests include understanding the obstacles STEM teachers face in collaboration and disseminating best instructional practices. He completed a M.A. in Elementary Science Education from Fairleigh Dickinson University and a B.S. in Natural Resources Management from Rutgers University.Mark A. Emmet, Boise State University Mark A, Emmet is currently the Associate Research Project Coordinator for Idaho SySTEMic Solution, a project funded by the United States Department of Education and administered jointly by the Colleges of Engineering and Education at Boise State University. Mr. Emmet has worked previously as the Profes- sional Development Coordinator

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, INSPIRE, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

instruments, particularly useful for P-16 STEM education settings (e.g., the Revised PSVT:R and the TESS), the evaluation of engineering teacher pro- fessional development programs, and the investigation of P-16 students’ spatial ability to understand its association with their academic performance and talents in STEM fields.Miss Yi Kong, Purdue University, West Lafayette Yi Kong is a doctoral student in biology education and a graduate research assistant for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. She received her M.S. in agriculture in Fishery Resources from Huazhong Agricultural University and B.S. in Biological Sci- ence from Shaanxi Normal University in China. Her

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

-12 Science Coordinator for an inner ring public school district near St. Louis, Mo. A satellite engineer for McDonnell Douglas (now Boeing) for 10 years prior to her career in STEM education, McMahon was the Director and a Co-principal In- vestigator for one of the 88 National Science Foundation (NSF) Local Systemic Change Initiative grants awarded nationwide for science and math education reform. For 15 years, she taught physics and as- tronomy in Washington University’s graduate course series for in-service K-8 teachers. McMahon was the Founding Director of MySci, an innovative and award-winning mobile science outreach program for K-2 students. In that role, she led a collaborative partnership of scientists and science

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Sun, Purdue University; Nikki Boots, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

implement it, and personal costs of getting involved.Stage 3: Management Focus on implementation issues of efficiency, organization, management, scheduling, and time demands related to the innovation.Stage 4: Consequence Focus on the impact of the innovation on students and the possibility of modifying the innovation to improve learning outcomes.Stage 5: Collaboration Interest in coordinating and cooperating with other teachers regarding the innovation.Stage 6: Refocusing Focus on exploring more benefits of the innovation, including the possibility of making changes in it or replacing it with an alternative