Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Muhammad Kehnemouyi, Montgomery College; Uchechukwu Abanulo, Montgomery College

Tagged Divisions

K-12 & Pre-College Engineering

discussion of summarized responses aregiven below. 1. What engineering discipline were you interested in before participating in this project and why? Six (6) of the students listed more than one discipline, 3 of them weren’t sure, and 4 of them listed a single discipline. 2. What engineering discipline are you interested in now and why? Eight (9) students decided on one discipline, 3 students listed two disciplines, and one student was still unsure. 3. Why did you or didn’t you change your mind? Some students stated that they only made up their minds, some changed their mind because of more money or more interested in the career opportunities, while some made

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan Atkins Pruet, STEMWorks; Melissa Divonne Dean, Mobile Area Education Foundation

Tagged Divisions

K-12 & Pre-College Engineering

students, especially those typically underrepresented inSTEM, to take the high school courses needed in preparation for 21st century workforce needs.Each EYE Module is designed such that students use engineering practices and apply requiredmathematics and science content to develop solutions to relevant problems facing humans today,fostering the development of engineering “habits of mind.”The set of eight EYE Modules are comprehensive and extensive instructional guides for middlegrades teachers to implement collaboratively in mathematics and science classes. The Modulesaddress standards-based STEM content and practices that fill gaps between state-mandated andtested content and what business and industry say they need, including innovative

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

mind, Sharlene conducts teacher professional development that not only teaches content, but models strong science pedagogy so that elementary school teachers can experience for themselves the power of inquiry-based and open- ended learning. Sharlene received her B.A. in Biology and Psychology from Cornell University, her M.S. in Biopsychology from the University of Michigan, and her M.A.T. in Science Education from Tufts University.Christine M Cunningham, Museum of Science Page 22.667.1 c American Society for Engineering Education, 2011 Exchange—Engineering is

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Engineering education. She previously earned her M.S. in Electrical Engineering from Tufts University in 2005 and B.S. in Electrical Engineering from Suffolk University. Nataliia is currently a research assistant at the Center for Engineering Outreach where she is involved in using engineering approaches to teach high school students science and mathematics.Igor Verner, Technion-Israel Institute of Technology Igor M. Verner received the M.S. degree in Mathematics from the Urals State University and the Ph.D. in computer aided design systems in manufacturing from the Urals Technical University, Ekaterinburg, Russia. He is a Senior Lecturer and a coordinator of teacher-training programs at the

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Education 22 (4): 777-791.11. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press12. Cardella, M., Svarovsky, G., and B.L. Dorie (2013). Gender Research on Adult-child Discussions within Informal Engineering Environments (GRADIENT): Early Findings. Conference Proceedings: American Society of Engineering Education Annual Conference & Exposition, Atlanta, GA June 2013.13. Dorie, B.L., Cardella, M.E., and G. Svarovsky (2014). Capturing the design behaviors of a young children working with a parent. Conference Proceedings: American Society of Engineering Education Annual Conference &Exposition, Indianapolis, IN June 2014

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

: Common core standards elements that align with engineeringDefining engineering for K-12 in North CarolinaThe North Carolina writing team, consisting of members from two research intensiveengineering universities, industry and government, used the historical information from each ofthe documents discussed in the previous section. An effort was make to specifically defineengineering as a separate area as distinct from technology, especially since technology tends tobe misunderstood as consisting of solely instructional technology in North Carolina. Thisresulted in the identification of four core areas of engineering: engineering habits of mind,engineering design, systems thinking and problem solving. The appendix to this paperenumerates these four

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.961.10learners and agents in mind as we consider pre-college engineering education. We can learn fromboth the processes that homeschool families have used to access the resources, as well as theresources themselves. This will help us to elucidate the many different options that are availablefor today’s families in supporting the development of their children’s engineering knowledge andskills in out-of-school settings.The preliminary findings from this study raise interesting questions for future exploration. In thecurrent study, we did not explicitly ask the parents about their goals for what their childrenwould learn about engineering. We also did not ask them to provide specific details about thewebsites, museums, and other informal

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bette Grauer, Kansas State University; Karen L Roberts, Upward Consulting; Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University; Gary A. Clark, Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Divisions

K-12 & Pre-College Engineering

students and teachers through the fields of chemistry, human ecology, gifted education, and central administration. She has facilitated programming in Science Olympiad, USFIRST, Engineering & Science Summer Institute (ESSI), Odyssey of the Mind, and STEM activities with local school districts. Dr. Roberts enjoys working with K-12 teachers and providing information relevant to career exploration.Prof. Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University Roberts has more than 35 years experience in planning, organizational development, and leadership train- ing programs. He worked for Black & Veatch for sixteen years, formed Upward Consulting in 1989 and has served as a learning organization and process

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

beliefs in the need to expose engineering students toart are vital to the profession.This same thought trail unwinds in the mind of David Snider, University of South Florida, who usesthe fine arts to broaden his students’ engineering perspectives. The National Science Foundation inits press release 06-127 comments that “On a college campus, it would be difficult to find twosubjects more different from each other than art and engineering. Yet on the campus of theUniversity of South Florida, one engineering professor responsible for teaching classes aboutdifferential equations and electromagnetism has created a popular course that merges his researchworld with the world of fine art.” 4 Snider is able to utilize the principles of engineering

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7356Engineering Design Process Knoweldge: Comparison between Teachers Newto Engineering and More Experienced TeachersMs. Ming-Chien Hsu, Purdue University, West Lafayette Ming-Chien Hsu is a doctoral candidate of Engineering Education at Purdue University with research in- terest in students’ transformative learning experiences. Hsu’s past experience in electrical engineering and her current pursuit in engineering education prompt her interest in exploring how learning experiences, e.g. design and interdisciplinary experiences, foster epistemological, interpersonal, and intrapersonal de- velopment.Dr. Monica E

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caridad Cruz, Universidad de las Americas, Puebla; Rocio C. Chavela Guerra, Purdue University, West Lafayette; Aurelio Lopez-Malo, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

. Write at least two sentences; 2) List atleast three words/phrases that come to mind when you think of an engineer; and 3) From yourperspective, what kind of activities you think are typical of an engineer? Fifteen minutes weregiven to the students to complete this part of the test. All written responses were transcribedverbatim into a spreadsheet.Data analysisDrawings and open-ended responses were analyzed by two researchers (i.e., the last author and adoctoral student, which is the first author). Following the procedure described by Oware et al.4,an inductive data analysis approach was utilized to code the drawings and written responses.After reading and rereading the questionnaire responses and discussing their impressions of theentire data

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Silvia Carreño, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

experience.Teachers were given 10 min to draw an engineer (previously they were asked to close their eyesand imagine an engineer at work) on a sheet of paper (directions were read to the teachers andalso provided in writing in the sheet of paper). Once they had completed their drawings, teacherswere given 15 min to answer three question prompts (read by a facilitator and projected on thescreen for the whole audience to see them during the entire 15 min) related to what they haddrawn: 1) Describe what the engineer is doing in your drawing. Write at least two sentences. 2)List at least three words/phrases that come to mind when you think of an engineer. 3) What kindsof things do you think an engineer does on a typical day? List at least three things

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin Sargianis, Museum of Science, Boston; Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

Professional Development Director for the Engineering is Elementary project. She has 10+ years of experience as both a science educator and researcher that includes teaching biology, en- vironmental outreach education, and research in biopsychology. Prior to joining the EiE team, Yang was a founding teacher at an alternative school for ”at risk” teens. She understands the challenges of working with children that struggle in a mainstream school environment and the importance of creating a classroom that fosters inquiry and student-centered learning. With that in mind, Yang conducts teacher professional development that not only teaches content, but models strong science pedagogy so that elementary school teachers can

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce Blandino P.E., Virginia Military Institute; Jon-Michael Hardin, Virginia Military Institute

Tagged Divisions

K-12 & Pre-College Engineering

engineering to participate.Likewise, for students from grades 4-8 who attended the 1-day mechanical engineeringoutreach also showed an increase in interest in considering engineering as a career asreported by Fleischer, Wemhoff, O’Brien, Ural & LeRoy9. Ultimately, Deckard andQuarfoot10 summed it up in their paper:“single-day event can be effective in reshaping attitudes, exposing young minds to theworld of engineering.”The above studies demonstrate the short-term effect (immediately after the completion ofthe outreach program) of engineering outreach to both middle and high school students.However, very few studies have followed the same group of participants to determine thelong-term impact of early outreach program on the students’ decision to

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-2220: ENGINEERS AS TEACHERS: HELPING ENGINEERS BRINGCUTTING EDGE SCIENCE TO UNDERSERVED COMMUNITIESLindsey Jenkins-Stark, IridescentTara Chklovski, Iridescent Page 15.501.1© American Society for Engineering Education, 2010 K-12 Pre-Engineering Education Engineers as Teachers: Helping Engineers Bring Cutting Edge Science to Underserved CommunitiesAbstractThere is growing concern among the scientific community that the United States is not preparinga diverse enough group of students, in the areas of science, technology, engineering, andmathematics (STEM). The percentage of bachelor’s degrees in STEM awarded

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

InstructionExperts agree that high school engineering should be centered around design (Katehi etal., 2009). Therefore, we adapted the SL Cycle of CBI to support Design BasedInstruction (DBI) by creating a cycle that was suited for addressing design challenges Page Page15.1277.11rather than problem solving challenges (See Figure 2). 15.1277.8Teachers will generally enter the DBI cycle with some idea in mind of a classroomactivity they would like to further develop, or with

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

materials14. Providing robotics platforms to thosebudgets would increase drastically increase them. The Hemisson costs $250 per kit withoutsoftware7 and the Amigobot sells with its software suite for $3,095. The LEGO MindstormsNXT retails for $279.95 with the software sold separately10. Also without software, TETRIXretails for $871.95 for the basic kit11 and the most inexpensive VEX Robotics Design System kitcosts $399.9923. The iRobot Create is the least expensive example at $129.99 each9.PaperBotsWith those costs and the available funds for them in mind, a new educational technology wasdesigned. PaperBots utilizes the available classroom materials, such as paper and other officeand craft materials, to provide engineering activities in the classroom

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

Elementary Goals: Many of the skills that are developed and reinforced byengineering are consistent with those already emphasized in elementary schools. Persistence,team building, the value of critically examining failure, sharing, and keeping an open mind areall aspects of character development that teachers value and consciously strive to foster inelementary children and thus appreciate as part of engineering. In middle and high school, theexplicit importance of such skills is much less often part of articulated in teaching goals.Materials Matter: In general, it is much easier to get elementary teachers to participate inprofessional development than secondary teachers. Many do not expect financial compensationand welcome a small stipend. Perhaps

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

iteration inengineering design19, 20, Jin and Chusilp (2005) focused on the cognitive behavior inmental iteration, highlighting differences arising from problem type and constraintconditions18. In a related theory-based paper on “Engineering Design, Thinking, andLearning,” Dym et al. (2005) suggest that design thinking occurs in the continualinterplay between convergent, deep reasoning, and divergent, generative questioning12.Dym et al. (2005) further posit that these convergent-divergent “habits of mind” includeconsidering system dynamics, reasoning about uncertainty, making estimates, conductingexperiments or testing (p. 106). In his earlier book on synthesizing engineering design,Dym (1994) contends that the mental iterative process in

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6448Pre-Service Teachers’ Engineering Design Practices in an Integrated Engi-neering and Literacy ExperienceDr. Kristen Bethke Wendell, University of Massachusetts Boston Dr. Wendell is an assistant professor in the Department of Curriculum and Instruction Center of Science and Mathematics in Context. Page 23.973.1 c American Society for Engineering Education, 2013 Pre-Service Teachers’ Engineering Design Practices in an Integrated Engineering and Literacy

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Henry Becker, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University; Shaobo Huang, Utah State University - Engineering Education

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4849: HIGH SCHOOL STUDENT ENGINEERING DESIGN THINK-ING AND PERFORMANCEProf. Kurt Henry Becker, Utah State University Kurt Becker, Ph.D., is a professor and the Department Head of Engineering and Technology Education. He is the Co-principal Investigator for the National Science Foundation (NSF)-funded National Center for Engineering and Technology Education (NCETE). His areas of research include adult learning cognition, engineering education professional development, and technical training. He has extensive international experience working on technical training projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include Bangladesh

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

implications, these findings have important instructional implicationsfor both engineering curriculum design and teaching practices.BackgroundEngineering tasks are implemented with various objectives in mind, including improvedperformance in math or science and increasing the number and diversity of students interested inengineering7. Even so, classroom observations, descriptions from published research e.g., 2, as wellas curricula descriptions (e.g., Engineering is Elementary8, Learning by Design9, and others7),have revealed that the overarching organization of classroom design tasks are generally quite Page 24.981.2similar.In these classrooms, a

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12630From Pretending to Engineering: An examination of students’ dynamic en-gagements in Novel Engineering design activities (Fundamental)Mary McCormick, Tufts UniversityDr. Jessica Watkins, Tufts University Page 26.804.1 c American Society for Engineering Education, 2015 Pretending and Engineering: An examination of students’ dynamic engagements in Novel Engineering design activities (Strand: Fundamental)IntroductionRecent reports, frameworks, and assessment criteria1-3 have

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adriana Anunciatto Depieri, University of Sao Paulo; Roseli de Deus Lopes P.E., Escola Politécnica, Universidade de São Paulo

Tagged Divisions

K-12 & Pre-College Engineering

, and technology knowledge and skills; and 3) promote engineering habits of mind,including systems thinking, creativity, optimism, collaboration, communication, and attentionto ethical considerations.According to OECD31, differences in young people‟s career choice can be attributed totraditional perceptions of gender roles and identities as well as the wide acceptance ofcultural values associated with particular fields of education. Therefore, high school students‟attitudes to engineering may be an important predictor of not only being adequately preparedto engineering but its pursuit. If more high school students acquire positive attitudes towardsengineering, more of them will be motivated to choose engineering as a career.An attitude is a

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Jade Mitchell-Blackwood, Drexel University; Manuel Figueroa, Drexel University; Chatchai Kokar, Drexel University; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

students, the general public and even manyteachers share this position.19 The field of engineering has rapidly changed in recent years andhas become so diverse in scope that consensus on a definition would be hard to come by evenamongst professionals. Since a conception in the minds of the middle school students is what weultimately hope to accomplish through this educational intervention, it is necessary to identifythis end result in order to evaluate the effectiveness of our parallel interventions as it should bethe basis of the educational activities implemented.20 Schunn presents a general definition thatdescribes engineering as using analytical and empirical processes to design complex systems thatmeet stated objectives and take into account

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Jennifer Dobbs-Oates, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

know the better”, “ Just to “Figure out how things work”Knowledge learn”, “So they know and be open minded”Fun “They may like it”Future Career “It’s a good field”, “An idea of what to become”, “A degree is good” HS – “No” Example quotes LS – “No” Example quotesAge “She will not understand”, “She’s 4” “Too young, but artifacts are important!”NOTES: Answers to open-ended questions provided by 21 out of the 22 HP, and by 9 out of the 9 LS that respondedpositively; and by 2 out of the 6 HS and 1 LS that responded negatively.Through the Engineering Questionnaire (EQ) parents were asked whether they engage in a

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Karen Davis, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-252: JUST DESSERTS: MECHANICAL ENGINEERING MEETSCOMPUTING OUTREACHKaren Davis, University of Cincinnati Page 15.822.1© American Society for Engineering Education, 2010 Just Desserts: Mechanical Engineering Meets Computing Outreach Karen C. Davis, Ph.D. Stephanie Heil Allison Mayborg Adam Pulskamp University of Cincinnati Cincinnati, OH 45221-0030Abstract – This paper

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

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13813Crafting a Successful High School Engineering ProgramMs. Marie Anne Aloia, Bayonne High School Marie is an alternate route teacher with an educational background in math, physics, chemical engineering and computer science. As the first girl in her family to go to college, and maybe to prove the point, she earned two bachelor’s degrees, one from Montclair State University by day, and 8 years later, one from New Jersey Institute of Technology, by night, while working full time by day at Exxon Research and Engineering. While a traditional female career, like teaching, was the last thing on her mind, she was

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

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

this research is emerging, it could provide a spring board to additional researchstudies. The research could include a larger sample of students from diverse schools using Page 22.1520.20distinct engineering curriculum. Different schools and different pre-engineering programs couldbe included. Undoubtedly, students from other pre-engineering curricula would have uniquelanguage, techniques, and themes. The results from this research provide a foundation for newresearch that would further elucidate students’ habits of mind and action. References1. Atman, C.J., D. Kilgore, and A. McKenna

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

[11]; therefore, students shouldlearn to notice and reflect on the structure, function, and behavior of a process, a device, or anatural phenomena [7]Teamwork Page 24.1155.5Teamwork is central to the work of engineers, as the development of most solutions requiresmultiple people with diverse expertise, perspectives, and skillsets. Engineers collaborate withprofessionals across disciplines gathering multiple perspectives to garner the most effectivedesign solutions [19]. Promoting engineering habits of mind, which includes collaboration [6],has been proposed as one of the three principles to guide engineering education design anddelivery in