Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carolyn A. Vallas, University of Virginia; Juliet J. Trail, University of Virginia, Center for Diversity in Engineering

Tagged Divisions

K-12 & Pre-College Engineering

-agedstudents, “Nanotechnology and Society,” building upon a course taken by the RET participantsduring their summer experience, The Ethical Dimensions of Nanotechnology.8 The Prezipresentation is available on-line for use by other elementary teachers.Exemplary 2010 RET Teaching Kits & Modules for Secondary InstructionIn this section we will highlight one example of an innovative teaching module for middle school Page 22.1251.5and one for high school. RET participant 9 (from Table 1) is a teacher of physical science foreighth grade, and worked in the UVA Center of Applied Biomechanics (CAB) of the Departmentof Mechanical and Aerospace

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology; Matthew Ryan Davidson, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

districts have stringent regulations and need several layers of approval beforesanctioning a tele-mentoring program. For example, mentors will probably need to undergo abackground check and district school boards may need to be consulted before participatingstudents are surveyed. Because the assessment involves human subjects, an Institutional ReviewBoard (IRB) protocol must be followed and agreements signed. Some districts may requirementors to report “alerts,” or situations indicating at-home abuse or other improper situations.Thus, the professional supervisor will need to discuss these ethical / legal guidelines with thementors. Additionally, the professional-level supervisor will need to set up a training and areporting regiment for the college

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

quantitative thinking [22; 23; 24]. In light of the persistence of this issue, we argue that the engineering education community is 2 uncertain “about what matters”, both in the sense of why this problem matters (e.g. is diversity a question of equity and ethics? Or putting together a more diverse and thus competitive American workforce?) and how to address the problem (see discussion of polarization below).Polarization “[that which

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Keith Walters; Keisha Walters

Tagged Divisions

K-12 & Pre-College Engineering

aspect of fluid mechanics andaerodynamics relevant to critical environmental, societal, ethical, and economic issues, such asdeveloping alternative energy sources or improving agriculture for developing nations.It was hoped that the course would excite students about a rigorous STEM discipline byexposing them to aspects that have real impacts on society, and by demonstrating the innovativeand creative ways in which fundamental science is used to solve problems on the cutting edge oftechnology. Fluid mechanics is important to a number of scientific disciplines (e.g. physics,meteorology) and engineering fields (e.g. civil, chemical, mechanical, aerodynamic). However,in contrast to many other scientific subjects such as neuroscience, nanotechnology

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

the F-Word: Feminist Epistemologies and PostgraduateResearch. Affil. J. Women Soc. Work 28, 440–450 (2013). 21. Riley, D. Hidden in plain view: feminists doing engineering ethics, engineers doing feministethics. Sci. Eng. Ethics 19, 189–206 (2013). 22. Coulter, R. P. Anti-Racism, Feminism and Critical Approaches to Education. Can. J. Educ. 21,219–220 (1996). 23. Gaskell, J. Course Enrollment in the High School: The Perspective of Working-Class Females.Sociol. Educ. 58, 48–59 (1985). 24. Anderson, D. Status of Women. The Canadian Encyclopedia 1–11 (2014). at 25. Clark, P. Clio in the Curriculum: Vindicated at Last. Can. Issues 42–46 (2013). at 26. Gaskell, J

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

Glenn W Ellis, Smith College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia K Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

online learning environment called Through MyWindow (available at www.throughmywindow.org). Through My Window introduces middleschool age children to engineering through the use of narrative. The website currently consistsof the following: • Talk to Me illustrated novel with eReader Page 26.475.2 • Talk to Me audiobook with optional subtitles • Rio’s Brain Learning AdventureAdditional learning adventures about engineering design and engineering ethics will be added tothe website in 2015. A second novel with associated learning adventures is also in developmentfor 2015-2016. Although the Talk to Me novel is available for free on the

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Steve Shumway, Brigham Young University; Jared Berrett, Brigham Young University; Andy Swapp, Milford High School; Ronald Terry, Brigham Young University; Thomas Erekson, Western Illinois University

Tagged Divisions

K-12 & Pre-College Engineering

class under the guise of Advanced Technology. He consults on the side for the UPC wind development group.Ronald Terry, Brigham Young University Ron is a Professor of Chemical Engineering at Brigham Young University and an Associate in BYU’s Office of Planning and Assessment. His scholarship centers on pedagogy, student learning, and engineering ethics and has presented/published numerous articles in engineering education. He is one of BYU’s co-investigators for the NSF funded NCETE.Thomas Erekson, Western Illinois University Dr. Erekson serves as the Dean for the College of Business and Technology at Western Illinois

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Kazem Kazerounian, University of Connecticut; David M. Moss, University of Connecticut; David Giblin, University of Connecticut; Elias Faraclas, University of Connecticut; Cathi Koehler, University of Connecticut

Tagged Divisions

K-12 & Pre-College Engineering

Concepts relating technological advancement/hindrance with ethical and environmental issuesResults and Discussion Page 11.229.8 Using both quantitative and qualitative analysis of the engineering content as defined inEEF, we found that region-wide there is a discrepancy in the incidence of engineering conceptsthat were present in the various state science frameworks. This analysis was conducted for 49state’s science frameworks in the United States including the District of Columbia and the ITEAstandards [4]. As mentioned earlier, the State of Iowa was not included in this analysis, as theirstate science

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eugene F. Brown, Virginia Tech; Larry G. Richards, University of Virginia; Elizabeth A. Parry, North Carolina State University; Malinda S. Zarske, University of Colorado, Boulder; Stacy S. Klein-Gardner, Vanderbilt University and Harpeth Hall School

Tagged Divisions

K-12 & Pre-College Engineering

19 Defining engineering 11 Space in curriculum 10 Work ethic/ability of students 9 Budget issues 9 Lack of effective/proven curriculum 9Figure 2: Greatest Challenges to K-12 Engineering EducationThe third research question posed to participants asked, “If you could participate in a meeting withSTEM educators from various countries, what would you define as the most important topics todiscuss?” Figure 3 shows the most frequently mentioned issues. For this question

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

faculty shortly after completing her Ph.D. and chaired the Department of Computer Sci- ence from 1996 to 2010. Her research interests are in software engineering, including software processes, software measurement, and software engineering education. She also has interests in ethical and social aspects of computing and has been active in efforts to increase the number of women in computing for many years. She has been a co-PI on nearly $1.5 million in grants from industry and the National Science Foundation. Dr. Ott is a 2010 recipient of the ACM SIGSOFT Retrospective Paper Award for the paper ”The Program Dependence Graph in a Software Development Environment” co-authored with Dr. Karl Ottenstein. The paper was

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alfredo J. Perez, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College; Raul R. Peralta, Northern New Mexico College; David Torres, Northern New Mexico College

Tagged Divisions

K-12 & Pre-College Engineering

:  interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.Launch  communicate information and ideas effectively to multiple audiences using a variety of media and formats.  contribute to project teams to produce original works or solve problems. o Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information. Students:  plan strategies to guide inquiry.  locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

“authenticity” and/or “authentic” in the title and body of the text were searched and saved. Inaddition, articles with “integrity”, “realistic”, “genuine”, and “legitimate” in the title and body ofthe text were searched in the following journals: Journal of Professional Issues in EngineeringEducation and Practice, IEEE Transactions on Education, IEEE Transactions on LearningTechnologies, Science and Engineering Ethics, International Journal of Electrical EngineeringEducation, Computer Applications in Engineering Education, Engineering Education (openaccess), Engineering Science and Education Journal, European Journal of EngineeringEducation, International Journal of Mechanical Engineering Education, which were saved in aseparate archive.The results are

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Pamela Dexter, Purdue University, West Lafayette; Jane Hunter, University of Arizona; James C. Baygents, University of Arizona; Michael Gerard Thompson

Tagged Divisions

K-12 & Pre-College Engineering

teacher training to provideteachers with experience with the curriculum. The curriculum was developed for use in varyingsocioeconomic and cultural contexts in high-school curricula across the country with the goal ofgiving students a sense of empowerment and involvement in their own communities, as well as asense of engagement with a global community. It is designed to be flexible, written in sectionsthat can be taught as stand-alone lessons, with our without homework assignments, or combinedinto a series. It is organized around five modules: Human-Centered Design, Service-Learning,Cultural Context and Ethics, Teamwork, and Communication. Each module includes 45thematically organized nine-week lesson plans with content handouts and materials to

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jenny L. Daugherty, Purdue University; Rodney L. Custer, Illinois State University; Raymond A. Dixon, Illinois State University, CeMaST

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.1508.5the study had to do with engineering ethics and the grounding of engineering within its broadersocial and cultural contexts. Social constructivists (for example, Bijker, Hughes, & Pinch15) notethat engineering activity and outcomes are fundamentally a function of social values, needs, andpriorities. Thus, while ideas such as ethics, values, and social norms are not considered to beengineering concepts, they can serve as essential contexts within which engineering ideas andconcepts take on meaning. Engineering design does not occur within a vacuum. Designoutcomes are a direct reflection of the context within which they were developed. Finally, considerable discussion centered on the viability of an engineering ontology

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6774Weaving a Computer Science Tapestry: Results of a Workshop Promotingthe Recruitment and Retention of Girls in High School Computer ScienceDr. David R. Wright, North Carolina State University Dr. David Wright earned his Ph.D. in Computer Science from North Carolina State University, where he continues to work as a Research Associate. His research interests include Computer Science and Software Engineering education and curriculum, improving diversity in Computer Science, security and privacy in computing systems, research and professional ethics in Computer Science and Software Engineering, and the

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

William Lee, University of South Florida

Tagged Divisions

K-12 & Pre-College Engineering

highlyintelligent and ethical doctors routinely care for their patients, sometimes fighting fortheir patients’ lives. Examples include M*A*S*H, ER, City of Angels (which featuredblack physicians), Grey’s Anatomy, and House. Certainly many of these characters arevery inspirational to youth in the process of formulating their life goals. Nursing hassimilarly been presented in a positive way, although the casting has almost alwaysinvolved female characters. The portrayal of the legal profession is often positive (withsome notable exceptions). Most attorneys are visualized as fighters for truth and justice.From the early days of Perry Mason to more recent series such as Family Law, The

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Lydotta Taylor, EdVenture Group; Erika Shaffer, EdVenture Group; Gary Winn, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

Wellness Awareness, etc.), ICT Literacy, Life Skills (Leadership, Ethics, SelfDirection, etc.), and 21st Century Assessments (applying skills learned in authentic situations).Ten states have already become P21Leadership states. These states require the use of 21stCentury Skills in the classroom – many other states strongly encourage it. Applying 21st CenturySkills within each TIME Kit makes them more likely to be picked up and used by classroomteachers.Unit implementation time should be three days or less. Originally, many of the TIME Kits Page 14.726.9created were very lengthy, and teachers found that they didn’t have two weeks to devote to aTIME

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12276Interest-based engineering challenges phase I: Understanding students’ per-sonal, classroom, engineering, and career interestsCole H Joslyn, Purdue University, West Lafayette Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, human- istic education, contemplative and reflective practices, and spirituality) and how it can shape engineering as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Redfern, Duke University; A. Leyf Peirce Starling, North Carolina State University; Claudia K Gunsch, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

, applicable, andengaging activities that are linked directly to current research at Duke University; discovercurrent research at Duke University by visiting research labs and engaging in real time datacollection and analysis; define and analyze engineering ethics; improve technical communicationskills; learn about college and career opportunities in engineering; and apply acquired contentknowledge in math and science to define, analyze, and solve a problem that will help society in acapstone project. Additionally, this experience is designed to provide students with mentorshipand exposure to novel engineering curriculum developed and delivered by current undergraduateand graduate students. This model focuses on a coordinated effort between Duke

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

: societal issues, ethics, engineeringas a profession, communications, continuous improvement, and leadership/teamwork. Instructorsacross all disciplines strive to address the six themes in their individual courses, while lookingfor connections from class to class.Students: The student population of Accelerate depends on numerous logistical and program-specific criteria. Most central to the Accelerate program are students who demonstrate beginningwith their sophomore year in high school an interest in engineering as a future profession orcareer. Students selected for Accelerate must exhibit the levels of talent, drive, and capacity thattypify their SCGSSM residential program counterparts. Accelerate students must also evidencestrong levels of

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

indicators.Figure 1: Item II, Engineering designDoes the curriculum unit…Contain activities that require students to use engineering design processes?Allow students opportunities to learn from failure/past experiences?Allow students to redesign?Contain an engineering challenge that includes a client?Allow students to participate in an open-ended engineering design challenge in which they design andassess processes or build and evaluate prototypes/models/solutions?Contain an engineering challenge that requires students to consider constraints, safety,reliability, risks, alternatives, trade-offs, and/or ethical considerations?Promote engineering habits of min?Requires students to explore and develop technologies from the field of engineering discussed inthe

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Aaron Clark, North Carolina State University; Jeremy Ernst, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, andmathematics.IntroductionThe use of visual-based systems in modern culture and education is becoming more prevalent,requiring schools to adapt their curricula and instructional practices accordingly. Visual literacyis becoming central to curricular initiatives as society begins to rely heavily on visualization andvisual communication strategies 1. Education, aesthetics, communication, ethics, research, andother aspects of learning have placed emphasis on visual science and visual literacy as a responseto our increasingly complex, highly visual, and interconnected society 2. Developinginstructional materials and methods of instruction that develop visualization abilities, meeting theneeds of technology educators, and preparing students for future careers in STEM areas

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani, Pennsylvania State University, Great Valley; Iris B. Burnham, Da Vinci School for Science and the Arts

Tagged Divisions

K-12 & Pre-College Engineering

 subject 2E.1.  Engineering tools and templates  3E.7.  Community Impact  4E.3.  Project/Problem based learning 5E.4.  Team based learning 6E.6.  Effective Communication 7E.5.  Ethics  8The Guiding Essential Question

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia; M. David Burghardt, Hofstra University; Deborah Hecht, City University of New York; Peter Thomas Malcolm, University of Virginia, Charlottesville; Edward Pan, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

questions: 1) How can a technology-enhanced engineering design modulehelp students understand 7th grade common-core mathematics concepts? 2) How can aninformed engineering design approach help students develop an understanding of engineeringdesign and habits of mind?BackgroundEngineering habits of mind include systems thinking, creativity, optimism, collaboration,communication, and attention to ethical considerations.1 Related design skills include divergent–convergent thinking, making decisions, handling uncertainty, generating solutions as a team, andcommunicating with multiple representations.6 Mathematical habits of mind encompass similar Page

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

concentrationsFatigue: Total life and defect-tolerant philosophiesFriction, Wear and LubricationIII: Clinical Issues (with embedded case examples)Orthopaedics: total joint replacement, soft tissue repair, and spinal implantsCardiovascular: catheters, stents, graftsDental: implants, TMJ restorationSoft Tissues: reconstruction and augmentationIntellectual property: patents, device development, legal and ethical issuesProfessional Development LabLearning styles, Blooms TaxonomyPedagogy and outreach teachingTechnical research, writing and presentationsTeam work and peer-reviewDesign methodology Page 15.236.5Project developmentEarly in the semester, the education

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Jim Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University; Missy Wooley, Ruston High School; Marvin Nelson, Benton High School

Tagged Divisions

K-12 & Pre-College Engineering

political and social issues in our society.Cyber Discovery was developed by a team of math, science, engineering, and liberal arts faculty.The primary goal is to help teachers and students become better cyber-citizens who help, ratherthan hinder, security efforts by making them aware of the benefits and dangers of cyberspace.This residential camp experience in the summer exposes student participants to multiple topics ofcyberspace including: history of cyberspace, ethical and social issues, applications, and the needfor and use of security in cyberspace.In preparation for the week-long camp, the Cyber Discovery team developed workshops forparticipating teachers held on two weekends prior to the camp. The goals were to demonstrate

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal Corbett, Louisiana Tech University; Galen Turner, Louisiana Tech University; David Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 15.959.3NASA-Threads uses this approach, appropriately modified for high school students. In additionto developing technical expertise and self-reliance, this pedagogical approach provides anopportunity to stress the importance of communication skills and broader concerns such asenvironmental and ethical issues.CurriculumBuilding on our partnerships with K12 systems in the region, NASA-Threads integratesfundamental science and mathematics content with engineering applications and appropriate useof technology into a physics curriculum targeting the junior/senior year of high school. Asmentioned, the threads of this curriculum include Fundamentals, Technology, Communication,and NASA Applications. These threads are continually linked

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Daney, Downingtown Area School District & Villanova University; Aaron P. Wemhoff, Villanova University; Gerard F. Jones, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

directlymeasured. The aim for this unit of study is to raise awareness of the moral, ethical, social,economic, and environmental implications of using science and technology. Learning ObjectivesTo be able to fully answer the essential question and the address the project aim each student willneed to meet the three learning objectives listed below. 1. Describe the role of the data center in the functioning of the web 2. Identify inherent concerns in data center thermal management 3. Describe current and possible future strategies to address data center thermal management concerns. Foundational Learning ModulesThe Foundational Learning Modules drive the introduction of core content to meet the objectivesas well as promoting the

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

Paper ID #10188Investigation of High School Pathways into Engineering (work in progress)Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski, Ph.D., is Co-Director of the EPICS Program at Purdue University. She received her B.S. and M.S. in electrical engineering and Ph.D. in engineering education, all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning development and assessment, leadership, and

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

schools is in its early development. The report, Engineeringin K-12 Education, recently released by the National Academy of Engineering and NationalResearch Council6 provided a very insightful view of engineering education in K-12. The reportclaimed three principles for K-12 engineering education. First, it believed K-12 engineeringeducation should emphasize engineering design. Second, K-12 engineering should incorporateimportant science, mathematics, and technology concepts and skills. Finally, K-12 engineeringshould align with 1) systems thinking, 2) creativity, 3) optimism, 4) collaboration, 5)communication, and 6) attention to ethical considerations to promote engineering “habits of mind”(pp. 4-6). In summary, the report concluded there is no