Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; William L. DUPE Chan, Josiah Quincy High School; Kristina Buenafe, Josiah Quincy High School; Jessica Chin, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

endeavor, but finding efficient ways for K-12 teachersto effectively convey these concepts and for students to retain their knowledge has been achallenge. To meet this need, Northeastern University’s NSF-funded CAPSULEprogram was developed as a professional development program that guides STEMteachers to learn how to use and implement engineering-based learning (EBL) in highschool classes. Content included are the engineering design process, CAD modeling,capstone projects, and action plans for the academic year. Two JQUS teachers (math andtechnology) attended the summer 2010 CAPSULE program and implemented actionplans during the 2010-2011 school year.This paper covers the details of the JQUS math and technology CAPSULE curriculumand implementation

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

David R. Shields P.E., University of Nevada, Las Vegas; Krishna Prasad Kisi, University of Nevada Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

Construction. He also serves on the Temporary Construction Structures Committee of the American Society of Civil Engineers. He was Co-Chair of the ASCE Civil Engineering in the Oceans V conference. He is currently a nominee for the Cornerstone Award in the Associated General Contractors’ Skill, Integrity and Responsibility Awards Program. He has served on the Long-Range Planning Committee of the American Council of Construction Education. He is a member of the Associated General Contractors’ Manpower, Education and Training Committee. He is active in the local chapter of the Construction Management Association of America. He has participated in research with the Construction Industry Institute, Center for Construction

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Mitchell, California Polytechnic State University, San Luis Obispo; John M. Keller, California Polytechnic State University; Victor M Castillo Jr, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

, homes, and businesses, unless the students can create a diversion plan to keep the water out ofsensitive areas and routed around the town. Students are able to dig trenches and make mounds within thesimulation. During class, students take their first attempts at saving Rivertown, testing ideas andredesigning their diversion plan within the computational model. After becoming familiar with the scenario,and brainstorming ideas, students complete the project at home. They must create a diversion plan, makethe digs and mounds, raise the river to the appropriate flooding level, and see how well their diversion planworked. They must then go back and do a redesign, attempting to keep the sensitive parts of Rivertowncompletely dry, using the fewest

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

districts to plan, deliver and sustain atargeted inservice teacher professional development and a middle and high school STEM studentcurriculum intervention. Recognizing that understanding informational text is a major problem inurban schools and a major barrier to science and achievement, we have worked at improvingstrategic instruction in science literacy for our teachers and their students in addition to foci oninquiry instruction with emphases on engineering problem solving and experimentation. Resultsof this teacher and student focused STEM educational intervention has revealed a dramaticincrease in student interest in scientific experimentation, engineering problem solving andincreased science literacy and achievement.IntroductionEngineers

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Mark Tufenkjian, California State University-Los Angeles; Ethan Lipton, California State University-Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

engineering material into their teaching. Most indicated that they havechanged or plan to change their curriculum to incorporate the engineering concepts they learnedand the majority will use the engineering design challenge in their curriculum.Introduction and BackgroundAn increasing and significant number of business, academic, and political leaders, professionalassociations and coalitions continue to express their growing concern that our nation’s deficiencyin K-12 Science, Technology, Engineering, and Mathematics (STEM) Education is approachinga crisis level. Their numbers represent all areas of the engineering, technology, science,mathematics, business and political communities. A sampling presents an overview of currentsentiment.The American

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

://www.cetl.gatech.edustudents/step/overview.htm). STEP Fellows partner with metro area high school teams led by masterteacher-coordinators. STEP Fellows participate in summer training workshops where they learnabout inquiry-based learning pedagogy, classroom management, effective teaching skills, andappropriate uses of educational technologies. Fellows also work with K-12 personnel to developa needs assessment and action plan for the school. During the school year, Fellows work in teams(typically two of our students) with their partner school, engaging in activities such as (a)instructing students, (b) assisting with teacher professional development, (c) providing studentenrichment and mentoring, (d) creating and implementing classroom websites, (e) assisting

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Jed Lyons, University of South Carolina; Amber Caicedo, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

, 12. This papercontributes an evaluation of what teachers perceive to be the long-term affects of participating inthe University of South Carolina’s GK-12 program. Two components of this program engageteachers: the Teacher Partner Program and the GK-12 Institute for Teachers.The Teacher Partner Program has been in place since the 2001-2002 academic years. Theprogram consists of assigning a graduate level engineering student, called a GK-12 Fellow, to aK-12 teacher’s classroom for one full school year. GK-12 Fellows enroll in a one-hour graduatecourse that focuses on teaching strategies for two semesters, work in the assigned K-12classroom ten hours per week, spend one hour per week planning with their assigned teacher(Teacher Partner), and

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

design process. Once the teachers completed the summer workshop,they developed a six-week unit that included grade appropriate, standards-based engineeringlearning modules they would instruct during the school year.Data collection and analysisData were collected via teacher interviews (n = 2 interviews per teacher; 6 interviews total),implementation plans (n = 1 plan per teacher; 3 plans total), informal classroom observations (n= 10), and supporting documents (e.g., lesson plans, teacher-developed lesson materials, andstudent work). Data analysis entailed the use of grounded theory and content analysis. The firststep entailed open coding of the data, specifically transcripts from interviews and field notes andteachers‟ implementation plans

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Kate Hester, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

process forchildren—Ask, Imagine, Plan, Create, and Improve. It also created a series of question to guidestudents through each step. The Engineering Design Process and the questions are depicted inFigure 1.Figure 1: The Engineering Design Process Moving through the Engineering Design Process might involve asking the following questions or making the following decisions: ASK • What is the problem? • What have others done? • What are the constraints? IMAGINE • What are some solutions? • Brainstorm ideas. • Choose the best one. PLAN • Draw a diagram. • Make lists of materials you will need. CREATE • Follow your plan and create it

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Kelly Crittenden, Louisiana Tech University; James Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University; Alicia Boudreaux, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

structural research facilities. Future plans for this project include developing “smart” bridges by incorporating student-built strain gages.The Fuel Cell Future – The ultimate goal of The Fuel Cell Future project is for each team tobuild a small model car powered by a fuel cell. To place this project in context, we discuss andmathematically model global population growth and world-wide energy sources. A preliminarydesign competition is used to introduce creative problem solving and teamwork. Thispreliminary competition is to build and race a small battery-powered car from a box of assorteditems (similar to a scene in the movie Apollo 13.) The students are then introduced to fuel

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Fleur Gooden, Virginia Tech; Maura Borrego, Virginia Tech; Whitney Edmister, Virginia Tech; Tremayne Waller, Cornell University; Bevlee Watford, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-2224: AN ASSESSMENT OF LONG-TERM IMPACTS OF THREEON-CAMPUS K-12 ENRICHMENT PROGRAMSFleur Gooden, Virginia Tech Fleur Gooden earned a B.S. degree in Computer Science and Engineering from the Massachusetts Institute of Technology and a M.S. degree in Management Information Systems from the University of the West Indies, Mona. She is currently completing her Ph.D. In Planning, Governance and Globalization at Virginia Tech while working for the Center for the Enhancement of Engineering Diversity (CEED) in the College of Engineering. Her research efforts are focused on reducing crime through the implementation of activities targeting at-risk youth.Maura Borrego, Virginia Tech

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint; Pattabhi Sitaram, Baker College, Flint; Tom Spendlove, Baker College, Flint

Tagged Divisions

K-12 & Pre-College Engineering

, participants were asked to choose one of the modules from which to prepareand give an oral presentation during the last session. A competition for the top threepresentations was set-up and awards were given.The paper discusses the content of the modules and the results of the camp as evidenced bystudent presentations and student surveys. The camp was successful in increasing students’interest and confidence in pursuing careers in engineering and technology. Lessons were alsolearned from the first offering of the camp leading to plans for future improvement. Theseinclude development of a Workbook/Lab Manual summarizing all modules for students to useduring the camp as well as keep for future reference. Future plans also include adding newactivities and

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Heil, David Heil & Associates, Inc.; Neil Hutzler, Michigan Technological University; Christine M. Cunningham, Museum of Science; Mia Jackson, Foundation for Family Science & Engineering; Joan F. Chadde, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

inquiry, creativity, teamwork, and collaborative problemsolving and can be used by individuals and organizations to plan and conduct successfulcommunity outreach events that increase public understanding and appreciation of engineeringand the role it plays in everyday life. Modeled after the popular publications Family Science1and Family Math2 a new publication titled Family Engineering: An Activity and EventPlanning Guide3 will serve as a valuable resource for professional engineering societies andstudent chapters of those societies as well as formal and informal educators who want to host aFamily Engineering event in their community.With support from the National Science Foundation, hands-on activities that introduce familiesto traditional and

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

through a systematic process inorder to choose one. This process, typically called the engineering design process, is applicableto many complex problems, whether or not the person trying to solve them is formally anengineer6-8. To capture and present the essence of the engineering design process, a modifiedversion of the approach presented in Engineering is Elementary® 9 was used (see Figure 1). ASK IMAGINE PLAN TEST CRE ATE IMPROVE REFLECT Figure 1: Engineering Design Process Presented for the ClassroomEngineering is Elementary® (EiE) presents an iterative process of Ask, Imagine, Plan

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Cindy Mahler, The Boeing Company; Ann Broughton, Purdue University; Barrett Caldwell, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

performuniversity-required budgetary tasks. Sponsorships enable PFSD to provide an entire day’s worthof space, science, and engineering centered, age-appropriate hands-on activities for third througheighth graders at no cost to the participants. This provides the students an opportunity to see thetechnical challenges associated with space flight. All activities are taught by university studentsand are accompanied by lesson plans designed to facilitate the children’s understanding of spacetechnology and exploration.In addition to the third through eighth grade school students benefiting through PFSDparticipation, the university student volunteers gain valuable experiences that remain with themlong after their time as Purdue students. These experiences

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

Page 14.1102.2following the summer professional development institute.Previous research on the integration of innovative science curricula has indicated that curriculumchange/reform ultimately hinges on the classroom teacher.5, 6 Moreover, the process ofintegrating new content into an existing curriculum is a complex process in which teachers oftenencounter challenges including: lack of resources (e.g., new science equipment), absence ofadministrative and peer support, lack of time to plan and teach new lessons, and insufficientcontent knowledge.5, 6 Research also has shown that science teachers’ beliefs about teaching andlearning as well as their beliefs about the conditions of the classroom and external teachingconditions influence their

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

will be awarded at the completion of the course.Recruiting Teacher/participantsThe original plan was to recruit teams of teachers principally from the regional technical highschools in the local area. However, only one of the regional technical high schools participated.The teachers from the technical high school were joined by teachers from three local publicschool systems. One team withdrew at the last minute, but was replaced by a single teacher fromanother school system.When recruiting was completed, there were 16 teacher-participants. Ten teachers from one localpublic school system formed a middle school team and a high school team.Another team of 3 teachers were from a local regional technical high school. There was a fourthteam of 2

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; James H. Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Bette Grauer, McPherson High School; Patricia Carlson, Rose-Hulman Institute of Technology; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman, Michigan State University; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

K-12 & Pre-College Engineering

the diversity of engineering students and improving education for all engineering students. Some of Beth’s current projects are: an NSF planning project for the Collaborative Large-scale Engineering Analysis Network for Environmental Research, an AAUW project assessing the effectiveness of Expanding Your Horizon’s Conferences and a water resources curriculum project using CADSWES software. She is the Frontiers in Education 2006 Program Co-Chair.James H. Johnson, Howard University Dr. Johnson is the Samuel P. Massie Professor of Environmental Engineering and dean of the College of Engineering, Architecture and Computer Sciences at Howard University. Dr. Johnson received his B.S

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

Water Filters (Environmental Engineering) This unit addresses the increasingly important issue of water quality through lessons that teach students about water contamination and the ways that people ensure the quality of their drinking water. Students will first think like environmental engineers as they review a mural of a small American community, noting possible sources of pollution and suggesting ways to clean up or eliminate the source of the pollution. Students will then focus on the environmental engineering problem of providing safe drinking water as they plan, construct, test, and improve their own water filters. 4. Now You’re Cooking: Designing Solar Oven (Green Engineering) This unit guides

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Julie Trenor, University of Houston; Jennifer Ruchhoeft, University of Houston; Frank Claydon, Unviersity of Houston; Stuart Long, University of Houston

Tagged Divisions

K-12 & Pre-College Engineering

sine and cosine waves, are used to create virtual electromagneticwaves that transmit digital voice signals from phone to phone through the air. Teachers maychoose to incorporate the Infinity Project™ kit they were given as part of the program into theirregular lesson plans. Alternatively, by securing funding for additional kits, their school canestablish a separate course using the Infinity Project™ curriculum in its entirety.In addition to research and Infinity Project™ training, teachers participate in periodicprofessional development seminars. At the end of the program, teachers are given a $100 giftcertificate to the Engineering Education Service Center web-store to purchase engineering-related materials for their classroom

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katheryn Kennedy, Stevens Institute of Technology, CIESE

Tagged Divisions

K-12 & Pre-College Engineering

ideas Select a solution Build the device Test and evaluate the device Present/share your device 4. ReflectionFor resources that include the lesson plans with instructor notes and student secret agent packetscontact:Katheryn KennedyStevens Institute of Technology, CIESE, Castle Point on Hudson,Hoboken, New Jersey 07030 Katheryn.Kennedy@stevens.edu Page 26.1359.2

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

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Kenneth Hunter, Tennessee Technological University; Jessica Matson, Tennessee Technological University; Susan Elkins, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

the existing curricula, the secondon providing teachers with the background information and materials needed to introduce theemerging technologies in their classrooms, and the third on providing teachers with theknowledge and materials needed to prepare specific lesson plans. A unique feature of theseworkshops was that teachers from all curricular areas were encouraged to participate, includingEnglish, history, and social studies. The summer enrichment programs were designed to providehigh school students with exposure to the emerging technologies, encouragement toward STEM-related careers, and a college experience. More than thirty different organizations representinggovernment, industry, and education contributed to the summer enrichment

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Morgan Sperry; Debra Kay Gallagher, Ohio Northern University; Stacy McClelland

Tagged Divisions

K-12 & Pre-College Engineering

withlesson plans (available in English and Spanish), tied to educational standards in the UnitedStates. Each activity is designed to be inexpensive (often less than U.S. $10 for a classroom).This program has been successfully implemented throughout the United States for over ten yearsand has seen very limited international expansion to countries with a strong IEEE presence.This paper will discuss the very successful workshops, including assessment collected at theconclusion of each workshop. The structure of the workshops and the involvement opportunitiesfor the undergraduate students who participated will also be described.This paper will be of interest to programs with available international service opportunities forundergraduate students or

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University; James B. Guthrie, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

StateUniversity College of Architecture & Environmental Design (CAED) and the School ofEducation was undertaken to bring motivation for design, engineering and construction careersinto local elementary school classrooms. The project was initiated by faculty in the ArchitecturalEngineering (ARCE) department of the CAED which includes departments in ArchitecturalEngineering, Architecture, City & Regional Planning, Construction Management and LandscapeArchitecture. These departments can provide students and faculty proficient in the areas ofbuilding design and construction. Faculty and teacher candidates in the School of Educationprovide the knowledge and skills needed to introduce technical concepts and practices for thepresent and future education

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caitlin R. Thorn, U.S. Air Force Academy; Neal Barlow, U.S. Air Force Academy; Elaine M. Bryant, U.S. Air Force Academy

Tagged Divisions

K-12 & Pre-College Engineering

students in the STEM disciplines, and also serves to encourage active learning inthe classroom environment.The United States Air Force Academy offers a Summer Seminar program in which prospectivestudents from around the country take part in numerous workshops to include the following eightSTEM disciplines: Aeronautics, Astronautics, Electrical Engineering, Computer Science,Engineering Mechanics, Physics, Chemistry and Math. These workshops each provide a briefoverview of the respective subject as well as a hands-on project, demonstration, or activity toengage and stimulate student learning and apply their knowledge to real life applications.In the curriculum exchange and demonstration session, the curriculum/lesson plan of theDepartment of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University; Heather Scott Smith, California Polytechnic State University; Teana Fredeen, California Polytechnic State University

Tagged Divisions

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

interested in and planning to study engineering in college. Changes in self-perceivedabilities, knowledge, and attitudes towards engineering were investigated with statements on aLikert scale to measure the impact of the camp. Analysis revealed that while there was anincrease in all the areas, the Likert scores were already starting out high, consistent with theresponse rate of students planning to study engineering. From conversations and responses to theopen-ended survey questions, we learned that many of the camp participants were trying todistinguish the different types of engineering and very much enjoyed the hands-on approach tothe labs. Results of the assessment have been previously published2, and have influenced thesummer program.Over the

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Florida Gulf Coast University; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

K-12 & Pre-College Engineering

Brainstorming 0.625 Define constraints and specifications 0.75 Develop constraints and specifications 1.25 Concept evaluation 0.875 Sustainable design 1.875 Poster presentation -0.25 Career planning -0.125 Bioengineering 0.6875 Bioengineering as a profession -0.375The results of the assessment indicate that the students improved their understanding

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

on Pre-Engineering CurriculaRecent content analyses of K-12 pre-engineering curricula, including PLTW, suggest thepresence of mathematics in particular is “noticeably thin.” Typically, these are studies of theintended curriculum, and therefore address only the static plan that is put forth in the printedmaterials used for the courses under investigation.In their analysis of the PLTW high school intended curriculum, Nathan and colleagues8 Page 14.1231.3examined the absolute and relative frequency with which PLTW addresses the mathematicsstandards (as obtained from the National Council of Teachers of Mathematics)9 in its three corecourses

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Patricia Tolley, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte; Michael Phillips, Department of Engineering Technology, University of North Carolina at Charlotte; Adam Harris

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Leadership Academy. She also provides oversight for student professional development curriculum and programs, including the Fundamentals of Engineering exam. She is founder and co-chair of the college’s Strategic Planning and Assessment Resource Team and is a key member of the University’s Institutional Effectiveness Oversight Committee. As a founding member of the Academic Affairs Assessment Team, she was instrumental in helping to develop campus-wide tools that enhance the efficiency of data collection and reporting. As co-PI on several projects, including four current NSF projects, Patricia contributes her expertise in the areas of the freshman-year experience