Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

since high school when he attended Center for Advanced Technologies in Florida. His passion leads him to constantly ponder on how evolving technologies can be deployed to find it’s applicable usage. After completing his studies in USC, Minh pursues a career in Software Engineering.Richard Phillips Richard Phillips, University of Southern California Richard Phillips is an undergraduate student at the University of Southern California majoring in Computer Science and Business Administration. He was a sophomore when he wrote this paper, and is expected to graduate in 2016. He plans on getting his Masters in Computer Science as part of USC Viterbi Engineering School’s progressive degree program in 2017. After

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette; Rodney L Custer, Black Hills State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9396Using Innovation Configuration Mapping for the Implementation of Engi-neering Infused Science Lessons (research to practice)Dr. Julia M. Ross, University of Maryland, Baltimore CountyDr. Jenny Daugherty, Purdue University, West Lafayette Assistant Professor in the Department of Technology Leadership & Innovation at Purdue UniversityDr. Rodney L Custer, Black Hills State University Dr. Custer is Provost and V.P. for Academic Affairs at Black Hills State University. He is PI on Project Infuse, a NSF funded project to research an engineering concept-based approach to professional develop- ment in life and

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

teacherreported no experience with LEGOTM, and one teacher, a technology specialist, hadactually been using LEGOTM robotics kits in her classrooms for several years. Theseanswers indicate that the teachers in our program were generally familiar with LEGOTMas a toy, but not necessarily as a tool for engineering in the classroom, and were possiblymore comfortable with educational computer software. All of the teachers had at leastthe requisite amount of science for an education degree, and while a few had courseworkbeyond that, our sample of teachers did not have much, if any, specialization in a STEMfield or STEM education.Teacher participants’ self-efficacy. The Science Teaching Efficacy Belief Instrument(STEBI) a twenty-five question, Likert survey, was

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emma Koller, University of St. Thomas; Lauren M. Van Beek, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Siddika Selcen Guzey, Purdue University, West Lafayette; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

the project. We present the results of this evaluation, as well as a discussion of the lessonslearned through the design, implementation, and assessment process of this program.STEPS Camp at the University of St. ThomasThe STEPS (Science, Technology, and Engineering Preview Summer) program at the Universityof St. Thomas (UST) is a five day long residential camp for girls. The goal of STEPS is to getgirls to learn about STEM subjects and introduce them to related careers. Two types of STEPScamps are offered: Basic and Advanced. Girls completing 6th grade attend Basic camp while girlsentering 9th grade who previously attended Basic camp, attend the Advanced camp. The UST

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Courtney Bonuccelli, Washington State University; Denny Davis, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

and while adecrease was seen in the results the students were able to feel successful with a complex lesson.One aspect that may improve the numbers would be the available class time to complete theactivity; many students may have been able to complete all three activities if they had been ableto have more time. While developing and implementing this activity a lot was revealed about how to makemath, science, technology, and engineering exciting to high school students. This lesson requiredthat a very complicated engineering research topic be made accessible to high school students.The biggest lesson learned was how critical it was to understand the students’ prior knowledge.Across the two years and fifteen implementations of this

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gary Winn, West Virginia University; Laura Winn, Waynesburg Central High School; Reagan Curtis, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

cities, including Atlanta,Birmingham, Knoxville, Cincinnati and Pittsburgh, are included within the region. However,West Virginia is the only state considered to be entirely within Appalachia’s borders1.It has long been believed that high-tech industries with higher-paying jobs would improve thelives of residents of Appalachia. Careers in the sciences, technology, engineering and math(STEM) are one route to improved economic stability in the region and improved quality of lifefor families and communities. Yet, by almost any measure, the difficulties in attracting highschool students to STEM careers are exacerbated in Appalachia, and especially in West Virginia.Declining population and, in particular, out-migration of college graduates and in

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Emily Medders, Southern Wesleyan University; Cheryl Cass, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.1165.2goal of enhancing science, technology, engineering and mathematics (STEM) education byreinforcing technical content and illustrating the interconnections between disciplines such asmath and chemistry. We seek to answer the following research questions: How do teachers develop as scientific researchers when immersed in a research project? How well do they understand the research process after participation in this experience? What role do their mentors serve in their development as scientific researchers?Development of technical and scientific expertise and an understanding of the nature of scienceare desired professional development experiences for teachers1 and for emerging scientists2. Wehypothesized that our data would

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Ying-Chih Chen, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Kendra Rae Beeley

Tagged Divisions

K-12 & Pre-College Engineering

standards involved in designing engineering curricula. He is currently conducting research on an NSF project led by Dr. Stephen Krause, focused on the factors that promote persistence and success for undergraduate engineering students.Dr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. His past experiences include having been a middle school science teacher, Director of Aca- demic and Instructional Support for the Arizona Department of Education, a research scientist for the Cen- ter for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

learning and bridges classroom lessons to real-world experiences.4,5The United States’ investment made in future nanotechnology developments requires a reformededucational program for preparing students for engineering, science, and technology careers.6The incorporation of nanoscale concepts into middle- and high-school curricula can contribute tothese initiatives.Research has demonstrated that students of science may gain deeper conceptual understandingswhen they are able to build and manipulate models of science phenomena.7 In addition, there isa consensus among scientists, engineers, and science and engineering educators in the field ofnanoscale phenomena that education of nanoscale science, engineering, and technology conceptsrelies on models

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

22.1613.2and post- assessment data that demonstrate noteworthy improvements in attitudes of studentstowards computer science and engineering, respectively.2. IMPACT LA GK12 Program Information The IMPACT LA Program partners graduate teaching fellows with middle and highschool math and science teachers in the Los Angeles Unified School District (LAUSD). Theprogram is centered at California State University, Los Angeles (CSULA), and is part of theNational Science Foundation (NSF) Graduate STEM Fellows in K-12 Education (GK-12)Program, which provides fellowships and training for graduate students in science, technology,engineering, and mathematics (STEM).3,4 The graduate student fellows serve as visitingscientists or engineers who work closely

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Eugene Rutz, University of Cincinnati; Julie Steimle, University of Cincinnati; Howard E. Jackson, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

Cincinnati Evaluation Services Center. Dr. Maltbie has a doctorate in Educational Foundations with a specialization in social and cognitive as- pects of education and a bachelor of science in Chemical Engineering. She has coordinated evaluations for numerous projects related to K-20 education, educational technology, and STEM education. Dr. Maltbie has been the evaluator for numerous NSF funded projects (including ITEST, CCLI, NUE, IEECI, IMD, BPC, GK-12 Fellows, RET, STEP and MSP programs). Page 23.1263.1 c American Society for Engineering Education, 2013 “Training Secondary

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Thomas Piechota, University of Nevada-Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

reinforcement of the need to stay on task and turn in assignments in a timely manner. High school students are also more likely to lose focus and become diverted in to other topics that interested them.Bibliography1. Wallace, D.R., and P. Mutooni, 1997. A comparative evaluation of World Wide Web-based and classroom teaching, Journal of Engineering Education, 86(3): 211-219.2. Haag, S., and J.C. Palais, 2002. Engineering Online: Assessing Innovative Education, Journal of Engineering Education, 91(3): 285-290.3. Rutz, E., R. Eckart, J.E. Wade, C. Maltbie, C. Rafter, V. Elkins, 2003. Student Performance and Acceptance of Instructional Technology: Comparing Technology-Enhanced and Traditional Instruction for a Course in

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

: Bringing Math and Science to Life in the K-8 ClassroomAbstractMany sources note the rapid erosion in the United States’ competitiveness in science,technology, and engineering. They caution that the U.S. position as a global leader may beabruptly lost without a greatly expanded commitment to achieving success in advancededucation in science, technology, engineering, and mathematics (STEM). The 2007 seminalreport regarding STEM education and careers, “Rising Above the Gathering Storm”1, makesnumerous recommendations in long-term approaches to remedying this quandary. Primary tothese recommendations is the need to increase America’s talent pool by vastly improving PreK-12 STEM education.The Mary Lou Fulton Teachers

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Experiences in College Engineering (WECE) study. Cathy received her S.B. in cognitive science from the Massachusetts Institute of Technology and her Ph.D. in educational psychology from Stanford University.Dr. Yoonkyung Oh, Pennsylvania State University Yoonkyung Oh is a research associate in the College of Education at Pennsylvania State University. She received her Ph.D. in educational policy from University of Wisconsin-Madison. Her research focuses on investigating family, school, and community as contexts for children’s education and development. She is interested in applying experimental, quasi-experimental, and longitudinal research methods to understand the effects of educational practices, policies, and

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Courtney A. Peckens, University of Michigan; Jerome Peter Lynch, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

, only 4% of underrepresentedminorities that are graduating from high school have taken the necessary math and scienceclasses to even be qualified for admission to such engineering programs1. As a result,considerable efforts have been made to improve the pre-college science, technology, engineeringand mathematics (STEM) programs such that minority students have more opportunities forsuccess in college engineering programs. This paper focuses on an ongoing study that involvesan in-depth introduction of civil engineering concepts to middle school students from historicallyunderrepresented groups. Throughout this three day extracurricular program the students areintroduced to technical concepts in surveying, structural engineering and solid

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gamze Ozogul, Arizona State University; Martin Reisslein, Arizona State University; Amy Marcelle Johnson, University of Memphis

Tagged Divisions

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

AC 2011-344: EFFECTS OF VISUAL SIGNALING ON PRE-COLLEGESTUDENTS’ ENGINEERING LEARNING PERFORMANCE AND ATTI-TUDES: PEER VERSUS ADULT PEDAGOGICAL AGENTS VERSUS AR-ROW SIGNALINGGamze Ozogul, Arizona State UniversityMartin Reisslein, Arizona State University Martin Reisslein is an Associate Professor in the School of Electrical, Computer, and Energy Engineering at Arizona State University (ASU), Tempe. He received the Dipl.-Ing. (FH) degree from the Fach- hochschule Dieburg, Germany, in 1994, and the M.S.E. degree from the University of Pennsylvania, Philadelphia, in 1996; both in electrical engineering. He received his Ph.D. in systems engineering from the University of Pennsylvania in 1998. During the academic year 1994

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

can be explicitly integrated with pre-engineering activities, and thereby enhance the likelihood that learning will be deep and fostertransfer to new tasks and settings. Page 14.1231.2IntroductionIn order for the US to maintain its quality of life, national security and economic vitality, theNational Research Council, in Rising Above the Gathering Storm (2007), calls for educationalleaders to optimize its knowledge-based resources and energize the United States’ science,technology, engineering and mathematics (STEM) career pipeline. Furthermore, the 1990reauthorization of the Perkins Vocational Education Act mandated that technical education

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian David Hartman, Oregon State University; Kimi Grzyb, Oregon State University; Katharine G. Field, Oregon State University

Tagged Divisions

K-12 & Pre-College Engineering

role of a bioenergy engineer or scientist who must Page 26.45.4understand the larger issues and develop a technological solution to finding alternativeenergy sources. This moves students from developing arguments about energy issues tobeing an integral part of solving the problem. This approach situates the biology,chemistry, and physics concepts in a real-to-life context that allows students to betterunderstand the issues.ParticipantsBioenergy experts were identified through their involvement in national bioenergyresearch and education initiatives. The US Department of Agriculture funded eightbioenergy research programs between 2011 and 2015 through

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

education at allgrade levels in public schools. This model was adopted and recommended by the NationalCenter for Engineering and Technology Education as an appropriate model for describing K-12engineering activity. 10 The following section briefly reviews Hynes et al.’s model of K-12engineering design processes and reviews the available literature on what is known about howadolescents approach each stage of the design process.Step 1: Identify and define problems. Clients oftentimes identify problems for the engineerswhom they hire, describing their problems or needs with varying degrees of specificity while attimes leaving several aspects of the problem unstated. 17 Although adolescents “are capable ofidentifying a need or a problem in a given

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

and fosters development of synergistic relationshipsbetween universities and communities. Moreover, the program offers a valuable opportunity for Page 11.396.3undergraduates to become involved in mentoring, teaching, and community outreach. InnoWorksaims to help remedy the national shortfall in future STEM-educated (Science, Technology,Engineering, and Mathematics) individuals to keep the United States at the forefront of scienceand engineering innovation.Herein, we describe the rationale for and structure of the InnoWorks program. We also share ourresearch and evaluation methods along with the resulting data that demonstrate the impact of

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

similar engineering teaching Fellows programs. Fellows in many ofthese programs encounter limited English proficiency (LEP) students6,7. Four Fellows programshave been implemented by the Pratt School of Engineering’s K-PhD Program: Duke-NCSUEngineering Teaching Fellows in Elementary Education sponsored by an NSF GK-12 Track 1grant8, MUSCLE: Math Understanding through the Science of Life sponsored by the GEFoundation Math Excellence Program9,10, MUSIC: Math Understanding through ScienceIntegrated with Curriculum sponsored by an NSF GK-12 Track 2 grant11, and Techtronics:Hands-on Exploration of Technology in Everyday Life sponsored by the Burroughs WellcomeFund’s Student Science Enrichment Program12-14. One intention of these programs is that

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W. Richerson, University of Utah; Cynthia Furse, University of Utah; Amy Aldous Bergerson, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

) undergraduate, one high school teacher and multiple high school students. • Conduct a nine month effort with each team to design, construct, de-bug and demonstrate in multiple high school venues one or more curriculum modules and/or demonstrations that provide a hands-on engineering experience for high school students. • Explore interactions with different demographics of high school students through visits to regular public school classes, a charter school focused on underrepresented students (Academy for Math, Engineering and Science - AMES), MESA clubs (also focused on underrepresented students and ethnic and gender diversity), the relatively new pre- engineering technology program Project Lead the

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas Higher Education Coordinating Board

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2649: FIFTH GRADE STUDENTS’ UNDERSTANDING OF RA-TIO AND PROPORTION IN AN ENGINEERING ROBOTICS PROGRAMAraceli Martinez Ortiz, Texas Higher Education Coordinating Board Araceli currently serves as the Director for Educator Quality at the Texas Higher Education Coordinat- ing Board. Her background includes over 7 years of leadership experience in curriculum development, teaching, and policy development in public education and teacher education programs in Michigan, Mas- sachusetts and Texas. Her area of specialization is science, technology, engineering and math education. Her PhD is in engineering education from Tufts University. Prior to her transition to the Educational field, Araceli built a career as an

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

) application of math andscience concepts, 4) collaborative activities, and 5) technological and non-technological designconstraints. Instructional materials for each unit include detailed guides for both teachers andstudents, and employ realistic fictional scenarios to engage a broad spectrum of students throughrole play as engineers as they tackle hands-on design problems inspired by real societal needs.Standards-based middle school math and science content, selected to support unit activities, isintegrated into the units, logically intertwined in a manner consistent with recommendations inthe Next Generation Science Standards (NGSS)15. Each unit is designed to last 2-3 weeks, andeach school selected a subset of three to four units to implement

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Regina Middleton, University of Massachusetts, Amherst; Shelly Perdomo, University of Massachusetts Amherst

Tagged Divisions

K-12 & Pre-College Engineering

accounting for this success? What are someof the challenges that we continue to face? This paper will discuss accomplishments andchallenges faced by institutions seeking to outreach to underrepresented constituencies.IntroductionThe under representation of women in the field of engineering is not a new phenomenon toresearch. The imbalance of men and women appears most dramatically in computer science,information technology and engineering [1]. In the case of Massachusetts, “with respect togender, the state reflects the national trends with 58% of young adults in college comprised ofwomen. However, on a national scale only 12% of students choosing to major in computerscience/IT were women, while in the state of Massachusetts this was 9%” [2]. “In

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

thedifferences in impact on various subgroups: male and female, white and minority, STEM(science, technology, engineering, and mathematics) and non-STEM, undergraduate andgraduate. All fellows surveyed (undergraduate and graduate) believe that RAMP-UP is arewarding experience. Between pre- and post- surveys over the course of the fall 2006 semester,undergraduate fellows recorded a significant increase in their value of public speaking as a resultof RAMP-UP; the experiences of the STEM fellows especially drove this difference. During thesame time period, the appeal of being a role model increased equally for both white and minorityfellows. For NCSU fellows, a much higher percentage of undergraduate fellows plan to attendgraduate or professional school

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

abilities). After this mini-lecture and subsequent discussion, “the students approachedtheir work with a renewed sense of vigor and confidence that they could do it.”51 Despite these examples of creating a climate for a growth mindset within engineeringeducation – where failures are valued as crucial feedback and part of the learning process – thereis much to be learned about how teachers perceive of failure and how they can support studentsas they fail during engineering challenges. The teacher’s role as a facilitator of the EDP – andtherefore a facilitator of failure experiences – is quite different than that of the traditional scienceteacher or the traditional technology teacher.41,52 As Fortus and colleagues said of their Design-Based

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

childhood science methods courses. She has taught engineering to children in informal settings, and is a partner with Harford County Public Schools (Maryland) on a district-wide project to implement elementary engineering instruction using EiE units of instruction. Her research includes examining the ways in which children and adults critically analyze technologies, and investigations of factors that support and those that hinder elementary teachers as they learn to teach engineering. Page 22.329.1 c American Society for Engineering Education, 2011 Classroom Teacher - Enrichment

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

the fields of engineering and science.Dr. Christine E. Hailey, Utah State University Christine Hailey is Dean of the College of Engineering at Utah State University and a Professor of Mechanical and Aerospace Engineering. She has served as a senior associate dean in the college and was the director of the National Center for Engineering and Technology Education, a National Science Foundation-funded center for learning and teaching. She was a member of the ADVANCE-US team, another NSF-funded program to address issues that impact the effectiveness and satisfaction of female faculty in the engineering and science colleges at USU.Indhira Maria Hasbun, Utah State University Indhira Maria Hasbun is a master’s student

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota; Brianna L Dorie, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

conversations. Science Education, 94 (3), 478-505. 13. Barseghian, T. (2011, March 10). Where does informal learning fit in? [Blog post]. Mind/Shift, 3/10/11. Retrieved March 21, 2011 at http://mindshift.kqed.org/2011/03/where-doesinformal-learning-fit-in/ 14. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. 15. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. 16. Tate, E., and Linn, M.C. (2005). How does identity shape the experiences of women of color engineering students? Journal of Science Education and Technology, 14(5-6), 483-493. 17. Shaffer, D. W. (2004). Epistemic Frames and