Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Eguchi, Bloomfield College

Tagged Divisions

K-12 & Pre-College Engineering

potential to significantly impact the nature of engineering andscience education at all levels, from K-12 to graduate school” [3, para 1]. In higher education,most of the courses that utilize robotics are for computer science/engineering related areas Page 24.852.2especially with introductory level courses [2, 4]. Drew, Esposito, and Perakslis point out thatLEGO Mindstorms, an educational robotics kit widely available around the world, has beenintegrated into curriculums at many higher education institutions across the world includingMIT, Brown University, University of Maryland, Tufts University, University of Aarhus atDenmark, University of Utrecht

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

an ordinal sequence. Typically, students jumpedfrom step to step within a single design process (e.g. sub-steps within DevelopKnowledge) as well as across design processes (e.g. from Develop Knowledge toSpecifications and Constraints) which led to the higher average of steps visited. Overall, Page 24.820.8results suggest that using scaffolded engineering design approaches in WISEngineeringcan help students focus on important conceptual understanding, which is extremelyimportant if engineering is to be well integrated into in precollege settings. Furtheranalysis of log data is necessary to determine if there are any definitive patterns thatindicate

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Ethan E. Danahy, Tufts University; Danielle Dowling, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

in and reflect upon the engineering design process. His research includes investigating how teachers conceptualize and then teach engineering through in-depth case study analysis. Hynes also spends time working at the Sarah Greenwood K-8 school (a Boston Public School) assisting teachers in implementing engineering curriculum in grades 3-8.Dr. Ethan E. Danahy, Tufts University Ethan Danahy is a Research Assistant Professor in the Department Computer Science at Tufts University outside of Boston Mass., having received B.S. and M.S. degrees in computer science in 2000 and 2002, re- spectively, and a Ph.D. degree in electrical engineering in 2007, all from Tufts. Additionally, he acts as the Engineering Research

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Reed Campbell, Robert Morris University; Sarah Marie Riordan, Robert Morris University; Stephanie Abbott; Sarah Mukui Mutunga, Robert Morris University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8977Impact of a 5-Week Collegiate Level Residential STEM Summer Program onSecondary School Students (research to practice)Dr. Benjamin Reed Campbell, Robert Morris University Ben Campbell holds a BS in physics and MS in electrical engineering from Penn State and a PhD in en- gineering from Robert Morris University. For the first decade of his career, he worked as a laser engineer at the Penn State Electro-Optics Center. In 2011 he joined Robert Morris University as an Assistant Pro- fessor of Engineering. Since 2005, Dr. Campbell has served as faculty for the Pennsylvania Governor’s School for the Sciences (a

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

contributed from its particular perspective to ourunderstanding about preparing elementary teachers for integrating engineering into elementaryclassrooms. Collectively, these studies made it clear that, given the innovative nature of EEE andelementary teachers’ unpreparedness for engineering teaching, both elementary teachers’ EEEadoption and EEE expertise development is a process over time. However, a comprehensive andsystematic investigation of this process is missing in the research literature of elementaryengineering education. The present study was intended to fill up the gap by investigating elementaryteachers’ EEE adoption and EEE expertise development and by constructing an EEE adoption andexpertise development model.Adopting theoretical

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

engage in what was labeled as“precursors to engineering behavior”.1-3 These precursors include asking questions/stating goals,explanations, construction, problem solving and evaluating design.4 However, as “children” growup and enter undergraduate engineering courses, many of these behaviors are now absent, untildeveloped again through the undergraduate engineering curriculum and professional workexperience.5Recently, several design process models have been developed for younger children, includingthose put forth by the Next Generation Science Standards (NGSS)6, the PBS television showDesign Squad 7 and the Museum of Science in Boston’s Engineering is Elementary curriculum8 (toname a few). Within NGSS, engineering design is integrated throughout

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

literacyamong elementary school students. EiE has created a research-based, standards-driven, andclassroom-tested curriculum that integrates engineering and technology concepts and skills withelementary science topics. EiE lessons not only promote science, technology, engineering, andmathematics (STEM) learning, but also connect with literacy and social studies.The EiE curriculum consists of 20 different units, each with its own corresponding TeacherGuide. Each unit focuses on one field of engineering (e.g., mechanical, civil, environmental,etc.), integrates with one science topic commonly taught in elementary school (e.g., simplemachines, states of matter, basic needs of organisms), and is set in a different country around theworld, including the

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly B. Crittenden, Louisiana Tech University; James D. Nelson, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Jane A. Petrus, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4443: SUMMARY RESULTS FROM SEVEN YEARS OF LAT-ECHSTEP: A HIGH SCHOOL TEACHER DEVELOPMENT AND STU-DENT RECRUITING PROGRAMDr. Kelly B. Crittenden, Louisiana Tech University Kelly Crittenden earned his B.S. and Ph.D. in biomedical engineering from Louisiana Tech University. He currently serves as an Associate professor of engineering within the College of Engineering and Science at Louisiana Tech. Crittenden’s primary focus is on multidisciplinary engineering education, curriculum development, and product development.Dr. James D. Nelson, Louisiana Tech UniversityProf. Galen E. Turner III, Louisiana Tech UniversityMs. Jane A. Petrus, Louisiana Tech University Jane Petrus is the Student Success Specialist for the

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

classroom of aCentral Brooklyn middle school were introduced to the experimental setup. The activity wasintended to preview the usefulness and application of π prior to its formal introduction in theclassroom. As part of the curriculum, the students were expected to learn the properties of π andits application in geometrical formulae such as area and circumference of the circle. Figure 5provides a sample datasheet that was completed by a student who participated in the activity.Figure 6 summarizes students’ responses to pre- and post-surveys questions related to lessoncontent, usefulness of robotics as an educational tool, and applications of math in everyday life.The results of Figure 6 were obtained by evaluating students’ responses based on the

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

-- Peter Squire received his Bachelor of Science Degree in Computer Science from Mary Washington College. He is a scientist for the B 34 Human System Integration branch at the Naval Surface Warfare Center Dahlgren Division (NSWCDD) and is pursing a Ph.D. in Human Factors and Applied Cognition at George Mason University.Juanita Jo Matkins, College of William and Mary JUANITA JO MATKINS -- Dr. Matkins is an Assistant Professor of Science Education at the College of William and Mary. She was a K-12 teacher for 18 years, and the Virginia recipient of the 1995 Presidential Award for Excellence in Secondary Science Teaching. She has written and published several papers and reports on various

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Cardella, Purdue University, West Lafayette Dr. Monica Cardella is an Assistant Professor of Engineering Education at Purdue University. She is also the Director of Informal Learning Environments Research for the Institute for P-12 Engineering Learning and Research (INSPIRE). She conducts research on undergraduate engineering students’ design and mathematical thinking in formal and informal contexts in addition to research on how children develop engineering thinking in informal learning environments. Page 23.503.1 c American Society for Engineering Education, 2013

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Earth systems science research, NASA research, and NorthCarolina science and mathematics standards-based curricula. Twenty high school science andmathematics teachers from the Central Region of Guilford County Schools participated in theInstitute both summers. This arrangement provided an opportunity for the teachers to exploretogether how STEM concepts can be integrated between mathematics and science courses.During the second summer, the high school teachers served as mentors for twenty middle schoolscience and math teachers from the same school district region. This arrangement provided anopportunity for the teachers to explore together how STEM concepts are taught and understoodby students as students matriculate from middle to high school

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University; Belle Wei, San Jose State University

Tagged Divisions

K-12 & Pre-College Engineering

undermined by amyriad of additional non-cost-related sociocultural factors”.9 Therefore, a way to expandparticipation by Hispanic students is to allow them to pursue personally rewarding, group valuedinterests while providing them with a rich and dense social support network. We includedcomprehensive student mentoring as an integral part of the HCB initiative to draw the highschool students into both the university and the technology communities.Several studies10 11 12 show that Hispanics generally have greater intrinsic motivation orunderlying interests in social and relational issues. That is, they could be attracted to computingif it was presented in a social context as a means to solve “community problems” that were

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Peter Thomas Malcolm, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

estimates as an importantand underutilized concept in K-12 education 2.Reference Points An understanding of the reasonableness of estimates is an invaluable metacognitive toolwhen a student is attempting to generate his or her own original estimates. Such understandingis referred to in the present work as a knowledge component (KC) and this is certainly amultifaceted one, referred to in related literature as an integrative KC 11, meaning one that iscomposed of smaller KCs. In order to assess the reasonableness of an estimate, it helps to havean understanding of related values. For example, for a student to estimate the dimensions of hisor her gas tank, it may be helpful for that student to think of related volume measures that mightbe more

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Devdas Pai, North Carolina A&T State University; Alice Stewart, NCA&T State University; Jagannathan Sankar, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-911: THE GAMES WE PLAY, QUALITATIVE AND QUANTITATIVEASSESSMENT FROM A 9-12 ENGINEERING CAMPCindy Waters, North Carolina A&T State University CYNTHIA WATERS is an Adjunct Associate Professor in the Department of Mechanical and Chemical Engineering at NC A&T State University and a Research Associate with the Center for Advanced Materials and Smart Structures. She received her Ph.D. from NC A&T State University. She teaches the introductory Materials Science course required of all engineering undergraduates.Devdas Pai, North Carolina A&T State University DEVDAS M. PAI is a Professor of Mechanical Engineering at NC A&T State University and Associate Director of the

Conference Session

Exemplary Teacher and Counselor Professional Development

Collection

2009 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University; Jim Barta, Utah State University; Rebecca Monhardt, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Iowa, an M.Ed in Curriculum and Instruction from Texas A& M University and a B.S in Elementary Education from the University of Houston. She is a former elementary science teacher. Over the past twelve years in Utah, Dr. Monhardt has worked with Navajo teachers and students and her research interests deal broadly with the topic of relevance in elementary science education. She is particularly interested in place a context for making science meaningful for all students, especially those who have been traditionally underrepresented in science. Page 14.1314.1© American Society for Engineering

Conference Session

Successful Mentoring and Outreach Programs for Girls and Minorities

Collection

2009 Annual Conference & Exposition

Authors

Anant Kukreti, University of Cincinnati; Kenneth Simonson, University of Cincinnati; Latiera Evans, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

Technical High School, discussed the importance of math readiness and howparents could assist their students with understanding Mathematics. She discussed how math andscience are integrated in the real world, and the importance in learning both. Dr. Moyo engagedthe parents in a hands-on math activity to illustrate how parents could use math with their studentsto enhance their interest in it.The presentation for the fourth parent workshop session was given Dr. Joy Moore, AssistantProfessor of mathematics, who has been rated as one of the best teachers in math and is anAfrican American with an engineering undergraduate degree. Dr. Moore graduated with a BS inengineering degree and then pursued graduate degrees in mathematics education. Dr

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Letrece Dillihunt, University of Alabama, Huntsville; Derrick Wayne Smith, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville

Tagged Divisions

K-12 & Pre-College Engineering

and outreach program, which seeks to extend engineering designeducation into high schools and eventually middle and elementary schools. The goal of the Page 25.716.3ENGINEER program is the development of the engineering supply chain by strengthening therelationship between the university and area K-12 schools. ENGINEER is currently composedof two projects: The Integrated Product Teams (IPT) course and the Innovative Student Projectfor the Increased Recruitment of Engineering and Science Students.10 Over the last severalyears, engineering colleges throughout the country have developed cornerstone(freshmen/sophomore) design classes in an effort

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lija Andrija Yang, Tufts Center for Engineering Education and Outreach; Aaron W. Johnson, Tufts University; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13742Eliciting Informed Designer Patterns from Elementary Students with Open-Ended Problems (Fundamental)Mrs. Lija Andrija Yang, Tufts Center for Engineering Education and Outreach Lija Yang is an Educator in Residence and Curriculum Developer at the Tufts Center for Engineering Education and Outreach; she has a M.Ed. in Literacy Instruction K-12 and is a certified Reading Special- ist. She has taught 1-4th grade and integrated engineering concepts and thinking in her curriculum. Her focus is to help educators gain confidence and experience in STEM and enable them to inspire and teach engineering to budding

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Vaneshette Henderson, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Brenda Nixon, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

Tagged Divisions

K-12 & Pre-College Engineering

kit included an oil pump, solar cell, solar vehicle, crane, rotating swing, wind power system Page 15.66.8 and water turbine. Kathy Moise, pictured right in Figure 5, discuss implementing program strategies into her curriculum. “The program was excellent! I enjoyed meeting math/science educators from around the Louisiana. We are implementing the engineering design process in both our junior high and high school science classes this year. We look forward to introducing our students to the amazing field of engineering.”• Bioengineering – Rehabilitation Engineering – Figure 5. Kathy Moise and Jesse The

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Vanderbilt University and Harpeth Hall School

Tagged Divisions

K-12 & Pre-College Engineering

provide scholarships for teachers from underserved public and charter schools to attend. Additionally, the Think Tank and Conference aims to provide the opportunity for K-12, university, and corporate leaders to exchange ideas and knowledge on what works best for women and what keeps them in the STEM “pipeline”. • Develop a replicable summer STEM Institute for Girls that will offer intensive experiences in STEM fields for young women entering ninth and tenth grades in schools in the greater Nashville area. The first annual STEM Institute for Girls will take place June 18-29, 2012. The Institute is a two-week summer program with an integrated curriculum focusing on one or two challenge problems that

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

H Rosen, Georgia Institute of Technology After 14 years in the middle and high school math and engineering classroom where Mr. Rosen was working on the integration of engineering and robotics into the teaching of the core curricula classrooms. He has now been at Georgia Tech’s CEISMC for the past 8 years working on curriculum development and research on authentic STEM instruction and directing the state’s FIRST LEGO League competi- tion program. Mr. Rosen has authored or co-authored papers and book chapters that address issues of underrepresented populations participation in engineering programs and the integration of robotics and engineering into classroom instruction.Dr. Marion Usselman, Georgia Institute of

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Inst. of Tech.

Tagged Divisions

K-12 & Pre-College Engineering

established in the core K-12standards5. To address this challenge, the third model5 implemented a computer scienceendorsement program for secondary school teachers with focus on the national level modelcurriculum set by Association for Computing Machinery (ACM)9 and Computer ScienceTeachers Association (CSTA)10. Following their successful experience, we designed ourworkshop to be closely aligned with the CSTA standards. The fourth model8 offered an onlineprofessional development workshop for high school teachers. Inspired by the fourth model,online forum and online technical support are integrated in our post-workshop activites. In Page 24.53.3summary

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Krowles Christine, Plainview School Distict

Tagged Divisions

K-12 & Pre-College Engineering

[Thacher, 1989]. So using design in the classroom can be challenging as students arenot familiar, or initially not comfortable, with the open-ended nature of design.Many educators discuss the integration across disciplines but at times the standards basedmovement forces us to be more discipline focused. “No matter what the content, we can designactive linkages between fields of knowledge. An interdisciplinary approach to learning may beseen as a curriculum approach that consciously applies methodology and language for more thanone discipline to examine a central theme, problem or experience” (Jacobs, 1989). Researchaddresses the importance of hands-on activities, which, supported by meaningful discussion andtheory building (Brooks and Brooks, 1993

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

available in public and private schools.”The Northeast Network STEM Pipeline Project is a partnership between the University ofMassachusetts Lowell, Northeastern University, Salem State College, Gordon College,Endicott College, Northern Essex Community College, Middlesex Community College,Northshore Community College, eight school districts, three work investment boards, andthree industry partners. (See http://www.nepipeline.org/members.htm for the completelist.)STEM fellows were to be selected in teams of five by their school districts in the Page 11.529.2Northeast region of Massachusetts and given an opportunity to develop a comprehensiveand integrated

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

-made artifacts have developmental value in their lives1. Work built onthis hypothesis is intended to foster, support and promote young children’s natural propensitiesfor engineering thinking by providing appropriate formal and informal learning experiences .Currently, science, technology, and math, three of the four disciplines comprising STEM, havean established presence in the early childhood education curriculum and practice whileengineering is a relative newcomer with regards to both content and pedagogy as well as themanner in which it can be integrated into an early education classroom2,3. Research studieswithin developmental engineering can contribute to the knowledge needed in creatingdevelopmentally appropriate engineering-relevant

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11774Impacts of a Neural Engineering Summer Research Experience on High SchoolStudents (Evaluation)Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering Kristen Clapper Bergsman is the Pre-College Education Manager at the Center for Sensorimotor Neural Engineering at the University of Washington. She is also a doctoral student and graduate research assistant in Learning Sciences and Human Development at the University of Washington. Previously, Kristen worked as an educational consultant offering support in curriculum development and production. She received her M.Ed. in Curriculum and

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

future years. One such causefor concern was reflected in written and oral interviews with participants: the feasibility ofimplementing Infinity Project™ kits into the existing teaching curriculum. Due to the diversityof grade levels, subjects taught, and budget restrictions of their school, our intentions of havingthis tool be a “take-away” from the program has met with mixed results. While some teachershave indicated that they have the resources and support of their administration forimplementation of courses based on the Infinity Project™, it is not feasible for all, or even most,of the past RET participants. Therefore, the 2006 UH-RET program will allow teachers theoption of receiving the Infinity Project™ training, but it will not be an

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

N. Nezamuddin, Valparaiso University; Anurag Pande, Cal Poly, San Luis Obispo

Tagged Divisions

K-12 & Pre-College Engineering

role models14 in the STEM (science, technology, engineering, and mathematics) fields (19).1516 Hence, there are several demonstrated benefits in the literature from the fields of basic sciences17 for the undergraduate students as well as for the K-12 students. It should be noted, though, that18 science and mathematics are integral parts of the K-12 curriculum; outreach and educational19 activities are natural for these fields. The challenge for transportation engineering educators20 would be to carefully identify material from undergraduate classes in transportation engineering21 that uses high school physics and mathematics materials as pre-requisites. This prerequisite22 knowledge required at the undergraduate level could be

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

-service teacher program. The MSP is apartnership between The University of Texas at Austin's School of Engineering, Collegeof Education, and UTeach Natural Sciences program and the Austin Independent SchoolDistrict. These partners are collaborating to develop and deliver an innovative design-based curriculum for preparing secondary teachers of engineering.The participants in this study were high school teachers in the first cohort of the UTeachEngineering Summer Institutes for Teachers (ESIT) program. The 23 participants had anaverage of six years classroom experience teaching mathematics or science. While someof the teachers were also teaching engineering or engineering-related courses, most werepreparing for their first experience in an