Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland-Eastern Shore; Madhumi Mitra, University of Maryland-Eastern Shore

Tagged Divisions

K-12 & Pre-College Engineering

ethnicity of the participants.) Besides inspirationalspeakers who have made an impact on K-12 education representing ethnic and culturaldiversity among the underrepresented minority population in the United States, morethan 60 workshops relevant to STEM education including a few related to interview skillsand class room management skills were held during the conference. Teams from almostall participating institutions took part in the “Poster Contest” and “Talent Show” heldduring the conference. 35 organizations all over the United States sent representatives forthe “Career Fair” component of the conference. A significant number of the pre-serviceteachers found possible future employers/graduate school programs from among theserecruiters and few

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Jessica Matson, Tennessee Technological University; Kristine Craven, Tennessee Technological University; Sally Pardue, Tennessee Technological University; Corinne Darvennes, Tennessee Technological University; Alison Wachs, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

atintroducing these young women to careers in engineering. Sponsored by Tennessee Tech, theSociety of Women Engineers, the American Association of University Women, the TennesseeSpace Grant Consortium, Girl Scouts of Cumberland Valley, and local industry, participation hasgrown each year. In the day-long program, each group of eight to twelve middle-school girlsrotates through four 45-minute, hands-on, engineering-focused activities. High school andcollege students serve as volunteer guides, leading their assigned group from one activity to thenext.In response to participant evaluations and adult volunteer suggestions, program changes havebeen made each year. Prior to 2006, there had been no formal attempt to recruit the help of highschool students

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth Parry, North Carolina State University; Karen Hollebrands, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

science, technology,engineering and mathematics (STEM) professionals. George Gagnon notes on his New Horizonsfor Learning web site that “less that a third of students in urban schools are learning enough mathto complete STEM majors in college, although only a third of these successful students actuallyenroll in these majors.”1 The remaining two thirds of these students either self select themselvesout of more advanced courses in math and science or are lost to STEM careers or school.Identification of mathematics as a subject primarily for the gifted goes back to Plato, who said“those who have a natural talent for calculation are generally quick-witted at every other kind ofknowledge.”2 Unfortunately many factors other than math aptitude and

Conference Session

Enhancing K12 Mathematics Education with Engineering

Collection

2008 Annual Conference & Exposition

Authors

Eli Silk, University of Pittsburgh; Christian Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

-term success in an educational robotics program can lead to long-term career interest inSTEM fields. As a result of this class being a requirement for students in remedial mathematics,no student self-selected into the class. Since greater than 48% of the school enrollment is female,it is also unlikely that students self-selected into the school, despite its emphasis on technologyand engineering. Nevertheless, recent research with girls has provided some guidance about how Page 13.1353.6instruction with robotics may contribute to maintaining a positive self-image and interest inSTEM activities. In particular, positive perceptions about the study

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Jacqueline Isaacs, Northeastern University; Jay Laird, Metaversal Studios; Lisa Regalla, Museum of Science Boston; Carol Barry, University of Massachusetts-Lowell; Ahmed Busnaina, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

thenotebook and Nikki dialogues to make them more noticeable by players), Geckoman underwenta second playtest, with another group of 7th and 8th grade students from the Explorationsprogram, a one-day program for selected Boston and Cambridge public middle schools,sponsored by the Harvard Medical School Office for Diversity and Community Partnership, theMinority Faculty Development Program/ K-12 Programs, the Biomedical Science Careers Page 13.638.9Program, and the Boston Science Partnership. As part of the Boston Science Partnership,Northeastern University and the University of Massachusetts Boston offer lab visits to studentsfrom selected schools

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Noemi Mendoza Diaz, Purdue University, West Lafayette; Monica Cox, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

Level Students”17 is aimed to assess the effectiveness of aunit of instruction in teaching core engineering concepts to secondary level technology educationstudents. It used an experimental research design based on mixed methods with a pre –and posttest for all participants and focus groups with randomly selected participants. The targetpopulation was 114 students. The second, titled “African American High School Student’sPerceptions of Engineering and Technology Education”18, seeked to investigate the perceptionsof African American high school students toward engineering and technology education as aprofession and career choice. The research design was descriptive and qualitative; it involvedinterviews to seven students. No theoretical

Conference Session

Enhancing K12 Mathematics Education with Engineering

Collection

2008 Annual Conference & Exposition

Authors

Wendy Huang, Massachusetts Institute of Technology; Barbara Brizuela, Tufts University; Peter Wong, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

analyzing changing rates of an exponential function,interpret slope in a meaningful context, and use a mathematical model to make reasonablepredictions. They then use this understanding to inform their engineering designs to meet thecriteria and constraints of the challenge.Algebra and EngineeringThere is widespread consensus that algebra is important as a “gatekeeper” to higher levels ofmath and careers in science, technology, math, and engineering fields (Moses, 19931; Pelavin &Kane, 19882). Also, prominent organizations such as the National Academy of Engineers and theInternational Technology Education Association have been calling attention to the need toincrease technological literacy for all people, even those who may not enter or are not

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Pasha Antonenko, Oklahoma State University; Rebecca Damron, Oklahoma State University; Susan Stansberry, Oklahoma State University; Gayla Hudson, Oklahoma State University; Jean Dockers, Oklahoma State University; Alonzo Peterson, Langston University

Tagged Divisions

K-12 & Pre-College Engineering

3/3 3/3 3/3 3/2Note: On the scale of 1 to 4 (Strongly Disagree to Strongly Agree). PRE/POST.Boston Museum of Science8 What do Engineers Do/What is TechnologyFigure 3 and 4 show the results from the “What do Engineers Do/What is Technology?”assessment for the teachers pre and post workshop developed at the Boston Museum of Science. Page 14.1204.9Figure 3 – Pre and Post Scores for What Do Engineers Do?As expected teachers knew that engineers did not arrange flowers, sell food, clean teeth or makepizza. The was less agreement for careers that are considered technical in nature, such as

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Jed Lyons, University of South Carolina; Bethany Fralick, University of South Carolina; Jennifer Kearn, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

engineering and science. Improving student awareness ofengineering and science contributes to technological literacy among the general public and alsohelps students make informed career path decisions. A significant body of literature exists on theattitudes of K-12 students and teachers towards science and scientists. This literature hasinformed the development of science education outreach programs. However, a comparablebody of literature about K-12 student attitudes towards engineering and engineers is not yet fullydeveloped.Some work has been done in this area. Yasar1 developed a survey to study K-12 teacherperceptions of engineering, primarily to determine their interest in and comfort level for teachingdesign, engineering and technology in their

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Tuba Bayraktar, Hampton University; Keith Williamson, East Carolina University; Ilhan Bayraktar, Old Dominion University

Tagged Divisions

K-12 & Pre-College Engineering

especially important if we want to promote thedevelopment of lifelong practices and habits for saving energy. Several concepts of energy andenergy sources as well as problems related to the nonrenewable energy resources, and newtechnologies including fuel cells were introduced to students in a fourth grade classroom of aHampton Public School. The project involved engineering students from Hampton Universityand Old Dominion University who partnered with the Hampton Public School that served as arole model to motivate elementary school students to careers in engineering.1. Introduction The 2004 Annual Energy Review1 reveals that the majority of energy used in the US isobtained from fossil fuels. The continuous increase in energy consumption and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Inman, INSPIRE Institute for Pre-College Engineering Education; Monica E Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

engineering concepts can flow to a child allows us to see theconnection these abilities have to the child’s growth in knowledge of engineering and the child’spotential growth into a professional engineer. Analysis of the toys children are put in contactwith can help us gain a better understanding of how best to prepare children for potential careersby developing the skills most relevant to that career using toys. And although formal education iscertainly the primary avenue through which students will learn these ideas, the complementaryeffect of learning through play shows children how these normally-abstract topics can be appliedin real life.Research QuestionsWhile this study is primarily meant to explore how gender bias in the purchase of

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

) educationmore broadly” (p. 1). Generally, the endorsement of K-12 engineering education is motivated byinterests in improving the quantity and quality of domestic students pursuing STEM careers. Thebenefits of an engineering education at the K-12 level extend beyond the expansion of theengineering pathway, reaching further to provide students opportunities to authentically interactwith subject matter from other subjects, and actively engage the world around them. As Authoret al.4 explain, “Because engineering requires the application of mathematics and science through Page 26.177.2the development of technologies, it can provide a way to integrate the STEM

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology; Nicholas Kumia, Vaughn College of Aeronautics and Technology; Shouling He, Vaughn College of Aeronautics & Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

made by preparing a wider array of supplies such as different sensors, various motors andchassis building materials. This would allow high school students to have more options duringthe robotic design and implementation process, which would result in more demandingbrainstorming sessions. Exposing students to challenging concepts will make it easier for themto solve more complex problems when they move on to college to pursue a career in engineering.Introduction Many educational researches show that students will be better prepared for rigorous studyin engineering sciences if exposed to engineering concepts in the years prior to college oruniversity study 1, 2. Through a pre-college engineering program, high school students can havean

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Rajesh Ganesan, George Mason University; Donna Sterling, George Mason University; Philip Henning, James Madison University

Tagged Divisions

K-12 & Pre-College Engineering

like activities as an option within graduate education for all students. K-12 Students: Test grades if available; knowledge of what a scientist (mathematician,engineer) does; understanding of and ability to use the scientific method in solving problems;attitude toward science; interest in STEM careers; attitude toward the Fellow. The Fellows Page 13.964.4conduct pre and post test for every lesson that is being implemented and teachers monitor theirstudent’s overall performance in weekly and quarterly tests. Teachers: Number and quality of applicants; comfort with STEM and using inquiry methodsin STEM classes; time in class spent on STEM

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Jeff Davis, Georgia Institute of Technology; Jeff Rosen, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, received his B.E.E., M.S.E.E., and Ph.D. from Georgia Tech in 1993, 1997, and 1999, respectively. In January 2001, he was awarded the National Science Foundation CAREER Award for excellence as a young educator and researcher. He has published over 40 journal, conference, and workshop papers. In 2001 Dr. Davis also initiated the first FIRST LEGO League competition in Georgia, and has served as the Georgia FLL tournament director since then.Jeff Rosen, Georgia Institute of Technology Jeff Rosen is a Program Director in Georgia Tech's Center for Education Integrating Science, Math and Computing (CEISMC), leading up K-12 student activities in technology. Before arriving at Georgia

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Tylisha Baber, Michigan State University; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

success of CSI inbuilding interest in a career field.Engineering is not ScienceIn looking at images of engineering in the media, it is important to draw a distinction betweenengineering and the natural sciences. The natural sciences are broadly concerned with theacquisition of fundamental knowledge through experimental investigation, observation,identification, and theoretical explanation of natural phenomena, with reference to the materialand physical world. Physics, chemistry, and biology try to understand, describe, and explainnature through theories, models, laws, and facts about the physical world.Engineering is the process of altering the location, state, and/or form of matter, energy, orinformation in service of human desires. Engineering

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

in a classroom setting by the teachersthemselves. These two features are crucial for making CorePal a content-rich and dynamicresource for teachers. At the same time, we anticipate a strong user base will expand the databaseto include content beyond the 8th Grade Physical Science standard, as requested by teachers. Atthe same time, we are in the process of mapping the content to the Next Generation ScienceStandards (NGSS).18 Mapping to NGSS, will greatly expand the applicability of CorePal. Withthese changes, CorePal has the potential to become an indispensable tool for teachers to inspirethe next generation of students pursuing careers in the scientific and technical fields.!Acknowledgements!This project was funded by support from the

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Jay Caponigro, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

early in his career, Caponigro was the founding director of the Robinson Community Learning Center, a 10-year-old educational partnership between the university and the northeast neighborhood of South Bend. In that capacity, he was the PI on community-based projects through the Department of Justice, the Small Business Administration, and HUD’s Office of University Partnerships, where he also served as a reviewer. Caponigro has co-authored articles in Christian Higher Education and the Journal of Higher Education Outreach and Engagement. Page 25.707.1 c American Society for

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa M. Batula, Drexel University; Brandon Gregory Morton, Drexel University; Raymond Migneco, Drexel University; Matthew Prockup, Drexel University; Erik M. Schmidt, Drexel University; David Kurt Grunberg, Drexel University; Youngmoo Kim, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

://music.ece.drexel.edu/smt/curriculumsounds and sound effects, musical instrument acoustics, using novel interfaces for musicmanipulation, digital signal representations, and music information retrieval.Initiated in 2006 as part of an NSF CAREER award, these activities have served as the basis forour Summer Music Technology (SMT) program. SMT has enrolled over 100 high schoolstudents, primarily in 9th- and 10th- grade, and recently completed its fifth session. The programalso serves to attract students from backgrounds underrepresented in the fields of engineering,math, and science who may not have previously considered further study in these fields.The curriculum has been revised each year with new material and includes significantcontributions from graduate

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

John Fitzpatrick, Drexel University; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

it to explore physicalconcepts, had been refined for the particular student audience and environment and appropriatescaffolding was created to encourage learning independence among the students. Anecdotalobservations, along with survey results of students that actively participated, indicate that ahighly scaffolded learning environment is necessary to persuade involvement, maintainengagement, and foster awareness and interest in engineering careers among middle schoolstudents in the urban setting in which this module was implemented.MethodsThe module was implemented in a 1.5-hr long elective period held at the end of each academicweek at MYA, over the course of 8 weeks that corresponded with each academic trimester. Thestudents involved

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Paul Chanley, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

Teacher O of District B and the twenty-two students of Teacher M of DistrictA) were combined with survey results for two other groups of students who experienced similarprograms in two other towns and a report on the results of administering the survey to the fourgroups of students was completed by an outside evaluator in April 2009. That document, entitledAnnual Evaluation Report8, states that although the student attitudes were only measured witha post-survey, data based on a 4-point Likert scale were stronger on general performancecategories and lower on engineering career-related items. Page 15.1171.11 Table XIII

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

created at Washington State University (WSU) in 2006 under National Science funding(DGE 0538652). The program uses culturally-relevant engineering applications in mathematicsto energize graduate students, high school teachers and students, and university faculty to reformmathematics and science education and heighten engineering career aspirations. Teachers with WSU graduate student mentors facilitate pedagogically sound, student-centered, engineering projects in which high school students create engineering solutions to localsocially-important problems while achieving classroom objectives and state mathematics andscience standards. Diverse and geographically-distant students and teachers are connected toform learning communities to

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Geoff Wright; Braden Boss, Springville High School; Daniel Bates, Brigham Young University; Ronald Terry, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

. For years, technology literacy has been a topic of instruction for our undergraduatestudents, but recently we have added a technology literacy course to our masters program.Students in our masters program come to us from a variety of disciplines and experience. Manyof these students are in-service teachers. The new course will help our graduate students whopursue teaching careers meet the need to increase content in this important area.Teacher Technological Survey DevelopmentIn preliminary work, the investigators closely worked with various NCETE (National Council ofEngineering Technology Education) committee members, with ITEA personnel, and with theBoston Museum of Science, in collaboration dealing with K-12 technological literacy

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

together.Engineering Engineering activities in general, which are hands-on and practical to use inActivities the classroom.Model-Eliciting Use of MEA lessons to bring real world mathematics into the classroom.Activities (MEAs)Engineering is Instructional modeling of EiE lessons.Elementary (EiE)Student Teaching engineering in interesting and meaningful ways to increaseMotivation students’ interest in engineering and to encourage students to develop confidence in learning engineering and consider future careers as engineers.Making Mistakes It is O.K. to fail at an engineering task because students can learn from theiris O.K. mistakes.Teacher An increase of

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE); P.K. Raju, Laboratory for Innovative Technology & Engineering Education (LITEE); John Timothy Gill, Lee-Scott Academy

Tagged Divisions

K-12 & Pre-College Engineering

learningabout the concept of design process. Page 24.694.2IntroductionThe problem of student motivation persists even today in the K-12 level of education and is afactor in issues such as student underachievement and retention7. Students have made realacademic strides in most states, but no state is on track to getting all students the STEM skillsthey need to succeed in college and career. Low-income and minority students lag farthestbehind. Over the past decade, almost $3 billion has been invested in educational technology. In2012, more than $1 billion was raised for educational technology to improve student motivationand learning processes8. With the investment in technology and the need

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

allowed participants to provide more detailed feedback regarding programhighlights and areas for improvement. Examples of laudatory verbatim statements fromqualitative survey items include: “The RET program has transformed my teaching career andtaken it to new heights;” “This experience was exactly what I wanted. It will translate directlyinto my teaching;”and “I loved the RET experience. I gained many opportunities that wouldotherwise be unavailable to me in my home county. I will share my experience with mycolleagues, friends, and family. I was prepared for the amount of work that was requested of me Table 5. Program component ratings

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

allowing for continuousdialogue and continual exploration of engineering concepts6, 9. While strong curriculumdevelopment is crucial to the success of the outreach program, it is often the excitement of rolemodels, such as instructors or parents, that enhance the effectiveness of the program.Middle school students are of particular interest for K-12 STEM outreach programs as this is acrucial period in a student’s academic career for maintaining interest in science andmathematics10. Upon entering high school, students receive the choice of opting out of classesthat are of less interest to them. Additionally, over half of all students, and, alarmingly, up totwo-thirds of minority students, indicate that they would drop math and science courses if

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Akim Faisal, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

book review, 48 journal articles, and 97 conference pa- pers. Moreover, he has mentored 82 high school students, more than 300 K-12 teachers, 22 undergraduate summer interns, and 11 undergraduate capstone-design teams, and graduated eight M.S. and four Ph.D. students.Dr. Magued G. Iskander P.E., Polytechnic Institute of New York University Magued Iskander is a professor and Graduate Adviser of the Civil Engineering Department at NYU- Poly. Iskander is a recipient of NSF CAREER award, Chi Epsilon (civil engineering honor society), Metropolitan District James M. Robbins Excellence in Teaching Award, Polytechnic’s Distinguished Teacher Award, and NYU-Poly’s Jacobs Excellence in Education Award (twice). Iskander’s

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Malcolm, University of Virginia; Jennifer L. Chiu, University of Virginia; Edward Pan, University of Virginia; M. David Burghardt, Hofstra University

Tagged Divisions

K-12 & Pre-College Engineering

scientific inquiry to support engineering education. For instance, instead of scaffoldingstudents’ asking inquiry questions, WISEngineering aims to support students to define problems,including specifications and constraints6.Engineering as a K-12 subject Engineering draws upon and can enrich the study of both science and mathematics at K-12 levels. The National Research Council (NRC) and National Academy of Engineering (NAE)recommend including engineering education in K-12 because it supports mathematics andscience and can increase students’ career interest in engineering or related fields7. Engineeringhas been used as a vehicle to teach rigorous mathematical8 and scientific9 concepts to students.The NRC’s Framework for K-12 Science

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Rutgers, the State University of New Jersey; Kimberly A Cook-Chennault, Mechanical and Aerospace Engineering; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. For the purpose of this paper, results from the pre- and post-survey that measuredteachers’ beliefs about integrating engineering into their classrooms are reported. Additionally,preliminary data from academic year classroom observations are reported.Two known instruments 13,14 were adapted to create a pre- and post-evaluation survey to measure Page 25.1137.5the fellows’ goals for the program, their attitudes toward teaching and engineering, self-efficacyfor teaching and STEM knowledge, knowledge of STEM careers, and STEM professional’simpact on society. Pre-surveys were collected online prior to the start of the summer