Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University; Monica Elser, Arizona State University; Stephen Krause, Arizona State University; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; James Middleton, Arizona State University; Jay Golden, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

was categorized as both designing and building due tothe drawing and the student’s description of the picture as, “My engineer is fixing a rocket. Plus,she is thinking of what to build by planning it on a piece of paper.” The percentage breakdownaccording to pre- and post-test as a function of all students and male/female students is shown inTable 3.Table 3. Images in Students’ Drawing of Engineers in Action Participants All Male Female Pre Post Pre Post Pre Post Engineer Action (n = 21) (n = 18) (n = 6) (n = 5) (n = 15) (n = 13) Building/Repairing

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

making technology education apriority in the K-12 curriculum1, 2. Bringing design, engineering, and technology (DET) into theK-12 curriculum requires long term planning, as many teachers are not trained to teach DET.DET is a neglected tool in science education in the U.S. despite the potential uses of DET tofoster student interest in science and provide familiar and concrete contexts for abstract scienceand math concepts3,4. Therefore, the first step before implementing a DET curriculum is toinvestigate teachers’ familiarity, perceptions, and views of DET. It is also necessary tounderstand the barriers teachers might face when implementing DET in their classrooms

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Karl A Smith, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

thisas a pedagogical approach for teaching statistics.Science and engineering educators make similar recommendations for developing dataanalysis skills in applied settings. Bybee15 argues that “planning and carrying outinvestigations should be standard experiences in K-12 classrooms” (p. 36), and Hofsteinan Lunneta16 found that the literature consistently supports these kinds of tasks saying,“well-designed science laboratory activities focused on inquiry can provide learningopportunities that help students develop concepts” (p. 47). However Hofstein andLunneta did also note that the success of this approach is highly dependent on the natureof the task itself and recommended that more research be done into identify thecharacteristics of tasks

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

lab called SCARE—the Springfield Center for Acuity Research and Experimentation. The researchers have removed Rio’s brain. They plan to run experiments on the brain and then destroy it. Rio, who is still receiving radio transmissions from his brain, manages to break out of SCARE and find Sadina. Together, the two of them decide to track down the mysterious Dr. Ecks, an engineer who does research on brains and artificial intelligence. But Dr. Ecks has disappeared, and her mansion has been ransacked. Can Rio and Sadina search the mansion and find the clues they need to get a new brain for Rio? The graphic novel ends when Sadina asks the learner to take over the adventure and explore the

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

based on how well each is likely to meet the criteria and constraints of the problem. • 3-5 ETS 1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.Standard 3-5 ETS 1-1 focuses on students problem scoping, or their ability to transform messyproblems into a solvable form through questioning and the identification of constraints. Standard3-5 ETS 1-2 looks to encourage students to engage in design ideation (idea generation andcomparison). Standard 3-5 ETS 1-3 describes how students should test and iterate on theirdesigns.For the purposes of this study we chose to focus on a task that helped us to understand the

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Celina Bochis, University of Alabama; Steven Hsia, University of Alabama; Pauline Johnson, University of Alabama; Karen Boykin, University of Alabama; Sandra Wood, University of Alabama; Larry Bowen, University of Alabama; Kevin Whitaker, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

needed. Unfortunately, students have not show much interest in attendingthese sessions. They will be offered again in Spring 2007 semester and examined more closelyto determine methods for increasing participation. Additional plans for 2007 are to furtherweave the themed project from the labs and events into the math lectures as well as to includemore hands-on projects into each class. Students will be called on more to work problems, for Page 12.907.11general participation, and introduced to guest lectures by TAs and others to increase the level ofinteraction and attention. Class materials from 2006 are currently being refined to address

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Adam Christensen, Georgia Institute of Technology; Willard Nott, American Society of Mechanical Engineers; Douglas Edwards, Westlake High School; Leann Yoder, Jets, Inc.; Christina Ho, Engineers Without Borders; Shannon Flanagan, Engineers Without Borders; Stephanie Hurd, JETS, Inc.; Marion Usselman, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Jeffrey Rosen, Georgia Institute of Technology; Cathy Leslie, Engineers Without Borders; Samuel Graham, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

thatallow for engineering service learning programs to expand into schools outside of the metroAtlanta area. Plans have also been developed for an engineering design competition thatincludes ethical elements aimed at the high school/middle school audiences. Details of theprograms mentioned as well as lessons learned and a study of the impact on participatingstudents is presented in the following sections.BackgroundSTEP Program/Georgia TechThe Student and Teacher Enhancement Partnership (STEP) Program started in 2001 and partnersadvanced Georgia Tech undergraduate and graduate students with metro-Atlanta area highschools in teams that are led by master teacher-coordinators. The program seeks to improve theteaching-related communication and

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Tris West, Lewisburg Area School District; Abe Feuerstein, Bucknell University; Steven Shooter, Bucknell University

Tagged Divisions

K-12 & Pre-College Engineering

havingthem read the same Web pages from differing perspectives which promotes positiveinterdependence. If the 21st century goal is to prepare students for a real world collaborativework environment that includes the use of various assisting technologies then a WebQuest is atool that can be used to achieve that goal.A WebQuest embraces the constructivist's approach to teaching by allowing the teacher to serveas a coach while working with individuals or small groups. If the teacher has created a wellthought out WebQuest or chosen one planned by someone else, they will experience first hand areal life learning experience. Cooperative learning strategies are then applied to necessitate eachstudent's input. By running several WebQuest groups in the same

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

research methodologies.6 The reflection aspect of actionresearch is used to review the previous action and plan the next one.7-8 By conducting andmodifying the module in brief time periods we can learn the most effective way to emphasizeand enhance learning about anatomy, engineering, and physics in an interdisciplinary learningexperience.The goal of our research is to determine where this interdisciplinary instructional unit can beintegrated into the curriculum. In any change of the curriculum it is important to use what isknown about individual differences of the students to determine for whom any particularinstructional method is appropriate and for whom it is not appropriate.6

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Kelly Bradley, University of Kentucky; Janet Lumpp, University of Kentucky

Tagged Divisions

K-12 & Pre-College Engineering

teacher instruction and support gains in studentachievement; (4) to construct reliable and valid assessment tools for student and teacher contentknowledge and (5) to increase student interest in STEM curricula and careers. Summarizedbelow is the progress that has been made on each of these fronts, discussion of challenges alongthe way and the continuing plans to successfully accomplish the missions of KEEP.The training and development phases are comprised of three main components: professionaldevelopment workshops for teachers, development of math and science lessons and units andproduction of a CD-ROM resource. The CD-ROM is a collaborative effort of the research team,industry partners and public television to produce a resource for teachers and

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing

Tagged Divisions

K-12 & Pre-College Engineering

teacher-presented question using student designed/selected procedures. 4. Open Inquiry—Students investigate questions that are student formulated through student designed/selected procedures.Likewise, Daly, Adams and Bodner (2012) have developed the following somewhat hierarchicalcategories of engineering design7. 1. Evidence-Based Decision-Making—Design is finding and creating alternatives, then choosing among them through evidence-based decisions that lead to determining the best solution for a specific problem. 2. Organized Translation—Design is organized translation from an idea to a plan, product, or process that works in a given situation. 3. Personal Synthesis—Design is personal synthesis of aspects of

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; George Edward Turner Jr., Auburn University; Randall William Colvin, Auburn University; Mary Lou Ewald, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

teachers indicated they ‘might’ implement the curriculum in their classrooms. Inone case, an 8th grade math teacher reported the curriculum would have to be used with anadvanced class and only after completing the required standards. In a second case, anelementary teacher reported uncertainty about whether the curriculum would be appropriate for5th and 6th grade students. In a third case, an 8th grade math teacher provided positive feedbackabout the curriculum but reported that she would share it with the science teacher at her school,implying she did not plan to implement the curriculum with her math students. In total, anoverwhelmingly large number of teachers who responded to the survey question (117 out of 120,or 97.5%) indicated their

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

a change from a design challenge based on chemical engineering toone based on agricultural engineering. For grade 4, this was a change from a design challengebased on package engineering to one based on geotechnical engineering.Students received an average of 14 hours of engineering instruction (SD = 8 hours) during theyear. This instruction, based on hands-on and collaborative learning, included preparatorylessons focused on what is technology, engineering, and engineering design process;brainstorming about technology; new critical vocabulary (e.g. design, plan, test); and sometimesa model-eliciting activity15. After preparation, teachers taught the four lessons in the grade-levelselected EiE unit (The Best of Bugs: Designing Hand

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

defining the problem space is to gatherpertinent data, delineate the overall goal, and create an initial plan or “next steps.” The designerthen moves from the problem space to the solution space8. However, the process may move back Page 22.1520.3and forth between the problem and solution spaces iteratively as new insights or constraints aregained. Engineering design typically entails the resolution (trade-off) of the designer’s goal,natural and physical laws, and the criteria set forth by clients or other external parties15. Theexternal criteria are often constrained and associated with resources, such as capital or time9. Jonassen16 further

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

that helps both students and teachers visualize difficult or abstract concepts.From the online curriculum, each day’s lesson plan, master notes, and supplemental materials areeasily accessed by the teachers.Professional DevelopmentEstablishing and building relationships with individual teachers and administrators in schoolsystems throughout our region is the most critical component to all of our K12 educational Page 22.1419.5outreach programs. During the summer of 2010, 26 teachers from 14 regional schools joineduniversity faculty for a two-week professional development workshop held at Louisiana

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristina M. Fields, University of Wisconsin, Platteville; Tammy J. Salmon-Stephens, University of Wisconsin, Platteville; Elizabeth Ann Holden, University of Wisconsin, Platteville; Kim M. Lobdell P.E., KL Engineering, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

year. When creating the vision for this new model, it wasnecessary to evaluate the management and administration of the programs.Key components evaluated regarding the implementation of the age-appropriate, weekend-focused programs included involvement of current students, involvement of faculty and industryprofessionals. The Women in Engineering, Math and Science Program has included currentundergraduate students in both the implementation and program planning through bothvolunteers and paid employment. The new model with the Sky’s the Limit Programs provided Page 25.1402.4an opportunity to include more direct involvement from the undergraduate

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Amy J. Moll, Boise State University; Anne Louise Seifert, Idaho National Laboratory

Tagged Divisions

K-12 & Pre-College Engineering

ina Materials World.” In addition to exposing the participating K-12 educators to thefundamentals of materials science, the course provided a means for bridging our every dayexperiences and the work of scientists and engineers.“Living in a Materials World” was one of the fifteen STEM content courses offered as part ofthe Idaho Science, Technology, Engineering, and Math (i-STEM) summer institute for upperelementary and middle school teachers. The four-day institute included a 20 hour course and12-16 hours of plenary sessions, planning, and collaborative sharing. The goal of the i-STEMinstitute was to enhance the participating educators’ STEM content knowledge, capacity forteaching STEM, comfort and attitudes toward teaching STEM, knowledge of

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

electronic communication, weshow clips from Frontline‟s documentary Digital Nation.13 This video explores the concept ofmultitasking and other issues associated with our digital-heavy culture. This discussion is used asa starting point to have the students think about the concept of focusing on a topic. At this point, we have spent approximately an hour-and-a-half on material leading up to the catapult. Instead of delving straight into calculations, we have the students build a catapult from plans and parts that we provide. The catapult is largely constructed from foam core; therefore, we spend 5 to 10 minutes discussing techniques for working with the

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Jan B Hansen, University of Saint Thomas; Sarah H. Cohn, Science Museum of Minnesota; Brian Phillip Jensen, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

the NSF funded grant (#0532536) for the Nanoscale Informal Science Network.Brian Phillip Jensen, University of St. Thomas Brian Jensen is a student at The University of St. Thomas in St. Paul, MN. He is studying mechani- cal engineering with a physics minor. Brian plans to graduate in December of 2011. His interests are sustainability, optics, and engineering education. Page 22.464.1 c American Society for Engineering Education, 2011 Development and Assessment of an Engineering Course for In-Service and Pre-Service K-12 TeachersAbstractThe engineering education

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Michele Strutz, Purdue University; Matthew Ohland, Purdue University; Erin Bowen, Purdue University; Eric Mann, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

practical ingenuity (skill in the ability and self-confidence planning, combining and to adapt to rapid or major adapting) change a profound understanding of function on multidisciplinary the importance of teamwork teams flexibility & agility flexibility an ability to think both critically and creatively, creativity independently and cooperatively understand the impact of leadership

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

. Participants learned how to be receptive to adviceand opinions from viewers, which they in turn incorporated into new iterations of their design.This created an online collaborative environment to complement the on-site activities of theyoung participants.Studio STEM used the design studio as a pedagogic model for introducing STEM throughenergy conservation as a focus area. Predicated on a common construct in architectural fields, the“studio” as physical and virtual space allowed students the opportunity to share design plans as“pin-up sessions” or “gallery walks.” Students focused on, explained, and justified their designsin design critiques (or “crits”), incorporated the input from their peers, and refined their designideas. 22,23 Likewise, our

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

, and discussing general topics on pedagogy particularto elementary school teaching. The Fellows worked out a schedule with the teacher. The Fellowsbegan their visits to classroom, identified the science needs with the teacher and begancontributing to the enrichment of the lessons and discussing the science behind the lessons. TheFellows were introduced to the children as Scientist, Researcher, or an Engineer. Thus, a strongfoundation was laid for a long-lasting partnership between the school and the university.Ongoing ActivitiesOne of the key activities of the Fellows is the enrichment of existing curriculum and leading thediscussion of the science behind the experiments. The Fellow and the teacher plan the activities aweek ahead so that there

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

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

defining characteristics. Mooreet al. [6] have defined engineering through twelve key indicators of quality K-12 engineering.Together these indicators provide a framework for characteristics of engineering that could beassessed. In the following sections, we will highlight some of the background literature relevantto the indicators that presented themselves in this study: (1) Engineering Design, (2) EngineeringThinking (with an emphasis on Creativity), (3) Engineering Tools, Techniques, and Processes,and (4) Teamwork.Engineering DesignEngineering design is at the heart of engineering practice. It involves iterations on the steps:define the problem, research the background knowledge on the problem, plan a solution,implement the plan, test the

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

Ibrahim Zeid, Northeastern University; Randal August, Northeastern University; Ronald Perry, Northeastern University; Emanuel Mason, Northeastern University; Jannon Farkis, Northeastern University; Marta Hersek, Northeastern University; Morgan Hynes, TechBoston; Haruna Tada, TechBoston; Felicia Vargas, TechBoston

Tagged Divisions

K-12 & Pre-College Engineering

enter “Become an Inventor!” competition as an individual oras a team. Sample events are Uphill Climb, Busy City Sidewalk, Smart Cars, Robotic Retriever,All-Terrain Vehicle, Personal elevator, and Become an Inventor!.AssessmentAlthough this program is developed as an after-school program, assessment is critical forteachers to be able to (1) provide feedback to their students, and (2) modify their plans based onthe students’ understanding and progress. In general, the assessments provided consider threebasic program goals: EDP principles and processes, teamwork and communication skills, andaffect (interest and excitement).Suggestions for assessment are provided; teachers may choose which to do at particular pointsduring the program. The

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

John Mativo, Ohio Northern University; Adam Stienecker, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

. Eleven students had registered for the program, although itwas initially planned for eight. As a first activity of the students, a pre-assessment exercise wasadministered. After which, students were introduced to their curriculum that would include theaforementioned activities.Engineering Design - The basics of engineering design included: understanding the problem,generating concepts, iteration for optimization, and testing the product. Our presentation onengineering design was spread throughout the week as different parts were addressed at relevanttimes.We decided to introduce students to data acquisition methodology and materials behavior.Introducing students to a data collection method through testing would provide students theknowledge of

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Stan Komacek, California University of Pennsylvania; Carol Adukaitis, PA State System of Higher Education

Tagged Divisions

K-12 & Pre-College Engineering

standards-based STEM-focusedmultidisciplinary curriculum that provides advanced placement/ college credit for thoseprograms that become PLTW certified. The leap forward to upgrade and mirror advancedmanufacturing skills has brought much attention to the district from the positive comments fromstudents, parents, interest from other school faculty, and the manufacturing community.After conducting interviews with project teachers after less than one year into the projectoperations, our external evaluators7 reported many positive changes, including: teachers re-energized by the new approaches…, high numbers of students seeking to be part of the project activities…, students taking responsibility for planning, designing, and fund

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Nicholas Oswald, Oklahoma State University; Charlie Huddleston, Oklahoma State University; Alan Cheville, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

was analyzed to see which team’s barrier wasmost effective.The Upward Bound Math and Science program at Oklahoma State University plans to hold the Page 13.95.8same engineering course for a second time during their six week program in 2008. Prior to this,a more extensive review of similar programs and studies needs to be conducted so students canbe evaluated using a greater number of procedures to determine interest in and understanding ofengineering.Bibliography1. M. Knight, and C. Cunningham, "Draw an Engineer Test (DAET): Development of a Tool to InvestigateStudents’ Ideas About Engineers and Engineering," in American Society for

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Austin Talley, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin; Kristin Wood, University of Texas at Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

teacher training that focuses on Active Learning to teach Science, Technology,Engineering and Mathematics (STEM) education topics in K-12 has become quite prevalent.One such program, Design Technology and Engineering for America’s Children (DTEACh), hasoffered summer STEM training workshops for teachers for over fifteen years. The participantsare usually excited about the new training and the changes that they plan to make in classroominstruction. After the excitement fades, though, do the teachers implement the techniquespresented in the training workshops? This study looks at the effects of the DTEACh trainingprogram on participants. A survey of the immediate effects and opinions of teachers wasconducted at the end of each day of the two-week

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brian Howell, Western Carolina University; Robert Houghton, Western Carolina University; Elaine Franklin, Western Carolina University

Tagged Divisions

K-12 & Pre-College Engineering

creating a robot or project not tied to acompetition of some type reduced the fear factor somewhat and broke the dynamic of thedominant competitors male or female doing all the design and fabrication, planning anddirection. As an important part of encouraging young women or other groups into engineeringand science, it is important to provide opportunities for all people to create projects tied tocooperative and creative endeavors in addition to the traditional “my bot’sbetter/bigger/faster/stronger/smarter than your bot.” In this case, it meant offering projectdemonstrations of communicating explorer robots, drawing robots, dancing robots, and singingrobots. All of these prove to be as technically challenging as the more traditional

Conference Session

Enhancing K12 Mathematics Education with Engineering

Collection

2008 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen Turner, Louisiana Tech University; Don Schillinger, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

pedaggogy curricuulum adjustm ments Expploration Evvaluate Figure 5: 5 5 E Cyclee Model for PD Weeken ndThe iME ELT program m included 199 teachers who w participaated in the Suummer Teaccher Workshop.There weere 18 participants who completed c both a pretestt and a postteest PLAN mathematics m