Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Hunter, Tennessee Technological University; Jessica Matson, Tennessee Technological University; Margaret Phelps, Tennessee Technological University; Roy Loutzenheiser, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

received her BSIE from Mississippi State University and MSIE and PhD from Georgia Tech. She has been active in engineering education outreach at Tennessee Tech, as well as in prior service on the faculty of Mississippi State and the University of Alabama. She is a registered PE, a member of the EAC of ABET, and 2008-10 ASEE PIC 1 Chair.Margaret Phelps, Tennessee Technological University Margaret Phelps is Assistant Director of the Millard Oakley STEM Center and Professor Emeritus in the College of Education at Tennessee Technological University. She has eight years of experience as a high school math and science teacher and thirty-four years of experience as a faculty member in instructional

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Virginia Westheider, University of Cincinnati; Patrick Brown, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

1. Teacher working with Lab View to program LEGO robotsOne of the RET teachers developed new curriculum for her physics class using the LEGORobots. Using the LEGO Robots to teach physics is an example of an outcome of this RETexperience. The balance of this paper is how this teacher used LEGO robots in her high schoolphysics class.BackgroundThe teacher selected has 23 years experience as a classroom teacher of physics and chemistry infive different high schools in which students in the district often leave high school unpreparedfor college level science, engineering and math courses. The difficulty of the situation iscompounded by the lack of technology available to them in middle and high school. The gaps inexperience working with

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

tochange the perception of science and engineering by minorities and women. Improving attitudestoward and achievement in science require continued classroom experiences in STEM,extracurricular activities involving STEM and the encouragement of others significant in astudent’s life5. Much research has also been done in order to determine the factors that inhibitthe participation and success of minority and female students in STEM education. “The barriersfor females and minorities are similar and include:(1) Negative attitudes regarding mathematics and science along with negative perceptions ofthemselves as science and mathematics learners.(2) Lower performance levels and lower rates of participation in mathematics and sciencecourses and on

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

over 20 percent in 2004, the numbers haveplateaued since then 1. Underrepresented minority (URM) groups earning baccalaureate degreeshave increased from 11.5 percent in 1990 to 20.9 percent in 2004 1. Anthropological studiesindicate that access to capital-rich settings, particularly enhancement programs, contribute tobetter academic performance for students. Students who participate in such programs remain inschool longer and enter college in greater numbers 2. Based on the findings of this and similarresearch, several K-12 engineering enrichment programs were developed by the College ofEngineering at a large state university in the Southeast with objective of influencing pre-collegestudents to attend college, specifically the host institution

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

in the greater Phoenix area in Arizona. Theproject was launched in 2007 with cohort 1 (n=48) drawn from two schools. In 2008, cohort 2(n=68) drawn from two other schools was added.Research efforts reported here focus on studying the impact of a Desert Tortoise thematic unit.This thematic unit was the first experience in the students’ two-year long engagement with thisproject. Students were charged with creating a desert tortoise simulation and a realistic deserttortoise habitat. Desert tortoise simulations were created using Lego Mindstorms NXT, while thehabitats were constructed from existing landscapes, household materials, and common artsupplies. In this paper we describe strategies used to access seventh grade students’understanding of

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

implementing chain reactions, we feel that thereader should be aware of the overall project so he/she will have a context for the reportedactivities. Activities were organized into school year activities and summer activities, therebyeffectively providing year-round programming. Activities were offered for 78 contact hoursduring the academic year and 48 contact hours during the summer; each year of the two-yearstudent experience. Units delivered throughout the academic years include: 1. The Desert Tortoise: Study desert tortoise behaviors and habitats and build a toy robot that behaves like a desert tortoise using LEGO Mindstorms NXT robotics kits. 2. Circuits/Chain Reaction: Study systems concepts (e.g., inputs, outputs, power supply

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Wraegen Williams PhD, University of Virginia; Ping Guan, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

. The paper will conclude with an overview of findings from these threeprograms, including the quantitative distribution analysis of the applicants’ race and gender,curriculum critiques, ongoing assessment survey reviews, characteristics of the most successfulactivities, and lessons learned. All of these programs departmental implementation andevaluation experiences will be presented in a format that can be adapted at other highereducational institutions.IntroductionSeveral reports have indicated that the Unites States is challenged with retaining and graduatingenough well-qualified science, technology, engineering, and mathematics (STEM) workers tomeet the needs of the economy. 1-5 This shortage of technically skilled workers, threatens

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Barbara Christie, Loyola Marymount University

Tagged Divisions

K-12 & Pre-College Engineering

Recreation Centerfor basketball, working out, tennis and swimming.The summer school program has four components that enable young scholars (and theirfamilies) to visualize themselves as college students studying mathematics, science orengineering.1. Academic Preparation for Engineering and Science Degrees ComponentThe results of the Third International Mathematics and Science Study (TIMSS) showthat, as a nation, we are not adequately preparing our high school students for collegescience and math courses. High school seniors in the United States placed 28th inmathematics and 17th in science. During the SECOP, there is a strong focus on providingthe students with an in-depth learning experiences and teaching them topics nottraditionally taught in high

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Jan DeWaters, Clarkson University; Mary Margaret Small, Clarkson University; Gail Gotham, St. Lawrence-Lewis BOCES; Peter Turner, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

2008 and 2009 included topics ranging from robotics to nanotechnology to computergraphics. The objective of this paper is to describe the development, assessment and success ofthe institutes with a particular focus on those institutes with engineering content.Program Goals and AssessmentThe overall STEM Partnership program includes outcomes for and assessment of teachers andtheir students. Only the teacher assessment components that are relevant to the summerinstitutes and their direct impacts on the teachers are included in this paper. The summerinstitutes contributed to three of the primary goals of the STEM Partnership program (Table 1).Several tools were used to assess these goals, including pre- post content surveys, an 84

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

work of materials science we continue to refine and discover new materials or newuses for existing materials resulting in the development of new and/or higher performingproducts. Thus, the science and engineering of materials impacts almost all facets of our lives,and yet, materials science is seldom explored outside of universities and research anddevelopment labs. However, the fundamental processes of materials science provide anexcellent context for engaging K-12 students and teachers in the exploration of a wide range ofSTEM concepts. The National Academies’ report on engineering education in K-12 1 highlights the benefitsof engaging K-12 students in engineering education and the inextricable link betweenengineering and math and science

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

. Over the past 18 years, more than 700 educators and 60,000 students havebeen impacted by the program, which features integration of engineering designchallenges into other disciplines of learning from literature to science and mathematics toart. For the past 12 years, DTEACh has focused on teaching automation and controlconcepts with robotics as the medium. This paper describes an evaluation of recentmodifications to the institute implementation and advancements in the designmethodology. In particular, changes to the institute feature: (1) contextualization of thedesign problems within the 21st Century Engineering Grand Challenges; and (2)increased focus on the pedagogy of design-based teaching and learning. These changeswere implemented in

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

appropriation, the author is able to offer low or nocost professional development workshops on EiE to teachers, administrators, specialists andothers from districts around the state and region. Four elementary schools have adoptedengineering design as the curriculum integrator and every child and teacher participates. Thedemographic profiles of these schools vary.Figure 1: Whole School Implementation ProfilesSchool Location Number Student Demographic Year of Information Implemented StudentsRachel Freeman Wilmington, 348 Primarily African American Fall, 2007School of North

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

are knowledgeable about or comfortableteaching—into an already-packed elementary curriculum can present challenges. This paper willdraw upon the experiences of educators at the Museum of Science, Boston who have beensupporting the implementation of elementary engineering for over seven years. Specifically itwill address how the Museum of Science has engaged in three kinds of partnerships fostered byEiE that have enabled the development and dissemination of the program—partnershipsassociated with (1) development and testing of resources, (2) building teacher capacity, and (3)fostering national dissemination and advocacy. It briefly describes the goals of thesepartnerships, the roles that partners can play, sets forth some characteristics of

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

1stthrough 5th grades to all children in HCPS by 2012-2013 (Table 1). HCPS is a countywidedistrict in Maryland, having a total of approximately 40,000 P-12 students, with about 15,000 ingrades 1 through 5. The STE units, discussed in more detail in the third section of this paper, areblends of modified district science and EiE units, and take approximately 12 to 14 hours ofinstructional time. The project is currently in its second full year (2010-2011), which is the fullimplementation year for 3rd and 4th grades, and the pilot year for 1st and 2nd grades. Of the 33 elementary schools in HCPS, 8 have participated as pilot schools. Pilot schoolsare where each STE unit within the SySTEmic Project is taught one year prior to fullimplementation

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Augusto Z. Macalalag Jr., Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.1036.2mainstream K-12 education, not merely as an elective or extracurricular activity. We haveposited that engineering: (1) presents opportunities for students to acquire critical 21st centuryskills, such as problem-solving, creativity, innovation, and teamwork; (2) provides relevantproblems and contexts which will motivate students to more deeply learn and apply science andmathematics; (3) promotes habits of mind, such as analytical thinking, that can be applied acrossa variety of problems, disciplines, and contexts; and (4) is a misunderstood and little-knowncareer path that provides opportunities for intellectually and financially rewarding careers thatcan help society and improve quality of life.The 2010 report Strengthening STEM

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey; Suriza VanderSandt, College of New Jersey; Elizabeth Dianne Johnson, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

/Science/Technology (MST) major is an integrated-STEM major thatrequires substantial content in all four elements of STEM, as well as interdisciplinarycomponents that integrate STEM, and non-STEM, subject matter. A hypothesis that the MSTmajor would exhibit anxiety, self-efficacy and teaching outcome expectation levels that are on-par with the population of K-5 math majors was found to be true, but only after achievingsubstantial improvements through the progression of their curriculum.Introduction:A recent update on the National Academies report “Rise above the Gathering Storm” indicatedthat K-12 students in the USA ranked 48th in the world in terms of math and sciencecapability.[1] Achieving an effective K-12 teacher population is critical to

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

“Technology Education/Pre-engineering education” (TE/PreEE)program and has its roots in industrial arts education dating back to the 1930s. More detaileddescriptions of each of these programs have been previously reported.[1-3] Both programsrequire substantial coursework in all four elements of STEM, as well as integrated-STEM(i.e.- how to use multiple STEM elements together in K-12 curriculum/activities). Studentsin both programs also acquire substantial experience in integrating non-STEM subjects withSTEM subjects. In 2006 our department completed a redesign of our “TechnologyEducation” curriculum to integrate more M&S into our Technology & Engineering (T&E)courses, resulting in our current “pre-engineering” curriculum. Even though this

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rayshun J. Dorsey, WizKidz Science and Technology Centers, Inc.; Ayanna M. Howard, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

observedbenefits.1. Process to engage underserved communities in STEM activitiesLow-income students grow up in poverty and usually attend resource-poor schools. Many growup in environments where nobody they know has attended college. In schools, low expectationsare usually set for this class of students. They are normally tracked into a less demanding highschool curriculum that does not lead to college [1]. A great deal of research has been conducted Page 22.1050.2to identify the characteristics of low-income, first-generation students and the issues they dealwith as they interact with college and university social and learning environments [2,3]. Only47

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

-centered; it must take placein small groups under the guidance of a tutor; the tutor must function as facilitator or guide;authentic problems are encountered in the learning sequence before other preparation or study;problems are used as tools to acquire the knowledge and skills to solve the problem; and newinformation is acquired through self-directed learning.1 The Buck Institute for Education, whichfocuses on project-based learning, identifies a similar set of essential elements: “organizedaround an open-ended Driving Question or Challenge; creates a need to know essential contentand skills; requires inquiry to learn and/or create something new; requires critical thinking,problem solving, collaboration, and various forms of communication

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

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

incorporateengineering into the elementary classroom. Engineering curricula and engineering teacherprofessional development at the elementary level remains a developing area1. It follows thatassessments measuring the impact of such teacher professional development programs, orengineering interventions on students’ engineering design, science, and technology knowledge,have not been widely developed or utilized. For example, the National Academy Engineering(NAE)1 reports that there is a “paucity of data” available to assess the impacts of K-12engineering education on many student outcomes, which “reflects a modest, unsystematic effortto measure, or even define, learning and other outcomes” (p. 154).There is a need for assessments that are developmentally

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Victoria Forssen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Alka R. Harriger, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

mathematics and CS has been declining since 1991. While 37.8% of allmathematics and CS degrees in 2008 were awarded to minorities, less than 25% of thesesame degrees were awarded to minority females.1.Additionally, researchers have foundthat compared to male undergraduates, female undergraduates prefer to use lesstechnology in their courses, have weaker skill levels and reduced comfort levels withrespect to data processing, and, in general, are exposed to fewer online courses andcomputers at home.2,3 Compared to non-minority students, minority students are lesslikely to have grown up with a computer at home and often have had fewer online libraryexperiences. Minority students are also less likely to self-identify as being skilled withemail, but are

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

and engineeringconcepts and skills. We identified four areas of analysis for each of the three curricula.From the student materials, we analyzed the planning materials, activities andassessments. From the teacher training materials, we looked at what teachers werepresented with at the official summer training institutes (Table 1). Our content analysisfocused on examining the content of the materials. We recorded the number of NCTMmathematics standards specifically connected to the engineering curriculum for each unit(Prevost et al., 2009). Page 22.1318.4 3Table 1: Materials for Analysis

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, University of Pittsburgh; Ross Higashi, Carnegie Mellon University; Christian D. Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

two decades, they have increasingly become anaccessible way for K-12 students to learn about engineering design.1 Simple robots provide aconcrete form for younger students to explore issues related to structures, mechanisms, andbehaviors through the design of the robots using building blocks, motors, sensors, andprogrammable bricks.2Increasingly a common context for learning with robots has been in robot competitions.3 Aprimary goal of these competitions is to build students’ interests in engineering, but also theirskills in engineering as well. Especially in robot competition settings that aren’t specifically tiedto a formal course, the theory is that students will be motivated to test and learn about moregeneral ideas by building a robot to

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janice S. Pawloski, Grand Valley State University; Charles R. Standridge, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University

Tagged Divisions

K-12 & Pre-College Engineering

model for an effective partnership to stimulate K-12 participation in STEM extra-curricularactivities between industry, engineering college, and K-12 schools is shown in Figure 1. Figure 1: Model of Industry, Engineering College, K-12 School PartnershipA corporate foundation finds a mechanism for empowering K-12 extra-curricular STEMprograms using the resources of an engineering college. As a result, funding and humanresource support can be used to empower student groups and their teachers / mentors to start andmore effectively participate in extra-curricular STEM programs such as National ScienceOlympiad and FIRST Robotics. Human resource support includes funds administration,assistance with mentoring, and assistance with program

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell J. Nathan, University of Wisconsin, Madison; Candace Walkington, University of Wisconsin, Madison; Rachaya Srisurichan, University of Wisconsin, Madison; Martha W. Alibali

Tagged Divisions

K-12 & Pre-College Engineering

reveals the consistent ways that teachers and students produce cohesion (1) byprojecting to past and future modal engagements, and (2) by coordinating representations andmaterials that are simultaneously present during modal engagements. Together, projection andcoordination create cohesion-producing opportunities to thread the mathematics throughdisparate representations, material forms and events. This work alerts us to the importance ofexplicitly addressing the need to produce and enforce cohesion across the range of materialforms, representations and activities that students confront in typical learning experiences.MotivationThe pool of engineers in the United States is neither large enough nor diverse enough to meet thecurrent needs of a

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.1139.1 c American Society for Engineering Education, 2011 Parents’ Perceptions of and Familiarity with EngineeringIntroductionThere is a growing concern in the engineering community that the interest among youngpeople in engineering is declining. There is a need to strategically plan how a strongerengineering workforce in the United States can be accomplished 1. While some efforts hadbeen made in improving undergraduate education and recruitment, other efforts, like thisstudy, focus on K-12 education and how we can improve students’ understanding ofengineering at early ages. Furthermore, recent studies have provided evidence that learningengineering content, especially engineering design, can

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

engineering design Information Solutionprocess (see Figure 1) as a model fordeveloping an appropriate solution, the Communicateworking group first sought to clearly identifythe issue and define the problem to be Identify Alternatives Implement Solutionsolved. As a matter of primary importance,the collaborators first defined the learninggoals for the students1 – to increase students’ Select Best

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ranji K. Vaidyanathan, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

effectiveness ofSTEM education priorities of the country.1 An effective STEM education effort will provide thetechnical skills and quantitative literacy needed for individuals to earn livable wages and makebetter decisions for themselves, their families and their communities. In the new global andchallenging economy, the country will need a well-educated STEM workforce that isscientifically, mathematically and technologically literate in order to compete against othernations.1Despite its excellent prior record, the United States now lags behind other nations ininternational comparisons of student performances in science and mathematics. Reportedly, thereis an interest and achievement gap among groups such as African Americans, Hispanics

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

. Participants in this study were Fellows and the teachers with whom they worked.Both groups are described in detail in this section. The Institutional Review Boards (IRB) of boththe university and participating school systems approved this study. All participants signed IRB-approved informed consent documents. Pseudonyms are used throughout this paper to protect theidentity of the participants. SLIDER Fellows: Cohort 1, 2010-2011. A joint application was developed to allowgraduate students to apply for both programs, SLIDER and STEP Fellows, or to select to focuson only one if they had a firm preference. Although some applicants chose to be considered forboth programs, some experience with or knowledge of robotics, LEGOS, and/or applied

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Kwabena A. Narh, New Jersey Institute of Technology; Rajesh N. Davé, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, 2003. Page 22.1552.2 c American Society for Engineering Education, 2011 Translating Research Experiences into Classroom Practice: An RET ProjectIntroductionMost K-12 teachers have not been trained to incorporate engineering and technology topics intotheir classroom lessons and there is a lack of high-quality curricular materials in these areas 1.Comprehensive professional development programs are needed for teachers to address the newskills and knowledge needed for improved classroom teaching and learning 2,3 if we expect themto integrate engineering concepts into their