Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

has been determined, the energy (kw-hr) for each Page 13.1003.7appliance can be calculated. Energy is the amount of power used in a given time.An excellent design project was the follow up to the energy and power activity. Theparticipants, working in pairs, were instructed to calculate “A Modern Kitchen’s CarbonFootprint.” The teachers designed their modern kitchen by choosing and listing theelectric appliances they would like to have. Their assignment was to determine thekitchen’s lighting scheme and wattage of various kitchen household appliances. (A list ofappliances and wattage ratings was provided). Once they knew their appliances andwattage

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Debra Brockway, Stevens Institute of Technology; Elisabeth McGrath, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Dawna Schultz, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

another chimes in “My dad’s an engineer and I never knew what it was and now Iunderstand what my dad does at work.” Or imagine an eighth grade class implementing anengineering unit where several students, characterized by their teachers as being disaffected, askpermission to bring their projects home so they can have more time to work on them. Forteachers in two New Jersey school districts, these are not imaginings; these are actualexperiences resulting from the introduction of engineering activities in their classrooms.As participants in the Engineering Our Future New Jersey (EOFNJ) Program, these teachers areamong the 2,400 elementary, middle, and high school educators in New Jersey who have beenintroduced to engineering concepts and curricula

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert McGahern, DDR&E; Robert Stiegler, NSWC-DD

Tagged Divisions

K-12 & Pre-College Engineering

Systems Safety and Engineering Division. Page 14.1241.1© American Society for Engineering Education, 2009 The Pre-Engineering Program Initiative of the National Defense Education Program—A Navy FocusAbstractThrough the Pre-Engineering Program (PEP) initiative, a part of the National Defense EducationProgram (NDEP), the Department of Defense (DoD) is mounting a nation-wide effort to assurethe viability of the nation’s future scientific and engineering workforce. Building on lessonslearned from the Navy-supported Virginia Demonstration Project (VDP) begun in 2001, the PEPwill grow to reach from coast to coast in 2010 when

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip S. Schmidt P.E., University of Texas, Austin; Christina Soontornvat, iFLY ; Stuart B Wallock

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

latter in 1968. Prior to coming to UT in 1970 he taught for two years at Prairie View A&M as a Woodrow Wilson Teaching Fellow. In 1994 he was named Texas Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and in 1995 he was selected as one of the 10 inaugural members of the Academy of Distin- guished Teachers at UT Austin. Dr. Schmidt received ASEE’s Ralph Coats Roe Award in 1992, and the Chester F. Carlson Award in 2010 for his contributions to development of project-based engineering edu- cation and promotion of educational and professional opportunities for women and minorities. During the past 10 years he has worked actively with the Austin Children’s Museum to encourage

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

understanding. In particular, the project closely examines parent-childconversation within a range of informal engineering contexts that exist at the intersection ofparents, children, and meaningful STEM learning. In this study we examine a pre-schoolprogram where parents and children can play with engineering-focused toys, a family-orientedengineering event for elementary students and their parents, and an engineering exhibit within ascience museum. This paper focuses on the first setting, the pre-school program where parentsand children play with toys to engage in engineering-related activities.Drawing from the literature on both engineering education and informal science education,video-recordings from 30 daughter-parent dyads are analyzed for

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Quamrul Mazumder, University of Michigan - Flint; Olanrewaju Aluko, University of Michigan-Flint

Tagged Divisions

K-12 & Pre-College Engineering

innovation increases at a phenomenal pace,more so than it was in the past few decades.Innovation and creativity in development of future technological breakthrough requires themotivation of current high school students to focus more towards science and technology. Anumber of pre-engineering programs have been developed across the nation during the past fewdecades to encourage students to consider engineering and science as career choices. Althoughthe programs showed an increased level of interest towards STEM disciplines, those initiativesare less than adequate as we are still seeing declines in enrollment in STEM disciplines. Toaddress the projected critical shortage of future scientists and engineers in the USA, a pre-engineering program was

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

Relevant Engineering Applications in Mathematics (CREAM) project at Washington State University.Denny Davis, Washington State University Denny Davis is professor of Bioengineering and co-director of the Engineering Education Research Center at Washington State University. He is also project director for the NSF-funded Culturally Relevant Engineering Applications in Mathematics (CREAM) project. Page 15.961.1© American Society for Engineering Education, 2010Poster: Engaging K-12 Students in Engineering Design of Cooling Systems for ElectronicsAbstract Successful lessons in the K-12

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Vanderbilt University; Amber C. Spolarich, North Carolina State University

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

provide evidence that the RET program and its associated research-based modules positively affected student motivation.Introduction Sponsored by the National Science Foundation (NSF), the goal of the ResearchExperience for Teachers program has been to support “the active involvement of K-12 teachersand community college faculty in engineering research in order to bring knowledge ofengineering and technological innovation into their classrooms.” In the winter of 2003,Vanderbilt University was awarded a site award for this program to host the “VanderbiltBiomedical Engineering RET Site Project.” Held in the summers of 2004, 2005, and 2006, thisprogram was designed with the previously discussed professional development characteristics inmind

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joan Barth, University of Alabama; Debra M. McCallum, University of Alabama; Beth Todd, University of Alabama; Rosanna E. Guadagno, University of Alabama; Beverly Roskos, University of Alabama; Carmen Burkhalter, University of Alabama; Marion J Goldston, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2446: EFFECTS OF ENGAGING CLASSROOM STRATEGIESAND TEACHER SUPPORT ON STUDENT OUTCOMES OVER SCHOOLTRANSITIONSJoan Barth, University of Alabama Joan Barth is a research social scientist at the University of Alabama. Research interests include psycho- logical and educational issues in school settings. Current projects include a study of personal, social and life goal factors that affect interest in STEM careers from elementary through college years.Debra M. McCallum, University of AlabamaBeth Todd, University of Alabama Dr. Beth Todd is an Associate Professor of Mechanical Engineering at the University of Alabama.Rosanna E. Guadagno, University of AlabamaBeverly Roskos, University of AlabamaDr. Carmen Burkhalter, The

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keeshan Williams, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander, Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

under NYU-Poly’s GK-12 program funded by NSF and CBRI consortium of donors. His research interests include real-time monitoring DNA-protein interactions at electrified interfaces.Vikram Kapila, Polytechnic Institute of New York University VIKRAM KAPILA is an Associate Professor of Mechanical Engineering at Polytechnic Institute of NYU, Brooklyn, NY, where he directs an NSF funded Web-Enabled Mechatronics and Process Control Re- mote Laboratory, an NSF funded Research Experience for Teachers Site in Mechatronics, and an NSF funded GK-12 Fellows project. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests are in cooperative control; distributed spacecraft formation

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Gerald Mora, New Mexico Tech; Ricardo Negron, WPAFB; Robert McGahern, DDR&E; Eugene Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

U.S. students in their knowledge of and theirparticipation in STEM as an area of critical concern to national security. Basic science andmathematics competence, gained in grades K-12, form the foundation of an educated, capable,technical future work force for DoD. The objective of NDEP is to support the education anddevelopment of such a future workforce by establishing a DoD-wide program to invigorate thescience and mathematics curriculum, to enhance teaching skills of science and mathematicsteachers to deliver the curriculum, and to increase the level of awareness, interest and activeparticipation of students in STEM activities, projects, and academics. The overall strategy is tohave DoD scientists and engineers partner with educational

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Linda Hirsch, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

designing and implementing professional development programs and curricula for K-12 teachers in science and technology. At the college level, he collaborates on projects exploring teaching methodologies and assessment strategies in first-year college courses in the sciences, engineering, and computer science.Ronald Rockland, New Jersey Institute of Technology RONALD H. ROCKLAND is Chair of the Department of Engineering Technology and a Professor of Engineering Technology and Biomedical Engineering at New Jersey Institute of Technology. He received a B.S.E.E. and M.S.E.E. and Ph.D. in bioengineering and electrical engineering from New York University in 1967, 1969 and 1972 respectively. He also

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Patrick Rousche, University of Illinois-Chicago; Michael Cho, University of Illinois-Chicago; Yang Dai, University of Illinois-Chicago; Hui Lu, University of Illinois-Chicago; J Hetling, University of Illinois-Chicago; jie liang, University of Illinois-Chicago; Susan McCormick, University of Illinois-Chicago; David Schneeweis, University of Illinois-Chicago; Richard Magin, University of Illinois-Chicago

Tagged Divisions

K-12 & Pre-College Engineering

industryfacilities. In camp year one (CY1), senior students were targeted. In CY2 and CY3,sophomores and juniors were targeted. Each day began with a special-topics lecture in amixed student/teacher setting. Lectures were typically followed by group tours of universityor commercial medical/bioengineering facilities. A group lunch for all participants includingthe camp faculty was provided each day. Mid-week, a separate lunch was arranged for thehigh school teachers and university faculty alone. In CY1 , students were assigned to a singlelaboratory to complete a project (a vote was used to try and match students to their preferredlaboratory). In CY2 and CY3, students rotated throughout the laboratories in small workinggroups of 4-8 students. Teachers were

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Donna Barrett, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, and other community groups with cost-effectivemethods of contributing to systemic reform that promotes better science, mathematics, andtechnology education1.” The Research Experiences for Teachers (RET) program2 is a specificvariety of SWEPT that places teachers into university laboratories to conduct research projects Page 11.247.2and that is sponsored by individual scientific and engineering directorates at the National ScienceFoundation (NSF). Annual requests for RET Supplements, of up to $10,000 per teacher, may beincluded in proposals for new or renewal NSF grants from various directorates, includingEngineering, or as supplements to

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chung Hyuk Park, Georgia Institute of Technology; Ayanna Howard, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

control as well as aspects of interaction with humans and the surrounding environment, has resulted in over 130 peer-reviewed publications in a number of projects – from scientific rover navigation in glacier environments to assistive robots for the home. To date, her unique accomplishments have been highlighted through a number of awards and articles, includ- ing highlights in USA Today, Upscale, and TIME Magazine, as well as being named a MIT Technology Review top young innovator of 2003, recognized as NSBE Educator of the Year in 2009, and receiving the Georgia-Tech Outstanding Interdisciplinary Activities Award in 2013. From 1993-2005, Dr. Howard was at NASA’s Jet Propulsion Laboratory, California Institute of

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Brittany Luken, Georgia Institute of Technology; Stacey Mumbower, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. The weeklong TEC camp is Page 15.962.2designed to expose campers to a wide range of engineering disciplines early in their educationsin order to inspire campers to consider college majors and careers in these important fields. Thecamp is highly interactive with hands-on projects in areas such as webpage design, robotics,structural design, and transportation engineering. Campers are given the opportunity to exploreengineering through interactive courses, seminars and laboratories that are lead by Georgia Techprofessors and graduate students. Campers are encouraged to interact directly with the graduatestudents and to ask questions about life

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Benjamin V. Fell, California State University, Sacramento

Tagged Divisions

K-12 & Pre-College Engineering

workshoppresented basic topics in earthquake engineering and incorporated a relatively advancedanalytical component linked to a series of shake-table experiments. The experimentsdemonstrated the influence of mass and stiffness on structural response while the analyticalcomponent introduced physics-based relationships engineers use to analyze seismic behavior.Overall, comments from the students and parents substantiate the effectiveness of an extendededucational experience which will inform future activities on an NSF-funded project. Engagingstudents in a mix of enjoyable and rigorous engineering activities over the duration of severaldays is a novel approach not commonly used in the field of earthquake engineering, but shouldbe disseminated and encouraged

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. O'Brien, Villanova University; Rebecca A Stein, University of Pennsylvania; Garrett M. Clayton, Villanova University; Aaron P. Wemhoff, Villanova University; C. Nataraj, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

topics such as force,pressure, density, buoyancy, statics, electricity, project management, engineering design, andsystem control. In addition, how these concepts related to the National Science Standards wasdetermined.Next, university faculty with expertise in each of these areas determined how these conceptsshould be presented. Following the faculty guidance, modules aimed at presenting the conceptsto teachers and PowerPoint slideshows aimed at presenting the concepts to their students weredeveloped. This development was carried by the faculty experts with the help of engineeringgraduate students. All demonstrations and experiments were built, tested, and modified bygraduate students and staff members of the College of Engineering under the

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

tinkering mayinteract with students’ emotional experiences. We suggest that regardless of whether or notstudents can complete a design goal, tinkering can help students engage in productivedisciplinary practices.Classroom BackgroundWe designed and ran a project-based instructional module within Summer Girls, a day-camp forhigh school students hosted by the University of Maryland. The module was piloted in Summer2013, and small modifications were made and implemented in Summer 2014. As part of theprogram, students learned to program Arduino (microcontroller) controlled robot-tanks(henceforth, Arduino-bot). Roughly 1-2 hours per day were dedicated to Arduino activities,while the rest of the time was spent on modern physics lectures, lab tours, and

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Tufts Center of Engineering Education and Outreach. Hynes received his B.S. in mechanical engineering in 2001 and his Ph.D. in engineering education in 2009 (both degrees at Tufts University). In his current positions, Hynes serves as PI and Co-PI on a number of funded research projects investigating engineering education in the K-12 and college settings. He is particularly interested in how students and teachers engage in and reflect upon the engineering design process. His research includes investigating how teachers conceptualize and then teach engineering through in-depth case study analysis. Hynes also spends time working at the Sarah Greenwood K-8 school (a Boston Public School), assisting teachers in

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kimberly Edginton Bigelow, University of Dayton; Gail Wheatley, Edheads; David Tomasko, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.610.3important that the developed website would be more in-depth, enable multiple types of learning,allow users to make mistakes, require active thinking, and mirror real world engineering tasks,all of which are elements that have been identified as providing users an engaging real-lifesimulation of engineering which can result in a “I can do this”-realization.Edheads (www.edheads.org), the lead behind this project, is well known for its interactive web-experiences. A number of experiences are available, exploring different types of fields; however,there had not previously been an experience focused on engineering. As one of its mostsuccessful experiences, Edheads has designed and implemented a Virtual Knee Surgery activitywhere users

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

curricula.MethodologyThis study examines the engineering content of 10 integrated STEM units developed by teams ofmiddle school science teachers for use their classrooms. The analysis is qualitative in nature,seeking to provide a rich description of the ways in which different units address the importantaspects of engineering.EngrTEAMS Project. The 10 integrated units analyzed in the paper were developed as part ofthe EngrTEAMS: Engineering to Transform the Education of Analysis, Measurement, andScience in a Team-Based Targeted Mathematics-Science Partnership project16. The purpose ofthis project is to support middle school science teachers through professional develop andcognitive coaching in developing and implementing effective integrated STEM curricula.During

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Holden, University of Wisconsin, Platteville; Kristina M Fields, University of Wisconsin, Platteville

Tagged Divisions

K-12 & Pre-College Engineering

teach a variety of physical concepts through the use of a two-part hands-on ropescourse activity: the first is a physical high ropes course and the second is an in-classroom physicsdiscussion which uses data collected during the physical ropes course. The physics projects anddata collected are different for different age groups, so girls can go through the program inmultiple, consecutive years and never repeat an activity.On the ropes course, students collect altitude and acceleration data by wearing a VernierWireless Data Sensor System (WDSS, shown in Figure 1) as they swing from a giant pendulum(called the Giant Swing) and climb rope ladders. Students are also digitally videotaped and thisvideo is uploaded along with the Vernier data to

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University; Crystal Tricia Chukwurah, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

selective university admissions practices, particularly in the STEM fields. Tours were held on the Vanderbilt campus and in their STEM laboratories. Attendees were encouraged to return to their classrooms with stories of how their subject areas are used in real research.3) Strategic Technical Experiences and Mentoring with University Partners Attendees learned about successful partnerships as well as brainstorm projects and programs on which to build a long-term partnership between their school and near-by higher education and professional entities. They also developed strategies for working with scientists and

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mehmet Ayar, TUBITAK; Bugrahan Yalvac, Texas A&M University; Fatih Ugurdag, Ozyegin University; Alpaslan Sahin, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

worked for the Live Energy Project during his PhD studies at Texas A&M University. Prior to his PhD studies, he worked for three years as a science teacher at a private school in Turkey.Dr. Bugrahan Yalvac, Texas A&M University Bugrahan Yalvac is an associate professor of science education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

make judgments about what is likely to work in a given context in response to students’ needs.Data presented in this paper suggests that our program produces future teachers with a richlevel of skills in all five of these areas. The program provides these skills in a unique andpowerful fashion through a full STEM, liberal arts and professional curriculum. The T&Econtent plays a special role. T&E content includes substantial emphasis on the design process(an “adaptive optimization” process), open-ended projects, hands-on skills, teaming as wellas verbal and visual communication skills. T&E skills also provide direct experiences withBloom’s higher levels of learning (analysis, synthesis & evaluation) as well as several

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering

, particularly sus- tainability, designing open-ended problem/project-based learning environments, social computing/gaming applications for education, and problem solving in ill-structured/complex domains.Ronald L Carr, Purdue University Ronald Carr is a Master’s and Ph.D. student in the Purdue University College of Education. He is currently completing his M.S. in Educational Studies/Gifted & Talented and working towards a Ph.D. in Learning Design and Technology. He currently works as a research assistant for the Institute for P-12 Engineering Research and Learning (INSPIRE).Nilson E. Martinez-Lopez, Purdue University Nilson Martinez-Lopez is an undergraduate student in the Purdue University College of Engineering. He

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brant Miller, University Of Minnesota; Tamara Moore, University Of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

and high schools.The primary vehicle to attain our goals is the “on-campus” research component. During this fiveweek intensive, on-campus immersion into research the RET Research Assistants (RAs) areexpected to be an integral part of the research being undertaken by faculty and select graduateand undergraduate students assigned to their particular project. To prepare RET RAs for thisrelatively short research window; RET RAs take part in an Advanced Preparation (AP)component of the program prior to coming on to campus. During the AP experience the RETRAs are expected to become familiar with the literature provided by their faculty mentor and toask questions via email or face-to-face as logistics allow to begin the professional dialogue

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Natalie Tran, California State University, Bakersfield; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Al Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

invent effective strategies and representations for solving math problems, and these methods can serve as bridges for instruction. He is also exploring the embodied nature of students’ knowledge, as exhibited by gestures, and the mediating effects of action on conceptual knowledge. His studies of teachers' beliefs about the development of students' mathematical reasoning showed that content experts can show evidence of expert blind spot, which influences teachers’ expectations of what makes things difficult for their students. He is currently co-principal investigator for the AWAKEN Project (funded by NSF-EEP), which examines the nature of high school pre-engineering

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

lessons from their curriculum with Page 26.1460.4students attending a voluntary summer camp. Teacher participants and coaches revised thecurricula based on their experiences during the pilot prior to classroom implementation. Teachersand coaches made additional revisions to their curricula after classroom implementation. Duringthis first year of the larger project, a total of 22 curricula were developed. The four curricula thathad completed their final iteration were selected for this analysis.Nine teachers worked either individually or in teams of two or four to develop the four unitswhich made up the cases for this study. All of these teachers