Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Bruno Korst, University of Toronto

Tagged Divisions

K-12 & Pre-College Engineering

assumed. The hope is that byworking through this exercise before seeing the theoretical and mathematical details of theselaws in class, the students will gain a greater appreciation for the practical aspect of these laws.Experimental KitThis learning experience is based around a kit which consists of a modified off-the-shelf“electromagnetic flashlight”1, a custom-made circuit board, and a pair of connecting wires. Thecomponents of this kit are shown in Figure 1. The flashlight was modified slightly by adding aconnector to the side of the flashlight, which enabled a direct connection to one of the coils Page 22.608.2inside the body of the

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2011 ENGINEERS ON WHEELSIntroductionThere is a growing concern among educators that the science and mathematics knowledge of K-12 students needs to be made exciting and relevant [1-3]. Most school districts are faced withfinancial constraints especially in providing students enriching experiences via field trips andteachers with opportunities for educational workshops for STEM (Science TechnologyEngineering Mathematics) exposure. As such there is a dire need to reach out to the teachersand students on site to offer exposure to STEM careers via innovative hands on learningactivities. One such way would be to take engineering workshops onsite to school districts

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

New York City public schools. He received Polytechnic’s 2002 and 2008 Jacobs Excellence in Education Award and 2003 Distinguished Teacher Award. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of NYU-Poly’s Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 4 chapters in edited books, 1 book review, 43 journal articles, and 92 conference papers. Moreover, he has mentored 67 high school students, over 170 K-12 teachers, 21 undergraduate summer interns, and 11 undergraduate capstone-design teams, and graduated eight M.S. and four Ph.D. students.Magued G. Iskander, Polytechnic Institute of New York University MAGUED ISKANDER is Associate

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

schools. He received Polytechnic’s 2002 and 2008 Jacobs Excellence in Education Award and 2003 Distinguished Teacher Award. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of NYU-Poly’s Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 4 chapters in edited books, 1 book review, 43 journal articles, and 92 conference papers. Moreover, he has mentored 67 high school students, over 170 K-12 teachers, 21 undergraduate summer interns, and 11 undergraduate capstone-design teams, and graduated eight M.S. and four Ph.D. students.Magued G. Iskander, Polytechnic Institute of New York University MAGUED ISKANDER is Associate Professor and Graduate Adviser

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University; Heather Scott Smith, California Polytechnic State University; Teana Fredeen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

grades) to learn about engineering and experience hands-on labs in auniversity atmosphere. It's an opportunity for students to explore the different types ofengineering available at many universities. The aim of EPIC is to expand the College ofEngineering mission to K-12 students: "To educate students for careers of service, leadership anddistinction in engineering or other fields by using a participatory, learn by doing, ‘hands-on’approach" (Figure 1).Figure 1. High school students in the EPIC summer engineering program do hands-on labactivities to explore different engineering disciplines.The program goal is to inspire a diverse set of students to become engineers, while a secondarygoal is for those students to apply to the College of

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gail Ellen Gerdemann, Oregon State University; Willie (Skip) E. Rochefort, Oregon State University

Tagged Divisions

K-12 & Pre-College Engineering

three angles: (1) start with aproblem to be solved, perhaps from children's literature, and challenge students to adjust theprocess to meet the criteria for success OR (2) start with the strange properties the substance hasand come up with a problem the substance solves OR (3) design quality control tests for familiarmaterials. This paper will discuss some of the engineering design projects students can do withoobleck, slime, and play dough.All lessons have been tested in elementary classrooms by the author and other classroomteachers. The author is the coordinator of one school district's STEM curriculum and teachertraining efforts. The district uses a central materials center to store, schedule, and refurbish thematerials kits. The process

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Elementary Lessons that Highlight SustainabilityThe Engineering is Elementary (EiE) project has created 20 elementary-level engineering units that integratewith science topics. This session will provide an overview of the EiE materials with a particular emphasis onthe lessons that highlight sustainability and green engineering. These include: 1. Catching the Wind: Designing Windmills (Mechanical Engineering) This unit guides students to think like mechanical engineers as they use their knowledge of wind to design and create machines that can be used to capture wind energy. The storybook "Leif Catches the Wind" reinforces the science concept of air as wind, and introduces the field of

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

” cluster within the contexts of experiential and problem-based learning theories, andwill document the curriculum used such that its successes may be improved and replicated.2. Overview of High School Summer ProgramCOSMOS is a residential math and science summer camp that provides an opportunity formotivated high school students to work alongside university researchers and faculty to exploretopics that extend beyond the typical high school curriculum. The program encompasses fouruniversity campuses, each offering a variety of clusters in science and engineering thatconcentrate on hands-on activities in laboratory settings highlighting current universityresearch[1]. The objective of the “Earthquakes in Action” cluster described herein is to

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

Hampshireand California State University, Sacramento (CSUS). The research objectives of the NEESproject include validating hybrid testing techniques to the point of structural collapse bycomparing global and local responses with results from shake table testing previously performedby Lignos et al (2008). This validation experiments consider 1) hybrid simulations where thewhole structure is physically tested and only dynamic effects are simulated in the computer and2) substructure hybrid simulations in which portions of the structure are physically tested andothers are simulated in the computer. Thus, considering the larger goals of the research project,the 3-day engineering workshop curriculum described herein incorporates the theme of studyingthe

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

supervision of thefaculty members.Lists of all materials needed for teachers to successfully present these lessons were alsodeveloped and included with the plans. In cases where the teachers may not be familiar with howto obtain the materials, a way to procure them was included. Finally, student worksheets andglossaries of terms were developed for each module. Page 22.670.2DescriptionTen modules have been developed to help middle and high school students and teachers betterunderstand the science and engineering concepts related to underwater robotics. The includedconcepts are: 1. Engineering is Everywhere 2. Engineering Design Process 3

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Joyce Palmer Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

questioning of students during the demonstrations to gauge understanding of the sciencebehind them. For school groups, we perform a pre and post survey (based on the introductorytalk and the activities) to determine if they learned such things as the size of a nanometer, whatare some current nanoproducts, what products contain nanoparticles, what is hydrophobic andhydrophilic, what is a smart memory alloy, among others. We only use the results to providefeedback to the program and make changes where needed.Demonstration 1. Ferrofluid – Nanotechnology and MagnetismThe NNIN lesson What does Nanotechnology have to do with Magnetism?- AFerrofluid Activity will give you the background information for the full lesson. It can be foundat http://www.nnin.org

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samuel Abbas Johnson, University of St. Thomas; AnnMarie Thomas, University of Saint Thomas

Tagged Divisions

K-12 & Pre-College Engineering

greatly reduces its conductivity. In simple circuitbuilding, it isn‟t necessary to include the insulating dough. However, when making morecomplex shapes and structures to incorporate squishy circuits, insulating dough can be used toprevent short circuits4. This provides potential to develop more sophisticated designs thatincorporate genuine creativity.Making Squishy Circuits3,8Recipes and instructions, which can be found on the project website, to make both conductive Page 22.672.2and insulating play dough are reproduced below:Conductive Dough Ingredients:  1 cup Water  1 cup Flour  ¼ cup Salt  3 Tbsp. Cream of Tartar  1

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine A Broom, University of British Columbia, Okanagan; Wendy Lynn Klassen, University of British Columbia, Okanagan ; Carolyn Labun, Ph.D., University of British Columbia

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

issues embedded in aframework of concern for the welfare of other people. Care is a necessary component ofsuccessful group work and is thus related to effective engineering design by the researchers, asengineering frequently depends on multi-disciplinary teams.This paper presents the findings of a collaborative study that explored stereotypes and how thesemight be addressed. In particular, it discusses:1) if previous research describing the presence of gender stereotypes among both male andfemale students about the engineering profession as non-caring and non-collaborative issupported in this study, with a particular focus on upper elementary school age children;2) if male and female students have similar or varying views/stereotypes; and3

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.692.2exposing preschoolers to engineering related concepts, and on their motives and methods whiledoing so.MethodThis study used quantitative measures to understand how parents expose thei preschool childrento engineering through formal and informal interactions with a set of artifacts (see Table 1).Thirty-nine parents of children ages 4-5, from 6 Midwestern preschool classrooms participated inthe study. Families differed in their socioeconomic status. Eleven parents were recruited from 3classrooms in a university-based laboratory preschool and 28 were recruited from 3 Head Startclassrooms in the local community. Head Start is a program of the US Department of Health andHuman Services that provides comprehensive education, health

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

David R. Shields P.E., University of Nevada, Las Vegas; Krishna Prasad Kisi, University of Nevada Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

research presented in this paper is to investigate characteristics andacademic interests of CCSD CATA students enrolled in engineering curricula. Various factorswere investigated that influenced a student to attend a CATA engineering program and thestudent’s choice to pursue a baccalaureate in engineering.HypothesesFour research hypotheses were formulated for this study. They are: (1) students whose parents orfamily members who are employed or have been employed in an engineering related industry aremore likely to select engineering as an area of study in high school; (2) students whose parents orfamily members are employed in or have been employed in an engineering related industry aremore likely to plan to pursue an engineering baccalaureate; (3

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deanna H. Matthews, Carnegie Mellon University

Tagged Divisions

K-12 & Pre-College Engineering

provided at the end ofthe paper. Question 2 regarding the topics covered changed according to the content includedeach program year. A total of 34 students responded to the surveys. Response rates (Table 1) forthe 2007 survey were between 40% - 60% for each cohort, while for the 2010 emailed surveywere around 25% for each group. Eight of the 34 respondents were still in high school at thetime the survey was administered, all in the 2007 survey. All other respondents were currentlyenrolled in a university program. We did not survey a control group of students who did notparticipate in the outreach program. Page 22.711.4Table 1. Cohort size and response rates for the surveys. Students

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas Higher Education Coordinating Board

Tagged Divisions

K-12 & Pre-College Engineering

group participated in the morning session and thecontrol group participated in the afternoon session. Students received instruction in mathematicsconcepts and, in the case of the integrated mathematics and engineering program, students alsoreceived instruction in the engineering design process as well as in building and programmingwith LEGO-robotics. The students were randomly assigned into a team of three and wereprovided orientation regarding the cameras‟ set-up at each of their tables for the duration of theweek. After the novelty wore off, students were relaxed around the cameras and they workedand discussed comfortably, generally disregarding the equipment (see Figure 1). Figure 1 Students working in a videotaping-setup

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Bárbara M. Brizuela, Tufts University, Education Department

Tagged Divisions

K-12 & Pre-College Engineering

grade students engage in drawing and artifactconstruction when tasked with an engineering design problem. The study addresses threeresearch questions: 1. How does a first grade student’s drawing of their planned solution to an engineering design problem address the problem requirements? 2. What is the relationship between first grade students’ drawing of their planned solution and their constructed artifact? 3. What is the relationship between first grade students’ drawing of their planned solution and the success of their constructed artifact?BackgroundProfessional engineers design bridges, bubble gum, computers, cars, and more. They start byidentifying a need or problem and end with carefully

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

activities to help teach the concepts. No fewer than sixactivities were created for each grade level, K-5. RAMP-UP follows Dr. John Dewey’sexample that math could be learned through everyday activities such as cooking. [1]Following this philosophy, common items found in the home were used to create several,original activities. For example, toothpicks and marshmallows are used for both aKindergarten and a fifth grade activity where the students build 2D and 3D shapesrespectively. Another very popular activity called, Diaper Hold’em© teaches studentsabout liquid volume and the SI and English metric systems using kitchen turkey basters,yellow colored water and diapers. The activities are neatly packaged with instructionsand worksheets (as necessary

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

instructional units. Together, Ms. Zookand Megan planned the unit described here, which addresses man-made disasters and how theseevents impact people and the environment. This lesson introduces environmental engineering tothe students. Given the demographics of the student population, these students are unlikely tohave family members who are engineers and therefore are unlikely to have had previousexposure to the practical applications of engineering to the environment. The complete lessonplan is provided in Appendix A. The students’ learning targets in science and mathematicsfollow. Science is reflected in numbers 1 through 6, and mathematics in 7 through 11.By the conclusion of this unit, students will be able to: 1) Differentiate between the basic

Conference Session

Best Practices in K-12 Engineering: Assessments of Participant Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan E. Walden, University of Oklahoma; Eugene F. Brown, Virginia Tech; Malinda S. Zarske, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2011 Best Practices Panel – Assessment in K-12 Engineering Education and OutreachIn September 2009, the National Academy of Engineering released the report from thecommittee tasked with determining the state of engineering in K-12 education.1 A simplifiedsummary of that report is that many well-meaning people are active in a variety of wayspromoting and teaching engineering in K-12, but little is known about what programs oractivities are most successful or how or why they are successful. Formal and informal programs,programs that work with students, programs that work with teachers, programs meant to inform,inspire, and educate about engineering, programs that use

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

AJ Almaguer, University of California, Berkeley; Roy Tangsombatvisit, University of California, Berkeley; Matthew Ford, University of California, Berkeley; Susan Yushan Chen, University of California, Berkeley, Berkeley Engineers and Mentors; Lisa A. Pruitt, University of California, Berkeley; Neil Ray, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2011 Building Engineers and Mentors: A Model for Student-Led Engineering OutreachIntroductionTwo years ago, it became apparent to us that there was a strong desire to participate inengineering-related outreach on the part of the students. Many student organizations such as theHispanic Engineers and Scientists, Pi Tau Sigma, Society of Women Engineers and other similargroups each had their own unique k-12 outreach programs while other organizations likeEngineering 4 Kids Day were piloting their own unique contributions. In interviewingundergraduate students we found consistency in the obstacles that they faced: (1) students wereeither unaware of the

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

critical.Moreover, we do not use a trial-and-error approach to design. Instead, the project relies on thedevelopment of underlying mathematics and physics principles so that students can predictprojectile motion prior to launching the catapult.Launching into Engineering is divided into three periods: Discovery Weekend 1, DiscoveryWeekend 2, and the Challenge Weekend. Regional high school mathematics and science teacherswill select four to six students to participate with them in the project. During the course of theproject, the teachers will be on campus six times: three times without their students and threetimes with their students. Page 22.304.5The

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

mathematics) fields that have historically been a part of the elementary schoolday (i.e., science and mathematics),1-3 and most have had no exposure to more recent STEMareas, technology and engineering. 4 Cunningham, the national director of the EiE project,offered: “If most elementary teachers are afraid of teaching science, then the notion of teachingengineering is often accompanied by terror”. 5 Quality professional development experienceshave been shown to bolster practicing elementary teachers’ knowledge, confidence and attitudestowards engineering and other STEM subjects. 5, 6, 7 This paper explores another potential meansof supporting classroom teachers as they learn to teach engineering: co-teaching. Co-teaching is a nearly 50-year-old

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Brian D. Gane, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

environmentalchallenges of the high tech workplace 1,2. The next generation labor force will need to be able toexamine problems from a variety of contexts, create ideas from these contexts, analyze andsynthesize information, and work collaboratively with a diverse set of colleagues – traits that areemphasized in the ABET engineering accreditation criteria 3, but unfortunately are not effectivelyhoned by our K-12 educational system. To be effective, learning experiences should, at once:1) be designed to target content and skill learning standards, and 2) incorporate 21 st centurycontexts that include ample technology so that the experiences are relevant and valued by currentand future students.The National Research Council, in collaboration with the American

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

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

Teacher Professional Development CourseAbstract The engineering design process has evolved over time to be the central and effectiveframework that engineers use to conduct their work. Logically, K-12 STEM professionaldevelopment efforts have then attempted to incorporate the design process into their work. Therehas been little in the STEM literature, though, of the explicit measurement of the growth indesign process knowledge. Our study presents findings of significant improvements inknowledge of the design process that resulted over the course of a recent summer STEM instituteand professional development program among K-5 teachers. As more emphasis is placed on integrating STEM into the curriculum 1 there is a need toenhance the

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

K-12 & Pre-College Engineering

of Southern Maine. Based on 2004/2005 statistics 1, 95.4 % of theUniversity’s student population was “White/Non-Hispanic”. In an effort to increase ourtotal enrollments and also address our lack of racial diversity, we found a very“reachable” population in the local public schools. The public school student populationin the region is in fact significantly more diverse 2 with a “White/Non-Hispanic”population of 80.81%. In both instances the balance of the populations were comprisedof Blacks, American Indian, Asian/Pacific Islander, and Hispanic.On average, two high school classes per month have traveled to campus to participate inlaboratory based sessions. As a direct result of these sessions, four new majors havejoined our program and

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Papini Warren, Maui Economic Development Board; Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

population is white or Caucasian, while the majorityconsists of Asian, Native Hawaiian or Pacific Islanders and mixed races. (See Table 1 Below.) Table 1. Ethnicity of Students and Teachers in Public Schools of Hawaii Ethnicity Students Teachers African-American 2.3% 0.4% Caucasian 14.7% 22.8% Chinese 3.2% 3.9% Filipino 20.5% 5.7% Hawaiian/Part- 27.6% 9.4% Hawaiian Hispanic 3.2% 0.2% Japanese

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Van Stephen Blackwood, Colorado School Of Mines, GK-12 NSF Fellow; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

, Educational Partnership Between Colorado School of Mines andMeeker Elementary School, the Colorado School of Mines (CSM) and Meeker School District Re-1 have established a collaborative relationship with the purpose of improving K-5 instruction inmathematics and science. The goal of this collaboration is to transfer research and curriculum thatis being developed as part of the Bechtel K-5 Educational Excellence Initiative for use at MeekerElementary School (MES). A major hindrance to this effort has been the 250 mile distance fromMES to CSM, a portion of which is on rural roads and over the Rocky Mountains. These factorsprevent regular visits and in-person meetings between MES and CSM faculty, which is possiblewith CSM’s local partner elementary

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Blake C. Wade, University of Texas, Arlington and Kennedale High School, Kennedale ISD; Yvette Pearson Weatherton, University of Texas, Arlington; Melanie L. Sattler P.E., University of Texas, Arlington

Tagged Divisions

K-12 & Pre-College Engineering

as writing a research paper for a journal ormagazine. Students are capable of using computers accordingly to gain knowledge from theirschool system, collegiate system or from their home at a much higher rate than in the past. Manyindustries depend on students coming out of college programs that know how to use technologyand apply it to their daily jobs. One such industry is engineering. Students and professionalsalike are required to know how to apply technology to working models and ultimately to projectdesign. Research shows that Americans are becoming ever more dependent on technology,especially computers, the internet and cell phones.1, 2 In October 1997 36.6% and 18.6% ofAmerican households reported the use of computers and the