Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

(Boston Museum of Science)General Description: The Center’s goal is to integrate engineering as a new discipline in schoolsnationwide and to inspire the next generation of engineers and innovators. It offers curriculum,professional development, and partnership with industry, and school systems. The Center isresponsible for the following programs:Engineering is Elementary: Engineering and Technology Lessons for Children (EiE) is aimed toelementary level students. The program integrates engineering content with elementary scienceconcepts. “Each unit focuses on a field of engineering—for example, materials engineering,mechanical engineering, and environmental engineering—and includes a child's illustratedstorybook, lesson plans, and student

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Don Giddens, Georgia Institute of Technology; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Adults Teens Adults Teens Adults Teens All Boys Girls All Boys Girls All Boys Girls Good at math/science 86 (1) 84 (1) 85 84 77 (1) 71 (1) 59 81 72 (1) 76 (1) 74 78 Designs, draws, and 61 (2) 63 (2) 64 61 67 (2) 59 (3) 60 59 60 (3) 56 (4) 61 50 plans things Problem solver 59 (3) 62 (3) 68 57 60 (6) 52 (5) 58 47 64 (2) 50 (7) 47 53 Builds, constructs, and 53 (4) 59 (5) 59 59 63 (3) 59 (3) 60 59 54 (4) 61 (2) 64 58

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Nichole Au, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1722: ENGINEERING ENERGY SOLUTIONS FOR THE INSPIRESCURRICULUMNichole Au, University of Maryland, Baltimore County Nichole Au graduated Cum Laude in 2008 with a BS degree in Chemical Engineering from the University of Maryland, Baltimore County. She plans to finish her MS degree in Chemical Engineering also from UMBC in May 2009, after which she will pursue a career in industry.Julia Ross, University of Maryland, Baltimore County Julia Ross is Professor and Chair of the Chemical and Biochemical Engineering Department at the University of Maryland, Baltimore County. Her technical research interests are in the area of cellular engineering. In particular, her work focuses on bacterial

Conference Session

Women in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Katherine Titus-Becker, North Carolina State University; Heather Smolensky-Lewis, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

connections ≠ Need to build beginning College of Engineering identity ≠ Delivering coping mechanisms/armoring students against discouragements of first year ≠ Importance of parents to college successThe above focus areas were further refined by seeking support in education literature and thendefining specific actions and/or content for camp sessions to directly address areas of desiredemphasis. The table below lists some of the camp content connected with the relevant research.The first column lists the research or experience-related background. The center column lists thecamp goal that was written by the planning committee to address that idea, and the last columnlists the camp session and/or content that was designed to address the goal

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming; Dennis Coon, University of Wyoming; Paul Crips, Laramie Middle School; John Pierre, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

comfortable in working with a wide variety of students at different cognitive levels (middle school students through fellow educators).‚ Instructors should be comfortable in working with young, energetic students. They must be flexible and be willing to take time out from the scheduled lesson plan to fill in student knowledge gaps on an as needed basis.‚ It is important to keep the activities exciting and varied when teaching the program.ConclusionsWe highly recommend this approach to attracting and retaining students to the study ofengineering. We will use this material in the coming year for all of the programs previouslydescribed.All developed curriculum material is available for your use. Feel free to request the material

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

literature. Paris: International Institute for Educational Planning.[8] Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).[9] S. Y. Yoon, H. Diefes-Dux, and J. Strobel, (2013) “First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers,” Am. J. Eng. Educ. AJEE, vol. 4, no. 1, pp. 67–84.[10] Guskey, T. R. (1998). The age of our accountability. Journal of Staff Development, 19(4), 36-44.[11] Newman, D. (2010). An empirical

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Arthur D. Kney, Lafayette College; Emily Isabelle McGonigle

Tagged Divisions

K-12 & Pre-College Engineering

,” future plans include:  Continuation of the STEM camp as a STEAM Camp  Continued effort to improve the efficacy of our assessment process o Use of past data to establish a database to aid in iterative improvements  Better understand how the introduction of “Arts” into STEM improves learning outcomes and/or general framework of the education modules  Establish a website where our developed education modules will be made available to others  Integrate the support of K-12 teachers into the program with the intent to inform/collaborate on how to improve the efficacy of the delivery and messages presented through STEAM Camp informal environmental education program o Although

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

non-school-based teams had increased, however more must be doneto ensure that representation at the state tournament accurately reflects the balance of types ofteams participating in the program.Our plan for 2008 is to implement a policy that assigns an official “power rating” to each team,based on the type of team it is, the time it has available to practice, and it’s previous history andsuccess as a FLL team. The qualifying tournaments in the Atlanta area will then pit teams withsimilar power ratings against each other, with each tournament sending a proportional number ofteams to the state tournament. Outside of the metro Atlanta area, teams will be assigned totournaments geographically, to minimize travel time. This is our “NCAA

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Petros Katsioloudis, Berea College

Tagged Divisions

K-12 & Pre-College Engineering

visualization problems. Philadelphia, PA: IEEE Computer Society. 2. Clark, C. A., & Mathews, B. (2000). Scientific and technical visualization: A new course offering that integrates mathematics, science and technology. Journal of Geometry and Graphics, 4(1), 89-98. 3. Clayton, M. J. (1997). Delphi: A technique to harness expert opinion for critical decision making tasks in education. Educational Psychology, 17(4), 373-386. 4. Delbecq, L., Van deVen, H, & Gustafson, H. (1975). Group Techniques for Program Planning: A Guide to Nominal Group and Delphi Processes. New York: Scott- Foresman. 5. Dwyer, F. M. (1978). Strategies for improving visual learning. State College

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

William Lee, University of South Florida; Linda Nook, Riverview High School; William Massolio, Riverview High School; Robert Liming, Riverview High School; Nancy Smith, Riverview High School; Susan Pantling, Riverview High School; Rodeny Jones, Riverview High School; Jan Davis, RIverview High School; Judy Meksraitis, Riverview High School; Effa Beauette, Riverview High School

Tagged Divisions

K-12 & Pre-College Engineering

(plan to) attend college. Page 12.84.10 Table 2 School environment relationship to student=s VPA talent (Analysis addresses students with VPA talent only)PARENT SURVEY Total IB TE magnet Genera HSVPA students 48 27 (56.3%) 12 (25.0%) 9 (18.8%)VPA students/total 48/129 27/45 12/38 9/46students in program (37.2%) (60.0%) (31.6%) (19.6%)VPA activities occur mainly: At school 30(62.5%) Away from school 12 (25.0

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Benita Comeau, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Michael Pastirik

Tagged Divisions

K-12 & Pre-College Engineering

the federalrequirements. A key component of NCLB is Adequate Yearly Progress (AYP). AYP measuresyear-to-year changes in student participation and achievement on the statewide tests and otheracademic indicators. Ever year the AYP objective is increased, so that all students will berequired to pass the statewide tests by the year 2014. If AYP is not met, the school will sufferpenalties under the NCLB legislation. A school will enter the “In Need of Improvement” planafter two consecutive years of failing to meet the AYP. The “In Need of Improvement” plan isclearly documented on the Georgia Department of Education website, and lists consequences forten years of consequences in the “In Need of Improvement” plan3. The table below

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Meetu Walia, Polytechnic University; EDWIN YU, Polytechnic University; Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

the different ways to utilize inquiry to promote deeper understanding.RET Program: Polytechnic University also hosts an intensive summer research and trainingexperience in mechatronics for 10 teachers/year under an NSF funded Research Experience forTeachers (RET) program. The RAISE Fellows supported the RET project as follows: during thefirst two weeks of guided training of teachers, the undergraduate RAISE Fellows served as labassistants and during the final two weeks of the independent research experience phase, thegraduate RAISE Fellows served as project advisors to the teachers, assisting them with theirresearch planning and implementation.7. Conclusion The RAISE Fellows have created a series of modern sensor-based activities for

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Inst. of Tech.

Tagged Divisions

K-12 & Pre-College Engineering

., Simon P. Jones P., Humphreys S., and Sentence A. (2013), “Bringing computer science back into schools: Lessons from the UK,” presented at ACM Technical Symposium on Computer Science Education (SIGCSE), Denver, Colorado, March.5. http://cs.columbusstate.edu/documents/SITE_Paper.pdf6. Prusaczyk J. and Baker P. (2011), “Improving teacher quality in Southern Illinois: Rural access to mathematics professional development,” Planning and Changing, vol. 42, no. 2, pp. 101-119.7. Moskal B. and Skokan C. (2011), “Outreach programs and professional development activities at the Colorado School of Mines,” Journal of Higher Education Outreach and Engagement, vol. 15, no. 1, pp. 53-75, 2011.8. http://articles.philly.com/2014-01-06

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.441.4Engineering Self-Efficacy and Self-ConfidenceAs a measure of engineering self-efficacy, study participants were asked to indicate their level ofagreement with the statement “I could be an engineer, if I wanted to.” There was a statisticallysignificant difference between the study groups, with the girls who participated in the full CampReach intervention or another WPI STEM program rating themselves more highly than the othertwo groups. Post-hoc comparisons indicated a statistically significant difference between theCamp Reach Full and Camp Reach Partial study groups. A common theme in responses to open-ended questions about Camp Reach was the sense of empowerment and self-confidence createdby the program.As we were planning to

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

very complicated and if I have If you could find plans for other the right materials to make itprojects like the mousetrap-powered car 11 1  I would probably try somethingon the internet, would you try to build newthem at home?  Yes I would because I love to do this

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Aurenice Oliveira, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

decide to work harder in school. 3.43 (86%)6) Made me to decide to take different classes in school (including 2.85 (71%)college) than I had planned to.7) Made me more confident in my ability to succeed in engineering. 3.56 (84%)8) Increased my confidence in my ability to participate in engineering 3.64 (91%)projects or activities.(Table 1 – Attitude towards college education and STEM areas)Also related to Table 1, students’ comments to the question “What did you like best aboutthis activity” were:“Building a FM receiver system”“The hands-on learning was really encouraging”“Building an alarm system”“Enjoyed the College environment”“Learning about different engineering fields”“The information about

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

performance design choices. This paper describes a current engineering problem, provides details of the activities, andpresents evidence for impacts on high school students. Students’ attitudes about mathematics and Page 15.961.2science are revealed, as are their confidence related to doing mathematics and science. Data alsoshows what students enjoyed, learned, and/or would change after participating in the lesson. Afull lesson plan, activity description, and implementation instructions, with lesson worksheets areavailable upon request.Introduction The CREAM (Culturally Relevant Engineering Applications in Mathematics) programwas

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

withprofessional development and curriculum materials. A second approach has been to use lessexpensive curricula, such as the Utah Plan (a state developed basic engineering educationcurriculum), or to incorporate engineering and technology material within existing courses.Although these efforts made by Massachusetts and Utah are moves in the right direction, sadlythey are not representative of a national effort to include more technology and engineering in theK-12 environment. Page 15.206.4On a national level, No Child Left Behind calls for enhancement of education throughtechnology and increased technology funding. But, there is still much progress to be

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

following sections, the engineering design serious game will be briefly explained. The later sections will cover the implementation, evaluation, findings and limitations of this study. John Gill, physics teacher at Lee Scott Academy School, was planning to implement a trebuchet project with his students in a physics class. He wanted to introduce the design process in the class before starting to design the trebuchet. The engineering design serious game was chosen to introduce the design process to the students. The engineering design serious game will be referred to as a “game” in the following sections. Page 24.694.3Engineering Design GameThe game

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Foy, L&N STEM Academy, Knox County Schools; Chien-fei Chen, University of Tennessee, Knoxville; Erin James Wills, University of Tennessee, Knoxville

Tagged Divisions

K-12 & Pre-College Engineering

by multiple days due to technical issuesC. Teaching ApproachThe initial plans for introducing assembly language to high school students was to begin withvery simple projects and slowly introduce code for the students to analyze and understand theorganization and syntax. As processes and vocabulary became routine, the complexity of tasksincreased. The projects were designed to use previous sections of code that the students werefamiliar using to help develop a strong understanding of what was happening and how thedifferent parts of the code functioned. It was important not to overload the students with toomuch information or responsibility for self-learning at the beginning. With each lab, studentsdeveloped troubleshooting skills that could

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norman "Storm" Robinson III, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Tech

Tagged Divisions

K-12 & Pre-College Engineering

,  Colby  and  Sullivan  (2009)  shown  below  in   Figure  1.   Page 24.792.2 Figure  1.   (Grubbs, 2013)   The  process  begins  with  user  studies  and  problem  identification;  continues  through  the   development  of  a  conceptual  design,  prototyping,  and  testing;  and  ultimately  culminates  in   a  sustainable  implementation  plan  resulting  in  the  creation  of  the  marketable  product   designed  to  solve  the  problem.  (Grubbs, 2013)   The  iterative  nature  of  the  design  process  is  apparent  in  this  model

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

; Revise stage, students are asked torevise their original ideas based on new information they have found via readings, lectures, orwebsites. They develop the skills necessary to find the needed information then analyze, discuss,and present their revised ideas.8 At this point, the Test Your Mettle phase provides a formativeassessment, reinforcing the previous instruction and allowing the teacher to modify and adapt tofit the learners’ needs, providing remediation as needed. Finally, the Go Public phase presentsstudents with a hands-on version of a summative assessment, allowing them to work together ingroups to plan, design, implement, and report a final project that answers the challenge question. Upon completing twenty-three days

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

of participants 4 and 10, as shown in Table 1, provide two examples of exciting, novelRET-based teaching materials for elementary education. Participant 4 teaches in elementarymulti-age classrooms for K-1, 1-2-3, and 2-3-4 grades and contributes to a school-wide “STEMacademy.” Her RET research in the Virginia Environmentally Sustainable Technologies (VEST)Laboratory, in the Department of Civil & Environmental Engineering, yielded the classroomextension module entitled, “ALGAE: A Likely Gasoline Additive for the Environment.” Theteaching module contains a series of lesson plans and teaching materials based on the use of theScenedesmus dimorphus strain of algae as a potential source of biofuel. Specifically, the VESTlaboratory focuses on

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

implementing distributed scaffolding: helping students learn science from design. Journal of Research in Science Teaching, 42, (2), 185-217.31 Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4,(2), 103-26.32 Rubin, J. (1994). Handbook of usability testing: How to plan, design, and conduct effective tests. New York: Wiley.33 Corry, M. D., Frick, T. W., & Hansen, L. (1997). User-centered design and usability testing of a web site: An illustrative case study. Educational Technology Research and Development, 45(4), 65-76

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

concepts and phenomena. Finally, we plan to hold an annual professional development workshop to disseminate theLEGO-based science lessons developed by our project team to all science teachers in ourparticipating schools as well as to a wider audience of science teachers from NYC. In fact, weheld our first such professional development workshop in late October 2010. We had originallyexpected to host approximately 40 teacher participants but had to accommodate over 100attendees. Fluid Flow Rate lesson of this paper was one of the lessons conducted by over 25workshop attendees. As we conduct additional workshops and survey the workshop attendees, ina future paper, we will report on teachers’ workshop experience and their successes

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

not need to be burdensome and with careful planning can provide insight into howto develop the program for future students.Bibliography1. Bogue, B. “Assessment Driven Change: How Systemic Evaluation Can Lead to More Productive Outreach.”Proceedings of the 2005 American Society for Engineering Education and Annual Conference & Exposition.2. Bogue, B., Marra, R.M. (January, 2007) “Did it really work? Assessing the Impact of Outreach Programs.” SWEMagazine.3. Matthews, D. H., T. R. Hawkins, P. Jaramillo, J. Marriott, and A. Sharrard. “The Green Design Apprenticeship:How An Outreach Program Strengthens Graduate Research.” Journal of Industrial Ecology, vol 13 no. 3 June 2009p 467-476

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

through the use of LEGO-based engineering robotics. The motivation forthis study was derived from Schunn‟s work but is different in that the measurement ofproportional reasoning was purposefully planned and included a sample size of thirty students,including a control group.Norton (2006) used a LEGO-robotics context to investigate the mathematics learning of 46seventh grade students. He found that (a) the LEGO-robotics activities afforded learningopportunities that also reinforced social relationships, (b) explicit scaffolding was needed bysome students to achieve the mathematics learning, and (c) many students were able todemonstrate greater than expected mathematics and science learning. The assessmentinstruments used by Norton included a

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Landis, University of Pittsburgh; Christian D. Schunn, University of Pittsburgh; Monica Christine Rothermel, University of Pittsburgh; Scott Shrake, University of Pittsburgh; Briana Niblick, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

effectiveness of this program.AcknowledgementsFunding from the National Science Foundation (award #0808675) supports the University ofPittsburgh’s RET Site.Bibliography1. NSB. A National Action Plan for Addressing the Critical Needs of the U.S. Science,Technology, Education, and Mathematics Education System. In. Washington, D.C.: NationalScience Board; 2007.2. Katehi L, Pearson G, Feder M. Engineering in K–12 education: Understanding the statusand improving the prospects / Committee on K–12 Engineering. Washington, DC: NationalAcademies Press; 2009.3. Doppelt Y, Mehalik MM, Schunn CD, Silke E, Krysinski D. Engagement andachievements in design-based learning. Journal of Technology Education 2008;19(2):21-38.4. Mehalik MM, Doppelt Y

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Lourdes Gazca, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

Divertidos can be incorporated to P-12 science classroomswithout modifying the existing curriculum at the different types and modalities offered at theselevels in Mexico. Our program is fostering that students learn science and engineering DOINGscience and engineering.Results to date indicate the importance of placing teachers in the role of “students” and allowingthem to experience hands-on and minds-on inquiry-based activities as well as grapple withdesigning their own lesson plans in a peer group setting where they can brainstorm and receivefeedback. Therefore annually we hold on-campus one-week summer workshops in order to helpP-12 school teachers incorporate the developed experiments, ETKs and pedagogical practices5.To further promote the

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Todd Kaiser, Montana State University; Peggy Taylor, Montana State University; Carolyn Plumb, Montana State University; Howard Tenenbaum, La Jolla High School, San Diego Unified School District; Seth Hodges, St. Michael Indian School, St. Michaels, AZ

Tagged Divisions

K-12 & Pre-College Engineering

most interesting]. ≠ Making the cells. Now I can discuss with students in both Chemistry and AP Environmental Science how the cells are made and how they work. I felt that they [solar cells] were a “black box” of sorts before taking the course.Teachers were also asked to be specific about what they had adapted or planned to adapt to usein their courses. Three of the teachers had been able to use some content from the solar cellscourse: ≠ Energy and electron movement. Understanding how solar cells are made. Use of solar cells. ≠ I have a pre-engineering unit for my 9th grade physical science class. Materials from the solar cell course will be added in order to provide more information on what engineers do