Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tom Benton, University of Texas, Austin; Taylor Martin, Univ of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

engineering education identifiesseveral concepts key to engineering as a general discipline, particularly to engineering design asa problem-solving process: systems, modeling, and optimization2. That all three of these aremore techniques and heuristics than knowledge-based content areas points towards our framingof engineering as an integrated discipline – that is, intertwining science and math contentknowledge with design and problem-solving strategies. Classroom instruction that captures thisperspective frequently takes the form of Design Challenges, which bring together science andmathematics content with engineering and design principles under the umbrella of extended,design-focused projects. Unsurprisingly, this approach also demands potentially

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Harpeth Hall School and Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

highschool girls held by the Center for STEM Education for Girls at the Harpeth Hall School inNashville, TN. In 2013, twenty-eight girls participated in the program. Two-thirds of the girlswere from local public, comprehensive high schools, while the other third attended independentschools in the area. The curriculum was based in both service learning and engineering designwithin a global context. The Lwala Community Alliance of Kenya "hired" the participants towork on two projects. The rising 9th and 10th graders designed a fish pond to enable the Lwalaresidents raise fish to use as a commodity. The rising 11th and 12th graders designed an ovenfor the women of Lwala to bake mandazi in large quantities to use as a commodity fortrade. Participants

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

researchers will independently score all of the pilot VCD responses. If their agreement is less than 80%, discrepancies will be discussed and the scoring rubric will be revised. The two researchers will then independently score all responses again. This process will be repeated until their scores agree more than 80% of the time. Test-retest reliability will be determined by administering both versions of the VCD to approximately 20 pre-service teachers who are not involved in the project. Reliability will be achieved when there is greater than 80% agreement, on average, in the performance of individual teachers across the two versions

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center; Krystal S Corbett, Cyber Innovation Center; Geoffrey "G.B." Cazes, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

thestudents. Page 23.1030.5The guidelines for the challenges are released 4-6 weeks prior to each competition to allowteams time to prepare. Teachers can integrate these project-driven challenges into theirclassroom curriculum, or they can use the challenges as curriculum for their afterschool clubsand programs. The majority (62%) of students on competition teams are members of roboticsclubs that meet after school. Twenty-one percent of the remaining students volunteer or competeto participate on a team while 13% are required to participate in the competitions as part of aSTEM class. A small percentage of students participate in the competitions as

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey G. Groark, Southern Methodist University; Delores M. Etter, Southern Methodist University

Tagged Divisions

K-12 & Pre-College Engineering

inorder to develop critical thinking skills. National and state standards have begun to embrace thisbelief and suggest that students spend a significant amount of time in the classroom learning themethodology of scientific investigations and apply what they learn through projects andexperiments2,3. In particular, the Texas state standards for middle school science explicitly statethat 40% of student time should be spent conducting experiments4. This paradigm shift providesan exciting opportunity for educators and students through the use of innovative and engagingscience curriculum that further evolve students’ understanding of and curiosity about the worldaround them5.Outside of conventional classrooms, there is a need to provide students with

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan A. Pruet, Mobile Area Education Foundation; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Engaging Youth through Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Alabama. She received her bachelor of science from Louisiana State University in Shreveport. While in the informal education field, Dean designed and implemented staff development and education programs, developed STEM programs for students K-12, and most recently was project leader for an Engineering Learning Lab at the Gulf Coast Exploreum Science Center. Currently, Dean serves as the EYE Assistant Director at the Mobile Area Education Foundation in Mobile, Alabama. Page 23.1342.1 c American Society for Engineering Education, 2013 Using the E in STEM as a Catalyst for Science

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Mechatronics and Entrepreneurship, a GK-12 Fellows project, and a DR K-12 research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and control system tech- nology. Under Research Experience for Teachers Site and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six philanthropic foundations, he has con- ducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York City public schools. He received NYU- SoE’s 2002, 2008, 2011, and 2014

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Leigh McFarland Kendall, Tufts University; Kristen Bethke Wendell Ph.D., University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

is often only a supplement to science or social studieslessons.33,34,40 The engineering-based science units in our research were intended toreplace existing science units, and they incorporated inquiry and science content withinthe framework of a grand engineering-design challenge. These challenges includedbuilding a sturdy and insulated model house (properties of materials), designing amusical instrument (sound), constructing a people mover for an airport (simplemachines), and creating a model of a rainforest animal (animal structure and behavior).MethodsResearch questions. This paper is the first from our research program to focusexclusively on the teachers involved in the project and their perceptions and experiencesin implementing

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Brudigam, Lake Travis High School; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3987: SPATIAL ABILITY IN HIGH SCHOOL STUDENTSMs. Kristin L. Brudigam, Lake Travis High School Kristin Brudigam is a mathematics and engineering teacher at Lake Travis High School in Austin, Texas. She earned her undergraduate degree in mathematics education from Wayne State College and her mas- ter’s degree in science education with an emphasis in engineering education from the University of Texas, Austin. Additionally, Brudigam is certified to teach civil engineering/architecture and Introduction to En- gineering Design as part of the Project Lead the Way curriculum at Lake Travis High School. Brudigam developed a curriculum entitled ”Careers Involving Mathematics” as an undergraduate in the John G

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology; Shauna O'Hurley, Rochester Institute of Technology; Robert P. Lillis, Evalumetrics Research; Betsy Khol, Women in Engineering; Robert D. Garrick, Rochester Institute of Technology; Jeanne Christman, Rochester Institute of Technology

Tagged Divisions

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

at the state and local level for over 35 years. He is the Evaluation Consultant for the Rochester Institute of Technology Women in Engineering Project and for the Rochester Area Colleges Center for Excellence in Science, Technology, Engineering and Math (STEM). He also provides evaluation services for school districts for a variety of special programs including 21st Century Learning Center programs, after-school mentoring programs and environmental education programs. Mr. Lillis has served as the evaluator for numerous community substance abuse prevention and intervention programs and has conducted outcome studies for the Yes Pa Foundation, character education program.Betsy Khol, Women in EngineeringRobert D. Garrick

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

includes studies on the teaching and learning of communication, effective teach- ing practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Dr. Matthew Arnold Boynton PE P.E., Virginia Tech Matthew Boynton recently finished his Ph.D in Engineering Education at Virginia Tech. He also holds a B.S. and M.S. in Civil Engineering from Tennessee Tech and an Ed.S in Instructional Leadership. Matthew has experience in industry as well as teaching. Previously, Matthew taught Project Lead the Way Engineering courses in two rural high schools in

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

engineeringproject for implementation in their high school classroom.Although the E3 program is not a research project, the E3 program’s goal and core objectives canbe linked to anticipated outcomes. As part of the program’s formative and summativeevaluation, anonymous online surveys were administered to participants in two E3 summerprograms using the pre- and post-program survey format, and participants were asked to respondto survey statements using a Likert-type scale of responses. The E3 leadership team notedinconsistencies in some of the survey results with the teachers’ written (and verbal) comments;therefore the team investigated the apparent contradictions. Possible explanations included (a)pre-program survey response overestimation and concomitant

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Daphne Duncan, Purdue University; Euridice Oware, Purdue University; Monica Cox, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

educational research methods. Her research interests include assessment and evaluation of the educational environment. She worked as a researcher for four years as a member of the Assessment and Evaluation team within the National Science Foundation-funded VaNTH Engineering Research Center, developed a two-year mentoring-based curriculum for underrepresented undergraduate students at Vanderbilt University, and co-facilitated training workshops for first-time biomedical engineering graduate teaching assistants at Vanderbilt University. She most recently completed a research project examining the validation of the VaNTH Observation System, a classroom observation instrument used exclusively to

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

polymers and semiconductors. He has co-developed a Materials Concept Inventory for assessing fundamental knowledge of students in introductory materials engineering classes. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a courses on Connecting Mathematics with Physics and Chemistry and also a course on Engineering Capstone DesignChell Roberts, Arizona State University Chell A. Roberts is an associate professor of industrial engineering. He received his Ph.D. in Industrial Engineering and Operations Research from Virginia Tech in 1991. He has a MS in Industrial Engineering and a BA in Mathematics from the University

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lija Andrija Yang, Tufts Center for Engineering Education and Outreach; Aaron W. Johnson, Tufts University; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

support a subset of existing literature that shows studentsengaging in expert engineering practices and approaching problems with more nuance and skillthan is often expected of children in grade 3-5.11,12 This is further supported by an ongoing studyin its second year looking closely at teachers’ use of textbook based science and engineeringcurriculum versus teachers using researched project based science, hands on science andengineering curricula that directly addresses NGSS’ call for integrating engineering andscience.14 In the first year results of their study, students engaged in the hands-on project basedcurriculum outperformed their peers in the comparison curriculum, that used textbook basedwork, on outcome measures aligned to the core

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C Paugh, University of Massachusetts Boston

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

-making duringthe student-to-student interaction of collaborative engineering design projects? To confirmopportunities for all six reflective decision-making elements during classroom project work, weconducted content analysis of the EiE curriculum units. As discussed above, in Lesson 4 of allunits, we found learning tasks that could reasonably be expected to call upon these six elements.Partnering with four elementary teachers, we video recorded seven EiE units at four differentgrade levels (water filters in 2nd grade, bridges in 3rd grade, circuits in 4th grade, and maglevvehicles, windmills, pollinators, and knee braces in 5th grade). During each unit, we focusedvideo recorders on one or two student groups. We also collected students’ paper

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Shawn Stevens, University of Michigan; Namsoo Shin Hong, University of Michigan; Molly Yunker, University of Michigan; Cesar Delgado, University of Michigan; George Bodner, Purdue University; William Fornes, Purdue University; Nick Giordano, Purdue University; Joseph Krajcik, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

science and engineering and nanotechnology are emerging fields that containconcepts and phenomena that are not usually addressed in traditional science curricula, but inwhich students might be interested. Research efforts in the area of Nanoscale Science andEngineering Education (NSEE) teaching and learning have therefore recently been undertaken ina multi-institutional, collaborative project. This study investigated 7-12th grade students’ interestin various nanoscale science and engineering concepts and phenomena. In particular, weinvestigated whether we can identify activities based on nanoscale phenomena that will motivatediverse learners to explore and learn nanoscale science and engineering topics. We also reporton students’ suggestions for

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

., performing mechanical testing and evaluation of scanners and other mobile devices in Holtsville, N.Y. His largely experimental research is focused on parametric studies of novel lightweight composites and simulations of functionally graded materials under load.Dr. Vikram Kapila, Polytechnic Institute of New York University Vikram Kapila is a professor of mechanical engineering at NYU-Poly, where he directs an NSF funded Web-Enabled Mechatronics and Process Control Remote Laboratory, an NSF funded Research Experi- ence 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, Ohio. His research interests are in cooper

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angie Martiza Bautista-Chavez, Rice University; Allison Nicole Garza, Rice University; Stephanie M. Herkes, Rice University; Nicholas W. McClendon, Rice University; Aaron Layne Sharpe, Rice University; Brent C. Houchens, Rice University; Kurt Jonathan Kienast, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3355: MOTIVATIONS OF VOLUNTEER DREAM MENTORSMs. Angie Martiza Bautista-Chavez, Rice UniversityMs. Allison Nicole Garza, Rice UniversityMs. Stephanie M. Herkes, Rice UniversityMr. Kurt Jonathan Kienast, Rice UniversityMr. Nicholas W. McClendon, Rice UniversityMr. Aaron Layne Sharpe, Rice UniversityProf. Brent C. Houchens, Rice University Page 25.951.1 c American Society for Engineering Education, 2012 Motivations of Volunteer DREAM MentorsAbstract Two existing inventories are modified to measure motivations of DREAM mentors whovolunteer as design project leaders for underrepresented, underserved high

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary B. Phelps, HEDGE Co.

Tagged Divisions

K-12 & Pre-College Engineering

female spatial ability is one of the most prolific researchareas, likely because it is one of the few still significant differences. Mental rotation is the mostsignificant difference24. Dweck indicates that females with growth mindsets close most genderachievement gaps22, and Moe and Pazzaglia believe skills practice and spatial training contributepositively towards addressing the gaps5.Testing methodologies Page 25.1296.4Sheryl Sorby’s research in 3-D spatial skills development dovetails with Piaget’s assessment thatspatial skills are developed in stages: first topological (ages 3-5), then projective (adolescence orlater), and finally “people

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

Keeley. Wade is currently living in Arlington, Texas. Email: blakecwade@gmail.comYvette Pearson Weatherton, University of Texas, Arlington Dr. Yvette Pearson Weatherton received her Ph.D. in Engineering and Applied Science (Environmental Engineering) from the University of New Orleans in 2000. She is currently a Senior Lecturer in Civil Engineering at the University of Texas at Arlington. Dr. Pearson Weatherton’s expertise is in the areas of air quality including monitoring and modeling and engineering education. She is currently PI or Co-PI on a number of NSF-funded engineering education projects including ”UTA RET Site for Hazard Mitigation”, which is the basis for this paper. She is a registered Professional

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9133LiftOff to Best Practices in K-12 Engineering Curriculum DesignMs. Margaret Baguio, University of Texas at Austin Margaret Baguio is the Sr. Education and Outreach Coordinator for NASA’s Texas Space Grant Con- sortium in Austin, Texas. She has worked for over thirty years in youth development and education. During that time, Margaret has worked in public schools, for the Texas Cooperative Extension Service 4-H & Youth Development Program, managed a USDA Science and Literacy project for at-risk youth, and promoted space education to students, teachers and the general public through the Texas Space Grant

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

research project conducted by the NCLT professionaldevelopment team. This qualitative study focused on understanding the specific ways middle- Page 12.873.4and high-school teachers felt they could incorporate nanoscale science and engineering topicsinto their curricula. The data used in this introductory study are comprised of the nanoscalephenomena-related lesson plans matched to state standards created by middle- and high-schoolscience teachers participating in a two-week professional development workshop held in thesummer of 2006.ParticipantsTwelve science teachers participated in the 2006 professional development workshop onnanotechnology held

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Robin Little, Douglas L. Jamerson Jr. Elementary School; Richard Gilbert, University of South Florida; Charles Parsons, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare, Douglas L. Jamerson Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Kim Parsons, Pinellas County School District

Tagged Divisions

K-12 & Pre-College Engineering

declared theme.Douglas L. Jamerson, Jr. Elementary School is a magnet school with a mathematics andengineering theme. Located in an urban neighborhood, Jamerson receives Title I services for astudent population in which 66% of students are eligible for free or reduced lunches. The schoolhas set a standard of excellence for its teachers (requiring them to attain national boardcertification) and curriculum (total integration of all its subjects with the engineering theme).The appearance of the school plays a vital role in the projection of this theme and in thereflection of the school’s high standards. The campus’s physical elements add to the school’sappearance. Interactive displays developed by the school are used by the students and faculty

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

incorporated into 15% of global manufacturingoutput totaling $2.6 trillion by 2014.3 It has also been estimated that there will be 2 million jobscreated in the areas of NSE by 2015 worldwide, including the creation of 0.8-0.9 million jobs inthe United States. In addition to the 2 million NSE jobs, there will be 5 million more jobscreated in nanotechnology-related fields. The projected impact of NSE on the economy in the21st century suggests that there exists an urgent need to educate the future work force ofscientists, engineers, and technologists, as well as the general public, about this emerging field.4As a way to educate the future work force in NSE, the National Center for Learning andTeaching in Nanoscale Science and Engineering (NCLT) was

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leroy Cox, University of Missouri-Rolla; Cassandra Elrod, University of Missouri-Rolla

Tagged Divisions

K-12 & Pre-College Engineering

asearly as seventh grade7,8. This time is when adolescents begin to experience more freedom,getting the opportunity to make various choices for themselves. To encourage students at thisage that engineering is a viable career option to consider may engender more exploration into theprofession.Recruiting efforts need to consist of talks about what it means to be an engineer, but they alsoshould consist of formal presentations about the kinds of problems that particular engineerssolve. For example, mechanical engineers could speak about design issues, and perhaps leadstudents as they participate in small-level design projects so as to reinforce these concepts.Students have to “see” engineering, and the fruits thereof. Providing this glimpse could be

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

workers, is one of the central concerns of engineering education research. While manycurrent K-12 programs focus on engineering thinking and design (e.g. Project Lead theWay, Engineering is Elementary, Design Squad), there is still a need to promoteaspiration and understanding of engineering as an occupation, especially in out-of-schoolenvironments where children spend a majority of their time.1Career aspirations and expectations of children have already started to develop prior toentering formal schooling.2,3 During this critical development period, parents serve as themajor source of career information coupled with media (television, print, etc.) and othersocial experiences. While the significance of parents’ role in the development of

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Satabdi Basu, Vanderbilt University, Institute for Software Integrataed Systems; John S Kinnebrew, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar; Tazrian Haider Rafi, Vanderbilt University; Gautam Biswas, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

analytics and user modeling. She is currently a Research Assistant at the Institute for Software Integrated Systems and works on a NSF-funded project for teaching middle school students science and computational thinking simultaneously in curricular settings.Dr. John S Kinnebrew, Vanderbilt UniversityMr. Shashank Shekhar, Vanderbilt UniversityMr. Faruk CaglarMr. Tazrian Haider Rafi, Vanderbilt University Tazrian Haider Rafi is an undergraduate student studying computer science at Vanderbilt University.Dr. Gautam Biswas, Vanderbilt University Gautam Biswas is a Professor of Computer Science, Computer Engineering, and Engineering Manage- ment in the EECS Department and a Senior Research Scientist at the Institute for Software

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University; Wanda Moses, South Carolina State University; James Allen Anderson, South Carolina State University; Cynthia T Davis, SC State University

Tagged Divisions

K-12 & Pre-College Engineering

Alliance. We are thankful to theSTARS Alliance for providing us with this help. References1. DuBow, W. (2011). NCWIT Scorecard: A report on the status of women in information technology.Boulder: NCWIT.2. Simard, C., (2009). Obstacles and Solutions for Underrepresented Minorities in Technologywww.anitaborg.org/news/research.3. Gürer, D., Camp, T., (2010). Investigating the Incredible Shrinking Pipeline for Women in ComputerScience (Final Report – NSF Project 9812016)http://women.acm.org/archives/documents/finalreport.pdf.4. Swain, N. K., Korrapati, R., Anderson, J. A. (1999) “Revitalizing Undergraduate Engineering,Technology, and Science Education Through Virtual Instrumentation”, NI Week Conference

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Thalia Anagnos, San Jose State University; Lelli Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6564Curriculum Exchange: ”Make Your Own Earthquake”Dr. Sandra Hull Seale, UCSB Dr. Seale earned the B.S.E. in Civil Engineering from Princeton University in 1981, the S.M. in Civil En- gineering from MIT in 1983, and the Ph.D. in Civil Engineering from MIT in 1985. Dr. Seale is currently working as the Project Scientist and Outreach Coordinator for the Seismology Research Laboratory at UC Santa Barbara.Dr. Thalia Anagnos, San Jose State University Dr. Thalia Anagnos is a professor in the General Engineering Department at San Jose State University, where she has taught since 1984. She also serves as the co