Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Education, 2015 The Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching Engineering (RTP-1)AbstractThe next generation science standards (NGSS) call for all K-12 students to participate inengineering experiences. This will be a new subject area for many schools in the U.S. Teachersreceive training to teach science and math, but most elementary and middle school teachers havenot received engineering or technology education training. As the push for incorporating moreSTEM into K-12 increases, it is important to understand teachers’ attitudes and experiencesrelated to engineering and STEM at the K-12 level. The Novel Engineering Project (formerlyIntegrating Engineering and Literacy Project

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Glenn W Ellis, Smith College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia K Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

adventure; and pathways for integrating the online and offline curricula. Figure 1: The Through My Window homepage (left) shows options for reading the Talk to Me novel, engaging in learning adventures and other options. The Team Through My Window homepage (right) shows options for learning about the project and accessing educator resources.III. Imaginative Education Engaging the imagination is not a sugar-coated adjunct to learning; it is the very heart of learning. It is what brings meaning and sense and context and understanding to the knowledge we wish to teach. --Kieran Egan, An Imaginative Approach to Teaching4The learning sciences place great emphasis on developing

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Vincent William DeLuca, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

total of 36 credit hours, including 15 credits of coreeducation/pedagogy courses, 15 credits of Technology Education courses and 6 credit hours of aspecial project that will be administered jointly by faculty in CED and COE (Table 1). Therequirement of an engineering education-based project in lieu of the thesis makes it possible forstudents to complete the degree within one year. Page 26.16.4Table 1. Plan of StudySemester (Credit Hours) Course (Credit Hours)Summer Session I, II (8) Summer I: TED 530: Foundations of Teaching Technology (3) TED 692: Research

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

school teachers, and moreover, a fewteachers have successfully incorporated what they learned at the workshop to improve theirteaching. In the summer of 2014, we organized Google Computer Science for High SchoolWorkshop once again, with the workshop’s format changed to be “completely online.”Compared with our 2013 workshop, the 2014 workshop aims to reach more high school teachersand thus achieve more impact. Our 2014 workshop has the following seven (7) specific goals. Page 26.206.2 Goal 1 Provide online professional development opportunity in the discipline of computer science to high school teachers. Goal 2 Instruct

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; David Linley Macmorine, CEEMS

Tagged Divisions

K-12 & Pre-College Engineering

or y coordinate. I used a hula hoop, white board, markers, a projector and graphing calculators to visuallyteach this lesson on the unit circle. Please see Figure 1 for a visual representation. Starting withthe hoop, I said, “Let’s assume the radius of this circle is one. Does everyone know what theradius is?” Proceeding to roll the hoop on the floor, I asked the following questions, “How canwe mathematically describe what is going on here with the rolling circle? How can we describethe angle? How can we identify the x and y coordinates? How can we graph 3 things when weonly have two axes?” Next, placing an x and y axis on the board, I inquired, “What shall we puton the x-axis?” My students correctly identified that the angle degrees

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

investigations will include parent-boy dyads forcomparison, but was not collected at this time.Dyads consisting of a parent with their daughter (aged 3-5 years) were video-recordedwhile engaged in two different engineering tasks: building a tower out of familiarmaterials and constructing a second tower out of unfamiliar materials (Figure 1). In thepreliminary phase, participants (n = 25) were asked to build a tower with a specified goal(i.e. to a specific height), whereas participants in the follow-up phase (n = 25) were giventhe same directions though infused with a social context (i.e. building for someone, for aspecified purpose) (Table 1). Within the preliminary phase there was a limited contextbelayed to the participants, allowing the problem to be

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Douglas C. Hall, University of Notre Dame; Sean Patrick Martin, University of Notre Dame's DeBartolo Performing Arts Center; L. Arielle Phillips, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

main activities: (1) hands-on, museum-style exhibits anddemonstrations in the engineering building, (2) small group sessions facilitated byundergraduates with discussion and hands-on activities, (3) a concert where all 350 fifthgraders accompanied the artists-in-residence on custom instruments designed and built byundergraduates for the performance of a classical music work composed by the artistsspecifically for this educational event.IntroductionFifth grade academic standards for music in Indiana call for an understanding of the“relationships between music, the other arts, and disciplines outside the arts,” specificallyciting examples in mathematics. Neither the standards for mathematics nor science (thestate does not have fifth grade

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bassant Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Rashid Alammari, Qatar University; Saud A Ghani, Qatar University; Mazen O. Hasna, Qatar University

Tagged Divisions

K-12 & Pre-College Engineering

products are not wellconnected to outside problems 5. Engineering is an applied science and mathematics field that isto a significant extent problem solving and design oriented, hence engineering design connectstudents to real-world problems 6; Main steps of Incorporating Engineering Design Challengesinto STEM courses are shown in Figure (1) 7 The paper provides an analysis on the impact of engineering design in K-12 student’sperception and attributes towards STEM fields, as well as, impact on 21st century skillsdevelopment. The paper reports on Quantitative analysis investigating the impact of engineeringdesign based experience “Life is Engineering project” on soft skills enhancement and technicaldevelopment of K-12 students. Figure (1) the

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

Paper ID #13742Eliciting Informed Designer Patterns from Elementary Students with Open-Ended Problems (Fundamental)Mrs. Lija Andrija Yang, Tufts Center for Engineering Education and Outreach Lija Yang is an Educator in Residence and Curriculum Developer at the Tufts Center for Engineering Education and Outreach; she has a M.Ed. in Literacy Instruction K-12 and is a certified Reading Special- ist. She has taught 1-4th grade and integrated engineering concepts and thinking in her curriculum. Her focus is to help educators gain confidence and experience in STEM and enable them to inspire and teach engineering to budding

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.592.1 c American Society for Engineering Education, 2015 Elementary Teachers’ Reported Responses to Student Design FailuresIntroduction The inclusion of engineering design within elementary education means that students’engineered designs will sometimes fail. Failure is a normal part of engineers’ and students’attempts to solve a problem by creating and testing possible designed solutions (i.e., designs); itis expected that one or more designs will fail to solve the problem and operate as intended.1, 2, 3, 4Although students may receive failing grades or perform poorly on a test, failed designs arerelatively new artifacts within elementary education.5, 6

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie C. Vereen, University of Alabama; Allison D. Vereen, North Douglas Elementary, Douglas County School System

Tagged Divisions

K-12 & Pre-College Engineering

committee. In conjunction with the goals andinitiatives of the committee, they developed a survey to achieve the following objectives: 1. to determine the feasibility of teachers transitioning their classes into science labs if provided adequate resources for hands on labs and activities 2. assess the willingness for teachers to volunteer additional time after school and weekends if additional activities, such as Science Olympiad and robotics team, were created 3. assess teachers being open to pursuing additional education by way of an endorsement class in either math or science or taking the content specific GACE in order to help the school achieve the STEM school certificationThe objective of the survey was to evaluate

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

matter knowledge of student participants is also discussed. The paper further highlightsbest practices that have been developed at the STEM Institute host college to assist otherinstitutions in developing a similar program to increase subject matter knowledge as well asinterest and self-efficacy in STEM.1. IntroductionIncreasingly publications describe our nation’s compelling need for “home-grown” STEMprofessionals while at the same time condemn the lack of preparedness of most graduates forthese jobs. Experts are also concerned that that the aging workforce and a reduced labor poolwill impact professionals available for the federal STEM workforce.1 Moreover, despite high

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

Jacob Inman, INSPIRE Institute for Pre-College Engineering Education; Monica E Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.814.1 c American Society for Engineering Education, 2015 Gender Bias in the Purchase of STEM-Related Toys (Fundamental)IntroductionMotivationWhile there has been much research dedicated to the issue of underrepresentation of women inengineering fields and collegiate programs, the potential causal factors of this phenomenon havelargely been considered institutional and the result of unfair bias (both in employment andincome) against women in these technical positions [1]. However, other recent research indicatesnot institutional factors but resource availability as the primary source of workplacediscrimination against women in technical fields [2]. Among these resources is the developmentof

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

(EiE). Our goals were, and are, to (1) Increase children’sknowledge about engineering technology, and their skills in solving engineering problems; (2)Support teachers to improve their ability to teach engineering and technology; and (3) toadvocate for the inclusion of engineering in elementary schools1.Engineering is new in elementary school classrooms. Teachers and administrators want to know,before adopting new curricula, what evidence exists that it works. Does a curriculum helpstudents achieve a better understanding of the problems and processes of engineering? Does itsupport them to become more skilled in engineering and science practices as laid out by the NextGeneration Science Standards2? Does it contribute to students’ understanding

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

, and Persons with Disabilities in Science and Engineering reportpublished by the NSF, with significant variance by subfield.1 The proportion of womengraduating with a bachelor’s degree in computing disciplines has decreased. 1 In 2012, the U.S.Congress Joint Economic Committee affirmed that, “Women’s increased participation in theSTEM workforce is essential to alleviating the shortage of STEM workers” in the United States.2The ASEE Diversity Task Force has identified increasing the percentage of undergraduatefemale students to 25% by 2020 as a strategic goal.3 Explanations for the continuedunderrepresentation of women include the impacts of the social structures of society, educationand the professions on women’s participation, as well as the

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Alex Petersen, STEMpact2020; Christopher D Wyant, Wichita East High School

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. For example, one company provides employees 40 hours a year of paid leave forvolunteer efforts and will now encourage its employees to spend those hours on STEMmentoring. As more companies become aware of successful high impact mentoring efforts, wecan establish a “new normal” for industry commitment to volunteerism and high impact STEMmentoring. In the pilot year, Academic Year (AY) 2014-2015, we will establish a documentedbaseline of STEM mentoring (both high impact and volunteerism). The activities are: 1)Promotion of STEM mentoring in terms of adding new corporations and in increasing thenumber of professionals engaged per company, 2) Coordination with coalition mentoringorganizations to increase the STEM mentoring activities in our

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Gajdzik, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

and a middle school mathematics teacher at a Title 1 school in Waco, TX.Dr. Johannes Strobel, Texas A&M University Dr. Johannes Strobel is Director, Educational Outreach Programs and Associate Professor, Engineering & Education at Texas A&M, College Station. He received his M.Ed. and Ph.D. in Information Science & Learning Technologies from the University of Missouri. His research/teaching focuses on engineering as an innovation in pK-12 education, policy of STEM education, how to support teachers and students’ academic achievements through engineering, engineering ’habits of mind’ and empathy and care in engi- neering. He has published more than 140 journal articles and proceedings papers in

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Kjolsing P.E., University of California, San Diego; Yael Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

students have yet to be exposed to, is difficult. This task is exacerbated if studentsfeel lost in the concepts and become disengaged. Several earthquake engineering modulescapitalizing on the use of a low-cost, commercially available instructional shake table (developedby the Network for Earthquake Engineering Simulation; see Figure 1) have been developed toaddress these issues. In each module concepts are broken down to their fundamental levels andpresented to students through a combination of lectures, videos, peer instruction, in-classdemonstrations, and construction based projects to increase student comprehension. The modulesgoals are to build the students’ knowledge base through interactive activities, generateexcitement about engineering

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Birgit Fahrman, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Per G. Norström, KTH Royal Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

26.1497.1 c American Society for Engineering Education, 2015Technology education in primary school in Sweden: A study ofteachers’ views on teaching strategies and subject content.(Fundamental) Page 26.1497.2Technology education in primary school in Sweden: A study ofteachers’ views on teaching strategies and subject content.(Fundamental)IntroductionTechnology education in Sweden has been a mandatory subject in compulsory school sincethe mid-1980s. Its origins are in metal and wood working, but it has developed into aninterdisciplinary subject that includes crafts, engineering science and the history oftechnology. 1 2 The current curriculum, introduced in 2011

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katheryn Kennedy, Stevens Institute of Technology, CIESE

Tagged Divisions

K-12 & Pre-College Engineering

placed into teams of four for the challenge.Differentiation of requirements and materials by teachers facilitates scaffolding to meet variedpopulation needs. Materials used during two forty five minute classes dedicated to this challengerange from flashlights, colored paddles, rubber bands, straws and shoe boxes.Scaffolding includes guiding the teams with explicit prompts to consider the following points. ASecret Agent packet facilitates “seeing student thinking” and promotes team processing of eachcomponent of the process: 1. Determine what the code should be 2. Determine how the information can be transmitted. 3. Utilize the Engineering Design Process to elaborate the following points: State the problem Generate

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei, Texas A&M University at Qatar; Brady Creel, Texas A&M University at Qatar; John S Small, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

-­‐rich  countries,  since  the  1990s.    The  State  of  Qatar  is  one  of  the  countries  in  the  region  that  has  made  one  of  the  greatest  investments  in  building  human  capacity  to  meet  its  development  strategy,  which  is  described  in  the  Qatar  National  Vision  2030  (QNV).  The  QNV,  which  is  the  touchstone  for  all  governmental  spending  priorities,  highlights  goals  for  Qatar’s  economy,  in  human  and  social  development,  and  for  environmental  stewardship  (1).      Qatar  is  a  small  peninsula  located  on  the  northeastern  coast  of  Arabian  Peninsula.    The  south  of  Qatar  shares  a  land  border  with  the  Kingdom  of  Saudi  Arabia;  otherwise  the  country  is  surrounded  by  the

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Noel Kathleen Hennessey, Program Coordinator; Sanlyn Buxner, University of Arizona; James C. Baygents, The University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

overthe past two years. A hybrid version for four of the GC DELI units was developed, providinghigh school students and their teachers with supplemental hands on projects and otherscaffolding. In academic year 2014-15, four hybrid GC DELI units were rolled out to 21 ENGR102 HS classrooms. This paper contains detailed information about the progress of the GC DELIhybrid units in high schools, responses to forced-choice questions and qualitative data fromteachers who have worked with the units. Additionally, we include responses to forced-choicequestions from the 31 student evaluations collected after delivery of one hybrid GC DELI unit.1. IntroductionOver the past decade, concern has been growing among educators, government agencies andprivate

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 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; Judit Györgyey Ries, The University of Texas

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

certified educators in support of effective contentdelivery, we increase capabilities of summer programs to provide program models that are viablefor replication or scalability of student interventions.Specific questions addressed in this report ask: 1. Do summer Science, Technology, Education, and Math (STEM) engagement activities increase student interest in STEM? 2. Did participating teachers gain knowledge, build critical instructional skills, and increase self-confidence in motivating students in STEM? 3. Did participating students gain STEM knowledge and become excited about moving forward in the STEM education and career pipeline

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph D. Steinmeyer, Massachusetts Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

component in the curricula we develop, and final projects must involve some form of discrete circuit component. • We have emphasized the concepts of sensors, signals, and signal processing when teaching programming and electronics. Many labs, homework exercises, and activities involve interpreting signals generated by using sensors and circuits of the student’s creation, interpreting those signals using programming, and making design decisions based off of those interpretations. • All laboratory exercises in the first half of the courses are designed to be carried out in groups of two or three, and be significantly open-ended (see Tables 1, 2, and 3). This prepares students for the open-ended

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Anne Seifert, Idaho National Laboratory; J. Kade Hendricks, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

practices.Pre-Test Results: Our analysis revealed that before the teachers (N = 347) entered the i-STEMprofessional development offering they had very limited knowledge of core practices. When asked to listcore practices some responded with answers such as, “I have no knowledge of this.” and “Givebackground on rockets, watching videos, building rockets, discuss how and why they flew the farthest,redo and re-fly.” and “Not sure what you mean by "practices."” In contrast, when asked to rate their levelsof knowledge of the math practices (on a scale of 1 – 10) the average rating was 5.67 (SD = 2.21) andknowledge of science/engineering practices was 2.62 (SD = 2.00). Responses indicated that the teachersrated their knowledge as moderate in math and low in

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

development.Introduction Times have changed. There is a new message emerging. The future of engineering, and some would say of society, depends on its delivery. The new message starts with the recognition that engineering design is a social and humanistic field, as well as a technical and scientific one; and that, like other professions, human impact is placed at the center of the process [1].This excerpt is taken from Diane Rover’s Journal of Engineering Education AcademicBookshelf review of the National Academy of Engineering’s (NAE) Changing the Conversationreport. The conclusion of Rover’s article, much like the report she reviews, is clear – “in an ageof ‘messaging’”, messages have the power to transform engineering education.A

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy A Niesl, University of Minnesota STEM Education Center; Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

following NGSS: Disciplinary core ideas: LS4.C, Crosscutting concepts: Cause and effect, and Engineering Practices: ETS.1.A-C. This unit begins by introducing the problem people have with slipping on ice due to poor foot traction during Minnesota winters. Students are challenged to look into ways nature has already solved the problem. The engineering challenge charges students to design a shoe that is inspired by “Mother Nature’s Shoes” that will work to prevent slipping on ice. The unit includes a pre and post content test to measure student content learning and a rubric to measure student engineering design solutions. Unit Summary Lesson Objectives Lesson 1: The To

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

 2     Lesson  5     Lesson  1   Lesson  3   Lesson  4     Standard  vs.  non-­‐ Designing  a  toy  box   Non-­‐standard  units   Physical  properties   Testing  materials   standard  units   organizer  Literacy   Book

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Lesson 1 (Day 1 & 2) Lesson 2 (Day 3-5) Lesson 3 (Day 6 & 7) Introduction: Biotechnology: Surface Area: Engineering & Cells DNA Extractions Data Analysis & Measurement - Introduction to the - Learn how to extract DNA - Use physical and graphical models to design challenge from cells explain the relationship of exterior and STEM Integration Activities - Review cell

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

students into the world of sensorimotor neuralengineering research. The Center’s mission is “to develop innovative ways to connect a deepcomputational understanding of how the brain adapts and processes information with the designof implantable devices that interact seamlessly with the nervous system.”1 Researchers at theCenter aim to “create a closed-loop co-adaptive bi-directional brain-computer interface (BBCI)”which can both “record and stimulate the central nervous system to encourage neuroplasticity,promote recovery, and restore sensorimotor neural function.”1 This system is specifically beingdesigned for people with specific types of spinal cord injury, stroke, Parkinson’s disease, andother neurological disorders.Each summer, the YSP is