Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Selin Frances Sirinterlikci, Carnegie Mellon University

Tagged Divisions

K-12 & Pre-College Engineering

not only build a robot using alternative energy, but also to work out the problems to make it more functional.ConclusionsIn conclusion, the three day pilot built on the lead author’s previous summer campexperiences presented a good insight on the possible content, project scale and durationof the new research camps7,8,9,10. It also strengthened the idea of combining highperformers with (hands-on) practically oriented students in groups to help improve eachothers’ weaknesses. Next year’s camp duration will be extended to 5 days, since 3 daysdid not allow enough time for elaborate design and problem solving. Students in the pilotstudy were told to prove concepts and work hard to come up with a working-prototype

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Augusto Z. Macalalag Jr., Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

vehicle to positively influence the interest of students inengineering at a young age, and as a partner to advance research on teacher and student learningin science, engineering and 21st century skills.Based on experience implementing K-12 engineering programs since 2006, we offer thefollowing recommendations for expanding the reach and deepening the impact of elementaryengineering education: Build a repertoire of workshops that include exemplary, research-based curricula such as Engineering is Elementary, Design Squad (PBS) and lessons from the TeachEngineering digital library, to facilitate as many connections with teachers’ existing curricula and interests as possible. Promote and provide both standalone, single-day workshops

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie S. Ivey, University of Memphis; Paul J. Palazolo, University of Memphis

Tagged Divisions

K-12 & Pre-College Engineering

attrition from engineering programs. Dr. Ivey et al. received the 2005 Best Research Paper award from the ASEE Midwest Section, and the 2006 award from ASEE Zone III for the preliminary publication from the learning style project. She teaches courses in transportation engineering and engineering statistics and conducts research in the area of sustainable community development and freight modeling. She is a lead faculty instructor for the Herff College of Engineering’s targeted outreach program, Girls Experiencing Engineering, since its inception in 2004, and has also served as program faculty in other co-educational outreach programs. She has experience as a high-school math/science teacher, is the faculty advisor for

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

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

obviation of failure, every new failure – no matter how seemingly benign – presents a further means towards a fuller understanding of how to achieve a fuller success.23End point failure, however, is not a desired outcome for an engineer. When such failures occur,analysis of the event is performed to understand heretofore-unknown risks or the impact ofunintended usage, or to examine the failure in light of new knowledge or research.24 Engineerspersistently engage in what Petroski calls a “thoughtful reappraisal of even centuries-oldfailure[s] to yield new lessons from old examples.”25 Designing and testing for limits to establishfactors of safety at final product stage is an engineering norm. In the field, failure is used as ameans to

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teacher data from state-wide publicinstruction databases. The goal will be to track students and teachers across multiple years,through multiple STEM outreach experiences and, for students, eventual matriculation tocolleges and universities (including NCSU).The new data-driven assessment tools will be used for MISO project research and will beavailable to any STEM outreach campus program. In this way, any STEM outreach projectaffiliated with NCSU, big or small, will have access to a valid analytic tool to evaluate theimpact of their project, as well as MISO research results. In order to support the campus-widecommunity of practice, projects will have the opportunity to work collaboratively during twice

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony, Tennessee Technological University; Melissa Geist, Tennessee Tech University; Sally Pardue, Tennessee Tech University; Mohamed Abdelrahman, Tennessee Technological University; Evangelynn Thurber, Cookeville High School

Tagged Divisions

K-12 & Pre-College Engineering

immerses high school mathematics and science teachers into the design andprocesses of engineering research. Teachers conduct their research alongside engineeringstudents (undergraduate and graduate) with supervision from engineering faculty in variousdisciplines (mechanical, chemical, etc.). Of central importance to the project team is how tofoster the translation of that research into practice, specifically into the high school mathematicsand science curriculum. This paper explores the viability and flexibility of the Legacy Cycle as avehicle to (1) train teachers to be researchers, and (2) as a planning and implementation modelteachers can use to take engineering concepts and research into their classrooms.RETainUS is designed so that teachers

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Jill Andrews, University of Michigan; Lorelle Meadows, University of Michigan; Joy Oguntebi, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

mathematics principles to real-world (engineering) applications, helping secondarystudents understand the importance of a college education, and providing hands-on science andengineering activities.Both Fellows and volunteer undergraduate student tutorsi assist secondary students withhomework, improving study skills, and standardized tests and examinations preparation. Summerscience experiences and academic year activities for teachers offer opportunities to work onengineering research projects with university faculty. Parents are gaining “College Knowledge”through a model Professional Learning Communities / Critical Friends Group format. The modelis designed to be exportable nationwide.This paper focuses on the involvement of university graduate and

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

address calls for greater workplace and college readiness as well as increase thenumber of students who consider a career in a STEM-related field.Despite the rise in interest in providing students with learning experiences that foster connection-making across the STEM disciplines, there is little research on how best to do so or on whatfactors make integration more likely to increase student learning, interest, retention,achievement, or other valued outcomes. Indeed, there is considerable confusion about just whatintegrated STEM education is and how, if at all, it is different from STEM education that is notintegrated.This paper summarizes the findings and presents the recommendations from a recentlycompleted study of integrated K-12 STEM

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2846: MOTIVATIONS AND BENEFITS FOR COLLEGE STU-DENTS SERVING AS MENTORS IN A HIGH SCHOOL ROBOTICS COM-PETITIONNoah Salzman, Purdue University Noah Salzman is a graduate student in Engineering Education and Mechanical Engineering at Purdue University. He received his B.S. in Engineering from Swarthmore College, and his M.Ed. in Secondary Science Education from University of Massachusetts, Amherst. He has work experience as both an engi- neer and taught science, technology, engineering, and mathematics at the high school level.Johannes Strobel, Purdue University, West Lafayette Johannes Strobel is Director of INSPIRE, Institute for P-12 Engineering Research and Learning and As- sistant Professor of Engineering

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eugene F. Brown, Virginia Tech; Larry G. Richards, University of Virginia; Elizabeth A. Parry, North Carolina State University; Malinda S. Zarske, University of Colorado, Boulder; Stacy S. Klein-Gardner, Vanderbilt University and Harpeth Hall School

Tagged Divisions

K-12 & Pre-College Engineering

Hall School Stacy Klein-Gardner’s career focuses on K-12 science, technology, engineering, and mathematics (STEM) education, particularly as it relates to increasing interest and participation by females. Klein-Gardner serves as the Director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, Tenn. Here, she leads professional development opportunities in science, technology, engineering, and mathematics (STEM) for K-12 teachers and works to Identify and disseminate best practices from suc- cessful K12, university and corporate STEM programs for females. This center also leads a program for rising ninth- and 10th-grade girls that integrates community service and engineering design in

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Mangold, University of California, Berkeley; Stefanie Robinson, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

University of California, Berkeley. Her research interests are sustainable design and manufacturing, and engineering education and K-12 outreach. Page 23.1196.1 c American Society for Engineering Education, 2013 The Engineering Design Process as a Problem Solving and Learning Tool in K-12 ClassroomsAbstractIt can be difficult for teachers to develop engineering curriculum for the classroom due to timeconstraints, limited access to resources, and lack of knowledge about the benefits and potentialsuccess in the classroom. Another challenge to incorporate

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

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Science Achievers, and ACS Project SEED. She’s been invited back do pharmaceutical engineering research with Research Experience for Teachers at NJIT every summer for the last 8 years now, with her Project SEED students. In 2008 one of her research students became a Science Talent Search Finalist. He also won best in category awards at the Intel International Science and Engineering Fair two years in a row. In 2010 she was named a Society for Science and the Public Teacher Fellow, and served on the Advisory Council for Intel ISEF since 2012. Marie currently teaches three levels of engineering courses, that she designed, and coaches students doing science research projects for competitions.Dr. Howard S. Kimmel, New Jersey

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Paul Klenk, Duke University; Gary Ybarra, Duke University; Anne D'Agostino, Compass Consulting, LLC; Ed Maxa, North Carolina Cooperative Extension; Kate Guerdat, North Carolina Cooperative Extension

Tagged Divisions

K-12 & Pre-College Engineering

North Carolina State University. She provides statewide training and curriculum assistance for counties in 4-H delivery modes and conducts research on best practices of 4-H delivery strategies for youth development programming in order to develop and deliver training to County providers. Page 15.671.1© American Society for Engineering Education, 2010 Impacts of Engineering in 4-H After-School ProgramsAbstractTechXcite is an informal, project-based engineering program for middle school students beingimplemented initially in after-school settings. The program is a partnership between the PrattSchool of

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

checked theentries for completion. In addition, mentors wrote 3000-word reports synthesizing their researchduring the program.The purpose of these investigations was to engage the mentors in the practice of teaching andlearning in a deeper way by asking them to formally design their research effort and describehow they intend to perform their investigations, especially in the face of their overarching dutiesas mentors to their students. The collective efforts of the mentors provided a powerful analysis ofthe ideas we applied to the InnoWorks program. Most of the mentors found that by engaging intheir role as educational researchers, their mentoring experience became substantially moreinteresting, fulfilling and effective. Similar efforts in other

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

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, University of Southern Mississippi

Tagged Divisions

K-12 & Pre-College Engineering

published a book and more than fifty articles in various areas of industrial engineering. He is involved with editorial and professional society activities including ASEE. He is the editor in chief of the International Journal of Logistics & Transportation Research. Page 23.381.1 c American Society for Engineering Education, 2013 Designing STEM Curriculum for K12 StudentsAbstractUnited States is facing tremendous shortage of Science, Technology, Engineering, andMathematics (STEM) graduates. This shortage is poised to hurt the future workforce and henceeconomic growth of

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University; Lauren Madden, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

specified in theschool district in fact had a broad STEM content, including covering many technology,modeling, and engineering design activities. It was also recognized that it would be important tonot only understand the curriculum as written, but also understand how teachers enacted thecurriculum in their classrooms. We had reason to believe that differences in teacher training, andexperience and attitudes towards STEM would result in differing approaches to instruction, andthat direct observation of classrooms would be the best way to understand and document theseinstructional strategies. In the first six months the research team spent time observing classroominstructional practice using a structured but flexible observation protocol (see

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Boynton P.E., Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

schools. Boynton is currently continuing teaching the high school courses to students virtually.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of engineering education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communica- tion in engineering design, interdisciplinary communication and collaboration, and design education. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses nationwide, and is co-PI on several NSF grants to explore identity and interdisciplinary collaboration in engineering design

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

tools to do engineering, it is engineeringdesign, not content, that the Framework recognized as the “defining feature of engineeringpractice”6 (p.2). Engineering design is the process of using iterative cycle of defining problems,gathering solution ideas, and systematically selecting, testing, optimizing and communicatingsolutions. Researchers stress that engineering design is not simply the application of sciencecontent1,10. Rather, engineering design is a particular problem-solving practice “involving acomplex mixture of knowledge, process, and the enabling of skills or graduate attributes neededfor professional practice”6 (p. 2). While there are a variety of models describing engineering

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Veronica Burrows, Arizona State University; Judy Sutor, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

University. In addition to technical research interest in applied surface chemistry, her engineering education research interests include the learning of engineering modeling, the impact of reflective practice in learning engineering, authentic assessment methods, and "girl-friendly" education.Judy Sutor, Arizona State University Judy Sutor is a graduate student in the Department of Mathematics and Statistics at Arizona State University. She earned her BSEE degree at the University of Illinois at Urbana-Champaign, then spent 22 years working in Research and New Product Development in the Semiconductor industry. Her principle research area is in STEM (Science, Technology, Engineering and

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

participantschange their teaching practices, by increasing the use of strategies such as inquiry/hand-onlearning and integrating disciplines and subjects, after participation in the SWEPT program. Thepositive impact of collaborations between teachers and mentors is also evident in articles writtenby teachers participating in SWEPT/RET. Research-based experiences enhance contentknowledge and can lead to the development of classroom lessons that use best practices such asproblem-based learning. In one such example, a Georgia Tech biomedical engineering facultymember, a graduate student, and a high school biology teacher have embarked on a journey ofdeveloping and implementing problem-based units that revolve around various biomedicalengineering topics.17

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Education, 2013 Impact of TEAMS Clubs: An Afterschool Engineering Enrichment Program that Impacts K-12 Students and College Student LeadersAbstractMany examples of university engineering education programs designed to impact K-12 studentlearning and access are described in the literature. Unfortunately, most do not report repeatedengagement with students who are assessed over time. There is a need to better determine theresults of evolving engineering instruction in K-12 schools and the best practices forimplementation.This paper discusses a successful model for a weekly afterschool elementary engineeringenrichment program that has been in place for six years. TEAMS clubs, named after an umbrellaK

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremy V Ernst, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

that collectively theywould reflect the understandings and skills required by the NBPTS as well as reflectnecessary STEM and ELA curriculum content standards. Additional design criteriaincluded that while each LO would have a strong theoretical research base, each wouldbe practical and capable of being immediately applied in the classroom. Each of theseventeen LOs followed a specific format. The LOs start with an overview that containsa short description of the LO and the specific CTE NBPT Standards addressed within theLO. Next each LO has a description. In the description there are a specific “learningobjectives” for the LO. For example, upon completion of this learning object you will beable to: “Respond to the results of formative

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Susan Beth D'Amico, NC State University; Landon Drew LaPorte, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

always been chosen to address thecamp goals, as stated in the Introduction, but they have not always been well designed to do so!It is important to realize that this is not intended to be a research project. The assessments aredesigned to match how well the camps meet the camp goals, which can be modified if desired bythe team. Research can be (and has been) overlaid. A paper about a project done by our Collegeof Education partners has been submitted to this conference. In addition, the camps frequentlyencompass the broader impacts portions of grants belonging to fellow researchers byincorporating research-based activities. The camps make an excellent test bed for research, butthis paper does not incorporate those results.The first type of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

result oftheir summer research experiences, or the results could mean those teachers are more highly motivated,therefore encouraging their students to perform better in their classes. And it is likely that the moreeffective teachers are more likely to participate in a RET program.Standards-Based Lesson PlanningOur RET program was designed to provide:1. The teachers with six weeks of discovery-based research experiences in carefully selected projects from which they can develop new knowledge and skills that they can incorporate into their teaching practices.2. Guidance for the teachers to develop, during their summer internship, age-appropriate lessons, modules and other teaching materials that can be implemented in their classrooms and

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Stephen Kuyath, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

established clubs that are focused onseveral activities during the academic year. These activities are designed to illustrate the STEM fields andthe interdependence of multiple professions, while offering opportunities for students to participate inindividual and team events. Specifically, academic year activities for NCJETS high school clubs involve: 1. Applied mechanical engineering principles through the design, analysis, simulation, construction, fabrication and testing of trebuchets, culminating in a competition on the university campus. 2. A career exploration contest which promotes student research of career / educational opportunities in STEM fields by addressing a specified open-ended problem with a specified

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Z. Meyer, Illinois Institute of Technology; James Kedvesh; Joy Kubarek-Sandor, John G. Shedd Aquarium; Cheryl L. Heitzman, Illinois Institute of Technology; Sima Ala Faik, Illinois Institute of Technology; Yaozhen Pan, Illinois Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

identified two intrinsic problems for instructional planners19. When researchersengage in inquiry, it is not in a vacuum. Rather, they are motivated to a particular courseof action by the context of their field. There may be unanswered questions from previousresearch, or technological problems defined by a larger agenda. Hence the first practicein the new Framework for Science Education is “Asking questions (for science) ordefining problems (for engineering)”. But doing this requires familiarity with the currentcontext. So there is a Getting-on-Board Problem. In actual research, this is oftenaccomplished through the apprenticeship structure of graduate studies: new researcherspiggy-back on the work of practicing researchers. But this approach is

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Tech; Thomas Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Tech; James Pembridge, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

14.1170.2This study is one of a series of investigations that our “Technology Education Teaching andLearning Project” has been engaged in over the past three years, for the purpose of studyingTechnology Education teaching practices and student learning outcomes. This work is framed bytwo seemingly simple questions: 1) What does technology education teaching look like? 2) Whatare technology education students learning? We charted this path because of the dearth ofresearch on Technology Education teaching and learning. In the early 1990s, Zuga conducted acomprehensive review of Technology Education research and concluded the vast majority ofresearch and scholarship in the field to that point had focused either on curriculum developmentor on teacher

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

David T. Allen, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Karen A. High, Oklahoma State University; Anthony J. Petrosino Jr, University of Texas, Austin ; Theresa A. Dobbs, UTeachEngineering and University of Texas, Austin; Cheryl Farmer, UTeachEngineering; Jill A. Marshall, University of Texas

Tagged Divisions

K-12 & Pre-College Engineering

: Engineering Process – The engineering design process is amulti-step, iterative process that engineers use to design a product for a specific customerneed.  Identify (Identify the Need)  Describe (Describe the Need; Characterize and Analyze the System)  Generate (Generate Concepts; Select a Concept)  Embody (Embody the Concept; Test and Evaluate the Concept; Refine the Concept)  Finalize (Finalize and Share the Design)Learning Objectives Area 3: Engineering Skills and Habits of Mind  Systems thinking— Systems thinking is not one thing but a set of habits or practices within a framework that is based on the belief that the component parts of a system can best be understood in the context of relationships with each other and