Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Heil, David Heil & Associates, Inc.; Greg Pearson, National Academy of Engineering; Susan E. Burger, David Heil & Associates, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

tech- nology education content standards developed by the International Technology Education Association.Dr. Susan E. Burger, David Heil & Associates, Inc. Susan Burger, Ed.D., leads the Research & Evaluation Division at David Heil and Associates, Inc. (DHA). Using both quantitative and qualitative methods, she plans and administers evaluations and research stud- ies for a range of non-profit, corporate, and government agency clients, including the National Science Teachers Association; the National Academy of Engineers; and a number of NSF, NIH, and NOAA- funded projects. Prior to working at DHA, Burger conducted evaluation studies in the Pacific Region and was a member of the Graduate Faculty at the

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

motivated toengage in PBL activities for external rewards (i.e., grade or promotion).Self-efficacy refers to a student’s confidence in his or her ability to be successful in a particularlearning endeavor. Research shows that self-efficacy is an important factor related to positivelearning outcomes and can moderate the amount of effort learners put forth in achieving specificlearning objectives25. In this study, we defined self-efficacy as pre-service teachers’ confidencein their ability to apply PBL methods in the classroom.Critical thinking refers to the degree to which students apply previous knowledge to newsituations in order to solve problems, reach decisions, or make critical evaluations with respect toperformance standards26. In order for

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Estrella Mountain Community College; Maria Reyes, Estrella Mountain Community College; Marge Goodman, Intel Corporation

Tagged Divisions

K-12 & Pre-College Engineering

; specifically examining the impact of team interactions and gender. Arlisa's research interest includes issues of engineering recruitment, retention, and equity in science, engineering and technology,which stems from her personal academic and professional experience as an engineer. Before returning to graduate school to pursue a Doctorate degree, she worked as an engineer in the semiconductor manufacturing industry for ten years. In her current position, Director of Learning Support Services at Estrella Mountain Community College (EMCC)in Avondale,AZ, she utilizes her academic and professional background to prepare students for successful careers in the science, technology

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Steve Shumway, Brigham Young University; Jared Berrett, Brigham Young University; Andy Swapp, Milford High School; Ronald Terry, Brigham Young University; Thomas Erekson, Western Illinois University

Tagged Divisions

K-12 & Pre-College Engineering

Education to improve their teaching and use of technology. He has been involved in numerous projects in industry focusing on topics such as: emotional intelligence, entrepreneurship, and improving and evaluating productivity and the needs of high-tech start-ups. His PhD is in Education with an emphasis in the psychology of learning and technology. He currently is a faculty member at Brigham Young University in the Technology Teacher Education program where he teaches heavily, consults, serves as the Graduate Coordinator, and mentors numerous graduate and undergraduate students in research projects. He is happily married, has 6 children, and loves to learn. His research interests

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

presenting their inventions (flip chart and oral) to engineering faculty, technologytransfer faculty, parents and friends.While many of the programs described above focused on components of STEM, the EverydayEngineering program is unique as it focused on a diverse array of fields in engineering as theyrelate to all aspects of STEM including bioengineering, computer science, robotics, and electricalcircuits. Everyday Engineering was also unique in that the students were presented with thechallenge of designing an invention of their own making. Thus encouraging the students toexplore design topics most relevant to their own personal experience and fleshing out these ideasthrough team building, collaboration, and critique. Everyday Engineering engaged

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Tremayne Waller, Virginia Tech; Sharnnia Artis, Virginia Tech; Bevlee Watford, Virginia Tech; Tasha Zephirin, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

chapter of the National Society of Black Engineers(NSBE) and the College of Engineering’s Center for the Enhancement of Engineering Diversity(CEED). The objectives of this paper are two-fold: 1) to describe the structure andimplementation of the pre-college program, and 2) to discuss the impact of the pre-collegeprogram on the student participants. Since 1999, approximately 500 students have participatedin the pre-college program. Phone interviews were conducted to collect data on theseparticipants. The results of these phone interviews provided data on the number of participantswho have completed high school, enrolled in college, pursued an engineering degree, graduatedfrom college, and pursued a graduate degree. In conclusion, this paper

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ethan Alexander Peritz, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

university students and faculty withopportunities for outreach and community involvement, incorporating a rare service record intothe heavily prescribed collegiate engineering track. In this paper, we discuss these issues as wellas the focus on engineering as more than a career path for students who are in accelerated mathand science programs, stressing the importance of the social functions and components ofengineering projects. We will also describe the four-year track that constitutes the “pre-engineering” program as an intentional progression from basic knowledge of structure, materials,and drafting to complete ownership over all components of an engineering service project in acapstone requirement. Each year builds an increasing awareness of

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bette Grauer, Kansas State University; Karen L Roberts, Upward Consulting; Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University; Gary A. Clark, Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Divisions

K-12 & Pre-College Engineering

learn about middle and high school engineeringcurricula, engineering career paths, the College of Engineering, and student preparation for thestudy of engineering. Teachers received 20 professional development hours and were eligible forone hour of academic credit. Travel, lodging, and meal expenses were provided along with a$500 stipend.The University Engineering Initiative ActIn 2010, the Kansas Legislature called for an increase in the number of engineering graduates tostimulate economic development. Industry leaders in the state expressed a need for moreengineers to support planned industrial expansion. According to the Center for EconomicDevelopment and Business Research, one engineering professional creates 1.78 additional jobs,and

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvonne Ng, St. Catherine University; Lori R. Maxfield, Saint Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

or non-existent.This paper presents 1) how a basic introduction to engineering course designedfor general education and potential engineering majors was deliberately improvedusing the Parallel Curriculum Model (PCM) to align with eight ABET ProgramOutcomes found in Criterion 3; 2) how PCM was also used to carefully structurethe curriculum to meet the needs of multiple learners (general education students,pre-engineering students, elementary education students); 3) how we structuredthe learning activities and assignments to assess student competence, confidenceand comfort (“the 3C’s”) with engineering, and 4) how the team teaching modelthat includes an engineering and education faculty member provides enhancedopportunities to use innovative

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Robin Liles, NCA&T State University; Cindy Waters, North Carolina A&T State University; Devdas Pai, North Carolina A&T State University; Courtney Lambeth, NCA&T State University

Tagged Divisions

K-12 & Pre-College Engineering

a creative, innovative, and globally competitive diverseworkforce for the United States biomedical implant industry and improve PhD graduation ratesin nano/bio research, especially among African-American students, women, and socially andeconomically disadvantaged students. Subsumed within the ERC is an Education and Outreachcomponent. The purpose of the ERC Education and Outreach Program may be described as amulti-dimensional endeavor with activities specifically designed for pre-university education (K-14) and curricular education of undergraduate and graduate students in bioengineering.Encouraging the development of a creative, innovative, and globally competitive workforce isimportant, and may be deemed particularly significant at the

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alfredo J. Perez, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College; Raul R. Peralta, Northern New Mexico College; David Torres, Northern New Mexico College

Tagged Divisions

K-12 & Pre-College Engineering

data to identify solutions and/or make informed decisions.  use multiple processes and diverse perspectives to explore alternative solutions. o Digital Citizenship – Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:  advocate and practice safe, legal, and responsible use of information and technology.  exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.  demonstrate personal responsibility for

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

AC 2011-1489: EARLY ENGINEERING INTERESTS AND ATTITUDES:CAN WE IDENTIFY THEM?Karen A High, Oklahoma State University KAREN HIGH earned her B.S. from the University of Michigan in 1985 and her M.S. in 1988 and Ph.D. in 1991 from the Pennsylvania State University. Dr. High is an Associate Professor in the School of Chemical Engineering at Oklahoma State University where she has been since 1991. Her main technical research interests are Sustainable Process Design, Industrial Catalysis, and Multicriteria Decision Mak- ing. Her engineering education activities include enhancing mathematics, communication skills, critical thinking and creativity in engineering students and teaching science and engineering to education

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

need to question the techniques being used and therefore, nochange was seen. In contrast, if teachers’ beliefs did not match the instructional strategies, theywere more apt to change.Although not discussed as beliefs in their study, Peers, Diezmann, and Watters, indicated that theteacher’s beliefs about teaching, learning, himself, and his students affected his readiness toimplement the reform.5 This included: how accepting he was to the need for change, hispersonal interest in the change, how willing he was to explore the reform, his openness tocollaborating with others, and his ability to utilize self-reflection.5Roehrig, Kruse, & Kern also discussed the affect of school factors on the teachers’implementation of an inquiry-based