Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering

’ objectives or users’ needs while satisfying a specified set of constraints. This definition promotes engineering design as a thoughtful process that depends on the systematic, intelligent generation of design concepts and the specifications that make it possible to realize these concepts. Design problems reflect the fact that the designer has a client (or customer) who, in turn, has in mind a set of users (or customers) for whose benefit the designed artifact is being developed. The design process is itself a complex cognitive process. (27 p. 104) In Towards a Vision for Engineering Education in Science and Mathematics Standards(2009), Sneider and Rosen provide a list of nine “Big Ideas” that

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Larry Richards, University of Virginia; Anaïs Miodek, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

of a context-based approach in the classes and design activity, which provides insightinto several engineering disciplines while emphasizing the influence and merit engineering hason the real world.ITE Participant SelectionThe ITE program is open to rising juniors and seniors from across Virginia and when there areapplicants from out-of state, they are also considered. The program has space for about 20-25participants. Every year, information about ITE is sent to every high-school guidance counselor,science and math teacher in Virginia. The high-school guidance counselors play a key role inrecommending participants for the program. Many of these counselors are already familiar withthis program and have students in mind to recommend for the

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Glenn Ellis, Smith College; Diana Fiumefreddo, Smith College

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-1579: DRAFTING A BLUEPRINT FOR EDUCATING TOMORROW'SENGINEERS TODAYBeth McGinnis-Cavanaugh, Springfield Technical Community CollegeGlenn Ellis, Smith CollegeDiana Fiumefreddo, Smith College Page 15.430.1© American Society for Engineering Education, 2010 Drafting a Blueprint for Educating Tomorrow’s Engineers TodayIntroductionWith the establishment of a STEM middle school and other initiatives, the Springfield,Massachusetts Public School System (SPS) has made a commitment to excellence inTechnology/Engineering instruction for all of its 5700 students. To support this commitment, apartnership between the Springfield Middle Schools, Springfield Technical Community

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

activities include: teacher does not use scaffoldingtechniques to assist students during activity; activities are not likely to contribute to studentunderstanding or knowledge of the scientific/engineering concepts being explored; no discussion Page 24.508.9of results from activitiesFeatures of high-quality inquiry/engineering activities include: teacher uses scaffoldingtechniques to assist students during activity; activities are focused on collecting data or obtainingevidence with a specific purpose or goal in mind; discussion of results after the activity is likelyto contribute to student understanding of scientific/engineering concepts; the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

mind, one very promising aspect of‘You’re Hired!’ is that students, teachers, administrators, and community members who see theproject in action are very enthusiastic about participating. As the project continues to bedeveloped and effectiveness can be demonstrated, there is good potential for wide adoptionacross the region.ConclusionThe ‘You’re Hired!’ project looks promising based on data collected from the pilot years pre-and post-surveys. Overall student responses showed a statistically significant, positive change intheir understanding and attitudes towards engineering. The pilot year data does not indicate if thechanges in attitudes towards engineering are in response to ‘You’re Hired!’ specifically or acombination of various student

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, West Virginia University; Dustin Drake, Utah State University; Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564-582.10 National Academy of Engineering and National Research Council. (2009). Engineering in K-12 education:Understanding the status and improving the prospects. Washington, DC: National Academies Press.11 Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.12 Tonso, K. L. (2014). Engineering identity. In A. Johri & B. M. Olds (Eds.), Handbook of engineering educationresearch (pp. 267-282). New York, NY: Cambridge University Press.13 Godfrey, E., & Parker, L. (2010). Mapping the cultural landscape in engineering education, Journal ofEngineering Education, 99, 5-22.14 Pawley, A. L. (2009). Universalized narratives

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

, with the capacity to function effectively in a globally connected, innovation driven economy. Within the Center it is appreciated that the field of neural engineering will be most innovative and transformative when people from a wide range of backgrounds contribute. With this in mind the Center places a special emphasis on recruiting females, students from historically underrepresented groups, and people with disabilities into our education Page 26.894.3 programs.2As one of many Center education interventions developed to support the K-to-career pathways,the design of the YSP is aligned to concepts of

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

gradelevel “Launcher” lessons involve about 50 hours of STEM exposure. Each EYE Module requiresa combination of 6 to 8 hours of class time and 1) addresses an engineering design challengearound issues related to National Academy of Engineering’s (NAE) Grand Challenges forEngineering8; 2) fosters the development of an “engineering habit of mind;” 3) integratestechnology and other resources to engage and meet the needs of diverse middle grades students,and 4) deepens understanding of mathematics and science content, with an emphasis onmathematics. The Modules are not a complete engineering, technology or STEM curriculum;rather they are a supplement to and support the existing mathematics and science curriculum.They are a set of comprehensive and

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

patterns looking for specific evidence ofthese behaviors and saw that there were nuances to each of these levels. The students wehighlight below represent this range and some of the nuances we saw in the data. In thefollowing section, we suggest the implications that our observations can have for supportingteachers as they teach engineering, identify how to promote expert behaviors, and fosterengineering habits of mind. We also believe that our data emphasizes the need for a deeperevaluation of student’s approaches to solving authentic and realistic engineering problems. Page 26.593.4Beginning designer patterns in understanding the challenge and

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

thousands of pre-college students are now being introduced to engineering throughengineering academies, through dedicated year-long engineering courses and through integrationof engineering concepts into science and mathematics courses1. New K-12 science educationstandards, proposed by the National Research Council, urge even more widespread inclusion andintegration of engineering into K-12 science education2. Teachers participating in theseinitiatives will need to be familiar with engineering as a profession, engineering methods andhabits of mind, and the application of science and mathematics in engineering design andproblem solving. Pre-service teachers, preparing to become the next generation of middle andhigh school Science, Technology

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, The University of Texas - Austin; Taylor Martin, Utah State University; Jennifer Rudolph; Noel Hector Ramos, Department of Defense Dependent Schools

Tagged Divisions

K-12 & Pre-College Engineering

ofAE.Unfortunately, we do not have a control group with which to compare our results. Thus, we musttemper our conclusions with this in mind. There is evidence that the DBI pilot curriculumincreased students’ innovation when dealing with engineering content. Their attitudes about therelationship between engineering design and innovation were higher than their beliefs about therelationship between engineering design and efficiency. Perhaps a refinement in the curriculumand greater teacher experience with using a DBI curriculum could enhance students’development of AE. The UTeachEngineering group is currently revising the curriculum based onteacher feedback and results from this and other related studies

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

,technology, engineering, and mathematics (STEM) subjects 3. Furthermore, the teaching ofdesign in high school settings has several cognitive advantages including developing engineering“habits of mind”, problem solving skills and the development of system thinking skills 4.Although researchers and curriculum developers agree on the benefits of introducing engineeringdesign into high school settings, there is a lack of literature proffering a framework or structurefor the successful infusion of engineering design experiences in high school settings.In response to this literature void, the National Center for Engineering and TechnologyEducation (NCETE) solicited positions papers from prominent educators in the field outlining aframework for engineering

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

initiatives in K-12education promoted by the engineering community, there are unprecedented opportunities forengineering educators and technology educators to work together on their common interests ingrades K-12. But because, the two disciplines have operated in different domains, neither is veryfamiliar with nature, purposes, and culture of the other—all-important understandings foreffective collaboration.With that in mind, this paper is an attempt to acquaint readers—mostly engineers andengineering educators—with Technology Education in the U.S. It opens with an introduction tohistorical events that shaped the philosophy and culture of the field. The middle section of thispaper describes the current status of Technology Education in the U.S. The

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7425Engineering Solar Energy in the Fourth Grade Science ClassroomMs. Christina Hobson Foster, Arizona State University Foster is a Ph.D. student in Engineering Education dedicated to improving the status of engineering edu- cation in K-12. His research focus is on identifying ways to motivate K-12 students to learn engineering and on ways to develop systems thinking, a necessary habit of mind for engineers of the 21st century. Currently he is in his third year of studies and is focused on the QESST educational research program with the goal of evaluating and developing resources for renewable energy instruction

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University; Ruth E. H. Wertz, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

University, West Lafayette Johannes Strobel is Director of INSPIRE, Institute for P-12 Engineering Research and Learning, and As- sistant Professor of engineering education and learning design and technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering learning, the measurement and support of change of ”habits of mind,” particularly in regards to sustainability and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning of complexity

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Purdue University, West Lafayette; So Yoon Yoon, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Garene Kaloustian, Lebanese American University; Osman Cekic, Canakkale Onsekiz Mart University; Jiabin Zhu, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

projectswith the “objects of the world” (nature = enhances the creativity of the mind of the youngengineer”). Furthermore engineering activities for Pre-K students were usually categorized in theterm “building objects through models,” discovering materials”, “junior builders”GreekIn this search the researcher used the Google and the Yahoo search engines. The search startedwith the words “δραζηηριόηηηες μητανικής για παιδιά” (engineering activities for kids). Thissearch led to just one result. The researcher, having been employed in the Greek educationalsystem for a series of years, was familiar with the fact that the term “Τετνολογία” (Technology),was the one main one used by the Ministry of Education Life Long Learning and ReligiousAffairs (MELLLRA

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

soeffectively. Teachers often have difficulty introducing new technology and new curriculum andfind they struggle managing their time and student questions efficiently[13]. Research also showsthat without proper training and development, teachers may perceive such curriculum andchanges negatively which, in turn, affects how they teach[14]. The implementation of thisengineering unit faces similar challenges. The teachers recruited to teach this curriculum in theBoston Public schools are mostly math, science, and technology teachers. These teachers dohave strong math and science backgrounds; however, most of them, including the technologyteachers, do not have any formal training in engineering. With this in mind, the research teamcreated a professional

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

each stage, the engineerchecks to ensure that the Need and Constraints are met. For example, some problems naturallyarise from evaluation, but do not really need to be solved to meet the need.Since Practice was the priority curriculum, the Engineering Design Process was taught,practiced, and repeated in several novel applications of increasing complexity. This scaffoldedstudents' experiences, helping them develop mastery of the practice.The units of the course had been set up at first with Core content in mind, starting withStructures and Materials, then moving on to Machines and Mechanisms, followed by Hydraulicsand Pneumatics, and ending with Electricity and Electronics. Students built on the knowledgeand skills of previous units.After

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

habits of mind can enhance pre-college students’ learning abilities. Page 26.177.1 c American Society for Engineering Education, 2015 An Assessment Tool to Evaluate Student Learning of Engineering (Fundamental) Strand: K-12 Engineering Resources: Best practices in curriculum designWhile STEM subjects have traditionally been taught separately in K-12 schools the newinitiatives share a focus on integrated approaches to teaching STEM. For example, the recentlyreleased Next Generation Science Standards (NGSS)1 addressed the need for explicit integrationof

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Cathy Lachapelle, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

beenmultiple measure assessments (pre-post). Some were designed to assess understanding of basicengineering and technology content (such as “What is Engineering?”), while others have focusedon measuring STEM learning resulting from student interaction with specific EiE units. Page 15.199.2Theoretical FrameworkThe main goal of the EiE curriculum is to help children to learn engineering and technology—not merely facts from and about these fields of study, but practices, habits of mind, and ways oflooking at the world through disciplinary lenses. At the dawn of the twentieth century, JohnDewey 1 advocated that progressive education should provide

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Caley Opsal, Illinois Valley Community College; Dorene M. Perez, Illinois Valley Community College; James A. Gibson, Illinois Valley Community College; Rose Marie Lynch, Illinois Valley Community College

Tagged Divisions

K-12 & Pre-College Engineering

American Society for Engineering Education, 2011 Involving Parents Can Improve Girls’ Perceptions of Engineering CareersMiddle school girls who participated in a recent engineering technology activity with aparent emerged with more positive attitudes about engineering than girls who workedwithout a parent.The activity, making a diode, was conducted by instructors at Illinois Valley CommunityCollege as part of a National Science Foundation-supported project1 designed to increaseinterest in engineering technology careers. The students who participated were the sixththrough eighth grade girls enrolled in a rural junior high, which has a high percentage oflow-income families. The girls were randomly divided into

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

Ayora Berry, Boston University; Don DeRosa, Boston University

Tagged Divisions

K-12 & Pre-College Engineering

anincrease in their understanding of the engineering design process, engineering concepts,engineering habits of mind, and the connections between engineering and other subject-areaconcepts and practices. Understanding of the engineering design process shifted from between Figure 3: Understanding of Engineering Design Process Figure 4: Understanding of Engineering Concepts 25 25 Pre-program Pre-program Post-program

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3556: HANDHELD DIGITAL VIDEO CAMERAS AS A MEANSTO SUPPORT ENGINEERING INSTRUCTIONPamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue is an Assistant Professor of science education in the Department of Physics, Astronomy & Geosciences at Towson University. She began her career as process engineer, taught high school physics and pre-engineering, and has been involved in both Project Lead the Way and Project FIRST robotics. She was a Hub Site Partner for Engineering is Elementary (EiE) through their National Dissemination through Regional Partners program. As a pre-service teacher educator, she has added engineering to her elementary and early childhood science methods courses. She

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Becky Hammack, Stillwater Middle School; Beth Watt, Stillwater Middle School; Julie Thomas, Oklahoma State University; Adrienne Redmond, Oklahoma State University; Pat Jordan; Jean Dockers, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

to a successful career 4.19 3.50 -0.68 4.41 0.9057 Engineers are creative. 4.06 3.49 -0.57 4.30 0.815=Strongly Agree, 1=Strongly DisagreeData presented is mean for the group Page 14.57.13 The largest differences are bolded in the table. In analyzing the results it is important to realize that the GAG students were taking these assessments in May, after state testing and during that time where filling out bubble tests can be the last thing on a middle schoolers’ mind. For the pre/post for the GAG unit, the only large

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

design processThe purpose of the summer workshop was to expose the teacher-participants to a curriculum thatemphasized 21st Century Skills such as creativity, problem solving, and communication5. Theparticipants (teachers) were to then carry applicable components of this curriculum back to theirown classrooms. Engineering design is the framework upon which this curriculum was built. Thereason for this is that the purpose of engineering as a profession is to tackle large, complexproblems and there is a systematic approach for doing such6-8. As part of the project, the intentwas to take the essence of the engineering design process and provide it as a tool to supportteachers in enabling more open-minded, creative problem solving in their

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin - Madison; Natalie Tran, University of Wisconsin - Madison; Allen Phelps, University of Wisconsin - Madison; Amy Prevost, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-2566: THE STRUCTURE OF HIGH SCHOOL ACADEMIC ANDPRE-ENGINEERING CURRICULA: MATHEMATICSMitchell Nathan, University of Wisconsin - MadisonNatalie Tran, University of Wisconsin - MadisonAllen Phelps, University of Wisconsin - MadisonAmy Prevost, University of Wisconsin - Madison Page 13.1268.1© American Society for Engineering Education, 2008 The Structure of High School Academic and Pre-engineering Curricula: MathematicsAbstractOur curriculum content analysis examines how the pre-engineering curriculum Project Lead TheWay as compared to the academic curricula focus high school students’ understanding ofmathematics that would prepare them for

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Irene Mena, Purdue University; Brenda Capobianco, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

the experimental classrooms werepurposefully selected9. The data analysis process began by analyzing each individual case. Eachstudent’s DAET and interview transcripts were first reviewed. Open coding was done on thetranscripts to see what themes emerged from the data. Throughout this process, “like-minded”pieces were put together in “data clumps” and assigned a code, as suggested by Glesne11. Afterrefining and verifying these codes, final codes were obtained and analyzed for frequency andstrength of the statements. This strength testing led to the development of assertions.Each student’s pre and post interview and DAET were compared to see how the students’perceptions of engineering, the engineering design process, and the work of engineers

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Dewey Spangler, Virginia Tech; Olga Pierrakos, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

learnimportant fundamental subjects in a well structured yet open minded and supportiveenvironment.Many high schools offer courses in engineering. Due to a lack of pre-requisite classes, thesecourses are usually introductory in nature and do not offer opportunities for students to studyvector and calculus based engineering mechanics1. The course coverage in GESN is the same asthat offered in a freshman or sophomore university level statics class, making it unique for a highschool curriculum. Exposing high school students to engineering before they apply to a collegeor university is beneficial since the rigorous course load of a university program makes itdifficult to complete an intended major without adding an extra year (or more) to the requiredtime.2

Conference Session

Enhancing K12 Mathematics Education with Engineering

Collection

2008 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen Turner, Louisiana Tech University; Don Schillinger, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

and Science Teaching for the 21st Century. Retrieved January 10, 2008, from http://www.ed.gov/inits/Math/glenn/report.pdf2. National Science Board. 2004. Science and Engineering Indicators 2004. Publication NSB 04-01. (www.nsf.gov/sbe/srs/seind04/start.htm)3. Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington D.C: National Academy Press.4. Karplus, R., & Their, H.D. (1967). A new look at elementary school science. Chicago: Rand McNally. Page 13.686.9

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Katie Bush, Worcester Polytechnic Institute; Jennifer Gray, Worcester Polytechnic Institute; Megan Holmes, Worcester Polytechnic Institute; Karen Kosinski, Worcester Polytechnic Institute; John Orr, Worcester Polytechnic Institute; Leena Razzaq, Worcester Polytechnic Institute; Jill Rulfs, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

differentindividuals who each describe anengineer that they know. The fellowsalso designed “Sparky’s EngineerActivity Book”, which incorporatesdrawing, matching, searching, andmaze activities based on conceptsdeveloped within the story. Beforeintroducing this literature piece in theclassroom, the fellows presented the Figure 1. “Sparky’s Engineer” page 19.story and activity booklet to WPS Sparky is reviewing in his mind various typesteachers at a PIEE summer workshop. of engineering and what each engineer makes.The teachers, who were first skeptical There is only one problem: his owner is notof the idea of teaching engineering to one of these types of engineers! Sparky mustkindergarten students, welcomed the keep on