Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Susan Lowes, Columbia University; Peiyi Lin, Columbia University; Rustam Stolkin, University of Birmingham; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

their sensors with computers, write programs togather raw signals, implement calibration curves, and perform data manipulation and datalogging. In later modules, students program their own communications protocols for wirelesstransmission of the sensor data and connect their computerized sensor stations together to form adistributed wireless sensor network15. Additional modules explore the use and implications ofthis technology for biosciences and environmental research.B. The CurriculumThe SENSE IT curriculum is comprised of four educational modules. In Module 1, “Sensordevelopment,” students learn about the principles of transducers, design, analyze and calibrateelectronic circuits around their transducers in order to make numerical

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kendall, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

different ways of connecting LEGOTM pieces together.For the engineering design challenge portion of the lesson, students worked in pairs throughelements of the engineering design process such as planning, building, testing, and as timeallowed, revising the solution. At the end of the process, the lesson reviewed a sample seven-step EDP, synthesized from several sources15, 16: Ask, Imagine, Plan, Create, Test, Share, andImprove. The lesson materials given to the teachers during the professional developmentincluded a worksheet for “Draw Yourself as an Engineer” with space to draw and write, aworksheet for planning with space to draw and write, and a rubric with the six requirements forcompleting the “Build a Chair for Mr. Bear” challenge (See

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

his research in middle school robotics and computer classes to promoteseveral disciplines within mechatronics. He teaches computer programming concepts using theNXT Mindstorms graphical programming language. He emphasizes the logic behind computerprograms through flow diagrams—a tool that has allowed 6th and 7th grade robotics students tobetter grasp programming fundamentals and write more flexible programs for the FLLcompetition. He also uses programming languages such as PBasic12 and MATLAB13 in computerclasses. For example, when introducing the binary number system, he engages the students inprogramming and testing a Morse code generator using the Basic Stamp microcontroller.12 In asimilar vain, through the interactive use of MATLAB

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

- hood Education at the University of Toledo. Dr. Kaderavek’s research has focused on classroom discourse and linkages between discourse and academic achievement.Hoangha Dao, University of ToledoNicholas J LiberRegina Rotshtein, University of ToledoGeoff Milewski, The University of ToledoDr. Charlene M Czerniak, The University of Toledo Charlene M. Czerniak is a professor at The University of Toledo in the department of Curriculum and Instruction. She received her Ph.D. in science education from The Ohio State University. A former elementary teacher in Bowling Green, OH, she teaches classes in grant writing, elementary science edu- cation, and science teacher leadership. Professor Czerniak has authored and co-authored over 50

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Hani Mehrpouyan P.E., California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group

Tagged Divisions

K-12 & Pre-College Engineering

Technology. Additional duties included grant writing, management, and evaluation; and university committees. RESEARCH INTERESTS: Include teaching and learning cognition skills, informal learning environ- ments and strategies, and curriculum design. Page 24.1141.1 c American Society for Engineering Education, 2014 Work in Progress: Summer Engineering Outreach Program for High School Students: Survey and Analysis Abstract In the academic year 2011-2012, the Department of Electrical and Computer Engi- neering and Computer

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

Page 14.1102.2following the summer professional development institute.Previous research on the integration of innovative science curricula has indicated that curriculumchange/reform ultimately hinges on the classroom teacher.5, 6 Moreover, the process ofintegrating new content into an existing curriculum is a complex process in which teachers oftenencounter challenges including: lack of resources (e.g., new science equipment), absence ofadministrative and peer support, lack of time to plan and teach new lessons, and insufficientcontent knowledge.5, 6 Research also has shown that science teachers’ beliefs about teaching andlearning as well as their beliefs about the conditions of the classroom and external teachingconditions influence their

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Sylvanus Wosu, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

Page 12.1198.3engineering career, and are within the top 25% of their class, or may be academically disadvantaged with“excellent” grades in weak K-12 science and math curriculum. CARE serves as a catalyst for higher academicperformance to ensure that students are academically prepared to enter a quality engineering program when they 2graduate from high school.Project CARE targets two groups-Pre-11th (CARE I) and pre-12th (CARE II). The goal of CARE I is to enrichacademic preparation in college algebra, engineering learning tools, and technical writing/reading of high schoolpre-11th grade students from the selected regions. The outcomes of CARE I are to: (1) increase the average score

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; James H. Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Bette Grauer, McPherson High School; Patricia Carlson, Rose-Hulman Institute of Technology; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman, Michigan State University; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

K-12 & Pre-College Engineering

Development. In addition, she has developed numerous tools to mentor young women considering engineering as a career and has been involved in the development of a women in engineering role model book for K-12 Page 11.1349.1 students.Patricia Carlson, Rose-Hulman Institute of Technology PATRICIA A. CARLSON is professor of rhetoric at Rose-Hulman Institute of Technology. She is a long-time advocate of writing in engineering education. Carlson has been a National Research© American Society for Engineering Education, 2006 Council Senior Fellow for the U. S. Air Forcer, as well as having had

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

), actions, reactions, and closed systems by building chain-reactions using electrical circuits, Pico Crickets, and found objects. 3. Urban Heat Island: Study the heat island phenomenon and build models to mitigate heat. 4. Exploring Mars: Study the surface of Mars, getting to Mars, exploring Mars, and living on Mars.Units delivered during the two summers comprised: 1. Youth-Docentship: Study science and engineering phenomenon at the Arizona Science Center. Demonstrate knowledge gained throughout this year-round program by engaging younger peers and their families visiting the center through small-scale hands-on workshops on specific project-based challenges. 2. Industry-Internship: Study alternative

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

and feedbackfrom the pilot course. According to Harriman5, the key to effective curriculum is makingsure that the needs of the student, the instruction, and the delivery mechanism are allcongruent with one another. Before being able to meet the needs of the students, theinstructor must know what those needs are. Because there are many various learning styles,the curriculum has implemented one of the more popular style surveys VARK (Visual, Aural,Reading & Writing, Kinesthetic). VARK is sometimes criticized for lacking empiricalsupport but continues to remain popular in education6.The curriculum has also incorporated the Community of Enquiry Framework7 by whichpresents the concept that students participating in community engagement can

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Lydotta Taylor, EdVenture Group; Erika Shaffer, EdVenture Group; Gary Winn, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

grade levels and to thelist of 21st Century Skills so teachers who use these curriculum units can know which contentstandard each TIME Kit will meet.Each unit is put through a three-step evaluation process: peer-to-peer evaluation with anotherteacher in the workshop; evaluation by a web development expert and engineering professor; andevaluation by a curriculum expert who evaluates the unit from a pedagogical perspective. Aftereach unit passes all three evaluation steps, it is posted to the Solution Site. The Solution Site(www.thesolutionsite.com) was developed as part of a 1998 USDE Technology InnovationChallenge Grant. The site contains over 1200 units of instruction in all subject areas developedby teachers for classroom implementation. All

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University; Kerrie A Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

learned that team work and group work is vital. (F,3) Problem Solving I think they learned some problem solving skills. (C,4) To talk about what they’re learning, you know, to write it down and just plan things out and think about it. (D,4) Other They’ve learned simple machines. (B,3) They learned what the engineering process is. (F,3) Types of Engineers That it could be different processes, like with chemical engineers...and manufacturing, you know designing different ways to make things. (A,2) I think they learned what engineers do and that there's lots of

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tess Anne Hegedus, The University of North Carolina, Greensboro; Heidi B. Carlone, The University of North Carolina, Greensboro; Aundrea D. Carter, University of North Carolina, Greensboro

Tagged Divisions

K-12 & Pre-College Engineering

Fall 2013. The fourth-grade teachers chose theSolid as a Rock: Replicating an Artifact (see http://www.eie.org/content/rocks) unit with a focuson materials engineering. The fifth-grade teachers chose to implement Now You’re Cooking:Designing Solar Ovens (see http://www.eie.org/content/energy) with a focus on greenengineering. Teachers chose units because they best aligned with district pacing guides andrelevant content standards. During the professional development, teachers engaged in andplanned the EiE units with their grade-level peers and the research team. These collaborationscontinued after the summer session ended through use of a team blog, email collaboration, ateam meeting during the fall semester and a team meeting in Spring 2014

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

Ph.D in Computer Science from the University of California, Davis. Dr. Haungs spe- cializes in game design, web development, and cloud computing. He is the developer of PolyXpress (http://mhaungs.github.io/PolyXpress) – a system that allows for the writing and sharing of location-based stories. Dr. Haungs has also been actively involved in curriculum development and undergraduate edu- cation. Through industry sponsorship, he has led several K-12 outreach programs to inform and inspire both students and teachers about opportunities in computer science. Recently, Dr. Haungs took on the position of Co-Director of the Liberal Arts and Engineering Studies (LAES) program. LAES is a new, multidiscisplinary degree offered

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; G.B. Cazes, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

to 1) better understand the historyof cyberspace, cryptography, and cyber security; 2) experience cyber applications and programs;3) discuss social and ethical implications of cyber; 4) explore possible cyber career fields; and 5)gain an appreciation for the need to secure cyberspace. The dynamic interactive campcurriculum consists of hands-on labs, a cryptographic treasure hunt, writing assignments,evening film sessions, and a Final Cyber Challenge. The Parallax Boe-Bot™ is used as the coreteaching platform throughout.In the months preceding the camp, high school teachers, one science/mathematics teacher and Page 25.867.3one humanities

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Silvia Carreño, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

evidence that the inculcation of gender stereotypes begins at a young age and that youngstudents quickly learn which fields are “appropriate” for them13. Obviously, the “problem” ofwomen in engineering is not simply one of recruitment. The “leaky pipeline” remains a major Page 15.451.2issue, as women entrants are lost disproportionately and often get overtaken by men peers intheir careers4.Images shape the way individuals view the world3, thus, eliciting and understanding the imageMexican teachers have of engineers and engineering is extremely important in order to developprograms and curricula that encourage engineering learning at the P-12 school

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

mentors and the overall scope of theorganization. Existing models of mentorship do not adequately describe the specific relationshipbetween the college and high schools students: (1) Due to the proximity in both age andexperience, the college students cannot be considered more experienced (traditional model ofmentorship) and (2) Due to the fact that both student populations are in different educationalsystems, the college students cannot be considered peer mentors. To help understand thisalternative mentoring relationship, this study was guided by two research questions:1) Whatmotivates PFP participants to become mentors to high school students? 2) What do theseundergraduate students learn by mentoring high school students? A survey of

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica M. Scolnic, Tufts University Center for Engineering Education and Outreach; Kathleen Spencer, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Research Associate at the Center for Engineering Education and Outreach at Tufts University. Her area of expertise is reading and writing instruction, particularly in the content areas and in project-based learning contexts. Her current research focuses on the effects of text-based engineering units on reading comprehension and oral argumentation. She is particularly interested in how interactive, hand-on learning environments can support literacy development among students with reading disabilities.Dr. Merredith D Portsmore, Tufts University Page 24.1358.1 c American Society for

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Kate Hester, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

students bring to the learning situation are recognized.Students are encouraged to share their initial ideas about the problems and to examine theseideas in light of new information and activities introduced by their peers, teacher, andexperiences. The pedagogical methods emphasized throughout the course include:Learning Cycle: EiE uses the five “E” learning cycle 23: In engagement, the students are drawn tothe challenge because it is interesting to them. The read-aloud stories that commence each unitare designed to capture students’ imaginations. Students share their ideas about the problemsraised in the story. In exploration, the students begin to explore related science and engineeringprinciples in brief activities. During this phase they

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

: Study science and engineering phenomenon at the Arizona Science Center. Demonstrate knowledge gained throughout this year-round program by engaging younger peers and their families visiting the center through small-scale hands-on workshops on specific project-based challenges. 2. Industry-Internship: Study alternative energy sources (wind, solar, hydro, and hydrogen fuel-cells) and build renewable energy models at the Salt River Project, a local water and energy service provider. 3. Technology Workshop: Study basic TI-84 plus graphing calculator functions (graphing, creating tables, performing calculations, etc.) and its connection to basic programming, data collection probes (temperature

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

and come up with potential designs that would then be presented to their peers at variousstages for feedback and critique. In one week students identified an idea, researched existing andpotential solutions, developed a design, built a prototype and presented their solution. Theprocess included competencies such as ideation and brain storming, team forming and roleassignment, project planning, critical thinking, evaluation and reflection, constructive critique,verbal and written skills, visual sketching, engineering design, prototyping and debugging,entrepreneurship, and innovation. The students were given the opportunity to work in a group orindividually. Even if students chose to work individually, they were required to participate in the

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer S. Atchison, Drexel University; Danielle Tadros, Drexel University; Yury Gogotsi, Drexel University; Paul Holt; William Andrew Stoy, North Carolina State University; Joy A. Kots, Father Judge High School; Caroline Louise Schauer, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

their peers and compete in local and regionalscience fairs.This project was a joint effort between high school teachers who participated in the 2011Research Experience for Teachers in Nanotechnology (RET-Nano), students in the 2011Research Experience for Undergraduates (REU), their graduate mentors and faculty. The Page 25.617.2RET-Nano teachers and REU students/mentors worked together to develop lesson plansand activities to scaffold the high school student’s learning experience. The REU studentsdesigned, built the tested the experimental hardware for the electrospinning traveling kit.And the graduate mentor travelled to all of the schools to

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, larger-scale, quantitative scientific studies. Brown4points out that criteria against which to measure success of interventions or guide iterations ineducational DBR should consist of development of traits which the school system is chargedwith teaching, e.g., problem solving, critical thinking, and reflective learning.In this paper, we test the hypothesis that the flexibility and hands-on nature of a roboticsplatform will support different audio, visual, verbal (read/write), and kinesthetic learningstyles,5,6 offering teachers more versatility within lesson plans while effectively teaching STEMconcepts to students. Despite a lack of agreement7 within the education research communityregarding categories or, in some cases, the existence of

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Kathleen Connolly, Tufts University; Christopher Wright, Tufts University; Linda Jarvin, Tufts University; Mike Barnett, Boston College; Chris Rogers, Tufts University; Ismail Marulcu, Boston College

Tagged Divisions

K-12 & Pre-College Engineering

definition of what (Roth, 1996, common materials. meanings for materials and writing). In order constitutes a good 1997, 2001) Learn: Stability, artifacts, (3) being for science design task; the shapes, forces. conscious of participation in learning to effectiveness of the Task: Build a design, (4) negotiating with occur, discourse design context machine that uses classmates, (5) using a must hold as depends on the simple machines. variety of tools in much weight as individual teacher. Learn: Physics of interesting

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lucy McAuliffe, Smith College; Glenn W. Ellis, Smith College; Sonia Katrin Ellis, Smith College; Isabel Huff, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

K-12 & Pre-College Engineering

ofengineering. However, there is increasing evidence that middle school is the level at which girlsbegin to disengage and lose interest in STEM fields. Day4 writes: “As early as fourth grade,girls begin to turn off and tune out in science classes and drift away. By the time they enter highschool, even if their interest revives, it’s often too late. They don’t have the foundation to pursueadvanced courses.” Countryman et al.5 write about the enrollment disparity in computer scienceclasses as learners enter high school; girls enroll in fewer computer science classes than do boys. Page 22.1092.2The authors reference the influence of a culture in which

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina; Erica Pfister-Altschul, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

  Time management  4.50 Presentation Importance of Skills to Career Path Writing  Teamwork  Leadership  4.00 Research  Teaching  3.50 3.00 2.50 2.00 2.00 2.50 3.00

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brant Miller, University Of Minnesota; Tamara Moore, University Of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

complete selected writing prompts to aid the program directors with RET program assessment.The SDSM&T RET program is situated in Rapid City, the second largest city in South Dakota –a state with a total population just below 800,000. Due to the rural nature of the host state andinstitution, the RET program faced unique challenges. For example, the small size of SDSM&Tallowed for a RET program that spanned a variety of departments throughout campus, with noone department having a research agenda robust enough to serve all ten teachers. Distance wasanother factor. Traditionally about half of the teachers involved in the program had residencesbeyond a commutable distance; therefore housing accommodations were secured on

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; Michael A Evans, Virginia Tech ; Tiffany Drape, Virginia Tech; Samantha Gwai Lan Won, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

five minutes they werestopped and summarized in writing. After completed, the transcripts were open coded by both aresearcher and a graduate student, and themes were noted. This observation procedure was usedto pick up fine details about the teachers’ implementation of the curriculum, the environmentaldifferences between the three sites, the behaviors of the youth and the general level ofengagement by the participants. Pre and post testsThe pre and post test, Heat Transfer Evaluation, was administered on the first and last days ofthe unit. This 12-item multiple choice instrument from Schnittka & Bell (2010) has demonstratedvalidity and reliability with the middle school aged population. It was designed to target commonalternative

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina-Charlotte; Lyndon Abrams, University of North Carolina-Charlotte; Deborah Bosley, University of North Carolina-Charlotte; James Conrad, University of North Carolina-Charlotte; Stephen Kuyath, University of North Carolina-Charlotte; Dawn Denney, Northwest Cabarrus High School; Kelly Teague, J.M. Robinson High School; Bill Welch, J.M. Robinson High School

Tagged Divisions

K-12 & Pre-College Engineering

Center for Writing, Language, and Literacy at the University of North Carolina at Charlotte.James Conrad, University of North Carolina-Charlotte Associate Professor in the Department of Electrical and Computer Engineering at the University of North Carolina at Charlotte.Stephen Kuyath, University of North Carolina-Charlotte Assistant Professor of Electrical Engineering Technology in the Department of Engineering Technology at the University of North Carolina at Charlotte and PI on the NSF sponsored Diversity in Engineering Technology (DIET) project.Dawn Denney, Northwest Cabarrus High School National Board Certified Math Teacher at Northwest Cabarrus High School in Concord, North

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

that detracts from our primary focus. The full integration of STEM is an interesting model, but I am not convinced that it's going to serve all kids well. Maybe the current science curriculum is not either, but I feel more effective teaching science than teaching engineering.”The theme of interdisciplinary integration was echoed by several teachers. From a middle schoolmath teacher in Suburban Washington: “Teaching engineering is the closest I've come to interdisciplinary study. Generally students study a social issue, like the world water crisis. They learn about it from the social studies viewpoint (poverty, economies, governments) and they write a paper for Language Arts and Science addressing the