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

competitions. Some students enter the course with a portfolio in hand. The teacherserves as resource and mentor, as the students present weekly plans and progress for a grade.This year a third course is being piloted called Engineering Technology. Designed primarily for9th grade students, the course focuses on engineering design, project management and hands ontechnical skills, which allows them to advance to the Intro to Engineering course with a richerpreparation. Evaluation will include the effectiveness of the course, the program’s impact on thestudents, and an assessment of the student work.IntroductionThe quest to design a new engineering program, deciding where to start, establishing the runningthemes for a whole new course, or set of courses

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Parry, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth Miars, Rachel Freeman Elementary School; Lizette Day, Rachel Freeman Elementary School

Tagged Divisions

K-12 & Pre-College Engineering

- 12/University Partnership to Create an Engineering Magnet Elementary School This paper will describe the genesis of a new engineering themed magnet school in New Hanover County, North Carolina. A parent choice school assignment plan was adopted by the school system two years ago, immediately creating several extremely high needs schools in the downtown area. One of these schools, Rachel Freeman Elementary, gets the majority of its students from a nearby subsidized housing project. This year, the school is over 85% African American and over 75% of the students qualify for the federal free and reduced price lunch program. Rachel Freeman administrators made the decision to convert the school to an engineering magnet

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.1459.5 Table 3. Statistical analysis comparing current cohort’s current (pre) and intended (post) frequency of STEM classroom practices Question Survey N Mean Std. Dev. P-value How often do you use (or plan to use) Pre 20 3.80 1.322 0.673 teacher-led lectures or discussion Post 16 3.63 1.088 How often do you use (or plan to use) Pre 20 2.00 0.918 0.033* student-led class discussions or Post 16 2.81 1.276 presentations How often do you have (or plan to Pre 20 4.25 0.911 0.865 have) students

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

by Hispanic students. Thesefigures have basically remained steady since 1995.In an effort to address the growing issue of under-representation of Latinas in science,technology, engineering and mathematics (STEM), Estrella Mountain Community College andIntel Corporation collaborated to host a conference specifically aimed at closing the gender anddiversity gap in the STEM fields. Estrella Mountain, a Hispanic Serving Institution (HSI),partnered with Intel to plan and design the Hermanas: Dise a Tu Futuro conference. IntelCorporation collaborates with educators in communities around the Valley to improve the qualityof STEM education by providing commitments of time, programs and resources to help studentsrealize their full potential.Hosted by

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Sagar V. Kamarthi, Northeastern University; Claire Duggan, Northeastern University; Jessica Chin, Northeastern University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

year of a three-year NSF fundedproject. We have developed and delivered a professional development (PD) course for teachersin urban school districts such as Boston (Massachusetts) Public Schools. The paper covers thedetails of the capstone-based PD program and how it is designed and implemented to advancethe pedagogical skills of the high school teachers, the results, what we have learned, and the datawe collected. We discuss the two types of data we collected (attitude and content knowledge)and what improvements we plan to make for the next PD offering next year. The paper alsodiscusses the evaluation methods developed by the project evaluator and the insight gained fromthe data analysis. Data is presented on teacher attitude change as well

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W. Richerson, University of Utah; Cynthia Furse, University of Utah; Amy Aldous Bergerson, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

Way (PLTW) and International Baccalaureate groups. • Plan and implement a summer camp. • Page 22.1581.3 Establish links/partnerships with community organizations to increase communications and help in the process of building a sustainable pathway of students into engineering. Establish Train to Outreach Undergraduate Do Outreach Visits During Teams In Schools Fall, Winter Recruit Develop HS Present High School Engineering Modules in Teachers Modules Schools

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elise K. Morgan, Museum of Science Boston, Engineering is Elementary; Erin M. Fitzgerald, Museum of Science; Jonathan D. Hertel, Engineering is Elementary, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

they were interested in professional development to integrate theircurrent engineering curriculum with mathematics. Seventy one percent of respondents said theywould find an organizational tool helpful for planning integrated lessons for their students.A second survey was e-mailed to 1262 teachers who had participated in previous EiE workshops.Of those e-mailed, only 97 participants responded. The results for this survey are depicted inFigure 1. Teachers' Reported Most Useful Supports One-on-one support with engineering Online resources to better teach engineering PD support to integrate EiE with language arts PD support to integrate EiE with science PD support to integrate engineering with math

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

Generation Science Standards1 (NGSS) and an all-out push by President Obama andthe Department of Education seek to reform science education by introducing engineeringcontent and practices into Kindergarten through 12th-grade instruction. Science teachers acrossthe grades are tasked with including engineering in their science curricula creating the need forresearch on NGSS execution and roadblocks. This qualitative study stemmed from anexperienced high school physics teacher’s unexpected change in co-planned engineeringinstruction during a math and science enrichment camp. In an attempt to understand Evan’s*actions, this study examined the origins of and tensions within Evan’s engineering educationepistemology (EEE). My main research questions were

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Soled, University of Cincinnati; Patricia McNerney, University of Cincinnati; Laura Koehl, University of Cincinnati; Kelly Obarski, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

tailored educationalmethods course, one instructional planning course, a Field Practicum course,Instructional Technology Across the Curriculum course, and Instructional Teaching &Learning Styles course. The education courses train them in: 1) methods, concepts,theory, and assessment of instruction; 2) design and implementation of science andmathematics curricula with an emphasis on instructional technology; 3) local, state andnational curriculum standards, educational practices, and pragmatic and logisticalsecondary education issues; and 4) advanced technology, time management andclassroom management techniques for technology use in classrooms 2-6. Each year, thegraduate Fellows present a one- or two-day “Teaching with Technology” workshop for

Conference Session

Exemplary Teacher and Counselor Professional Development

Collection

2009 Annual Conference & Exposition

Authors

Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Lourdes Gazca, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

agreed that the experiments and theETK are interesting and useful. In general, attendees rated them as good or excellent and feltvery or somewhat comfortable performing and teaching the experiments and the ETK after theworkshop. More than 88% of the teachers plan to use the experiment discovering papillae intheir classes; 74% the experiment color effect on sensory preference, 83% the experiment effectof seeing and smell senses on identifying food flavors, 82% the experiment effect of selectedsubstrates on yeast activity through gas formation, and 59% plan to use experiment fingerprintsand microorganisms in their classrooms while more than 75% of the teachers plan to use theETK entitled the floating egg.More than 90% of Pre-school and Elementary

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

James Maloney, California Institute of Technology; Tara Gomez, California Institute of Technology; Jennifer Franck, California Institute of Technology; Pamela Aschbacher, California Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, and postdoctoral scholars as well asstaff sought educational and outreach opportunities. Through a partnership with _____faculty applying for a Research Center, the XXX received four-year support from theHoward Hughes Medical Institute (HHMI) to hire a part-time coordinator, expand theprogram, and create summer lab research opportunities at ______ for high schoolstudents.HHMI funding also provides travel support for XXX directors to learn from otheroutreach centers and disseminate our work at conferences, and support for programevaluation to explore ways to improve the program and document its effects onparticipants. This paper describes our partnership model, findings from the 2008formative evaluation, and plans for improvement.Community

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

engineering curricula -Test engineering curricula -Use the Explore-Create-Share model to structure -Familiarize with engineering/design software curriculum planning -Share best practices in STEM education -Recieve support from teacher mentorsteachers with the opportunity to learn about engineering concepts informed by classroom andindustry practices, test curriculum materials, collaborate with industry and education experts,familiarize with engineering and product development software, and share best practices inSTEM education. The second phase is the Authoring Phase. This phase focuses on training

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Richard Gilbert, University of South Florida; Robin Little, Douglas L. Jamerson Jr. Elementary School; Chuck Parsons, Douglas L. Jamerson Jr. Elementary School; Kim Parsons, Douglas L. Jamerson, Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare

Tagged Divisions

K-12 & Pre-College Engineering

encouraging a stronginteraction with an engineering college. This paper will review the characteristics of theprofessional development plan that is in place at Douglas L. Jamerson, Jr. Elementary School.BackgroundThe school was built in 2003 in a predominantly ethnically isolated inner city neighborhood. Itslocation facilitated ethnicity integration without the aid of a district assigned plan. During itsfirst year of operation, the school applied for and received a three year grant from the MagnetSchools Assistance Program (MSAP) that provided additional resources to support its curriculumand faculty development. The school has a K-5 student population with no special enrollmentcriteria and definitely functions as a typical neighborhood school. It

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Goldman, Stanford University; Maureen Carroll; Molly Bullock Zielezinski, Stanford University; Aaron Loh, Ministry of Education, Singapore; Eng Seng Ng, Stanford University; Stephanie Bachas-Daunert, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

Summary: Introduces students to the concepts of natural and man-made water treatment and purificationas they engage in prototyping working water filters from a variety of natural materials.1. Students plan and carry out an 1. Build Background Knowledge: Show students one or both of theinvestigation of water purification following videos. These videos provide context for the experiment. Eachusing natural materials. video describes an approach to filtration; together, they offer different2. Through design, prototyping & frames in terms of scope & scale of filtration systems.analysis, students identify the Water Treatment Plant:http://goo.gl/gfgCn3materials and

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Catherine Eve Bale, U.S. Military Academy

Tagged Divisions

K-12 & Pre-College Engineering

safely across the river in the shortest possible time. • The teams are briefed on the rules of the game and then are given five minutes to organize themselves and plan their problem-solving strategies. • Construction begins with “On your mark…get set…build!” The first team to cross all of its members and both planks without any person or plank touching the “river” is the winner.* • The students are then led on a discussion of the activity and the underlying principles of engineering mechanics that served as the basis for their empirical solution to the bridging problem. The activity concludes with a demonstration of how the basic components used in the bridging activity can be used to model a real-world

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin Michael Hutchison, University of Illinois

Tagged Divisions

K-12 & Pre-College Engineering

internalizing theinformation and developing lesson plans, under guidance from the teacher and graduate students, onclean energy for an Integrated Physical Science (IPS) class comprised of Special Education students andEnglish Language Learners. Following the presentations by APES students, the IPS students weredivided into smaller working groups with an APES student acting as the group manager. The smallgroups were tasked with designing, building and testing inventions that improved upon or specificallyused solar, wind, water or biologically-derived energy. As a culmination to the project, the high schoolstudents presented their inventions to a mock-investor panel which included faculty members and localentrepreneurs. This activity-based

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

dimensions for their different adaptations with the class classmates storage tank provide Lesson 7 – Lesson 6 – Nature-Inspired Engineering Design Challenge Overview: Planning your design Design The 14 Grand Challenges for Engineering, Book: Biomimicry: Book: A CoolLiteracy

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center; Krystal S Corbett, Cyber Innovation Center; Geoffrey "G.B." Cazes, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

career has been dedicated to non-profit organizations in the form of events planning, development, grant writing, and coordinating educational activities for K-12 students.Dr. Krystal S Corbett, Cyber Innovation CenterMr. Geoffrey ”G.B.” Cazes, Cyber Innovation Center/National Integrated Cyber Education Research Center G.B. Cazes serves as the Cyber Innovation Center’s (CIC) Vice President and Director of the CIC’s Na- tional Integrated Cyber Education Research Center (NICERC). The CIC is a 501c3 not-for-profit corpora- tion whose mission is to support the development of a knowledge-based economy throughout the region. To that end, the CIC developed NICERC to oversee its robust academic outreach and workforce devel

Conference Session

Best Practices in K-12 Engineering: Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Elizabeth A. Parry, North Carolina State University; Lizette D. Day, Rachel Freeman School of Engineering; Augusto Z. Macalalag Jr., Stevens Institute of Technology; Albert Padilla Jr., Jersey City Public Schools; Malinda S. Zarske, University of Colorado, Boulder; Patty Ann Quinones, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

, NCProgram overview and partnership structureIn 2007, our school was designated a magnet school by our local school board due to re-districting. The community was surveyed and a school with an engineering theme wasoverwhelmingly supported. The school’s staff began researching and planning engineering in aK-5 setting and was contacted, through chance, by the university. Throughout the rest of theyear, both parties worked together to develop and plan an engineering magnet school that wouldutilize the Engineering is Elementary curriculum as a primary tool. The plan addressedprofessional development, community/parent support, materials support and partnership supportfor the first three years initially.During the 2007-2008 school year, our partner at the

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

Mary McCormick, Tufts University; Kristen B. Wendell, University of Massachusetts Boston; Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

engineering. A National ScienceFoundation supported project at Tufts University’s Center for Engineering Education andOutreach aims to provide this support to elementary teachers as they learn to develop andimplement integrated engineering and literacy (IEL) activities in their classrooms. As part of theongoing professional development (PD) for this project, participating teachers discussinstructional practices for creating and implementing literature-based engineering activities intheir classrooms. These instructional practices involve attending to student reasoning andfostering student engagement in engineering areas of problem scoping, conceptual planning, andrealizing and testing design ideas.This qualitative research study focuses on elementary

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Kay Gallagher, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

activities designed to introduce engineering concepts while specifically addressing thesestandards are introduced to the teachers along with success stories. Free and readily accessiblelesson plans are from the IEEE sponsored tryengineering.org web site, TED.com andEngineering Go For it, eGRI.com are used. The intent was to introduce and assess teacherbackground knowledge on topics that their students should see in the years just before and aftertheir grade level. Unique to this workshop is the consistent attention to specific math andscience standards addressed, as well as the use of an engineering design process as a problemsolving tool.The first year of the program culminated with a symposium, where teachers demonstrated thesuccesses from their

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

influenced early by the thrill of engineering, which can last well into their college years.Over the past three years 320 grandparents and elementary students have specifically taken partin the Department of Mechanical Engineering’s efforts in bringing engineering to the young. Thebelief in creating a program that is both educational and fun was critical when planning anactivity for 8-12 year olds and their grandparents. The participants are engaged in learning aboutmechanical engineering, teamwork, and tower building. Details concerning the planning of theactivity, the educational value, the work that is accomplished by the participants; impressions ofthe faculty, staff, and graduate students; and plans for the future will be presented

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

improvement in skills targeted in the students’ Individualized Page 22.1.2Education Plans (IEPs) – two of which are skills of written and oral communication andcollaboration.It is important to know that, in New Jersey, special needs teachers are expected to follow thestate core curriculum content standards through the general education curriculum, and thatspecial needs students take the same tests as the regular population. The state has a goal ofincreasing teachers’ awareness of the growing emphasis on 21st century skills in teaching andlearning and on providing strategies to facilitate student achievement of these skills in classroomsettings.NJ Core

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

implement reflects themany ways engineer take designs from ideas to reality. Many engineers do build designs using abroad array of techniques. Perhaps one of the biggest differences between engineeringdisciplines is the specialized methods and technologies they use to implement designs. Howeversome engineers implement ideas through manipulation of information, such as designingcomputer software or producing plans. Here the real value is the information in the blueprint orcode, not the medium (paper or magnetic disk) that contains the information. Another option forimplementing a design is to contract another company to build it. In this case the engineer workswith the company to ensure the work is done properly.The fourth step of the engineering

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Douglas Edwards, Georgia Institute of Technology; Jeremy Lingle; Jessica D Gale, CEISMC Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

research. Some examples of the contexts usedfor mathematical modeling include:  Consumer Science – college planning, auto insurance risk, cell phone plan selection  Logistics – routing and planning, deployment of government emergency services Page 23.1006.2  Health Care – patient scheduling, nutritional optimization, and epidemiologyThese mathematical models are both deterministic and probabilistic. Additionally, technology isused to further provide the real world context of decision-making using mathematically-basedcritical thinking. The basis of this course is the NSF-sponsored Mathematics INstruction usingDecision Science 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

background information on a variety of SWEPT andRET programs around the country, including a discussion of their evaluation plans, introduceliterature and research that supports the effectiveness of SWEPT and RET programs as a teacherprofessional development model, and discuss the issues surrounding the development ofevaluation tools to assess teacher and student impacts of these programs. The GIFT program andits current evaluation plan will then be discussed as a case study. This case study evaluationincludes 1) the results of a multi-site SWEPT study in which GIFT participated, 2) a recentalumni survey sent to all current and former program participants, and 3) Pre & Post Summer,School Year Follow and Mentor Surveys administered during the

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Leyla Conrad, Georgia Institute of Technology; Edward Conrad, Georgia Institute of Technology; Jill Auerbach, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

applications to engineering as well as theirrelevance to today’s technology. The program runs successfully through collaboration with theSchool of Electrical and Computer Engineering, microelectronics Packaging Research Center(PRC) (an NSF Engineering Research Center) and the School of Physics. The program has threecomponents: (1) to enables teachers to fully take advantage of their subsequent researchexperience, a two -week course on modern physics, with a laboratory component is given; (2) athree day module course on applications of modern physics concepts to microelectronics; and (3)a five and a half week summer research experience. Workshops are also held during the teachersstay at Georgia Tech to help them with the development of lesson plans and

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Quincy Brown, Drexel University; William Mongan, Drexel University; Dara Kusic, Drexel University; Elaine Garbarine, Drexel University; Eli Fromm, Drexel University; Adam Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

Department of Education’s academic standards specifically cite “TechnologyEducation” as an objective at all K-12 grade levels.11 Included in this set of standards are missivessuch as, “apply basic computer operations and concepts,” with minimal guidance as to how todesign and implement lesson plans to advance the student’s technical proficiency. While thisopenness enables freedom within curriculum development, it can also mean that technologyprograms are underdeveloped, understaffed and without the technical support needed to sustainsuch programs on a daily basis. To address these challenges, educational Fellows of the National Science Foundation’s (NSF)GK12 program have introduced a pilot program of computer-aided instruction (CAI) at two site

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Debra Gilbuena, Oregon State University; Adam Kirsch, Crescent Valley High School

Tagged Divisions

K-12 & Pre-College Engineering

Debra Gilbuena is a graduate student in Business Administration and Chemical Engineering at Oregon State University. She currently has research in the areas of solar cell development through thin film technology, business plan writing and engineering education. Debra has 4 years of experience including positions in semiconductor manufacturing, propellant manufacturing, electronics cooling and sensor development, an area in which she holds a patent and has provided international consulting. Debra was awarded the Teacher's Assistant of the Year Award for the College of Engineering at Oregon State University for her work as a Teacher's Assistant in thermodynamics courses. She has interests in

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

related activities using digital fabrication impacted (1) preservice elementaryteachers' efficacy beliefs about teaching science, and (2) their attitudes and understandingof effective approaches to integrating technology and digital fabrication into teachingscience. The research compared two intervention sections integrating digital fabricationactivities, with a third section without digital fabrication activities. Data collected foranalysis included the Science Teaching Efficacy Belief Instrument and the preserviceelementary teachers' answers to open-response questions about technologies they plan touse in their subsequent teaching. The results indicated the importance of: (1) additionalcollaboration from educators interested in creating more