Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado at Boulder; Brian Huang, SparkFun Electronics; Lindsay Diamond, SparkFun Electronics

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13718Development of a Semester Long High School Introduction to EngineeringDesign Course for a Prototypical Classroom (Curriculum Exchange)Dr. Jacob L. Segil, University of Colorado at Boulder Jacob L. Segil is an Instructor for General Engineering Plus and Mechanical Engineering degree programs at the University of Colorado Boulder. Jacob has a B.S. in Mechanical Engineering with a minor in Bio- engineering from the University of Illinois at Urbana-Champaign, a M.S. in Mechanical Engineering with a Bioengineering focus from the University of Colorado Boulder, and a Ph.D. in Mechanical Engineering from the

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American

Tagged Divisions

K-12 & Pre-College Engineering

course content as theylearn. The projects have been carefully selected and designed to support the program learningobjectives. The careful selection and integration of projects to meet specific learning objectivesis an aspect of an effective inductive learning pedagogy called Challenge Based Instruction. A positive and supportive learning environment is essential to effectively accomplishing thelearning objectives that the curriculum and pedagogy is intended to support. The ultimateobjective of the PREP program is to prepare students for and motivate them toward highereducation particularly in STEM fields. The university setting is an ideal environment for theprogram. Exposure to college students, STEM faculty, campus laboratory and research

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Rutgers, the State University of New Jersey; Kimberly A Cook-Chennault, Mechanical and Aerospace Engineering; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

program.Post-surveys were collected online after the conclusion of the summer program. Sixteen teacherscompleted the pre-survey. All seventeen teachers completed the post-survey. Analysis of pre-and post-surveys evidenced change in teachers’ beliefs and attitudes towards engineering in theK-12 curriculum. The survey uses 4 point Likert scales with no neutral point that requireteachers to respond to items such as “I can define engineering” on a 4 point Likert scales where1=Strongly Agree, 2=Agree, 3=Disagree and 4=Strongly Disagree or indicate confidence in their“ability to integrate engineering into their curriculum” where 1=Not Confident, 2=Confident,3=Confident and 4=Very Confident.The first question on the pre- and post- survey asked teachers about

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tom Cozzolino; Susan Margaret Spector

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13976Engineering to the Rescue! Using Engineering to Teach Fifth Grade PhysicalScience (Curriculum Exchange)Mr. Aran W Glancy, University of Minnesota, Twin Cities Aran W. Glancy is a Ph.D. candidate in STEM Education with a focus on mathematics education at the University of Minnesota. Aran is currently working on supporting elementary and middle school teachers in integrating science and mathematics through engineering design. Additionally, he is investigating modeling within K-12 mathematics classrooms, and is also interested in enhancing mathematics education through the integration of science, engineering, and

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University Office of Educational Partnerships

Tagged Divisions

K-12 & Pre-College Engineering

teachers are excited and engaged in the data analysis process. Others strugglewith quantitative skills, leading to the presentation of some of the modules as a recipe fordownloading and graphing data rather than an inquiry into climate change problems or solutions.Similar wide ranges of quantitative skills have been observed in our undergraduate students.19These observations point to the need for students at any level to have strong fundamental STEMskills in order to approach engineering analysis projects. At the same time, our design of suchexperiences must recognize the breadth of capabilities with built in alternative approaches forteachers to integrate real-world earth and energy system projects in their class rooms in a waythat they are

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Kjolsing P.E., University of California, San Diego; Yael Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

into courses (Peer Instruction, Project-based learning), is responsible for TA training (preparing next generation faculty), serves as faculty advisor to student or- ganizations, hears cases of academic misconduct as a member of the Academic Integrity Review Board, and is committed to fostering a supportive environment for diverse students at UCSD by serving on the faculty advisory board for the IDEA Student Center. Her research is focused on engagement strategies for large classrooms and the development of K-16 curriculum in earthquake engineering. Page 26.1015.1 c American

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Jason Sayres, Stevens Institute of Technology (SES)

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12659LEGO-Based Underwater Robotics as a Vehicle for Science and EngineeringLearning (Curriculum Exchange)Ms. Mercedes M McKay, Stevens Institute of Technology (SES) Mercedes McKay is Deputy Director of the Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. She has led several national and statewide K-14 teacher professional development and curriculum development programs in STEM education. McKay is co- PI and Project Director for the NSF-funded Build IT Scale Up project to develop and disseminate an innovative underwater robotics curriculum for middle and high

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Joyce Palmer Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

fit intoa standards-based science curriculum that is already taught in middle and high school classrooms(physical science, physics, chemistry, and biology). Additional components of the programinclude why students should learn about nanoscale science and engineering (workforcedevelopment) and how it is an interdisciplinary field which helps students understand theinterconnections between the sciences and engineering.IntroductionNanoscale science and engineering (NSE) is viewed by many as the next great technicalrevolution. Evidence for this belief in the U.S. is the establishment of the NationalNanotechnology Initiative (NNI) and the nearly quadrupling of its budget since its inception in2001 from $464 million to nearly $1.8 billion in 20102

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel Wilson Knight, University of Colorado, Boulder; Michael Hannigan, University of Colorado - Boulder; Madeline Polmear, University of Colorado, Boulder; Lisa Gardiner, UCAR Center for Science Education; Katya Anna Hafich, University of Colorado - Boulder; Ashley Monika Collier, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Lisa Gardiner is the K-12 Education Manager at the UCAR Center for Science Education and leads curriculum development and teacher professional development. She holds a B.A. in geology and marine science from Smith College, a Ph.D. in geology from University of Georgia, and an M.F.A. in creative nonfiction writing from Goucher College.Ms. Katya Anna Hafich, University of Colorado Boulder Katya Hafich is the Outreach and Education Coordinator for the NSF-funded AirWaterGas Sustainability Research Network, based at CU Boulder. She holds a B.A. in Latin American Studies and a B.S. in Environmental Science from the University of New Mexico, and an M.A. in Geography from CU Boulder. She currently shares a joint

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

., problem-based engineering design challenges that require the use and development ofscience and mathematics content can serve as models for integrated STEM activities. STEMintegration means that the disciplines of science, technology, engineering, and mathematics aremeaningfully combined to create cohesive units to deepen students’ understanding of eachdiscipline17. STEM integration is an interdisciplinary curriculum approach allowing for themarriage of the four disciplines18.Argumentation in EducationArguments are an integral part of being human and are found within our daily lives19. Whilechildren do have basic argumentation skills, they can be improved with age and practice12. Assuch, it becomes the responsibility of teachers to offer

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

change in engineering education is "glacial" and needs toaccelerate greatly for American engineers to compete economically and solve society's pressingproblems.” 6 Duderstadt also offered a rather revolutionary statement when he said, “In particular,engineers should receive a liberal-arts education as undergraduates and then pursue graduatedegrees as a standard route into the profession.” 6 This belief that the liberal arts are an integral partof the engineer’s education makes the attempts to keep the focus of high school students on bothengineering and the liberal arts a compelling argument.The ProjectThe project that began our collaboration with local high schools from an arts standpoint started witha fairly standard architectural and

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

bothtechnical education courses (science, physical science, and physics) and mathematics courseswithin the school district classrooms. Another major goal was to empower teachers to relate theapplied math topics to the Massachusetts Curriculum Frameworks for Mathematics and theCurriculum Frameworks for Science, Engineering and Technology. Toward this end, discussionswere held among the participants relating the material of the course to the standards of theCurriculum Frameworks.An outside evaluator evaluated this course with pre and post surveys and also conducted a sitevisit. The results of that evaluation are included in this paper.IntroductionBuilding Math Skills in Context: Integrating Mathematics with Engineering and Technology is aprofessional

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

. Schliemann, A. (1998). Logic of Meanings and Situated Cognition. Learning and instruction, 8(6), 549–560. Page 24.981.136. Karmiloff-Smith, A., & Inhelder, B. (1975). If you want to get ahead, get a theory. Cognition, 3(3), 195–212.7. Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 Education  : Understanding the Status and Improving the Prospects.8: Hester, K. and C. Cunningham (2007) Engineering is Elementary: An Engineering and Technology Curriculum for Children. American Society for Engineering Education Annual Conference and Exposition, Honolulu, Hawaii.9: Kolodner, J.L., P. Camp, D. Crismond, B

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Foy, L&N STEM Academy, Knox County Schools; Chien-fei Chen, University of Tennessee, Knoxville; Erin James Wills, University of Tennessee, Knoxville

Tagged Divisions

K-12 & Pre-College Engineering

, he was selected for the CURENT RET (Re- search Experience for Teachers) program, and in 2013 for an REV (Research Experience for Veterans) program. At CURENT, Mr. Foy developed curriculum materials which assist him in explaining power generation and transmission to high school math, physics, and programming courses.Dr. Chien-fei Chen, University of Tennessee, Knoxville Chien-fei Chen received the B.S. degree in English Language and Literature from National Cheng Kung University, Taiwan, in 1992, and the M.S. in Communication, and Ph.D. in Sociology degrees from Wash- ington State University in 1995 and 2009, respectively. Her current research interests include public ac- ceptance of smart grid, renewable energy

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University; Crystal Tricia Chukwurah, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

students build communicationskills within the K-12 classroom9.Symbiotic partnerships among K-12, university, and industry professionals benefit the entire K-16 community, however, such professional connections can be difficult to make8. Factors such ascommunication, support, and timing are key to forming successful partnerships5. Therefore, K-12 teachers, university, and members of industry need opportunities such as professionalnetworking that combine such factors for connections to be made.Teaching STEM in the K-12 ClassroomsTo be effective STEM must be introduced as early as possible in the K-12 curriculum. Today,STEM integration in the classroom has become nationwide. Engineering skills and knowledgecan now be found in the educational

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4154: ENGINEERING IN A FICTIONAL WORLD: EARLY FIND-INGS FROM INTEGRATING ENGINEERING AND LITERACYMs. Mary McCormick, Tufts University Mary McCormick is a graduate student at Tufts University. She is currently pursuing a Ph.D. in education, focusing on mathematics, science, technology, and engineering education. She received a B.S. from University of Massachusetts, Lowell, in civil engineering, and an M.S. from Tufts University in civil engineering. Her current research involves seeing the engineering thinking and doing in children.Dr. Morgan M. Hynes, Tufts University Morgan Hynes is a Research Assistant Professor in the Tufts University Education Department and Ed- ucation Research Program Director for the

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin-Madison; Sandra Courter, University of Wisconsin-Madison; GWEN EBERT, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

, we collected and analyzed the data (step 5,from the TAR approach); this helped us to gauge the extent to which participants change attitudeimprove knowledge and increase skills as a result of participating in ESP (Level II – Learning,from the Kirkpatrick model). We recognized the need for systematic approach for evaluatingESP 2005, so we launched this pilot study with pre and post questionnaires.The figure 1 shows how we envisioned the interaction among the different courses. We were alsointerested in the three research questions mentioned below about the curriculum integrationprocess. a. Are real-life student design projects an effective means of integrating different courses? b. Did the real-life

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Engineering and is presently completing her M.S. in Aerospace Systems Engineering.Dr. Morgan M Hynes, Purdue University, West Lafayette Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue Univer- sity and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Brian D. Gane, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1052: COMPARISON OF TWO CURRICULUM MODELS FORMAPPING ENGINEERING CORE CONCEPTS TO EXISTING SCIENCEAND MATHEMATICS STANDARDSMike Ryan, CEISMC - Georgia TechBrian D. Gane, Georgia Institute of Technology Brian Gane is a Ph.D. candidate in the School of Psychology at Georgia Tech and a research assistant at CEISMC. His research focuses on skill acquisition and instructional design.Marion Usselman, Georgia Institute of Technology Marion Usselman is Associate Director for Federal Outreach and Research for Georgia Tech’s Center for Education Integrating Science, Mathematics and Computing. She has been with CEISMC since 1996 managing programs, interacting with K-12 schools, and assisting Georgia Tech faculty in

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Siddika Guzey, University of Minnesota, Twin Cities; Tamara Moore, University of Minnesota; Gillian Roehrig, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1038: BRIDGE DESIGN ON THE RESERVATION: A STUDY OFCURRICULUM IMPLEMENTATION WITH AMERICAN INDIAN YOUTHSiddika Guzey, University of Minnesota, Twin Cities Siddika Selcen Guzey is a PhD candidate in Curriculum and Instruction at the University of Minnesota where she also received her MA in Science Education. Her research interests focus on science teacher knowledge development, technology integration into science classrooms, and STEM education.Tamara Moore, University of Minnesota Dr. Tamara Moore is an Assistant Professor of Mathematics/Engineering Education. Tamara is a former high school mathematics teacher and her research involves helping students engage in STEM disciplines

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

program has been developed to offer motivated high school students throughout thestate of South Carolina an integrated set of courses in mathematics, engineering, English, andscience. The curriculum was created with input from leading technology companies who wantcreative, articulate engineers. Most of these courses are dual-enrollment or Honors, taught byinstructors who hold a terminal degree in their field and have experience in college or universityclassrooms. Upon completion of this program and graduation from high school, students willearn 32+ college credit hours from colleges and universities within South Carolina.Introduction: The South Carolina Governor’s School for Science and Mathematics (SCGSSM)is a state-wide public STEM magnet

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona; Jane Hunter, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

will lead to increased numbers of engineeringstudents in the COE and the State, and would be: • effective at increasing student self efficacy for engineering which has been shown to be critical for eventual enrollment and retention in engineering programs,2 • effective at increasing the interest of high quality students in pursuing an engineering degree and this will lead to larger enrollment in schools across the country.There are no nationwide AP Engineering courses for a variety of reasons including: • There is no standardized nationwide “intro to engineering” curriculum or common education learning outcome standards. Each University has a different class with different outcomes and objectives. • There is

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

, 2008.4. Gary B. Randolph, “Collaborative Learning in the Classroom: A Writing Across the Curriculum Approach,” Journal of Engineering Education, 2000, Vol. 89, 119—122.5. L. J. Shuman, M. Besterfield-Sacre, and J. McGourty, “The ABET “Professional Skills”–Can They Be Taught? Can They Be Assessed?” Journal of Engineering Education, January 2005, 41—55.6. S. Kumar and J. K. Hsiao, “Engineers Learn “Soft Skills the Hard Way”: Planting a Seed of Leadership in Engineering Classes,” Leadership and Management in Engineering, January 2007, 18—23.7. D. Shetty and R. A. Kolk, Mechatronics System Design, PWS, Boston, MA, 1997.8. C. W. de Silva, Mechatronics: An Integrated Approach, CRC Press, Boca Raton, FL, 2005.9. D. J

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria Alessandra Montironi, UC Davis; Daniel S Eliahu, UC Davis C-STEM Center; Harry H. Cheng, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12373A Robotics-Based 3D Modeling Curriculum for K-12 EducationMaria Alessandra Montironi, UC Davis Maria Alessandra Montironi is a PhD candidate in Mechanical Engineering at the University of California Davis. Since 2013 she has been involved with the UC Davis Center for Integrated Computing and STEM Education (C-STEM). Within the Center, she is involved in developing new strategies for improving K-12 STEM Education through integration of computing, 3D modeling and robotics.Mr. Daniel S Eliahu, UC Davis C-STEM Center Danny Eliahu is an undergraduate mechanical engineering student at the University of California

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Tubesing, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9355LEDs & Lamps – A Friendly Affordable Gateway to Electrical Exploration(Curriculum Exchange)Mr. Andrew Tubesing, University of St. Thomas Andrew Tubesing is Laboratory Manager for the Electrical Engineering program at University of St Thomas in St. Paul, MN. He also serves on the faculty of the UST Center for Pre-Collegiate Engineering Education. Andrew has taught university courses in circuits, electronics, and engineering design for more than a decade. Prior to his academic career, Andrew spent 12 years as an engineer in the broadcast and telecommunications fields. Andrew holds a BA from St. Olaf College

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee Hobbs, Arizona State University, Polytechnic campus; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

K-12 & Pre-College Engineering

teams of middle and high school-aged students tolearn and apply the engineering design process to build Rube Goldberg-style chain reactionmachines. These summer camp programs teach real-world engineering skills, provide experiencewith systems thinking and multi-team collaboration, integrate arts and STEM, and create apathway for student to better understand careers in engineering and other science, technology,and math fields.For the Summer 2013 implementation of the summer camp programs, new content modules onenergy and anaerobic digestion were integrated into the curriculum and introduced at three highschool sites, i.e.; two in Arizona and one in Trinidad and Tobago. A total of 65 students rangingfrom ages 13 to 18 participated in the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

24.1347.1 c American Society for Engineering Education, 2014Using Teacher Feedback to Improve the Design of a Fourth Year High School MathematicsCurriculum (Research to Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignAbstractThis paper presents an evaluation of a high school mathematics curriculum, NICERC’sAdvanced Math for Engineering and Science (AMES), through high school teacher feedbackalong with conclusions from this evaluation. First, the reason behind creating such a curriculumis discussed, followed by a description of the curriculum as well as the implementation process,and lastly the evaluation and conclusion sections.The motivation for creating

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brandon Gregory Morton, Drexel University ; Youngmoo Kim, Drexel University; Matthew Nester VanKouwenberg; Chris Lehmann, Science Leadership Academy; Jessica S. Ward, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10316Developing Curriculum For Introducing CyberSecurity To K-12 StudentsMr. Brandon Gregory Morton, Drexel University (Eng.) Brandon Morton is currently pursuing a Ph.D. in Electrical Engineering at Drexel University. He received his B.S. in Computer Engineering from the University of Maryland, Baltimore County in 2009 and his M.S. in Electrical Engineering from Drexel University in 2011. He was an NSF GK-12 fellow from 2011 to 2014. Currently he is researching methods for detecting influence between musical artists.Prof. Youngmoo Kim, Drexel UniversityMatthew Nester VanKouwenbergMr. Chris Lehmann, Science Leadership

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

regarding the impact of the program or a review of research literature on integrated curriculum? 4. Do the authors present information or insights that are likely to contribute to developing a taxonomy for integrated STEM education and/or an agenda for future research? 5. Is the focus of the article/report on formal K-12 education and learning and/or informal learning using an integrated STEM approach or program?Articles did not have to meet all five criteria in order to be included in the review, but meetingthe first criteria was necessary, and meeting additional criteria increased their chance of beingincluded in the final review. Following this initial analysis, full text copies of 200 of thesecitations were obtained to assess

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Celina Bochis, University of Alabama; Steven Hsia, University of Alabama; Pauline Johnson, University of Alabama; Karen Boykin, University of Alabama; Sandra Wood, University of Alabama; Larry Bowen, University of Alabama; Kevin Whitaker, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

community service project led by professional engineers. In Page 12.907.8addition, the incorporated fun learning experiences, teambuilding and social activities help avoidsummer burn-out and encourage participation and bonding. Math classes are taught in blocks inthe mornings only. The afternoons are allocated by rotation to Living-Labs, Calculus Lab, andCommunity Service Project. One day per week is reserved for the learning experience throughthe field trips. Social activities and/or math tutoring are available in the evenings.Math Class The E-MAP program offers an alternative curriculum for pre