Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelly L. Lundstrom, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

design process, and the importance of teamwork6. Reformers have tried and, thus far,have failed to significantly influence students’ beliefs concerning engineering when theintervention occurs at a secondary level6. Secondary education may be too late to significantlyinfluence the subjects that students’ value. It is now time to examine the impact of such programswhen these programs are implemented at a younger level.This paper describes an engineering outreach program that is being implemented at anelementary level between the Colorado School of Mines and elementary schools in AdamsCounty District 50. Our program has been developed based on best practices from othersuccessful engineering outreach programs for pre-college schools, such as the

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

2006-1120: A VALID AND RELIABLE SURVEY INSTRUMENT FOR MEASURINGK-12 TEACHERS' PERCEPTIONS AND NEEDS ON DESIGN, ENGINEERING,AND TECHNOLOGYSenay Yasar, Arizona State University Senay Yasar is a Ph.D. student in Science Education, Department of Curriculum and Instruction at ASU. She earned her MA degree in Science Education at Arizona State University. Her BS degree is in Physics Education. Her principle research areas are inquiry-based learning and science and technology education. She teaches an elementary science methods course for undergraduate students.Dale Baker, Arizona State University Dale R. Baker is a Professor of science education in the Department of Curriculum and Instruction at

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

engineerwho specialized in automation systems, the course was designed for all students, regardless ofmajor.In 2004, SCU received a 5-year grant from 3M Foundation to develop the Science, Technology,Engineering and Mathematics (STEM) minor. This minor was a series of five lab courses thattaught STEM in a meaningful context to students, using best practices that included hands-oncreative and critical thinking, inquiry and project-based learning. Though the requirements ofeducation majors were considered in the design of the courses, the courses were designed to berigorous enough so that any student could take them to satisfy their lab requirement.In Fall 2007, Engineering in Your World formally joined the minor courses with ProfessorMaxfield

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Jodi Cullum, Utah State University; Christine Hailey, Utah State University; Daniel Householder, Utah State University; Chris Merrill, Illinois State University; James Dorward, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-1018: FORMATIVE EVALUATION OF A PROFESSIONALDEVELOPMENT PROGRAM FOR HIGH SCHOOL TEACHERS INFUSINGENGINEERING DESIGN INTO THE CLASSROOMJodi Cullum, Utah State University Jodi Cullum is a doctoral student in the Experimental and Applied Psychology program at Utah State University. Her interests lie in outcomes research in health psychology and program evaluation more broadly. Jodi has been involved in numerous small-scale research studies in Canada and the United States as well as large-scale national projects. She has been involved in STEM evaluation for the National Center for Engineering and Technology Education since May 2007.Christine Hailey, Utah State University

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing

Tagged Divisions

K-12 & Pre-College Engineering

tostate educational standards need to be fully taken into account and accommodated. Otherwise thepedagogically sound, highly experiential, and thoughtfully integrated curriculum will never beenacted with enough fidelity to even begin to have an impact on the children who need it most.Some of the contents of this presentation were developed under a grant from the U.S.Department of Education. However, those contents do not necessarily represent the U.S.Department of Education, and you should not assume endorsement by the Federal Government.                                                                                                                1  The National Research Council (2012). A framework for K-12 science education: Practices

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Clark P.E., Aston University; Jane Andrews, Aston University

Tagged Divisions

K-12 & Pre-College Engineering

activities (STEM clubs) and one- off initiatives. Building on this addfollowing an action research design, the part of the study discussed in this paper relates tocase-study fieldwork conducted mainly during April 2013 whereupon a fieldwork visit wasundertaken in one of the UK’s largest primary level engineering education for-profit providers“Engineering-First”. Prior to visiting the case-study organisation, the researchers conductednon-participatory observations at three separate ‘Annual Engineering Education Final’competitions sponsored by Engineering-First (occurring in 2011, 2012, 2013). During thecompetitions, an observational framework, developed out of the findings of the first stage ofthe study, was used to record children’s participation

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Victoria Forssen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Alka R. Harriger, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Practice, 37(1): 64-71.[20] Morgan, C., Isaac, J.D. and Sansone, C. 2001. The role of interest in understanding the career choicesof female and male college students. Sex Roles, 44(5/6): 295-320. [21] Harriger, A. 2008. Finding success through SPIRIT. Journal of STEM Education, 9(3,4): 31-36. [22] Costello, A. B. and Osborne, J. 2005. Best practices in exploratory factor analysis: fourrecommendations for getting the most from your analysis. Practical Assessment Research and Evaluation,10(7).[23] Brown, T. A. 2006. Confirmatory factor analysis for applied research. New York: Guilford Press. Page 22.1053.17

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Alexander Danial Manasseh, Prometheus Education, Inc; Asher Michael Smith; William Miceli, Embry-Riddle Aeronautical Univ., Daytona Beach; Shiv D Panjwani; Cierra Sparks; Joseph Anthony Alequin; Joshua Lee Dankson, Embry Riddle Aeronautical University; Cody David Clarke; Nicholas James Maskiell; Nathalie Vazquez, Embry-Riddle Aeronautical University; Marco Alan Schoener, SENAET

Tagged Divisions

K-12 & Pre-College Engineering

. The student-teachers willadapt lesson plans for all three levels of public school: Elementary, Middle, and High School.The purpose of this first of three phases of the study is to gauge the impacts on undergraduateSTEM student-teacher-researchers of a series of four-hour Saturday-based sessions occurringover the course of Fall Semester 2013. Participants in this first phase of the internally-fundedundergraduate research project will be assessed for their gains in the areas of K-12 STEMteaching, learning, and educational scholarship, as well as student-teacher mastery of relevanttechnical content necessary for successful micro-controller design, build, application, andinstruction to others.Embedded technology micro-controller programming topic

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Sean Doherty, Worcester Polytechnic Institute; Shweta Shanbhag, Worcester Polytechnic Institute; Martha Cyr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

, 22 teachers from nineschools were introduced to the detailed 8-step design process through activities in water-treatment and assistive technology [4]. These 8-steps come from the MA curriculum frameworkand are “Identify the need or problem, Research the need or problem, Develop possiblesolutions, Select best solution(s), Construct a prototype, Test and Evaluate, Communicate thesolution, and Redesign,” as shown in Figure 1. Although the concept of the design process wassimilar, the content of the original TEMI workshop and the one for grade 3-5 teachers was quitedifferent.Overall the TEMI workshop is still an amalgamation of short activities, presentations, guestlectures by engineers, discussions and field trips. However it has been modified

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian David Hartman, Oregon State University; Kimi Grzyb, Oregon State University; Katharine G. Field, Oregon State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13866A Framework for K12 Bioenergy Engineering and Science Concepts: A Del-phi Consensus StudyMr. Brian David Hartman, Oregon State University Brian is a doctoral student in science education at Oregon State University. He has 4 years of experience teaching high school science and practiced engineering for 12 years. His research interests include k12 biological and chemical engineering curriculum development, nature of engineering, and creativity in engineering design.Kimi Grzyb, Oregon State UniversityDr. Katharine G. Field, Oregon State University Dr. Kate Field has degrees from Yale University, Boston

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Juanita Jo Matkins, College of William and Mary; John A. McLaughlin, McLauglin Associates; Eugene Brown, Virginia Polytechnic Institute and State University; Gail Hardinge, College of William and Mary; Nancy West, College of William and Mary; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division; Kirk Jenne, Office of Naval Research

Tagged Divisions

K-12 & Pre-College Engineering

principal and the assistant principal wereinterviewed separately. Both administrators commented positively on the impact of the programon both teachers and students. They remarked on impacts on classroom practice, student affectand student knowledge gain. They said: “It [VDP] is a good opportunity to use problem-basedlearning in the classroom. It is an excellent way to get the classroom involved instead of justgiving the students notes. It is very hands-on.” And added: “It not only benefits the studentsacademically, but it is fun as well.” On a personal level: “It is a motivation for students. Theytake ownership in the final product. The teachers also take pride in the program.” And finally,they said: “N-STAR [VDP] definitely brought in

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

project director of a National Science Foundation GK-12 grant, Liz developed a highly effective tiered mentoring model for graduate and undergraduate engineering and education teams as well as a popu- lar Family STEM event offering for both elementary and middle school communities. Current projects include providing comprehensive professional development, coaching and program consulting for K-8 integrated STEM using engineering schools in several states and serving as a Professional Development partner for the Engineering is Elementary program. She is also a Co-PI on two NSF DR-K-12 grants focused on practice and research in K-8 engineering education and the chair of the ASEE Long Range Planning Committee on K-12

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

reform effort risks being undermined by the curricular and cultural practices thatpervasively shape student experience and outcomes and drive away too many could-be engineerswith diverse interests, aptitudes, lived experiences, and values.PDI’s response to the bait-and-switch problem employs design-oriented logics of engagement inparallel with the fundamentals-first approach, which provides a partial corrective to the logic ofexclusion. This configuration offers educators new avenues for thinking about explicit andimplicit connections between the design-centric emphasis in K-12 and the content-driven modelof fundamentals first. Moving forward, we hope to conduct empirical research using participantobservation and interviews to compare students

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

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

; Instruction and Graduate Research Assistant. His relevant research interests include understanding the obstacles STEM teachers face in collaboration and disseminating best instructional practices. He completed a M.A. in Elementary Science Education from Fairleigh Dickinson University and a B.S. in Natural Resources Management from Rutgers University.Mark A. Emmet, Boise State University Mark A, Emmet is currently the Associate Research Project Coordinator for Idaho SySTEMic Solution, a project funded by the United States Department of Education and administered jointly by the Colleges of Engineering and Education at Boise State University. Mr. Emmet has worked previously as the Profes- sional Development Coordinator

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

, 27, 28, 29, we will collectively refer to themas inquiry-based instruction. However, to reap these benefits, both teachers and students have tobe trained in inquiry-based methods. Compared to other methods, an ill structured inquiry-basedunit can results in lower student learning than a well-executed lecture.24, 26, 27 Page 22.1612.5Teaching 2000)forsynthesizing adaptive expertise research on effective learning principles and practices. There are four design principles for learning environments presented in the report (HPL principles):Ideally, students should 1

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carolyn A. Vallas, University of Virginia; Juliet J. Trail, University of Virginia, Center for Diversity in Engineering

Tagged Divisions

K-12 & Pre-College Engineering

of their activities and faculty advisor to their chapters.Juliet J. Trail, UVA Center for Diversity in Engineering Juliet J. Trail is a research assistant in the University of Virginia Center for Diversity in Engineering (CDE). In this capacity she serves as program coordinator for the Research Experience for Teachers (PI Carolyn Vallas), which includes both a summer experience and an annual INNOVATION: Teaching Nanotechnology workshop for K-12 teachers. Ongoing activities with the CDE also include numerous academic year and summer programs designed to inspire and sustain student interest at the K-12, un- dergraduate, and graduate levels in science, technology, engineering, and mathematics (STEM). Prior to serving

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Nicholas Oswald, Oklahoma State University; Charlie Huddleston, Oklahoma State University; Alan Cheville, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

circuits.This format proved to be somewhat problematic in practice. Since the fabrication tasks areconsecutive—i.e. the CAD design needs to be done before the printed circuit board can becreated—many students on a team had too much free time. The instructors initially assumed thatthis free time would be filled assembling the car kit and designing a paint scheme for the car.These tasks were not as time consuming as the actual control board fabrication however.Initially there were three graduate student instructors assigned to the course, one for each of thefabrication steps, but one instructor was not available and management of the course wasproblematic in this first iteration and may affect learning outcomes.Once the teams’ cars were assembled they

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chelsey Simmons, Stanford University; Beth L Pruitt, Stanford University; Kaye Storm, Stanford University; Gary Lichtenstein

Tagged Divisions

K-12 & Pre-College Engineering

display to emulate a conference setting.3. Assessment of Program ImpactA. Instruments of investigationIn order to assess the impact of professional practice-focused seminars within the broaderresearch experience, we sought first to understand where and how professional practices fit intoexisting classroom practices by asking the preliminary research question: What factors promoteor hinder teachers’ ability to teach mathematics- and science-related subjects in ways thatmirror professional practice of these fields, including engineering?We used two instruments to probe for answers to the research question, an open-ended essay anda survey. For the essay, participants were given a prompt at the beginning of the course andasked to add to and revise

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Joshua A. Enszer, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

Science Teaching (42 (2), 185-217. 3. Fishman, B., R. Marx, S. Best and R Tal, (2002). A Design Approach to Professional Development: Linking Teacher and Student Learning in Systemic Reform, Paper presented at the American Educational Research Association, New Orleans, LA. 4. Garet, M.S., A.C. Porter, L. Desimone, B.F. Birman, and K.S. Yoon, (2001). What Makes Professional Development Effective? Results from a National Sample of Teachers, American Educational Research Journal, 38, 915-945. 5. Loucks-Horsley, S., N. Love, K.E. Stiles, S. Mundry and P. Hewson, (2003). Designing Professional Development for Teachers of Science and Mathematics, 2nd Edition, Thousand Oaks, CA: Corwin Press, Inc

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland-Eastern Shore; Madhumi Mitra, University of Maryland-Eastern Shore

Tagged Divisions

K-12 & Pre-College Engineering

sensing and precision agriculture, robotics, systems and control and design of mechanical and mechatronic systems. Dr. Nagchaudhuri received his bachelors degree from Jadavpur University in Calcutta, India with a honors in Mechanical Engineering in 1983, thereafter, he worked in a multinational industry for 4 years before joining Tulane University as a graduate student in the fall of 1987. He received his M.S. degree from Tulane University in 1989 and Ph.D. degree from Duke University in 1992.Madhumi Mitra, University of Maryland-Eastern Shore Madhumi Mitra is currently an Assistant Professor of Biology and Environmental Science at University of Maryland Eastern Shore. She is also the

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

James Nelson, University of Texas at Tyler; Michael Odell, University of Texas at Tyler; William Geiger, University of Texas at Tyler; Kristian Trampus, University of Texas at Tyler

Tagged Divisions

K-12 & Pre-College Engineering

joined the faculty of the University of Texas at Tyler as a lecturer in Curriculum & Instruction and as the Assistant Director of the East Texas STEM Center. She currently works as the Director of the East Texas STEM Center implementing numerous STEM reform initiatives. Ms. Trampus’ primary research interests are in STEM reform. She has been actively involved in evaluating and implementing best practices in recruitment and retention of historically underserved student populations into the STEM fields, evaluation of P-16 alignment in Texas in STEM, implementing reform initiatives in secondary STEM curriculum and pre-service/in-service training for secondary STEM

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jale F. Akyurtlu, Hampton University; Otsebele E Nare, Hampton University; Lumumba Harnett, University of Kansas

Tagged Divisions

K-12 & Pre-College Engineering

, he participated in several research assistant positions with a focus in renewable energy and youth education. His research interest include radar and mobile communication signal processing. Address: Information and Telecommunication Technology Center, Nichols Hall, 2335 Irving Hill Rd, Lawrence, KS 66045 Phone: (785) 864-7708 Email: lharnett@ku.edu Page 26.1451.1 c American Society for Engineering Education, 2015 System Analysis Methodology for Teaching K-12 Algebra: An Instrument for Introducing the Engineering Design Approach in K-12 Education

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

what thiscareer path would look like in practice, but I’m committed to finding out.About half way through my freshman environmental seminar, my professor, Dr. Walther, askedme if I would be interested in working on a research project in engineering education. Hedescribed a study of media representations of engineering that he was working on with hiscolleague and told me that they were looking for a student who would like to help with dataanalysis. I agreed, and attended his research group’s next meeting. I was initially intimidated byworking with professors on a research project, but I quickly became comfortable after help andencouragement from my supervisors.My participation in this research group formed the context for the present

Conference Session

Factors Impacting Engineering Career Choices, Including Engaging Families

Collection

2012 ASEE Annual Conference & Exposition

Authors

Juyeon Y. Kluin, Purdue University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

text materials tomanageable proportions for analysis. Moreover, unitizing is important because it not only definesthe scope of analysis in the text, but also impacts validity of content analysis. Units can beestablished at various levels, such as a word, phrase, sentence, paragraph, whole text, and theme.According to Krippendorff 65, there are three distinctive units: sampling units, recording/codingunits, and context units. Sampling units are those units determining selective inclusions in ananalysis, while recording/coding units are specific information within sampling units. Contextunits are used to delineate the scope of information that coders need while characterizing therecording units. Unlike mass communication research where

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Ellen Worsdall, Northwestern University; Jessica Swenson, Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

program: career goals; perception of engineers; attitudes toward theparticipation of women in engineering; research interests; gained valuable experience notavailable through the degree program. Undergraduate and graduate students were invited tocomment on their impact responses. We received responses from a total of 15 undergraduate orgraduate facilitators plus one high school volunteer from both years. This included 8 facilitatorsfrom 2008, and 11 from 2009 (some students served both years). For girls: Types of engineering they would enter:The participants were asked an open question about their career goal: “If you become anengineer, what would you do?” Their responses were analyzed for trends across years, comparedto national

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Kenneth Welty, University of Wisconsin, Stout; Linda Katehi, University of Illinois; Greg Pearson, National Academy of Engineering; Michael Feder, National Research Council

Tagged Divisions

K-12 & Pre-College Engineering

National Academy ofEngineering and the National Research Council. Some of the materials explicitly espouse thestudy of engineering in their titles, while others do not aspire to teach engineering but arenoteworthy because they utilize engineering contexts and design to make the core curriculummore authentic, interdisciplinary, or engaging for students.For the purposes of this research, engineering was operationally defined as “design underconstraint,”11 12 where the constraints include the laws of nature, cost, safety, reliability,environmental impact, manufacturability, and many other factors. While science attempts todiscover what is, engineering is concerned with what might be—with extending humancapability through modifying the natural world

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani, University of Texas, El Paso; Iris B. Burnham, Burnham Wood Charter School District; Virgilio Gonzalez, University of Texas, El Paso; Miroslava Barua, University of Texas, El Paso; Elaine Fredericksen, Ph.D., University of Texas, El Paso; Sally J. Andrade, Andrade & Associates, Inc., El Paso, TX

Tagged Divisions

K-12 & Pre-College Engineering

students will understand increasinglycomplex content and concepts by learning, practicing and applying engineering design, thinkingand skills.The three goals of the research are achieved through a three-year incremental deploymentcoordinated with the formative assessments. The ICE-HS framework, shown in figure 2,illustrates the major activities and the outcomes for each dimension. Page 22.1701.6Innovative Curriculum for Engineering in High School (ICE-HS) Activities Outcomes Course and

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Scott Douglas, Southern Methodist University

Tagged Divisions

K-12 & Pre-College Engineering

towards the study and education of pre-college and collegeengineering. In a small population study taken during the second year of the program’simplementation, 65% of all students who completed the Infinity Project pre-collegecurriculum plan to pursue engineering in college. Only about 2% of all students whograduate from high school are interested in pursuing such degrees1. Teachers whocomplete a one-week-long training seminar designed to prepare them for teaching theyear-long course have also given positive comments towards the program – some of thesecomments include “Best training I have ever seen” and “My state needs this curriculumnow.” Additional details regarding the structure and outcomes of the Infinity Project canbe found in several

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

John McLaughlin, MacLaughlin Associates; Gail Hardinge, College of William and Mary; Eugene Brown, Virginia Tech; Kirk Jenne, Office of Naval Research; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division

Tagged Divisions

K-12 & Pre-College Engineering

Accreditation Cycle,” Approved October 29, 2005.(4) Mertens, D., and J. A. McLaughlin, Research and Evaluation Methods in Special Education. Newbury Park, CA: Corwin Press, 2003.(5) Wholey, J., “Evaluability Assessment.” Chapter in Wholey, et. al., Handbook of Practical Evaluation, Jossey-Bass, 2004.(6) McLaughlin, J. A. and G. B. Jordan, “Logic Models: A Tool for Describing Program Theory and Performance,” Chapter in Wholey, et. al., Handbook of Practical Evaluation, Jossey-Bass, 2004.(7) Stufflebeam, D. “Evaluation Models. New Directions for Program Evaluation,” no. 89. San Francisco, Jossey- Bass, 2001.(8) Bickman, L., “The Functions of Program Theory,” In L. Bickman (ed.), Using Program Theory in Evaluation

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

James Morgan, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

)techniques for motivating students unsure of “why they need…”, and (4) a better understandingof where their future students are coming from.The North Texas-STEM (Science, Technology, Engineering and Math) center is a partnership ofour university and a Dallas Independent School District (DISD) that establishes a center forSTEM education that will research, create, and provide information on best practices forinnovative teaching and learning. Our strategy is to create campus design teams, bringingtogether school administrators, teachers, students, STEM professors, STEM business partners,community-based informal STEM institutions such as museums and existing science networks inorder to provide opportunity for interaction between all of these