Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

” solving everyday problems in a systematic method. Certainlythese can be valuable experiences for children. However, they don’t allow the child to explore indepth or make connections between math and science concepts which are an integral part of anengineer’s view of the world.A third approach, the “Drive into Engineering” model, puts the teachers and the students in themiddle of the engineering activity. The teachers have created the moment and then both groupsare immersed in it. For Douglas L. Jamerson Elementary School this represents a “hands-on,minds-on” approach that fosters the development of methods and activities aimed at theintegration of mathematics and science concepts we are expected to teach imbedded inengineering concepts and

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Suxia Cui, Prairie View A&M University; Yonghui Wang, Prairie View A&M University; A. Anil Kumar, Prairie View A&M University

Tagged Divisions

K-12 & Pre-College Engineering

the computer engineering knowledge iswidely used in our everyday lives, most middle school and high school students still don’t knowabout it. If no one from university level introduces the program and fills in the gap, there is noway for the next generation youngsters to choose CPEG as their majors. Nowadays moststudents already have a dominated program in their mind before they become high school seniors.From university recruit point of view, STEM programs must find ways to attract them at an earlystage.In summary, this collaborated weather balloon project not only breaks the technical barriers formiddle school teachers, but also provides university professors a unique opportunity to teach themiddle school students what is Computer

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

post-teaching survey, asked participants toanswer on a Likert scale with regard to level of agreement (e.g., strongly agree, stronglydisagree) or frequency (e.g., sometimes, never). For example, teachers were asked to expresstheir level of agreement regarding the statement, “I see myself as developing competence in asubject (engineering) for which (prior to the project) I was not trained.” They were asked toshare the frequency with which they “… communicate with other teachers (including co-teachers) about aspects of the unit.” Five questions on the pre-teaching survey were open-response questions. One suchquestion was: “What kinds of words come to mind when you think of the engineeringprofession? (Please include a "brainstormed" list

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani, Pennsylvania State University, Great Valley; Iris B. Burnham, Da Vinci School for Science and the Arts

Tagged Divisions

K-12 & Pre-College Engineering

understand thecomplexity of the futuristic problems and the mechanism to solve them. Furthermore, the highlyengaging challenge that a systems engineering approach offers the novice by asking a student toimagine an outcome and apply all their creativity and fancy to the solution becomes an enticingand limitless project to a young mind. Once the student has envisioned their model, then the nutsand bolts of engineering are introduced to show how it might be realized. Hence- a perfectinstructional hook. The engineering content for ICE-HS Framework is inspired by systemsengineering discipline.The ICE-HS Framework is designed with the adaptation of a logical instructional model that isbased on the professional standard for instructional delivery

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Michael Hacker, Hofstra University; Marc Devries, University of Technology, Delft; Ammeret Rossouw, University of Technology, Delft

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-53: TOWARDS DEVELOPING AN ONTOLOGY FOR K-12ENGINEERING TECHNOLOGY EDUCATIONM. David Burghardt, Hofstra UniversityMichael Hacker, Hofstra University Co-director, Center for Technological LiteracyMarc Devries, University of Technology, DelftAmmeret Rossouw, University of Technology, Delft Page 15.1270.1© American Society for Engineering Education, 2010 Toward Developing an Ontology for K-12 Engineering Technology EducationAbstractHofstra University’s Center for Technological Literacy and the University of Technology, Delft,conducted an international research study in the summer of 2009 to identify the most

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

screen(Figure 2).The informed engineering design pedagogy focuses on learning science and mathematicsconcepts through carefully designed specifications and constraints followed by learningactivities for the targeted content (Developing Knowledge; KSBs). This targetedapproach embedded in an engineering design cycle helps students focus and learnFigure 1. An informed engineering design model. The inner cycle represents how these processes are not necessarily Page 24.820.4stepwise and that design should encompass many iterations and refinements. The outer cycle makes engineeringhabits of mind such as collaboration and creativity

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emily M. Hunt, West Texas A&M University; Michelle L Pantoya, Texas Tech University; Aaron S. Hunt, Canyon Independent School District; Abbye M. Reeves

Tagged Divisions

K-12 & Pre-College Engineering

their mind toadvance past what is currently possible and their creativity has been stoked by the inspiringliterature and complementary activities. For example, instead of a roller coaster, a skateboardroller coaster (Fig. 4A)! Instead of a typical car, a water-driven, jet-operated, car with vibratingseats (Fig. 4C). These kids are ready to advance the field of engineering!ConclusionsThe purpose behind the development and use of Engineering Elephants is not mastery of allengineering concepts, but to introduce children to the idea of engineering and problem solvingand encourage them to begin to imagine all of the things that they could potentially create.Results from integrating Engineering Elephants into 3rd grade classrooms show that

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christina Kay White, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Austin Bates Talley, University of Texas, Austin; Anthony J Petrosino Jr, The University of Texas at Austin ; Kristen Bland, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7249Girls Go Beyond Blackboards towards Positive Attitudes about EngineeringDr. Christina Kay White, University of Texas, Austin Dr. Christina White completed her Doctoral degree from Teachers College, Columbia University where she studied engineering education. She is the director of the National Academy of Engineering Longhorn Grand Challenges Scholars & K12 Partners Program at The University of Texas at Austin. Dr. White is also the director of an outreach program called Design, Technology, & Engineering for All Children (DTEACh) which has reached more than 1000 teachers and 85,000 students. She is

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological Univeristy

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-569: HIGH SCHOOL ENTERPRISE: AUTHENTIC ENGINEERINGEXPERIENCES IN SECONDARY EDUCATIONDouglas Oppliger, Michigan Technological UniversityJean Kampe, Michigan Technological UniversityValorie Troesch, Michigan Technological Univeristy Page 15.642.1© American Society for Engineering Education, 2010 High School Enterprise: Authentic Engineering Experiences in Secondary EducationAbstractThe need for more, and better prepared, individuals entering STEM (science, technology,engineering, and math) education is well documented by several organizations.1 High SchoolEnterprise (HSE) is an extra- or in-curricular school activity in which students

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

new, the development of a new solution that is eithernew or an improvement on an existing solution. The claim is not to make every student an engineer. Noris it to make every teacher an engineer. But the goal is to improve students’ ability to think critically andunderstand how to solve problems that do not necessarily have a right answer. The development ofstudents’ ability to think critically is most prevalent when students are learning how to think and analyzeproblems [6, 17, 18]. There is such focus on standardize tests and getting the right answer, that studentslose sight of what school and education should be about. Hand-on activities that pose an open-endedchallenge force the mind to think, not only about the answer, but the process on

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

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

Learning Technologies from the University of Missouri- Columbia. He worked at Concordia University, Montreal and has been the director of the Institute of P-12 Engineering Research and Learning at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on engineering as an innovation in P-12 education, policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering, the measurement and support of the change of ’engineering habits of mind’ particularly empathy and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Augusto Z. Macalalag Jr., Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.1036.2mainstream K-12 education, not merely as an elective or extracurricular activity. We haveposited that engineering: (1) presents opportunities for students to acquire critical 21st centuryskills, such as problem-solving, creativity, innovation, and teamwork; (2) provides relevantproblems and contexts which will motivate students to more deeply learn and apply science andmathematics; (3) promotes habits of mind, such as analytical thinking, that can be applied acrossa variety of problems, disciplines, and contexts; and (4) is a misunderstood and little-knowncareer path that provides opportunities for intellectually and financially rewarding careers thatcan help society and improve quality of life.The 2010 report Strengthening STEM

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Anant Kukreti, University of Cincinnati; Patricia McNerney, University of Cincinnati; Suzanne Soled, University of Cincinnati; Kelly Obarski, University of Cincinnati; Mingming Lu, University of Cincinnati; Richard Miller, University of Cincinnati; Daniel Oerther, University of Cincinnati; Heng Wei, University of Cincinnati; Thaddeus Fowler, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

2006-639: AN ENGINEERING RESEARCH EXPERIENCE FOR TEACHERS:IMPLEMENTATION AND ASSESSMENTAnant Kukreti, University of Cincinnati ANANT R. KUKRETI, Ph.D., is a Professor and Head of the Department of Civil and Environmental Engineering at the University of Cincinnati (UC). He joined UC on 8/15/00 and before that worked 22 years at University of Oklahoma. He teaches structural engineering, with research in experimental and finite element analysis of structures. He has won major teaching awards and is internationally recognized in his primary research field.Patricia McNerney, University of Cincinnati PATTY D. MCNERNEY, Doctoral Student in C & I Education/Technology, College of Education

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

take risks in their design until a desired outcome was achieved.Constructivism and Social ConstructivismAs identified in Mendoza Diaz and Cox constructivism was the most prevalent theoreticalframework found in their review of the P-12 engineering education literature; seven publicationsused constructivism. Engineering design as a student-centered, active-learning pedagogy fits wellwithin the constructivism framework. Constructivism in an educational context which recognizesthat knowledge is constructed in the mind of the learner by the learner[16]. As described byJonassen,[17] “Constructivist learning environments: 1. Provide multiple representations of reality; 2. Represent the natural complexity of the real world through these multiple

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Shawn Stevens, University of Michigan; Namsoo Shin Hong, University of Michigan; Molly Yunker, University of Michigan; Cesar Delgado, University of Michigan; George Bodner, Purdue University; William Fornes, Purdue University; Nick Giordano, Purdue University; Joseph Krajcik, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-2278: SECONDARY STUDENTS' BELIEFS ABOUT THEIR INTERESTSIN NANOSCALE SCIENCE AND ENGINEERINGKelly Hutchinson, Purdue UniversityShawn Stevens, University of MichiganNamsoo Shin Hong, University of MichiganMolly Yunker, University of MichiganCesar Delgado, University of MichiganWilliam Fornes, Purdue UniversityGeorge Bodner, Purdue UniversityNick Giordano, Purdue UniversityJoseph Krajcik, University of Michigan Page 12.1258.1© American Society for Engineering Education, 2007 Secondary Students’ Beliefs about their Interests in Nanoscale Science and EngineeringAbstractResearch has shown that increasing students’ interests in science

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

INSPIRE, Institute for P-12 Engineering Research and Learning, and Assistant Professor of engineering education and learning design and technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering learning, the measurement and support of change of habits of mind, particularly in regards to sustainability and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning of complexity. Page 25.340.1

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Jeanne Christman, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Robert Garrick, Rochester Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-780: INCREASING GIRLS' INTEREST IN ENGINEERING BY MAKINGIT FUNJeanne Christman, Rochester Institute of Technology Jeanne Christman is an Assistant Professor of Computer Engineering Technology at the Rochester Institute of Technology. Her academic area of distinction is in Embedded Systems Design. Jeanne received a B.S. in Electrical and Computer Engineering from Clarkson University and an M.S. in Computer Science from the University of Texas at Dallas. She worked in industry as an Application Specific Integrated Circuit (ASIC) designer prior to joining the faculty at RIT.Elizabeth Dell, Rochester Institute of Technology Elizabeth Dell is an Assistant Professor of Manufacturing &

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

100% utilize resources providedNumber of additional teachers trained by each 55 (average) Page 24.868.11participantLiftoff SpinoffsLiftOff Alumni continue to express their gratitude for additional educational opportunities thatare provided because they attended a LiftOff Summer Institute in the past. The exposure toNASA research, opportunities, and data enhances not only the teacher’s knowledge but spillsinto the minds of their students, our next generation of scientists and engineers. Here are fiveexamples: - Protein Crystal Growth23 – Former LiftOff participants and their students participated in a NASA

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Charles Feldhaus, Indiana University-Purdue University-Indianapolis; Kenneth Reid; Pete Hylton; Marguerite Hart, Washington Township Schools; Kathy Rieke, Washington Township Schools; Douglas Gorham, IEEE

Tagged Divisions

K-12 & Pre-College Engineering

: Involve engineering in K-12 lessons that map to state standards for math and science. Further, states should follow the lead of Massachusetts and enact state standards for engineering 4. Use/Improve K-12 Teachers: Engage more K-12 teachers in outreach efforts and curriculum writing, and increase teacher salaries to attract the best technological minds to teaching 5. Make Engineers “Cool”: Outreach to urban schools and females more aggressively, and create more mentors and role models to attract these constituencies 6. Partnerships: Create better incentives for all groups to engage in K-12 outreach (especially higher education and industry)2According to Dougless, Iverson and Kaylendurg there is no magical list

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Jed Lyons, University of South Carolina; Veronica Addison, University of South Carolina; Stephen Thompson, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

briefintroduction to the objectives of the activity, 2) conducting the activity and 3) discussing how toimplement the activity in their individual classrooms. Four activates were chosen for the Institutediscussed in the paper, with math and science teachers in mind: Forces and Math, Pendulums andGraphing, Water Rocket Design and Analysis, and Yogurt Cup Speakers. The workshopactivities were taught as ‘engineering’ activities and were not aimed specifically at math orscience teachers. The activities are briefly described below; full lesson plans are included asAppendices A-D, respectively.Forces and Math. The ‘Forces and Math’9 activity explores loads and reaction forces. Inaddition, the activity can be used to practice graphing experimental data, and/or to

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

came during college, I had that uh, a really intense car project… I pretty much built the car and so I’ve done all of the electrical work and mechanical work and so that that definitely sparked my interest like figuring things out was something that I wanted to keep doing you know. And it was just, it wasn’t a whole, I, I wasn’t around a lot of people who, who were like mechanically minded I guess in high school. It was me and [friend] and you know people who were car fanatics. - Dave, College Senior in EngineeringAdditionally, within Dave’s interview he comments on having some exposure to engineering viaa high school calculus class and a robotics class

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

values. This might be due tothe fact that students had little to no knowledge of what engineering was at the beginning ofStudio STEM; therefore, they had the most to learn about it. Nonetheless, we were encouragedthat their new found values were in the positive direction.Beliefs about Studio STEMStudents were interested in and enjoyed participating in Studio STEM, put a lot of effort into it,and felt supported by their Studio STEM instructors (see Table 2). Students also felt supportedby their peers during the project, but to a lesser extent than they felt supported by theirinstructors. Given the importance of caring interpersonal relationships 28,29 and our attempt todesign Studio STEM with that component in mind, the results support the fact

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

Jorge Rodriguez, Western Michigan University; Tycho Fredericks, Western Michigan University; Steven Butt, Western Michigan University; Luis Rodriguez, University of Wisconsin - Waukesha

Tagged Divisions

K-12 & Pre-College Engineering

consecutive-days residential institutes. The main goal of all these activities is toplant the seed about technology and engineering in the minds of the young participants.Therefore, a variety of sessions take place in order to show them new technical concepts and tochallenge them to make use of those concepts. For the high-school students, the activities duringthe residential institutes are in the context of emulating a typical design process in industry, fromconcept to prototype. This product development process is valuable because it corresponds withthe type of interpersonal communication, problem-solving, and conflict resolution skills thatleading firms and industry seek from new employees. For the participants from middle schools,the several-days

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

William Lee, University of South Florida

Tagged Divisions

K-12 & Pre-College Engineering

Page 13.511.3Practice, Boston Legal, and Ally McBeal, the positive role of attorneys in society isemphasized. Many of the more recent series feature females, blacks, and minorities inprominent roles.Similarly, the teaching profession is often cast in a positive light. Teachers, sometimesworking under adverse conditions, strive to educate their students and otherwise have apositive influence. Sometimes, teachers were a character in a comedy series (GabrielKaplan in Welcome Back, Kotter and Howard Hesseman in Head of the Class). Otherseries were more serious (Boston Public).Purpose of this studyThis study probed the images of doctors, lawyers, teachers, and engineers as formed inthe mind of high school students by television shows. The prime

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

NSB 04-01. (www.nsf.gov/sbe/srs/seind04/start.htm)2. National Science Board. 2003. The Science and Engineering Workforce: Realizing America’s Potential. Publication NSB 03-69. (www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf)3. Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn, expanded edition: Brain, mind, experience, and school. Washington D.C: National Academy Press4. (Ressler, S. J.,& Ressler, E. K. (2004). Using a nationwide internet-based bridge design contest as a vehicle for engineering outreach. Journal of Engineering Education, 93(2),5. Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience, and school

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Ayyana Chakravartula, University of California-Berkeley; Barbara Ando, Lawrence Hall of Science; Cheng Li, University of California-Berkeley; Shikha Gupta, University of California-Berkeley; Lisa Pruitt, University of California-Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

skills. With these facts in mind,the final project for Structural Aspects of Biomaterials was developed. Structural Aspects of Biomaterials has been taught at the University of California atBerkeley for the past five years. This course is offered to junior and senior-level undergraduatestudents in both the Bioengineering and Mechanical Engineering departments, and is meant tohighlight the intersections of these two fields through a focus on the mechanics of both naturaland synthetic biomaterials. The typical course size is approximately sixty students. The syllabusof the course has undergone small changes while largely maintaining the same course objectives.The course content is summarized in Table 1. Topics covered include: basic

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Cynthia Paschal, Vanderbilt University; Christopher Garay, Vanderbilt University; Aubrey McKelvey, Vanderbilt University; Patrick Gonzales, Vanderbilt University; Alex Nguyen, University of Rochester

Tagged Divisions

K-12 & Pre-College Engineering

2006-745: INEXPENSIVE, ACTIVE LEARNING OF X-RAY AND ULTRASOUNDIMAGING IN THE HIGH SCHOOL PHYSICS CLASSROOMStacy Klein, Vanderbilt University Dr. Klein teaches high school physics courses at University School of Nashville, TN, and teaches undergraduate courses in biomedical engineering at Vanderbilt University. An active investigator in the development of new high school and undergraduate curricula through VaNTH, she is co-PI of the NSF-sponsored project, “Biomedical Imaging Education: Safe, Inexpensive Hands-On Learning”.Cynthia Paschal, Vanderbilt University Prof. Paschal teaches undergraduate and graduate courses in biomedical engineering and conducts research in magnetic resonance

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

William Lee, University of South Florida; Linda Nook, Riverview High School; William Massolio, Riverview High School; Robert Liming, Riverview High School; Nancy Smith, Riverview High School; Susan Pantling, Riverview High School; Rodeny Jones, Riverview High School; Jan Davis, RIverview High School; Judy Meksraitis, Riverview High School; Effa Beauette, Riverview High School

Tagged Divisions

K-12 & Pre-College Engineering

, only 3% of the public associate thefield of engineering with creativity. Indeed, many see engineers to be rather dull Aone-dimensional@ individuals. This perceived image (whether accurate or otherwise) may be causingsome students with appropriate backgrounds to select fields other than engineering. In his recentbook A Whole New Mind 11, the author argues that while engineers of the recent past have soughtto be more Acompetitive@ by pursuing MBA degrees, the Adegree of the future@ in terms ofproducing creative people who will help this country maintain an edge in creative productdevelopment is the MFA degree. Consistent with this thinking, programs that blend engineeringand the VPA should develop creative problem solvers to a higher degree

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Paul Crips, Laramie Middle School; William Parker, Laramie County School District 1; Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

State Scholars Initiative• Dr. Derrell Hammon, President of Laramie County Community College• Dr. Mark A. Northam, Director School of Energy Resources - UW• Dr. Robert Ettema, Dean of College of Engineering and Applied Science – UW• Dr. Bryan Shader, Department Head, Department of Mathematics – UW• Ted Adams, LCSD #1 Superintendent• Jan Stalcup, LCSD #1 Board President• Dr. Tim Killeen, NCAR DirectorSome of the items discussed by the panel included:1. Everyone in education talks about problem solving or critical thinking skills. In your mind what does problem solving or critical thinking really mean?2. Equipment and technology are a big part of public education. What role do you think technology plays in the middle school

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

to people’s full participation in the professional, civic, and intellectual possibilities available in American society. Corporate growth and economic development, coupled with a higher standard of living, are inextricably tied to technological advancement. To continue to grow, however, the United States needs a technically literate society and an engineering-minded workforce. Unfortunately, these are two key areas in which our education system often fails to meet the mark. The good news is that a solution can be found in our K-12 classrooms.” Douglas et al. (2004)1.Many studies have confirmed that America’s educational system is lacking. Listed under thetitle “Some Worrisome Indicators” in the