Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

related to weight, performance, and reproducibility. Students also learn about the advances in and applications of remote sensing technology. In parallel, playing off of the unit’s space theme and the activity of “launching” an aerial imagery system, students are asked to explore Page 25.533.15 engineering ethics and safety through a unit project focusing on the 1986 Challenger disaster.The primary focus of this unit is teamwork. Other student learning objectives emphasized orintroduced in this unit are safety considerations; system decomposition; requirements; designmodification; concept generation and selection; operations planning; team

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet L. Yowell, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Travis O'Hair, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

member in 2011. She was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education.Dr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is an Associate Professor in the Department of Civil, Environmental, and Architectural Engineering at the University of Colorado, Boulder. She has incorporated service-learning projects into the senior capstone design course for environmental engineering since 2001. Her engineering education research interests include sustainable engineering, ethics, and retention of female students.Dr. Daniel W. Knight, University of Colorado, Boulder Daniel W. Knight is the engineering Assessment Specialist at the Integrated Teaching and Learning Pro

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey; Suriza VanderSandt, College of New Jersey; Elizabeth Dianne Johnson, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

taught withsubstantially more applied and hands-on activities while other sections are not. However, thisdoes pose an ethical issue.The existing data set might also provide additional insights. For example, does a context-driven, applied STEM content course taken at the same time as MAT105 or MTT202 result inpreferential improvements in anxiety and/or SE? Or does a context-driven, applied STEMcontent course that is completed between MAT105 and MTT202 preferentially benefit anxietyor SE levels? Measurements of math anxiety and SE in a pre-post format for individual math-oriented integrated-STEM courses may also prove useful. Additionally, collecting additionaldata for the current research format would provide larger populations, aiding the

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

, science, and engineering.  An ability to design and conduct experiments, as well as being able to analyze and interpret data. Page 22.668.3  An ability to design a system, component, or process to meet desired needs.  An ability to function in multi-disciplinary teams.  An ability to identify, formulate, and solve engineering problems.  An understanding of professional and ethical responsibility.  An ability to communicate effectively with written, oral, and visual means.  The broad education necessary to understand the impact of engineering solutions in a global

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Blake C. Wade, University of Texas, Arlington and Kennedale High School, Kennedale ISD; Yvette Pearson Weatherton, University of Texas, Arlington; Melanie L. Sattler P.E., University of Texas, Arlington

Tagged Divisions

K-12 & Pre-College Engineering

to the London infrastructure and the people contained within, and if anything could bedone to help mitigate the situation. After the video and hazard discussion we dove right into an ethics issue for the remainderof the class (the class length is 50 minutes). The students were told to answer three primaryquestions: What does this video mean to you? Does race/ethnicity/sex play a role in your overalljudgment of the situation you have just seen? Elaborate. Finally, devise a plan to help preventsomething like this happening in the future if money and resources were no object. The following class period, students were told that they will be modeling a gas release(either accidental or terroristic in nature) from the Dallas Cowboys

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

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, University of Minnesota, Twin Cities; Tamara J Moore, University of Minnesota, Twin Cities; Christy Pettis, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

component allowsstudents the opportunity to start developing certain aspects of engineering “habits of mind”,based on the grade and developmental level of the specific unit. Engineering “habits of mind”refers to the values, attitudes, and thinking skills associated with engineering and includessystems thinking, creativity, optimism, collaboration, communication, and an attention to ethical Page 23.1226.4considerations3.Using Literacy to Support STEM LearningThe literacy component builds upon the idea of integrating across disciplines by using high-quality science and mathematics trade books to enhance and extend instruction, which helpsstudents to

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Michele Dischino; Manjit Khosla, HALS Academy; Patrick Foster, Central Connecticut State University; Carol Shields, Stevens Institute of Technology; Dan Fagan, Wallace Primary School; Martha Cyr, Worcester Polytechnic Institute; John Staley, Doherty Memorial High School

Tagged Divisions

K-12 & Pre-College Engineering

courses primarily address the state’scomprehensive technology and engineering curriculum. This curriculum includes instruction ondesign principles, various energy and power technologies (fluid, thermal and electrical systems),and communication, construction, and manufacturing technologies. In grades 10 through 12, thecourses cover more specialized curricula, governed by multiple vocational frameworks. TheEngineering Technology Vocational Framework includes Health and Safety, EmployabilitySkills, many varied Technical Skills (including but not limited to computers, electrical systems, Page 14.275.24applied ethics, design and modeling and

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

to return to the original data set and seek evidence to support my developing claim.Finally, after final analysis, a member check was conducted to ensure that Evan was comfortablewith my analysis. Limitations. Although I attempted to act ethically as an unbiased researcher throughoutthis research process, I would still like to clarify any potential errors that may have occurred.First and foremost, I acknowledge that my participation in the group and in the video analyzedcould obscure my analysis. Though I attempted to “observe” the teachers’ fifty-minute planningsession post hoc, from video, allowing me to step away somewhat from the context of myfeelings and motivations during the session, I recognize that this observation is limited

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

,experience, and practice, is applied with judgment to develop ways to use, economically, thematerials and forces of nature for the benefit of mankind.” In one sentence this definitionmanages to cover theory, practice, practical constraints, ethics, and the impact on society, allhigh level themes that could be run as a thread through the engineering topics in the new course.The NAEP TEL, an early source of content for the course, divides engineering and technologyliteracy into three areas “Technology and Society”, “Design and Systems”, and “Information andCommunications Technology”. The main engineering design theme for Intro to Engineeringcomes from the ideas in the “Design and Systems” section and its definition of technology, theproduct of the

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

a lecture and asking students to clarify their notes withanother student. However, thoughtfully designed activities can promote student engagement to amuch higher degree, and student engagement is highly correlated with academic success 5.One type of active learning, problem-based learning, is based on content-specific problems.Problem-based learning (PBL)6 is a teaching and learning method where problems relevant to thecurriculum provide the context and motivation for all the activities that follow. PBL started in Page 13.1139.2the mid 1950s in North American health sciences education and emerged as an ethical andpractical way to give

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

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

cohorts of NSF-RET participants. All cohort one(2011) and cohort two (2012) participants created and presented STEM curriculum designs at theconclusion of the program as described above. During the follow-up year, the external evaluatorconducted classroom observations and teacher interviews which provided specific examples ofthe transfer of summer activities to classroom activities. Participants named new knowledge andSTEM interest regarding spatial visualization skills, decision making matrix, engineering designprocess, awareness of ethics and engineering, conservation methods, green technology, andengineering design process, to name a few. The program was also successful at enhancing theparticipants’ understanding of the social relevance and

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

practices. Johnson (2006)9 adopted Anderson’s (1996)10conceptual framework concerning three dimensions of barriers (technical, political, and cultural)and discussed each barrier that science teachers faced when applying reformed instructionalpractices in their classrooms. Here, the technical barriers include teachers’ content knowledge,pedagogical knowledge, as well as teachers’ ability to implement new instructional strategies andteach constructively. The political barriers, which are hard for teachers to control, include thelack of local leadership and support. The cultural barriers referred to teachers’ beliefs concerningteaching and their preparation ethic. In other words, it means teachers’ feeling of their obligationin transmitting content

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

Tagged Divisions

K-12 & Pre-College Engineering

4.40 Wheel Chair Lab presentation 3.88 4.38 4.17 4.36 Professionalism and Ethics 3.73 4.50 4.52 4.08 Panel of Engineers 3.58 4.25 4.26 4.24Table 8 shows a summary of average student ratings of the usefulness of the workshops. Notethat not all of the workshops were offered during each of the years. With only a few exceptions,student ratings for most of the workshops have improved significantly from 2009. Studentratings of the field trips have shown steady improvements of the years, and have become some ofthe most highly rated activities in the institute, with the exception of the 2013 when the

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adriana Anunciatto Depieri, University of Sao Paulo; Roseli de Deus Lopes P.E., Escola Politécnica, Universidade de São Paulo

Tagged Divisions

K-12 & Pre-College Engineering

, and technology knowledge and skills; and 3) promote engineering habits of mind,including systems thinking, creativity, optimism, collaboration, communication, and attentionto ethical considerations.According to OECD31, differences in young people‟s career choice can be attributed totraditional perceptions of gender roles and identities as well as the wide acceptance ofcultural values associated with particular fields of education. Therefore, high school students‟attitudes to engineering may be an important predictor of not only being adequately preparedto engineering but its pursuit. If more high school students acquire positive attitudes towardsengineering, more of them will be motivated to choose engineering as a career.An attitude is a

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

, why do K-12 educators’ participate in professional developmenton engineering curricula and adopt engineering curricula? The reasons are less well-documentedin the literature, but they include a desire to increase their students’ technological literacy;expose them to engineering technology as educational and career pathways from an early age;make science and mathematics relevant by providing real-world applications; and providecollege credit for entry into engineering and engineering technology programs. 12, 13 Otherreasons include fostering interpersonal “process skills” such as teamwork, communication,documentation, ethics, and aesthetics,14 and providing a vehicle to increase student motivationand reduce anxiety in STEM subjects.15Robotics

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, they are not necessarily included in the participants’formal engineering classes. Kevin stated: It helps develop professional skills that an engineer needs that they won't necessarily learn in a normal classroom, like etiquette and how to present yourself, ethical design, you don't often get that in other classes.Ian believed that his experiences with PFP were very helpful in obtaining a summer internship: I got, the internship that I have this summer, the reason that I even got asked to interview for the company was because FIRST was in my resume … that was something that the recruiter told me when I went to meet him…because it's like an applied leadership experience which is something that in the

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

school students with the knowledge, skills, and dispositionsthat will motivate more of them to consider STEM careers and will prepare them for success inpursuing those careers. More specific program objectives follow.Objective 1. All HSE participants develop and strengthen the eleven essential applied skills identified by U.S. employers in The Conference Board’s 2006 report, Are They Really Ready to Work? 3 These are the eleven skills cited in that report: critical thinking/ problem solving; oral communications; written communications; teamwork/collaboration; diversity; IT (information technology) application; leadership; creativity/ innovation; lifelong learning/self direction; professionalism/ work ethic; and ethics.Objective 2. HSE

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

,and international projects in the engineering workplace. Research methods in studyingengineering practice included mixed quantitative and qualitative online surveys,interviews with practicing engineers, and case studies of engineering firms. We foundthat effective engineers value communication, problem-solving, teamwork, ethics, life-long learning, and business skills. Many of them note that their undergraduate educationdid not always prepare them well in these areas. Because of these two misalignments, wehypothesize that potential engineering talent goes underdeveloped at important stages ofeducational pathways as students move from high school to college. We believe thatincorporating these findings into an interactive special session would

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

discipline on the lives of others in the wider world, examine the ethics and philosophy characteristics of the discipline and their implications, and project themselves into the discipline while developing a sense of pride and humility related to both the self and the discipline. 24 Although it not always explicitly addressed, most engineering programs aim to have engineering have a strong identity as an engineer. Capstone and senior design projects are ways that traditional engineering programs develop identity, but providing opportunities earlier in the academic career may help to develop this earlier. Service learning and mentoring programs are strategies used recently, especially with

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

good work ethic can achieve success in a STEM-related field. To helpalleviate these preconceived, negative stigmas about engineering, the STEM teachers plan tospend more time informally educating their school staff about the field of engineering, that it isfor any student who is willing to work hard and dedicate themselves to it; it is not just for “reallysmart” people who are good at math.Limitations of Study/Further QuestionsThe findings of these analyses should be placed within the limitations of this study. The cohortof participants is drawn from students attending Skyline High School in Longmont, CO. Studentsself-select into the program at this high school by applying to the STEM Academy during their8th grade year. While 8th grade

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelly Doyle P.E., University of Nevada, Reno; Lelli Van Den Einde, University of California, San Diego; Catherine W. French, University of Minnesota, Twin Cities; Heidi A Tremayne P.E., Pacific Earthquake Engineering Research Center; Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Lelli Van Den Einde, University of California, San Diego Lelli Van Den Einde is a faculty lecturer (LPSOE) in the Department of Structural Engineering at UC San Diego’s Jacobs School of Engineering. Dr. Van Den Einde’s interest in teaching has influenced her current research efforts towards improving engineering education pedagogy through the use of technology in the classroom. She is involved in promoting academic integrity as a way to prepare our students to be ethical practicing engineers, and is the chair of the External Advisory Committee for the IDEA center, which promotes inclusion, diversity, excellence and advancement in engineering. She has conducted research in performance-based earthquake engineering and

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Jill Andrews, University of Michigan; Lorelle Meadows, University of Michigan; Joy Oguntebi, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

interdisciplinary approach with an overall objective of improving ecosystem understanding, health and management, and provide a mechanism by which to bring research expertise into the classroom. Dr. Meadows has taught upper level environmental ocean dynamics courses as well as the college’s Introduction to Engineering course, which combines a team project with technical communication material, environmental consciousness and ethics. Her most recent contribution to this course has been the development and implementation of a service-learning curriculum and the inception of an engineering education research program to explore the service-learning pedagogy in engineering

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Pamela Lottero-Perdue, Towson State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering