Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Tony Docal, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

deliver it toK-12 teachers and by extension to their students all over the United States. Electronic Professional development (ePDN) courses are designed to model bestpractices in teacher PD by incorporating inquiry-based learning and promoting the types ofactive interaction and reflection by participants that normally occur in effective face-to-faceprofessional development sessions. The Technology Integration Certificate consists of fourcourses designed to help teachers become more comfortable with technology tools and integratethem in their classrooms. The courses include an introduction to podcasting for novices, thecreation and implementation of vodcasts for more advanced users, on-line teaching for educatorsseeking to develop

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

from 20.7% to 34%. Schoolenrollment figures reveal that the minority (non-white) enrollment now exceeds the oncemajority (Caucasian) population. This demographic characteristic has tremendous meaning to thedistrict’s efforts to meet No Child Left Behind (NCLB) expectations.In addition to the growing Hispanic population, the district is experiencing significant changes insocio-economic status as reflected by the free/reduced lunch statistics. In 2003, four of the eightelementary schools had a free/reduced lunch rate of between 50% and 58%. In 2006 the rateincreased for all four schools to over 60% and continues to rise. It should also be noted that 85%of those receiving lunch assistance are minority students. In 2003, 54% of the third

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

more of*; what activity should have less time allotted*. (*Asked only during summer 2009session.) These were analyzed to reflect on the objectives of the program, and to providefeedback for modifying future programs. In 2008 post-program surveys were collected from 14of the 16 girls. In 2009 surveys were collected from all 24 of the girls who participated.In the fall of 2009, graduate and undergraduate student participants were contacted to determinetheir motivation for participating in the program, and to determine the impacts of the program ontheir career goals, etc. Student were first asked about their involvement with STEP (whatyear(s), what roles) and educational program (what major(s), what year in program). Studentswere asked to rate

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin Sargianis, Museum of Science, Boston; Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

at a Field of Engineering 12:30-1:15pm Lunch 1:15-2:00pm EiE Unit Lesson 3—Scientific Data Informs Engineering Design 2:00-2:45pm EiE Unit Lesson 4—Engineering Design Challenge 2:45-3:15pm Overview of EiE Teacher Guide and Online Educator Resources; Time for Participants to Review Teacher Guide and Plan 3:15-3:30pm Wrap-Up, Reflection, Post-Workshop SurveyWe begin each workshop by reviewing the goals for participants, asking them if they have anygoals they would like to add, and then giving an overview of the day’s agenda. Becauseengineering and technology are new subjects for many, if not most, elementary school teachers,we always begin our workshops with two hand

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emma Koller, University of St. Thomas; Lauren M. Van Beek, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Siddika Selcen Guzey, Purdue University, West Lafayette; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

frustrating.”Basic STEPS AssessmentDraw an EngineerAssessment of the 2014 Basic STEPS Camp included participant pre and post surveys,participant engineering notebooks, and analysis of daily reflections. Participant engagementwith the e-textiles showed the most electrifying measurements. Girls were asked before andafter their STEPS experience to complete an activity called “Draw an Engineer.”4 In this activitythe girls first described what engineering is and then what engineers do. They were then asked todraw an engineer. The drawing in particular is meant to capture stereotypes that students mayhave towards engineering4. Girls at STEPS were given this activity before and after camp toevaluate how their perception of what engineers do changed. Due to

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

cohort of teacher participants. Table 2 reports the results forthe statistical analysis comparing the current cohort’s actual and intended use of various STEMteaching techniques. The researcher focused on these eight items because they are related tocommunication and reflection, which are critical components of STEM learning, and seem to bea recurring them in regards to one of the most important lessons learned from the workexperience. Page 26.1459.4 Table 2. Statistical analysis comparing current cohort’s current (pre) and intended (post) frequency of STEM teaching techniques Question Survey N

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

integrationbefore and after the modeling. This would help them to feel their ideas were appreciated andprovide an opportunity to reflect on the modeling activities. Through our guided discussion,participants could exchange ideas with one another on what the integration of math andengineering brought to the subjects that study of each separately could not provide.As an extension of this discussion, we also wanted participants to talk about examples ofintegration outside of the workshop experience. This would help reinforce what they experiencedduring the modeling, and allow them to talk about integration outside of their own subject areas.Participants would have the freedom to discuss lessons without fear of judgment by others. Itwould also help them come

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

developments, such as learning-styles theories.20 In particular, Kolb’s experientiallearning cycle theory has received significant attention from educational researchers.21,22 Thistheory argues that learning originates from real-world experiences and involves four essentialprocesses: concrete experience, reflective observation, abstract hypothesis, and active testing.1The experiential learning cycle was recently integrated with some general principles ofneurobiology, as documented in The Art of Changing the Brain: Enriching the Practice ofTeaching by Exploring the Biology of Learning, by James Zull.18 This synthesis is achieved bydescribing the learning cycle in the context of brain anatomy and physiology. In brief, the humancortical brain can be

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ayora Berry, Boston University; Don DeRosa, Boston University

Tagged Divisions

K-12 & Pre-College Engineering

architects of change, (b) provide a professional learning vehicle foreducators to reflect on practices and develop content knowledge, (c) inspire a sense of ownershipin curriculum decision-making among teachers, and (d) use an instructional approach that iscoherent with teachers’ interests and professional goals. This preliminary study evaluates theeffects of a CDB professional development program, the PTC STEM Certificate Program, ontwenty-six K-12 teachers who participated in 62 hours of engineering education professionaldevelopment over a six month period. Participants learned about industry and educationengineering concepts, tested engineering curricula, collaborated with K-12 educators andindustry professionals, and developed project-based

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Veronica Burrows, Arizona State University; Judy Sutor, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

University. In addition to technical research interest in applied surface chemistry, her engineering education research interests include the learning of engineering modeling, the impact of reflective practice in learning engineering, authentic assessment methods, and "girl-friendly" education.Judy Sutor, Arizona State University Judy Sutor is a graduate student in the Department of Mathematics and Statistics at Arizona State University. She earned her BSEE degree at the University of Illinois at Urbana-Champaign, then spent 22 years working in Research and New Product Development in the Semiconductor industry. Her principle research area is in STEM (Science, Technology, Engineering and

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

K-12 & Pre-College Engineering

examination.Research questionAs presented in the literature review, the use of alternative assessment is limited because it isdifficult to design and implement an instrument that will ensure that the results of the assessmentwill reflect in an objective way what the students know about the assessed topic. It is commonknowledge that written exams prepared following the protocols are valid and reliable. In thisresearch, a procedure to produce a self-directed final project assessment will be tested and thegrade of the projects produced following the procedure will be compared with the products ofother conventional assessment tools used previously in this course. These tools have beendesigned following the scope and sequence of the course and tested by external

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Chris Merrill, Illinois State University; Vincent Childress, North Carolina A&T; Rodney Custer, Illinois State University; Craig Rhodes, North Carolina A&T

Tagged Divisions

K-12 & Pre-College Engineering

technology education curriculum. The projectused engineering design challenges in order to lead teachers into experiencing the engineeringprocess, the application of mathematics and science in order to optimize solutions, predict theirbehavior, and analyze solutions, and to reflect on their learning and the implementation process.The Bridges for Engineering Education professional development was highly rated byparticipants as useful and beneficial. It is interesting to note that three of the most important Page 11.762.7things learned by the public school students who participated were:1. Engineering is a very intellectually demanding process.2

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

skills, knowledge, and confidence to do so. Inthe past, staff development efforts have typically focused on isolated instructional behaviors suchas cooperative learning, teaching to learning styles, or classroom management skills.Professional development programs, needed to effect changes in several dimensions of teacherattitude, belief, and practice, will have to be long lasting and designed to include integration withclassroom practice. Teachers who have depended heavily on textbooks need on-going supportand continuing training to effect the desired behavioral changes. Heightened expectations arenot likely to be met by the mere distribution of an attitude survey at the end of workshops.Teachers need the opportunity for structured reflection

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

, lesson plans, and reflections.6 During this phase, we focused onidentifying indicators of concepts and categories that fit the data. Repeatedly appearing Page 22.551.3categories, concepts, and events helped us construct themes based on the events leading up to theteachers‟ attempts in implementing engineering design-based learning tasks. The viability of theconstruction of themes was then tested against other relevant data sets (e.g. field notes fromclassroom observations and other supporting documents). To ensure trustworthiness of the data,we informally conducted member checks with each teacher by sharing analytic notes frominterviews

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Robert Reeves, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

reflection. The morning sessionsfocus on deepened content, taught by engineering faculty modeling pedagogical “best practices”.This was followed by teachers going through the section of the curriculum that paralleled thecontent lesson, including hands-on activities and the online module. In the afternoon sessions,the teachers applied their new found technical and pedagogical knowledge as they taught thecurriculum to students enrolled in the Upward Bound program. While teaching, the teacherswere videotaped and observed. After the lesson each day, the teachers reviewed videotapes andhighlighted what went well and what needed improvement. Together, the teachers and PDfacilitators provided constructive criticism on how to improve the delivery of the

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sharie Kranz, Coronado High School; Catherine Tabor, El Paso ISD; Art Duval, University of Texas, El Paso; Kien H. Lim, University of Texas, El Paso; Amy Elizabeth Wagler, University of Texas, El Paso; Eric A. Freudenthal, University of Texas, El Paso

Tagged Divisions

K-12 & Pre-College Engineering

. Page 25.315.1 c American Society for Engineering Education, 2012 iMPaCT-Math: games & activities that motivate exploration of foundational algebra concepts—while inadvertently scaffolding computational thinking and engineered designiMPaCT-Math is an approximate acronym for Media-Propelled Computational Thinking forMathematics Classrooms, which fairly reflects our ambitions – that engagement with graphicalprogramming challenges that focus student attention towards exploring mathematics principleswill propel students towards exploration of science, computational thinking and engineereddesign.iMPaCT-Math consists of threaded sequences of games and project-based-learning

Conference Session

Best Practices in K-12 Engineering: Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

relationship has evolved over six years andcontinues to be a vital part of both the school’s success and provide further insight into researchbased approaches to elementary integrated STEM using engineering. Page 25.260.5 Samples of Student Work STEM NotebooksKindergarten: Designing igloos Page 25.260.6Second grade: Reflection after engineering activity Page 25.260.7Third Grade: Design processKindergarten: Use the materials available to build a town

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

,PBL is open-ended and contextualized, and student learning is driven by the problem itself.Research shows that compared to traditional lecture-based instruction, PBL improves students’understanding and retention of ideas, critical thinking and problem-solving skills, motivation andlearning engagement, and the ability to adapt learning to new situations – skills deemed criticalto lifelong learning9 - 15.With PBL, students learn the process of learning in addition to course content by engaging in asystematic and reflective process that begins with problem analysis, whereby small teams ofstudents work collaboratively to dissect a problem, identifying what is known, what needs to belearned, situational constraints that might apply, and other

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric A Freudenthal, University of Texas, El Paso; Kien H. Lim, University of Texas at El Paso; Sharie Kranz, Coronado HS-EPISD; Catherine Tabor, El Paso ISD and University of Texas at El Paso; Jeremy L Ramirez, University of Texas at El Paso

Tagged Divisions

K-12 & Pre-College Engineering

provides an overview of IM. In thethird section, we describe the professional development program and early results from teacherobservations. We conclude with a summary of planned extension activities.1. From Media Computation to iMPaCT-Math Page 23.1332.2iMPaCT-Math (IM) is an approximate acronym for Media-Propelled Computational Thinkingfor Mathematics Classrooms, which fairly reflects our ambition and our stance – engagementwith graphical programming challenges that focus student attention towards exploringmathematics principles will propel students towards exploration of science, computationalthinking and engineered design.IM consists of

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Darryl Morrell, Arizona State University; Chell Roberts, Arizona State University; Dale Baker, Arizona State University; Tirupalavanam Ganesh, Arizona State University; Annapurna Ganesh, Mesa Community College; Rachelle Beard, Arizona State University; Janel White-Taylor, Arizona State University; Neeru Khosla, CK12 Foundation; Murugan Pal, CK12 Foundation; John Kobara, CK12 Foundation; Stephen Krause, Arizona State University; Meera Vaidyanathan, CK12 Foundation

Tagged Divisions

K-12 & Pre-College Engineering

differently. The education group primarily incorporatedthe learning cycle into activities for which the text provided necessary factual material. Theengineering group attempted to develop content modules that have a highly interactive format thatsupports the learning cycle. Again, this reflected the differences in culture and understanding ofhow textbook materials would be used. To some extent, the modular structure described in Section 4provided a means to unify the different concepts of how the text should function. Within thisstructure, content modules are paired with one or more activity modules based on the learning cycle.The education faculty also brought issues of readability and reader friendly text, new vocabu-lary, prior conceptions

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A Burgess, Texas Tech University; Vinitha Hannah Subburaj M.S; Debra J Nash, Texas Tech University T-STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

by a sophisticated understanding of the complexity of technology. Ethics is a key part of this complexity and the next generation of STEM professionals will need the skills to effectively engage the ethical chal- lenges they will face. Burgess is a regular presenter on incorporating ethics in a K-12 setting. A theme throughout these roles is the importance of teaching ethics and promoting ethical reflection in a way that is both accessible and substantive. This is a challenge that Burgess is keenly interested in. He holds bachelor’s and master’s degrees in Philosophy.Ms. Vinitha Hannah Subburaj M.SMs. Debra J Nash, Texas Tech University T-STEM Center Debra Nash is the Associate Director of the Texas Tech University T

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

K. Anna Douglas, Purdue University; Daphne Duncan Wiles, Purdue University, West Lafayette; So Yoon Yoon, INSPIRE, School of Engineering Education, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Page 23.474.3For more than twenty years, networks of teachers have been found to aid sustaining educationalchange.12 Groups of teachers can come together and foster a culture of common understandingfor instructional goals, methods, and solutions.6 In this way, the TPD is expanded from anindividual learning experience to an organizational learning experience. The TPD can provideopportunities for discussion, reflection, and debate.6 In the same way, groups of teachers couldpose a negative influence on the effort if they do not see the value of the content being learned.Van Driel, Beijaard and Verloop13 found that science teaching reform efforts were largelyineffective in a number of countries, largely due to a failure of the TPD program to

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Dani Sledz, Colorado School of Mines; Allison M. Silvaggio, STEM Magnet Lab School

Tagged Divisions

K-12 & Pre-College Engineering

pre and posttest, displayed in Appendix A, was administered to the participating studentsimmediately before instruction, with the posttest done within a few hours after the lesson due toscheduling. This was used to gauge student knowledge, but does not reflect attitude. Poor performanceof the pretests was anticipated, as the students were unlikely to have had prior exposure to thepresented concepts. The average pretest score for the sampled classes was 20, whereas the posttest was64 (standard deviation ~20 points for both). Most critical was the understanding of power beinggenerated by generators and not simply existing by flipping a switch, which is reflected in question 2.This targeted question of power generation was answered as a 2:1

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

concepts,which are described in detail in the document. 2 Define a simple design problem reflecting a need or want that includes 3-5-ETS1-1 specified criteria for success and constraints on materials, time, or cost. Generate and compare multiple possible solutions to a problem based on 3-5-ETS1-2 how well each is likely to meet the criteria and constraints of the problem. Plan and carry out fair tests in which variables are controlled and failure 3-5-ETS1-3 points are considered to identify aspects of a model or prototype that can be improved.A Literature-based design contextIn this study, we explore a promising approach to bringing contextualized

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

K-12 & Pre-College Engineering

survey questions challenged them to reflect on the system-level effectiveness of these brief project activities. Each project activity lasted about 55minutes. In this short duration, the objective was to have the students observe and relateto the STEM aspects of electrical and computer engineering by directly engaging inproject assembly and validation. The survey consisted of mostly broad questions for thestudents to reflect on the experience in the ECE laboratories and the effectiveness of ECEprojects to relate to or reinforce some of their STEM learning at school.Quantitative sectionThe quantitative section required graded responses (on a scale from 0 to 5) to thefollowing questions. The score of 0 indicates that the student found no evidence

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Ethan Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

and skills needed to solve robotics-related engineering designchallenges. The main idea is to extend the power of a wiki (which builds and shares portfolios oftext, graphics, and multimedia) to include live data feeds, plotting and analysis, robotprogramming, and direct robot control. The RoboBook supports students in understanding therelevant science and engineering concepts associated with the curriculum. As a learning system, a RoboBook is a customizable digital workbook that supports studentsin learning and using the LEGO robotics toolset, learning and applying key STEM concepts,conducting “fair-test” experiments on the prototypes they develop, and building capability indoing and reflecting upon engineering design. Linking the robotics

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Elsa Head, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

,technical support and instruction empowering them to work at their own pace. This supportalleviates some of the load on the teacher to address technical or troubleshooting issues freeinghim/her up to focus on teaching and learning.The interactive environment of the curriculum tool integrates text, graphs, tables, pictures,movies, and LEGO MINDSTORMS programming that can be used to design lessons thatscaffold engineering design challenges and investigations (see Figures 1-4). Students link thevirtual (computer) world with the physical world (robotics creations) in the curriculumenvironment allowing them to collect all their data, ideas, reflections, and artifacts (throughpictures and video) into one place. In this curriculum environment, students

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Jessica Matson, Tennessee Technological University; Kristine Craven, Tennessee Technological University; Sally Pardue, Tennessee Technological University; Corinne Darvennes, Tennessee Technological University; Alison Wachs, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

activities 1 and 2. If the perceivedlunch effect reflects fatigue, one would expect lower levels of engagement in the later activities.Table 4 shows that the result of this hypothesis test is similar to the first test. There are nosignificant differences in the observer engagement ratings for earlier versus later activities. Infact, the later activities have a higher mean score and lower variance for the engagement ratings.With the random assignment of girls to participant groups, this result may reflect greater levels ofcomfort with new acquaintances as the day progressed. Page 12.270.7 Table 4. Activities 1 and 2 Versus

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

research here. Stage 3 is comprised of formative research and summative research.This paper aims to report the formative research of stage 3. Future research will report on thesummative research on this curriculum.The qualitative data is reported in the form of excerpts of student classroom artifacts and teacherresponses to reflection questions. This data is being used in the formative stages of the researchto allow the project staff to revise the curriculum. The quantitative research is a paired t-test12 todetermine if the students’ pre- and post-test data differs significantly. Here, a p = 0.01 cutofflevel of significance was used to determine statistical significance.The data analysis demonstrates that the curriculum has positive impacts on

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Deborah Hochstein, University of Memphis; Shelia Moses, University of Memphis; Daphne Jones, Memphis City Schools

Tagged Divisions

K-12 & Pre-College Engineering

STEM Education“The educational vision reflected in the Framework is that a carefully designed, coherent, andproperly implemented set of K-12 mathematics learning experiences will enable all students to: 1. Develop a deep understanding of the key mathematical concepts, principles, and theories drawn from contextual applications 2. Apply process skills by posing questions and investigating phenomena through the language, procedures, and tools of mathematics 3. Be aware of how engineering, technology, and science are integrated into the historical and cultural advancement of mathematics 4. Think and act in away that demonstrate a positive attitude toward problem-solving and personal