Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Pasha Antonenko, Oklahoma State University; Rebecca Damron, Oklahoma State University; Susan Stansberry, Oklahoma State University; Gayla Hudson, Oklahoma State University; Jean Dockers, Oklahoma State University; Alonzo Peterson, Langston University

Tagged Divisions

K-12 & Pre-College Engineering

expectation and what was required in their teacher work samples. This was thefinal product that the teachers provided the research team. Monday, July 21 Tuesday, July 22 Wednesday, July 23 Thursday, July 24 Friday, July 258:30 - 9:00 Sign-in Sign-in Sign-in Sign-in Sign-in9:00 - 9:45 Recap of Week 1 Planning and Student Academy Student Academy Teacher Work Preparation for Sample Student Academy9:45 - 10:00 Break Break Break Break Break10:00 - 12:00 Refine Module Planning Team Student Academy Student Academy Teacher Work

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

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

major with a high level of one-on-one advising. However, a high degree of flexibility also contributes. In the LSE program,iterative revision and recreation of an individualized curriculum and career plan are understoodas signs of success rather than failure or deviation. Students are encouraged to understand anddesign their major as a “whole-person technical degree” that does not require them to pass, toassimilate, to compartmentalize, or to conform to stereotypes. We suggest that this holisticflexibility may disrupt barriers such as impostor syndrome by positioning the student not asimpostor but as designer and creator – even when enrolled in technical courses in which thesex/gender ratio is skewed male. Lessons learned from “liberal studies

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Paul Chanley, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

by the school systems and trained in teaching EiE. The teachers weresupported by staff and professors of engineering, technology, mathematics, and science from twocommunity colleges.This paper describes the year-long process to introduce a unit of EiE into the classrooms of eachof the twenty-two elementary school teachers, in such a way that each selected unit meshed withthe unique curriculum of each elementary school.The paper also describes the work done implementing surveys of student attitudes andimplementing pre- and post-tests of student learning about engineers, the engineering designprocess and a unit of EiE.Each school district also developed and began to implement appropriate plans for theprofessional development of additional

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacob D. Joseph, The College of William and Mary; Jessica Taylor, College of William and Mary, STEM Education Alliance; Gail B. Hardinge, College of William and Mary, STEM Education Alliance; Eugene F. Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2011 The Virginia Demonstration Project— A Summative AssessmentIntroductionThe Virginia Demonstration Project (VDP) is a middle-school-focused, educational outreachprogram that is designed to increase the interest of middle-school students in STEM (Science,Technology, Engineering and Math) careers. This is accomplished by exposing the students toreal-life, problem-based challenges, solved in a cooperative learning environment and stimulatedby lesson plans collaboratively implemented by their classroom teacher and visiting Navyscientists and engineers (S&Es). It makes science and math connections between the classroomand real life, supplies

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University; Jerome P. Lavelle, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

engineering design model,academic effectiveness, progressions of student learning, progressions of student attitudes, andimplementation fidelity were gauged. The research plan called for specific investigatation ofstudent learning in design, engineering, and science; student attitudes toward STEM content; andteacher implementation and effectiveness.Research QuestionsAs eluded to in the outline of the project framework, the overarching research question proposedand researched through this pilot study was: Does an integrated pedagogical approach thatincludes extensive teacher professional development, cross-curricular grade level teacherplanning, a student afterschool program, and ongoing programmatic alignment promote studentlearning, student

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; David Urias, Drexel University; Adam K. Fontecchio, Drexel University; Eli Fromm, Ph.D., Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

SchoolDistrict. The graduate fellows then spent ten hours a week teaching with their partnered teacherin the classroom. The fellows applied their expertise in engineering to develop lesson plans thatuse engineering as a contextual vehicle to teach math and science. Over the course of ourprogram, the GK-12 fellows have developed more than 250 engineering based modules that areavailable for public access. Our GK-12 project aimed to benefit the GK-12 fellows, the GK-12teachers, and the middle school students. In total, our program directly impacted twenty onefellows, twenty teachers, and over 1500 students. The student population was composed ofprimarily minority and low-income students. We have previously reported on the impact ourprogram had on the

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

management, and initiative. Engineersgo through 16 weeks of training during which they share their current research through two setsof four-session Family Science Courses. Their training addresses: how people learn, audiencetypes and motivations, strategies for working with various age groups and designing engagingmulti-media experiences61. The training also gives engineers a model for effective directinstruction, opportunities for them to practice their new skills and ways for them to self-evaluatetheir teaching.Engineers are given a lesson plan template that helps them break down complex ideas intosimple lessons, identify learning objectives, design learner-directed experiments and assesslearning. Engineers limit direct instruction to 15

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

math teacher two days a week during the school year. The Fellowsalso enroll in a one hour graduate level course focused on teaching strategies. They spend 10hours working in the classroom per week, 1 hour in planning with the teacher-partner, and 5hours in activity preparation.Each summer, our GK-12 program culminates with a workshop for middle school math andscience teachers. There has been research focused on and related to professional developmentthrough engineering, science, and math workshops for teachers2, 3, 4, 5, 6, but few report outcomesbased on participant’s subject area. This paper aims to describe the implementation and Page

Conference Session

Successful Mentoring and Outreach Programs for Girls and Minorities

Collection

2009 Annual Conference & Exposition

Authors

Laura Campo, Rice University; Stephanie Rice, Rice University; Daniela Rimer, Rice University; Brent Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

, test and refine their solutions before the final competition. Therefore, mentees areexposed to the entire hands-on components of the engineering design process, from initialbrainstorming to testing and redesign and finally prototype development. In spring 2009, writtenreports and oral presentations will also be included in the program. DREAM also places a highlevel of importance on changing perceptions about engineering, and the affordability of a collegeeducation, and introduces the concepts of long-term career planning and earning potential.DREAM also provides significant growth opportunities for the undergraduate mentors. DREAMmentors display improved leadership and communication skills, as found in other experientiallearning programs such

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2010 Annual Conference & Exposition

Authors

Stacy Klein-Gardner, Vanderbilt University; Marlene Aviles, Dr. Ercel Webb School # 22, Jersey City School District; Jennifer Case, East Middle School; Augusto Macalalag, Stevens Institute of Technology; John Brockway, East Middle School; Christie O'Hara, Colorado School of Mines; Michael Asheim, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Brian Lien, Princeton High School; Eugene Rutz, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

skills learned duringthe professional development and remained motivated and excited about their participation in theprogram, monthly classroom visits and mentoring via the program listserve as well as email and phonecalls have proven invaluable. Recommended strategies for classroom visits are a combination of co-teaching, modeling, and observation/feedback.Sample Student Products Attached ≠ Just Passing Through: Exploring Membranes ≠ Just Passing Through: Designing Model Membranes PLAN ≠ Just Passing Through: Designing Model Membranes CREATE ≠ Student Photos o Lesson One: Designing Model Membranes o Lesson Two: Inventors of Tomorrow

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Glenn Ellis, Smith College; Diana Fiumefreddo, Smith College

Tagged Divisions

K-12 & Pre-College Engineering

materials, tools, and machines needed coherent written, oral, or visual to construct a prototype of a given engineering design. presentation. (2.1)2.5 Explain how such design features as size, shape, weight, ≠ Develop plans, including function, and cost limitations would affect the drawings with measurements and construction of a given prototype. details of construction, and construct a model of the solution2.6 Identify the five elements of a universal systems model: to a problem, exhibiting a degree goal, inputs, processes, outputs, and feedback

Conference Session

Exemplary Teacher and Counselor Professional Development

Collection

2009 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University; Jim Barta, Utah State University; Rebecca Monhardt, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

bring to the forefront the urgentneed for incorporating home and culture in their educational experiences.The role of teachers of American Indian students in providing effective educationalopportunities aligned with the above Executive Order and the ongoing efforts forincreased achievement of students nationwide is unquestionable. However, teachers oftenlack the knowledge and experience for planning and delivering instruction that considersthe cultural specifics of tribal life and how they relate to education. Mathematics andscience, two of the most important content areas targeted by the ongoing educationalreform, are, at the same time, areas of lowest achievement of American Indian students.A culturally relevant professional development model

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Pam Newberry, Project Lead The Way; T. Richard Grimsley, Project Lead The Way; John Hansen, The University of Texas-Tyler; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

1,100 high schoolsworking to improve students’ academic and technical achievement. This effort is based on anumber of unique features, such as requiring students to take the right academic courses;customizing improvement plans to the unique needs of each school; having students completequality vocational and technical courses; building programs on existing school strengths; havingteachers engage students in difficult assignments in all courses; having students receive extrahelp in meeting higher standards; having schools offer a supportive guidance system; and havingschools provide time and an organizational structure to allow teachers to work together. HighSchools That Work is about raising achievement by changing what is taught, how it is

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Shannon Davis, University of Arkansas; Bryan Hill, University of Arkansas; Carol Gattis, University of Arkansas; Bradley Dearing, Illinois State University; Edgar Clausen, University of Arkansas

Tagged Divisions

K-12 & Pre-College Engineering

to significantlyimprove subsequent years of the program. Some teachers felt that certain experiments did notaddress the frameworks needs; in fact they had this concern about their highest rated activitywhich was subsequently one used most often in their classrooms. Others felt some activities didnot fit the grade level they teach and they felt uncomfortable modifying the activity. In follow-up interviews, none of the teachers used all, or a majority, of the experiments from the year oneInstitute. Many of the simpler experiments (earthquakes, acids and bases, density) wereincorporated into lesson plans, but the teachers avoided experiments such as ethanol production,perhaps because they did not have a high comfort level with using a perceived

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

Leslie Wilkins, Maui Economic Development Board; Lesley Eva Bristol, Maui Economic Development Board; Graham R. DeVey, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

throughout the state of Hawaii from elementary school to job placement.Lesley Eva Bristol, Maui Economic Development Board Lesley Bristol is a Project Assistant at Maui Economic Development Board’s Women in Technology Project. She supports Women in Technology’s many events and initiatives through research, content cre- ation, strategic program planning, and logistics assistance. She holds a Bachelor of Science in Community & International Development and has implemented educational programs and conducted community- based research in the United States as well as internationally.Graham R DeVey, Maui Economic Development Board Graham DeVey is a Project Manager with the Maui Economic Development Board’s Women in Technol

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Bruno Korst, University of Toronto

Tagged Divisions

K-12 & Pre-College Engineering

one can conclude that the movement of • Come up with a statementFaraday’s law) the magnet through a coil creates a flow concluding your observations. of electrical charges through the LED (simple statement of Faraday’s law). • Discuss why the situation of Experiment #1 would not lead to a • Since the LED lights only with theExperiment #2 very practical “flashlight”. magnet moves through the coil,Let’s Do Some • Come up with a plan of how to constant motion is

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

utilize computer simulations inconjunction with hands-on laboratory experimentation to stimulate their understanding ofengineering concepts. Through a National Science Foundation (NSF) sponsored Research Experiences forTeachers (RET) program at the University of Texas-Arlington (UTA), several high schoolteachers worked with engineering faculty on research problems related to hazard mitigation. Theproject used for the work presented here was entitled “Air Dispersion Modeling: Planning forAirborne Terrorism Releases in Dallas/Fort Worth.” The RET participants used AERMOD, adispersion modeling software based upon Gaussian dispersion principles, to predict the ambientconcentrations of chlorine gas that would result if released from sites near

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

analysis, traffic engineering, and transportation planning. He has been awarded two TAMU Department of Civil Engineering teaching awards: the Zachry Award for Excellence in Teaching in 1997 and the Dick and Joyce Birdwell Endowed Teaching Award for 1999. In 2001, he was honored as the inaugural holder of the E.B. Snead II Professorship at TAMU. Dr. Rilett’s field of research is in the transportation system analysis area and his specific research may be divided into two main areas: Intelligent Transportation Systems applications and large-scale transporta- tion system modeling. Dr. Rilett has been a principal investigator or co-principal investigator on over 30 research projects with total funding in excess of $25

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Eugene Rutz, University of Cincinnati; Julie Steimle, University of Cincinnati; Howard E. Jackson, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

Connecting Academic Content to DesignProjects; and 4) Sharing Course Plans. The seminars were spread out over three months,February to April, during which the instructors were also developing their course materials.Each of the seminars included activities, discussion, and assignments that helped the instructors Page 23.1263.6to develop their SIT courses. More details of these professional development seminars arepresented next in this paper. The first seminar (February 21, 2012), titled CEEMS Vision, Goals, and Structure,facilitated by two of the Principal Investigators of the CEEMS project, began by providing adetailed explanation of challenge

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

differences between tasks andprojects that encourage hand-on doing and those thatencourage doing with understanding…”3 With this inmind, the authors set off to design a one week programthat would provide an engaging academic challengefor students.Building Bridges to the Future encompassesengineering aspects of bridge design as well as teamskills, creative problem solving, and careerexploration. Each of the explorations planned for the Figure 1: Students testingcamp are designed to pique student interest and show K’Nex bridge designsthe importance and relevance of both mathematics andscience. Experiences indicate that topics which utilize hands-on activities and lead to a designcompetition will motivate students4. The

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

L. Diane Hurtado, Texas A&M University; Andrew Conkey, Texas A&M University, Qatar; Thomas Blasingame, Texas A&M University; Christi Madsen, Texas A&M University; Cesar Malave, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

a career choice, and 2) encouraging them to pursue a baccalaureatedegree in engineering at our university. In summer 2008, an evaluation was collected at the endof each of three camps. This paper will discuss the general strategy of the camp, provide anoverview of the experiential learning projects, and report evaluation results from admissions dataand surveys collected from summer 2008 camps.In all of the recruitment programs for the college, great effort is made to attract traditionallyunderrepresented groups, including African Americans, Hispanics, and women. A large part ofour recruitment plan involves the use of targeted high-achieving majority-minority schools.These schools were heavily recruited for participants in the camps. A total

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei, Texas A&M University at Qatar; Brady Creel, Texas A&M University at Qatar; John S Small, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

 problem  solving  and  design  exercises.  Students  also  learn   about  teamwork  and  leadership  through  group  activities.   • Future  Engineers.    This  eight-­‐day  program  has  been  structured  exclusively  for  high   performing  students  in  grades  10  and  11  and  is  intended  to  promote  engineering  as   discipline  of  choice  as  those  students  begin  thinking  about  plans  for  university  studies.     In  addition  to  hands-­‐on  engineering  design  activities  and  team  projects,  including   computer  aided  design  and  3D  printing,  participants  are  introduced  to  engineering   disciplines  along  with  advanced  math  and  sciences,  and

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

which paired medical implants with design considerations, forexample, “total hip replacement/wear” or “heart valve/fatigue”. These medical implant/designconsideration pairings were developed so that each engineering concept would be taught with arelevant application, as shown in Table 2. Another element of successful group work is having a highly structured project7,12. Tothis end, various benchmarks were described which assisted students in developing their projectover the course of the semester. These were: - A write-up which included the history of the device and the current state-of-the-art configuration - A lesson plan in a specified format - A two-minute “elevator speech” demonstration for their peers, teachers and

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

the evaluation of applicationmaterial submitted by the candidates (e.g., cover letter, formal application approved by theschool principal, scholastic record, vita, statement of interest, strength of letters ofrecommendation, commitment to develop and integrate hands-on engineering activities in thecurriculum, etc.). The finalists are informed of their selection in the program and asked toprovide a signed commitment to attend the program. A meeting of the project personnel andselected teachers is conducted to plan the summer program and facilitate teacher-mentormatching. Table I summarizes various recruitment and selection activities. Table I: Summary of Recruitment and Selection Activities January Web announcement

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

byMuseum of Science - Boston, which focuses on elementary student learning, feature lessons andlearning activities by a simple five step engineering design cycle: ask, imagine, plan, create, andimprove20. Throughout the STEM integration professional development program, the teachers Page 22.1469.4were introduced to multiple models of the engineering design process. We introduced the EiEdesign process as well as adapted the engineering design cycle from the Power of the Wind: Howcan we think like an engineer21 by the University of Illinois. This engineering design cycle hadeight steps: (1) what is the challenge? (2) How have others solved this?, (3

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald L. Carr, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, usually portrayed by drawing plans or performing specific parts of the engineering design process, an implied client or public use is intended. • Technician – Computer or electronic technician portrayed by a person fixing something electronic. • Design/Create Single – Hobbies, crafts, and designs for personal use or making one object for a specific person. • Tradesman – Carpenters, plumbers, welders, etc. where a person is fixing something that is not mechanical. • Mechanic – Fixing a vehicle, engine, machine or something else that is mechanical. • Laborer/Builder – Building houses, roads or buildings through physical labor and other forms of manual labor not covered in other categories

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

in Elementary Schools is a two-year research project fundedby the National Institutes of Health. The Engineering Design Models in ElementarySchools project model is comprised of teacher professional development, cross-curriculargrade level teacher planning, and ongoing programmatic alignment. The teacherprofessional development phase provides implementation strategy including ensuringfoundational understanding of Engineering, Science and Technology, using engineeringas a core subject integration tool, using recording and assessment tools to documentstudent process and learning outcomes. Additionally the teacher professionaldevelopment involves implementing problem based learning approaches andunderstanding competency alignment with an

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

engineeringdesign process. Three subsequent lessons help students to learn more about the focal field ofengineering, engage children in science and engineering experiments that can inform theirdesigns, and culminate in pupils applying the engineering design process to solve the samechallenge as the story’s protagonist. Unit materials include teacher lesson plans, backgroundinformation, student worksheets, and assessments. The EiE project has reached over 1.7 millionstudents and 22,000 teachers in all 50 states to date. (Visit www.mos.org/EiE for moreinformation about the EiE curriculum.)From its inception, a number of principles guided the development of EiE. Core among thesewas that the curriculum interest and engage all students, particularly those who

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. O'Brien, Villanova University; Rebecca A Stein, University of Pennsylvania; Garrett M. Clayton, Villanova University; Aaron P. Wemhoff, Villanova University; C. Nataraj, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

school teachers were developed. These modulesgive teachers and advisors the information they need to successfully present to their students thenecessary scientific and engineering concepts. Note that this curriculum in not plans explaininghow to build and underwater ROV, but rather, modules that relate hands-on learning activities topertinent scientific and engineering concepts.Development ProcessThe first step in the curriculum development was to identify the scientific and engineeringconcepts that needed to be taught or reinforced. To do this, a committee consisting of facultymembers, working with educators familiar with the needs and capabilities of middle and highschool students and teachers, developed a list of topics. This list included

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Robin Liles, NCA&T State University; Cindy Waters, North Carolina A&T State University; Devdas Pai, North Carolina A&T State University; Courtney Lambeth, NCA&T State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.899.7innovation, diversity of thinking, and entrepreneurship. The goal of evidence-centeredassessment is to capture valid and reliable data for decision-makers to determine education andprogrammatic effectiveness12. Following are descriptions of an assessment plan and relatedoutcomes for the ERC Education and Outreach Nano-to-Bio Summer Camp. The assessmentplan’s pre-/post design was evidence-centered, potentially producing information to determineaccountability for student learning outcomes13. For design purposes, the word student refers tocampers participating in the Nano-to-Bio Summer Camp. The plan was developed andimplemented to answer the following question: How effective is the summer camp in forwardingthe purpose of the ERC