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

-based learning. As shown in Figure 2, the challenge basedlearning process begins with a big idea and cascades to the following: an essential question, achallenge, guiding questions, activities, team projects, determining and articulating the solution,taking action by implementing the solution, reflection, assessment, and presentation. Whenusing this pedagogy, the teacher’s primary role shifts from dispensing information to guiding theconstruction of knowledge by his or her students around initially defined guiding questions.Students refine the problem, develop research questions, investigate the topic, and work out avariety of solutions before finding the most reasonable one. The process demonstrated how theengineering design process, as shown

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

arealso influenced by gender roles and social schemas, which is often a strong deterrent fromengineering for girls, as they view engineering as a predominantly male field. So, indicators thathave the potential to have positive implications for girls to make decisions about engineering areincorrectly perceived as barriers, and many times, girls do not give STEM a chance. BeyondBlackboards reaches out to students early with goals to change their perceptions aboutengineering (Eccles et all, 2005; Watt, 2005). Page 23.641.6Beyond Blackboards Page 6 of 25 Figure 2. Eccles Expectancy Value Model with emphasis added to reflect most important

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

knowledge to prepare their students for the next level.B. Evaluations of TPDMany studies have assessed the quality of TPD with the purpose of improving the effectivenessof TPD for teachers. Indicators to assess the quality of TPD can be professional developmentdesign, delivery, content, context, and outcomes11. For example, Kwakman (2003)12 investigatedthe factors that influenced teachers’ participation in TPD by using surveys and reformulating theTPD activities in response to a qualitative study. Duncan, Diefes-Dux, and Gentry (2011)4focused on the content of engineering TPD on teachers’ recognition and understanding of thenature of engineering by coding teachers’ reflective pre- and post-journal responses. Bredeson(2000)13 assessed the content

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brant Miller, University Of Minnesota; Tamara Moore, University Of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

graduate course work ancillary to the research experience, participants were askedto make predictions. Many of the efforts outside of the core charge of research revolved aroundthe transferability piece, which took on the form of an instructional unit. This instructional unitwas to capture the essence of the participants experience within a research facility. To gaugeparticipant sentiment, reflection was requested according to two writing prompts. The first,"make an in-depth prediction of success for the proposed instructional unit,” gets participantsthinking about some of the unplanned difficulties that may arise during the course of theinstructional unit. The second had participants "complete a 1-2 page paper reflecting on thetransferability of

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

categories. The first categoryreflects the impact of the OST Clubs on the students’ and teachers’ knowledge andgrowth in science, technology, engineering, and math (STEM) fields (Figure 5). Thesecond category reflects the impact of the OST Clubs on the students’ and teachers’relationships in the academic environment (Figure 6). Does Participation in an OST Club Positively Affect the Students or Teachers... (1=Not at all, 2=not much, 3=some, 4=a little, 5=a lot) 5.00

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

andimplement engineering design challenge modules. The key to the program’s success areresource coaches, engineers and master teachers, who guide the teachers through the process ofcreating and implementing lessons incorporating engineering design activities and provideinvaluable feedback as teachers reflect on their own practice. Program evaluation focuses on teacher change in instructional practices, student growth incontent knowledge, and student engagement. By participating in engineering courses andpedagogy workshops, creating and implementing modules incorporating engineering designchallenges unique to their course content, and receiving continual support and guidance from aresource team of engineers and master educators, teachers report

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

phrases in the curricula referring to data or evidence withTAP’s data, and warrants included any reasoning beyond data (e.g., explanation, justification,rationale). The results section of this paper reflects both of these types of argumentationlanguage, the terms of TAP and those used by the teachers.Additionally, this work was guided by the Framework for Implementing Quality K-12Engineering Education31. This framework identifies nine key indicators that define thecharacteristics of K-12 engineering. Figure 1 provides a list of the key indicators and a shortdescription of each. When an element of argumentation was identified to be in an engineering

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Soled, University of Cincinnati; Patricia McNerney, University of Cincinnati; Laura Koehl, University of Cincinnati; Kelly Obarski, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

, demonstrations, laboratory exercises, individual andgroup projects, and field experiences to: 1) enable high school students to directlyexperience authentic learning practices that require them to use higher-order thinkingskills; 2) encourage creative problem-solving skills that require collaborative learning,teamwork, writing, and presentation; 3) cultivate an interest in service learning, in whichstudents are active participants, achieve outcomes that show a perceptible impact, andengage in evaluative reflection; and 4) better motivate and prepare secondary schoolstudents for advanced education. The Fellows have been and continue to be trained tocreate and implement these activities.Through the course of each year, the Fellows complete a specially

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; Michael A Evans, Virginia Tech ; Tiffany Drape, Virginia Tech; Samantha Gwai Lan Won, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

., “What’swho’s your favorite pop singer?” Messing around is the term used to describe interactions withtechnology for the purpose of informally seeking information of interest to the individual. In thechat logs, this was represented by quotes such as “What do you know about penguins?” Finally,geeking out describes interactions with technology that are specifically directed towardsincreasing individual expertise and knowledge of a particular subject area of interest. This wouldbe reflected in the chat logs by quotes such as “Our penguin (-shaped ice cube) did better whenwe used cotton balls to insulate.” The HOMAGO framework is descriptive in nature; thus, its usewas analytical in nature as we looked for learning as driven by the appropriation of

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony, Tennessee Technological University; Melissa Geist, Tennessee Tech University; Sally Pardue, Tennessee Tech University; Mohamed Abdelrahman, Tennessee Technological University; Evangelynn Thurber, Cookeville High School

Tagged Divisions

K-12 & Pre-College Engineering

) research is the Legacy Cycle; a challenge drivenpedagogical sequence that inherently embraces the principles of effective instructional design.The authors of HPL define four “centerednesses” of successful learning environments:Knowledge-centered, learner-centered, assessment-centered, and community centered.3 Studentsin the STEM sciences need to learn how to adapt concepts across a variety of circumstances. TheLegacy Cycle taps into the four teaching principles providing a template for students to createknowledge, use knowledge, and reflect on the entire process of learning. The characteristics ofeach of the centerednesses are as follows:Knowledge-centered: This environment recognizes the need for students to not only acquirespecific facts, but to

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Zbigniew Pasek, University of Windsor

Tagged Divisions

K-12 & Pre-College Engineering

understanding in a consumer societycreates a need to educate general public about manufacturing - the backbone of a strongeconomy. This paper describes development of a museum exhibit: a visitor-centered informaleducation experience highlighting the principles of modern manufacturing. The exhibitarchitecture reflects three principal engineering activities involved in creating consumerproducts: product design, manufacturing, and marketing/business. It explains how these fieldsinterrelate on an example of a well understood product – customizable pen. Each activity isimplemented via two components: an interactive computer game and a physical displayenvironment, which complement each other. The results of an observational study and analysisof the data

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

rate of several drops per second. A picture of blood cells istaped to the bottom of an aluminum foil pan representing the blood cells in the body.Holding the cup as high as possible, water is allowed to slowly and steadily drip into thepan as it is moved up and down. This activity demonstrates that targets moving towardthe wave sources reflect things at a higher frequency than targets moving away from thewave source. Blinded observers are asked to guess if the pan is moving up or downbased on the frequency of the drip sounds created.Standards MetThis curriculum meets numerous National Science Education Content Standards(A,B,C,E,F,G). Students are provided with an opportunity to do scientific inquirythrough the challenge based curriculum

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Caroline Beller, Oklahoma State University; Pamela Fry, Oklahoma State University; Adrienne Redmond, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

minutes to two hour) laboratory exercises toexpose them to a variety of science content areas. One of the lab periods was used toexplore Oklahoma agriculture in the classroom activities2. A lab notebook was due atthe end of the semester that included self reflection on the science content of theexercises and the appropriate grade level.The majority of the second half of the semester was devoted to science module trainingand teaching. The students were trained in science modules for grades 1-5 at theOklahoma State University Center for Science Literacy3. During the module training, thestudents were taught how to keep laboratory notebooks. The science modules used weredeveloped by the National Science Resources Center (NSRC) that is operated by

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa Higgins, Engineering is Elementary, Museum of Science; Jonathan Hertel, Engineering is Elementary

Tagged Divisions

K-12 & Pre-College Engineering

processparticularly appropriate for this setting. First drafts of units used the EDP as a backdrop anddirected educators and kids to return to the EDP during reflection portions of each activity. Thispassive use of the EDP was not particularly effective. More recent versions of units employ theEDP in nearly all sections of a given activity, including the kick-off audio message from theDuo—a brother and sister pair who introduce each adventure. In the Hop to It unit, the video Page 23.464.6used to set the context for the problem presented in the unit also reinforces the engineering design process steps. Repetition of the EDP has proven to help underscore the

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Courtney Bonuccelli, Washington State University; Denny Davis, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

(high melting point, low weight, high strength, or high flexibility)? ≠ Cost – what is a reasonable cost for the consumer: initial purchase costs, upkeep, disposal, etcFigure 3: Students testing set of liquids on a plastic penny and copper penny surface. By the end of the first day, the following learning should be achieved: (a) Writing Hypothesis - students will demonstrate that they can write a hypothesis using the correct form and accurately reflecting the question being posed (b) Following Procedures - students will identify the materials needed for each activity Page 15.961.6

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ethan E. Danahy, Tufts University, Center for Engineering Education and Outreach; Ashley Russell, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

text input, audio record, image capture, andmovie record. UDL features can be utilized in several manners to best support the contentand to aid in information processing and conceptual understanding. By makinginstructional goals, strategies, and materials flexible in these ways, potential barriers tolearning are lowered and opportunities to learn are increased. By integrating UDL tools into a digital platform designed for cultivatingengineering education in K-12, the researchers aim to provide a means for improvingSTEM learning outcomes for all students. The software interface is utilized in thisresearch to promote teaching science through engineering by leveraging features inherentto the platform. Learning through design is reflected

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

required to function in work and homeenvironments characterized by increasing technological sophistication. A decade ago, the GlennCommission Report 1 voiced grave concern that declining performance and interest in STEMsubjects among U.S. students would significantly impact efforts to increase the size of atechnical workforce already too small to meet the hiring needs of the nation’s firms, that werepoised to face drastic reductions as Baby Boomers reach retirement age. Since the release of thatreport, STEM education reform has been a growing priority of both government and privatesector agencies, as reflected by a proliferation of STEM initiatives at national, state, and locallevels

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

AJ Almaguer, University of California, Berkeley; Roy Tangsombatvisit, University of California, Berkeley; Matthew Ford, University of California, Berkeley; Susan Yushan Chen, University of California, Berkeley, Berkeley Engineers and Mentors; Lisa A. Pruitt, University of California, Berkeley; Neil Ray, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

, relevant scientific knowledge, and reflective discussion opportunities toimprove the quality of mentoring.The program is also unique in that it offers different levels of involvement for the mentors. Onone hand, students can enroll in the BEAM mentor training course and teach at an after-schoolprogram. However, BEAM has partnered with the Lawrence Hall of Science and its IngenuityLab to offer students a chance to guest mentor once to see if BEAM is right for them. Thisflexible system allows involvement from college students who are passionate about teaching, Page 22.302.3whether they can devote a large amount of time or only for a few hours a

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Laura Winn, Virginia Military Institute; Gary Winn, West Virginia University; Robin Hensel, West Virginia University; Reagan Curtis, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

based upon work supported by the National Science Foundation under Grant No. 0525484. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do Page 15.127.2not necessarily reflect the views of the National Science Foundation.”toward science-related activities than boys.18 With respect to achievement in courses and moreparticularly on advanced placement exams, females are more likely to excel over male peers inlanguage arts, and males are more likely to excel in science.13, 19, 20, 21 Progress in addressing thisproblem is evident since striking gender inequities in

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Gerald Mora, New Mexico Tech; Ricardo Negron, WPAFB; Robert McGahern, DDR&E; Eugene Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.909.13students compared favorably with the improvement shown by the other classes.Pre/Post tests for the PETES PRS Flight and the Systems Engineer Flight in Fig. 11 showimpressive gains especially since in these two Flights, the students come out for only 3 days ofinstruction over the course of the entire school year. As seen in these graphs, the mean gain forthe PRS Flight was a phenominal 18.2 percent, and again showing the greatest gains by thosestudents with the lowest pre-test score. The gains in the Systems Engineering Flight shown inFig. 12 show a 17.3 percent gain. Both of these Flights are tied to the R&D activities of theKAFB and reflect the impact of having S&Es with real-world experiences mentoring thestudents and

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Lourdes Gazca, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

general, they felt very comfortable performing andteaching using the proposed methodology after the workshop. Participants’ reflections duringand after the workshop were collected and are summarized in Tables 2 and Box 1. Interviews togain insights from actual experiences of selected teachers after implementing the workshop ETK Page 15.461.7in their classrooms will be performed soon. Table 1. Exit survey results. Table 2. Reflections from the workshopBest part of participating in this workshop Worst part of participating in this workshopExperimenting Lack

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Pam Van Dyk, Evaluation Resources

Tagged Divisions

K-12 & Pre-College Engineering

conductedduring the spring of 2013 by the external evaluator. The interviews were conducted by phone andby email. Both methods provided adequate opportunity for participants to provide honest andconfidential feedback on the MISO project with respect to their own participation and interests.Interviews were semi-structured around the Wenger indicators (Table 1). Interviewees wereasked to reflect on the five different stages of development in a “community of practice.” All keystakeholders were contacted, with seven in-depth interviews conducted.B. Additional Data Collection MethodsAdditional data collection methods included document reviews and direct observations ofmeetings and workshops (Table 2). Documents reviewed for this report included meetingagendas

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ethan Alexander Peritz, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

Research Assistant Professor in the Education De- partment and Education Research Program Directorat the Center of Engineering Education and Outreach at Tufts University. Hynesreceived his B.S. in Mechanical Engineering in 2001 and his Ph.D. inEngi- neering Education in 2009 (both degrees at Tufts University). Inhis current positions, Hynes serves as PI and Co-PI on a number offunded research projects investigating engineering education in theK-12 and college settings. He is particularly interested in howstudents and teachers engage in and reflect upon the engineering designprocess. His research includes investigating how teachers conceptualizeand teach and how students engage in engineering through in- depth case study

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin - Madison; Natalie Tran, University of Wisconsin - Madison; Allen Phelps, University of Wisconsin - Madison; Amy Prevost, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

mathematics are distributed across grade-level groupings. In contrast, the sixhighest-achieving countries’ topics are sequenced to reflect the hierarchical and logical structuresof the mathematics discipline14.Analyses of secondary mathematics textbooks used in TIMSS also showed variation in content,presentation, and task. The variation found in the textbooks suggests that textbook content maynot be compatible with students’ mathematical conceptions, and this may hamper learning6.Studies have even shown that textbooks can have organizational structures that are at odds withwhat is empirically known about students’ mathematical development. For example, in algebraeducation “textbooks organized around the principle of symbol precedence,” which

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Debra Gilbuena, Oregon State University; Adam Kirsch, Crescent Valley High School

Tagged Divisions

K-12 & Pre-College Engineering

3. Familiarization with the Software – Impacting Si3N4 Deposition Assignment. (185 min.) VCVD Worksheet I. (150 min.) 5. Peer Review / 6. Additional Testing / Report Revision – (One 7. Report Reflection (45 min.) week given outside of class to complete) Submittal Figure 5. Activities for the Virtual CVD project in the Chemistry classes.Within the Chemistry classes, the utilization of the Virtual CVD Laboratory was more directed,although, once again, tasks were framed within the situated context of the project. Instructorsremained owners of a company utilizing the CVD process, however this time student groupsrepresented consultants hired by

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

design challenge.There is a “need to know” each particular science concept built into the curriculum. Theperformance objectives are derived from the Virginia Standards of Learning8, the NationalScience Education Standards9, and the Benchmarks for Science Literacy10, and placed in orderfrom the simplest behavior to the most complex on Bloom’s taxonomy scale.11The Save the Penguins ETK curriculum is outlined in Figure 1. It begins with the teacherperforming some engaging demonstrations about heat transfer. In these demonstrations, theteacher models the experimental methods as the “more knowledgeable other,” and students areshown how to undertake these methods on their own in social groups. The teacher then elicitsdiscussions and reflections on the

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; Mary Virnoche, Humboldt State University; Lonny Grafman, Humboldt State University; Forrest Stamper, Hoopa Valley High School; Laura Atkins, Humboldt State University; Rebecca Raymond, Humboldt State University; Katie Mills, Humboldt State University

Tagged Divisions

K-12 & Pre-College Engineering

Humboldt State University(HSU) had the following objectives for secondary science and math teachers as stated in theInvitation to Participate (Appendix A): • Provide opportunities to experience the engineering design process first hand; teacher teams will complete a hands-on engineering design project at the institute. • Provide opportunities for reflection and curriculum planning during the institute. Participants will leave with tangible products to use during the school year. • Develop awareness of existing engineering secondary school curriculum, K-12 engineering education research (see www.teachengineering.com). • Develop a community of teachers interested in pursuing engineering approaches to teaching

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

population ofBGC summer program attendees (32% female). Also reflective of this population is the ethnicdiversity in the SEAS Club: 8 members of the SEAS Club (35%) were African American; 2 (9%)were Hispanic; and 13 (56%) were white. SEAS Club participants were not asked about theirsocioeconomic (SES) status, however, according to a BGC leader, the SEAS Club and BGCsummer program participants had SES levels ranging from low- to mid-level.SEAS Club participants were not asked to divulge report cards or grades. Anecdotal evidencerevealed that there was a wide range in scholastic achievement among the participants, and manychildren described themselves as having great difficulty with reading and writing.Club ActivitiesClub activities were centered on

Conference Session

Infusing Engineering Content Through Curricular Innovation

Collection

2009 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

starting the Teacher Educator Institute, each of the twenty-two lead teachers filledout a participant survey. Tables V, VI and VII tabulate the participant survey responsesand reflect the number of years the teachers have been employed in education, theireducational backgrounds, and reasons for participation respectively. Table V: Number of Years Employed in Education Years in Education 3 3.5 4 5 6 7 8 9 10 13 16 17 20 Number of 3 1 2 2 2 2 2 1 1 1 1 1 1 Teachers Page 14.998.9 Table VI: Educational Background of the Lead Teachers Subject

Conference Session

Women in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Michelle Porche, Wellesley Centers for Women; Corinne McKamey, Wellesley Centers for Women; Peter Wong, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

a dichotomous variable reflecting being on anengineering track if all three types of courses had been or were currently being taken (1)or otherwise coded as (0) if less than all three types taken. Because a number of studentsmay reasonably enroll in community colleges rather than 4-year institutions to attain anengineering specialty or to later transfer into a 4-year college, we included algebracourses as counting toward pre-calculus.Science Identity Salience. A single item was constructed for this study; students wereasked how much they agreed or disagreed with the item: “My interest in science is animportant part of how I see myself” (1 = disagree a lot, 4 = agree a lot).Self Concept of Ability in Math. Three items are a subset of the