Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, North Carolina State University; Cameron Denson, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

engineering design problem. Toachieve the goal of assessing student thought processes of authentic engineering designproblems, students must be able to demonstrate the requirements of design including producing(1) narrative discussion/description, (2) graphical explanation, (3) analytical calculations, and (4)physical creation 3 . Although semantically varying, Wicklein s 3 assertion proffers that studentsshould be able to demonstrate their understanding of engineering design through the fouraforementioned models; conceptual, graphical, mathematical, and physical or working. It is ourhypothesis that in order to gain a better understanding of conceptual knowledge and studentcognitive abilities, behavior should be demonstrated through the creation of

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida-St. Petersburg; Susan Lowes, Teachers College/Columbia University; Rustam Stolkin; Peiyi Lin

Tagged Divisions

K-12 & Pre-College Engineering

, VA:Association for Supervision and Curriculum Development.[3] Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complexinterventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.[4] Blumenfeld, P.C. et al. (1991). Motivating project-based learning: Sustaining the doing, supporting thelearning. Educational Psychologist, Vol. 26, pp.369-398.[5] Harel, I., & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments,1(1), 1–32.[6] Harel, I, & Papert, S. (1991). Constructionism. Norwood, NJ: Ablex Publishing.[7] Perkins, D. N. (1986). Knowledge as design. Hillsdale, N.J: Lawrence Erlbaum Associates.[8] Mishra, P., Koehler, M. “Technological

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Peter Thomas Malcolm, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

Estimator was designed as an assessment instrument. However, one of thequestions addressed in the present research is whether noticeable learning occurs betweenproblems. In other words, do students improve from one problem to the next? Since eachproblem presented in the 3D Estimator concerns the use of volume estimation, we hypothesizedthat students might be able to use the answer from previous problems as reference points. Asdescribed below, Learning Factor Analysis 4 was used to investigate this hypothesis.Floundering One of Anderson, et al.'s 14 definitions of floundering with interactive learning software isrepeating the same kind of mistake three times (p. 174). This definition proved useful foranalyzing the student results with the 3D

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Tiffany Iskander, University of Utah; Paul Gore, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

of Education 2 Electrical and Computer Engineering Department, College of Engineering University of UtahThis study examines gender differences and historical trends of high school studentinterest in engineering based on ACT data on expressed interest compared with that ofstudents’ and ability. Changes have been observed in the interest in engineering fieldsover time most likely because of societal influences. These influences are especially seenin computer related fields causing speculation that both males and females wereinfluenced by the dot com era but that only male interest was piqued due to the rise ofcomputer games in the late 1990’s. Another interesting observation is the number

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

(1992).16. Hansen, J. & Campbell, D. Manual for the SVIB-SCII. (Stanford University Press, 1985).17. Voss, J. & Schauble, L. in The role of interest in learning and development (eds. Renninger, A., Hidi, S. & Krapp, A.) (Psychology Press, 1992).18. Eccles, J., Wigfield, A. & Schiefele, U. in Handbook of child psychology 1017–1095 (John Wiley & Sons Inc, 1998).19. Hidi, S. Interest and its contribution as a mental resource for learning. Rev. Educ. Res. 60, 549–571 (1990).20. Pintrich, P. A motivational science perspective on the role of student motivation in learning and teaching contexts. J. Educ. Psychol. 95, 667 (2003).21. Schiefele, U., Krapp, A. & Winteler, A. in The role of interest in

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

instructions. At times, multiple buildingprojects were in progress simultaneously; on average there were 2 simultaneous projects.When the children decided to construct something with the blocks, they may or may not elicit theassistance of 1 or more classmates. Sometimes, a child decided to start a project solo and wasthen approached by an interested classmate. The classmate first asked for permission to assistand then joined in if permission was granted – if permission was denied they either started theirown project or moved along to another play area. Permission was rarely denied and rarely, if atall, did the other children just watch. If the child had already decided what s/he wanted to buildthen they would give verbal instructions and guidance to

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

the County of Maui, the Maui HighPerformance Computing Center, and the U. S. Department of Labor.Participation in the first day’s program included 12 local technology employers (eight of whichalso were actively involved in planning the day’s activities), 32 students and 11 teachers.Students heard from technology employees about their career paths while teachers learned howto prepare their students for tech careers. Everyone then heard a presentation onentrepreneurship in technology. Finally, students chose a breakout session with one of eightparticipating technology companies. On the second day, participants toured the University ofHawaii Institute for Astronomy and the Maui Space Surveillance ComplexDuring the six weeks preceding the event

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Engineering, as well as STEM. The collaboration Page 23.811.9platform provides the opportunity for the program to advertise to the community, as well as helpsthe middle school teachers and students understand the nature of CPEG program, which furtherwill benefit the program’s recruitment in the future.References[1] W. Dann, S. Cooper, and B. Ericson, “Exploring Wonderland: Java Programming Using Alice and Media Computation,” Prentice Hall, 1st edition, ISBN: 0136001599. [2] S. Cui, Y. Wang, F. M. Nave, and K. T. Harris, “Teach Computer Techniques through Multimedia,” Proceedings of the

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia; M. David Burghardt, Hofstra University; Deborah Hecht, City University of New York; Peter Thomas Malcolm, University of Virginia, Charlottesville; Edward Pan, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

status and improving the prospects. Washington, D.C: National Academies Press3. Bergin, D., Lynch, J., Khanna, S. K., & Nair, S. S. (2007). Infusing design into the G7-12 curriculum: two example cases. International Journal of Engineering Education, 23(1), 43-49.4. Linn, M. C., Davis, E. A. & Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.5. Burghardt, M. D., & Hacker, M. (2004). Informed Design: A contemporary approach to design pedagogy as the core process in technology. Technology Teacher, 64,(1). 6.6. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.820.9 of Technology Studies, 36(1), retrieved from: http://scholar.lib.vt.edu/ejournals/JOTS/v36/v36n1/daugherty.html4. Williams, C. B., Lee, Y. S., Gero, J. S., & Paretti, M. C. (2012, October). Examining the Effect of Design Education on the Design Cognition: Measurements from Protocol Studies. In 2012 Frontiers in Education Conference Proceedings (pp. 1-6). IEEE.5. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38-46.6. White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40(4), 211- 223.7

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

were coming in with some idea what engineering discipline(s) they wereinterested in and preferred to spend more time exploring fewer diciplines. During the third year summer camp a coordinator was hired for the grant and tasked withorganizing and running a sustainable summer camp program. The current camp is gearedtowards a smaller number of participants (20-40 instead of 60-70). The individual sessions arelonger to accommodate more-involved experiments and extended interactions with collegestudents. This experiential approach to engineering instruction is well supported in the literature.Richard Felder, one of the seminal researchers in the field of engineering education, contendsthat taking a more active approach in teaching engineering

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom, Louisiana Tech University; David E. Hall, Louisiana Tech University; Heath Tims, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

fall. In theexperiment we begin today, we will be taking video of objects falling. The video we take can beanalyzed to determine how the objects move once dropped.2. Capture of Video FootageA. Determine the height from which you will be dropping your object(s). Our trials show that eight feet is adequate.B. Prepare a long paper “ruler” as the backdrop of the video you will take. The sheet should be the same length as the height from which you will drop the object. Use large, thick numbers so the scale will be clearly visible in the video (see Figure 1). Figure 1 – Length ScaleC. Attach the paper ruler to a wall in a place where a camera can be set up on a tripod (or held by

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, University of Alabama; Beth Todd, University of Alabama

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

parallel the engineering design process with the student’s well-establishedscientific method. This will provide a means for teachers to infuse their existing curriculum withengineering content.AcknowledgementThis study was made possible in part by support from the National Science Foundation GK-12program Grant # 0742504. The authors would like to thank Mrs. Gloria Clark for her exceptionalteaching abilities and encouragement.Bibliography1. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. 2008. Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369.2. Cantrell, P., & Ewing-Taylor, J. 2009. Exploring STEM career options through collaborative high school seminars. Journal of

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse Ph.D., Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. Psychometrika, 16(3), 297-334.Duch, B.J., Groh, S.E., & Allen, D.E. (2001). Why problem-based learning? A case study of institutional change in undergraduate education. In B. Duch, S. Groh, & D. Allen (Eds.), The power of problem-based learning (pp. 3-11). Sterling, VA: Stylus. Page 25.1306.8Gilmartin, S.K., Li, E., & Aschbacher, P.R. (2006). The relationship between interest in physical science/engineering, science class experiences, and family contexts: Variations by gender and race/ethnicity among secondary students. Journal of Women and Minorities in Science and Engineering, 12, 179-207

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, Rising above the gathering storm:Energizing and employing America for a brighter economic future. The National Academies Press: Washington,D.C., 2005.2. Silk, E. M.; Schunn, C. D.; Cary, M. S., The impact of an engineering design curriculum on sciencereasoning in an urban setting. Journal of Science Education and Technology 2009, 18, (3), 209-223.3. George, R.; Kaplan, D., A structural model of parent and teacher influences on science attitudes of eighthgraders: Evidence from NELS: 88. Science Education 1998, 82, (1), 93-109.4. Kluin, J.; Cardella, M. E.; Purzer, S., The role of parents in engineering education: Four themesfrom the literature. Journal of Engineering Education 2011, Under review.5. Schrader, P. G.; Lawless, K. A., The

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

] Hunley, S., Whitman, J., Baek, S., Tan, X., and Kim, D., 2010, “Incorporating the Importance of Interdisciplinary Understanding in K-12 Engineering Outreach Programs using a Biomimetic Device,” Proceedings of the 2010 ASEE Annual Conference & Exposition, Louisville, KY.[7] Porche, M., Mckamey, C., and Wong, P., 2009, “Positive Influences of Education and Recruitment on Aspirations of High School Girls to Study Engineering in College,” Proceedings of the 2009 ASEE Annual Conference & Exposition, Austin, TX.[8] Taylor, B. A. P., Williams, J. P., Sarquis, J. L., and Poth, J., 1990, “Teaching Science with Toys: A Model Program for Inservice Teacher Enhancement,” Journal of Science Teacher Education 1(4

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

solution to problems and the relationshipbetween science and technology. Loepp [37] did a comparison study of the M/S/T standards,demonstrating the parallel nature of the engineering design process, scientific inquiry and theproblem solving process.The organization of content standards in science is intended to develop the students' cognitiveability based on critical thinking and scientific reasoning. The ability to learn through inquiry is abasic skill needed to understand how science principles and concepts could be applied toengineering principles and design. Most engineering disciplines require a high level ofproficiency in basic mathematics and science knowledge and skills.National Standards for Technological Literacy, STL, [28] promotes the

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sheryl Burgstahler, University of Washington; Richard Ladner, University of Washington; Annemarie Poginy, University of Portland

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Circuit Analysis, s-plane, 1 complex frequency Optics Snell's Law and Critical angle of reflection 1 Applications of radian measure Radian-degree conversions, Arc Length, Area 1 and degree equivalencies of a sector of a circle, Angular velocity and linear velocity, word problems. Logarithms and Natural Logs and Sound & Decibels, Time Constants, R-L and 1 Properties R-C electric circuits in the time domain. Statistics Data Interpretation, Statistical process control 1 Space Shuttle & NASA NASA Application

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

, coupled with high anxiety and low self-efficacy can lead to low teachereffectiveness and lack of interest from the K-5 students. At our institution, The College ofNew Jersey (TCNJ), it was felt that the Department of Technological Studies, housed withinthe School of Engineering, was well positioned to provide a unique K-5 academic major bycombining the T&E with the M&S components of STEM, resulting in a program breadth thatmatches well the breadth of skills needed by a highly skilled K-5 teacher.Such a program was established at TCNJ in 1998 and is formally referred to as the Math-Science-Technology or MST program. The program has substantial requirements in allSTEM areas, and takes a truly integrated-STEM approach. To the authors

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

American Society for Engineering Education, Atlanta, GA.5. Silverstein, S. The Effects of Teacher Participation in a Scientific Work Experience Program on Student Attitudes and Achievement: A Collaborative Multi-site Study. http://scienceteacherprogram.org/SWEPTStudy/index.html36. Barrett, D. & Usselman, M. (2006). Assessing the Long Term Impacts of Scientific Work Experience Programs for Teachers. Annual Proceedings of the American Society for Engineering Education, Chicago, IL.7. Barrett, D. & Usselman, M. (2005). Experience to Impact: A Comparison of Models of University-Based Summer Internships for High School Teachers. Annual Proceedings of the American Society for Engineering Education, Portland, OR.8

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Hani Mehrpouyan P.E., California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group

Tagged Divisions

K-12 & Pre-College Engineering

the CSUB service area. She is also the Activities Director for a U.S. Department of Education MSEIP grant (P120A110050) to develop an engineering calculus sequence and engineering outreach programs. Her research interests are focused on network and system security, particularly with respects to protecting mission-critical resources and services. She is also conducting research in applying biological concepts to cybersecurity, such as artificial immune systems.Dr. Hani Mehrpouyan P.E., California State University, Bakersfield \Hani Mehrpouyan\ (S’05-M’10) received his B.Sc. honours degree in computer engineering from Simon Fraser University, Canada in 2004 and the PhD degree in electrical engineering from Queen’s

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

of Massachusetts designed to increasestudent interest and teacher preparation in STEM subjects. Those STEM Fellows whowished to receive 3 graduate credits (45 hours) were required to attend 2 additional daysin the summer and were required to design and field-test a written lesson plan and thenshare the experience using the lesson with the other STEM Fellows.Objectives of Content InstitutesTeacher-participants would be able to • explain the science, technology, engineering and/or mathematical topics listed in the Topical Syllabus included in the Appendix; • demonstrate the application of the topics to Alternative energy systems; • specify which standard(s) of the Massachusetts Curriculum Frameworks for Science and Technology

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

interests. Model 2 for eachmeasure indicates the final model considering only significant variables and excluding non-significant variables, implying no relationship between variables. According to Brown’ s 25 guideon fit indexes, all model fits were in good ranges: Chi-square values were not significant; theRMSEA was all in an acceptable range, which is defined as 0.08 or less; CFI and TLI were in agood-fit range, defined as 0.95 and over; and SRMR was close to 0.0, indicating an excellent fit.Table 6. Path Models with Goodness-of Fit Indexes SKT EIDS Academy EIDS Engineering Page

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

). Engineering in the K-12 STEM standards of the 50 U.S. states: An analysis of presence and extent. JEE, 101, 539-564.4. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntembakar, S, Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design™ into practice. Journal of the Learning Sciences, 12(4), 495 - 548.5. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., & Ryan, M. (2004). Promoting deep science learning through case-based reasoning: Rituals and practices in learning by design classrooms. In Seel, N.M. and Dykstra, S. (Eds.), Curriculum, plans and processes of

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenny Daugherty, Purdue University, West Lafayette; Rodney L. Custer, Black Hills State University; Debra Brockway, Stevens Institute of Technology; Daniel A. Spake, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

paper describes the design and development of an assessment to measure the learning ofengineering concepts. Important issues that have been encountered during the developmentprocess are discussed so as to serve to inform future efforts in developing sound instrumentationfor K-12 engineering. The assessment development process and resulting issues can beappropriately framed within the context of an engineering design problem. Just as Dym, Little,Orwin, and Spjut (2009) defined engineering design as a “a systematic, intelligent process inwhich designers generate, evaluate and specify designs for devices, systems or processes whoseform(s) and function(s) achieve clients’ objectives and users’ needs while satisfying a specifiedset of constraints

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

students.Bibliography1. National Assessment of Educational Progress, 2005. Available at http://nces.ed.gov/nationsreportcard/2. Rose, D. H., Meyer, A., & Hitchcock, C. (2005). The universally designed classroom: Accessiblecurriculum and digital technologies. Cambridge, MA: Harvard Education Press.3. Graham, S., Harris, K., MacArthur, C., & Schwartz, S. (1991) . Writing and Writing Instruction forStudents with Learning Disabilities. Learning Disability Quarterly. 14(2), 89-114. Page 22.859.124. National Science Education Standards, 1996. Available at http://www.nap.edu/html/nses/5. Wallace, R., Soloway, E., Krajcik, J. S., Bos, N., Hoffman, J

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

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

education. Journal of Engineering Education,309-318.4. Halpern, D.F., Benbow, C.P., Geary, D.C., Gur, R.C., Hyde, J.S., & Gernsbacher, M.A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest. 8(1), 1-51.5. Walters, A.M., & Brown, L.M. (2005). The role of ethnicity on the gender-gap in mathematics. In A.M. Gallagher & J.C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 207-219). New York: Cambridge University Press.6. Catsambis, S. (1995). Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching, 32, 243-257.7. Margolis, J. & Fisher, A. (2002

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

example of such a recruiting video can be seen on our nonprofitYouTube channel: http://www.youtube.com/watch?v=Wq545270FDASCHOOL TYPE (X AXIS) VS. API (Y AXIS)D i me nsi o n of th e do t = T ea ch e r t o S tu de n t r at i o Page 15.501.5 Figure 1 The scatter plot compares schools by type – elementary (red), charter (green), continuation (blue), high(magenta) and middle (yellow). The user can identify high and low performing schools by looking at the position of the schools on the y-axis (API).Parent Involvement: Engaged Adults and Sustained CommitmentNumerous studies have established the link between parent

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Robert Culbertson, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

student math and science performance has beento use inquiry learning for promoting teachers’ deep understanding of foundational STEM(science, technology, engineering, and math) concepts and the processes and the connectionsbetween them. Research shows that STEM teachers in U. S. schools lack content knowledge andmastery of subject-related pedagogy that enables them to teach content most effectively1. Theyalso lack a sense of the connections among concepts that reveal mathematics as an internallylogical and coherent system of knowledge2. This forces teachers to use lectures to deliver Page 13.241.3content, which emphasizes procedure over engagement