Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Susan Lowes, Columbia University; Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston; Shih-Ying Yao, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

of January through June 2006, to allow for flexibility with individualized teaching plans. • Receive CIESE staff into classrooms to support and observe implementation. • Administer pre-tests and post-tests to students. • Participate in a focus group about the effectiveness of the modules. • Complete surveys regarding the implementation of the materials.Upon completion of all the tasks outlined above, participating teachers received a $300.00stipend for their efforts.2.0 Elementary-Level Activities – Engineering is Elementary (EiE)The elementary curriculum selected for the pilot study was the Engineering is Elementary (EiE)series, developed by the Museum of Science, Boston’s (MoS), National Center for TechnologicalLiteracy

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

implement this approach have been driven largely by the standards developed by theInternational Technology Education Association (ITEA) [28, 29]. An engineering/technologyeducation curriculum is usually a set or sequence of courses at the secondary school (middleschool and high school) level, usually offered as an option for students planning to pursueengineering or engineering technology as a career goal. In addition, such programs are usuallycombined with college preparatory mathematics, science, and liberal arts courses in a highschool program that are aligned with a state’s academic content standards in perceived subjectareas. Engineering/technology curricula are available at the national level (e.g., Project Lead theWay, PLTW [4], or the

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leroy Cox, University of Missouri-Rolla; Cassandra Elrod, University of Missouri-Rolla

Tagged Divisions

K-12 & Pre-College Engineering

11.990.2increase 10% to 20% in traditional (civil, mechanical, electrical, and aerospace); 21% to 35% inthe disciplines of biomedical and environmental engineering; and 36% or more in disciplinessuch as computer software engineering2,3. Despite this positive outlook, however, the number ofengineering degrees awarded during the same time period is expected to remain stable. Evenmore disturbing is the realization that the number of students who plan to major in engineeringupon college entrance has decreased.According to the ACT policy report Maintaining a Strong Engineering Workforce, among themore than 1.1 million seniors in the class of 2002 who took the ACT Assessment collegeentrance and placement exam, fewer than 6% planned to study engineering in

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin-Madison; Sandra Courter, University of Wisconsin-Madison; GWEN EBERT, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

faculty presentations in a course calledIntroduction to Engineering. Approximately two to three industry tours are planned during thecourse of the summer, so that students can see engineering in action. Companies that haveoffered tours in the past are Kimberly Clark, General Motors in Janesville, Harley Davidson andGE Medical Systems. Refer to Appendix A for the program description sent to the students. Page 11.782.2The students enjoy the activities in this course and plans are to enhance and incorporateadditional hands-on laboratories for the students in coming years. In 2002, a laboratory course inphysics was added to the curriculum. Over the

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado at Boulder; Brian Huang, Sparkfun Electronics; Beth A Myers, University of Colorado Boulder; Lindsay Diamond, SparkFun Electronics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

does not intervene duringthe assembly process. Another practical example of an adjustment made occurs in the lectureconcerning computer programming. The various computer programming concepts includingvariables, functions, and structures are presented as an analogy to parts of speech like nouns,verbs, and punctuation. The analogy grounds the computer programming concepts into adiscipline (language arts) that high school students have more familiarity. The instructormaterials were also revised to provide more background information concerning the lessons andmore detailed lesson plans. A daily lesson plan was developed for the high school versionincluding a minute-to-minute timeline of the day. A significant difference in a high school course

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University; Wanda Moses, South Carolina State University; James Allen Anderson, South Carolina State University; Cynthia T Davis, SC State University

Tagged Divisions

K-12 & Pre-College Engineering

mission of STARS Alliance. SC State’s STARS SLC aims to encourage and informstudents at all levels on the various computing careers that are available to them. The following are someof the details of our SLC: Page 23.317.3 SLC Participation & OrganizationThe SLC at SC State consists of 10 computer science students and 3 computer science faculty. We meettwice a month to plan various outreach and professional development activities. The students work ingroups under the supervision of a faculty mentor. They prepare the K-12 outreach lesson plans anddeliver the lessons to the participating K-12 school

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Austin Bates Talley, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Christina Kay White, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

about the Page 23.360.2program and past research can be found at our website and in past publications4,5,6,7,8.RoboticsRobotics technology has been shown to be an effective means of engaging students inmeaningful design activities. In a study of a summer program using LEGO® MINDSTORMS®robotics, 10- to 13-year old students built submersible boats over 3.5 hours at a summer camp9.Many students let the materials drive their progress and engaged in trial and error designs,becoming frustrated during the process. Some students stayed within the problem but spent timeplanning and were able to generate designs. Some students spent time planning and

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

activities intolocal K-8 classrooms as a means to reinforce the students’ math and science learning. Bydeveloping activities and utilizing preexisting activities that complement the state math andscience standards, the ASU’s Ira A. Fulton Schools of Engineering is impacting K-8 studentlearning through training teacher candidates (student teachers) how to incorporate these activitiesin the classrooms to which they are assigned. As may be obvious, the mechanics involved indelivering such an innovative and far-reaching initiative as this involves many individual, yetinteractive pieces. While planning for the collaboration, there were seven major areas ofconsideration.  The Teachers’ College iTeach Program  The development and/or adaptation of

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Z. Meyer, Illinois Institute of Technology; James Kedvesh; Joy Kubarek-Sandor, John G. Shedd Aquarium; Cheryl L. Heitzman, Illinois Institute of Technology; Sima Ala Faik, Illinois Institute of Technology; Yaozhen Pan, Illinois Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, however, has notbeen easy6-9. The interest in promoting inquiry-based teaching has certainly generated actualinstances of inquiry-based instruction - specific curricula and instructional plans. Thesehave limits, though, as specific examples rather than broader concepts. In reviewing thestate of inquiry as an organizing theme of science education, Anderson stresses “teachershave to be the focal point of a move towards more inquiry-oriented science education”4.Our concern, therefore, lies with what conceptual resources have been provided tosupport teachers in enacting inquiry. At the other end of the spectrum from specificinstructional plans, well articulated, abstract goals have been established. Thoseembedded in the various standards documents

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

immerses high school mathematics and science teachers into the design andprocesses of engineering research. Teachers conduct their research alongside engineeringstudents (undergraduate and graduate) with supervision from engineering faculty in variousdisciplines (mechanical, chemical, etc.). Of central importance to the project team is how tofoster the translation of that research into practice, specifically into the high school mathematicsand science curriculum. This paper explores the viability and flexibility of the Legacy Cycle as avehicle to (1) train teachers to be researchers, and (2) as a planning and implementation modelteachers can use to take engineering concepts and research into their classrooms.RETainUS is designed so that teachers

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

. Page 15.1336.4 Table 1. Robocart curriculum pedagogical model Bybee’s 5E Model Instructional Model for StudentRoboBooks Engage Review design brief, understand problem context Explore “Mess about” with LEGO structures, programs, and sensors. Explain Learn how the device work; Plan “fair tests” to explore key design variables, variations on programs Elaborate Plan solutions and describe product’s preferred behavior Diagnose and iteratively improve prototype Evaluate Conduct final tests and give presentations The planned RoboBookcurriculum starts off by presentingstudents with a design brief thatoutlines the main design challenge

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina-Charlotte; Lyndon Abrams, University of North Carolina-Charlotte; Deborah Bosley, University of North Carolina-Charlotte; James Conrad, University of North Carolina-Charlotte; Stephen Kuyath, University of North Carolina-Charlotte; Dawn Denney, Northwest Cabarrus High School; Kelly Teague, J.M. Robinson High School; Bill Welch, J.M. Robinson High School

Tagged Divisions

K-12 & Pre-College Engineering

classroom techniques used during thecamps, and to practice skills learned in the TECT workshop. The capstone practicum for theTECT workshop will require the participants to prepare a lesson plan incorporating a hands-onengineering activity and delivering the lesson to the summer camp students.At the conclusion of the workshop, participants will be required to develop work action plansdescribing the engineering content and activities they intend to incorporate into their classroomsduring the course of the next semester. A one day follow up meeting with all participants will beheld at the end of the semester in which participants will be asked to report and critique their

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Siddika Guzey, University of Minnesota, Twin Cities; Tamara Moore, University of Minnesota; Gillian Roehrig, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

design process –ask, imagine, plan, create, test,improve (adapted from Boston Museum of Science). First, the students watched short video clipsthat explored civil engineering as a career. Then, they discussed different types of civilengineering projects found in their community and how to become a civil engineer. There weretwo purposes in this: (1) to help the students connect the content of the curriculum to theireveryday lives, and (2) to encourage the students to consider engineering as a career. Followingthese introductory activities, students engaged in deep discussions about the 35W bridgecollapse. This context connects activities in the Summer 2008 program and to the curriculum inthe after-school program in Fall 2008. During the summer

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Alisa Gilmore, University of Nebraska, Lincoln; Bing Chen, University of Nebraska, Lincoln; Neal Grandgenett, University of Nebraska, Omaha

Tagged Divisions

K-12 & Pre-College Engineering

hobby storecomponents, and is applicable to a wide range of instructional activities. Figure 1 below showsa comparison of the attributes of the CEENBoT™ and TekBot® platforms. TekBot® CEENBoT™ Page 14.1330.4Page 14.1330.5 engage students in highly motivating, interdisciplinary and standards-based STEM instruction. 2. To train and equip science and math teachers in grades 7 and 8 in engineering design principles by the use of the TekBot® platform (and the new CEENBoT™), and to help them plan for the integration of this platform into their curricula. 3. To increase

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bassant Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Rashid Alammari, Qatar University; Saud A Ghani, Qatar University; Mazen O. Hasna, Qatar University

Tagged Divisions

K-12 & Pre-College Engineering

change, disruptive/transformative innovation, development studies, strategic planning, and public policy. Mahmoud has authored/co-authored 50+ peer-reviewed published papers in well-reputed international conferences and journals, in addition to 25+ institutional/curricular frameworks and internal reports. Mahmoud has attained a number of research funding grants from the UK, Malaysia, and Qatar, and won a number of awards and scholarships during his studies and professional career. After finishing his Doctorate, Mahmoud worked as a researcher at Loughborough University, UK. In Fall 2011, he moved to Qatar University (QU), Qatar, as a faculty member with the Dean’s Office, College of Engineering. In Fall 2012, Mahmoud

Conference Session

K-12 Engineering Outreach Programs

Collection

2007 Annual Conference & Exposition

Authors

David Schwartz, Cornell University; Catherine Norton, Cornell University; Sue Schwartz, The Learning Web

Tagged Divisions

K-12 & Pre-College Engineering

technical courses.1.2 Game Design and DevelopmentEntertainment technology splits roughly into two categories: hardware and software. Whereashardware might range from toys to amusement rides, software involves virtual and interactiveexperiences, i.e., games. Some programs, like ETC, often bridge both areas. The process ofmaking a game closely relates to the engineering process, in which designers plan an environmentcomposed of physical and/or virtual constructs that interact according to a set of rules. Thedevelopers employ technology to implement the plans, working in an iterative fashion incollaboration with the designers4, 5. Page 12.1137.21.3

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Euridice Oware, Purdue University; Brenda Capobianco, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

) program for P-4th grade studentsand a Summer Residential Program for students in grades 5-12. 12 GERI courses are taught byinstructors, predominantly graduate and undergraduate students, who develop curriculum, designlesson plans, and teach the courses.Participants. Participants in this study are 3rd and 4th grade students in the week-long SummerSession II, which was held on June 12 - June 16, 2006. There were a total of 49 studentsenrolled in the 3rd and 4th grade classes in this summer session. Participants for this study wererecruited by mailing an invitation letter and consent form to parents of the 3rd and 4th grade GERIstudents. Students who returned signed parental forms were eligible to volunteer for this study;these students signed an

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Beth Spencer, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

engineeringstudents into K-12 STEM education, including partnerships with other institutions, educationalcourses, advising, educational and outreach events, scholarships, and networking. The goal isnot to discourage students from working as engineers or scientists, but to promote teaching as avalued career goal and to provide support for STEM majors who are interested in pursuingteaching. Tech to Teaching also includes a robust evaluation plan that will allow a morethorough analysis in the future of which initiatives are effective at promoting teaching careers,and that will enable tracking of these students. This current study provides an analysis of thebaseline data, and details the initiatives that make up the Tech to Teaching program.Tech to Teaching

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alpaslan Sahin, AggieSTEM Center at Texas A&M University; James R. Morgan, Texas A&M University; Niyazi Erdogan, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

more than 20,000 students.The Texas Harmony charter school system’s mission is “to prepare students for higher learningin a safe, caring, and collaborative atmosphere through a quality learner-centered educationalprogram with a strong emphasis on mathematics, science, engineering, and technology”. 11Harmony students are predominately female (51%), Hispanic (47%), and low SES (56% free orreduced cost lunch).Course offerings at HPS.Texas provides three types of graduation plan: (1) Minimum (2) Recommended Graduation Plan,and (3) Distinguished Graduation Plan. HPS do not offer to their students to graduate withMinimum graduation plan because it only requires students to complete 22 credits in four-yearand they only need to take 3 years science, 3

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brittany L. Luken, Georgia Institute of Technology; Susan L. Hotle, Georgia Institute of Technology; Laurie Anne Garrow, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Lauren Alise Jones; Margaret-Avis Anyeley Akofio-Sowah, Georgia Institute of Technology; Stefanie Brodie, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

science from Smith College in 2010 and her M.S. in civil engineering from Georgia Tech in 2011.Miss Stefanie Brodie, Georgia Institute of Technology Stefanie Brodie is a second year graduate student currently pursuing dual master’s degrees in transporta- tion engineering and urban planning with the intent to apply for the Ph.D. program in transportation engineering in the Department of Civil and Environmental Engineering. She holds a bachelor’s degree from the University of Maryland in civil engineering. Her research interests focus on the interaction of transportation networks and land use through accessibility, especially regarding non-motorized and tran- sit modes of transportation, and the application of that

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

activities. In a recent study of a summer program using LEGO Page 22.1024.3MINDSTORMS robotics, 10- to 13-year old students built submersible boats over 3.5hours at a summer camp5. Many students let the materials drive their progress andengaged in trial and error designs, becoming frustrated during the process. Some studentsstayed within the problem but spent time planning and were able to generate designs.Some students spent time planning and worked towards extravagant designs, and weredriven by creating designs that somehow outperformed others’ designs. One student spenttoo much time in planning and was not able to engage in the evaluation aspects of

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

John Bedward, North Carolina State University; Eric Wiebe, North Carolina State University; Lauren Madden, North Carolina State University; James Minogue, North Carolina State University; Mike Carter, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

(measuring and creating devices), science contentknowledge and the practice of scientific inquiry. For the purposes of this study we are interestedin how the inquiry process is used in a similar fashion to the engineering design cycle (as definedby Informed Design) to investigate phenomena, answer questions and solve engineeringproblems. This is not unlike other initiatives that take a design-science approach to exploreengineering problems 9. Inquiry involves posing questions and making predictions, backgroundresearch, planning investigations, making observations, gathering evidence, proposingexplanations and communicating findings 4. There are opportunities to use inquiry-based sciencekits to engage in engineering problem-based learning but the

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

DaytonRegional STEM Center is an unprecedented partnership that combines the strength of educationprofessionals with the realities of industry needs, allowing students to make the connectionbetween what they are learning and how it will be used in future careers.Lesson Plans – The Center develops inquiry-based, hands-on STEM curriculum utilizingregional workplace sectors or clusters that map to real-world work being done at the AFRL in theareas of sensors, power/propulsion/energy, advance materials/manufacturing, air systems andmedicine/human performance. The Center works closely with AFRL STEM Fellows to developinquiry-based/hands-on instructional lessons based on AFRL work in order to capture the real-life connection between the study of math and

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Brandon Turek-Krengel, U. of St. Thomas - St. Paul; Scott Woelber, Edina Public Schools; Ellen Johnson, Edina Public Schools; AnnMarie Thomas, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

specific focus on theterms A(amplitude) and (angular velocity). There were four primary goals for this project: (1)to open lines of communication between the University Saint Thomas and local PK-12 teachers,(2) to aid in the teaching of trigonometry lessons through the use of hands-on activities created tosatisfy MN Academic Standard #9.2.1., (3) to incorporate engineering content into math lessons,and (4) to hone students’ visual-to-mathematic conversion skills, which has been recognized asan increasingly important skill1 for students to possess. This paper discusses the collaborationprocess and presents a lesson plan that can be replicated by other schools.IntroductionThe engineering department at the University of Saint Thomas was approached by

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Susan Donohue, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

-equippedclassrooms which could be secured and a courtyard for outside activities).Camp Development TimelineThe following is an outline of key activities and milestones in developing the camp.Fall 2006: Leadership team formedDecember 2006: Major camp theme and structure definedJan.-Feb. 2007: Marketing plan developed, connections with local schools formed, administrative (i.e., Dean’s office) support established, cost for attending camp established, external funding gained for scholarships, NSF Research Experience for Teachers (RET) proposal developedMarch 2007: Daily goals for camp defined, detailed development work split among leadership team, camp

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Regina Middleton, University of Massachusetts, Amherst; Shelly Perdomo, University of Massachusetts Amherst

Tagged Divisions

K-12 & Pre-College Engineering

. Page 13.1406.10 FIGURE 6 ENGINEERING CAREER CHOICEData relating to students who plan on attending UMass Amherst are provided for the year of2007 in figure 7. Seventy percent of these female participants indicated that they plan onattending UMass Amherst. About 30% of these respondents reported that they didn’t plan onattending UMass Amherst. This information was important to document because part of our newinitiative with the WEP Career day Conference is to determine whether students who attendedthe activity do in fact attend the College of Engineering at the University of MassachusettsAmherst. This information is not evident for the previous years of 2005 and 2006

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

, qualified students from diverse backgrounds within the State of Michigan who would benefit from entering the engineering field. (OE)2 provides personal assistance with proposals, planning, and implementation; facilitates assessment and evaluation of research-based programs; coordinates with other groups across campus; and explores collaboration opportunities with other groups. This support is ongoing, grounded in the engineering research efforts of the College, to develop lasting relationships that increase public awareness regarding the importance and integrative nature of engineering. With partners in education, (OE)2 helps create original and unique programs or

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

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Lise Johnson, The Center for Sensorimotor Neural Engineering; Michael W. Shaw, Cleveland STEM High School; Shannon Jephson-Hernandez, Center for Sensorimotor Neural Engineering

Tagged Divisions

K-12 & Pre-College Engineering

in the hopes of making better use of my credentials. Teaching was the natural choice as I am passionate about providing rigorous science instruction to high Page 26.731.1 school students. I currently am in my third year of teaching at Cleveland High School in Seattle, WA. c American Society for Engineering Education, 2015 Exploring Neural Engineering with a Teacher-Authored Science Curriculum (Curriculum Exchange)Contact Information—Pre-college Education Manager, Kristen Bergsman, bergsman@uw.eduWebsite: www.csne-erc.org/content/lesson-plans

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

theemphasis from a discipline-based focus to crosscutting concepts that connect many disciplines.These crosscutting concepts, such as systems and system models, promote a deeperunderstanding of science and engineering concepts. Traditional education programs often do notprepare teachers to build these connections between science and engineering concepts. Theobjective of this study was to determine if formal interactions with engineering students tofacilitate afterschool science clubs would provide a means for pre-service teachers to learn howto make these connections in their instructional practices.In this study, undergraduate elementary education and biological systems engineering studentsworked together to plan and facilitate afterschool science