Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6591Integrating K-12 Engineering and Science: Balancing Inquiry, Design, Stan-dards and Classroom RealitiesDr. Marion Usselman, Georgia Institute of Technology Marion Usselman is Associate Director for Federal Outreach and Research for Georgia Tech’s Center for Education Integrating Science, Mathematics and Computing (CEISMC). She has been with CEISMC since 1996 developing and managing university-K-12 educational partnership programs and assisting Georgia Tech faculty in creating K-12 educational outreach initiatives. Before coming to CEISMC, Mar- ion earned her Ph.D. in Biophysics from the Johns Hopkins

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

promote an interest in STEM careers. They also highlight the potentialfor engineering to be a natural integrator for science, math, and technology. They explain howengineering habits of mind, such as system thinking or creativity that are inherent to theengineering design process may support science, math, and technology learning.In particular, the Museum of Science at Boston13 has developed a set of units called Engineeringis Elementary (EiE). Cunningham and Hester4 suggest that, through this resource, elementaryteachers can integrate engineering with science in order to improve students’ engagement andproblem-solving skills and increase students’ technological literacy. EiE units connects sciencetopics such as weather, water, or sound to

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

, Biomedical Engineering, Mechanical Engineering, CivilEngineering, Biology, Chemistry, Physics, and Math. CSULA faculty train fellows through apreparation course and workshops in order to improve communication, collaboration, andteaching skills. Furthermore, a strong partnership between CSULA, LAUSD, local industry, andminority serving organizations such as Great Minds in STEM and MESA has been established inorder to achieve program goals. Broader impacts include increasing the number ofunderrepresented minority students who pursue college degrees and careers in STEM and tostrengthen the research and teaching skills of the graduate fellows. At the time these demonstrations and activities were performed, the program consisted ofeight fellows

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; William L. DUPE Chan, Josiah Quincy High School; Kristina Buenafe, Josiah Quincy High School; Jessica Chin, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

to brainstorm, develop and compare lesson plans. Formany teachers, the experience was beneficial for the connection to othertechnology/engineering-minded teachers, the resulting implementation plans, and therelevancy of professional development. Each teacher developed an action plan toimplement in their course when they go back to their schools in the following school year.In addition to the two-week workshop, teachers were required to attend two callbacksessions to share experiences, both successes and challenges that they had faced duringimplementation.3 PurposeOur purpose in this study is to examine the impact of the CAPSULE PD within theconfines of STEM high school classrooms. Specifically, this paper addresses thefollowing research

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4035: PROBLEM-BASED LEARNING IN A PRE-SERVICE TECH-NOLOGY AND ENGINEERING EDUCATION COURSEDr. Nicholas Massa, Springfield Technical Community College Nicholas Massa is a Full Professor in the Laser Electro-Optics Technology Department at Springfield Technical Community College in Springfield, Mass. He holds B.S. and M.S. degrees in electrical engi- neering from Western New England College and a Ph.D. in educational leadership/adult learning from the University of Connecticut. Massa is currently Co-principal Investigator on the NSF-ATE STEM PBL Project of the New England Board of Higher Education.Dr. Michele Dischino, Central Connecticut State UniversityMs. Judith Franzosa Donnelly, Three Rivers Community

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Brian D. Gane, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1052: COMPARISON OF TWO CURRICULUM MODELS FORMAPPING ENGINEERING CORE CONCEPTS TO EXISTING SCIENCEAND MATHEMATICS STANDARDSMike Ryan, CEISMC - Georgia TechBrian D. Gane, Georgia Institute of Technology Brian Gane is a Ph.D. candidate in the School of Psychology at Georgia Tech and a research assistant at CEISMC. His research focuses on skill acquisition and instructional design.Marion Usselman, Georgia Institute of Technology Marion Usselman is Associate Director for Federal Outreach and Research for Georgia Tech’s Center for Education Integrating Science, Mathematics and Computing. She has been with CEISMC since 1996 managing programs, interacting with K-12 schools, and assisting Georgia Tech faculty in

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Stanley Hunley, Michigan State University; Joshua Whitman, Michigan State University; Seungik Baek, Michigan State University; Xiaobo Tan, Michigan State University; Drew Kim, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-603: INCORPORATING THE IMPORTANCE OF INTERDISCIPLINARYUNDERSTANDING IN K-12 ENGINEERING OUTREACH PROGRAMS USING ABIOMIMETIC DEVICEStanley Hunley, Michigan State UniversityJoshua Whitman, Michigan State UniversitySeungik Baek, Michigan State UniversityXiaobo Tan, Michigan State UniversityDrew Kim, Michigan State University Page 15.715.1© American Society for Engineering Education, 2010 Incorporating the Importance of Interdisciplinary Understanding in K-12 Engineering Outreach Programs using a Biomimetic DeviceAbstractThe project presented in this paper is designed to motivate interest in the engineeringfield for K-12 students, especially those who have previously

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

Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering learning, the measurement and support of change of ”habits of mind,” particularly in regards to sustain- ability and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning. Page 23.838.1 c American Society for Engineering Education, 2013 K-8 Teachers’ Responses to Their First Professional Development

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

designersgenerate, evaluate, and specify concepts for devices, systems, or processes whose form andfunction achieve clients’ objectives or users’ needs while satisfying a specified set ofconstraints” (p. 104). 15 Although there are different descriptions of the design process, 16, 17 mostof the models of engineering design are viewed as largely cognitive and tend to focus onrelatively uniform frameworks for thinking and “habits of mind.” This line of research has led toclaims that certain types of cognitive activity over a particular duration of time can lead to betterdesigns. 16, 18However, we do not view engineering design as a strictly cognitive activity that is separate fromrelationships, material worlds, cultures, and everyday experiences. Instead, we

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Science in the properpedagogy required for teaching project-based engineering design. This multi-day training, heldin August, included discussion on identifying and explaining the different engineering disciplinesand practice in teaching hands-on engineering activities. Teachers also learned what makes agood engineering student and how to effectively teach different engineering habits of mind. As aresult, these teachers knew more than the average high school teacher about what engineering is,what the different disciplines entail and how to explain an engineering career path to students. Inshort, the training gave them the confidence necessary to encourage students to think about andprepare for careers in engineering

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Allison Anderson, Massachusetts Institute of Technology; Guillermo Luis Trotti, Trotti & Asssociates, Inc.; Suzanne Marie Wilcox, ExplorationWorks Museum of Science and Culture; Elizabeth Perry Gundersen, ExplorationWorks Museum of Science and Culture; Dava J. Newman, Massachusetts Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

AC 2011-1229: USING SPACE-INSPIRED EDUCATION TOOLS TO EN-HANCE STEM LEARNING IN RURAL COMMUNITIESAllison Anderson, Massachusetts Institute of Technology Allison is a PhD student at the Massachusetts Institute of Technology. She received her undergraduate degree from the University of Southern California in Astronautics Engineering, and two masters degrees from the Massachusetts Institute of Technology in the Department of Aeronautics and Astronautics and the Technology Policy Program.Guillermo Luis Trotti, Trotti & Asssociates, Inc. Guillermo Trotti Gui Trotti is an internationally recognized architect and industrial designer. His design thesis entitled ”Counterpoint: A Lunar Colony” is part of the

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhao Chad Kong; Angie Martiza Bautista-Chavez, Rice University; Andres J Goza, Rice University; Rachel Jackson, Rice University; Kurt Kienast, Rice University; Sam Oke; Juan A Castilleja, The Boeing Company; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

AC 2011-2312: IMPLEMENTATION OF MINI-LECTURES IN DREAM:RIGOR IN AN INFORMAL, DESIGN BASED HIGH SCHOOL MENTOR-ING PROJECTZhao Chad KongAngie Martiza Bautista-Chavez, Rice UniversityAndres J Goza, Rice UniversityRachel Jackson, Rice UniversityKurt Kienast, Rice UniversityMr. Sam OkeJuan A Castilleja, The Boeing CompanyBrent C Houchens, Rice University Brent C. Houchens is an assistant professor of mechanical engineering at Rice University. Page 22.814.1 c American Society for Engineering Education, 2011 Implementation of Engineering Mini-Lectures in DREAM: Rigor in an Informal, Design Based High

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Akim Faisal, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-5480: USING ROBOTICS TO PROMOTE LEARNING IN ELE-MENTARY GRADESMr. Akim Faisal, Polytechnic Institute of New York University Akim Faisal is currently pursuing a master’s of science in mechanical engineering.Dr. Vikram Kapila, Polytechnic Institute of New York University Vikram Kapila is a professor of mechanical engineering at NYU-Poly, where he directs an NSF-funded Web-enabled Mechatronics and Process Control Remote Laboratory, an NSF-funded Research Experi- ence for Teachers Site in Mechatronics, and an NSF funded GK-12 Fellows project. He has held visiting positions with the Air Force Research Laboratories in Dayton, Ohio. His research interests are in cooper- ative control, distributed spacecraft

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

and Braun (2010) observed that many dyslexicstudents innately approach problems from a three-dimensional perspective2. So when a dyslexicstudent is presented with an unfamiliar object, he may have a natural ability and predisposition toexamine the object from various angles and perspectives in his mind, without ever movinghimself or the object. The ability to reason three-dimensionally may lead a dyslexic student to beable to view the opposite side of an object in his mind, based on observations concerning thefront of the object and his previous knowledge. This special reasoning skill is extremely usefulin engineering. Language, however, is two-dimensional; the tendency to reason in threedimensions can lead a “b” to look like a “d”, “p” or “q

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Redfern, Duke University; A. Leyf Peirce Starling, North Carolina State University; Claudia K Gunsch, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

Universityresearchers and students to promote the “engineering habits of mind” and provide students withopportunities to practice engineering problem solving in a college engineering laboratory as theybuild their STEM identity.IntroductionDuke University’s High School Bioscience and Engineering camps have employed our modelduring four 2-week sessions over the summers of 2013 and 2014. Each session had between 26and 40 high school-aged students that were either over-night or day campers. Currently,enrollment is open to all applicants with no conditions, though the activities and model designmay be adapted towards experiences with targeted enrollments (i.e. gender, ethnicity, etc). Thecurrent cost of this particular camp is around $200/day for residential

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Terence J. Fagan, Central Piedmont Community College; Gerald D. Holt, Project Lead The Way

Tagged Divisions

K-12 & Pre-College Engineering

and instruction. The central location acts similarly to „hackerspaces,‟ a physical location providing a common place for like-minded thinkers to collaborate onprojects. The goal of the paper is to report on a novel collaboration among home, public, andprivately schooled students within the context of a US FIRST team. Along with the collaborationhands-on modules are developed and taught by partnering engineers in collaboration with collegefaculty. The model applies the constructionist learning theory with structured preparation for thecompetition. In addition the paper presents issues and solutions to implementing an innovativeopportunity for home, public, and privately schooled students. This initiative lays thegroundwork for future endeavors

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

AC 2011-2751: TEACHER TRAINING AND STEM STUDENT OUTCOME:LINKING TEACHER INTERVENTION TO STUDENTS’ SUCCESS IN STEMMIDDLE AND HIGH SCHOOL CLASSESGisele Ragusa, Ph.D., University of Southern California Gisele Ragusa is an associate professor in the Viterbi School of Engineering and the Rossier School of Education at the University of Southern California. She has expertise in engineering education, precollege engineering and in assessment and measurement. Page 22.1370.1 c American Society for Engineering Education, 2011 Teacher Training and STEM Student Outcome: Linking Teacher

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Messiha Saad, North Carolina A&T State University; William Craft, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

through the Institute's activities, including radical ideas and disruptive technologies, and 4. Promote aerospace science and engineering and provide outreach to the region and nation. In support of the fourth imperative, our workshops are to provide a brief yetthoughtful introduction to some of the important scientific and engineering challengesinvolved in NASA’s complex missions and to relate this to grades 6-12 science andmathematics education. This paper describes our workshop components relating topower and performance and the experiences of teachers in learning more aboutpropulsion and flight. Care was taken to provide teachers with basic materials so that theycould stimulate young minds. Building on this, students should learn

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Arthur D. Kney, Lafayette College; Emily Isabelle McGonigle

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12617Transformation of STEM to STEAM – How a traditionally run STEM campsuccessfully incorporated the ARTS into its framework resulting in a success-ful STEAM Camp (Work in Progress)Dr. Arthur D. Kney, Lafayette College Arthur D. Kney received his doctorate of philosophy (Ph.D.) in Environmental Engineering from Lehigh University in 1999 and his professional engineering license in 2007. He is currently serving as an As- sociate Professor and Department Head in the Department of Civil and Environmental Engineering at Lafayette College. Throughout Kney’s career he has been active in the community, at the local, state

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Eric Deemer Ph.D., Louisiana Tech University; Krystal S. Corbett, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

, San Antonio, Texas (October 20, 2009)4. Tims, H., Nelson, J., Turner, G., Wooley, M., Nelson, M. (2010) “Building a collaborative K12 partnership,” Proceedings of the American Society of Engineering Education, Louisville, Kentucky (June 23, 2010)5. Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn, expanded edition: Brain, mind, experience, and school. Washington D.C: National Academy Press.6. CS Unplugged (2011). from www.csunplugged.org7. Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.8. Glynn, S. M., & Koballa, T. R. (2006). Motivation to learn in college science

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

be considered as creating new knowledge––the teachers were afforded the uniqueopportunity to explore those distinctions during the program. Several teachers participated in thedesign and implementation of engineering apparatus that were in turn used in addressing theirresearch questions. Another teacher designed and supervised the implementation of anengineering measurement system from the low cost materials available in the laboratory fordeveloping the stress-strain curve for hydro-gels reinforced with nano-particles.16The National Research Council publication, How People Learn: Brain, Mind, Experience, andSchool,3 describes best practices for supporting students as they develop flexible knowledge. Oneoutcome of the “How People Learn” (HPL

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

participate because they have a service learning/communityparticipation requirement for renewing their scholarship or because they too want to give back.MethodsWeek after week, elementary students explore basic principles of engineering through fun,hands-on projects that spark their imaginations and engage their minds. The young students workin teams to create engineering projects that integrate age and development-appropriate scienceand mathematics. These “design, build, test, and evaluate” experiences help them gain anunderstanding of the pervasiveness of engineering in their world as well as an awareness of howengineering benefits humanity and our planet.And, diversifying the engineering workforce is a priority for the TEAMS initiative; the

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

learning. Student assessments, both formative and summative, must takeinto account students’ natural inclination to leverage multiple modes of discourse, as it is animportant aspect of how students construct knowledge. Engineering as a profession makeswidespread use of physical and virtual modeling tools and modeling opportunities in theelementary grades should be provided as a way to both understand concepts and solve scientificand technological problems. These opportunities, of course, should continue to be built upon inlater grades in a variety of STEM and pre-engineering courses. Work with models and modelingis not only a meaningful way to develop deeper understanding of core conceptual knowledge, butalso develop habits of mind around the

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Blake C. Wade, University of Texas, Arlington and Kennedale High School, Kennedale ISD; Yvette Pearson Weatherton, University of Texas, Arlington; Melanie L. Sattler P.E., University of Texas, Arlington

Tagged Divisions

K-12 & Pre-College Engineering

Keeley. Wade is currently living in Arlington, Texas. Email: blakecwade@gmail.comYvette Pearson Weatherton, University of Texas, Arlington Dr. Yvette Pearson Weatherton received her Ph.D. in Engineering and Applied Science (Environmental Engineering) from the University of New Orleans in 2000. She is currently a Senior Lecturer in Civil Engineering at the University of Texas at Arlington. Dr. Pearson Weatherton’s expertise is in the areas of air quality including monitoring and modeling and engineering education. She is currently PI or Co-PI on a number of NSF-funded engineering education projects including ”UTA RET Site for Hazard Mitigation”, which is the basis for this paper. She is a registered Professional

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

). Quantitative estimation: One, two, or three abilities? Mathematical Thinking and Learning, 5(4), 259–280.17 Reys, R. E., Rybolt, J. F., Bestgen, B. J., & Wyatt, J. W. (1982). Processes Used by Good Computational Estimators. Journal for Research in Mathematics Education, 13(3), 183–201. Retrieved from http://www.jstor.org/stable/74855518 Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. Cambridge: Cambridge University Press.19 Hsi, S., Linn, M. C., & Bell, J. E. (1997). The Role of Spatial Reasoning in Engineering and the Design of Spatial Instruction. Journal of Engineering Education, 82(2), 151–158.20 Sorby, S. A. (2009). Educational research in

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Mark OShea, CSU Monterey Bay

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-1148: A RUBRIC TO EVALUATE STANDARDS-BASED LESSON PLANSAND STUDENTS' ACHIEVEMENT OF THE STANDARDSJohn Carpinelli, New Jersey Institute of Technology JOHN D. CARPINELLI is an Associate Professor of Electrical and Computer Engineering and Director of the Center for Pre-College Programs at the New Jersey Institute of Technology. He previously served as coordinator of activities at NJIT for the Gateway Engineering Education Coalition and as a member of the Coalition's Governing Board. He currently chair's NJIT's Excellence in Teaching Awards Committee and is past chair of the University Master Teacher Committee.Howard Kimmel, New Jersey Institute of Technology HOWARD KIMMEL is Professor

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; Tonatiuh Munguia-Villanueva, Universidad Juárez Autónoma de Tabasco

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

opportunities of the futurerequires that they learn to engage in analytical thinking, argumentation, and collaborativeteamwork and that they see such practices as central to design processes. Engaging middleschool learners in collaborative engineering design projects can provide them with opportunitiesto develop communicative competencies related to speaking like an engineer by participating intalk about designed products, design processes, and metacommunicative talk about designcommunication itself.9-11The K-12 engineering education community also recognizes collaborative interaction as a keyengineering practice. The National Research Council identified communication as a vitalengineering “habit of mind.”12 Additionally, the Next Generation Science

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

 University  at  Qatar  has  been  recognized  as  one  of  the  leading  institutions  offering  engineering  degrees  in  the  region.    The  campus  has  attracted  over  85  full-­‐time  faculty  members  representing  some  of  the  best  minds  in  engineering  education  and  scholarship.    STEM  Education    The  State  of  Qatar  has  long  acknowledged  the  intrinsic  value  of  science,  technology,  engineering  and  mathematics  (STEM)  for  empowering  upcoming  Qatari  talent  and  to  transform  this  fast-­‐growing  country  into  a  world-­‐class  research  and  discovery  icon  in  the  region.    Further,  Qatar’s  efforts  to  nationalize  its  energy  workforce  and  reduce  dependence  on  foreign  workers  creates  an

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Richard Gilbert, University of South Florida; Robin Little, Douglas L. Jamerson Jr. Elementary School; Chuck Parsons, Douglas L. Jamerson Jr. Elementary School; Kim Parsons, Douglas L. Jamerson, Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare

Tagged Divisions

K-12 & Pre-College Engineering

are lost on the students, but of somepolitical worth since the general public thinks they do understand such distinctions. More to thepoint, our teachers have to learn enough engineering science so that they start to see how Page 12.1354.3engineering has a significant impact on peoples lives, how it is driven by a strong knowledge ofmathematics and science, and how this knowledge base can easily strengthen all of the“traditional” lessons typically used by teachers in other elementary schools in our district.IntroductionWith this background in mind, how do you get elementary school teachers to teach their studentsengineering concepts

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Cyber Innovation Center; Joshua M. Coriell, Cyber Innovation Center; Sara Hahler, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

encourage students to pursue STEM pathways. This conclusion is one of thefirst steps in overcoming a national dilemma. However, it is important to keep in mind programscreated for middle school students should not only be exciting but also meaningful where thestudents learn the core STEM concepts. It is the meaningful experience, not the “fun”experience, that keeps students engaged with STEM later in life2.Incorporating engineering in the K-12 classroom has been found to provide students withmeaningful applications and connections to content which students might not have otherwisemade. Engineering exposure at the middle grades can build critical thinking and problem solvingskills, and it can also help students connect to ideas that they would