Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Tech; Thomas Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Tech; James Pembridge, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

K-12 education, Technology Education’s turn to engineeringnomenclature was predictable. Integrating math and science into the Technology Educationcurriculum was one of the foremost purposes in the 1990s18 leading some to suggest engineeringcontent and curriculum in the early 1990s.19 Virginia introduced statewide curriculum guides for“Introduction to Engineering” and “Advanced Engineering” in 1992. New York released“Principles of Engineering” in 1995. Perhaps even more telling was the steadily increasing use ofthe Project Lead the Way (PLTW) curriculum over the decade prior to this study. Importantly,about 85% of those teaching the PLTW curriculum are former Technology Education teachersworking in Technology Education labs.20Program

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

world. Technology design involves theapplication of knowledge to new situations or goals, resulting in the development of newknowledge 5. However, recent research has demonstrated that difficulties of effectively bringingsubstantive math and science content to bear in middle and high school pre-engineering curricula6 . These challenges for relevant math and science integration are even greater at the elementarylevel 7. With little room for new curriculum, there is a need to develop innovative instructionalstrategies that leverage existing inquiry-based science curriculum to support engineeringeducation goals. We suggest graphic-based modeling as a mediating process between inquiryscience and engineering design, providing students with a robust

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

final section willaddress the most recent trends in technology education, including recent efforts to effectivelyincorporate engineering content and method into K-12 technology education practice. Theunderlying purpose of this paper is to enable engineering educators to better understand thevalues and ideals that led Technology Education to its current place in K-12 education, and tobetter understand why technology educators have sought to integrate more math, science, andengineering content and method into their discipline over the past two decades.Historical Antecedents of Technology EducationManual TrainingIn the late 19th century, the transition from an agrarian to an industrial culture precipitated thegrowth of cities, demand for

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

. Page 14.531.1© American Society for Engineering Education, 2009 Encouraging Conceptual Change in Science through the Use of Engineering Design in Middle SchoolAbstractThe United States is suffering from a national crisis in science and math education. At the middleand high school level, US students perform poorly on standardized tests in comparison to otherdeveloped countries. Middle school may be the key to capturing students’ interest in math andscience; this is the time when many children decide they are not interested in science, or notgood at math. Additionally, most never get the chance to learn about engineering.In this study, eighth grade students participated in an engineering design-based curriculum

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tess Anne Hegedus, The University of North Carolina, Greensboro; Heidi B. Carlone, The University of North Carolina, Greensboro; Aundrea D. Carter, University of North Carolina, Greensboro

Tagged Divisions

K-12 & Pre-College Engineering

) curriculum (Museum of Science, Boston). The focusof the professional development (led by the researchers) was to orient teachers to engineeringand technology, uncover misconceptions, and provide an overview of the EiE curriculum alongwith an in-depth examination of one EiE unit they would implement in the Fall 2013. All fourteachers are employed in schools with large percentages of non-White students and studentsreceiving free or reduced lunch. We deliberately chose to work with schools with diverse studentpopulations with the goal of providing an opportunity to enact innovative, engineering-basedcurricula in hopes of challenging the status quo in a non-dominant demographic elementaryschool population.Each teacher implemented one EiE unit during

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

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

understand and interpret systems and engineeringdesign themes and findings. Through the qualitative analysis, it was shown that the students demonstrated thinking interms of systems. The results imply that systems thinking can be part of a high schoolengineering curriculum. The students considered and explored multiple interconnected variablesthat were technical as well as non-technical in nature. The students showed further systemsthinking by optimizing their design through balancing trade-offs of non-linear interconnectedvariables. Sketching played an integral part in the students’ design process as it was used togenerate, develop, and communicate their designs. Although many of the students recognizedtheir own lack of drawing abilities

Conference Session

Best Practices in K-12 Engineering: Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Elizabeth A. Parry, North Carolina State University; Lizette D. Day, Rachel Freeman School of Engineering; Augusto Z. Macalalag Jr., Stevens Institute of Technology; Albert Padilla Jr., Jersey City Public Schools; Malinda S. Zarske, University of Colorado, Boulder; Patty Ann Quinones, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

) in the view of the use of computer technology from passive tools(e.g. reading articles online) to productive tools (e.g. using Microsoft Office products to writereports).In the next section, we will highlight the successes in the classroom of Albert Padilla. Albertteaches middle school students in an urban school in N.J. He is a model teacher whose workexemplifies how a classroom teacher can successfully integrate engineering activities into theexisting curriculum. In his first lesson, he used the Design Squad’s Rubber Band Car activity toteach and engage students in the engineering design process. While designing their cars, studentsreviewed the materials available to them, asked questions, considered science concepts (e.g.motion, forces

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

they had missed the previous week. There was little support from the Boys andGirls Club administrator to help ensure students were in attendance and the students wereresistant to attend consistently for unknown reasons. Students who would veer off-task duringthe sessions were more concerned with outside concerns than the STEM Club.This study has implications for how STEM programs can be integrated after school to reinforceschool curriculum while providing safe, secure, social outlets for developing youth. It also hasimplications for how learning can be assessed in an informal setting through interviews,documented online chatting, storyboarding, and whole setting video analysis.ReferencesBeck, E. L. (1999). Prevention and intervention

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

K-12 & Pre-College Engineering

, J., & Duveen, G. (1998). Recent research on gender and educationalperformance. London: OFSTED.[4] Bussière, P., Cartwright, F., & Knighton, T. (2004). The performance of Canada’s youth in Mathematics,Reading, Science and problem solving: 2003 first findings for Canadians aged 15. Ottawa: Human Resources andSkills Development Canada, Council of Ministers of Education, Canada and Statistics Canada.[5] S. Sjoberg and C. Schreiner. (2010). The ROSE project: An overview and key findings. Technical report,University of Oslo, Oslo, Norway.[6] E. Marasco and L. Behjat. (2013). Developing a cross-disciplinary curriculum for the integration ofengineering and design in elementary education. Proc. of the 2013 American Society of Engineering

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University; Gemma Mann, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-2535: TEACHERS’ NOTICING ENGINEERING IN EVERYDAYOBJECTS AND PROCESSESSean Brophy, Purdue University Sean P. Brophy, PhD. is an assistant professor of Engineering Education at Purdue University. Dr. Brophy is a learning scientist and engineer; his research focuses on the development of learners’ ability to solve complex problems in engineering, mathematics and science contexts. As a research scholar with INSPIRE he has been investigating teacher and students cognition of engineering problem solving and perceptions of engineering.Gemma Mann, Purdue University Gemma E. Mann is a research associate with INSPIRE in Purdue University’s department of Engineering Education. She received her

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

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Rees, University of Massachusetts, Amherst; Christine Olson, University of Massachusetts Amherst; Charles M Schweik, University of Massachusetts, Amherst; Steven D Brewer, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

supports the afterschool program, Maker Meetup,and weekend K12 workshops through several mechanisms, including a Public ServiceEndowment Grant and faculty, staff and student partnerships across three campuses (UMass,Hampshire College, and Amherst College) and multiple departments.Perhaps most transformative is the integration of an experimental University “flipped”, servicelearning, Makerspace course with both the afterschool and Maker Meetup programs. In recentyears, several definitions of “flipped learning” have emerged. We refer to the common definitionrecently proposed by the Flipped Learning Network32, 33 - “Flipped Learning is a pedagogicalapproach in which direct instruction moves from the group learning space to the individuallearning

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

currently an Associate Professor and the Bioengineering Undergraduate Program Director. Dr. Molitor’s research interests include molecular mechanisms of cellular excitability, computational modeling of neuronal function, auditory neuroscience and treatments for traumatic brain injury. He has supervised the thesis and dissertation work of numerous graduate students working in these research areas. His educational interests include preparing high school and first year college students to study engineering mathematics, and the teaching of science and mathematics to young children.Dr. Joan N Kaderavek, University of Toledo Joan Kaderavek, Ph.D., has been awarded the title ”Distinguished University Professor” of Early Child

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

cafeteria and computer monitoredmotion detectors are installed on the start and finish lines. In qualifying races for the big event,students determine speed and power parameters from hand acquired weight, time and distancedata. Excel calculations are used in fifth grade for various project data analysis and resultgraphing.The use of computer based sensors has lead to increased interest of students in how technologycan be used for a learning tool. This has carried over into other learning environments such asimproving their technology skills (use of search engines, accessing websites…). Thisimprovement has been assessed using a teacher developed rubric. As students use technology asa part of an integrated curriculum they begin to develop the schema

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.1283.3Therefore, a successful engineering curriculum must demonstrate the affects of both thoroughand partial research, celebrating the former and explaining the negative outcomes of the latter. 3Content knowledge, application, disciplinary integration, and teamwork combine within theEDP, making design-based projects an extremely meaningful learning experience. Step 9: Completion decision Step 1: Identify need or problem Step 2

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Jessica Chin, Northeastern University; Sagar V. Kamarthi, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

improve STEM education and increase student interest have often reverted back toknown teaching methods like T4E (Teaching Teachings to Teach Engineering) and well-known problem-based learning (PBL) [1, 2]. However, the effectiveness of these methods lies in changing teachers’current pedagogies rather than modifying the actual content of how teachers teach. To help address thissituation, we have designed a method to educate teachers in a two-week professional developmentworkshop [3, 4]. Teachers learn how to properly integrate engineering techniques to modify their currentteaching content. We make a case that the integration of particular engineering methods in STEMclassrooms can make an impact and change the way students perceive STEM

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sharlene Yang, Museum of Science; Lydia Beall, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

Page 23.509.4materials. For their effort they receive a design challenge specific magnet. Catching the Wind: Designing Windmills, an example of the formal classroom curriculum In contrast, the formal classroom curriculum is mostly constrained by teachers’ need to meet state and national content standards. As engineering is not yet a part of most states’ elementary school standards, teachers will not be motivated to teach engineering in the classroom unless it reinforces skills in science, English language arts or mathematics. The EiE curriculum is designed to integrate engineering and technology concepts and skills with elementary science topics in grades 1-5.1 The EiE curriculum consists of 20 engineering units; each

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

design research methodology, in which an instructional model for integrating engineeringinto the elementary science classroom and its support curriculum will be repeatedly documented,analyzed, and revisedIn Spring 2012, a solar engineering design challenge was introduced in the fourth gradeclassroom. A researcher from the Quantum Energy and Sustainable Solar Technologies (QESST)worked alongside the fourth grade educator to provide in-classroom professional development tointroduce the engineering design challenge to the students using modeling, whiteboarding, andthe engineering design process as instructional techniques. This learning experience took placeduring science classroom time for a period of two and a half weeks with 24 students

Conference Session

Infusing Engineering Content Through Curricular Innovation

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Technology/Engineering Standards (seeappendix).The units of EiE selected as most appropriate to each school district's science curriculum,the grade in which the unit will be used and the field of engineering on which the unitfocuses are shown in Table I. Each unit of EiE is also adjustable to different ability levelswithin a grade or a classroom. Table I: Units of Engineering is Elementary by School System District Grade Engineering is Elementary Unit Title Engineering Field Billerica 4 An Alarming Idea: Designing Alarm Circuits Electrical Billerica 5 Marvelous Machines: Making Work Easier Industrial Chelmsford 4 Marvelous Machines: Making Work Easier Industrial

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

,technology, engineering, and mathematics (STEM) field as a whole has failed to provideeducators with an adequate literature-based framework for the infusion of engineering designexperiences into the classroom. This includes determining proper sequencing of engineeringdesign activities and establishing what types of engineering design problems high schoolstudents are able to work or solve. This paper will attempt to ameliorate some of these issues bypromulgating a conceptual framework for introducing engineering design experiences to highschool students. We will address the following areas in regards to engineering design in highschool settings: situating engineering design in the curriculum, sequencing the engineeringdesign experience, selecting

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Doug Kueker, Vivayvic; Pam Newberry, Project Lead the Way

Tagged Divisions

K-12 & Pre-College Engineering

skills and higher-order thinking, and an improvement in student achievement (Newberry & Hughes23, 2006).Claim 2: The course objectives integrate mathematics and science content with technology and engineering instruction through rigorous and relevant instructional tasks. PLTW’s curriculum makes mathematics and science relevant for students. The curricular objectives integrate math and science content as defined by NCTM20 (2000), NRC21 (1996), and AAAS1 (1993) and with standards for technological literacy as defined by the ITEA11 (2000) and enduring engineering concepts as identified by ABET, Inc. Criterion 3-Outcomes A-K (ABET2, 2007) By

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University; Thomas M. Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Polytechnic Institute and State University; Patricia Watson, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

University Dr. Hyuksoo Kwon has completed his Ph.D. in the Technology Education/STEM Education program at Virginia Tech. His research interests are curriculum development, integrative approach among STEM subjects, and biotechnology education.Ms. Patricia Watson, Virginia Tech Patricia Watson is a PhD student in the Integrative STEM education program at Virginia Tech. She re- ceived her bachelor’s degree in technology education, also from Virginia Tech. After graduation, Patty spent eight years working for the Department of Defense Dependents Schools in Japan and Germany teaching technology education and instructional technology. During that time, she earned a master’s degree in educational technology from Michigan

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Lydotta Taylor, EdVenture Group; Erika Shaffer, EdVenture Group; Gary Winn, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

with education consultants, industry professionals, graduate students, and oneanother to gain knowledge and create units that focus on STEM careers and curriculum. Theunits, known as TIME (Tools for Integrating Math and Engineering) Kits, are storedelectronically on a free teacher resource site for use in classrooms across the country.www.thesolutionsite.comThe 12-hour units of instruction are developed during a week-long workshop that providesclassroom teachers with the opportunity to work with engineering faculty, graduate assistantsand industry experts. The model is based on providing time for teachers to learn, tools forteachers to use and strategies to assist them in focusing on and connecting engineering to STEMcourse work. By connecting

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

assistive technology.Dr. Marisa Exter, Purdue University Marisa Exter is an Assistant Professor of Learning Design and Technology in the department of Cur- riculum and Instruction at Purdue University. Her cross-disciplinary background includes degrees in Computer Science and Instructional Systems Technology. Marisa Exter’s research aims to provide rec- ommendations to improve or enhance design and technology programs. Some of her previous research has focused on software designers’ formal and non-formal educational experiences and use of precedent materials, and experienced instructional designers’ beliefs about design character. These studies have highlighted the importance of cross-disciplinary skills and student

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Daney, Downingtown Area School District & Villanova University; Aaron P. Wemhoff, Villanova University; Gerard F. Jones, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10190Engaging students in the complex issues surrounding data center thermalmanagementEric Daney, Downingtown Area School District & Villanova University Serve as K-12 Science Curriculum Leader for the Downingtown Area School District in addition to teach- ing 9th Universal Physics at the Downingtown STEM Academy. Received National Science Foundation Grant for Research Experience for Teachers to work in the Vil- lanova University Center for Energy-Smart Electronic SystemsDr. Aaron P. Wemhoff, Villanova University Aaron Wemhoff is an Assistant Professor in the Department of Mechanical Engineering at Villanova

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

which students may bechallenged to make decisions in practical contexts. Impact Authenticity focuses on what impactsan authentic experience can deliver in an informal learning setting. Impact authenticity asks,What impacts can an authentic experience deliver out of school? Finally, Personal/ValueAuthenticity asks, What makes an experience authentic on a personal level? Personal/valueauthenticity includes actions that make an experience authentic on a personal level such as self-exploration. Table 3. Key definitions and characteristics for each type of authenticity.Categories Key Definitions and CharacteristicsALL in Real world (RW) relatedcommon Curriculum should… Key Definitions

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Douglas E. Oppliger P.E., Michigan Technological University; Joshua M Pearce, Department of Materials Science & Engineering and Department of Electrical & Computer Engineering, Michigan Technological University; Gerald Anzalone, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

utilizing computer simulations and 3D printing in their classrooms to help solve engineering problems.Mr. Douglas E. Oppliger P.E., Michigan Technological UniversityProf. Joshua M Pearce, Department of Materials Science & Engineering and Department of Electrical &Computer Engineering, Michigan Technological University Joshua M. Pearce received his Ph.D. in Materials Engineering from the Pennsylvania State University. He then developed the first Sustainability program in the Pennsylvania State System of Higher Education as an assistant professor of Physics at Clarion University of Pennsylvania and helped develop the Applied Sustainability graduate engineering program while at Queen’s University, Canada. He currently is an

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, The University of Texas - Austin; Taylor Martin, Utah State University; Jennifer Rudolph; Noel Hector Ramos, Department of Defense Dependent Schools

Tagged Divisions

K-12 & Pre-College Engineering

knowledge changes in pre-/posttest scores.Engineering Design BeliefsMosborg et al. (2005) contained a series of instruments that were developed to assessengineering design expertise and attitudes associated with expertise. The Design Survey we usedis one of the instruments from that study, and it consists of 27 Likert scale statements and beliefsabout engineering design. We divided the statements into those that indicated innovativeattitudes and those indicating efficiency attitudes. An example of something we classified asinnovative is “Creativity is integral to design, and in every design project creativity can befound.” An example of a statement that we classified as efficiency is “Good designers get it rightthe first time.” Questions without a

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

courses provided in the curriculum. Foundation courses include: Introduction toEngineering Design, Principles of Engineering, and Digital Electronics. Specialization coursesinclude: Aerospace Engineering, Biotechnical Engineering, Civil Engineering and Architecture,and Computer Integrated Manufacturing, with an engineering research capstone course entitled,Engineering Design & Development. Everyone teaching PLTW courses must attend an extensiveprofessional development program, including training provided by PLTW's network of affiliatecolleges and universities. In addition to hosting summer training institutes and ongoingprofessional development, national affiliates offer graduate college credits opportunities for

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

College of Engineering and Science teamed up withthe College of Liberal Arts to develop an engaging experience aimed at high school teachers andstudents. Developing a cyber-curriculum that is truly interdisciplinary in focus – cutting across both thesciences and the liberal arts –demonstrates a national model for implementing similar programs at otherinstitutions. This integrated approach to teaching strives to educate new scholars who understand notonly the science, technology, engineering, and mathematics (STEM) but also the political, social,historical, ethical, and legal aspects of this evolving discipline.Designed using the u-Discovery model pioneered by the College of Engineering and Science atLouisiana Tech [2, 3, 4], Cyber Discovery seeks