Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Harpeth Hall School and Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

used the engineering design process to manage the designs along withappropriate scientific inquiry, statistical analyses, CAD drawings, and hands-on prototypebuilding to accomplish this task. Each group also prepared an oral presentation and a video oftheir fish pond or oven in action. These videos ran while the girls stood in front of the posters,giving their oral presentations, to judges, parents, and teachers from their home schools on thefinal engineering design competition day. We also did things to make this feel a bit more like atraditional camp - and not just academics – such as making ice cream, making shrink-dinks,going to the playground, etc. We also included topics like college planning and building up thegirls’ social capital

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

data critical to the assessment andevaluation of the RET program is collected in the afternoon of Day 1. On Day 2, teachers tourthe RET faculty research laboratories. Following the tours, teachers are matched withengineering faculty, REU students and laboratories, and paired with graduate students based onthe teachers’ research interests. In the afternoon of the second day, teachers go through a trainingcourse in laboratory safety. Besides working together in the labs, the teachers, REU students, andPh.D. students mentors meet regularly to review, network, compare experiences, and addressissues. The RET teachers also meet separately (weekly) to engage in collaborative lesson studyand curriculum planning. Weekly time is also be allotted for

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

. She recently completed a four-year assignment from NASA headquar- ters to establish a systems engineering curriculum at the University of Texas, Austin, as a pilot for national dissemination. Her efforts in systems engineering curriculum can be located at http://spacese.spacegrant.org/. Guerra’s most recent position at NASA Headquarters was Director of the Directorate Integration Office in the Exploration Systems Mission Directorate. In that position, her responsibilities involved strategic planning, international cooperation, cross-directorate coordination, architecture analysis, and exploration control boards. Guerra also spent three years at the Goddard Space Flight Center as Program Integration Manager for

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

with their abilities to teach engineering 8, 9, 10. However,many teachers have been able to overcome these barriers by using comprehensiveengineering units, such as the Engineering is Elementary (EiE) units, developed byresearchers at the Boston Museum of Science. The EiE units are designed to incorporatea science topic, an engineering discipline, and a design challenge, and provide guidancefor students to learn about and use the engineering design process consisting of five steps:ask, imagine, plan, create, and improve10. Our current research project at TuftsUniversity, entitled Integrating Engineering and Literacy (IEL), takes a similarlyintegrative approach to engineering in elementary curricula, but aims to empowerteachers to incorporate

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Sharnnia Artis, The Ohio State University; Ruth Friedman, The Ohio State University; Glenda LaRue, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

attractiveness to female students as a way ofincreasing the overall number of women in the engineering pipeline.Outside of summer camps in computing and computer science very few reports have been madeon single-discipline and single-sex summer camps in engineering8, 9. As a result, the purpose ofthis paper is three-fold: 1) to provide an overview of the development of a single-discipline,single-sex pre-engineering camp; 2) to discuss a formative evaluation plan for assessing the pre-engineering camp; and 3) to reveal anecdotal lessons learned to assist future camp directors. Inthe next sections, this paper uses CheME & YOU @ OSU as an exemplar single-discipline,single-sex pre-college engineering outreach program designed to attract young women

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

strategies andcurriculum, learning outcomes, and within the context of professional development programs.Some of the key factors identified for effective professional development include1-8:≠ Engaging teachers in practicing concrete tasks related to teaching, assessment, and observation of learning.≠ Drawing upon teachers' questions, inquiry, and experiences.≠ Including time for collaboration, sharing and exchange of ideas and practices.≠ Building on teachers' current work with students, as well as new ideas.≠ Providing modeling, coaching and problem-solving around specific areas of practice.The planning of professional development programs that effectively employ these factors andlead to desired teaching practices is not a simple

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Vaneshette Henderson, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Brenda Nixon, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

Tagged Divisions

K-12 & Pre-College Engineering

and build their the HSTEAP planning team for proper Savonius Wind Turbine. documentation techniques. Page 15.66.7• Case Study Scenario – Savonius Wind Turbine – The history of the wind turbine, and the advantage of wind as a power source was discussed to introduce electrical engineering and power. The use of wind as a power source lead into a discussion of natural resource depletion and innovate ways to generate different power sources. The teachers built a wind turbine to demonstrate and learn about power, alternative fuel sources, rotors and torque. During the activity, the teachers had to develop a scenario

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon F. Bendall, San Diego State University, Center for Research in Mathematics and Science Education; Christina Deckard, SPAWAR Systems Center Pacific; Clarisa E Bercovich Guelman, California State University, San Marcos; Nancy A. Taylor, San Diego County Office of Education; Adrienne Marriott, San Diego Science Alliance

Tagged Divisions

K-12 & Pre-College Engineering

effective collaboration between STEMs andmiddle school science teachers. The goals for the model are shown in Table 1. The table alsoshows the specific objectives for meeting each goal. Our research plan measured howeffectively the project met the objectives.Table 1. Goals and Objectives Goal 1: Impact teachers’ understandings of the work-lives of scientists and engineers, and via that impact teachers’ abilities to connect classroom science instruction to real life science. Goal 2: Impact students’ understandings of the work-lives of scientists and engineers, and via that elevate student interest in pursuing science-related careers. Below are the objectives for Goals 1 and 2. Teachers and students will:  have a

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

school activities likeDestination Imagination, FIRST Lego League and the state’s Engineering Challengecompetition. Further, their involvement helps them to develop extensions for the integrated units.Thus far in the project, enrichment teachers have co-planned and co-taught parts of the STEunits—most especially the engineering lessons in each unit—with many classroom teachers, and Page 22.1035.2assisted with the preparation of instructional materials.
Table 1: STE units—which are blends of modified district science and EiE units—for pilot andfull implementation years for 1st through 5th grades. TBD = to be determined

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

activities.  Inspire and motivate students at all levels to pursue careers in science, technology, engineering and mathematics (STEM) by providing curriculum-rich training to classroom teachers.  Increase underrepresented and underserved participation.  Enhance career exploration by including space science professionals, NASA employees, and NASA-sponsored scientists, technical and engineering experts as role and career model.  Assist K-12 teachers in exciting their students to learn math and science through space based activities.  Direct programs to areas of the state that have few space related resources.Program Planning and ImplementationPlanning for the LiftOff Summer Institute begins at least nine months

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

learning from previous results—indeed, far from what we would expect from professionals. However, if we instead analyze thesingle pair as an in-depth case study and look closely at their conversations in the context of theimposed material and temporal limits, it is possible to see how their responses to the failuresproceed logically from their ideas about how the physical world works and what has occurred inthe design process. This is consistent with the Piagetian position that within a localized contextchildren behave logically e.g., 5,6. The analysis specifically focuses on the connections in eachdesign cycle between (a) the actions and discussions of the group during planning and building,before their design construction fails the physical test

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Meagan McKinney, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

the College of Education at Boise State University. She is pursuing a Master’s of Science in STEM Education. In the future she plans on incorporating her knowledge and experience with STEM education into her own classroom. Her research interests include elementary science education, self-efficacy, and teacher professional development. Page 24.983.1 c American Society for Engineering Education, 2014 Place-based STEM: Leveraging Local Resources to Engage K-12 Teachers in Teaching Integrated STEM and for Addressing the Local STEM PipelineAbstractBusiness, industry, parks

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University; Crystal Tricia Chukwurah, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

as an adjoint professor of the Practice of Biomedical Engineering, Teaching & Learning, and Radiological Sciences at Vanderbilt University where she partners with other universities in NSF-funded research to develop the Engineering Design Process Portfolio Scoring Rubric . She ran an NSF-funded programs such as Research Experiences for Teachers (RET) for nine years. She served as the Associate Dean for Outreach in the Vanderbilt School of Engineering from 2007-2010. She established the Metropolitan Nashville Public Schools (MNPS) engineering pathway from K-12 with Race to the Top funding in 2010-2011 and is working with the state of Tennessee on potential adoption plans for the new Next Generation Science

Conference Session

Successful Mentoring and Outreach Programs for Girls and Minorities

Collection

2009 Annual Conference & Exposition

Authors

Anant Kukreti, University of Cincinnati; Kenneth Simonson, University of Cincinnati; Latiera Evans, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

and interest underrepresented ethnic students; and increasing the success of thosestudents once admitted to the College of Engineering. Beginning in 2007, a independentevaluation process for these programs was implemented and conducted by the UC EvaluationServices Center (UCESC). This paper, first, describes the salient features of the three PathwayPrograms and how each was executed during the summer of 2007, second, the paper describes theevaluation plan to conduct the formative and summative assessments of the three programsestablished by the UCESC, third the evaluation results obtained for the 2007 pathway programs,and, fourth, in conclusion the enhancements planned from the lessons learned. Hopefully, thematerial presented in this paper

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Michele Dischino; Manjit Khosla, HALS Academy; Patrick Foster, Central Connecticut State University; Carol Shields, Stevens Institute of Technology; Dan Fagan, Wallace Primary School; Martha Cyr, Worcester Polytechnic Institute; John Staley, Doherty Memorial High School

Tagged Divisions

K-12 & Pre-College Engineering

andthey are planned and conducted by two CIESE staff members who also conduct follow-up sitevisits during the year. Professors from Monclair State University and Stevens engineering Page 14.275.2faculty serve as visiting lecturers and advisors. Staff from Bank Street College of Educationreviews program material for pedagogical content. During the school year Liberty ScienceCenter hosts three program-related professional days for the PISA participants.MSP program goals focus on strengthening teacher content knowledge in science andmathematics in order to improve student achievement in these subjects. The involvement ofscience, technology, engineering

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

K. Anna Douglas, Purdue University; Daphne Duncan Wiles, Purdue University, West Lafayette; So Yoon Yoon, INSPIRE, School of Engineering Education, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

23.474.8year.Quotes from Year 2Brandy: Well, I always want them to put thought into it. I’m a big proponent of you know, “let’splan it first and look at it and then go on.” But actually putting it into those stages of the process,I saw them developing skills that I probably haven’t developed before….Really deeper thinking. Ialways wanted that, that’s my objective, but this- to break it into the parts and to see thesequence and have go into deeper thought after they planned it, and to actually take their planand look at it better or a little deeper than they normally would, and I was doing that, too. Youknow, it cause me to do that, too, and me to question in a different way- Okay, why are you doingthat? Is this going to get you where you want to go

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin Sargianis, Museum of Science, Boston; Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

self-reported feelings of confidence and preparedness to facilitate EiE activities with their students.EiE Professional Development Workshops: An OverviewThe majority of EiE professional development workshops take place at the request of a school ordistrict that is planning to have its teachers implement an EiE unit in their classrooms. (EiE alsohosts professional development workshops for teachers at the Museum of Science, Boston, albeitless frequently.) District or school-sponsored workshops are typically attended by in-serviceteachers and focus on one specific EiE unit, ideally the unit that is to be implemented by theworkshop participants in their classrooms. These workshops typically take place on a single dayand span four to six hours

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Kathleen Connolly, Tufts University; Christopher Wright, Tufts University; Linda Jarvin, Tufts University; Mike Barnett, Boston College; Chris Rogers, Tufts University; Ismail Marulcu, Boston College

Tagged Divisions

K-12 & Pre-College Engineering

choice pre-post tests, and created teachers leave 2006) Learn: Basic better performance in automatically, program because they mechanics, designing experiments, and specify are not able to adjust Newton’s laws of planning data collection, “ritualizing to a new kind of motion and collaborating. practices” to help classroom control. construct culture.Across these three approaches, there are several commonalities in how classroom instructionalpractice is structured. All students

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

university.Hosted by the College of Engineering (COE) at Texas A&M University (TAMU), E3 has been anintegral component of the COE’s comprehensive outreach plan which has the overarching goalto increase the pool of undergraduate engineering applicants into the COE, as well as to build anetwork to recruit partner teachers.Program DescriptionOverviewAlthough the E3 program has evolved over the years, the core program objectives have remainedessentially the same: (1) provide engineering research experiences to teachers and enhance theirunderstanding of the nature of engineering; (2) scaffold teacher development of authenticinquiry-based engineering classroom activities; and (3) improve teachers’ (and indirectly theirstudents’) knowledge about careers in

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert McGahern, DDR&E; Robert Stiegler, NSWC-DD

Tagged Divisions

K-12 & Pre-College Engineering

focus using LEGO MINDSTORMS equipment. The summer schoolcomponent features advanced robotics challenges and specially-constructed breakoutexperiments, which were used to illustrate specific mathematics and science topics. Fig. 3. VDP Summer Camp Fig. 4. A Sea Perch VehicleFaculty from the School of Education of the College of William and Mary provide professionaldevelopment workshops on co-teaching, structuring and leading cooperative learning groups, andcurricular connections for the robotics scenarios in the form of comprehensive lesson plans. Withthe help of the Navy mentors, faculty from William & Mary train the teachers in the use of theLEGO MINDSTORMS kits and ROBOLAB software, which are the focus in

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

engineering or technology. A National Association for Researchand Teaching article provides an overview of engineering education to date, and the stepsnecessary for successful integration of engineering in the new NGSS. 2 They suggest a need formore training and new instructional resources to provide opportunities to engage students inSTEM learning; however they caution that “effective, equitable, and accessible teaching andlearning” require “careful planning and implementation”.There have been several nation-wide engineering curriculum program (Engineering isElementary (EiE), Project Lead the Way (PLTW), Lego Engineering, etc.) as well as university-led initiatives in local schools3,4,5 which have brought engineering to K-12 students

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota; Brianna L Dorie, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, Magnets, Module, Planned, Pressure, Right in the Angle, Right Length, Stabilize, Stabilizer, Stand on End, Standable, Stronger, Support, Teeter-Totter, Test, Tornado, Unstable, Vertical, Page 23.635.6 Wider, Wiggly . Table 2. Level of association with engineering for vocabulary terms used by dyads Low Moderate High Architecture Balance Design Base Fix

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Turner Ralph Swanson, Tau Beta Pi Engineering Honor Society; Justin Matthew Collins, Milwaukee School of Engineering; Jill Frey, Sweet Water Foundation; Joey Zocher, Escuela Verde; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Dance Club. Justin plans to pursue a graduate-level education in astrophysics.Jill Frey, Sweet Water Foundation Jill Frey has worked in several areas of scientific research and education since earning degrees from the University of Wisconsin and Concordia University with Bachelors of Science in Zoology and Education, and a Masters of Science in Progam Development and Evaulation. She has always been a strong believer in the power of authentic learning and has helped to develop a variety of experiential learning programs including: an urban environmental center, a marine and freshwater focused charter school, a youth run urban organic greenhouse business, incorporating aquaponics into classroom curriculum. In

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

subsequent rounds of drilling until the source of contamination is determined. • Iterative design: Teams conduct experiments to evaluate feasibility of different methods of desalination as options for meeting the water needs of the community, considering cost, space, environmental impact, etc. Students propose modifications to improve desalination performance. • Reporting: Students review contamination remediation options and must also consider an option to desalinate ocean water as an alternative. Teams create a treatment plan for the city, with recommendations based on the type of contaminants found, costs, local resources needed for long term management, local geography, etc. There is no single

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson PhD, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

addressing STEM misconceptions they must holdaccurate knowledge of STEM concepts and be prepared to effectively teach the related content 21.Gaining content and pedagogy knowledge requires ongoing professional development and support,conditions that school principals influence. The potential for the high levels of influence on sustainedprofessional development of teachers to enhance their effectiveness for teaching STEM providesjustification for the examination of the priorities, perceptions, and plans of principals with regard toSTEM professional development.Elementary students rely on their teachers for the acquisition of accurate STEM content anddevelopment of foundational STEM knowledge provides motivation for assuring elementary teachersare

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

disregard criteria of functionality or feasibility, opting instead to repurpose craftmaterials in imaginary ways (e.g., “laser beams”) or focus on using the “right”vocabulary terms (e.g. “hexagon” and “rhombus”)23. We have noticed these differencesemerge within and across groups and change dynamically as students interact in theirlocal environment: in one moment, students may evaluate their solution for clients’needs, and in another, they may fill out a planning worksheet with little research orforethought, instead focusing on how they will be evaluated. The variations in students’abilities in the literature and within our project have raised many research questions forus, mainly in understanding the dynamics of student engagement and what has

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Engineering. He is also a faculty member in the Department of Anesthesiology & Pain Medicine and the Graduate Program of Neurobiology and Behavior at the University of Washington. In addition to performing basic neuroscience research, Eric works with other neuroscientists and classroom teachers to develop educational materials to help K-12 students learn about the brain.Dr. Laura J Collins, Center for Research and Learning Dr. Laura Collins, from the Center for Research and Learning, has extensive experience of over 20 years in program evaluation and research. Her work includes proposal design, evaluation and research plan- ning, needs assessment, data collection, both qualitative and quantitative analysis, and tailored

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina; Erica Pfister-Altschul, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

has given over 10,000 K-12 students and over 400 K-12 teachersan increased awareness of STEM concepts. This was accomplished by engaging 96 GK-12Fellows from STEM disciplines in public school science classrooms and after school programs.At this site, cohorts of 6-15 engineering and science graduate students were recruited each year.Each cohort of GK-12 Fellows and Teacher Partners started with an August retreat whichengaged them in team building and planning activities. Each GK-12 Fellow then spent one ortwo days each week for the academic year in a science classroom with students and teachers, Page 23.117.2involving them in supplemental hands

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Louis Nadelson, College of Education; Janet Callahan, Boise State University; Pat Pyke, Boise State University; Anne Hay, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

school year with extensive educational outreach and support. This report is limitedspecifically to the evaluation of the Phase I summer workshop. As we planned for the evaluationof our summer workshop it became apparent that the assessment of our goal attainment was notgoing to be immediately achieved. The assessment of the influence of the workshop onincreasing the quality and quantity of STEM content being taught by the participating teachers isa longer term process. (We are currently in Phase II of SySTEMic where we are assessingteacher proficiency and confidence for teaching STEM topics using inquiry and project basedlearning.) For Phase I we were interested in assessing how our summer workshop mightinfluence the participants’ capacity for

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Irene Mena, Purdue University; Brenda Capobianco, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

differentcountries. Throughout the activities, students learn about and use the engineering design processwhich consists of the following steps: ask, imagine, plan, create, and improve3.Research QuestionThe research question for this study is: In what ways does the integration of elementaryengineering learning activities impact grade 3, 4, and 5 students’ perceptions of engineering, theengineering design process, and the work of engineers?Theoretical FrameworkThis study draws upon the construct of situated learning. According to Lave and Wenger4,situated learning suggests that learning can be situated in social and cultural settings, and that if alearning activity falls beyond the cultural understanding of the learner then learning is likely, atbest, to be