Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Cyber Innovation Center; Joshua M Coriell, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

learning STEM fundamental topics, students also apply English language arts concepts and soft skills to each module. This approach allows students to improve their problem-solving and critical thinking skills while they develop invaluable competencies in leadership, team building, creativity, and communication. Target Grade LevelsKrystal Corbett, Ph.D. Explore - 6th grade, Discover - 7th grade, Apply - 8th gradeDirector of Curricula Course Implementationkrystal.corbett

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

products are not wellconnected to outside problems 5. Engineering is an applied science and mathematics field that isto a significant extent problem solving and design oriented, hence engineering design connectstudents to real-world problems 6; Main steps of Incorporating Engineering Design Challengesinto STEM courses are shown in Figure (1) 7 The paper provides an analysis on the impact of engineering design in K-12 student’sperception and attributes towards STEM fields, as well as, impact on 21st century skillsdevelopment. The paper reports on Quantitative analysis investigating the impact of engineeringdesign based experience “Life is Engineering project” on soft skills enhancement and technicaldevelopment of K-12 students. Figure (1) the

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

which includes writing assignments, classroom debates, and student presentations.Beyond concrete skills, the curriculum also aims for students to improve upon soft skills andhigher order thinking as well as creativity; this aspect of the curriculum meshes well with thestandards for mathematical practice that should occur at every grade level. For example, theopening project of the AMES curriculum that introduces the Cartesian coordinate systeminvolves students guiding a peer to a certain spot in the class using only verbal instructions.Unless the student giving directions is very specific, the student following the instructions mayend up in a completely different position than the directing student intended. The resulting affecton the students

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Engineering inthe New Century11 are now calling for tomorrow’s engineer to have content knowledge and beskilled in areas beyond those traditionally associated with the engineering profession.Furthermore, organizations within the engineering workforce desire a more expansive educationof the engineer. “Evidence from employers confirms that engineers are being asked to makedecisions that require, in addition to technical expertise, a keen understanding of broad, socio-humanistic contexts and considerations”12. Thus, K-12 educators can use the implementation ofengineering instruction to develop what are normally deemed “soft” skills in their students.Ethics, teamwork, and communication are essential for a sufficient K-12 engineering education5

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Eguchi, Bloomfield College

Tagged Divisions

K-12 & Pre-College Engineering

were from New Jersey. There were four teams participating inRescue, four in Soccer and two in Dance leagues. Among the ten teams, four teams weresecondary level teams (students older than 14 year old) and six teams were primary levelteams (students up to 14 year old). There were 36 students participating, among which fourwere female students (11%).ONLINE QUESTIONNAIRE: The online questionnaire consists of demographic information(age and gender), past RCJ experience, learning experience in STEM, and engineeringthinking and computational skills, and other soft skills (including collaboration, persistence,communication, creativity), STEM interests, and interests in pursuing their leanring incollege. Open-ended questions are also included to

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

engineering will greatly empower the two by sharing their individual,respective expertise in teaching methods and in the engineering design process. We also believethat the Fulton Engineering student will greatly benefit by engaging in and practicing a greatnumber of those “soft skills” that they will need to succeed as future engineers.FundingAn initiative of this scope requires significant funding to implement. The Mary Lou FultonTeachers’ College has funding from a number of sources to conduct the iTeach initiative butnone to assist with the implementation of the Engineers Serving Education efforts, nor does theFulton Engineering Schools have the internal resources to fund the effort other than to supply thestaff member to coordinate the

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

access and opportunity for women and minorities for advanced study in science, mathematics, and technology. Before coming to Polytechnic, Dr. Kriftcher served as a teacher and administrator, then as principal of Seward Park High School in New York City, and as superintendent of the Page 15.764.1 high schools in Brooklyn and Staten Island.© American Society for Engineering Education, 2010 Integrating Graduate Student Research into K-12 Classrooms: A GK-12 Fellows Project1. Introduction In recent years, the importance of development of soft skills to the professional

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

instructional landscape foster possibilities forconnection and collaboration that the traditional classroom precludes, as a wider network existsbeyond the brick and mortar classroom. The Accelerate curriculum enhances these possibilitiesby relying on a broad-based philosophy of course integration that obfuscates abiding distinctionsbetween “hard” and “soft” skills, blends liberal and technical subjects, and—perhaps, mostimportantly—combines a range of populations, talents, and experiences to produce the nextgeneration of engineers. At the heart of the program lie six conceptual strands, or “grandthemes.” Developed in the fall semester of 2014 by Accelerate faculty and administrators, thesethemes reflect and inform the overall mission of integration

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald L. Carr, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

research interests include assessment of engineering design and ”soft skills,” assessment of engineering impact through STEM initiatives, integration of engineering into all content areas, instructional design and assessment of teacher professional development via online and face-to-face programs, and promotion of engineering through standards-based curriculum reform.Prof. Heidi A. Diefes-Dux, Purdue University, West Lafayette Heidi A. Diefes-Dux is an Associate Professor in the School of Engineering Education at Purdue Uni- versity. She received her B.S. and M.S. in food science from Cornell University and her Ph.D. in food process engineering from the Department of Agricultural and Biological Engineering at Purdue Univer

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Elizabeth A Parry, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

and graduates improve their soft skills as well as develop successful out-of-school time (OST) programs. The partnership that was created between NCSU and the K-12community has not only benefited the three initial stakeholders but has also benefited theuniversity and the K-12 school.The permission to fund undergraduates with the grant was grandfathered into the program from apre-existing condition. Also, with additional funding from GE, the program was able to hireundergraduates from the College of Education. Mixing undergraduates from the College ofEducation with the College of Engineering proved to be a win-win situation in itself. The Page

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

  partnering  with  engineering  corporations  and engineering  professional  societies,  training  professional  engineers  to  develop  Open  Ended Engineering  Design  Challenges  and  teach  Family  Science,  adopting  the  EasT  and  Family Science  model  to  a  professional  instead  of  collegiate  setting.  This  will  enable  engineering corporations  and  their  engineers  to  broaden  reach  in  their  immediate communities. Through this early  work,  Iridescent is also conducting a research study on the impacts of training and outreach on  employee  engagement,  job  satisfaction,  and  development  of  soft  skills  (including  public speaking,  communication  to  laymen,  and  team  management).  We  understand  that  employee

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adriana Anunciatto Depieri, University of Sao Paulo; Roseli de Deus Lopes P.E., Escola Politécnica, Universidade de São Paulo

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

a spatial skills workshop. Sincethere are several types of spatial skills, choosing one that is especially relevant to a class activityor concept and giving students a chance to practice that skill is a way to gradually build spatialskills.Regarding the emphasis on communication skills, using the typical communication or writingexercises but situating them in the context of a science or math activity can introduce the ideathat these so-called “soft” skills are necessary in the hard sciences. In fact, with the nature ofboth topics, a spatial skills exercise could be combined with a communication skills exercise.Further development of these four “Skills to Emphasize” also lies in research. A potentialdirection for further research is

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Natalie Tran, California State University, Bakersfield; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

to complete assignments. Further, much of the projectwork that students are asked to do as they are introduced to engineering as a profession address“soft skills.” For example, they are asked to research engineering careers using interviews or theInternet, and they are asked to research an engineering project in their community.As shown in Table 3, we found low rates of explicit integration of mathematics concepts with theengineering activities. This is perhaps due to the emphasis this course places on these softprojects along with the extensive use of computer software that we see gaps in the explicitintegration of mathematics.Table 3: Percent Explicit Integration in the Introduction to Engineering Design © 2000. Planning