Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Krystal S Corbett, Cyber Innovation Center

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K-12 & Pre-College Engineering

Paper ID #11168Global Earthquake Engineering: A STEM EDA Lesson and Activity (Cur-riculum Exchange)Ms. Joi-Lynn Mondisa, Purdue University, West Lafayette Joi-Lynn Mondisa is a doctoral candidate in the School of Engineering Education at Purdue University, West Lafayette, IN. Her research interests focus on examining how mentoring intervention programs promote the success of undergraduates in STEM majors and how mentoring assists in increasing the retention rates of underrepresented populations in STEM programs.Ms. Krystal S Corbett, Cyber Innovation Center Dr. Krystal Corbett is the Director of Curricula at the Cyber

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip S. Schmidt P.E., University of Texas, Austin; Christina Soontornvat, iFLY ; Stuart B Wallock

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K-12 & Pre-College Engineering

Paper ID #11792Teaching STEM Through an Indoor Skydiving Experience (Curriculum Ex-change)Dr. Philip S. Schmidt, University of Texas, Austin Philip Schmidt is the Donald J. Douglass Centennial Professor, Emeritus and University Distinguished Teaching Professor, Emeritus at the University of Texas at Austin, where he recently retired after 43 years on the faculty in Mechanical Engineering. He is a Fellow of the American Society of Mechanical Engi- neers and a registered professional engineer. Dr. Schmidt received a BS in Aeronautics and Astronautics from MIT and MS and PhD in Mechanical Engineering from Stanford, the

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

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K-12 & Pre-College Engineering

Science Achievers, and ACS Project SEED. She’s been invited back do pharmaceutical engineering research with Research Experience for Teachers at NJIT every summer for the last 8 years now, with her Project SEED students. In 2008 one of her research students became a Science Talent Search Finalist. He also won best in category awards at the Intel International Science and Engineering Fair two years in a row. In 2010 she was named a Society for Science and the Public Teacher Fellow, and served on the Advisory Council for Intel ISEF since 2012. Marie currently teaches three levels of engineering courses, that she designed, and coaches students doing science research projects for competitions.Dr. Howard S. Kimmel, New Jersey

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria Alessandra Montironi, UC Davis; Daniel S Eliahu, UC Davis C-STEM Center; Harry H. Cheng, University of California, Davis

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K-12 & Pre-College Engineering

Paper ID #12373A Robotics-Based 3D Modeling Curriculum for K-12 EducationMaria Alessandra Montironi, UC Davis Maria Alessandra Montironi is a PhD candidate in Mechanical Engineering at the University of California Davis. Since 2013 she has been involved with the UC Davis Center for Integrated Computing and STEM Education (C-STEM). Within the Center, she is involved in developing new strategies for improving K-12 STEM Education through integration of computing, 3D modeling and robotics.Mr. Daniel S Eliahu, UC Davis C-STEM Center Danny Eliahu is an undergraduate mechanical engineering student at the University of California

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Nowak Jr., Rensselaer Polytechnic Institute; Daniel A Kaczmarek, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Johnson Samuel, Rensselaer Polytechnic Institute

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. Daniel A Kaczmarek, Rensselaer Polytechnic Institute Daniel Kaczmarek is a junior at Rensselaer Polytechnic Institute, pursuing a dual degree in Mechanical Engineering and Design, Innovation and Society. Daniel is interested in showing young students the career opportunities in the STEM fields, especially those in advanced manufacturing.Ms. Elizabeth S. Herkenham, Rensselaer Polytechnic Institute Ms. Herkenham is the K-13 Education Outreach Director of the School of Engineering (SoE) at Rensse- laer Polytechnic Institute. Her responsibilities includes managing the Pre-College educational programs for the NSF funded Smart Lighting Engineering Research Center (ERC), CURENT ERC, and faculty- driven Broader Impact

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Shultz, Drexel University; Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.)

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K-12 & Pre-College Engineering

design engineer for four years and as a teacher of math, physics, and engineering for eleven years. He was involved with the NSF GK-12 program at Drexel University for four years. Ueda has been awarded Delaware Valley Science Teacher of the Year (2013), Lindback Distinguished Teaching Award (2013), and Philadelphia Geek of the Year (2013).Jessica S Ward, Drexel University (Eng. & Eng. Tech.) Jessica S Ward has over 9 years of Engineering Education experience and is currently the Director of Operations for the DragonsTeach program supported by the National Math and Science Initiative and UTeach Institute and serves as the National Science Foundation STEM GK-12 Program Manager at Drexel University.Dr. Adam K

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

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K-12 & Pre-College Engineering

Excellence (ELITE).Mr. John S Small, Texas A&M University at Qatar Page 26.306.1 c American Society for Engineering Education, 2015 Building  Human  Capacity  to  Meet  Demand  for  Engineers  and  Scientists  in  the     Middle  East  and  North  Africa  (other)    Abstract  Several  countries  in  the  Middle  East  and  North  Africa  (MENA)  have  been  investing  significantly  in  the  past  two  decades  to  promote  and  attract  young  and  upcoming  talent  to  pursue  professions  in  science,  technology,  engineering,  and

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Gregorio, Drexel University; David S Rosen, Drexel University (Eng. & Eng. Tech.); Brandon Gregory Morton, Drexel University (Eng. & Eng. Tech.); Alyssa M Batula, Drexel University; Michael Caro; Jeffrey Scott, Drexel University; Youngmoo Kim, Drexel University; Kara Martine Lindstrom, Drexel University, ExCITe Center

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K-12 & Pre-College Engineering

research in novel musical interfaces and machine learning applications in music information retrieval.Mr. David S Rosen, Drexel University (Eng. & Eng. Tech.) David Rosen is a doctoral student in Drexel University’s Applied Cognitive and Brain Sciences program. He has an M.S degree in Teaching and Instruction and several years of experience as a public school edu- cator. Working in the Music and Entertainment Technology (MET-Lab) and Creativity Research Lab, his interdisciplinary research explores the underlying cognitive mechanisms and factors of creativity, expres- sion, insight, and flow, specifically within the domain of music performance and improvisation. He has also worked on several research projects which

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

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K-12 & Pre-College Engineering

interaction, we hope to identify recommendations wecan make to other parents on how to foster engineering interest in their children, as wellas contribute ideas for activities for K-5 classrooms to reach a wider range of children.AcknowledgementThis material is based upon work supported by the National Science Foundation underGrant No (HRD-1136253). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect theviews of the National Science Foundation. We would also like to acknowledge thecontributions of the GRADIENT research team members Scott VanCleave, MaggieSandford and Zdanna Tranby for data collection.References 1. Ceci, S., J., & Williams, W. M. (2010

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

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K-12 & Pre-College Engineering

. Page 26.556.1 c American Society for Engineering Education, 2015 DNA Extraction Using Engineering Design: A STEM Integration Unit (Curriculum Exchange) Target Grade Level: 6-8 En gr TEA MSE n gin eerin g t o Tran sform t h e E d ucat ion of An aly sis, Measuremen t , & Scien ce Authors and Contact: Corey A. Mathis Tamara J. Moore S. Selcen Guzey Purdue University Purdue University Purdue University mathisc@purdue.edu

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

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Century skills survey. The engineering design portfolio assessment(EDPA) includes an electronic log to document students’ progress through the stages of theengineering design process. The survey is designed to measure critical thinking, leadership,communication, and collaboration, and teamwork.Background: The Maker Movement and High School Technology EducationThe ‘maker movement’ is defined by Adweek as the umbrella term for independent inventors,designers, and tinkerers 4, and is viewed by Time magazine as a driver for innovation 5. Thismovement, which started in the 1990’s, embodies a reversion from the theoretical to thepractical, using one’s hands to physically make and build things for the purpose of solving newproblems, solving old problems

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

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K-12 & Pre-College Engineering

win” to demonstrate successful town-gown efforts. Finally, we are exploringmembership and workshop fee structures, but it is unclear that there is sufficient draw from therelatively small local communities to attain sustainability based on this revenue alone, or that itcan cover both personnel and supply costs.References[1] Schön, S., Ebner, M. and Kumar, S. (2014). The Maker Movement. Implications of new digital gadgets,fabrication tools and spaces for creative learning and teaching. eLearning Papers, n. 39 (July), 14 - 25. Availableon-line: www.openeducationeuropa.edu/en/elearning_papers.[2] Benton, C., Mullins, L., Shelley, K., and Dempsey, T. (2013). Makerspaces: Supporting an Entrepreneurial

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Randa L. Shehab, University of Oklahoma; Susan E. Walden, University of Oklahoma; Emily Elizabeth Wellborn, University of Oklahoma

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K-12 & Pre-College Engineering

applicability to underrepresented students. Journal of Vocational Behavior, 78 (2), 184-192. 4. Correll, J. S. (2001, May). Gender and the Career Choice Process: The Role of Biased Self-Assesments. American Journal of Sociology, 1691-1730. 5. Martin, P. J., Simmons, R. D., & Yu, L. S. (2013). The Role of Social Capital in the Experiences of Hispanic Women Engineering Majors. Journal of Engineering Education, 102 (2), 227-243. 6. Shehab, R. L., Murphy, T. J., Davidson, J., Foor, C. E., Reed-Rhoads, T., Trytten, D. A. & Walden, S. E. Page 26.1170.9 Academic Struggles and Strategies: How

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

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K-12 & Pre-College Engineering

Page 26.1629.8 Design Activity (pp. 319-341). Chichester: Wiley.2. Cross, N., & Cross, A. C. (1998). Expertise in engineering design. Research in Engineering Design, 10(3), 141- 149.3. Dannels, D. P., Anson, C. M., Bullard, L., & Peretti, S. (2003). Challenges in learning communication skills in chemical engineering. Communication Education, 52(1), 50-56.4. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120.5. Otto, K. N. & Wood, K. L. (2000). Product design techniques in reverse engineering and new product development. Upper Saddle River, NJ: Prentice Hall.6

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherina V Tarnai-Lokhorst P.Eng., FEC, Camosun College

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K-12 & Pre-College Engineering

. Econ. Can. d’économique 45, 1188–1219 (2012). 6. Briskin, L. & Coulter, R. P. Introduction Feminist Pedagogy: Challenging the normative. Can. J.Educ. 17, 247–263 (1992). 7. Cherubini, L., Hodson, J., Manley-Casimir, M. & Muir, C. ’ Closing the Gap“ at the Peril ofWidening the Void: Implications of the Ontario Ministry of Education”s policy for Aboriginal education. Can. J.Educ. 33, 329–356 (2010). 8. Gaskell, J. Gender matters from school to work. Resour. Fem. Res. 23, 49–50 (1994). 9. Pomerantz, S., Raby, R. & Stefanik, A. Girls Run the World? Caught between Sexism andPostfeminism in School. Gend. Soc. 27, 185–207 (2013

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C Paugh, University of Massachusetts Boston

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Diversity

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K-12 & Pre-College Engineering

students to 4. Re-tell the performance of a possible solution. 5. Analyze possible solution(s) according to several types of evidence, including results of physical tests, data from scientific investigations, information from external sources, and critique by other children or adults. 6. Purposefully choose how to move forward to improve the proposed solution.Table 1. Alignment of proposed definition of reflective decision-making in engineering withsupporting research and elementary engineering curriculum learning tasksElements of reflective decision- How engineering design practitioners Related learning tasks in the EiEmaking exhibit the element curriculumDuring initial

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M Hynes, Purdue University, West Lafayette

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K-12 & Pre-College Engineering

(1992).16. Hansen, J. & Campbell, D. Manual for the SVIB-SCII. (Stanford University Press, 1985).17. Voss, J. & Schauble, L. in The role of interest in learning and development (eds. Renninger, A., Hidi, S. & Krapp, A.) (Psychology Press, 1992).18. Eccles, J., Wigfield, A. & Schiefele, U. in Handbook of child psychology 1017–1095 (John Wiley & Sons Inc, 1998).19. Hidi, S. Interest and its contribution as a mental resource for learning. Rev. Educ. Res. 60, 549–571 (1990).20. Pintrich, P. A motivational science perspective on the role of student motivation in learning and teaching contexts. J. Educ. Psychol. 95, 667 (2003).21. Schiefele, U., Krapp, A. & Winteler, A. in The role of interest in

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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K-12 & Pre-College Engineering

interests. Model 2 for eachmeasure indicates the final model considering only significant variables and excluding non-significant variables, implying no relationship between variables. According to Brown’ s 25 guideon fit indexes, all model fits were in good ranges: Chi-square values were not significant; theRMSEA was all in an acceptable range, which is defined as 0.08 or less; CFI and TLI were in agood-fit range, defined as 0.95 and over; and SRMR was close to 0.0, indicating an excellent fit.Table 6. Path Models with Goodness-of Fit Indexes SKT EIDS Academy EIDS Engineering Page

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; Mia Delarosa

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K-12 & Pre-College Engineering

). Engineering in the K-12 STEM standards of the 50 U.S. states: An analysis of presence and extent. JEE, 101, 539-564.4. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntembakar, S, Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design™ into practice. Journal of the Learning Sciences, 12(4), 495 - 548.5. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., & Ryan, M. (2004). Promoting deep science learning through case-based reasoning: Rituals and practices in learning by design classrooms. In Seel, N.M. and Dykstra, S. (Eds.), Curriculum, plans and processes of

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

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K-12 & Pre-College Engineering

subjects, which is arguably agood response; but when asked to specify her answer, she relays the traditional subjectsassociated with engineers. We believe K-12 engineering education has the chance to properlyeducate pre-college students on what engineers do, as well as, expand students’ understanding ofthe skills that qualify a good engineer. Five of the six participants knew practicing engineers (e.g. parent, grandparent, uncle,cousin). However, they could say very little about what the engineer(s) did at work. For example,when we asked one participant if he knew what his Chemical engineer parents did at work heonly offered a general response: I: Oh I’m sorry Um do you know what your parents do at work as engineers? P: Mm they

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

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K-12 & Pre-College Engineering

): p. 877-907.3. Shaw, E.J. and S. Barbuti, Patterns of persistence in intended college major with a focus on STEM majors. NACADA Journal, 2010. 30(2): p. 19-34.4. Bandura, A., Self‐efficacy1994: Wiley Online Library.5. Schunk, D.H., Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 1990. 25(1): p. 71-86.6. Ketelhut, D.J., The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education and Technology, 2007. 16(1): p. 99-111.7. Marra, R.M., et al., Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Alex Petersen, STEMpact2020; Christopher D Wyant, Wichita East High School

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K-12 & Pre-College Engineering

. Thispaper has presented a pilot effort to increase the supply of mentors to existing Youth ServingOrganizations. The paper presented levels for mentor commitment and intensity. Furthermore, itdefined a progression we all experience when individuals begin something new and laid out thesimple steps it takes to go from being a basic STEM volunteer making a small, but importantimpact on a child to becoming a mentor that is highly committed to high intensity mentoring andmaking a deep and lasting impact on a child.References[1] D. Chubin, K. Donaldson, B. Olds, and L. Fleming, "Educating Generation Net—Can US Engineering Woo and Win the Competition for Talent?," Journal of Engineering Education, vol. 97, pp. 245-257, 2008.[2] S. M. Takaghaj, C

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University

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Diversity

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K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Satisfaction Measures:question was missing). (m) Personal satisfaction from work (n) Satisfaction with quality of work unitSurvey respondents were asked “do you consider (o) Satisfaction with working conditionsyourself to be one or more of the following,” with (p) Employee empowermentthe following response categories offered: (q) Co-workers cooperation“Heterosexual or Straight,” “Gay, Lesbian, (r) Satisfaction with procedures (s) Overall job satisfactionBisexual, or Transgender,” or “Prefer not to say.”Respondents who answered “prefer not to say” were excluded from

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

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Diversity

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K-12 & Pre-College Engineering

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois, Urbana-Champaign; Carla D Hunter, University of Illinois, Urbana-Champaign; Kathryn B. H. Clancy, University of Illinois, Urbana-Champaign; Ayesha Sherita Tillman, University of Illinois at Urbana-Champaign

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Diversity

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K-12 & Pre-College Engineering

rising sophomores. This camp will offer us a chance to test our curriculum on mixedgender and other diverse populations to increase our reach and gather more data for analysis.We will be keeping the curriculum the same and separating responses for female and maleparticipants. Due to smaller camp numbers (20 total for both genders), this will need to beoffered several times in order to reach a comparable sample size. 1. Cox, T. H., & Blake, S. (1991). Managing cultural diversity: Implications for organizational competitiveness. The Executive, 45-56. 2. Valian, V. (2004). Beyond gender schemas: Improving the advancement of women in academia. NWSA Journal, 16(1), 207-220. 3. Ceci, S. J., & Williams, W. M. (2011

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

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K-12 & Pre-College Engineering

study, we are defining “informal engineering programs” as activities, resources, andevents that occur outside of a school setting, which children can engage in alone or with others,on their own time outside of school. Such programs may be self-regulated, assisted by a parent,or led by an informal educator (e.g., a camp counselor).The Informal Pathways to Engineering StudyTo answer our research questions, we created a longitudinal study following 60 middle schoolstudents in two states. 10 of these students are not traditionally schooled. 8 students are currentlyhomeschooled by their parent(s) and 2 students attend virtual public schools and have instructorswho are not their parents. (We defined homeschool students as students who do not attend

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Inman, INSPIRE Institute for Pre-College Engineering Education; Monica E Cardella, Purdue University, West Lafayette

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K-12 & Pre-College Engineering

. Page 26.814.11AcknowledgementsThis study was supported by the INSPIRE Institute for Pre-College Engineering at PurdueUniversity.References[1] Cech, Erin A. 2013. "The Self-Expressive Edge of Occupational Sex Segregation." American Journal of Sociology 119(3):747-89[2] Ceci, S. J. & Williams, W.M. (2011). Understanding Current Causes of Women's Underrepresentation in Science.Proceedings of the National Academy of Sciences, 108, doi:10.1073/pnas.1103900108 .[3] Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351−373[4] Auster, C. J., & Mansbach, C. S. (2012). The gender marketing of toys: An analysis of color and type of toy on the

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carleigh Samson, University of Colorado Boulder and TeachEngineering; Jacquelyn Sullivan Ph.D., TeachEngineering Project Leader, University of Colorado Boulder; René F. Reitsma , PhD, Oregon State University, College of Business; Michael Soltys Ph.D., University of Colorado, Boulder

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byan unaffiliated engineer and an unaffiliated K-12 educator for accuracy of engineering, scienceand mathematical content, pedagogy, grade-level appropriateness and accessibility to teachers.The K-12 educator also reviews the author-provided standards alignments. More specifically,teacher reviewers assess whether 1) the educational standards are at the appropriatecomprehension or knowledge level for the targeted grade range, 2) student actions are clear andlikely to yield the standard’s objective, and 3) the provided assessment tools serve to adequatelyassess the standard(s). If accepted-for-publication lessons and activities are found lacking inNGSS and/or CCMS alignments, a TeachEngineering editor makes appropriate alignmentsbefore

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Southern Utah University

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K-12 & Pre-College Engineering

improved their academic performance by 52%. The same research showed that thestudents were also significantly more engaged because of the content included in the course.These are substantial indicators of improvement. If this is level of improvement could be seenby all students using online or digital content, the results would show substantial progressthus making the research significant.These are main theoretical concepts that have been implemented into the IEDT curriculumbased on the literature review.3. Methodology3.1 The ProcessThis information was obtained using action research which is a specific variation ofEvaluation Research. McMillan and Schumacher21 state” Evaluation Research focuses on aparticular practice at a given site(s). The

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara M. Moskal, Colorado School of Mines; Joe Saboe, Denver Public Schools

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Diversity

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K-12 & Pre-College Engineering

., Roxburgh, C., … Madhav, S. (2012). The world at work  : Jobs, pay, and skills for 3.5 billion people. Retrieved from http://www.madrimasd.org/empleo/documentos/doc/MGI-Global_labor_Full_Report_June_2012.pdf7. National Science Foundation. (2007). A national action plan for addressing the critical needs of the U.S. science, technology, engineering, and mathematics education system. Retrieved from http://www.nsf.gov/nsb/edu_com/draft_stem_rep.8. U.S. Census Bureau. (2011). The Hispanic population: 2010. Retrieved from http://www.census.gov/prod/cen2010/briefs/c2010br-04.pdf.9. BBC News. (2008, August 14). Minorities set to be US majority. BBC News. Retrieved from http://news.bbc.co.uk/2/hi/americas/7559996.stm.10. Crisp, G., &