ASEE PEER - Search Results

Displaying results 1 - 30 of 107 in total

← Previous
1
2
3
4
Next →

Technology, Engineering, and Design Educator Professional Development System Implementation: Initial Pilot Results

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: Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #8919Technology, Engineering, and Design Educator Professional Development Sys-tem Implementation: Initial Pilot ResultsDr. Jeremy V Ernst, Virginia Tech Jeremy V. Ernst is an Assistant Professor in the Department of Teaching and Learning at Virginia Tech. He currently teaches graduate courses in STEM education foundations and contemporary issues in Integrative STEM Education. Jeremy specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and

Relevance Score: 0.9369166

Integrative Stem: Design and Implementation of an 8th grade Technology Curriculum (Research to Practice)

Conference Session: Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Norman "Storm" Robinson III, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Tech
Tagged Divisions: K-12 & Pre-College Engineering

developing and managing university-K-12 educational partnership programs. She currently leads up a team of educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learning.Dr. Jeremy A. Lingle, Georgia Tech Page 24.792.1 c American Society for Engineering Education, 2014 Integrative STEM: Design and Implementation of an 8 grade Technology Curriculum

Relevance Score: 0.88380355

Stimulating an Interest in Engineering Through an "Explore Engineering and Technology" Summer Camp for High School Students

Conference Session: K-12 Outreach and Out-of-School Time Engineering Programming and Research
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Anca L. Sala, Baker College, Flint; Pattabhi Sitaram, Baker College, Flint; Tom Spendlove, Baker College, Flint
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #9683Stimulating an Interest in Engineering Through an ”Explore Engineeringand Technology” Summer Camp for High School StudentsDr. Anca L. Sala, Baker College, Flint Dr. Anca L. Sala is Professor and Dean of Engineering and Computer Technology at Baker College of Flint. In addition to her administrative role she continues to be involved with development of new engineering curriculum, improving teaching and assessment of student learning, assessment of program outcomes and objectives, and ABET accreditation. She is a founding member of Mi-Light Michigan Photonics Cluster, and is active in the ASEE, ASME, and OSA

Relevance Score: 0.82995355

Impact of an Engineering Design Serious Game on Student Learning in a K-12 Curriculum

Conference Session: K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE); P.K. Raju, Laboratory for Innovative Technology & Engineering Education (LITEE); John Timothy Gill, Lee-Scott Academy
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #10392Impact of Engineering Design Serious Game on Student Learning in a K-12CurriculumMr. Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE) Pramod Rajan got his Bachelors in Mechatronics Engineering from Bharathiar University, India in 2004 and working on his Ph.D. in Mechanical Engineering at Auburn University. He is working with the Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University. His research focuses on development and testing of innovative instructional materials like case studies, smart scenarios and serious games to improve

Relevance Score: 0.7823932

Undergraduate Training to Teach a Hands-on, Problem-based, Novel Application of Embedded Technology in K-12 Classrooms

Conference Session: Principles of K-12 Engineering Education and Practice
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Alexander Danial Manasseh, Prometheus Education, Inc; Asher Michael Smith; William Miceli, Embry-Riddle Aeronautical Univ., Daytona Beach; Shiv D Panjwani; Cierra Sparks; Joseph Anthony Alequin; Joshua Lee Dankson, Embry Riddle Aeronautical University; Cody David Clarke; Nicholas James Maskiell; Nathalie Vazquez, Embry-Riddle Aeronautical University; Marco Alan Schoener, SENAET
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #9197Undergraduate Training to Teach a Hands-on, Problem-based, Novel Appli-cation of Embedded Technology in K-12 ClassroomsDr. Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach Yosef Allam is an Assistant Professor in the Freshman Engineering Department at Embry-Riddle Aero- nautical University. He graduated from The Ohio State University with B.S. and M.S. degrees in Industrial and Systems Engineering and a Ph.D. in Engineering Education. Dr. Allam’s interests are in spatial visu- alization, the use of learning management systems for large-sample educational research studies, student

Relevance Score: 0.7653935

Robotics and Engineering Course Curriculum (Curriculum Exchange)

Conference Session: K-12 and Pre-College Engineering Division Curriculum Exchange
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Norman F. Robinson III, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #9906Robotics and Engineering Course Curriculum(Curriculum Exchange)Mr. Norman F. Robinson III, Georgia Institute of Technology Norman ”Storm” Robinson, III is an award winning educator, curriculum designer, presenter, professional development trainer and instructional coach. He has offered programs that have inspired teachers and students to increase interest and participation in STEM/STEAM courses and concepts. His energy, content knowledge and instructional strategies are supported by research and delivered in a style that is relatable and receptive and impacts teaching and learning. Storm began his

Relevance Score: 0.7459004

The Effects of Single vs. Mixed Gender Engineering Enrichment Programs on Elementary Students’ Perceptions of Engineers

Conference Session: Gender Perceptions and Girls in K-12 Engineering and Computer Science
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Suzanne L. Berliner -Heyman, New Jersey Institute of Technology; Rosa M. Cano, NJIT; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #9022The Effects of Single vs. Mixed Gender Engineering Enrichment Programson Elementary Students’ Perceptions of EngineersDr. Linda S. Hirsch, New Jersey Institute of Technology Dr. Linda S. Hirsch, has a degree in Educational Psychology from the Graduate School of Education at Rutgers University with a specialization in Educational Statistics and Measurement. She is a senior member of the professional staff at the Center for Pre-College Programs and is knowledgeable in the areas of student learning and educational psychology. Dr. Hirsch has nearly 20 years experience conducting longitudinal research studies

Relevance Score: 0.6781894

Encouraging Talented High School Girls toward a Career in Computing through a Broader Understanding of the Field

Conference Session: Gender Perceptions and Girls in K-12 Engineering and Computer Science
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University
Tagged Divisions: K-12 & Pre-College Engineering

/programming 3 Information Technology 3 Bioinformatics/cyber security/analyst/robotics 1 or 2 eachWe found that most students had a fairly narrow perception of computing. When we asked thestudents to name computing fields that they had heard of, the most common answers wereprogramming, video games, software or computer engineering and websites. Two mentionedrobotics, one of them had attended a short robotics course before. A couple mentioned veryspecific jobs such as Help Desk Manager and Online Assistance. See Table 3.4.3 Post SurveyThe post survey was presented to the students in the last hour of the

Relevance Score: 0.6633018

Girls CREATE: Teaching K-8 Girls Engineering Principles through Illustrative Story Telling

Conference Session: K-12 and Pre-College Engineering Division Curriculum Exchange
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Adrian Lee, Central Illinois Technology and Education Research Institute
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #8399Girls CREATE: Teaching K-8 Girls Engineering Principles through Illustra-tive Story TellingDr. Adrian Lee, Central Illinois Technology and Education Research Institute Dr. Adrian Lee received his Ph.D. in mechanical engineering from the University of Illinois at Urbana- Champaign in 2009, specializing in probability and risk analysis of aviation security systems. Dr. Lee served as a post-doctoral research engineer at Vishwamitra Research Institute, Center for Uncertain Sys- tems: Tools for Optimization and Management, and is currently President of Central Illinois Technology and Education Research Institute

Relevance Score: 0.577664

Using Engineering to Address the Common Core Standards: A Four-Week Workshop (Curriculum Exchange)

Conference Session: K-12 and Pre-College Engineering Division Curriculum Exchange
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #10212Using Engineering to Address the Common Core Standards: A Four WeekWorkshop (Curriculum Exchange)Dr. Patricia Carlson, Rose-Hulman Institute of Technology Dr. Patricia ”Pat” A. Carlson is a transplanted middle westerner, having spent her childhood in Norfolk, Va. She came to Rose-Hulman Institute of Technology early in her teaching career and has taught a variety of courses over the past three decades. Dr. Carlson has held a number of American Society for Engineering Education summer fellowships that have taken her to NASA-Goddard, NASA-Langley, the Army Research Laboratory in Aberdeen, Maryland, and

Relevance Score: 0.577664

Science Learning with Design, Engineering and Robotics (Curriculum Exchange)

Conference Session: K-12 and Pre-College Engineering Division Curriculum Exchange
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Mike Ryan, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Jessica D. Gale; Beth A. Kostka, Georgia Institute of Technology; Nancy Anna Newsome, Georgia Tech - Center for Education Integrating Science, Mathematics, and Computing; Brian Douglas Gane, University of Illinois, Chicago; Jayma Koval, Georgia Tech, CEISMC; Jeffrey H. Rosen, Georgia Institute of Technology
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #9842Science Learning with Design, Engineering and Robotics (Curriculum Ex-change)Mike Ryan, Georgia Institute of TechnologyDr. Marion Usselman, Georgia Institute of Technology Marion Usselman is a Principal Research Scientist and Associate Director for Federal Outreach and Re- search at the Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics and Computing (CEISMC). She earned her Ph.D. in Biophysics from the Johns Hopkins University and has been with CEISMC since 1996 developing and managing university-K-12 educational partnership programs. She currently leads up a team of

Relevance Score: 0.5592071

Engineering for Colonial Times

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: Mary McCormick, Tufts University
Tagged Divisions: K-12 & Pre-College Engineering

crosscuttingconcepts. They realize that the materials they are using for their prototype may not make sense forthe design context, and in realizing this, uproot a rather profound idea: technology is not constantwith respect to time. Rather, technologies evolve to meet societal needs, and societal needs mayspawn technological innovation (Crosscutting Concept 3-5-ETS1-1). The engineers of colonialtimes were confronted with unique and complicated obstacles: to meet the societal need for cleanwater, they could not use paper towel tubes, tape, or tinfoil, but had to procure or develop a filterusing the tools and materials that were available. For the boys, the emerging complexity of thetask prompts further investigation of the problem context, such as the

Relevance Score: 0.49059603

Four-Way Collaboration Between a Non-Profit, University, Honor Society, and Charter School to Engineer Tropism Machines for Sustainable Space Nutrition Classroom Instruction (work In progress)

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

Association for Environmental Education’s Environmental Justice SIG.Dr. Matthew J. Traum, Milwaukee School of Engineering Dr. Matthew J. Traum is an assistant professor of mechanical engineering at the Milwaukee School of Engineering (MSOE). He received a Ph.D. in mechanical engineering from the Massachusetts Institute of Technology [2007] where he held a research assistantship at MIT’s Institute for Soldier Nanotechnologies (ISN). At MIT he invented a new nano-enabled garment to provide simultaneous ballistic and thermal pro- tection to infantry soldiers. Dr. Traum also holds a master’s degree in mechanical engineering from MIT [2003] with a focus on cryogenics and two bachelor’s degrees from the University of California

Relevance Score: 0.48052964

Integration in K–12 STEM Education: Status, Prospects, and an Agenda for Research

Conference Session: K-12 and Pre-college Engineering: Educational Policy and Research
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering
Tagged Divisions: K-12 & Pre-College Engineering

project ”The Status, Role, and Needs of Engineering Technology Education in the United States” and the Chevron Corp.- funded project ”Guiding Implementation of K-12 Engineering Education in the United States.” He is also study director for the public- and private-sector funded study ”Integrated STEM Education: Developing a Research Agenda,” which is a collaboration with the NRC Board on Science Education. He was the study director for the project that resulted in publication of Standards for K-12 Engineering Education? (2010) and Engineering in K-12 Education: Understanding the Status and Improving the Prospects (2009), an analysis of efforts to teach engineering to U.S. school children. He oversaw the NSF-funded

Relevance Score: 0.46557584

Using Fluid Power Workshops to Increase STEM Interest in K-12 Students

Conference Session: K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Jose M. Garcia, Purdue University (Statewide Technology); Yury Alexandrovich Kuleshov, Purdue University, West Lafayette; John H. Lumkes
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #10577Using fluid power workshops to increase STEM interest in K-12 studentsDr. Jose M Garcia, Purdue University (Statewide Technology) Assistant Professor Engineering TechnologyMr. Yury Alexandrovich Kuleshov, Purdue University, West LafayetteDr. John H. Lumkes Dr. John Lumkes is an associate professor in agricultural and biological engineering at Purdue University. He earned a BS in engineering from Calvin College, an MS in engineering from the University of Michi- gan, and a PhD in mechanical engineering from the University of Wisconsin-Madison. His research focus is in the area of machine systems and fluid

Relevance Score: 0.4575561

Engineering Workshops for Middle School Girls

Conference Session: Gender Perceptions and Girls in K-12 Engineering and Computer Science
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Kelsey Barta, Sweet Briar College; Bethany Brinkman, Sweet Briar College
Tagged Divisions: K-12 & Pre-College Engineering

" in engineering increased by 23%. Based on these surveys and student comments, weare confident that the middle school girls understand more of what an engineer does and can seethemselves as future engineers.Introduction Page 24.514.2 While traditional Western cultural assumptions view engineering as a masculine domain,historian of technology Ruth Oldenziel reminds us that “[t]here is nothing inherently or naturallymasculine about technology.”3 Rather, Oldenziel traces the historical development ofengineering and technology as gendered domains by presenting their “maleness” as a sociallyconstructed and relatively recent phenomenon

Relevance Score: 0.398526

The Enrichment Experiences in Engineering (E3)

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

engineering. A brief summary of the program objectivesand associated activities is outlined as follows. Additional program details can be foundelsewhere 31.  Objective 1 activities: Teachers are paired and then matched with an engineering faculty mentor. The mentor assists the teachers in understanding the current status of emerging technologies and engineering research, and provides informal instruction in research methodology and science theory appropriate to the teacher’s research experience.  Objective 2 activities: During the four-week summer program, each teacher prepares hands-on engineering-related instructional materials to integrate into their classroom curriculum. Support is provided by

Relevance Score: 0.39568096

Linking the E and M in STEM

Conference Session: Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Elise K. Morgan, Museum of Science Boston, Engineering is Elementary; Erin M. Fitzgerald, Museum of Science; Jonathan D. Hertel, Engineering is Elementary, Museum of Science, Boston
Tagged Divisions: K-12 & Pre-College Engineering

, and mathematics are critical skills for our modern world. Inorder to understand this world, it is vital to foster engineering and technological literacy amongall people, starting with young children. Technology and engineering are new fields at theelementary school level; however, this is where such education needs to start. Just as it isimportant to begin science instruction in the primary grades by building on children’s curiosityabout the natural world, it is crucial to begin technology and engineering instruction inelementary school by fostering children’s natural inclination to design and build things, and totake things apart to see how they work.1 It is during primary school that students establish firstimpressions of possible career

Relevance Score: 0.39533234

Engineering in the K-12 Classroom

Conference Session: K-12 and Pre-College Engineering Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas
Tagged Divisions: K-12 & Pre-College Engineering

informalengineering; learning theory and engineering; lesson planning, assessment and engineering;engineering practices in the K-12 classroom; the influence of engineering and technology onsociety; participant microteaching and curriculum unit development; A Framework for K-12Science Education; and final project discussion.Preliminary FindingsA case study of classroom to practice allows for a preliminary understanding of the coursestrengths and weaknesses. Data was gathered from multiple interventions including reflectionsfrom the summer course, classroom observations while the teachers were teaching in the K-12classroom, teacher interviews, and student interviews. Teacher reflections from the summercourse were studied to identify key understandings and

Relevance Score: 0.39312243

"Engineering Teaches Problem Solving": Teachers' Perceptions of Student Learning through Engineering Lessons

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: Anastasia Marie Rynearson, Purdue University; Kerrie A Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #9672”Engineering teaches problem solving”: Teachers’ perceptions of studentlearning through engineering lessonsMrs. Anastasia Marie Rynearson, Purdue University Anastasia Rynearson is a Purdue Doctoral Fellow pursuing a degree in Engineering Education at Purdue University. She received a B.S. and M.Eng. in Mechanical Engineering at the Rochester Institute of Technology. Her teaching experience includes outreach activities at various age levels as well as a position as Assistant Professor in the Mechanical Engineering Department at Kanazawa Technical College. Her current research interests focus on early P-12

Relevance Score: 0.35883015

Using an Engineering Design Process Portfolio Scoring Rubric to Structure Online High School Engineering Education

Conference Session: K-12 and Pre-College Engineering Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: James F. Groves, University of Virginia; Leigh R. Abts, University of Maryland, College Park; Gail Lynn Goldberg
Tagged Divisions: K-12 & Pre-College Engineering

from UVA. All of his earned degrees are in engineering. In 2000, Dr. Groves co-founded Directed Vapor Technologies International (www.directedvapor.com), based upon his Ph.D. research and four U.S. patents derived from that research. Since 2002 James has been the director of distance learning in UVA’s engineering school, a responsibility that includes adminis- tration of the school’s participation in the master’s level Commonwealth Graduate Engineering Program and the bachelor’s level Engineers PRODUCED in Virginia initiative.Dr. Leigh R Abts, University of Maryland, College Park Dr. Abts received his Bachelor’s of Science in 1973 from Brown University. In 1982, he graduated with his Doctorate in Engineering from

Relevance Score: 0.35223043

High School Students’ Attitudes to Engineering and Engineers Related to their Career Choice

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

Paper ID #9828High School Students’ Attitudes to Engineering and Engineers related totheir Career ChoiceMrs. Adriana Anunciatto Depieri, University of Sao Paulo For almost 10 years I have worked as an assintant professor and since 2003, I have worked for the Brazilian Ministry of Science, Technology and innovation in the Popularization of Science and Technology issues. Besides policy formulation and implementation of programs to popularize S & T, we give support to improve science teaching in schools, in partnership with the Ministry of Education. Authorized by deads, I have dedicated most of time as a PhD candidate

Relevance Score: 0.35089374

Engaging Youth through Engineering Modules (Curriculum Exchange)

Conference Session: K-12 and Pre-College Engineering Division Curriculum Exchange
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Susan Atkins Pruet, STEMWorks; Melissa Divonne Dean, Mobile Area Education Foundation
Tagged Divisions: K-12 & Pre-College Engineering

Public School System, the University of South Alabama, and area business and industry. Change the Equation, a non-partisan, CEO-led commission focused on mobilizing business communities to improve the quality of STEM learning in America, recognized the EYE Modules as one of Change the Equation’s STEM Works Programs. Dr. Pruet has served on a number of education boards and commit- tees including vice chair of the Board of Directors of the Alabama Mathematics, Science, Technology, and Engineering Coalition (AMSTEC) and Executive Board member of the American Society of Engi- neering Educators (ASEE) K-12 Division. Dr. Pruet received her undergraduate degree in mathematics from Birmingham-Southern College, her master’s

Relevance Score: 0.350094

Supporting Children’s Engineering Discourse and Decision Making with Multimedia Engineering Notebook Tools (work in progress)

Conference Session: K-12 and Pre-College Engineering Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Kristen B. Wendell, University of Massachusetts, Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C. Paugh, University of Massachusetts, Boston
Tagged Divisions: K-12 & Pre-College Engineering

engineering design, in preparation for a society that increasinglydemands technological literacy of its citizens.AcknowledgementsThis study was supported by the National Science Foundation under grant DRL-1316762. Anyopinions, findings, and conclusions expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.ReferencesAhmed, S., Wallace, K. M., & Blessing, L. (2003). Understanding the Differences Between How Novice and Experienced Designers Approach Design Tasks, Research in Engineering Design, 14 (2003) pp 1-11.Atman, C.J., R.S. Adams, S. Mosborg, M.E. Cardella, J. Turns, and J. Saleem (2007). “Engineering Design Processes: A Comparison of Students and Expert

Relevance Score: 0.3492387

Teachers' Attempts Assessing Middle School Engineering Design Work

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: Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette
Tagged Divisions: K-12 & Pre-College Engineering

class. The data reveal common themes or features the teachersfocused on in their design of the rubric. The teachers initially focused on team and process-oriented features (e.g., teamwork, organization, steps of design process) and how well the finalsolution worked. The teachers tended to focus less on knowledge-oriented features relating to theapplication of STEM (science, technology, engineering, and mathematics) principles as theydeveloped their rubrics. As the teachers applied their newly developed rubrics to their students’final projects, they focused on surface features of teamwork and process and struggled to identifythe specific technical accomplishments of the teams’ work. The conclusion includes implicationsand future research work

Relevance Score: 0.34699395

Curriculum Exchange: Studio STEM, Engineering After School

Conference Session: K-12 and Pre-College Engineering Division Curriculum Exchange
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Christine Schnittka, Auburn University
Tagged Divisions: K-12 & Pre-College Engineering

? 3. Helps them learn science at a deep conceptual Heat transfer, experimental design, Studio STEM is an after-school program level insulation, conduction, convection, designed to increase middle school youth’s 4. With the support of face-to-face discussions radiation, energy transformations, understanding of science, technology, and with peers, teachers, and mentors, torque, gears, friction, mass and engineering through issues related to energy 5. And with the support of a social networking weight, gravity, electromagnetic security and sustainability. Youth are given the forum (Edmodo) that connects peers, teachers

Relevance Score: 0.34658056

Lessons Learned Developing an Engaging Engineering Summer Camp

Conference Session: K-12 Outreach and Out-of-School Time Engineering Programming and Research
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah
Tagged Divisions: K-12 & Pre-College Engineering

Paper ID #9005Lessons Learned Developing an Engaging Engineering Summer CampMs. Karen J Krapcho, University of Utah Karen Krapcho,M.S. is the Outreach and grant coordinator for NSF-0652982.Dr. Cynthia Furse, University of Utah Page 24.861.1 c American Society for Engineering Education, 2014 Lessons Learned Developing an Engaging Engineering Summer CampIntroduction In order to meet the growing workforce needs in science and technology it is projected thatthe U.S. must increase the