Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Goldman, Stanford University; Maureen Carroll; Molly Bullock Zielezinski, Stanford University; Aaron Loh, Ministry of Education, Singapore; Eng Seng Ng, Stanford University; Stephanie Bachas-Daunert, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10876Dive In! An Integrated Design Thinking/STEM CurriculumProf. Shelley Goldman, Stanford University Shelley Goldman is a learning sciences researcher studying how design thinking and technologies can create better access and success for K-16 learners. Current work includes bringing broadening participa- tion in STEM inside and outside of school. A professor at the Stanford Graduate School of Education and by Courtesy, Mechanical Engineering-Design Track, Goldman is on the faculty of the Learning, Design & Technology master’s program and the Learning Sciences & Technology Design doctoral program.Dr

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harry H. Cheng, University of California, Davis

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10694C-STEM Curriculum for Integrated Computing and STEM Education (Cur-riculum Exchange)Prof. Harry H. Cheng, University of California, Davis Harry H. Cheng is a Professor in the Department of Mechanical and Aerospace Engineering, Graduate Group in Computer Science, and Graduate Group in Education at the University of California, Davis, where he is also the Director of the UC Davis Center for Integrated Computing and STEM Education (http://c-stem.ucdavis.edu) and Director of the Integration Engineering Laboratory. His current research includes developing computing and robotics technologies and integrate them into

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Jean M. Trusedell, EPICS

Tagged Divisions

K-12 & Pre-College Engineering

Nationally Board Certified Teacher with extensive experience working with K-12 Educators and students. Her current project is working with the EPICS at Purdue University to create curriculum that can be used with students to integrate best classroom practices with engineering design. Previously, she was the Science and Technology Coach for MSD of Decatur Township in Indianapolis, IN. Ms. Trusedell is pursuing a PhD in Curriculum and Instruction with an interest in formative assessment and its relationship to student achievement. Page 26.432.1 c American Society for Engineering Education

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Megan Holmes, Worcester Polytechnic Institute; Jill Rulfs, Worcester Polytechnic Institute; John Orr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-2464: CURRICULUM DEVELOPMENT AND INTEGRATION FOR K-6ENGINEERING EDUCATIONMegan Holmes, Worcester Polytechnic Institute MEGAN HOLMES is a graduate student in Biomedical Engineering at Worcester Polytechnic Institute. She received her Bachelors of Science degree in Biomedical Engineering in May 2005 from Worcester Polytechnic Institute and began working on the PIEE project in June 2005.Jill Rulfs, Worcester Polytechnic Institute JILL RULFS is Associate Professor of Biology & Biotechnology at WPI. In addition to being a former public school teacher herself, she has remained active in university/public school partnerships. She has served as a consultant for the Massachusetts

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

teaching and learning. Storm began his career as a Mathematics Teacher at Tanglewood Middle School in Greenville, South Carolina. He was awarded Teacher of the Year after his second year in the classroom. Also at this time he was selected to serve on the Curriculum Leadership Institute for the Greenville County Schools District. After teaching middle school for five years, Storm moved to Riverside High School and instructed integrated mathematics classes for 2 years. With a solid foundation of teaching experience formed, Storm accepted a position as an Aerospace Edu- cation Specialist for NASA’s Aerospace Education Services Project. For 7 years Storm designed, imple- mented and facilitated various STEM programs to

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13631DNA Extraction Using Engineering Design: A STEM Integration Unit (Cur-riculum Exchange)Corey A Mathis, Purdue University, West Lafayette Corey Mathis is a Ph.D student in Engineering Education at Purdue University. She received her B.S. in biology and her M.E.D. in secondary education from Northern Arizona University and is a former high school science and technology teacher. Her research interest includes improving students learning of science and engineering through integrated STEM curricula.Dr. Tamara J Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

placed in an orderly fashion and notknotted up in ―spaghetti‖, or that an alarm clock has to work properly on all 7 days of theweek and even one failure would not be acceptable. In the case of this curriculum, thedebugging of circuits is skills-based rather than conceptually based because of this lackof emphasisLastly, we found that most of the material presented in this curriculum is explicitlyintegrated – 77.5% of the time. Due to the nature of the material and the unique subjectmatter, this was not a surprise. No connections were made 17.6% of the time between theengineering and mathematics. Implied connections were made 4.9% of the time.Table 6 illustrates where integration occurred within the skills and concepts included inour analysis

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Elsa Head, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-732: INTEGRATING NASA SCIENCE AND ENGINEERING: US-ING AN INNOVATIVE SOFTWARE CURRICULUM DELIVERY TOOLTO CREATE A NASA-BASED CURRICULUMMorgan M Hynes, Tufts UniversityElsa Head, Tufts UniversityEthan E Danahy, Tufts University Ethan Danahy received the B.S. and M.S. degrees in Computer Science in 2000 and 2002 respectively, and a Ph.D. degree in Electrical Engineering in 2007, all at Tufts University, Medford, MA. Within the School of Engineering at Tufts University, he is currently a Research Assistant Professor in the Depart- ment of Computer Science. Additionally, he acts as the Engineering Research Program Director at the Center for Engineering Education and Outreach (CEEO), where he manages educational

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2099: MATH CURRICULUM IN A SET OF K-5(8) AND K-12STEM PRE-ENGINEERING TEACHER PREPARATION PROGRAMSStephen O’Brien, The College of New Jersey Dr. O’Brien is an Assistant Professor in the Dept. of Technological Studies within the School of Engi- neering at The College of New Jersey. Page 22.1045.1 c American Society for Engineering Education, 2011 Applied Math Curriculum for Elementary and Secondary Integrated STEM teacher preparation programsAbstractIn this paper we describe the mathematical components of integrated Science-Technology-Engineering-Math (STEM) teacher

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

Ibrahim Zeid, Northeastern University; Randal August, Northeastern University; Ronald Perry, Northeastern University; Emanuel Mason, Northeastern University; Jannon Farkis, Northeastern University; Marta Hersek, Northeastern University; Morgan Hynes, TechBoston; Haruna Tada, TechBoston; Felicia Vargas, TechBoston

Tagged Divisions

K-12 & Pre-College Engineering

workingcollaboratively to integrate an innovative robotics curriculum into science, technology,engineering, and mathematics (STEM) courses in the Boston Public Schools and other raciallydiverse and economically disadvantaged Massachusetts school districts. The project issponsored by the National Science Foundation (NSF) program, Information TechnologyExperiences for Students and Teachers (ITEST). The project targets 7th and 8th grade STEMteachers, with students participating during summer and after school. The project addresses theurgent need to enhance student interest and performance in STEM courses, while fosteringskills that are important prerequisites for IT careers. In the near term, the project is helpingMassachusetts schools and students meet statewide

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Kate Hester, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

is Elementary: Engineering and Technology Lessons for Children (EiE) wasdesigned to meet the need for an appropriate and engaging engineering curriculum, whileaddressing the challenge of adding a new subject to the elementary school curriculum. Bycreating and testing lessons that are closely integrated with elementary science topics, EiEstrengthens the science program while introducing key engineering concepts and fosteringpositive attitudes towards engineers in ways that include girls and boys from a wide variety ofethnic and cultural backgrounds. EiE also seeks to expand children’s images of engineering, andbroaden their interests and expectations for the future.The EiE project is unique in a few ways—it focuses on engineering and it

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7318Developing a cross-disciplinary curriculum for the integration of engineeringand design in elementary educationMs. Emily Ann Marasco, Schulich School of Engineering, University of Calgary Emily Marasco is a graduate student in electrical engineering at the Schulich School of Engineering, Calgary, Canada. She received an undergraduate degree in computer engineering and a minor in music from the University of Calgary in 2011. Marasco is a registed Engineer-In-Training with the Association of Professional Engineers and Geoscientists of Alberta, and is a member of both ASEE and IEEE.Prof. Laleh Behjat, University of

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica M Harlan, University of South Alabama; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Mobile Area Education Foundation; Susan A. Pruet, STEMWorks, LLC

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #14056Evaluating the Impact of Curriculum-Integrated Engineering Design Mod-ules in Middle Grades ClassroomsJessica M Harlan, University of South Alabama Jessica M. Harlan is a PhD student in Instructional Design and Development at the University of South Alabama (USA). Her research interests include educational evaluation and measurement. Jessica’s current research focuses on integrated STEM education, including evaluating a middle school engineering design curriculum. She will complete her degree in Spring 2016, and her dissertation research examines the relationship between the fidelity of implementation of

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

experiential understandings of the world 11 . Theknowledge integration perspective suggests that learners create understandings through a processof adding, sorting, evaluating, distinguishing, and refining ideas from their wide-rangingparticipation in life (i.e. classroom, culture, and routine engagements). An instructionalapproach using knowledge integration pinpoints essential processes that assist students toconnect related ideas to elaborate and develop their understandings. This perspective translatesinto an instructional approach that maps on very well to engineering design12, and forms thebasis for WISEngineering curriculum design, assessment, and subsequent revision.The KI framework can be used to examine the connections students make among

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Mitchell, California Polytechnic State University, San Luis Obispo; John M. Keller, California Polytechnic State University; Victor M Castillo Jr, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

as examples ofhands-on activities that could later be used in their K-12 classrooms. The associated pedagogy of open-ended design challenges in meaningful context and the iterative engineering design cycle are also partof the curriculum. Hands-on engineering design activities are to be integrated into four of the six existingscience courses for Liberal Studies majors. The third course in the science sequence is an Earth sciencecourse. The engineering module for this course is called Saving Rivertown. This module is broken intofour activities, each taking 45-60 minutes of class time.The emphasis of this activity is computer modeling, with most of the activities done as simulations usingNetLogo. NetLogo is a free, downloadable program that is

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Danial J. Neebel PE, Loras College

Tagged Divisions

K-12 & Pre-College Engineering

 Place-based STEM educationdefinition of STEM from Vasquez et. al.: “…an  Curriculum Inquiry in STEMinterdisciplinary approach to learning that removes  Scientific and Engineering Practicesthe traditional barriers separating the four  *Robotics Engineeringdisciplines of science, technology, engineering and  Issues in STEM Educationmathematics and integrates them into real-world,  STEM for ALLrigorous and relevant learning experiences for  Using Research to Improve Teaching/Learning in STEMstudents.” [6] The Integrated STEM Masters is a  Mathematics and Technology asprogram

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Jan B Hansen, University of Saint Thomas; Sarah H. Cohn, Science Museum of Minnesota; Brian Phillip Jensen, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

been looking for ways to increase theirknowledge of engineering. Additionally, in Minnesota, new Academic Standards inScience have been implemented, as of 2010, which incorporate engineering. As shown byYasar et al., the confidence levels for P-12 teachers with regards to teaching Engineeringare often low1, and thus the mandated inclusion of engineering in the curriculum raisesmany teacher preparation challenges. To address the need for more training of educatorsin engineering, the University of St. Thomas has created an undergraduate minor and agraduate certificate in Engineering Education. The first course in both of these programsis “Fundamentals of Engineering for Educators,” which exposes students to rigorousengineering content from a

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

participants in a technicalcultural sharing setting 35. Ideally developing consensus as a result of pursuing inquiry-basedinvestigations. Over the course of three months, one urban school was studied, and in particular,one classroom Grade 5 (N=31) where engaged in modeling activities that were a) designedaround a modeling pedagogy, b) leveraged graphic modeling tools to make sense of phenomenaat the microscopic level, c) integrated within their existing curriculum, and d) all within a mixed-ability classroom setting. The teacher was self-selected based on an earlier two-year GraphicallyEnhanced Elementary Science study, where graphic-modeling tools were designed to supportstudent representational practices in their science notebooks. This qualitative

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

teacher candidate education methods classes provedto be an ideal setting for also delivering the Engineers Serving Education (ESE) curriculum. TheESE coordinator meets at each of the hubs once a month to train the teacher candidates inpresenting the activity. He has the class of teacher candidates for an hour during which time helays the groundwork for the activity and discusses the engineering design process as it relates tothat month’s activity. He then breaks out the materials for the activity and leads the 20-30teacher candidates in actually performing the activity.While doing the activity, the coordinator and the teacher candidates discuss approaches tofacilitating the activity in the K8 classroom and how to modify the activity and desired

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

Tagged Topics

Diversity

Tagged Divisions

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

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani, University of Texas, El Paso; Iris B. Burnham, Burnham Wood Charter School District; Virgilio Gonzalez, University of Texas, El Paso; Miroslava Barua, University of Texas, El Paso; Elaine Fredericksen, Ph.D., University of Texas, El Paso; Sally J. Andrade, Andrade & Associates, Inc., El Paso, TX

Tagged Divisions

K-12 & Pre-College Engineering

educator, curriculum developer and implementer of innovative instructional programs for students of all ages. She has taught English at the University of Texas at El Paso, and in high schools in New York and California public schools. Ms. Burnahm is founder of the School for Educational Enrichment, a private school that is known for customiing instructions for different learning styles. As Founder and Board Memeber of the Texas Alliance of Accredited Private Schools, Ms. Burnham has consulted with and accredited dozens of private schools throughout the Texas. She holds an MA from California State University in Los Angeles and a BA from Hunter College of the City University of New York .Virgilio Gonzalez, The University

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

career as a Mathematics Teacher at Tanglewood Middle School in Greenville, South Carolina. He was awarded Teacher of the Year after his second year in the classroom. Also at this time he was selected to serve on the Curriculum Leadership Institute for the Greenville County Schools District. After teaching middle school for five years, Storm moved to Riverside High School and instructed integrated mathematics classes for 2 years. With a solid foundation of teaching experience formed, Storm accepted a position as an Aerospace Edu- cation Specialist for NASA’s Aerospace Education Services Project. For 7 years Storm designed, imple- mented and facilitated various STEM programs to inspire teachers and students in STEM. As

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Douglas C. Hall, University of Notre Dame; Sean Patrick Martin, University of Notre Dame's DeBartolo Performing Arts Center; L. Arielle Phillips, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13426WAVES: An Integrated STEM and Music Program for Fifth Grade Students(RTP, Strand 2)Dr. Jay B. Brockman, University of Notre Dame Dr. Jay Brockman is the Associate Dean of Engineering for Experiential Learning and Community En- gagement. He received his Ph.D. in Computer Engineering from Carnegie Mellon University and previ- ously worked for Intel Corporation. He is also a founder of Emu Solutions, Inc., a startup company that is commercializing research in the area of high-performance computing.Dr. Douglas C. Hall, University of Notre DameMr. Sean Patrick Martin, University of Notre Dame’s DeBartolo Performing Arts

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet L. Yowell, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Travis O'Hair, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

impacts of project-based service-learning on student identity, recruitment, and retention in K-12 and undergraduate engineering.Ms. Janet L. Yowell, University of Colorado, Boulder Janet Yowell is the Associate Director of K-12 Engineering Education at the University of Colorado’s Integrated Teaching and Learning Program. Involved in the college’s outreach initiative since 2000, she oversees the ambitious K-12 engineering initiative, including the capacity-building and school partnership programs. She is a collaborator on the NSF-funded TEAMS Program (Tomorrow’s Engineers... creAte. iMagine. Succeed.) and the TeachEngineering digital library, for which she is a contributing curriculum writer and editor.Dr. Jacquelyn F

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; S. Selcen Guzey, University of Minnesota, Twin Cities; Aran W. Glancy, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9722The EngrTEAMS Project: STEM Integration Curricula for Grades 4-8 (Cur-riculum Exchange)Dr. Tamara J Moore, Purdue University Tamara J. Moore, Ph.D. is an Associate Professor of Engineering Education at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and higher education mathe- matics, science, and engineering classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her research agenda focuses on defining STEM integration and investigating its power for student learning. She is creating and testing

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

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.Sabrina Grossman, CEISMC: Georgia TechDr. Jessica D GaleBeth A. Kostka, Georgia Institute of Technology Beth Kostka has been with Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics and Computing since 2012 and serves as a Research Associate and Curriculum Writer. She originated in Wisconsin and received a B.S. in Biology from Syracuse University and a M.S. in Aquatic Environmental Science from Florida State University with an emphasis in Science Education. Prior to Georgia Tech she

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Jade Mitchell-Blackwood, Drexel University; Manuel Figueroa, Drexel University; Chatchai Kokar, Drexel University; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

engineering concepts and applications; and through an engineering design andtechnology curriculum. Similar trends were observed in both groups.Specifically, we examine the responses from a 5th grade science class and both 6th and 8th graderobotics classes, who participated in the National Science Foundation (NSF) sponsored GK-12Program with Drexel University in Philadelphia, PA. In each class, a doctoral candidate in anengineering discipline developed and delivered lessons and activities along with the teacher.Fellows were responsible for designing inquiry-based lessons to enhance the understanding ofscience, technology, engineering, and mathematics (STEM) concepts with the purpose ofinspiring students to eventually pursue engineering disciplines. In

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa M. Batula, Drexel University; Brandon Gregory Morton, Drexel University; Raymond Migneco, Drexel University; Matthew Prockup, Drexel University; Erik M. Schmidt, Drexel University; David Kurt Grunberg, Drexel University; Youngmoo Kim, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

from high school1. In orderto remain competitive innovators on a global scale, we need to create more interest andexcitement about STEM fields at the high school level. In order to motivate students, STEMtopics need to be approached in ways that are relevant and interesting to high school students.One proposed method is to connect everyday technology to scientific and mathematicalconcepts. This has been done before through the INFINITY Project, which pioneeredcollaboration between high schools, universities, and industry to create a project-basedengineering curriculum2.Music technology, as shown by its inclusion in the INFINITY project, is a potential topic formotivating students into STEM fields. Music is an integral part of students’ daily

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

technologyeducation2, 3. Nolan Bushnell, Founder of Atari, father of the video game industry says, “If wecan integrate games within learning across the curriculum we can make education the propercompetition for our children’s minds.” BBC factual entertainment states that “People learnthrough games. Ninety-nine percent of boys and 97% of girls aged between 12-17 play videogames.” In a survey conducted in the United States with 25,544 teachers, 65% of teachers wereinterested in the use of games in the classroom4.Serious games can be used for education at all levels, from preschool and elementary school,through middle school and high school, into higher education, and even into the job market. Thispaper discusses the implementation of the engineering design game

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

, including classroom teaching,curriculum development, teacher education, research in education and the learning sciences, Page 24.781.21 This article is adapted from the report, STEM Integration in K-12 Education: Status, Prospects and an Agendafor Research (National Academies Press, 2014).school leadership, higher education, state STEM education reform, and business. The committeemet five times over an 18-month period, held three information-gathering sessions, andcommissioned topical papers relevant to its work.The committee worked with outside consultant David Heil & Associates, Inc.(DHA), whichconducted reviews of the research