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

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

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

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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

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 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

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Diversity

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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

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Jason Sayres, Stevens Institute of Technology (SES)

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Diversity

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K-12 & Pre-College Engineering

Paper ID #12659LEGO-Based Underwater Robotics as a Vehicle for Science and EngineeringLearning (Curriculum Exchange)Ms. Mercedes M McKay, Stevens Institute of Technology (SES) Mercedes McKay is Deputy Director of the Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. She has led several national and statewide K-14 teacher professional development and curriculum development programs in STEM education. McKay is co- PI and Project Director for the NSF-funded Build IT Scale Up project to develop and disseminate an innovative underwater robotics curriculum for middle and high

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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Diversity

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K-12 & Pre-College Engineering

Engineering and is presently completing her M.S. in Aerospace Systems Engineering.Dr. Morgan M Hynes, Purdue University, West Lafayette Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue Univer- sity and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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K-12 & Pre-College Engineering

program has been developed to offer motivated high school students throughout thestate of South Carolina an integrated set of courses in mathematics, engineering, English, andscience. The curriculum was created with input from leading technology companies who wantcreative, articulate engineers. Most of these courses are dual-enrollment or Honors, taught byinstructors who hold a terminal degree in their field and have experience in college or universityclassrooms. Upon completion of this program and graduation from high school, students willearn 32+ college credit hours from colleges and universities within South Carolina.Introduction: The South Carolina Governor’s School for Science and Mathematics (SCGSSM)is a state-wide public STEM magnet

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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Diversity

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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

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

Glenn W Ellis, Smith College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia K Ellis, Smith College

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Diversity

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K-12 & Pre-College Engineering

adventure; and pathways for integrating the online and offline curricula. Figure 1: The Through My Window homepage (left) shows options for reading the Talk to Me novel, engaging in learning adventures and other options. The Team Through My Window homepage (right) shows options for learning about the project and accessing educator resources.III. Imaginative Education Engaging the imagination is not a sugar-coated adjunct to learning; it is the very heart of learning. It is what brings meaning and sense and context and understanding to the knowledge we wish to teach. --Kieran Egan, An Imaginative Approach to Teaching4The learning sciences place great emphasis on developing

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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Diversity

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K-12 & Pre-College Engineering

,like the New Jersey Project. This 1986 conference developed an inclusive curriculum that beganas distinct women’s studies and evolved into curricular integration of race, ethnicity, class andgender, introducing both content and methods. By 1996, the project grew to involve more than100 faculty members in two- and four-year higher education institutions; it was followed by theCurriculum Mainstreaming Teaching Initiative that involved faculty from New Jersey, Maryland,Massachusetts, New York, Illinois, California and Tennessee.History textbooks in British Columbia tended to add content about women’s issue in sidebarsand asides from the main text. This “filler feminism” trivialized the contributions of women anddepicted a subservient, lessor role

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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Diversity

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K-12 & Pre-College Engineering

Standards for Technological Literacy (STL)developed by the International Technology and Engineering Educators Association (ITEEA,2007).The TeachEngineering team viewed the NGSS release as an unprecedented opportunity todeliver meaningful K-12 engineering curriculum to educators nationwide. In addition to therecently released Common Core Math Standards (CCMS), the NGSS challenges K-12 educatorsto redesign their teaching methods to promote active student involvement in the learning process.Its Performance Expectations include higher-level learning accomplishments1, such as plan andconduct, show, analyze, develop and evaluate, to ensure that students are actively engaged in

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

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

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Diversity

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K-12 & Pre-College Engineering

found in a traditional high schoolprogram, specialized courses that include an introduction to research method and twoTechnology and Engineering courses, and a University- or industry-based research mentorshipthat starts in the summer of the 10th grade and culminates in a senior capstone project. TheIntroduction to Research method class is designed to provide students with a vital, year long,full-emersion experience into the processes and activities involved with scientific andengineering research and practices. The Technology and Engineering courses, in 10th and 11thgrades, introduce students to the technology tools and their applications in science andengineering practices through modern, hands-on experiments. These courses integrate a

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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Diversity

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K-12 & Pre-College Engineering

supports the afterschool program, Maker Meetup,and weekend K12 workshops through several mechanisms, including a Public ServiceEndowment Grant and faculty, staff and student partnerships across three campuses (UMass,Hampshire College, and Amherst College) and multiple departments.Perhaps most transformative is the integration of an experimental University “flipped”, servicelearning, Makerspace course with both the afterschool and Maker Meetup programs. In recentyears, several definitions of “flipped learning” have emerged. We refer to the common definitionrecently proposed by the Flipped Learning Network32, 33 - “Flipped Learning is a pedagogicalapproach in which direct instruction moves from the group learning space to the individuallearning

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

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Diversity

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K-12 & Pre-College Engineering

Engineering program described in this paper serves as a catalyst for ongoinglearning taking place during the school year within the classroom. The week long informalSTEM program provided students with an opportunity to discover existing and new resourceswhich could effect change in their lives and the way they view the world through STEM. To takefull advantage of the day the program was structured into two parts. The first part of the daystudents participated in diverse curriculum to include brief lectures with an emphasis on handson experiments and activities. During this time students were encouraged to work in pairs. Thenext part of the day the students engaged in their design project concluding with a reflection anddebriefing period. During the

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State 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

Polytechnic State University (CPSU). Jointly offered by the Collegesof Liberal Arts and Engineering, LSE is understood as a fourth “computing discipline” by theDepartment of Computer Science (alongside computer engineering, computer science, andsoftware engineering). Admission to the program is by internal transfer only. Accepted studentscomplete rigorous technical education, including 44 units of support courses shared with theCollege of Engineering as well as the CPSU General Education curriculum; 34-35 units ofadditional coursework in an engineering specialization (computer graphics OR electricalengineering (power) OR industrial/manufacturing engineering (systems design) OR anindividualized course of study); 24 units of additional coursework in a

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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K-12 & Pre-College Engineering

develop an outreach (a) curriculum around these LMT units and to also train middle-school teachers in the design, building and testing of LMTs. These efforts are aimed at ensuring wide-spread dissemination of these LegoTM-based manufacturing education modules. Our team is also currently working closely with local middle-school and high-school teachers to develop a LegoTM-based curriculum for manufacturing

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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Diversity

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K-12 & Pre-College Engineering

successful with mentors. Takaghaj2 described the impact of mentoring girls in STEM.Feldhaus3 describes a mentoring program, which involves under-represented mentors. Sarder4discusses the impact of a mentor in designing K12 curriculum. Rochefort5 describes a programthat used graduate students as mentors. Mentoring has been attempted in many places for a singleprogram. This paper describes an effort, which strives to increase the number of STEM mentorsacross many programs in a single community.The Wichita Coalition is comprised of individuals and organizations that are passionate about thefuture of our community. Wichita has a high concentration of STEM professionals (the 3rdhighest concentration of engineers in the nation, according to Forbes). In

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

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Diversity

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K-12 & Pre-College Engineering

Page 26.103.3development of a robotic system and to create a bridge to span different subjects in theclassroom. Within each phase of the robotic learning sequence the ADDIE model (consisting ofanalysis, design, development, implementation, and evaluation steps) of instructional design isused.16 The analysis step provides the designer an opportunity to understand the learningenvironment and the learning challenges faced by the students and teachers. During the designstep, learning objectives are specified so that the lesson can begin to take shape. Next, thedevelopment of the lesson takes place where the content and materials used are formed. Thelesson is then implemented and evaluated.Use of instructional scaffolding is integrated into the

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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Diversity

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K-12 & Pre-College Engineering

Paper ID #11273Understanding Youth Collaboration: How learners experience the designprocess in a collaborative context (fundamental)Dr. Michelle E Jordan , Arizona State University Michelle Jordan earned her PhD in Educational Psychology at the University of Texas at Austin, focusing her studies on learning, cognition, and motivation with an emphasis on classroom discourse. She joined the Mary Lou Fulton Teachers College at Arizona State University in 2010. Her interdisciplinary research draws on traditions in qualitative inquiry, sociolinguistics, complexity theories, and the learning sciences. Partnering with teachers

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

true, complete solution to many of the problems we care about should includeeconomics, psychology, behavior, sociology21”. K-12 education and outreach by universitiesprovides an ideal platform to begin to develop engineering skills and engineering interest for thenext generation. This type of integrated education also meets the 2013 Next Generation Sciencestandards22 including the emphasis on students’ ability to “design solution in a safe and ethicalmanner, including considerations of environmental, social, and personal impacts”23, 24. In thecoming year, we have the opportunity to offer this curriculum to a mixed gender audience as partof the Worldwide Youth in Science and Engineering camp called Discover Engineering, which isoffered for

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

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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

engineering curriculum: They exist side-by-side, institutionally parallel as opposed to convergent. Therefore, an element of bait-and-switchremains, but the outlet of creative, synthetic, hands-on design in an intimate, supportive learningenvironment is both present and institutionally legitimated as part of students’ formalizededucational experience. This arrangement challenges the logic of exclusion prevalent within theengineering-only programming by overlaying a logic of engagement on top of the standardfundamentals-first engineering curriculum. Page 26.616.13Since PDI operates outside of Rensselaer’s core engineering curricula, it provides only a

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

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Diversity

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K-12 & Pre-College Engineering

science. She believes that the critical thinking skills acquired through STEM education are essential, and wants to inspire the next gen- eration to always query the unknown. Amy is passionate about connecting scientists and engineers with students who might not otherwise have the opportunity to connect one-on-one with STEM professionals.Ms. Tara Chklovski, Iridescent Ms. Chklovski is the Founder and CEO of Iridescent, a science, engineering and technology education nonprofit. Before starting Iridescent, she worked as the principal at a 300 student K-6 school in India. She has founded and grown Iridescent from a one-woman effort to an organization reaching 30,000 un- derserved students globally. With the help of a

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

integrated within learners’ knowledge bases andskill-sets. One sect of this instructional style, project-based learning, is backed by similarresearch, in particular, an increase in problem-solving abilities, as well as gains in collaborativeskills.10,11But this stance is not unanimous.12,13,14 Due to the vast amounts of relative freedom afforded insuch classrooms environments, a degree of self-regulation – the manner in which students arecapable of monitoring and controlling their own thinking, motivation, and behavior – isnecessary.15 Expert learners, those who possess high self-regulatory capabilities are thus well-suited to project-based learning.13 Conversely, inexperienced learners who lack self-monitoringskills often experience difficulties in

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, West Virginia University; Dustin Drake, Utah State University; Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership

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Diversity

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K-12 & Pre-College Engineering

Higher Education, 5(3),203-221.6 Rochin, R., & Mello, S. (2007). Latinos in science: Trends and opportunities. Journal of Hispanic HigherEducation, 6(4), 305–355.7 Stevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. (2008). Becoming an engineer: Toward athree dimensional view of engineering learning. Journal of Engineering Education, 97(3), 355-368.8 Stevens, R. O’Connor, K., & Garrison, L. (2005). Engineering student identities in the navigation of theundergraduate curriculum. In Proceedings of the 2005 American Society for Engineering Education AnnualConference. Portland, OR: ASEE.9 Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation, andaspirations in

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University

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Diversity

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K-12 & Pre-College Engineering

Paper ID #13838Find That Plane!: Evaluation of a High School Summer Science and Engi-neering Camp Introducing Robotics to Simulate the Search for MalaysianAirlines Flight 370 (Works in Progress)Dr. Ricky T Castles, East Carolina University Dr. Ricky Castles is an assistant professor in the Department of Engineering at East Carolina Univer- sity. He is primarily affiliated with the ECU Electrical Engineering concentration. His research work focuses on the use of wireless sensor networks, microcontrollers, and physiological data collection for a variety of applications. His primary interest is in the area of adaptive tutorial

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

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Diversity

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K-12 & Pre-College Engineering

classroom practices with course goals and science educationreform documents.AcknowledgmentsWe would like to thank the local CLC Site Coordinators for providing access to theirafterschool programs and being flexible to accommodate our student’s schedules. References1. National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. 2011, Washington, DC: National Academies Press.2. National Academy of Engineering, Messaging for engineering: From research to action. 2013, Washington DC: National Academies Press.3. Mann, E.L., et al., Integrating engineering into K-6 curriculum: Developing talent in the STEM disciplines

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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Diversity

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K-12 & Pre-College Engineering

are two well-known high school programsavailable, Project Lead the Way, PLTW 1, and the Infinity Project 2. However both programs areexpensive and neither allows any flexibility to the teachers. Furthermore, there is a lack ofprogram outcomes assessments for Project Infinity, while reports on PLTW have shown existingissues. For instance, a curriculum content analysis concluded that the PLTW curriculumaddressed fewer content standards and showed far fewer points of integration of mathematicalknowledge than would be expected 3. Further, other published empirical studies showed mixedresults from state achievement test scores 4. In addition, neither of these two programs arealigned with the current standards. What had been considered alignment

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado at Boulder; Brian Huang, Sparkfun Electronics; Beth A Myers, University of Colorado Boulder; Lindsay Diamond, SparkFun Electronics

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Diversity

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K-12 & Pre-College Engineering

(Evaluation)IntroductionFor over twenty years, a first year introduction to engineering design course at the University ofColorado Boulder has provided an experiential hands-on design experience that has been shownto significantly improve retention of engineering students [1]. Many studies have previouslydescribed K-12 STEM programs (as reviewed in [2]) however this curriculum attempts to takeadvantage of the strengths of the engineering design course at the University of ColoradoBoulder and Sparkfun Electronics hardware. This course introduces a variety of engineeringdisciplines including mechanical, electrical, and computer engineering using both formaldelivery of technical curriculum and hands-on design projects. We leveraged the

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science

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K-12 & Pre-College Engineering

interventions.Mr. Muhammad Faiz Shams, Museum of Science Muhammad Shams is a Research Associate who has been with the Museum of Science, Engineering is Elementary team for almost 2 years. He graduated from the University of Massachusetts Dartmouth with a Bachelors of Science in Mathematics. Prior to his time with EiE, Muhammad worked as an undergrad- uate researcher in the field of applied numerical analysis. Muhammad assists the team with quantitative analysis, paper writing, and database management.Jonathan D Hertel, EiE/Museum of Science Jonathan manages the Examining the Efficacy of Engineering is Elementary (E4) project (an NSF-funded study of the efficacy of the EiE curriculum), overseeing and organizing a research effort

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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Diversity

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K-12 & Pre-College Engineering

, H. (2014). Changes in elementary students’ engineering knowledge over two years of integrated science instruction. Proceedings of the American Society for Engineering Education, Indianapolis, IN.[19] Cunningham, C. M., & Hester, K. (2007, March). Engineering is elementary: An engineering and technology curriculum for children. In American Society for Engineering Education Annual Conference & Page 26.760.14 Exposition, Honolulu, HI.[20] Dyehouse, M., Diefes-Dux, H., & Capobianco, B. (2011). Measuring the effects of integrating engineering into