Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sara Titus, University of Maryland-Baltimore County; John Raczek, University of Maryland-College Park; Bruce Jarrell, University of Maryland School of Medicine; Carolyn Parker, George Washington University; Taryn Bayles, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

attended a professional developmentworkshop. Assessment rubrics are integrated into the learning module in order to evaluate theeffectiveness of the materials. Prior to using the curriculum, students take an online Interest andAttitude Questionnaire and Pre-Assessment to establish baseline attitudes and knowledge. Inaddition, a short (45 minute) team design challenge is used to evaluate the extent to whichstudent teams are using the engineering design process prior to exposure to the curriculum.Upon completion of these activities, the students begin the unit. Students are introduced to a dialysis patient and her doctor through a professionallyproduced video segment. The purpose of this segment is to provide societal context for

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Amit Nimunkar, University of Wisconsin-Madison; Sandra Courter, University of Wisconsin-Madison; GWEN EBERT, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

, we collected and analyzed the data (step 5,from the TAR approach); this helped us to gauge the extent to which participants change attitudeimprove knowledge and increase skills as a result of participating in ESP (Level II – Learning,from the Kirkpatrick model). We recognized the need for systematic approach for evaluatingESP 2005, so we launched this pilot study with pre and post questionnaires.The figure 1 shows how we envisioned the interaction among the different courses. We were alsointerested in the three research questions mentioned below about the curriculum integrationprocess. a. Are real-life student design projects an effective means of integrating different courses? b. Did the real-life

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Benita Comeau, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Michael Pastirik

Tagged Divisions

K-12 & Pre-College Engineering

2006-1436: THE CONSEQUENCES OF CANCELING PHYSICS: AN INITIALSTUDY IN AN AT RISK URBAN HIGH SCHOOLBenita Comeau, Georgia Institute of Technology Benita M. Comeau is a Ph.D. candidate in the school of Chemical & Biomolecular Engineering at the Georgia Institute of Technology. Benita received her B.S.E. in Chemical Engineering from the University of Michigan, Ann Arbor. Benita is a STEP Fellow in the Georgia Tech NSF GK-12 program.Marion Usselman, Georgia Institute of Technology Dr. Marion C. Usselman is a Senior Research Scientist at the Center for Education Integrating Science, Mathematics and Computing (CEISMC) at the Georgia Institute of Technology. Marion received her Ph.D. in

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Lawrence Genalo, Iowa State University; Jamie Gilchrist, Iowa State University

Tagged Divisions

K-12 & Pre-College Engineering

2006-1007: HOME SCHOOLERS IN AN ENGINEERING/EDUCATION K12OUTREACH PROGRAMLawrence Genalo, Iowa State University LAWRENCE J. GENALO is Professor and Assistant Chair of the Department of Materials Science and Engineering at Iowa State University. He received a Ph. D. in Applied Mathematics with Systems Engineering emphasis in 1977, served as Chair for Freshman Programs and DELOS Divisions, and runs the Toying With TechnologySM Program at Iowa State.Jamie Gilchrist, Iowa State University Jamie Gilchrist is a preservice teacher in the Department of Curriculum and Instruction's elementary education program. She is an undergraduate teaching and laboratory assistant for the Toying With

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Kazem Kazerounian, University of Connecticut; David M. Moss, University of Connecticut; David Giblin, University of Connecticut; Elias Faraclas, University of Connecticut; Cathi Koehler, University of Connecticut

Tagged Divisions

K-12 & Pre-College Engineering

looking for merely anytime the word “food and medicine” was used but instead, we were investigating phrases thatinferred the use of food or medicine with the intent of introducing engineering concept such asgenetic engineering, DNA manipulation of food products, or understanding how CAT scanswork. The EEF codes outlined core engineering concepts that students must understand orperform to receive an integrated science/engineering education. While some of these codes aretaught in a science curriculum (e.g. power and energy are taught in physics), the understandingof these codes from an engineering perspective differs in how this understanding is applied toscience and current technology in our society. As we reviewed each state science framework

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Ayyana Chakravartula, University of California-Berkeley; Barbara Ando, Lawrence Hall of Science; Cheng Li, University of California-Berkeley; Shikha Gupta, University of California-Berkeley; Lisa Pruitt, University of California-Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

what onesimply hears or reads…”6 and thus, by involving undergraduates in a student-teaching project, Page 11.1362.3they will be required to gain a deeper understanding of the subject matter. Furthermore, groupwork is recognized as an important skill which is necessary for all engineers graduating fromABET-accredited programs8. The field of Bioengineering is inherently interdisciplinary.Newstetter says that Bioengineering “demands integrative thinking, cognitive flexibility andinterdisciplinary problem solving,”9 and all of these skills can be developed through group workwith mechanical engineers and other bioengineers with different

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Scott Douglas, Southern Methodist University

Tagged Divisions

K-12 & Pre-College Engineering

engineering. The curriculum consists of (1) a course text, (2)integrated laboratory exercises with real-time signal processing hardware, (3) summerteacher training institutes, and (4) a web community portal for information sharing(www.infinity-project.org). Started in 1999, the Infinity Project is in over 150 highschools across twenty-five states and is garnering some interest in other countries acrossthe world as an innovative educational intervention to promote and increase awareness ofengineering and technology education in young people today.While careful assessment and tracking of pre-college student populations on a large scaleis challenging – see the comments in Section 4 of this paper – the Infinity Project attractsboth students and teachers

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jeremy Ernst, North Carolina State University; Aaron Clark, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

communicates basic technological concepts, processes, andinterrelationships with engineering, mathematics, science, and society. “Technological literacyis the ability to use, manage, assess, and understand technology” 3. Engineering educationpedagogy and curriculum is implemented through the educational pursuit for technologicallyliterate students in K-12 education 4.Communication technology is an integral component of technological literacy. Modeling,visualizations, and presentations enforce communication technology concepts. This strengthensindividual technological and scientific knowledge and abilities while providing students with anopportunity to gain a firm grasp of engineering principles behind the technologies 5. The studyof engineering

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Lisa Ncube, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

is an essential component of any new instructional program. With this inmind, PLTW has developed comprehensive and intensive training programs to prepare teachersto use the cutting-edge technology that is an integral part of the curriculum. This training isfacilitated by a pre-assessment, Summer Training Institute. Ongoing training supports theteachers as they implement the program and provides for continuous improvement of skills.School counselors are also vital to the success of any pre-engineering program. PLTW informscounselors of the various benefits of the program and the various careers available in the field.Over the past 6 years participation in PLTW in Indiana has risen to over 135 schools with over14,000 students. The evaluation

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Anant Kukreti, University of Cincinnati; Patricia McNerney, University of Cincinnati; Suzanne Soled, University of Cincinnati; Kelly Obarski, University of Cincinnati; Mingming Lu, University of Cincinnati; Richard Miller, University of Cincinnati; Daniel Oerther, University of Cincinnati; Heng Wei, University of Cincinnati; Thaddeus Fowler, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

seminar was given by the Chief Engineer from Richard Goettle, Inc., Cincinnati, Ohio and showcased a novel technique developed by their company for “permanent soil nail retaining walls” as an example to illustrate how geotechnical engineers solve landslide problems. The science behind the concept was illustrated, the mathematics involved in the design calculations was presented, and the construction process used for the retaining wall systems was explained with pictures. This seminar illustrated how science and mathematics are integrated in engineering design and how the technology is transferred into the practice of engineering. Pictures of various other projects executed in the greater Cincinnati area were presented with ideas

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Kelly Bradley, University of Kentucky; Janet Lumpp, University of Kentucky

Tagged Divisions

K-12 & Pre-College Engineering

students thatprovides a tutorial via video segments on each project step, an illustration of applications througha virtual plant tour and background information. The CD-ROM will serve as a companion toteachers implementing the lessons in their classrooms, reducing the anxiety associated withintroducing new concepts and materials into the classroom setting. In addition, teachers thatimplement components of the project have the support of the research team. Using the resourcesand training received through professional development workshops, teachers implement KEEP Page 11.912.2activities in their classrooms, embedding it within their curriculum – in

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Meetu Walia, Polytechnic University; EDWIN YU, Polytechnic University; Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

four schools is equipped with four sets ofsensor kits, data acquisition hardware, and appropriate computer hardware/software. Theenhanced technological literacy, availability of RAISE Fellows as science resources in the class,and modern lab resources are allowing the teachers to conduct in-class demonstrations andhands-on lab experiments with the state-of-the-art tools. The presence of RAISE Fellows in the classroom is proving beneficial in several ways.First, the Fellows provide the students an opportunity to receive a “one-on-one” learningexperience. Second, the RAISE Fellows work with the teachers to integrate modern sensingtechnology in the science lab curriculum while making connections between the science contentand its

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Pam Newberry, Project Lead The Way; T. Richard Grimsley, Project Lead The Way; John Hansen, The University of Texas-Tyler; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

technology education and mathematics for ten years. During that time, she was an Albert Einstein Fellow in 1996 and received the Presidential Award for Excellence in Mathematics Teaching in 1994. Pam holds a BS in Education and an MA in Curriculum and Instruction from Virginia Polytechnic Institute and State University. Address: 177 Stone Meadow Lane, Wytheville, VA 24382; Telephone: (276) 228-6502; Fax: (276) 228-6503; E-mail: pampltw@earthlink.netT. Richard Grimsley, Project Lead The Way T. Richard Grimsley is the Associate Vice President for Project Lead The Way®. PLTW is a non-profit organization that provides pre-engineering curricula for schools in 45 states and the District of Columbia

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

of 0.726 problems to which DET can be appliedMy motivation for teaching science is to promote an understanding of 0.672 how DET affects societyI am interested in learning more about DET through in-service 0.665I would like to be able to teach students to understand the process of 0.659 communicating technical informationMy motivation for teaching science is to prepare young people for the 0.652 world of workMy motivation for teaching science is to promote an enjoyment of 0.599 learningI believe DET should be integrated into the K-12 curriculum 0.592I am interested in learning more about DET though workshops 0.591I am

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

schools with the flexibility to adopt either an engineeringcurriculum or integrate selected curriculum materials into other subject areas such as science.The incorporation of engineering in technology education curricula focuses on existing or Page 11.288.3planned pre-college engineering and technology programs. These programs provide a strongmechanism for incorporating cohesive, level-appropriate engineering experiences for K-12students. Typically, students enrolled in these programs are more interested in engineering andtechnology than their peers, and are strong candidates to study engineering as undergraduates.Incorporating engineering and

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Chris Merrill, Illinois State University; Vincent Childress, North Carolina A&T; Rodney Custer, Illinois State University; Craig Rhodes, North Carolina A&T

Tagged Divisions

K-12 & Pre-College Engineering

suffered from a lack of well designed, standards-based curriculum. Merrillstated that “An engineering thrust may create a clearer case why technology education shouldexist in the public schools.”2 There exists, however, a major stereotype that has to be overcome ifengineering concepts are to be integrated into technology education, and for engineers to take Page 11.762.2technology education seriously. Greg Pearson, a Program Officer with the National Academy ofEngineering, made the following statement regarding common perceptions of the two fields ofstudy. “Let’s face it, engineering is filled with elitists, and technology education is for blue

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

of a problem or project – students learn, and then apply, science content andskills that are relevant to their project or problem solution. The technique improves studentlearning and retention of science concepts, largely because students learn more when they areinterested and actively involved in what they are doing, and when they understand the relevanceof the material to their own lives.[8, 11]Recent developments in curriculum reform have also promoted the integration of science,technology, and mathematics in an effort to deviate from the traditional, compartmentalizedsubject structure and move toward learning situations that mimic the real world.[12-14] Thesereform movements promote the teaching and learning of science process skills

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Dava Newman, Massachusetts Institute of Technology; Kristen Wendell

Tagged Divisions

K-12 & Pre-College Engineering

consider the usefulness of traditional science and technologycurricular materials for K-8 educators who are interested in addressing engineering contentstandards.This paper describes an analysis of selected K-8 science and technology curricula in the contextof teaching engineering. The set of curricula considered here is a convenience sample: an onlinedatabase of K-8 science and technology textbooks and teacher’s guides that have been reviewedby the Educator Resource Center at the Museum of Science, Boston, according to theirappropriateness for teaching about engineering. Each curriculum was previously evaluatedaccording to 20 criteria by the Educator Resource Center (ERC). These 20 evaluation parametersmeasure six key characteristics: coverage of

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; James H. Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Bette Grauer, McPherson High School; Patricia Carlson, Rose-Hulman Institute of Technology; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman, Michigan State University; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

K-12 & Pre-College Engineering

Engineers Lifetime Achievement Award in Academia.Chris Brus, University of Iowa Christine Brus is Director of the Women in Science and Engineering (WISE) Program at the University of Iowa where she develops all program initiatives, supervises the staff and directs the activities of the WISE Advisory Board and Steering Committee. She teaches two undergraduate classes: Gender Issues in Science and Medicine and Nature vs. Nurture:Theory to Practice. She has served as a reviewer for a National Institute for Environmental Health Science (NIEHS) grant review panel evaluating K-12 education proposals for funding under the RFA Using Environmental Health as an Integrating Factor for K-12 Curriculum

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Patrick Rousche, University of Illinois-Chicago; Michael Cho, University of Illinois-Chicago; Yang Dai, University of Illinois-Chicago; Hui Lu, University of Illinois-Chicago; J Hetling, University of Illinois-Chicago; jie liang, University of Illinois-Chicago; Susan McCormick, University of Illinois-Chicago; David Schneeweis, University of Illinois-Chicago; Richard Magin, University of Illinois-Chicago

Tagged Divisions

K-12 & Pre-College Engineering

measure in lieu of revisingan entrenched undergraduate core engineering curriculum is to provide bioengineeringexposure to 9-12 high school students before they begin undergraduate training. To do thiseffectively also requires increased bioengineering knowledge in high school science teachers.To help foster an increased knowledge and understanding of Bioengineering among thegrades 9-12 student group and their science teachers in a large metropolitan area, wedeveloped a weeklong Bioengineering summer day camp program. The typically intense, but short instructional sequences of the camp provide an idealmeans for the introduction and immersion of 9-12 students and science teachers intobioengineering. Our camp had the following objectives: 1) To

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Sean Doherty, Worcester Polytechnic Institute; Shweta Shanbhag, Worcester Polytechnic Institute; Martha Cyr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

teachers in this area. Anattempt to address this demand led to the introduction of the Pre-College Engineering forTeachers (PCET) program by Tufts University with a grant from the National ScienceFoundation [2]. The primary goals of this program are to familiarize the participating teacherswith the engineering design process, to introduce them to an assortment of projects to enhancelearning and to incorporate engineering principles in their curriculum. Starting in 2002, thisprogram has already been implemented at the high school and middle school levels and is now inprogress at the elementary school level. Table 1 shows the progression of the programimplementation and the grade levels of participating teachers.ImplementationHow it works: Each

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

John Mativo, Ohio Northern University; Arif Sirinterlikci, Robert Morris University

Tagged Divisions

K-12 & Pre-College Engineering

followed by theparticipants as emulation of real-world design activities. This is a novel approach thatwas developed by the authors. The course curriculum encompassed the followingsubjects in the following sequence: • Introduction to Animatronics and Robotics • Introduction to Engineering and Product Design • Project Management • Team Work Basics • Concept Development • Artistic and Industrial Design • Materials and Manufacturing Process Selection Page 11.1178.2 • Mechanism Design and Assembly • Actuators, Sensors, Controls • Controllers and Programming • CostumingAfter welcoming events, students were given an

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Jed Lyons, University of South Carolina; Amber Caicedo, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

% No long-term effect 23% Real-world connection 15% Cross-curriculum connection 15% Careers in engineering 8% Awareness of resources 8% 0% 10% 20% 30% 40% 50%Figure 5: Long-term Changes in Teaching Due to Program Participation as Reported by TeacherPartnersFour other themes emerged with 15% or more teachers responding similarly. Teacher Partnersreported a new awareness of real-world connections with statements such as, “I try to integrate engineering into my lessons more than before and I tell my students that "an engineer would

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

would improve thecurriculum by connecting these various disciplines. In this module we aim to teach high schoolstudents the concepts of pressure, while focusing on how blood flows through the cardio-vascular system. LEGO (model design) and Vernier Probes (simulations) help the teacherfacilitate the learning process by using engineering components to present an alternative methodof teaching science. Our module includes components of the physics curriculum (pressure), thebiology curriculum (cardio-vascular system), and engineering curriculum (design process). Thecurrent version of this module would fit into the anatomy and physiology curriculum during astudy of the cardio-vascular system. Our initial case study was piloted as an after

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming; Dennis Coon, University of Wyoming; Paul Crips, Laramie Middle School; John Pierre, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

encourage students to independently continue their studies beyond the course.Curriculum. The curriculum consists of a series of self-contained laboratory exercises thatincrementally build upon one another. The exercises were adapted from laboratory exercisesoriginally developed for use in a sophomore level, undergraduate electrical and computerengineering curriculum [7, 8, 9]. In developing the program an emphasis was placed onminimizing theoretical lectures while maximizing student investigation and discovery throughhands-on laboratory exercises.A typical schedule is provided in Table 1 while a summary of laboratory exercises is provided inTable 2. The schedule is divided into 12 separate 2 hour and 15 minute lessons. A 15 minutebreak is provided

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Dean Aslam, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

mechanicalparts, can lead to a substantially higher resolution. This simple construction explains the actualprinciple of an AFM, which can then be shown to children in an arranged visit to an AFM facility. Wehave tested this concept on a number of children in grades 4-8 and they seem to get some idea of howan AFM works on the nanoscale. However, one needs to do a systematic study on a larger number ofchildren with the help of teachers and educational experts, which will be the subject of a subsequentstudy.Science, Engineering and Mathematics Now we are ready to explain some science and engineering principles. A Pentium 4 microprocessorhas millions of transistors integrated on an area of approximately 1-2 cm2. The use of a transistor as aswitch is a key

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Karen Hollebrands, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

predictor of future college success.What mathematical concepts are future freshman engineering students taught in high school andare they sufficient preparation for the rigors of an engineering curriculum? This paper will takean introductory look at these questions by examining the North Carolina approach to high schoolmath, through the Standard Course of Study, by selected classroom snapshots and by assessmentof selected mathematics skills of college freshmen.1.0 IntroductionExperience working with teachers1 has show that it is common for teachers at one level to not beaware of what math is taught at the previous and next levels, including the transition from highschool to college. In addition, high stakes testing is having a definite impact on

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Soled, University of Cincinnati; Patricia McNerney, University of Cincinnati; Laura Koehl, University of Cincinnati; Kelly Obarski, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

tailored educationalmethods course, one instructional planning course, a Field Practicum course,Instructional Technology Across the Curriculum course, and Instructional Teaching &Learning Styles course. The education courses train them in: 1) methods, concepts,theory, and assessment of instruction; 2) design and implementation of science andmathematics curricula with an emphasis on instructional technology; 3) local, state andnational curriculum standards, educational practices, and pragmatic and logisticalsecondary education issues; and 4) advanced technology, time management andclassroom management techniques for technology use in classrooms 2-6. Each year, thegraduate Fellows present a one- or two-day “Teaching with Technology” workshop for

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Bill Elmore, Mississippi State University; Adrienne Minerick, Mississippi State University

Tagged Divisions

K-12 & Pre-College Engineering

areas include integrated freshman engineering and courses throughout the chemical engineering curriculum including unit operations laboratories and reactor design. His current research activities include engineering educational reform, enzyme-based catalytic reactions in micro-scale reactor systems, and bioengineering applied to renewable fuels and chemicals. Page 11.1406.1© American Society for Engineering Education, 2006 Using Research as a Tool for Student RecruitingABSTRACTThe Dave C. Swalm School of Chemical Engineering, in conjunction with the MississippiScience and Mathematics School

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

-- Peter Squire received his Bachelor of Science Degree in Computer Science from Mary Washington College. He is a scientist for the B 34 Human System Integration branch at the Naval Surface Warfare Center Dahlgren Division (NSWCDD) and is pursing a Ph.D. in Human Factors and Applied Cognition at George Mason University.Juanita Jo Matkins, College of William and Mary JUANITA JO MATKINS -- Dr. Matkins is an Assistant Professor of Science Education at the College of William and Mary. She was a K-12 teacher for 18 years, and the Virginia recipient of the 1995 Presidential Award for Excellence in Secondary Science Teaching. She has written and published several papers and reports on various