Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Tara Gomez, California Institute of Technology; Oliver Loson, California Institute of Technology; Douglas Yung, California Institute of Technology; Sindhuja Kadambi, California Institute of Technology; Paul Lee, California Institute of Technology; Luz Rivas, California Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

learning through experimentationenabled the course material to be better understood, and also better appreciated. We believe thatfeedback about our course will help to continue to refine our pedagogical strategy, and willenhance the way in which challenging and advanced science can be taught to young persons.With the emergence of fields that integrate engineering with other disciplines, it is becomingincreasingly important for the engineering education community to develop multidisciplinarycourses. The curriculum we presented provides an example of the role of

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Pasha Antonenko, Oklahoma State University; Rebecca Damron, Oklahoma State University; Susan Stansberry, Oklahoma State University; Gayla Hudson, Oklahoma State University; Jean Dockers, Oklahoma State University; Alonzo Peterson, Langston University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1747: THE EFFECT OF A TEACHER PROFESSIONAL DEVELOPMENTINTEGRATED CURRICULUM WORKSHOP ON PERCEPTIONS OF DESIGN,ENGINEERING, AND TECHNOLOGY EXPERIENCESKaren High, Oklahoma State University KAREN HIGH earned her B.S. from the University of Michigan in 1985 and her M.S. in 1988 and Ph.D. in 1991 from the Pennsylvania State University. Dr. High is an Associate Professor in the School of Chemical Engineering at Oklahoma State University where she has been since 1991. Her main technical research interests are Sustainable Process Design, Industrial Catalysis, and Multicriteria Decision Making. Her engineering education activities include enhancing mathematics, communication skills, critical

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Nichole Au, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

14.554.3The INSPIRES Curriculum StructureEach of the five modules in the INSPIRES Curriculum follows the same general outlineof sections to integrate the many different styles of content, including the web-basedmaterials and the hands-on activities. Students start with a pre-module Interest &Attitude Questionnaire and the Module Pre-Assessment to gauge both student interestand abilities in the particular topic specific to the module as well as in generalengineering prior to completing the module. The students then watch an introductoryvideo with a practicing engineer discussing a “real-world” design problem, itsconstraints, and the need for finding a solution to the problem. In the professionallyproduced video segment for the Engineering Energy

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Siddika Guzey, University of Minnesota, Twin Cities; Tamara Moore, University of Minnesota; Gillian Roehrig, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1038: BRIDGE DESIGN ON THE RESERVATION: A STUDY OFCURRICULUM IMPLEMENTATION WITH AMERICAN INDIAN YOUTHSiddika Guzey, University of Minnesota, Twin Cities Siddika Selcen Guzey is a PhD candidate in Curriculum and Instruction at the University of Minnesota where she also received her MA in Science Education. Her research interests focus on science teacher knowledge development, technology integration into science classrooms, and STEM education.Tamara Moore, University of Minnesota Dr. Tamara Moore is an Assistant Professor of Mathematics/Engineering Education. Tamara is a former high school mathematics teacher and her research involves helping students engage in STEM disciplines

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Natalie Tran, California State University, Bakersfield; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

. Codersindependently and blindly identified examples of explicit mathematics integration. Theindependent coding of these examples by two researchers was then compared with what we hadscored for the training, planning, activities and assessments for each curriculum. This provided ameans of creating an inter-rater reliability measure. Examples where there were opportunities forintegration with mathematics concepts, but no evidence of explicit integration were identifiedseparately. In our discussion, we review some of these examples and point out how an implicitlyembedded example can be modified slightly to include explicit integration of math andengineering concepts.ResultsOverall, we found that the explicit integration of math concepts with regards to

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Debra Gilbuena, Oregon State University; Adam Kirsch, Crescent Valley High School

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-830: ENGAGING HIGH-SCHOOL STUDENTS IN ENGINEERING,SCIENCE, AND TECHNOLOGY USING VIRTUAL LABORATORIESMilo Koretsky, Oregon State University Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.Debra Gilbuena, Oregon State University

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Pamela Lottero-Perdue, Towson State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-717: CHILDREN'S CONCEPTIONS AND CRITICAL ANALYSIS OFTECHNOLOGY BEFORE AND AFTER PARTICIPATING IN AN INFORMALENGINEERING CLUBPamela Lottero-Perdue, Towson State University Dr. Pamela S. Lottero-Perdue is an Assistant Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She began her career as process engineer, taught high school physics and pre-engineering, wrote curriculum and was a master teacher for Project Lead the Way, and led two Project FIRST robotics teams. As a science teacher educator, she has added engineering content and pedagogy to her science methods courses for prospective elementary teachers. She teaches engineering to

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland, Baltimore County; Tania Monterastelli, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1490: AN ASSESSMENT OF A HIGH-SCHOOL OUTREACH PROGRAMTaryn Bayles, University of Maryland, Baltimore County Taryn Bayles is a Professor of the Practice of Chemical Engineering in the Chemical and Biochemical Engineering Department at UMBC, where she incorporates her industrial experience by bringing practical examples and interactive learning to help students understand fundamental engineering principles. Her current research focuses on engineering education, outreach and curriculum development.Tania Monterastelli, University of Maryland, Baltimore County Tania Monterastelli graduated Summa Cum Laude in 2008 with a BS degree in Chemical Engineering from the University of Maryland

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

Page 14.1102.2following the summer professional development institute.Previous research on the integration of innovative science curricula has indicated that curriculumchange/reform ultimately hinges on the classroom teacher.5, 6 Moreover, the process ofintegrating new content into an existing curriculum is a complex process in which teachers oftenencounter challenges including: lack of resources (e.g., new science equipment), absence ofadministrative and peer support, lack of time to plan and teach new lessons, and insufficientcontent knowledge.5, 6 Research also has shown that science teachers’ beliefs about teaching andlearning as well as their beliefs about the conditions of the classroom and external teachingconditions influence their

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Marilyn Fowler, Austin Children's Museum; Christina Soontornvat, Austin Children's Museum; Kathy Schmidt, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1227: DID IT WORK? - ANALYSIS OF WAYS TO MEASURE THEIMPACT OF AN AFTER SCHOOL ROBOTICS OUTREACH PROGRAM.Austin Talley, University of Texas, Austin AUSTIN TALLEY is a graduate student in the Mechanical Engineering Department at The University of Texas at Austin. His research focus is in design methodology and engineering education. He received his B.S. from Texas A&M University and M.S.E. from The University of Texas at Austin. Contact: Austin@talleyweb.com.Marilyn Fowler, Austin Children's Museum MARILYN L. FOWLER is a science educator with over 35 years experience with schoolchildren. Her years in education include classroom teaching at the elementary and college levels

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Tech; Thomas Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Tech; James Pembridge, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

K-12 education, Technology Education’s turn to engineeringnomenclature was predictable. Integrating math and science into the Technology Educationcurriculum was one of the foremost purposes in the 1990s18 leading some to suggest engineeringcontent and curriculum in the early 1990s.19 Virginia introduced statewide curriculum guides for“Introduction to Engineering” and “Advanced Engineering” in 1992. New York released“Principles of Engineering” in 1995. Perhaps even more telling was the steadily increasing use ofthe Project Lead the Way (PLTW) curriculum over the decade prior to this study. Importantly,about 85% of those teaching the PLTW curriculum are former Technology Education teachersworking in Technology Education labs.20Program

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Randy Bell, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

. Page 14.531.1© American Society for Engineering Education, 2009 Encouraging Conceptual Change in Science through the Use of Engineering Design in Middle SchoolAbstractThe United States is suffering from a national crisis in science and math education. At the middleand high school level, US students perform poorly on standardized tests in comparison to otherdeveloped countries. Middle school may be the key to capturing students’ interest in math andscience; this is the time when many children decide they are not interested in science, or notgood at math. Additionally, most never get the chance to learn about engineering.In this study, eighth grade students participated in an engineering design-based curriculum

Conference Session

Infusing Engineering Content Through Curricular Innovation

Collection

2009 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Paul Chanley, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

Technology/Engineering Standards (seeappendix).The units of EiE selected as most appropriate to each school district's science curriculum,the grade in which the unit will be used and the field of engineering on which the unitfocuses are shown in Table I. Each unit of EiE is also adjustable to different ability levelswithin a grade or a classroom. Table I: Units of Engineering is Elementary by School System District Grade Engineering is Elementary Unit Title Engineering Field Billerica 4 An Alarming Idea: Designing Alarm Circuits Electrical Billerica 5 Marvelous Machines: Making Work Easier Industrial Chelmsford 4 Marvelous Machines: Making Work Easier Industrial

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Doug Kueker, Vivayvic; Pam Newberry, Project Lead the Way

Tagged Divisions

K-12 & Pre-College Engineering

skills and higher-order thinking, and an improvement in student achievement (Newberry & Hughes23, 2006).Claim 2: The course objectives integrate mathematics and science content with technology and engineering instruction through rigorous and relevant instructional tasks. PLTW’s curriculum makes mathematics and science relevant for students. The curricular objectives integrate math and science content as defined by NCTM20 (2000), NRC21 (1996), and AAAS1 (1993) and with standards for technological literacy as defined by the ITEA11 (2000) and enduring engineering concepts as identified by ABET, Inc. Criterion 3-Outcomes A-K (ABET2, 2007) By

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Lydotta Taylor, EdVenture Group; Erika Shaffer, EdVenture Group; Gary Winn, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

with education consultants, industry professionals, graduate students, and oneanother to gain knowledge and create units that focus on STEM careers and curriculum. Theunits, known as TIME (Tools for Integrating Math and Engineering) Kits, are storedelectronically on a free teacher resource site for use in classrooms across the country.www.thesolutionsite.comThe 12-hour units of instruction are developed during a week-long workshop that providesclassroom teachers with the opportunity to work with engineering faculty, graduate assistantsand industry experts. The model is based on providing time for teachers to learn, tools forteachers to use and strategies to assist them in focusing on and connecting engineering to STEMcourse work. By connecting

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Robin Autenrieth, Texas A&M University; Karen Butler-Purry, Texas A&M University; Cheryl Page, Texas A&M University; L. Diane Hurtado, Texas A&M University; Jennifer Welch, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

(RET) program and is hosted by the College of Engineering (COE) at Texas A&MUniversity (TAMU). The E3 RET program is an integral part of the COE outreach plan andtargets secondary STEM teachers across Texas. Since each teacher may reach 1000+ students inhis/her career, this initiative can have tremendous impact in encouraging young people intotechnology fields and preparing teachers to equip them for success in their journey. The goal ofthe outreach efforts is to increase the pool of engineering applicants and build a network torecruit partner teachers.Although many RET programs focus on a single research area, the E3 RET program providesaccess to engineering faculty across 12 departments, thus allowing for a better match of researchareas

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Becky Hammack, Stillwater Middle School; Beth Watt, Stillwater Middle School; Julie Thomas, Oklahoma State University; Adrienne Redmond, Oklahoma State University; Pat Jordan; Jean Dockers, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

to education professionals. Dr. High is a trainer for Project Lead the Way pre-Engineering. She initiated an engineering program at Stillwater Middle School. In the summer of 2008, Dr. High was part of a professional development workshop for 80 Northeast Oklahoma middle level teachers to develop integrated engineering curriculum.Becky Hammack, Stillwater Middle School REBEKAH HAMMACK earned a B.S. in Agriculture from The Ohio State University in 1998 and a M.S. in Animal Science from Oklahoma State University in 2003. Rebekah completed the requirements for teacher certification at Oklahoma State University in 2004. Rebekah is a seventh grade science teacher at Stillwater Middle School, where

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Kyle Oliver, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Natalie Tran, California State University, Bakersfield; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

work (p. 5).While the relation of math and science to engineering in this report is generally presented asunidirectional, we need to keep in mind their mutual relationship. For engineering design anddevelopment can drive scientific and mathematical advancement as well6,7. For example,advances in areas like xerography for photocopying preceded scientific understandingelectrophotography. Thus, the bidirectional influences of science and math with engineering, socentral to technological innovation, must be recognized as vital to a rigorous, high qualityengineering educational program.Conjointly, the push for an integrative curriculum for vocational and technical education comesfrom laws and policies for K12 education. The reauthorization of the

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Louis Nadelson, College of Education; Janet Callahan, Boise State University; Pat Pyke, Boise State University; Anne Hay, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

teaching STEM curriculum. This begged the question,how can we assess the influence of a short term intervention (three-day SySTEMic Solutionworkshop) on the participating teachers’ perceptions, understanding, and willingness to teachSTEM?Variables Contributing to Teacher EffectivenessTo address this question we conducted a search of the literature to determine what factors havebeen found to be related to elementary teachers’ effectiveness in teaching STEM content. Oursearch revealed a report by Parker and Heywood17 espousing a relationship between the increasein understanding of science content and an increased knowledge of how to teach science. Thissuggests that an assessment of changes in STEM knowledge may be an effective indicator ofteacher

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Alisa Gilmore, University of Nebraska, Lincoln; Bing Chen, University of Nebraska, Lincoln; Neal Grandgenett, University of Nebraska, Omaha

Tagged Divisions

K-12 & Pre-College Engineering

of SPIRIT and to extend the SPIRIT learning community to a national scale inorder to accomplish the following goals 4: Page 14.1330.11 1. To develop a Grades 5 – 8 educational robotics curriculum to enhance student learning concepts using the flexible TekBot® (and new CEENBoT™) robotics platform. 2. To refine the instructional effectiveness of the curriculum in an extended development process, using peer editing, expert review, pilot testing, and field testing. 3. To integrate a series of interactive and focused assessments into the curriculum to help teachers determine what STEM concepts students are learning. 4. To

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

) education and mentorship activities, in an effort to help students see therewards of careers in STEM and increase students’ interest in pursuing a career in these fields.Students who participate in the centers’ programs are better prepared to pursue and successfullygraduate in STEM majors, especially engineering. The Center also conducts training institutesthat provide teachers with pre-engineering curriculum to better prepare students to enterengineering degree programs. The curriculum focuses on pre-engineering skills and teachers aretrained to use instructional strategies that support connections between standards-based science,mathematics and real world engineering. The current paper describes 1) a new training programto introduce students and

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Elisabeth McGrath, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Peiyi Lin, Teachers College, Columbia University; Jason Sayres, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, wire-guided switches, motors and other equipment to design, construct, and controlrobots to maneuver in a 3-4 foot deep pool. This paper will explore the impact of the project onthe students, specifically, changes in understanding of the key science concepts embedded in thecurriculum and changes in knowledge about, and attitudes toward, engineering. It will alsoexplore gender differences in attitudes toward the engineering aspects of the curriculum and inthe pedagogical strategies embedded in the curriculum, including hands-on learning and groupwork.Theoretical FrameworkRobotics has been demonstrated as an effective vehicle to teach STEM concepts at many levels.The theoretical foundation for using robotics in education has been put forth by

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Natalie Tran, California State University, Bakersfield; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Al Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1715: HIGH-SCHOOL TEACHERS’ BELIEFS ABOUT ENGINEERINGPREPARATIONMitchell Nathan, University of Wisconsin, Madison Dr. Mitchell Nathan is Professor of Educational Psychology at the University of Wisconsin-Madison, where he is Chair of the Learning Sciences program. He holds appointments in Curriculum and Instruction, the Psychology Department, the Wisconsin Center for Educational Research, and the Center on Education and Work. Dr. Nathan received his PhD in experimental (cognitive) psychology from the University of Colorado at Boulder. He holds a B.S. in electrical and computer engineering, mathematics and history from Carnegie Mellon University. As an engineer, Dr

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Irene Mena, Purdue University; Brenda Capobianco, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-117: SIGNIFICANT CASES OF ELEMENTARY STUDENTS'DEVELOPMENT OF ENGINEERING PERCEPTIONSIrene Mena, Purdue University Irene Mena is a doctoral student in the School of Engineering Education at Purdue University. Her M.S. and B.S. are both in Industrial Engineering. Her research interests include K-12 engineering education, first-year engineering, and graduate student professional development.Brenda Capobianco, Purdue University Dr. Brenda Capobianco is an Associate Professor in the Departments of Curriculum and Instruction and Engineering Education, as well as Affiliated Faculty in Women's Studies at Purdue University.Heidi Diefes-Dux, Purdue University Dr. Heidi Diefes-Dux is an

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Michele Dischino; Manjit Khosla, HALS Academy; Patrick Foster, Central Connecticut State University; Carol Shields, Stevens Institute of Technology; Dan Fagan, Wallace Primary School; Martha Cyr, Worcester Polytechnic Institute; John Staley, Doherty Memorial High School

Tagged Divisions

K-12 & Pre-College Engineering

, and mathematics (STEM) faculty at institutions of highereducation is a requirement of all MSP grants. The PISA program presents a novel approach toaccomplishing MSP goals by integrating the use of exemplary, research-based elementaryengineering curricula, engineering explorations and problem-based activities to strengthenteachers’ science learning. An intensive summer institute, followed by in-class mentoring andcoaching support, and online help, represent key program components.Partnership GoalsThe overarching aim of the three-year PISA program is to: (a) demonstrate and institutionalizewithin participating schools a methodology, supporting curriculum materials, and otherinstructional resources and strategies to increase student interest

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Michele Strutz, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

education for students in the U.S. isparamount26. Students need to be taught the principles of engineering and be given positiveexperiences that may encourage them to pursue an engineering career5. Engineering educationneeds to begin in elementary school while student interest in mathematics and science is stillhigh. About 80% of fourth graders report positive attitudes toward mathematics and sciencecompared to an estimated 33% of eighth graders who report positive attitudes towardmathematics and science21. Integrating engineering concepts, practicing related skills, andexploring associated careers in the elementary and middle school classrooms may increase thenumber of students who pursue engineering.Influences in the Pursuit of EngineeringBesides

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Deborah Hochstein, University of Memphis; Shelia Moses, University of Memphis; Daphne Jones, Memphis City Schools

Tagged Divisions

K-12 & Pre-College Engineering

careers and various resources such as summer and after school programs that canhelp students to explore engineering as a possible career.12Future PlansIn 2004, the ASEE Engineering K-12 Center produced a report titled “Engineering in the K-12Classroom: An Analysis of Current Practices & Guidelines for the Future”, that included six Page 14.602.11guidelines for improving K-12 engineering education and outreach.13 Three of these guidelineswere fundamental to our 2008 Expanding Your Horizons conference. ≠ “Hands-on learning: Make K-12 science curriculum less theory-based and more context-based (hand-on), emphasizing the social good

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

biomedical engineering jobs will increase by 31.4 percentthrough 2010---double the rate for all other jobs combined.” 3 Overall job growth in this fieldwill average 15.2% through the end of the decade. The U.S. Department of Labor reportattributed the rapid rise in biomedical engineering jobs in part to an aging U.S. population andthe increasing demand for improved medical devices and systems. Specific growth areas cited inthe report included computer-assisted surgery, cellular and tissue engineering, rehabilitation, andorthopedic engineering. Accordingly, it id essential to increase the number of K-12 andundergraduate students in to this important engineering field. This can happen at two levels, byrecruiting undergraduate students from other

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gary Winn, West Virginia University; Laura Winn, Waynesburg Central High School; Reagan Curtis, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

student in three ways. First, we are taking two-hour, undergraduate-led, real-life engineering design exercises to the high schools; second, wehave created a web-based, for-credit course in basic engineering (notions of design, career paths,ethics, etc.) to bridge the gap; and third, we have created an opportunity for high school teachersto create their own web-based engineering teaching modules called Tools for Integrating Mathand Engineering, or TIME Kits.As part of a full program evaluation of our EoT project, we are also collecting and reporting dataon whether peer-led freshman physics homework sessions 20 and peer-led first-calculushomework sessions are useful in decreasing failure rates; these results are reported elsewhere,but the data

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; Mary Virnoche, Humboldt State University; Lonny Grafman, Humboldt State University; Forrest Stamper, Hoopa Valley High School; Laura Atkins, Humboldt State University; Rebecca Raymond, Humboldt State University; Katie Mills, Humboldt State University

Tagged Divisions

K-12 & Pre-College Engineering

environment duringinstitute activities, specifically mentioning snacks, coffee, and an on-site lunch service. The on-site services allowed them to stay focused and saved valuable time for project work.Follow-Up Activities Should Focus on Integrating ConceptsMost participants expressed interest in creating or sharing guidelines to integrate engineeringconcepts into curriculum. This interest is consistent with previously mentioned findings from thefocus group. Participants wanted to learn more about actual projects implemented in classrooms.Additionally, several participants wanted to spend some time following up with the teacher(s)who implemented the ENGR 215 course. Other suggestions included spending some timeplanning for next year's institute