Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6448Pre-Service Teachers’ Engineering Design Practices in an Integrated Engi-neering and Literacy ExperienceDr. Kristen Bethke Wendell, University of Massachusetts Boston Dr. Wendell is an assistant professor in the Department of Curriculum and Instruction Center of Science and Mathematics in Context. Page 23.973.1 c American Society for Engineering Education, 2013 Pre-Service Teachers’ Engineering Design Practices in an Integrated Engineering and Literacy

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gabriella J Ducamp, University of Virginia; Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

Teaching About Electricity Gabriella J. Ducamp and Crystal J. DeJaegher University of Virginia Page 23.731.2INCORPORATING ENGINEERING IN MIDDLE SCHOOL SCIENCE 2 AbstractThe overarching goals of this study are to introduce engineering concepts to middle schoolstudents through digital fabrication, and increase science competency while stimulating interestin STEM careers. This pilot study incorporates digital fabrication, engineering design, andvisualizations into a comprehensive unit that integrates hardware

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, University of Southern Mississippi

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8052Designing STEM Curriculum for K12 StudentsDr. MD B. Sarder, University of Southern Mississippi Dr. Sarder is an associate professor and program coordinator of the industrial engineering technology program at the University of Southern Mississippi (USM). He is also an assistant director of the center for logistics, trade and transportation. At the USM, he revamped his program by developing as many as fourteen new courses, implementing hands on experience in courses, and delivering online courses for distant students. Dr. Sarder is very active in engineering and technology education research. He has

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Muldoon, Polytechnic Institute of NYU; Paul T Phamduy, Polytechnic Institute of New York University; Raymond Le Grand, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

currently does research at the Dynamical Systems Laboratory of NYU-Poly in the area of robotic fish controlled by iPhone/iPad devices.Dr. Vikram Kapila, Polytechnic Institute of New York University Vikram Kapila is a Professor of Mechanical Engineering at NYU-Poly, where he directs an NSF funded Web-Enabled Mechatronics and Process Control Remote Laboratory, an NSF funded Research Experience for Teachers Site in Mechatronics, and an NSF funded GK-12 Fellows project. He has held visiting posi- tions with the Air Force Research Laboratories in Dayton, OH. His research interests are in K-12 STEM education, mechatronics, robotics, and linear/nonlinear control for diverse engineering applications. Un- der Research Experience

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Thalia Anagnos, San Jose State University; Lelli Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

our students to be ethical practicing engineers, and is the chair of the External Advisory Committee for the IDEA cen- ter, which promotes inclusion, diversity, excellence and advancement in engineering. She has conducted research in performance-based earthquake engineering and large-scale experimentation of reinforced con- crete, FRP composite, and hybrid bridges. Page 23.358.1 c American Society for Engineering Education, 2013 Curriculum Exchange: “Make Your Own Earthquake”IntroductionThe George E. Brown, Jr. Network for Earthquake Engineering Simulation (NEES) is an

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center; Krystal S Corbett, Cyber Innovation Center; Geoffrey "G.B." Cazes, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

thestudents. Page 23.1030.5The guidelines for the challenges are released 4-6 weeks prior to each competition to allowteams time to prepare. Teachers can integrate these project-driven challenges into theirclassroom curriculum, or they can use the challenges as curriculum for their afterschool clubsand programs. The majority (62%) of students on competition teams are members of roboticsclubs that meet after school. Twenty-one percent of the remaining students volunteer or competeto participate on a team while 13% are required to participate in the competitions as part of aSTEM class. A small percentage of students participate in the competitions as

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ronald H Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Thomas Michael Tylutki, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

.[9] Kimmel, H., Rockland, R., Hirsch, L., Carpinelli, J, and Burr-Alexander, L. (2011). Medibotics: An EngineeringProgram for Integration into High School Curriculum. Proceedings of the 2011 International Conference onEngineering Education, Ulster, Northern Ireland, August.[10] Hirsch, L.S., Carpinelli, J., Kimmel, H., Rockland, R., and Burr-Alexander, L. (2009). The impact ofintroducing robotics in middle and high school science and mathematics classrooms, Proceedings of the 2009 ASEEAnnual Conference, Austin, TX, June.[11] Kimmel, H., Carpinelli, J., Burr-Alexander, l., Hirsch, L.S., and Rockland, R. (2008). .IntroducingRobotics into the Secondary Science Classrooms Proceedings of the 19th International SITE Conference,pp. 4189-4194, Las

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6098Vertical Integration of Engineer Education in K-12 Rural SchoolsDr. Gary R. Mayer, Southern Illinois University Edwardsville Dr. Gary Mayer is an assistant professor in the Department of Computer Science at Southern Illinois Uni- versity Edwardsville. His research emphasizes formal model composition between disparate subsystem models. Other research interests include robotics and artificial intelligence. Dr. Mayer regularly teaches courses in software engineering, robotics, and modeling and simulation. He is a Botball Educational Robotics Program instructor and coordinator for the Greater St Louis Region

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Krystal S Corbett, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

them.Formal Learning - Curriculum LayoutA qualified teacher in the region was tasked with creating STEM Applications I, II, & III (STEMApps), a three part course that could be integrated in the middle schools as an elective for 6th, 7th,and 8th grades. The initial design of the course centered on the RARC competitions and STEMtopics. Each level of the course begins with learning the basics of the robotics platform for thefirst few weeks. The method of learning the platform is left to the discretion of the teacher withsuggested activities provided by the STEM Apps designer.After the first few weeks the students have a good understanding of the robotics platform. They,then, transition into a unit on a STEM topic. The STEM Apps courses have

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Susan Lowes, Teachers College/Columbia University; Devayani Tirthali, Institute for Learning Technologies, Teachers College, Columbia University; Elisabeth W McGrath, Stevens Institute of Technology (SES); Jason Sayres, Stevens Institute of Technology; Karen A DUPE Peterson, EdLab Group

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6311Transforming a Middle and High School Robotics CurriculumMs. 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 school students. She is a former practicing

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University Office of Educational Partnerships

Tagged Divisions

K-12 & Pre-College Engineering

teachers are excited and engaged in the data analysis process. Others strugglewith quantitative skills, leading to the presentation of some of the modules as a recipe fordownloading and graphing data rather than an inquiry into climate change problems or solutions.Similar wide ranges of quantitative skills have been observed in our undergraduate students.19These observations point to the need for students at any level to have strong fundamental STEMskills in order to approach engineering analysis projects. At the same time, our design of suchexperiences must recognize the breadth of capabilities with built in alternative approaches forteachers to integrate real-world earth and energy system projects in their class rooms in a waythat they are

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University; Crystal Tricia Chukwurah, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

students build communicationskills within the K-12 classroom9.Symbiotic partnerships among K-12, university, and industry professionals benefit the entire K-16 community, however, such professional connections can be difficult to make8. Factors such ascommunication, support, and timing are key to forming successful partnerships5. Therefore, K-12 teachers, university, and members of industry need opportunities such as professionalnetworking that combine such factors for connections to be made.Teaching STEM in the K-12 ClassroomsTo be effective STEM must be introduced as early as possible in the K-12 curriculum. Today,STEM integration in the classroom has become nationwide. Engineering skills and knowledgecan now be found in the educational

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Heil, David Heil & Associates, Inc.; Greg Pearson, National Academy of Engineering; Susan E. Burger, David Heil & Associates, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

regarding the impact of the program or a review of research literature on integrated curriculum? 4. Do the authors present information or insights that are likely to contribute to developing a taxonomy for integrated STEM education and/or an agenda for future research? 5. Is the focus of the article/report on formal K-12 education and learning and/or informal learning using an integrated STEM approach or program?Articles did not have to meet all five criteria in order to be included in the review, but meetingthe first criteria was necessary, and meeting additional criteria increased their chance of beingincluded in the final review. Following this initial analysis, full text copies of 200 of thesecitations were obtained to assess

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan A. Pruet, Mobile Area Education Foundation; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Engaging Youth through Engineering

Tagged Divisions

K-12 & Pre-College Engineering

relevance to students provides the unifying theme and “hook” for each module, highlighting the “why Page 23.1342.4 bother” of learning mathematics and science.12 & 13 Modules systematically develop team work/communication skills.14& 15 The engineering design challenges involve technology, equipment and materials in the applications of mathematics and science content, promoting an integrated STEM curriculum.16Doug Clements’ Curriculum Research Framework 17 has guided the research and developmentcycle of the EYE Modules. Consistent with that framework, there have been multiple phases offormative development and

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, University of Minnesota, Twin Cities; Tamara J Moore, University of Minnesota, Twin Cities; Christy Pettis, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

developed inorder to meet the need for an integrated approach by employing engineering and literary contextsto integrate science, technology, and mathematics instruction in meaningful and significant ways.Since this paper was written for the curriculum exchange, the focus will be on the detailedexplanation of each of the activities along with the process used to develop the curricular unitbefore a brief presentation of results based on the piloting of this curriculum in several primaryclassrooms.The theoretical framework guiding the development of the PictureSTEM modules was the STEMIntegration research paradigm4. Within this paradigm, STEM integration is defined by themerging of the disciplines of science, technology, engineering, and mathematics

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Austin Bates Talley, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Christina Kay White, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

traditionally underrepresented groups in engineering education. Page 23.360.1 c American Society for Engineering Education, 2013 Curriculum Exchange: Middle School Students Go Beyond Blackboards to Solve the Grand ChallengesAbstractOur program offers an integrated approach to engaging middle school students in activities thatimprove awareness and understanding of a range of STEM college and career pathways. Theprogram is framed within the Grand Challenges of the 21st Century identified by the NationalAcademy of Engineering (NAE). The focus of this paper is the curriculum used for

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Kay Gallagher, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

research interests include success in first-year engineering, introducing entrepreneurship into engineering, international service and engineering in K-12. Page 23.525.1 c American Society for Engineering Education, 2013 Engineering within K-12 from the Teacher’s Perspective: Effectively Integrating Engineering Activities Tied to Educational StandardsAbstract:Reports such as the National Academies’ “Engineering in K-12 Education: Understanding theStatus and Improving the Prospects” describe the importance of effectively incorporatingengineering concepts into the K-12 curriculum. However

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing

Tagged Divisions

K-12 & Pre-College Engineering

iteratively redesigning the materials based on theformative data. Each project also began the curriculum development process aiming tomaximize both the level of inquiry and engineering design experienced by students, and thedegree of integration of the STEM content. They also both chose the LEGO Mindstorm NXT tobe the manipulative and primary vehicle for engineering design, as it was well documented to be“easy” enough for 8th grade students to use and has a reputation as being an engaging hook forstudents. While these projects operate in similar spaces and target congruent goals, there areimportant differences between them, as well.The SLIDER curriculum builds upon the foundation developed by Kolodner et. al. as part of theNSF-supported Learning by

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Douglas Edwards, Georgia Institute of Technology; Jeremy Lingle; Jessica D Gale, CEISMC Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

as part ofthe project, and designed curriculum to implement the project in their classrooms for theupcoming school year.The applied global context the Math4-OR (MIG)/CTAE project is a year-long academic servicelearning project to design, prototype and test solar panels to provide electricity for a ruralcommunity college in a township of South Africa. The community college is a Further Educationand Training (FET) school,affiliated with the African Methodist Episcopalian Service andDevelopment Agency (AME-SADA). AME-SADA has an explicit goal to start a solar power-based farming project at the community college. The Math4-OR (MIG)/CTAE project uses thisservice context to define the initial unit challenge problems and their pacing for the

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

class time (approximately 8 hours of class time,and equivalent outside of class work) was devoted to digital fabrication as aninstructional technology. Digital fabrication is an instructional technology that leveragesdesktop manufacturing software and hardware to translate digital designs into physicalobjects.18 Digital fabrication has affordances that might be of benefit within severalacademic content areas, including elementary mathematics education and elementaryscience education.19,20 The third section (Section C) of the course was a comparisongroup that utilized the standard course curriculum that did not include digital fabricationactivities.This study employed a convergent parallel mixed-methods design in which bothquantitative data and

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric N. Wiebe, North Carolina State University; Malinda Faber, The Friday Institute for Educational Innovation; Jeni Corn, Friday Institute for Educational Innovation, NC State University; Tracey Louise Collins, North Carolina State University; Alana Unfried, North Carolina State University; LaTricia Townsend

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6746A Large-scale Survey of K-12 Students about STEM: Implications for Engi-neering Curriculum Development and Outreach Efforts (Research to Prac-tice)Dr. Eric N. Wiebe, North Carolina State University Dr. Wiebe is a professor in the Department of STEM Education at NC State University and Senior Research Fellow at the Friday Institute for Educational Innovation. A focus of his research and outreach work has been the integration of multimedia and multimodal teaching and learning approaches in STEM instruction. He has also worked on research and evaluation of technology integration in instructional settings in

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Soko S Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Melissa Chapman Haynes, Professional Data Analysts, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

of students in these courses. The curriculum is divided into two strata (Taylor,Foster, & Ratcliff, 2006)—foundation courses (Introduction to Engineering Design andPrinciples of Engineering) and specialization courses (Aerospace Engineering; BiotechnicalEngineering; Civil Engineering and Architecture; Computer Integrated Manufacturing; andDigital Electronics). The sequence of courses ends with a capstone course (Engineering Designand Development) that requires students to take their own idea from design through development.In addition, Gateway to Technology is offered in middle school in selected school districts and isintended to maintain and increase middle students’ interest in STEM fields and to encourage thestudents to take the high

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

profession ofengineering or with studying the elements of an engineering course of study at a college oruniversity. Even more than the other elements of STEM, or of the equally important othercurricular areas such as the humanities and the arts, engineering learning objectives do not standalone but link with other subjects. Just as elements of mathematics, such as data analysis orgraphing, must be used in social studies to understand population dynamics, and reading is basicto science instruction, engineering practices, such as design, require the synthesis of disparatetopics to arrive at a solution. In fact, engineering can act as an integrator that provides relevanceand rigor to the study of virtually any subject.The project to define engineering

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Eugene Rutz, University of Cincinnati; Julie Steimle, University of Cincinnati; Howard E. Jackson, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

the classroom, who will implement throughteaching and learning, the explicit authentic articulation of engineering in 7th-12th grade math andscience classrooms. As a result, CEEMS has developed three pathways to educate in-service andpre-service teachers in engineering content and pedagogy so that they may, in turn, effectivelyprepare their students to understand engineering design and consider careers in engineeringfields: 1. Masters in Curriculum and Instruction (CI) degree with Engineering Education (MCIEE) specialization: This pathway provides opportunities for a) pre-service teachers with a degree in math, science, or engineering to obtain an initial Ohio Adolescent to Young Adult (OAYA) teaching license and for b) in

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

five interactivesessions. Time between sessions was used by the participants to continue curriculum production.The first interactive session served as an intensive professional development session in which theteams explored varying levels of inquiry in relationship to the integrity of academic content andquality of the cognitive tasks for multiple scenarios. After initial inquiry discussion, the SQFand the ten components were introduced to participants. The facilitator then discussed previousinquiry scenarios in regards to each component of the SQF. Potential curriculum interventionswere discussed in regards to boasting the SQF scoring for each scenario. The teams were thenintroduced to the curriculum timeline and general expectations of the

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

-12 schools, students might consider their failure in math and science as a means to beingaccepted—in other words, failure is perceived to be the social norm.5 Well thought-out, engagingengineering activities, presented as extension opportunities for K-12 students, could do doubletime: help students who are interested in engineering stay on track and interest other studentsearly on about the possibilities of an engineering future. K–12 engineering education is linkedwith the improvement of student learning and achievement in mathematics and science.6 Imaginethe outcomes if our nation’s schools pervasively integrated effective engineering education intotheir curriculum on a regular basis; the impact could have a staggering effect on our

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Fred J Figliano, Troy University

Tagged Divisions

K-12 & Pre-College Engineering

population provides the basis for America’s current educational reformagenda. The central tenet of STEM literacy is the preparation of people who are knowledgeableof the connections between the content and practices of the STEM fields. This is in contrast tothe silo method of education, which teaches the STEM disciplines independently of each other.When conceived as an integrative curriculum model designed around teamwork and problem-solving environments, Integrative STEM education is the ideal pathway for achieving STEMliteracy (Sanders, 20086, 20065; Wells, 20087).Research Design The purpose of this study was to begin to understand the impact of overtly teaching fortransfer on students learning Science, Technology, Engineering, and Mathematics

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; Michael A Evans, Virginia Tech ; Tiffany Drape, Virginia Tech; Samantha Gwai Lan Won, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

they had missed the previous week. There was little support from the Boys andGirls Club administrator to help ensure students were in attendance and the students wereresistant to attend consistently for unknown reasons. Students who would veer off-task duringthe sessions were more concerned with outside concerns than the STEM Club.This study has implications for how STEM programs can be integrated after school to reinforceschool curriculum while providing safe, secure, social outlets for developing youth. It also hasimplications for how learning can be assessed in an informal setting through interviews,documented online chatting, storyboarding, and whole setting video analysis.ReferencesBeck, E. L. (1999). Prevention and intervention