Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harry H. Cheng, University of California, Davis

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norman "Storm" Robinson III, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Tech

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norman F. Robinson III, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Jessica D. Gale; Beth A. Kostka, Georgia Institute of Technology; Nancy Anna Newsome, Georgia Tech - Center for Education Integrating Science, Mathematics, and Computing; Brian Douglas Gane, University of Illinois, Chicago; Jayma Koval, Georgia Tech, CEISMC; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learning.Sabrina Grossman, CEISMC: Georgia TechDr. Jessica D GaleBeth A. Kostka, Georgia Institute of Technology Beth Kostka has been with Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics and Computing since 2012 and serves as a Research Associate and Curriculum Writer. She originated in Wisconsin and received a B.S. in Biology from Syracuse University and a M.S. in Aquatic Environmental Science from Florida State University with an emphasis in Science Education. Prior to Georgia Tech she

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE); P.K. Raju, Laboratory for Innovative Technology & Engineering Education (LITEE); John Timothy Gill, Lee-Scott Academy

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10284Using Curriculum-Integrated Engineering Modules to Improve Understand-ing of Math and Science Content and STEM Attitudes in Middle Grade Stu-dentsJessica M Harlan, University of South Alabama Jessica M. Harlan is a PhD student in Instructional Design and Development at the University of South Alabama (USA). She is currently working with the USA evaluation team for the Engaging Youth through Engineering middle school engineering module program. Prior to her work at USA, Jessica was a train- ing officer for the Office of Research at the University of California, Davis. She continues to work as an instructional

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anne Marie Bergen, Cal Poly State University; Katherine C. Chen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

could later be used in their K-12 classrooms. Theassociated pedagogy of open-ended design challenges in meaningful context and the iterativeengineering design cycle are also part of the curriculum. Hands-on engineering design activities are tobe integrated into four of the six existing science courses for Liberal Studies majors. The initialengineering experience is presented in the physical science course focused on forces, motion, andenergy. The emphasis of this initial activity is an introduction to the engineering design processthrough an in-class parachute activity titled “Medical Mission Drop,” adapted from an Engineering isElementary (EIE) module.Intro to Engineering Pre-activity: On a large Post-it® sheet, teams create and draw a "user

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9710Nature-Inspired Design: A PictureSTEM Project Curriculum Module (Cur-riculum Exchange)Dr. Tamara J Moore, Purdue University Tamara J. Moore, Ph.D. is an Associate Professor of Engineering Education at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and higher education mathe- matics, science, and engineering classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her research agenda focuses on defining STEM integration and investigating its power for student learning. She is creating and testing

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

-12 Engineering Research and Learning (INSPIRE) and a member of the educational team for the Network for Computational Nanotechnology (NCN). Page 24.270.1 c American Society for Engineering Education, 2014 Changes in Elementary Students’ Engineering Knowledge Over Two Years of Integrated Science Instruction (Research to Practice) Strand: Engineering across the K-12 curriculum: Integration with the Arts, Social Studies, Science, and the Common CoreIntroductionIn part due to an increased global demand for engineers

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elise K. Morgan, Museum of Science Boston, Engineering is Elementary; Erin M. Fitzgerald, Museum of Science; Jonathan D. Hertel, Engineering is Elementary, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

they were interested in professional development to integrate theircurrent engineering curriculum with mathematics. Seventy one percent of respondents said theywould find an organizational tool helpful for planning integrated lessons for their students.A second survey was e-mailed to 1262 teachers who had participated in previous EiE workshops.Of those e-mailed, only 97 participants responded. The results for this survey are depicted inFigure 1. Teachers' Reported Most Useful Supports One-on-one support with engineering Online resources to better teach engineering PD support to integrate EiE with language arts PD support to integrate EiE with science PD support to integrate engineering with math

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9986Examination of Integrated STEM Curricula as a Means Toward Quality K-12 Engineering Education (Research to Practice)Mr. Aran W Glancy, University of Minnesota, Twin Cities Aran W. Glancy is a Ph.D. Candidate in STEM Education with an emphasis in Mathematics Education at the University of Minnesota. He is a former high school mathematics and physics teacher, and he has experience both using and teaching a variety of educational technologies. His research interests include mathematical modeling, computational thinking, and STEM integration. Specifically, he is interested in the ways in which integrating

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan Atkins Pruet, STEMWorks; Melissa Divonne Dean, Mobile Area Education Foundation

Tagged Divisions

K-12 & Pre-College Engineering

truly integrate science, technology, engineering and mathematics learning in the classroom. She is an experienced science educa- tor having lead for years the development of informal curriculum and programs for the Science Centers in Alabama and Louisiana. She is highly experienced in curriculum development, writing, training and im- plementation. She has lead teacher development programs, as well as conducted pilot engineering design lessons in the classrooms. She works closely with STEM teachers in the 60,000 students Mobile County Public School System and has the reputation as a teacher leader and change agent. Her work with K-12 students, teachers and education administrators is gaining attention and respect

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10198Curriculum Exchange: Studio STEM, Engineering After SchoolDr. Christine Schnittka, Auburn University Dr. Christine Schnittka is an assistant professor in the College of Education and the Department of Curriculum and Teaching with a joint appointment in the College of Engineering. Her current research involves developing and evaluating engineering design-based curriculum units that target key science con- cepts and environmental issues through the contextual lens of problem-based learning. Prior to receiving her Ph.D. in science education at the University of Virginia, Dr. Schnittka was a middle school teacher

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Kip Hacking

Tagged Divisions

K-12 & Pre-College Engineering

taught with an integrated approach in mind. The central idea being to show the students howall STEM subjects tend to rely on each other, and that having a tactile application for these principlesenhances the learning process.ROV State-wide Competition In addition to having teachers explain pertinent STEM concepts and supervise the construction ofan ROV, we thought it would be beneficial to offer a motivation for the students to strive to optimize theirROV design. Many similar organizations such as MATE and SeaPerch have had great success with andsupport for competitions, and we felt that using a similar motivation would prove effective. We constructeda small slalom course out of PVC pipe that stood on the bottom of the pool. The given

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Lesley Eva Bristol, Maui Economic Development Board; Graham R. DeVey, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

- ogy Program. He directs the statewide program Island Energy InquiryTM , a place-based, inquiry learning curriculum for STEM teachers in grades 5-12. He holds a Master of Arts in Teaching degree (Physics) and a Bachelor of Science in Mechanical Engineering and Aeronautical Science, with 18 years of expe- rience in engineering management and 19 years as an educator, curriculum developer, and professional development specialist. Page 24.481.1 c American Society for Engineering Education, 2014 Energy Inquiry: Hands-on, Inquiry Learning Methods to Enhance STEM

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

. Schliemann, A. (1998). Logic of Meanings and Situated Cognition. Learning and instruction, 8(6), 549–560. Page 24.981.136. Karmiloff-Smith, A., & Inhelder, B. (1975). If you want to get ahead, get a theory. Cognition, 3(3), 195–212.7. Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 Education  : Understanding the Status and Improving the Prospects.8: Hester, K. and C. Cunningham (2007) Engineering is Elementary: An Engineering and Technology Curriculum for Children. American Society for Engineering Education Annual Conference and Exposition, Honolulu, Hawaii.9: Kolodner, J.L., P. Camp, D. Crismond, B

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Foy, L&N STEM Academy, Knox County Schools; Chien-fei Chen, University of Tennessee, Knoxville; Erin James Wills, University of Tennessee, Knoxville

Tagged Divisions

K-12 & Pre-College Engineering

, he was selected for the CURENT RET (Re- search Experience for Teachers) program, and in 2013 for an REV (Research Experience for Veterans) program. At CURENT, Mr. Foy developed curriculum materials which assist him in explaining power generation and transmission to high school math, physics, and programming courses.Dr. Chien-fei Chen, University of Tennessee, Knoxville Chien-fei Chen received the B.S. degree in English Language and Literature from National Cheng Kung University, Taiwan, in 1992, and the M.S. in Communication, and Ph.D. in Sociology degrees from Wash- ington State University in 1995 and 2009, respectively. Her current research interests include public ac- ceptance of smart grid, renewable energy

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Tubesing, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9355LEDs & Lamps – A Friendly Affordable Gateway to Electrical Exploration(Curriculum Exchange)Mr. Andrew Tubesing, University of St. Thomas Andrew Tubesing is Laboratory Manager for the Electrical Engineering program at University of St Thomas in St. Paul, MN. He also serves on the faculty of the UST Center for Pre-Collegiate Engineering Education. Andrew has taught university courses in circuits, electronics, and engineering design for more than a decade. Prior to his academic career, Andrew spent 12 years as an engineer in the broadcast and telecommunications fields. Andrew holds a BA from St. Olaf College

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee Hobbs, Arizona State University, Polytechnic campus; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

K-12 & Pre-College Engineering

teams of middle and high school-aged students tolearn and apply the engineering design process to build Rube Goldberg-style chain reactionmachines. These summer camp programs teach real-world engineering skills, provide experiencewith systems thinking and multi-team collaboration, integrate arts and STEM, and create apathway for student to better understand careers in engineering and other science, technology,and math fields.For the Summer 2013 implementation of the summer camp programs, new content modules onenergy and anaerobic digestion were integrated into the curriculum and introduced at three highschool sites, i.e.; two in Arizona and one in Trinidad and Tobago. A total of 65 students rangingfrom ages 13 to 18 participated in the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

24.1347.1 c American Society for Engineering Education, 2014Using Teacher Feedback to Improve the Design of a Fourth Year High School MathematicsCurriculum (Research to Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignAbstractThis paper presents an evaluation of a high school mathematics curriculum, NICERC’sAdvanced Math for Engineering and Science (AMES), through high school teacher feedbackalong with conclusions from this evaluation. First, the reason behind creating such a curriculumis discussed, followed by a description of the curriculum as well as the implementation process,and lastly the evaluation and conclusion sections.The motivation for creating

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brandon Gregory Morton, Drexel University ; Youngmoo Kim, Drexel University; Matthew Nester VanKouwenberg; Chris Lehmann, Science Leadership Academy; Jessica S. Ward, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10316Developing Curriculum For Introducing CyberSecurity To K-12 StudentsMr. Brandon Gregory Morton, Drexel University (Eng.) Brandon Morton is currently pursuing a Ph.D. in Electrical Engineering at Drexel University. He received his B.S. in Computer Engineering from the University of Maryland, Baltimore County in 2009 and his M.S. in Electrical Engineering from Drexel University in 2011. He was an NSF GK-12 fellow from 2011 to 2014. Currently he is researching methods for detecting influence between musical artists.Prof. Youngmoo Kim, Drexel UniversityMatthew Nester VanKouwenbergMr. Chris Lehmann, Science Leadership

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Meagan McKinney, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

STEM teaching and learning with local STEM related resources guided thedesign of our week-long integrated STEM K-12 teacher professional development (PD) program,i-STEM. We have completed four years of our i-STEM PD program and have made place-basedSTEM a major emphasis of our curriculum. This report focuses on the data collected in thefourth year of our program. Our week-long i-STEM PD served over 425 educators last summer(2013), providing them with in depth theme-based integrated STEM short courses which werelimited to an average of 15 participants and whole group plenary sessions focused around placed-based integrated STEM, inquiry, engineering design, standards and practices of Common Coreand 21st Century skills. This state wide PD was

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith

Tagged Divisions

K-12 & Pre-College Engineering

Meet the Common Core Standards:Examples from a Workshop for Middle School STEMDr. Patricia A. Carlson, Professor and PRISM Director, Email: carlsonp@rose-hulman.edu Dr. Erin Phelps, Matt Davidson, Bob Jackson, and Ryan SmithWhat’s Available at the Station: This collaboration includes Vigo County School Corporation (Terre Haute, IN)and Rose-Hulman Institute of Technology’s PRISM Project (http://rose-prism.org). A package of materials provides(1) an overview for the integrated curriculum approach, (2) synopses of the three workshops given by engineeringprofessors, and (3) examples of lessons – based on engineering concepts – developed by 6th – 8th grade teachers.Visitors to the exhibit table will be greeted by members of the PRISM team, a

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

in environmental engineering. She is also active in K-12 STEM initiatives. Page 24.105.1 c American Society for Engineering Education, 2014 A standards-based tool for middle school teachers to engage students in STEM fields (Research-to-Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum Design!Middle school teachers play an instrumental role in promoting student interest in science andengineering fields. Studies have shown that engaging students early on can inspire students topursue degrees in STEM fields for higher education. This work

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose M. Garcia, Purdue University (Statewide Technology); Yury Alexandrovich Kuleshov, Purdue University, West Lafayette; John H. Lumkes

Tagged Divisions

K-12 & Pre-College Engineering

oriented and integrates severaldisciplines” when talking about benefits of robotics curriculum in STEM classrooms. Wedewardet al.6 do not directly mention the systematic nature of robotics in education while stating thattheir robot kit provides “a basis of studies in math, physics and computer programming”.Nordstrom et al.1 emphasize the multidisciplinary nature of robotics that “makes it a natural toolfor science and engineering education at many levels”. Weinberg et al.7 consider the possibilityand the growing popularity of using robotics in all disciplines including liberal arts studies, thushighlighting the systematic nature of robotics.An after-workshop questionnaire was employed in this study to obtain student perceptions andinterests in

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin Michael Hutchison, University of Illinois

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10239Graduate students help to create a discovery-based and cooperative learningexperience about clean energy for high school students (curriculum exchange)Mr. Justin Michael Hutchison, University of Illinois Justin Hutchison, M.S., is currently a doctoral student in Civil and Environmental Engineering at the Uni- versity of Illinois. He is treasurer of the local student chapter of American Society for Engineering Edu- cation (ASEE) and a coordinator for graduate student outreach in the Civil and Environmental Graduate Student Professional Development Program. Mr. Hutchison is a National Science Foundation Graduate

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

, including their capacity-building and school partner- ship programs. She coordinates the Integrated Teaching and Learning Program’s NSF-funded TEAMS Program (Tomorrow’s Engineers. . . creAte. iMagine. Succeed.) which engages more than 2,200 K-12 students in engineering throughout the academic year and summer months. She is also a contributing curriculum writer and editor for the TeachEngineering digital library, also an NSF-funded project. Janet holds a master’s degree in Information and Learning Technology from the University of Colorado Denver and a bachelor’s in Communication from the University of Colorado Boulder.Prof. Derek T Reamon, University of Colorado, Boulder