Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

, andadministrators see the benefits of PD in creating an engaging learning environment. TheSPDRweb model assists other researchers in math, science and education by providing a modelfor team teaching at the University level and in creating a true K-16 learning environment, wherestudents, teachers, and communities for school-aged, undergraduate and graduate studies areinvolved in curriculum improvement as a team. KEEP has the ability to impact any individual orprogram working to improve STEM curriculum development and learning success.AcknowledgementsThe work presented here was supported by the University of Kentucky College of Education,College of Engineering Alumni Donations, and the Office of the Executive Vice President forResearch.Bibliography1 Clark

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

2006-1974: USING RESEARCH AS A TOOL FOR STUDENT RECRUITINGAdrienne Minerick, Mississippi State University ADRIENNE R. MINERICK Adrienne Minerick is an Assistant Professor of Chemical Engineering at Mississippi State University. She received her PhD from the University of Notre Dame in August 2003. Adrienne teaches the required graduate ChE math, process controls, and helps with the Introduction to Chemical Engineering class. Adrienne's research is in medical microdevice diagnostics and dielectrophoresis. She is active in ASEE.Bill Elmore, Mississippi State University BILL ELMORE, Ph.D., P.E., is Associate Professor and Hunter Henry Chair, Mississippi State University. His teaching

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

to prepare them to teach in theclassroom. This year the Fellows completed an Instructional Planning course and aTeaching Practicum with the Grant Coordinator. The course evaluations for both thesecourses indicated the Fellows felt these courses were effective in helping them developgood teaching skills and giving them exposure to best practices. For the InstructionalPlanning course, Fellows reported the following;100% The course provided useful information about best teaching practices and instructional approaches.86% Have a greater understanding of how education, research and professional activities can overlap to affect my own success.86% Helped develop authentic learning modules for middle and secondary classrooms.Fellows rated

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

checked theentries for completion. In addition, mentors wrote 3000-word reports synthesizing their researchduring the program.The purpose of these investigations was to engage the mentors in the practice of teaching andlearning in a deeper way by asking them to formally design their research effort and describehow they intend to perform their investigations, especially in the face of their overarching dutiesas mentors to their students. The collective efforts of the mentors provided a powerful analysis ofthe ideas we applied to the InnoWorks program. Most of the mentors found that by engaging intheir role as educational researchers, their mentoring experience became substantially moreinteresting, fulfilling and effective. Similar efforts in other

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Donna Barrett, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

participantschange their teaching practices, by increasing the use of strategies such as inquiry/hand-onlearning and integrating disciplines and subjects, after participation in the SWEPT program. Thepositive impact of collaborations between teachers and mentors is also evident in articles writtenby teachers participating in SWEPT/RET. Research-based experiences enhance contentknowledge and can lead to the development of classroom lessons that use best practices such asproblem-based learning. In one such example, a Georgia Tech biomedical engineering facultymember, a graduate student, and a high school biology teacher have embarked on a journey ofdeveloping and implementing problem-based units that revolve around various biomedicalengineering topics.17

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

2006-1120: A VALID AND RELIABLE SURVEY INSTRUMENT FOR MEASURINGK-12 TEACHERS' PERCEPTIONS AND NEEDS ON DESIGN, ENGINEERING,AND TECHNOLOGYSenay Yasar, Arizona State University Senay Yasar is a Ph.D. student in Science Education, Department of Curriculum and Instruction at ASU. She earned her MA degree in Science Education at Arizona State University. Her BS degree is in Physics Education. Her principle research areas are inquiry-based learning and science and technology education. She teaches an elementary science methods course for undergraduate students.Dale Baker, Arizona State University Dale R. Baker is a Professor of science education in the Department of Curriculum and Instruction at

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

, 22 teachers from nineschools were introduced to the detailed 8-step design process through activities in water-treatment and assistive technology [4]. These 8-steps come from the MA curriculum frameworkand are “Identify the need or problem, Research the need or problem, Develop possiblesolutions, Select best solution(s), Construct a prototype, Test and Evaluate, Communicate thesolution, and Redesign,” as shown in Figure 1. Although the concept of the design process wassimilar, the content of the original TEMI workshop and the one for grade 3-5 teachers was quitedifferent.Overall the TEMI workshop is still an amalgamation of short activities, presentations, guestlectures by engineers, discussions and field trips. However it has been modified

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Scott Douglas, Southern Methodist University

Tagged Divisions

K-12 & Pre-College Engineering

towards the study and education of pre-college and collegeengineering. In a small population study taken during the second year of the program’simplementation, 65% of all students who completed the Infinity Project pre-collegecurriculum plan to pursue engineering in college. Only about 2% of all students whograduate from high school are interested in pursuing such degrees1. Teachers whocomplete a one-week-long training seminar designed to prepare them for teaching theyear-long course have also given positive comments towards the program – some of thesecomments include “Best training I have ever seen” and “My state needs this curriculumnow.” Additional details regarding the structure and outcomes of the Infinity Project canbe found in several

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

P. Ruby Mawasha, Wright State University; Kumar Yelamarthi, Wright State University; Paul Lam, University of Akron

Tagged Divisions

K-12 & Pre-College Engineering

, American Society of Mechanical Engineers and American Society for Engineering Education. Dr. Mawasha has received numerous honors including Omicron Delta Kappa (Leadership), Pi Tau Sigma (Mechanical Engineering), Pi Mu Epsilon (Mathematics), and Tau Beta Pi (Engineering). His research interests include thermo-fluids sciences, bioengineering, applied mathematics, and engineering education.Kumar Yelamarthi, Wright State University KUMAR YELAMARTHI is a Ph.D. student. He holds the MSEE from Wright State University. He serves as the lead Graduate Teaching Assistant for the Freshman Engineering and Computer Science Program. He was honored as the most outstanding graduate student in 2004, outstanding

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

pre-collegiate/collegiate/graduate educators in setting research agendas and distributing results for the benefit of society. • Provide broadly accessible, state-of-the-art information bases and shared research and education tools.From these goals, a range of educational reform objectives evolved – covering delivery ofinstruction, learning outcomes, teacher/instructor training and professional development, andsocial impacts. The Education Committee selected five target populations that include K-12,Undergraduates, Graduate Students, Industry representatives, and citizens.The focus of this paper is the K-12 target population (students and teachers). In addition, inputon how best to construct a plan so that WATERS Network can

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

. Thompson, and J. Pelt, (2005). “Measuring the Influence of Engineer and Elementary Science TeacherCollaborations Using the Draw an Engineer Instrument.” Paper presented at the Association for the Education ofTeachers of Science Annual Conference, Colorado Springs, Colorado, January 20, 2005.11. S. Thompson, (2002). "The Influence of a Graduate Teaching Fellows Collaboration on Science Teachers'Inquiry Practices and Perceptions," Doctoral Thesis, Vanderbilt University, December 2002, 205 pp.12. L. Avery, N. Trautmann, and M. Krasny, (2003). “Impacts of Participation in a GK-12 Fellowship Program onTeachers’ Conceptions and Use of Inquiry Science,” 2003 National Association for Research in Science TeachingAnnual Meeting, Philadelphia, Pennsylvania

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

and serves as the director of the Project Lead the Way training institute in Maryland.© American Society for Engineering Education, 2006 Research of Project Lead The Way® (PLTW) Curricula, Pedagogy, and Professional DevelopmentAbstractPre-college students must be educated to make informed decisions in our technology-basedworld. Project Lead The Way® (PLTW), a pre-engineering curriculum, focuses on producingsecondary graduates with an enhanced level of technological literacy and competency. Theresearch activities regarding increasing engineering and technological literacy of K-12 studentsin the PLTW network will provide a perspective of how well pre-college students are learningabout technology and engineering

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Engineering education. She previously earned her M.S. in Electrical Engineering from Tufts University in 2005 and B.S. in Electrical Engineering from Suffolk University. Nataliia is currently a research assistant at the Center for Engineering Outreach where she is involved in using engineering approaches to teach high school students science and mathematics.Igor Verner, Technion-Israel Institute of Technology Igor M. Verner received the M.S. degree in Mathematics from the Urals State University and the Ph.D. in computer aided design systems in manufacturing from the Urals Technical University, Ekaterinburg, Russia. He is a Senior Lecturer and a coordinator of teacher-training programs at the

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Caroline Beller, Oklahoma State University; Pamela Fry, Oklahoma State University; Adrienne Redmond, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

designed to guide the nation toward a scientifically literate society. Based Page 11.302.3on exemplary practice and research, the Standards describe a vision of the scientificallyliterate person and present criteria for science education that will allow that vision tobecome reality. Teachers must have theoretical and practical knowledge and abilitiesabout science, learning, and science teaching. General competencies for licensure andcertification in Oklahoma are also addressed. State competencies for licensure andcertification for elementary education also inform course content, as well as theOklahoma Priority Academic Student Skills (PASS) and the

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

decisions on a global scale. Scientific and technical literacy will empower students tobecome responsible citizens in the rapidly changing world in which we live, and will preparestudents for effective participation in the decisions and actions that take place in their homes,their communities, and their world.[7] Likewise, literacy within the environmental sciences willprepare students for interpreting and acting on issues related to energy and the environment.Project based learning has been suggested to present the best case for teaching and learningscience process skills and content.[8, 9] The technique has roots in the “learning by doing”approach to education promoted by John Dewey.[10] The curriculum is generally centered aroundthe assignment

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

-appropriate literature and assessment activities designed to measure the children’s learning to atarget audience of LHS visitors, children ranging in age from 4th to 5th grade who visit themuseum. This final project has enormous potential for learning for both the undergraduatestudents and the younger children. The undergraduate students are given the unique experienceof determining how engineering lessons can be most effectively presented while the youngerchildren are exposed to interesting engineering research and applications in a format that isdesigned to attract and hold their attention. The lively interaction between undergraduates andthe visiting children is a rare opportunity for a diverse group of youth to interact with Universitystudents

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sheryl Burgstahler, University of Washington; Richard Ladner, University of Washington; Annemarie Poginy, University of Portland

Tagged Divisions

K-12 & Pre-College Engineering

full of hundreds of cellular automata that can be made into interesting behaviors. As mentioned earlier, to actually program a behavior it takes an understanding of Wolfram’s numbering system for two state automata. There are many beautiful designs that can be created from very simple rules. • Tactile Maps: One of the more interesting projects in recent years is taking color maps of the university campus and processing them for printing on an embosser so that they can used by blind students and visitors to the campus. This is actually a very large research project, but pieces of it were done in the Game of Life workshop. Types of processing that had to be done include replacing one color by

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Ted Foster, University of Maryland-Baltimore County; Dean Sheridan, Glen Elg High School, Howard County Public Schools, Maryland; Carolyn Parker, George Washington University

Tagged Divisions

K-12 & Pre-College Engineering

and mentoring awards and the 2006 USM Regents Award for Collaboration in Public Service.Ted Foster, University of Maryland-Baltimore County Ted Foster, Ph.D. is Assistant Dean of the UMBC College of Engineering and Information Technology, where he coordinates accreditation activities and directs graduate programs in Systems Engineering and Engineering Management. Prior to coming to UMBC, he had a 36-year career at Westinghouse and Northrop Grumman, managing research and advanced development in microelectronics and microwave technology for modern radar systems.Dean Sheridan, Glen Elg High School, Howard County Public Schools, Maryland Dean Sheridan has been an engineering design