Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

-based research topics as students are into the second year of their research projects. Thecurriculum will introduce students to practices in many areas of engineering and relateddisciplines. During the course, students apply programming and electronics knowledge to theRaspberry Pi computer and interface with a variety of sensors for real world data collection, suchas wireless water quality sensors. Students can also use robotics platforms for understandingbasic concepts in kinetics, control, programming, and intelligent systems. Other projects arerelated to the design and development of floating platforms and turbines for offshore windenergy. While the aim of this course is on integrating general engineering practices with scienceconcepts, we

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, North Dakota State College of Science; Kristi Jean, North Dakota State College of Science; Frank M. Bowman, University of North Dakota; Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.891.1 c American Society for Engineering Education, 2015 Impact of the You’re Hired! Program on Student Attitudes and Understanding of Engineering (RTP, Strand 4)AbstractTo meet the growing need for qualified employees in STEM-based careers, it is critical thatmiddle and high school students participate in activities that increase their awareness ofopportunities in these areas. With proper design, these activities can not only increase awarenessof STEM-based careers, but can also help overcome current stereotypes and lead to a change inattitudes towards these careers. Researchers at North Dakota State College of Science, alongwith the University of North Dakota and North Dakota State

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.894.8Findings section of this paper show results indicating that YSP students showed highlysignificant gains in all areas examined: 1) Fundamentals of neuroscience, engineering, andneuroethics research, 2) Neural engineering best practices, and 3) Connections to neuralengineering industry and careers.Post-program Reflective SurveysAn end-of-program survey was given to YSP students at the conclusion of each summer programto measure the impact on students’ content knowledge and skill set competency in areas ofneural engineering. A retrospective pre-test design was used on some survey questions todetermine if there were statistically significant differences in knowledge of neural engineeringskill sets.13 Considerable empirical evidence

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Nancy Anna Newsome, CEISMC - Georgia Tech; Marcela Nicole Moreno, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

Bachelor of Science in Public Policy from Georgia Tech in 2008. After graduation Anna spent a year working for a private sector event firm before eagerly returning to her alma mater and joining the Center for Education Integrating Science, Mathemat- ics, and Computing in January 2010. Anna completed a Master of Science in Educational Research with a concentration in Research, Measurement, and Statistics from Georgia State University in May 2013.Ms. Marcela Nicole Moreno, CEISMC Marcela Moreno is an Educational Outreach Coordinator for three National Science Foundation projects, SLIDER (Science Learning Integrating Design, Engineering and Robotics), AMP-IT-UP (Advanced Man- ufacturing & Prototyping Integrated to

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

support inthese three areas in a professional development program may contribute to improving STEMcurriculum design. Despite the rise in interest in integrated STEM education, there is little research on thequality of STEM curricular materials and professional development opportunities for teachers tosuccessfully integrate STEM. This study provides evidence for the impact of a professionaldevelopment program that aims to provide opportunities for teachers to explore STEMintegration and develop their own STEM units. Thus, the study findings have implications for thedesign of new STEM education professional development programs for teachers. First, teachersneed opportunities to learn new knowledge and skills to implement integrated

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shashi S. Nambisan P.E., University of Tennessee, Knoxville; Jennifer Richards, University of Tennessee; Wenshu Li, The University of Tennessee

Tagged Divisions

K-12 & Pre-College Engineering

experiences fromthe summer Academy and the lesson plans developed therein, so as to help inform and attractother teachers to such opportunities. The plans are to post on-line the lesson plans developed by Page 26.1605.2participants in the Academy. This would make them available for worldwide access and helpbroaden the program’s reach and impacts.Review of relevant literature Research has identified five core features of best-practices for teacher professionaldevelopment Academies. These include: (a) content focus, (b) active learning, (c) coherence, (d)duration, and (e) collective participation. Content focus is defined by pedagogy and

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distinguished Award for Excellence in the cate- gory Inspiration through Leadership. Moreover, he is a recipient of 2014-2015 University Distinguished Teaching Award at NYU. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of NYU-SoE’s Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 7 chapters in edited books, 1 book review, 55 journal articles, and 109 conference papers. He has mentored 1 B.S., 16 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 under- graduate senior design project teams

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

involvesthe key factors of substantial time investment, systemic support, and opportunities for activelearning.3 Heck et al. further emphasize the importance of time investment, as their research onteacher professional development indicates that teachers’ use of innovation was greatest in thefirst 80 hours of interaction and then leveled off, but after 160 hours, innovation increasedagain.9 This seems to suggest that a one or two day workshop on incorporating engineeringdesign will not be enough to transform teachers’ practices. Likewise, Guskey identifies the twohighest levels of evaluation of professional development as teacher participants’ use of newknowledge and skills and impact on student learning outcomes.7 Training teachers to utilize the

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Glenn W Ellis, Smith College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia K Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. With expertise in the design of PD and learning communities, Beth leads a collaboration with educators as co-PI on an NSF K12 engineering education project. She is the 2014 Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Massachusetts Professor of the Year.Ms. Isabel Huff, Springfield Technical Community College After participating in the instructional design of Through My Window during her four years as an un- dergraduate, Isabel is thrilled to be working full-time as the outreach coordinator. She graduated summa cum laude from Smith College with a double major in Economics and Spanish in Spring 2014 and now works on the Springfield Technical

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel Wilson Knight, University of Colorado, Boulder; Michael Hannigan, University of Colorado - Boulder; Madeline Polmear, University of Colorado, Boulder; Lisa Gardiner, UCAR Center for Science Education; Katya Anna Hafich, University of Colorado - Boulder; Ashley Monika Collier, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

recruited from areas that aretargeted by this SRN. During the fall online course, teachers learned about climate and energy.During the winter online course teachers focused on the environmental impacts of oil and gasdevelopment and met graduate student researchers with the SRN project. The spring onlinecourse will focus on teaching controversial topics and best practices for curriculum developmentand will be led by SRN network curriculum design experts. A workshop in the spring will bringteachers and SRN researchers together to discuss ideas for classroom activities that bring thescience and engineering of the project to middle and high school learners. During July, teacherswill be in residence at an SRN host facility and will work in collaboration

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura E. LeMire, The Community College of Baltimore County

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

between science and technology, and understand or apply the engineering designprocess, recognizing design constraints and trade-offs of each design.8 Unfortunately, thereexists a lack of access to adequate resources – including qualified STEM teachers.9According to the National Science Board (NSB), teacher quality is one of the most importantfactors that influence student learning, and ongoing professional development is one of thefactors that affect teacher quality. The NSB cited work done by researchers Boyd, et al.;10Clotfelter, Ladd, and Vigdor;11 Goe;12 Guarino, Santibanez, and Daley;13 Hanushek;14 and Harrisand Sass15 that corroborates the positive impact that high-quality teaching has on student

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering; David R. Heil, David Heil & Associates, Inc.; Derek W Rector, Diamax Information Systems; Jana Jurukovska, Diamax Information Systems

Tagged Divisions

K-12 & Pre-College Engineering

research on women in science and engineering into practical tips for faculty mem- bers. She earned M.S. and Ph.D. degrees in Cognitive and Human Factors Psychology from Kansas State University and a B.A. in psychobiology and political science from Wheaton College in Massachusetts.Greg Pearson, National Academy of Engineering Greg Pearson is a Senior Program Officer with the National Academy of Engineering (NAE) in Washing- ton, D.C. Greg currently serves as the responsible staff officer for the NSF-funded project ”The Status, Role, and Needs of Engineering Technology Education in the United States.” He is also study director for the Chevron-funded project, Guiding Implementation of K-12 Engineering in the United States. He

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

and science inquiry to improve learning16.Furthermore, the new Common Core Math Standards call for students to practice applyingmathematical ways of thinking to real world issues and challenges. Those real world challengesnaturally exist when engineers use math to explain science and design technologies, products,and processes to positively impact society6. Ohio adopted the new standards on June18, 2010 forfull implementation to take effect the 2013-2014 school year21.Research has shown that student-centered learning approaches are efficacious in improvingstudent learning11. In particular, the challenge based learning (CBL) methodology proposed byApple Computer, Inc., employs a multidisciplinary approach in encouraging students to use

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

) National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010) Common Core State Standards. Retrieved from http://www.corestandards.org/.13) Wendell, Kristen Bethke (2014) "Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience," Journal of Pre-College Engineering Education Research (J- PEER): Vol. 4: Iss. 2, Article 4.14) Tafur, M., Douglas, K. A., & Diefes-Dux, H. A. (2014). Changes in Elementary Students’ Engineering Knowledge Over Two Years of Integrated Science Instruction (Research to Practice). Presented at the American Society for Engineering Education Annual Conference and Exposition, Indianapolis, IN.15) McCormick, M. (2014

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

/ELI7080.pdf. Accessed on 01/07/15.5. Kukreti, A. R., Rutz, E. E., Steimle, J., Jackson, H. E., and Maltbie, C. (2013), Training Secondary Math and Science Teachers to Bring an Engineering Perspective to the Classroom. Proceedings of the ASEE Annual Conference and Exhibition. Atlanta, GA.6. Felder, R. M., Brent, R., and Prince, M. J. (2011), Engineering Instructional Development: Programs, Best Practices, and Recommendations. Journal of Engineering Education, 100(1), 89 – 122.7. Wlodkowski, R. J. (1999), Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. 2nd ed. New York: John Wiley and Sons.8. Daugherty, J. L. (2012), Infusing Engineering Concepts: Teaching Engineering Design. Available at

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

obviation of failure, every new failure – no matter how seemingly benign – presents a further means towards a fuller understanding of how to achieve a fuller success.23End point failure, however, is not a desired outcome for an engineer. When such failures occur,analysis of the event is performed to understand heretofore-unknown risks or the impact ofunintended usage, or to examine the failure in light of new knowledge or research.24 Engineerspersistently engage in what Petroski calls a “thoughtful reappraisal of even centuries-oldfailure[s] to yield new lessons from old examples.”25 Designing and testing for limits to establishfactors of safety at final product stage is an engineering norm. In the field, failure is used as ameans to

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Science Achievers, and ACS Project SEED. She’s been invited back do pharmaceutical engineering research with Research Experience for Teachers at NJIT every summer for the last 8 years now, with her Project SEED students. In 2008 one of her research students became a Science Talent Search Finalist. He also won best in category awards at the Intel International Science and Engineering Fair two years in a row. In 2010 she was named a Society for Science and the Public Teacher Fellow, and served on the Advisory Council for Intel ISEF since 2012. Marie currently teaches three levels of engineering courses, that she designed, and coaches students doing science research projects for competitions.Dr. Howard S. Kimmel, New Jersey

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

matter knowledge of student participants is also discussed. The paper further highlightsbest practices that have been developed at the STEM Institute host college to assist otherinstitutions in developing a similar program to increase subject matter knowledge as well asinterest and self-efficacy in STEM.1. IntroductionIncreasingly publications describe our nation’s compelling need for “home-grown” STEMprofessionals while at the same time condemn the lack of preparedness of most graduates forthese jobs. Experts are also concerned that that the aging workforce and a reduced labor poolwill impact professionals available for the federal STEM workforce.1 Moreover, despite high

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

tools to do engineering, it is engineeringdesign, not content, that the Framework recognized as the “defining feature of engineeringpractice”6 (p.2). Engineering design is the process of using iterative cycle of defining problems,gathering solution ideas, and systematically selecting, testing, optimizing and communicatingsolutions. Researchers stress that engineering design is not simply the application of sciencecontent1,10. Rather, engineering design is a particular problem-solving practice “involving acomplex mixture of knowledge, process, and the enabling of skills or graduate attributes neededfor professional practice”6 (p. 2). While there are a variety of models describing engineering

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Susan Beth D'Amico, NC State University; Landon Drew LaPorte, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

always been chosen to address thecamp goals, as stated in the Introduction, but they have not always been well designed to do so!It is important to realize that this is not intended to be a research project. The assessments aredesigned to match how well the camps meet the camp goals, which can be modified if desired bythe team. Research can be (and has been) overlaid. A paper about a project done by our Collegeof Education partners has been submitted to this conference. In addition, the camps frequentlyencompass the broader impacts portions of grants belonging to fellow researchers byincorporating research-based activities. The camps make an excellent test bed for research, butthis paper does not incorporate those results.The first type of

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

result oftheir summer research experiences, or the results could mean those teachers are more highly motivated,therefore encouraging their students to perform better in their classes. And it is likely that the moreeffective teachers are more likely to participate in a RET program.Standards-Based Lesson PlanningOur RET program was designed to provide:1. The teachers with six weeks of discovery-based research experiences in carefully selected projects from which they can develop new knowledge and skills that they can incorporate into their teaching practices.2. Guidance for the teachers to develop, during their summer internship, age-appropriate lessons, modules and other teaching materials that can be implemented in their classrooms and

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian David Hartman, Oregon State University; Kimi Grzyb, Oregon State University; Katharine G. Field, Oregon State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13866A Framework for K12 Bioenergy Engineering and Science Concepts: A Del-phi Consensus StudyMr. Brian David Hartman, Oregon State University Brian is a doctoral student in science education at Oregon State University. He has 4 years of experience teaching high school science and practiced engineering for 12 years. His research interests include k12 biological and chemical engineering curriculum development, nature of engineering, and creativity in engineering design.Kimi Grzyb, Oregon State UniversityDr. Katharine G. Field, Oregon State University Dr. Kate Field has degrees from Yale University, Boston

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

reform effort risks being undermined by the curricular and cultural practices thatpervasively shape student experience and outcomes and drive away too many could-be engineerswith diverse interests, aptitudes, lived experiences, and values.PDI’s response to the bait-and-switch problem employs design-oriented logics of engagement inparallel with the fundamentals-first approach, which provides a partial corrective to the logic ofexclusion. This configuration offers educators new avenues for thinking about explicit andimplicit connections between the design-centric emphasis in K-12 and the content-driven modelof fundamentals first. Moving forward, we hope to conduct empirical research using participantobservation and interviews to compare students

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jale F. Akyurtlu, Hampton University; Otsebele E Nare, Hampton University; Lumumba Harnett, University of Kansas

Tagged Divisions

K-12 & Pre-College Engineering

, he participated in several research assistant positions with a focus in renewable energy and youth education. His research interest include radar and mobile communication signal processing. Address: Information and Telecommunication Technology Center, Nichols Hall, 2335 Irving Hill Rd, Lawrence, KS 66045 Phone: (785) 864-7708 Email: lharnett@ku.edu Page 26.1451.1 c American Society for Engineering Education, 2015 System Analysis Methodology for Teaching K-12 Algebra: An Instrument for Introducing the Engineering Design Approach in K-12 Education

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

what thiscareer path would look like in practice, but I’m committed to finding out.About half way through my freshman environmental seminar, my professor, Dr. Walther, askedme if I would be interested in working on a research project in engineering education. Hedescribed a study of media representations of engineering that he was working on with hiscolleague and told me that they were looking for a student who would like to help with dataanalysis. I agreed, and attended his research group’s next meeting. I was initially intimidated byworking with professors on a research project, but I quickly became comfortable after help andencouragement from my supervisors.My participation in this research group formed the context for the present

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Lise Johnson, The Center for Sensorimotor Neural Engineering; Michael W. Shaw, Cleveland STEM High School; Shannon Jephson-Hernandez, Center for Sensorimotor Neural Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11752Exploring Neural Engineering with a Teacher-Authored Science Curriculum(Curriculum Exchange)Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering Kristen Clapper Bergsman is the Pre-College Education Manager at the Center for Sensorimotor Neural Engineering at the University of Washington. She is also a doctoral student and graduate research assistant in Learning Sciences and Human Development at the University of Washington. Previously, Kristen worked as an educational consultant offering support in curriculum development and production. She received her M.Ed. in Curriculum and Instruction

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, West Virginia University; Dustin Drake, Utah State University; Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13238Changes in Latino/a Adolescents’ Engineering Self-efficacy and Perceptionsof Engineering After Addressing Authentic Engineering Design ChallengesDr. Joel Alejandro Mejia, West Virginia University Joel Alejandro Mejia is an Assistant Professor of Engineering Education at West Virginia University. He is interested in research regarding underrepresentation of minority groups in Science, Technology, Engi- neering, and Mathematics (STEM), especially the use of culturally responsive practices in engineering education. He is particularly interested in the use of comprehension strategy instruction in linguistically

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Ying-Chih Chen, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Kendra Rae Beeley

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.1753.5 impacts on people and the natural environment that may limit possible solutions. MS-ETS1-3. Students, who demonstrate understanding, will be able to analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.Respondents were provided a link that allowed them to view these performance expectationswithin the NGSS context. This enabled them to view the other Engineering Design performanceexpectations, as well as the Science and Engineering Practices, Disciplinary Core Ideas, andCrosscutting Concepts which the NGSS indicate underpin these

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Vincent William DeLuca, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

impactful scholarly research. For example, there are opportunities toinvestigate the effect of teacher PCK on student performance and achievement in engineering atthe K-12 level. There’s also a need to explore the relationship between teacher PCK and K-12students’ interest levels in engineering careers. Moreover, evaluation of this type of a programcould generate best practices for developing PCK in secondary engineering teachers. Overall,this Master’s degree program has the potential to increase the number of qualified Technology,Engineering and Design Education teachers in the state of North Carolina, and is a great exampleof how two colleges can work together to find a solution for societal needs.References1. PCAST. 2012. Engage to excel

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei, Texas A&M University at Qatar; Brady Creel, Texas A&M University at Qatar; John S Small, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

 University  at  Qatar  has  been  recognized  as  one  of  the  leading  institutions  offering  engineering  degrees  in  the  region.    The  campus  has  attracted  over  85  full-­‐time  faculty  members  representing  some  of  the  best  minds  in  engineering  education  and  scholarship.    STEM  Education    The  State  of  Qatar  has  long  acknowledged  the  intrinsic  value  of  science,  technology,  engineering  and  mathematics  (STEM)  for  empowering  upcoming  Qatari  talent  and  to  transform  this  fast-­‐growing  country  into  a  world-­‐class  research  and  discovery  icon  in  the  region.    Further,  Qatar’s  efforts  to  nationalize  its  energy  workforce  and  reduce  dependence  on  foreign  workers  creates  an