Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Ethan E. Danahy, Tufts University; Danielle Dowling, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

, M., Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups. American Journal of Physics, 1992. 60(7): p. 8.6. Kolodner, J.L., et al., Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design™ Into Practice. The Journal of the Learning Sciences, 2003. 12(4): p. 54.7. Lesh, R., and Harel, G., Problem Solving, Modeling, and Local Conceptual Development. Mathematical Thinking and Learning, 2003. 5(2/3): p. 33.8. Becker, H.J., Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Student Use, 1999, Center for Research on Information Technology and Organizations

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irina Igel, Polytechnic Institute of New York University; Ronald Leonel Poveda, 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

interests include cooperative control of multi-agent systems, flocking, and shoaling behavior in live animals, and distributed consensus algorithms analysis and computation.Mr. Ronald Leonel Poveda, Polytechnic Institute of New York University Ronald Poveda received a B.S. degree in mechanical engineering, summa cum laude, from NYU-Poly in 2009. Upon graduation, he started research for a Ph.D. degree in mechanical engineering in the Composite Materials and Mechanics Lab. He is currently serving as a teaching Fellow at the Mott Hall Bridges Academy under NYU-Poly’s GK-12 program funded by NSF and CBSI consortium of donors. In the summer of 2008, he held a mechanical engineering internship position with Motorola, Inc

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard H. Crawford, University of Texas, Austin; Christina Kay White, University of Texas, Austin; Chandra L. Muller, University of Texas, Austin; Anthony J. Petrosino Jr., University of Texas, Austin ; Austin B. Talley P.E., University of Texas, Austin ; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

representations to support conceptual design, design for manufacture and assembly, and design retrieval; developing computational representations and tools to support exploration of very complex engineering design spaces; research in solid freeform fabrication, including geometric processing, control, design tools, manufacturing applications; and design and development of energy harvesting systems. Crawford is co-founder of the DTEACh program, a Design Technology program for K-12, and is active on the faculty of the UTeachEngineering program that seeks to educate teachers of high school engineering.Dr. Christina Kay White, University of Texas, AustinDr. Chandra L. Muller, University of Texas, Austin Chandra Muller is

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Susan Lowes, Columbia University; Peiyi Lin, Columbia University; Rustam Stolkin, University of Birmingham; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

Associates.[8] Mishra, P., Koehler, M. “Technological Pedagogical Content Knowledge: A Framework for TeacherKnowledge”. Teachers College Record. Vol. 108, Number 6, June 2006, pp. 1017-1054[9] Blumenfeld, Marx, Soloway & Krajcik. (1996). Learning with peers: From small group cooperation tocollaborative communities. Educational Researcher, 25(8), pp.37-40.[10] Dewey, J. (1934). Art as experience. New York: Pedigree.[11] Papert, S. (1991). Situating Constructionism. Constructionism, eds. Idit Harel and Seymour Papert.[12] Khardon, R., Roth, D. (1997) Learning to Reason. Journal of the ACM (JACM), Volume 44, Issue 5(September 1997) , pgs: 697 – 725.[13] Roup, R. R., Gal, S., Drayton, B., & (Eds.), M. P. (1992). LabNet: Toward a community of

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, University of Minnesota, Twin Cities; Micah S. Stohlmann, University of Minnesota; Jennifer A. Kersten, University of Minnesota; Kristina Maruyama Tank, University of Minnesota; Aran W. Glancy, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

inquiry based science and math instruction using a design context can develop learners’competencies including cognitive models of how systems work, communication skills, the abilityto synthesize ideas, STEM knowledge, and the ability to evaluate designs20.(d) an ability to function on multidisciplinary teamsAn integral part of the work of engineers and most professions is the ability to work effectivelyin teams. Engineers often collaborate with people from various fields in order to effectivelydesign solutions. One of three general principles that have been proposed for K-12 engineeringeducation is to promote engineering habits of mind, which include collaboration1. K-12engineering education should involve students working in teams on design

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

(Mac, PC) and to be reasonably completed both in classrooms with computers at hand and in those with more limited (or remote) computer access.  The course can be adapted for a variety of class sizes. Materials are written for classes of approximately 20 students, but indicate options for small (fewer than 10) and large (more than 30) class sizes.  Course materials will be available electronically. Courseware decisions will be aligned with current standards but will be forward-thinking. Courseware will offer both learning management functionality and opportunities for collaboration and communication among and across groups (teachers and students

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Akim Faisal, 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

research in- terests include geotechnical modeling with transparent soils, foundation engineering, and urban geotech- nology. He makes extensive use of sensors and measurement systems in his research studies. Iskander has published 10 books, 100 papers, and graduated six doctoral students, 27 master’s students, 12 under- graduate research assistants, and supervised the research activities of three school teachers and nine high school students. Page 25.1439.1 c American Society for Engineering Education, 2012 Using Robotics to Promote Learning in Elementary GradesAbstract

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

years of grantfunding.The project had four distinct phases. In Phase One, Cohort A, high school participants, engagedin an intensive summer university experience. While participating in classroom and laboratory-based experiences, they were exposed to cutting-edge research in NASA-Related Earth SystemScience. In collaboration with university faculty, graduate students and a professionaldevelopment team of master teachers, Cohort A systematically developed NASA-related STEMK-12 teaching modules for secondary students. The proposed module development activitieswere designed to help teachers translate their new NASA-related scientific knowledge during thesummer research experience into their instructional practices in the classroom.Cohort A

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann P. McMahon Ph.D., Ann P. McMahon, LLC

Tagged Divisions

K-12 & Pre-College Engineering

-12 Science Coordinator for an inner ring public school district near St. Louis, Mo. A satellite engineer for McDonnell Douglas (now Boeing) for 10 years prior to her career in STEM education, McMahon was the Director and a Co-principal In- vestigator for one of the 88 National Science Foundation (NSF) Local Systemic Change Initiative grants awarded nationwide for science and math education reform. For 15 years, she taught physics and as- tronomy in Washington University’s graduate course series for in-service K-8 teachers. McMahon was the Founding Director of MySci, an innovative and award-winning mobile science outreach program for K-2 students. In that role, she led a collaborative partnership of scientists and science

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Sun, Purdue University; Nikki Boots, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

implement it, and personal costs of getting involved.Stage 3: Management Focus on implementation issues of efficiency, organization, management, scheduling, and time demands related to the innovation.Stage 4: Consequence Focus on the impact of the innovation on students and the possibility of modifying the innovation to improve learning outcomes.Stage 5: Collaboration Interest in coordinating and cooperating with other teachers regarding the innovation.Stage 6: Refocusing Focus on exploring more benefits of the innovation, including the possibility of making changes in it or replacing it with an alternative