Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Shultz, Drexel University; Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.)

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Diversity

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K-12 & Pre-College Engineering

Paper ID #14110A Hands-On, Arduino-Based Approach to Develop Student Engineering Skillsand Introduce Cybersecurity Concepts to K-12 StudentsMr. Robert Shultz, Drexel University Robert Shultz is a 3rd year Biomedical Engineering PhD student, and a GK-12 fellow at Drexel University.Mr. Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania Daniel Ueda is the Associate Director for Education and Outreach at the GRASP Laboratory, University of Pennsylvania. He earned a BS in Mechanical Engineering from Rensselaer Polytechnic Institute and a MS in Teaching Mathematics from Pace University. Ueda has worked as a product

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

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Diversity

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K-12 & Pre-College Engineering

last part of the day, students participated in healthy lifestylesactivities. The objectives of the program were accomplished through many features such asprescribed hands-on experiments and activities, facility tours, library visits, computer lab time,design and prototyping an invention, and project presentations. Table 2 provides an overview ofthe week’s activities. Each aspect of the program is described in detail in the following section.Prescribed Hands-On ExperimentsStudents spent half of their day conducting laboratory experiments. These laboratory activitiesfocused on raising students’ awareness of the diverse types of engineering and providinginstruction on related STEM concepts. The experiments consisted of 1. Extracting DNA

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

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Diversity

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K-12 & Pre-College Engineering

high schools.Providing students with enhanced opportunities for collaboration, social engagement, andresearch, the program’s model of integration requires networking across disciplines and physicalspace. Students participate in real-time, in-person and virtual lectures, as well as week-longsummer camps and Saturday experiences for hands-on activities, team-building, interaction anddiscussion, and problem-solving. Science courses meet two Saturdays a semester to completehands-on laboratories. These are complemented by in-class laboratory demonstrations andonline, virtual laboratory activities. Presently, instructors are developing an integrated set ofdesired outcomes and assessment tools informed by ABET accreditation standards. Areas

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology; Nicholas Kumia, Vaughn College of Aeronautics and Technology; Shouling He, Vaughn College of Aeronautics & Technology

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Diversity

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K-12 & Pre-College Engineering

paper is to develop the courseware that will introduce high schoolstudents to engineering through robotics. The courseware development includes methods forteaching robotic hardware - through chassis assembly and sensor integration, software throughbasic programming techniques including the creation of algorithms, and the problem solvingskills required in engineering. It is expected that this course layout described in Figure 1 and thecorresponding courseware development will benefit those who are thinking of running a pre-college engineering course at other institutions. This course was divided into lectures and laboratory exercises. On the lecture days thestudents were taught new materials about robotic hardware and software design

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

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Diversity

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K-12 & Pre-College Engineering

Dakota School of Mines and Technology Karim Muci-K¨uchler is a Professor of Mechanical Engineering and Co-Director of the Experimental and Computational Mechanics Laboratory at South Dakota School of Mines and Technology (SDSM&T). Before joining SDSM&T, he was an Associate Professor of Mechanical Engineering at the University of Detroit Mercy. He received his Ph.D. in Engineering Mechanics from Iowa State University in 1992. His main interest areas include Computational Mechanics, Solid Mechanics, and Product Design and Development. He has taught several different courses at the undergraduate and graduate level, has over 50 publications, is co-author of one book, and has done consulting for industry in Mexico

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

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Diversity

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K-12 & Pre-College Engineering

Paper ID #12025A Robotics-Focused Instructional Framework for Design-Based Research inMiddle School ClassroomsMr. Matthew Moorhead, NYU Polytechnic School of Engineering Matthew Moorhead received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently pursuing a M.S. degree in Mechanical Engineering at NYU Polytechnic School of Engineering, Brooklyn, NY, where he is a teaching fellow in their GK-12 program. Matthew also conducts research in the Mechatronics and Controls Laboratory with an interest in robotics and controls.Dr. Jennifer B Listman, NYU Polytechnic School of

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

Avneet Hira, Purdue University, West Lafayette; Morgan M Hynes, Purdue University, West Lafayette

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Diversity

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K-12 & Pre-College Engineering

). Hence human-centered contexts for design activities allow for richproblem scoping and also result in more authentic learning experiences.Making following an Interest-Based FrameworkAll claims made in this paper converge to the need for an interest-based framework forengineering design in the K-12 classroom. We propose using classroom Makerspaces as a meansto implement this framework. Our proposition in addition to the aforementioned need is alsoparticularly meritorious on several other grounds that we will discuss in this section.(1) The idea of making and digital fabrication labs has strong historical and theoretical roots.Stager 33 writes about the implications of the Constructionist Learning Laboratory (CLL) thatemerged a decade before 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

Jay B. Brockman, University of Notre Dame; Douglas C. Hall, University of Notre Dame; Sean Patrick Martin, University of Notre Dame's DeBartolo Performing Arts Center; L. Arielle Phillips, University of Notre Dame

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Diversity

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K-12 & Pre-College Engineering

therich sound. The oscilloscope waveform clearly shows the presence of the fundamental frequency andoctave above.Reflection: How did the session with the fifth graders go? What did the undergraduatestudent learn? What should be changed?Audio Electronics CourseEE 40345 - Audio Technology, taught each fall since 2011, aims to examine the scientificand engineering principles at work behind audio technology and soundphenomena. Topics explored include acoustics and psychoacoustics, microphone andspeaker characteristics, filters and equalization, Fourier transforms, audio equipmentspecifications and measurements, digital formats, synthesizers, and recording. Thecourse has been taught in a laboratory setting and incorporates a substantial "hands-on

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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Diversity

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K-12 & Pre-College Engineering

literature. Paris: International Institute for Educational Planning.[8] Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).[9] S. Y. Yoon, H. Diefes-Dux, and J. Strobel, (2013) “First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers,” Am. J. Eng. Educ. AJEE, vol. 4, no. 1, pp. 67–84.[10] Guskey, T. R. (1998). The age of our accountability. Journal of Staff Development, 19(4), 36-44.[11] Newman, D. (2010). An empirical

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria Alessandra Montironi, UC Davis; Daniel S Eliahu, UC Davis C-STEM Center; Harry H. Cheng, University of California, Davis

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Diversity

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K-12 & Pre-College Engineering

, Davis where he has helped author a comprehensive curriculum intended to teach 3D modeling skills to K- 12 students. He is an active member of the UC Davis C-STEM Center and has designed numerous educational accessories for use with the modular Linkbots produced by Barobo Inc.Prof. Harry H. Cheng, University of California, Davis Dr. Harry H. Cheng is a Professor in the Department of Mechanical and Aerospace Engineering, Grad- uate Group in Computer Science, and Graduate Group in Education at the University of California, Davis, where he is also the Director of the Integration Engineering Laboratory (http://iel.ucdavis.edu). He founded and directs the UC Davis Center for Integrated Computing and STEM Education (C-STEM

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois, Urbana-Champaign; Carla D Hunter, University of Illinois, Urbana-Champaign; Kathryn B. H. Clancy, University of Illinois, Urbana-Champaign; Ayesha Sherita Tillman, University of Illinois at Urbana-Champaign

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Diversity

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K-12 & Pre-College Engineering

science of hair. In our first year of the camp, we devised a lesson onrace and hair to help students think about the ways their ancestry and cultural conditioninginfluenced their hair texture and hairstyle choices. We knew the girls would be using an AFMmicroscope as part of the hands-on learning at the camp, thus combining a conversation aboutrace and ancestry with the ability to observe differences in hair under the microscope would helpstudents connect social issues with laboratory methods. As the GAMES girls tend to be abouttwo thirds white, we also thought introducing small group and intergroup interaction would be animportant way to engage on this topic12.We began the lesson, led by Dr. Kathryn Clancy, with a discussion question: What do

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

day the students were given a brief lecture showing how engineers use thetechnologies they were working with and were introduced to the state of the art including videoclips from work being done by researchers at various universities and tours of laboratories atECU. They then had to put this knowledge together to build a robot that could navigate a linedcircular path while determining how far it had traveled along that line, avoid running into otherrobots on the line, and determine what the depth was of some artificial terrain designed tosimulate the ocean floor. The students worked in pairs and in some cases groups of three toaccomplish the daily tasks

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

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

heart of our e-pedagogy is to provide opportunities for learners to think about new questions or work with newinformation. An effective way to increase the likelihood of this kind of thinking is to havelearners write about their ideas, which occurs throughout the Rio’s Brain learning adventure. Page 26.475.7Figure 3: Sample screenshots from the introductory graphic novel in the Rio’s Brainlearning adventure. They show Rio coming to Sadina’s house for help; Rio telling thebackstory of his camping trip; Rio telling about falling off a cliff; Rio in bed in theSCARE laboratory; Rio looking at his own brain in a vat; and Rio and Sadina

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

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

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Diversity

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K-12 & Pre-College Engineering

one pre-serviceteacher shared in the second check-in, “I struggled thinking of things to talk about that theengineers would know a lot about because of the lack of information I had about what theyactually did.” By understanding what the engineers did, the students discussed it might help to doa better job in developing the science club experiences as they could plan activities to connect toengineering.The other most discussed barrier was the language differences. The pre-service teachersrecognized there are differences in the language used to communicate information. Theengineering students discussed laboratory experiments and content; the pre-service teachersdiscussed the abilities of children and how to plan lessons. As one student

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

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Diversity

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K-12 & Pre-College Engineering

Technology Education Laboratories. Journal of Technology Education. 2005; 42.16. High School Engineering Program, http://www.pltw.org/our-programs/high-school-engineering-program, January 4, 2014.17. Engineering by Design, http://www.iteea.org/EbD/ebd.htm,18. Singhose W and Donnell J. Introductory Mechanical Design Tools. Department of Mechanical Page 26.844.12 Engineering, Georgia Institute of Technology, 2009.19. Engineering Design Process, http://www.teachengineering.org/engrdesignprocess.php, January 4, 2014.20. NGSS Lead States. Next Generation Science Standards: For States, By States. Washington