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

Paper ID #10392Impact of Engineering Design Serious Game on Student Learning in a K-12CurriculumMr. Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE) Pramod Rajan got his Bachelors in Mechatronics Engineering from Bharathiar University, India in 2004 and working on his Ph.D. in Mechanical Engineering at Auburn University. He is working with the Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University. His research focuses on development and testing of innovative instructional materials like case studies, smart scenarios and serious games to improve

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

engineering teaching to frame his research on STEM teaching and learning. Nadelson brings a unique perspective of research, bridging experience with practice and theory to explore a range of interests in STEM teaching and learning.Anne Louise Seifert, Idaho National Laboratory Anne Seifert Idaho National Laboratory K-12 STEM Education Manager and the Director of i-STEM Anne Seifert is the Science, Technology, Engineering and Mathematics (STEM) Coordinator for the Idaho National Laboratory (INL). She received a BS elementary education with a focus in science and special education from University of Idaho. She completed a MA in Education Administration and an EDS in Educational Leadership at Idaho State University. As a 30

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Jablonski, Bucknell University; Margot A. Vigeant, Bucknell University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 24.493.1 c American Society for Engineering Education, 2014 Engineering Camp: a residential experience designed to build academic capital in pre-college studentsAbstractEngineering Camp is a one-week on-campus residential program that exposes pre-college (post7th -11th grade) students to engineering disciplines through introductory seminars,demonstrations, laboratory experiments, and design challenges. The program improves students‟awareness of the breadth of engineering and emphasizes the benefit of developing skills inSTEM. The camp is offered in grade-based parallel sessions geared to the audience, and camperscan return in subsequent summers. Importantly, Camp provides a

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

Paper ID #10212Using Engineering to Address the Common Core Standards: A Four WeekWorkshop (Curriculum Exchange)Dr. Patricia Carlson, Rose-Hulman Institute of Technology Dr. Patricia ”Pat” A. Carlson is a transplanted middle westerner, having spent her childhood in Norfolk, Va. She came to Rose-Hulman Institute of Technology early in her teaching career and has taught a variety of courses over the past three decades. Dr. Carlson has held a number of American Society for Engineering Education summer fellowships that have taken her to NASA-Goddard, NASA-Langley, the Army Research Laboratory in Aberdeen, Maryland, and

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Tubesing, University of St. Thomas

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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 Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Hani Mehrpouyan P.E., California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group

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K-12 & Pre-College Engineering

program was concluded with a robotic arm competition that allowed the students toshowcase their skills in front of faculty, staff, and their parents.In 2012-2013, enhancements were made to the program to include multiple aspects in Engineering.The summer engineering program in 2013 focused on a diverse set of topics in the disciplines ofelectrical, electronics, computer, and mechanical engineering. The program was divided into fourcomponents: 1. The first component provided an introduction to basic electronics with laboratory exercises that focused on the application of electronic components. These laboratories introduced the students to modern engineering measurement equipment, e.g., oscilloscopes, power supplies, and

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

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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

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

-grade students and their teachers. She went on to become head naturalist at Foothill Horizons and later performed a variety of roles in Oakdale schools, including GATE (Gifted and Talented Education) teacher/coordinator, district science mentor teacher, elementary science special- ist, and district science fair coordinator. During her final ten years in the Oakdale Joint Unified School District, Anne Marie was the District Science teacher /coordinator creating a science program that was laboratory and field based reaching over 2500 students and 120 teachers annually. Currently she is the Sci- ence Teaching Specialist for the Liberal Studies Department, Cal Poly, San Luis Obispo. She has a B.S. in Biology from Cal

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin Michael Hutchison, University of Illinois

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K-12 & Pre-College Engineering

Research Fellow and recipient of the University of Illinois Clean Energy Education, Mavis Future Faculty, and Kuehn Fellowships. Page 24.653.1 c American Society for Engineering Education, 2014 Graduate students help to create a discovery-based and cooperative learning experience about clean energy for high school students (curriculum exchange)Target Grade Level: 9-10th grade basic science and 11-12th grade advanced science classes.Authors’Names: Justin M. Hutchison, Alicia Burge, Katie M. HutchisonCorresponding Author: (J.M.H.) 4125 Newmark Civil Engineering Laboratory, MC250, 205 N

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

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K-12 & Pre-College Engineering

worked as a faculty member of the Biology Department and was Director of the elementary school outreach program in the Office of Science Teaching at Florida State University (FSU). In her 21-year career she has worked with National Oceanic and Atmospheric Association and the National Park Service as a science educator and researcher and has been executive director of multiple non-profit environmental organizations. This experience has given Beth a strong background in grant writing, partnership building, laboratory research, teaching across K-12 and adults, as well as program development and curriculum writing.Miss Nancy Anna Newsome, Georgia Tech - Center for Education Integrating Science, Mathematics, and Com-puting

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie; Robert Edwards, Pennsylvania State University, Erie

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K-12 & Pre-College Engineering

technology fields, and a preference for learning from hands-onactivities, students are beginning their university studies with little to no practical experience indesign or manufacturing processes. Much of the technical experience they do have is fromcompleting virtual labs and other computer-based instruction in high school which does notalways translate into useful abilities in a university laboratory environment with physicalequipment. These virtual activities do not provide realistic practical experience and they do littleto improve spatial skills. Students beginning their engineering and technology studies with poorspatial skills have lower levels of academic success at university. The use of haptic activities hasbeen shown as a necessary

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Daney, Downingtown Area School District & Villanova University; Aaron P. Wemhoff, Villanova University; Gerard F. Jones, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

University. He earned his PhD from UC Berkeley in 2004, and he previously worked as a staff engineer at Lawrence Livermore National Laboratory.Dr. Gerard F. Jones, Villanova University Following a several year period as a project engineer for Mobil Oil Corporation in Paulsboro, New Jersey, Jerry Jones joined the University of Pennsylvania, receiving his MS in 1975 and PhD in 1981. Jones was a technical staff member with Los Alamos National Laboratory (LANL) in New Mexico until 1987. His research activities included experiments, analysis, and simulations on thermal systems, including solar and geothermal energy conversion. He consulted with LANL on a wide array of technical topics from 1990 until 2006. Jones joined the

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Penn State Harrisburg; Sofía Carolina Maldonado, Texas A&M International University; Gerardo J. Pinzon PE, Texas A&M International University; Rohitha Goonatilake, Texas A&M International University, Laredo, Texas

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K-12 & Pre-College Engineering

Laboratories and employment with Koch Industries. Dr. Bachnak is a registered Professional Engineer in the State of Texas, a senior member of IEEE and ISA, and a member of ASEE.Miss Sof´ıa Carolina Maldonado, Texas A&M International University Sof´ıa Carolina Maldonado is a graduate student at Texas A&M International University (TAMIU), cur- rently completing a M.S. in Information Systems. She obtained her B.S. degree in Systems Engineering from the same University in Fall 2011. Sof´ıa was a Distinguished Student Scholar and Student Respondent at the Fall 2011 Commencement Ceremony. Throughout her TAMIU education, she has been a member of the Phi Kappa Phi Honor Society and Vice-President and Treasurer of the

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint; Pattabhi Sitaram, Baker College, Flint; Tom Spendlove, Baker College, Flint

Tagged Divisions

K-12 & Pre-College Engineering

, out of which eight were female. The one-week camp was structured around differentengineering disciplines - civil, computer, electrical, mechanical, and optical engineering. A totalof nine instructional modules, each three-and-a-half-hour long, were developed and taught byengineering faculty during the camp. Groups of students rotated through morning and afternoonsessions conducted in our engineering laboratories. They were given an introduction tofundamental engineering principles followed by hands-on experimentation in the lab. In additionto the faculty members teaching the program, a couple of undergraduate engineering studentswere present to help and mentor, which turned out to be a great learning experience for them. Toconclude the camp

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College

Tagged Divisions

K-12 & Pre-College Engineering

to perform simple calculations. To help students see the breadth possiblewithin engineering a variety of tours and short activities across different engineering disciplineswere included: a visit to a biomedical laboratory, measurement of the power generated by solarpanels, a visit to the heating plant on campus, and creation of a new chemical formula for slime.As a culminating experience, the students worked in small groups to design and build a projectof their choice; students chose to build longboards, electric guitars, robots, and telescopes in thisfinal week, learning about bending strength, music, programming, and optics along the way.Activity RatingsAt the end of the workshop students were surveyed and asked to rate their enjoyment

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

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K-12 & Pre-College Engineering

., Murray, L. B., Dubea, C., & Williams, M. K. (1987). Continuing to learn: A guidebook for teacher development. Andover, MA: Regional Laboratory for Educational Improvement of the Northeast & Islands.6. Klingner, J. K. (2004). The science of professional development. Journal of Learning Disabilities, 37, 248-255.7. Lewis, J., & Day, G. (2004). Continuing professional development for teachers. Journal of Biological Education, 38, 144-144.8. Bredeson, P.V. (2000). Teacher learning as work and at work: exploring the content and contexts of teacher professional development. Journal of In-Service Education, 26, 63-72.9. Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development

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

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

PhD in 2000, Page 24.868.4Dr. Seybold took a position with Cal Tech / NASA Jet Propulsion Laboratory (JPL) inCalifornia. During the period from 1993 to 1999, TSGC handled the agenda, application processand logistics while LPI handled the production of learning materials, speakers, and tours. Whena full-time Education and Outreach Coordinator (the first author) was hired at TSGC, a LiftOffplanning committee was formed and the program became much more tightly structured.Members of the committee include NASA engineers, NASA education staff, former participants,space industry staff, and TSGC staff.Initially, our focus was on providing teachers with

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

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K-12 & Pre-College Engineering

engineering. New York: Teachers College Press. 8. Markus, G. B., Howard, J. P. F., & King, D. C. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. Educational Evaluation and Policy Analysis, 15, 410-419. 9. Batchelder, T. H. & Root, S. (1994). Effects of an undergraduate program to integrate academic learning and service: Cognitive, prosocial cognitive, and identity outcomes. Journal of Adolescence, 17, 341-355. 10. Giles, D. E. & Eyler, J. (1994). The impact of a college community service laboratory on students’ personal, social, and cognitive outcomes. Journal of Adolescence, 17, 327-339. 11. Astin, A. W. & Sax, L. J. (1998). How

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee McCall, Arizona State University, Polytechnic campus; Randi Michelle Taylor, Arizona State University; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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K-12 & Pre-College Engineering

taught on anaerobic digestion, student used theirknowledge of the human digestive system to describe how an anaerobic digesters works.Refer to Figure 4 below. . Figure 4: Collaboratively, students discussed how anaerobic digesters and human digesters had similar processesTeams of students worked even closer with anaerobic digestion by setting up anaerobicdigesters. As shown in Figure 5, students set-up an anaerobic digester. Items needed toset-up for the anaerobic digesters were inexpensive and easily accessible. Studentsfollowed the laboratory and safety procedures, which were provided and included in theappendix. Figure 5: Students mix manure and

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Beau R. Vezino, University of Arizona; James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

of Education in Curriculum and Instruction (2009) and a Bachelor’s of Science in Mechanical Engineering (2005). He has received the UA Graduate Access Fellowship, the Mary & Maude Miller Scholarship, and the SRP Learning Grant. Beau’s research interest lies in understanding how students can best learn and teachers can best teach engineering in the pre-college setting.Prof. James C. Baygents, University of ArizonaDr. Jeffrey B. Goldberg, University of Arizona Dr. Jeff Goldberg is Dean, College of Engineering, and Professor in Systems and Industrial Engineering at Arizona. He was employed at Vector Research and Bell Laboratories. He is currently a Principal of Silver Oak Research Inc. which specializes in deployment

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Inst. of Tech.

Tagged Divisions

K-12 & Pre-College Engineering

associate at the Electromagnetics Laboratory in the University of Illinois at Urbana-Champaign. He was an assistant professor with the Department of Elec- trical Engineering, the University of Texas at Arlington from 2005 to 2012. He joined the Department of Electrical and Computer Engineering, West Virginia University Institute of Technology as an assistant professor in 2012. His current research interests include wireless power transmission, radar systems, mi- crowave remote sensing, antenna design, and computational electromagnetics. He was the recipient of the first prize award in the student paper competition of the IEEE International Antennas and Propagation Symposium, Boston, MA in 2001. He served as the chair of

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

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K-12 & Pre-College Engineering

.!! Page 24.105.10!References!1. E. Davis, D. Petish, J. Smithey, “Challenges New Science Teachers Face,” Review of Educational Research, 76, 2005, pp. 607-651.2. NJ Department of Education, Core Curriculum Content Standards, http://www.state.nj.us/education/cccs/3. Bernie Trilling & Charles Fadel, “21st Century Skills - Learning for Life in our Times,” Wiley, 2009.4. Eric Westervelt, “To Make Science Real, Kids Want More Fun,” National Public Radio, Morning Edition, http:// www.npr.org/2013/12/17/251675532/to-make-science-real-kids-want-more-fun-and-fewer-facts5. T. Jong, M. Linn, and Z. Zacharia, “Physical and Virtual Laboratories in Science and Engineering Education,” Science, 340, 2013, pp. 305-308.6. TeachEngineering, Providing

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

 were  determined  based  on  an  informal  survey   of  student  interest  and  an  analysis  of  the  “richness”  of  the  context  to  incorporate   engineering  principles  with  middle  school-­‐-­‐-­‐level  mathematics  and  science  concepts.   The   topics  were  also  inspired  by  research  done  by  the  lead  University  in  one  of  their  physics   laboratories,  as  well  as  by  research  done  by  the  National  Aeronautics  and  Space   Administration  (NASA).    The  basic  flow  of  each  of  the  courses  is  the  same.   This  paper  will   highlight  the  Biomechanics  course  in  detail.     Each  design  challenge  is  presented  to  the  students  as  a  Request  for  Proposal

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andres Cornel Chavez, California State University Northridge; Stephanie Marie Jaco, California State University Northridge; Alejandro Roldan, California State University Northridge; Matthew Ferrer, CSUN; Joyceanne Sim; George Youssef, California State University, Northridge

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K-12 & Pre-College Engineering

Engineers and Mentors: A Model for Student-Led Engineering Outreach." American Society for Engineering Education. American Society for Engineering Education, 2011.[2] Brophy, Sean, et al. "Advancing engineering education in P‐12 classrooms." Journal of Engineering Education 97.3 (2008): 369-387.[3] Dawson, Anthony, and Matt Hartley. "GAMES FOR SCIENCE AND ENGINEERING EDUCATION." COMMUNICATIONS OF THE ACM (2007).[4] Feisel, Lyle D., and Albert J. Rosa. "The role of the laboratory in undergraduate engineering education." Journal of Engineering Education 94.1 (2005): 121-130.[5] Felder, Richard M., et al. "The future of engineering education II. Teaching methods that work." Chemical Engineering Education 34.1 (2000): 26-39.[6] Mills

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

STEM fields. The goal was to determine if exposing the students to a roboticworkshop would influence them to consider a career in a STEM discipline.The questionnaire used a Likert scale for the intrinsic motivation inventory (IMI) assessmentproposed in McAuley et al.8. IMI is used to measure participants' subjective experience as it isrelated to a specific activity in a laboratory setting, or as in our case, the robotics workshop. Thequestions in this survey measure four major dimensions of internal, or intrinsic, motivation.These dimensions are 1) interest/enjoyment, 2) perceived competence, 3) effort/importance and4) tension/pressure. The questions listed in the appendix are based on these four dimensions.With this questionnaire the

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

then connected to a small electric water pumpwhich is itself driven by a photovoltaic panel. This gives students an opportunity to be sure theirsystem is working and to make preliminary observations of the water heating effect. As the initial system is observed and proven to be functional, student groups are asked todiscuss possible variables affecting performance, and select a variable to test during the follow-on lab the next day. This team discussion is critical in understanding how engineers reallydevelop their own investigations. From NGSS Appendix F - Science and Engineering Practicesin the NGSS: “In laboratory experiments, students are expected to decide which variables should betreated as results or outputs, which should

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Reed Campbell, Robert Morris University; Sarah Marie Riordan, Robert Morris University; Stephanie Abbott; Sarah Mukui Mutunga, Robert Morris University

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K-12 & Pre-College Engineering

project helped me to learn what research is like. We run into many problems along the way, but we were able to cope with them and complete our project, and still have fun along the way What, to you, were the most important features of PGSS? Please explain.  Being in a setting with other driven, intelligent students who also wanted to be here allowed me to preform my best.  The laboratory experience and team project. It showed me what scientific research is really like. It allowed me to use equipment and technology not available at my high school.  The most important part was getting to work with equally brilliant people. I never

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

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K-12 & Pre-College Engineering

engineering through a two-week residential summer camp. The Summer Engineering Instituteprovides participants an insight into the engineering profession and the engineering educationalsystem through a combination of lectures, hands-on laboratory activities, field trips, workshops,panels, and projects. Among the strategies employed in developing the program are emphasizingall the major fields of engineering and the various paths to an engineering career, including therole of community colleges; targeting first generation students and underrepresented minorities;collaborating with high school faculty and staff through a nomination process to identify andselect potential students; collaboration among community college and university faculty indeveloping

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

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K-12 & Pre-College Engineering

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

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K-12 & Pre-College Engineering

2 2 1 1 1 3 2012 1 1 1 1 1 2 2013 1 1 1 3 2*2003 information unavailableThe teachers overwhelmingly reported positive experiences from the research time with thefaculty. The post-program surveys for cohorts 2011-2013 included the following statement: “Theresearch experience in my faculty mentor's laboratory enhanced my summer experience.” Of the37 teachers responding in the post-program survey, 78% “strongly agreed” and 19% “agreed”with this statement (mean 4.76 ± 0.49). The quotes below typify the sentiments of the majorityof the