Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

investigated different combinations ofthe electrical components creating varying types of circuits, progressing to constructing theirown homemade switches from the household objects. PICO Cricket kits were introduced andstudents used the PICO software to program and design intelligent reactions to mechanicalactions. Continuing with the PICO Cricket Kits students constructed creations (autonomous artinstallations) that would respond to stimuli from their surroundings (e.g., sound, movement,touch, and light). Individual and class discussions fortified the relationships betweeninputs/outputs and chain reactions. Ultimately, the entire cohort engaged in the creation andexecution of a large-scale chain reaction (Rube Goldberg Machine). Students were placed

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

hands-on activities, the lessonsapply otherwise complex mathematical and scientific concepts in ways that students can relate toand understand. For example, during the “Speed” curriculum, teachers and mentors implement a“Motion and You” PowerPoint and interactive lesson that provides instruction based onNewton’s laws of motion. Teachers and mentors pair the abstract knowledge learned from thelesson with an activity in which students measure the motion of different types, sizes, shapes andweights of mobile objects as they race down a car track. Additionally, new lessons and activitiesare continuously being developed by teachers and mentors based on noted student interest,advisory board feedback, teacher/mentor areas of expertise and evolving

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Pamela Dexter, Purdue University, West Lafayette; Jane Hunter, University of Arizona; James C. Baygents, University of Arizona; Michael Gerard Thompson

Tagged Divisions

K-12 & Pre-College Engineering

Bedford, Indiana supported by Prof. Ed Coyle (co-founder of EPICS) andCrane Naval Surface Warfare Weapons Center 28. The EPICS High School team produced adesign for an assistive technology device that received a provisional patent and placed second ina national entrepreneurship competition. The class attracted a high percentage of women withenrollment of females exceeding males most semesters. The success of the pilot EPICS HighSchool motivated an expansion into five states supported by a grant from Learn and Serve Page 25.484.4America.The program has continued to grow and this paper will provide a description of EPICS and howit is implemented at

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Sharnnia Artis, The Ohio State University; Ruth Friedman, The Ohio State University; Glenda LaRue, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

attractiveness to female students as a way ofincreasing the overall number of women in the engineering pipeline.Outside of summer camps in computing and computer science very few reports have been madeon single-discipline and single-sex summer camps in engineering8, 9. As a result, the purpose ofthis paper is three-fold: 1) to provide an overview of the development of a single-discipline,single-sex pre-engineering camp; 2) to discuss a formative evaluation plan for assessing the pre-engineering camp; and 3) to reveal anecdotal lessons learned to assist future camp directors. Inthe next sections, this paper uses CheME & YOU @ OSU as an exemplar single-discipline,single-sex pre-college engineering outreach program designed to attract young women

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

, and encouragingthem to pursue their interests.Volunteers from IndustryIndustry serves as a valuable resource for bringing engineering education to the K-12 classroom.Employees of engineering and technical companies, make ideal mentors and helpers in theclassroom. Volunteer programs at these companies can support teachers in bringing hands-onengineering lessons to their students by providing volunteers as classroom helpers, makingdesign projects more manageable. These volunteers are active in engineering and research on adaily basis, and thus are freshly knowledgeable with engineering concepts. The volunteer-teacherteam collaborates to develop and implement interactive engineering lessons, with a focus onintegrating the engineering content

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Michael Khoo, University of Southern California; Ellis Meng, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

expertise of an urban school of engineering, school ofmedicine and school of education. The BMERET program has provided middle schooland high school science teachers in urban settings with opportunities to engage withpremiere researchers in BME laboratory settings at a top tier research university. Withthe combined expertise of the BME scientists and education faculty, BMERET teacherparticipants are creating powerful curriculum to use in their middle school and highschool science classrooms. The teacher participants have experienced greater scienceteaching efficacy then their non-participant teacher peers, which may be as a result of thecollaborative RET experience. Sixth through twelve grade teachers have benefited greatlyfrom bringing the BME lab

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Tony Docal, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2082: ENGAGING K-12 TEACHERS IN TECHNOLOGY TOOLSTO SUPPORT ELECTRONIC AND MOBILE LEARNING THROUGH ANONLINE PROFESSIONAL DEVELOPMENT COURSEMeltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is a Research Scientist in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at the Georgia Institute of Technology. Dr. Alemdar has experience evaluat- ing programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from multi-level evaluation plans designed to assess pro- gram impact to

Conference Session

Best Practices in K-12 Engineering: Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Elizabeth A. Parry, North Carolina State University; Lizette D. Day, Rachel Freeman School of Engineering; Augusto Z. Macalalag Jr., Stevens Institute of Technology; Albert Padilla Jr., Jersey City Public Schools; Malinda S. Zarske, University of Colorado, Boulder; Patty Ann Quinones, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

aim of these workshops is to enhance the teachers’ repertoire of engineering lessonsthat are available for elementary and middle school teachers, and help them to adapt andimplement these lessons in their classrooms. For instance, teachers used the Design Squad’slessons to learn the engineering design process. In the engineering design process, the learnersengage in asking questions, imagining possible solutions, planning, creating, and improvingdesigns to solve a problem (see Appendix D). Classroom support visits were another componentof the program intended to ensure success of the teachers implementing what they learned fromthe courses into their classrooms. Site visits were also used to document and assess the needs ofteachers and

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Dale Bremmer, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

national attention. Some include indices that correlate resources to specific state ornational academic standards. Most improve convenience and accessibility by at least an order ofmagnitude over conventional Internet searches.Our purpose here is to recount how program assessment and lessons learned over three years offielding the portal have helped us to identify PRISM’s core competencies for transforming middleschool STEM teaching and learning.1.0 PRISM: A Portal with a PurposePartnerships between K-12 and collegiate institutes have proliferated over the last two decades.Add the power of the Internet, and you have many vertical alliances hoping to transformeducation. We believe PRISM represents one of the best of its category. PRISM addresses

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Jay Caponigro, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Education, 2012 I2D2: Imagination, Innovation, Discovery, and DesignAbstractA large-scale collaborative learning project involving first-year engineering students at a privateresearch university and fifth graders from local schools was developed and implemented duringthe fall of 2010. Entitled “I2D2: Imagination, Innovation, Discovery, and Design,” theprogram’s success in the first year has inspired program continuation during the 2011 schoolyear and beyond. The program focuses on creativity and innovation, and using experimentationto test ideas. While this could be classified as an outreach event, the program was developedwith an intended dual benefit of both college and intermediate school students. The collegestudents

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

Tagged Divisions

K-12 & Pre-College Engineering

development; cognition; learning;achievement; informal education; non-formal education; mentor; out-of-school; after school;enrichment; and extracurricular.Overall, multiple searches in the formal education, informal education, and cognitive areasuncovered over 500 reference citations. The abstracts of these articles were reviewed to gleanmore information about content and relevance. Papers were initially included if the programdescribed or studied integrated at least two STEM subjects. Four other criteria were alsoconsidered:  Does the integration include engineering as one of the integrated subjects?  Does the article provide empirical evidence regarding the impact of the program or a review of research on

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

. Of the 135 EiE teachers who began the project, 114 completed the first year of datacollection. Of the 114, 73 taught the EiE curriculum to only one classroom of students duringyear 1, while 41 taught the EiE curriculum to two or more classrooms of students. In total, 3620students learned the EiE curriculum during the first year of the project. A subset of 26 E4 Project teachers were selected at the beginning of the first year of datacollection for close observation to gather qualitative data regarding teacher instruction, teacherfidelity of implementation, student engagement and teacher-student interactions. Theirclassrooms are “Case Study Sites” where E4 Project team members: video-record classroomactivity and student team group