Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Steckel, St. Vrain Valley School District; Patty Ann Quinones, St. Vrain Valley School District; Malinda S. Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

experience in a variety of STEM fields including robotics, biotechnology, and renewableenergy. Qualified graduates of the Academy are guaranteed admission into the engineeringcollege at the University of Colorado Boulder. Currently, there are 400 students enrolled. TheSTEM Academy is connected to the IC through the Academy’s Capstone Design Projects. Theseinvolve projects in engineering and computer programming which are accomplished with ICsupport. This allows for strong alignment of the Academy’s curriculum with IC resources. Page 24.755.3The Innovation CenterThe St Vrain Valley School District’s Innovation Center (IC) seeks to invent a pipeline

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

engineering or STEM project before this point. Third, the three teacherswere interested in creating an engineering project that would span the kindergarten, third gradeand sixth grade classes. And fourth, the unit studied was created based on a need these teachersidentified in their own school. This was of special interest for the researchers since a key focus ofthe capstone course was to understand that engineers solve real problems. These teachers agreedto serve as a case study and the following findings focus on these in-service educators.Teacher reflections, student interviews, classroom observations, and teacher interviewscorroborated the findings. The case study allowed for the following data collection: studentinterviews, classroom

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

(grade 9) course,during which they explore the engineering design process and learn the importance of teamworkin engineering. Grades 10 and 11 offer the STEM Academy students a range of semester-longCreative Engineering and Advanced Engineering courses—with discipline-specific topicsranging from biomedical engineering to environmental or robotics—modeled after CU-Boulder’sFirst-Year Engineering Projects course curricula. Additionally, one of these design courses isoffered in the summer for students to take full advantage of the engineering course options in theSTEM Academy.The culminating Senior Capstone Design course provides students with the opportunity toresearch and design a year-long engineering project in teams. These projects are

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Turner Ralph Swanson, Tau Beta Pi Engineering Honor Society; Justin Matthew Collins, Milwaukee School of Engineering; Jill Frey, Sweet Water Foundation; Joey Zocher, Escuela Verde; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

MSOE’s TRIO Student Support Services program. He is developing a liquid-nitrogen-fueled vehicle with a group of fellow undergraduates for his capstone senior design project, and he is co-founder of Milwaukee Cryonetic Motors, Inc. a sustainable transportation start-up company working to commercialize this novel vehicle technology.Mr. Justin Matthew Collins, Milwaukee School of Engineering Justin Collins is a junior in the mechanical engineering program at the Milwaukee School of Engineering (MSOE). He has distinguished himself both as a scholar and as a member of the student community through his classroom performance and involvement in extracurricular activities. Justin has been on the Dean’s List with High Honors

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James F. Groves, University of Virginia; Leigh R. Abts, University of Maryland, College Park; Gail Lynn Goldberg

Tagged Divisions

K-12 & Pre-College Engineering

. By the end of 2013, nearly 16,000 users had createdaccounts on the Innovation Portal (Figure 2), thereby generating a large repository of studentdesign work from which research team members are endeavoring to solicit materials forassessment as part of the rubric refinement, validation, and reliability verification process.Figure 2 Distribution of users of the Innovation Portal e-portfolio system. Most of the accounts have been created by high school seniors, reflecting use of the portal as a host site for capstone design projects undertaken by Project Lead the Way students.Refining, validating, and preparing the EDPPSR for useSince the fall of 2011, the research team has drawn together a set of institutional review

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

school, not a full network of schools (20,21, Page 24.518.522) .Project Lead the Way (PLTW) is national program that offers high school engineering. PLTW(23) , is a well-received, four year program that starts with a high school freshman leveldesign/drawing course and finishes with a senior year, capstone experience. The PLTWcurriculum is a complete, well-tested program that includes teacher training as part of thepackage. PLTW coursework is accepted for college credit in many engineering technologyprograms and some university engineering programs. However, looking back to our goals forENGR 102 HS, we see this four year approach to high

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Kip Hacking

Tagged Divisions

K-12 & Pre-College Engineering

students build the instruments at the end of the semesterand prepare for a day out with the SeaPerch ROVs. The success of the outreach competition has beenoverwhelming and the experience our undergraduates have received has been invaluable to their success intheir senior capstone projects as well as in their job searches. Although we are just ending our second year of the implementation (this year we taught anadditional 250 students), we had over 450 students from 15 schools use some of the ROV curriculum wedeveloped to learn about STEM, and then design and build ROVs, and later use those ROVs in the secondUtah ROV Competition. Local media and STEM companies, in addition to the students, parents, teachers

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

practices and intersections of motivation and learning strategiesDr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com- munication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work