Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary Cruz, Great Minds in STEM; Lupe Munoz Alvarado, Great Minds in STEM

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4770: BREAKING NEW GROUND FROM THE STEM-UPDr. Gary Cruz, Great Minds in STEMLupe Munoz Alvarado, Great Minds in STEM Page 25.268.1 c American Society for Engineering Education, 2012 Breaking New Ground from the STEM-UpTM Affiliation: Great Minds in STEMTMAbstractGreat Minds in STEMTM (GMiS) is a national organization focused on accelerating theawareness of science, technology, engineering and math (STEM) among the nation’s mostunderserved and underrepresented communities. As GMiS maintains a hand on the pulse of thenational STEM crisis, it has created a STEM Movement within the Boyle

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, North Carolina State University; Theodore J. Branoff, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4505: HIGH SCHOOL STUDENTS’ HABITS OF MIND AND AC-TION IN ENGINEERING DESIGNDr. Matthew D. Lammi, North Carolina State University Matthew D. Lammi is Assistant Professor of STEM Education.Dr. Theodore J. Branoff, North Carolina State University Theodore Branoff is an Associate Professor in the Department of Mathematics, Science, and Technology Education at North Carolina State University. A member of ASEE since 1987, he has served as Chair of the Engineering Design Graphics Division of ASEE and as Associate Editor in charge of paper reviews for the Engineering Design Graphics Journal. He is currently President of the International Society for Ge- ometry and Graphics. Branoff’s research interests include

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

Tagged Topics

Diversity

Tagged Divisions

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

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12024Using Robotics as the Technological Foundation for the TPACK Frameworkin K-12 ClassroomsAnthony Steven Brill, NYU Polytechnic School of Engineering Anthony Brill received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently a M.S. student at the NYU Polytechnic School of Engineering, studying Me- chanical Engineering. He is also a fellow in their GK-12 program, promoting STEM education. He conducts research in the Mechatronics and Controls Laboratory, where his interests include controls and multi-robot systems.Dr. Jennifer B Listman, NYU Polytechnic School

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Kathleen Sernak, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

robot and competed in head-to-headcompetitions to achieve a given goal. Figure 1: Teachers building bridges using Jenga™ Blocks Figure 2: Teachers building Lego™ RobotsThe “Hands on the Human Body” clinic module focused on comparison of the human body withengineered systems. When most people think of engineering, the human body usually is not thefirst thing that comes to mind, but the systems of the body can be used to demonstrateengineering principles from all of the major disciplines. Simple experiments using the humanmuscles were used to demonstrate the concepts of levers and force balances which are verycommon in Physics. Blood pressure monitors and the human heart were used to demonstrateconcepts of

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

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9427Engineering for Colonial TimesMs. Mary McCormick, Tufts University Mary McCormick is a PhD student in STEM Education at Tufts University. She received a Bachelor of Science in Civil Engineering at University of Massachusetts Lowell, and Master of Science in Civil Engineering at Tufts University. She is currently exploring how elementary students’ nascent abilities for engineering design emerge during integrated engineering and literacy activities. Page 24.498.1 c

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Don Giddens, Georgia Institute of Technology; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

underrepresented groups for the country to maintain, letalone increase, its technological capability.13 Thus messages that effectively encouragegirls and underrepresented minorities to consider careers in engineering could be crucialto U.S. success and leadership in the future.This paper reports on messaging research conducted by the National Academy ofEngineering (NAE) with support from the National Science Foundation.Message DevelopmentIn the lexicon of marketing, messages are a key component of branding. A brandassociates specific traits in a person’s mind that induce behavior. At one time, brandswere associated only with consumer products, such as dish soap, cereal, or new cars.Branding is now applied more broadly, to organizations, to entire

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

, habitsof mind, and analytic practices of the design sciences (engineering and technology) with those ofthe natural sciences (science and mathematics) (e.g., Ref. 38).In educational practice and in research, the term “integrated” is used loosely and is typically notcarefully distinguished from related terms such as connected, unified, interdisciplinary,multidisciplinary, cross-disciplinary, or transdisciplinary. Defining integrated STEM education isfurther complicated by the fact that connections can be reflected at more than one level at thesame time: in the student’s thinking or behavior, in the teacher’s instruction, in the curriculum,between and among teachers themselves, or in larger units of the education system, such as theorganization of an

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

technologyeducation2, 3. Nolan Bushnell, Founder of Atari, father of the video game industry says, “If wecan integrate games within learning across the curriculum we can make education the propercompetition for our children’s minds.” BBC factual entertainment states that “People learnthrough games. Ninety-nine percent of boys and 97% of girls aged between 12-17 play videogames.” In a survey conducted in the United States with 25,544 teachers, 65% of teachers wereinterested in the use of games in the classroom4.Serious games can be used for education at all levels, from preschool and elementary school,through middle school and high school, into higher education, and even into the job market. Thispaper discusses the implementation of the engineering design game

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University; Emily George Hardee, Brentwood Magnet Elementary School of Engineering; Lizette D. Day, Rachel Freeman School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

childrenmake up their minds early about their abilities and feelings about math and science; elementaryteachers have more time with the same group of students during the day and elementary teachersare typically responsible for teaching all core subjects. In our project, we are well on the way toestablishing an effective, affordable and sustainable model for integrated STEM throughengineering.Carson, R., & Campbell, P. (2007). Museum of Science: Engineering is Elementary; Impact on teachers with andwithout training. Groton, MA: Campbell-Kibler Associates, Inc.Cunningham, C. M. (2008). Elementary teacher professional development in engineering: Lessons learned fromEngineering is Elementary. Presented at the National Academy of Engineering

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

AC 2012-3627: MENTAL MODELS ELEMENTARY TEACHERS HOLDOF ENGINEERING DESIGN PROCESSES: A COMPARISON OF TWOCOMMUNITIES OF PRACTICEAnn P. McMahon Ph.D., Ann P. McMahon, LLC Ann P. McMahon is a STEM education consultant for grades Pre-K through 16. She holds B.S. and M.S. degrees in mechanical engineering from Washington University in St. Louis and a Ph.D. in science education from the University of Missouri, St. Louis. Her work bridges elementary education and profes- sional engineering communities of practice. Her research and consulting interests also include applying design thinking and system dynamics methodologies to improve systems and practices in Pre-K through 16 STEM education. McMahon served for eight years as the K

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Joshua A. Enszer, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-5405: INCORPORATING ENGINEERING DESIGN INTO HIGHSCHOOL STEM INITIATIVESDr. Taryn Melkus Bayles, University of Maryland, Baltimore County Taryn Bayles, Ph.D., is a Professor of the Practice of chemical engineering in the Chemical, Biochemi- cal, and Environmental Engineering Department at UMBC, where she incorporates her industrial expe- rience by bringing practical examples and interactive learning to help students understand fundamental engineering principles. Her current research focuses on engineering education, outreach and curriculum development.Dr. Joshua A. Enszer, University of Maryland, Baltimore County Joshua Enszer is a full-time lecturer in chemical engineering at the University of Maryland

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

Derby, the fifth grade students were challenged topredict how the weight of a vehicle would influence how far it would roll down a straightaway,starting from an inclined ramp. The very nature of this project makes it unique in that it wasdesigned to have mutual benefit for both the engineering students and the fifth grade students. AYouTube video from the initial program administration in the fall of 2010 depicts the energylevel at the I2D2 event when so many creative minds of diverse backgrounds and ages arebrought together (http://www.youtube.com/watch?v=Bvrjr7Qd1Rk).The “serious play” activities during I2D2 were designed to elicit meaningful customer inputfrom the fifth grade students; the college students then designed and built pets using

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Faik Karatas, Purdue University; Amy Micklos, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

think they work (outside)? SM05: No. They probably work in an office. R2: Office. Do what? SM05: Umm… Create the things and then tell… Like create ‘em in their mind then jot it down and then tell the other people to go… R2: What kind of other people? SM05: Like the workers… They tell the foreman and foreman tells the workers. R1: Chain of command, right? SM05: YeahOne student also indicated tools that engineers use to do their job. The term “tools” is used hereas any form of equipment or material that engineers use to do their job. R1: What does the engineer do in particular about planning that? SM09: Make all the roads so they don’t get all… well they make them so they won’t

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

AJ Almaguer, University of California, Berkeley; Roy Tangsombatvisit, University of California, Berkeley; Matthew Ford, University of California, Berkeley; Susan Yushan Chen, University of California, Berkeley, Berkeley Engineers and Mentors; Lisa A. Pruitt, University of California, Berkeley; Neil Ray, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

opportunities for outreach or did not find a right match with theorganizations that provided such opportunities; (2) outreach was considered insignificantcompared to their coursework. There was a general attitude that outreach was not “technicalenough” for engineers and the benefits of community service were not apparent enough tostudents; (3) it was hard to train mentors that were capable of teaching science and engineeringconcepts to a younger audience.We believe that community service builds strong, empathetic leaders. With this in mind, wetackled this design problem like engineers would and specified the user needs of students likeourselves, our k-12 mentees, and the university—our primary stakeholders. After manybrainstorming sessions, we

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Devlin Montfort, Washington State University; Shane Brown, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

response to the opening question, “What comes to mind when you hearthe word ‘engineer’?” had to do with the mechanistic work of building or fixing. Jack, forexample associated construction to engineering by stating, “People building things, making Page 15.1054.7things, like trying to fix them.” When asked if he could become an engineer, Jack stated, “Ithink I could. I live on a farm, so I have to fix a lot of engines and stuff like that.” Building orfixing things was the primary component of the definition of engineering for 20 of the 27students interviewed. Five of those 20, however, included a variety of other jobs. For example,Jane said that

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University; Monica Elser, Arizona State University; Stephen Krause, Arizona State University; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; James Middleton, Arizona State University; Jay Golden, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

wide administration of the DAEtest. The purpose of the DAE test was to determine individual conceptions of engineers andengineering. Students were given 20-30 minutes to draw an engineer and answer three questionsrelated to what they had drawn. Test directions and question prompts are given below. Close your eyes and imagine an engineer at work … Open your eyes. On the attached sheet of paper, draw what you imagined. Once you have completed your drawing, please respond to the following prompts: 1. Describe what the engineer is doing in the picture. Write at least two sentences. 2. List at least three words/phrases that come to mind when you think of this engineer. 3. What kinds of

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

are, including assessment plans; • analyze engineering education content and pedagogy; • list appropriate academic standards and resources.Multiple readings and discussions continued throughout and after the term online. Requiredreadings included: • A Framework for Science Education: Practices, Cross Cutting Concepts and Core Ideas,6 • The NSTA Reader's Guide to A Framework for K-1 Science Education,7 • Next Generation Science Standards1, • How People Learn: Brain, Mind, Experience and School8 and • Engineering in K-12 Education3.Course Content ModulesCourse content reflects experiences created to help the course participants construct a highquality engineering unit for K-12 students. Experiential learning was included in

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University

Tagged Divisions

K-12 & Pre-College Engineering

Mathematics Humanities Study of the human- Study of the natural Study of mathematical Study of human mind made world world constructs and perception Engineering design Scientific inquiry Mathematical analysis Rhetoric and criticism Iterative design process, Hypothesis testing Theorems, proofs, Eclectic methods, optimum solution and evaluation rational constructs comparative values Artifact produced Theory confirmed Theorem validated Opinion rationalized Engineering, the noun, uniquely connects all three disciplines. In creating

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Justin Osterstrom, Combs Elementary Scho

Tagged Divisions

K-12 & Pre-College Engineering

. Student learning outcomes e. Assessment 4. Engineering Design: Innovation and Invention a. Design processes: definitions, parallels b. Practicing problem solving and design c. Evaluating products and designs 5. The Technological World a. Previous definitions b. Changing paradigms 6. K-5 Educational Programs a. Children’s Engineering b. Engineering is Elementary c. Competitions (Odyssey of the Mind, Science and Technology Fairs, etc.) d. Working with parents: STEM nights 7. Educational Grant Writing and Publishing a. General grant writing principals b. Identifying requirements c. Research versus program

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Susan Beth D'Amico, NC State University; Landon Drew LaPorte, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

16%Housing 16% Materials 6%Materials 14% Admin Materials 1% Admin Materials 6%Misc. Expenses 20% Misc. Expenses 24%To give a framework for how the camps are organized, sample weekly agendas are shown inFigure 1. The agenda is designed to be fast-paced, while giving adequate time for each activityto meet its goals. For example, activities during the beginning of the week need to concentrateon teaching how to use the design process and on the Engineering Habits of Mind of optimism—sticking with it until success is achieved—or teamwork. Later in the week, activities may bemore designed to teach a particular scientific concept; however, each activity is

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Paul Chanley, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

elementary school teachers in EiE. A three-year goal ofimplementing a unit of EiE in two-thirds of the classrooms of each of the twenty-two elementaryschools was established.Included in the paper will be the findings of an outside evaluator hired to gather and evaluatedata from the students and report the results.The paper will conclude with lessons learned that will be applied in the second year expansion ofthe program which will include many more elementary school teachers implementing EiE withinthe four school systems.IntroductionIn the spring of 2008, a grant-funded three-year project entitled THE PROJECT began. THEPROJECT sought to win hearts and minds of students in the elementary schools and to put the"T" and "E" (technology and engineering

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science, Boston; Cathy P. Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

entry into the culture andaesthetic of a new discipline [16] such as engineering. Interest benefits all students, but canparticularly boost the participation of girls and other underrepresented minorities who may beless predisposed to identify with or apply themselves to more technical studies or the physicalsciences. A narrative can help to raise questions in students’ minds, and arouse their curiosityand imagination [17]. The “so what” question is a perennial one in schools, particularly whenscience instruction is divorced from direct experience [18]. Helping students to connect schoollearning to the real world can motivate students by providing relevance for what they arelearning, whether that is science or technological problems and problem

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

Tagged Divisions

K-12 & Pre-College Engineering

comments include:  “Everything that I learned in the E3 summer research program has positively affected the way I teach and has helped me to be more selective of the activities I choose to incorporate in the curriculum.”  “[The E3 program] allowed me to teach in a manner that reaches a majority of the students that take my classes….. By changing the manner of inquiry an Engineer uses to solve problems, provided a contextual mind set allowing the students to retain the information being taught.”  “I have been much better equipped to show my students how the sciences are all very integrated. Understanding this helps the students understand how physics explains biological processes

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Uchechukwu Abanulo; Ananth Iyer; John Helferty, College of Engineering, Temple University; Joseph Fischgrund, The Pennsylvania School for the Deaf

Tagged Divisions

K-12 & Pre-College Engineering

taught for about a decade tofreshmen at the Temple University college of Engineering. The objectives of this project range fromeliminating existing boundaries of engineering education to increasing the anticipation of successamongst the physically impaired. A prior breakthrough in the extension of engineering educationbeyond assumed “limits” was achieved when a young man who was both sight and hearing impairedearned a bachelors degree with honors from the Electrical Engineering department at TempleUniversity. Since then, several outreach programs have been run to increase engineering awarenessin the community, and this project was carried out with the same perspective in mind. In this paper,an overview of the idea of engineering education for

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanner J Huffman, Purdue University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

K-12 & Pre-College Engineering

modeling in engineering education: Designing experiences for all students (pp. 17–35). Rotterdam, the Netherlands: Sense Publishers.21. C Lesh, R., & Yoon, C. (2004). Evolving Communities of Mind - In Which Development Involves Several Interacting and Simultaneously Developing Strands. Mathematical Thinking and Learning, 6(2), 205–226. Retrieved from http://www.tandfonline.com/doi/abs/10.1207/s15327833mtl0602_722. Moore, T. J. (2008). Model-eliciting activities: A case-based approach for getting students interested in material science and engineering. Journal of Materials Education, 30(5-6), 295–310. Page

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kendall, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6687Teachers’ attention to student thinking during the engineering design pro-cess: A case study of three elementary classroomsAmber Kendall, Tufts Center for Engineering Education and Outreach Amber Kendall is a doctoral student in Science Education and a graduate research assistant with the Center for Engineering Education and Outreach. She graduated from North Carolina State University as a Park Scholar with a B.A. in Physics. Her passion for STEM education is long-standing, but she was inspired to pursue her graduate degree after three years teaching physics to high-school freshman. Beside engineering-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

research in the learning sciences, couched in thecontext of a rigorous engineering design process, and scaffolded to build engineering skills andhabits of mind. This paper describes the creation and piloting of such a course: Engineer YourWorld, a product of the UTeachEngineering project at The University of Texas at Austin.The UTeachEngineering project was launched in 2008 with a Math and Science Partnership(MSP) grant from the National Science Foundation (NSF). Originally focused on preparing in-service and pre-service high school teachers to teach engineering, the project was agnostic onwhich course materials those teachers should use with their students. However, an NSF site visit

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leroy Cox, University of Missouri-Rolla; Cassandra Elrod, University of Missouri-Rolla

Tagged Divisions

K-12 & Pre-College Engineering

demographic section which asked the students to ratetheir overall knowledge of the engineering profession and whether or not they knew someonethat was an engineer or held an engineering degree. In the event that they did know someone, weasked the nature of the relationship, in terms of whether that person was a close or distantrelative or a friend. This was followed by a survey that asked them to rate, on a scale of 1 – 5,with ‘1’ being “not familiar” and ‘5’ being “extremely familiar,” their knowledge of variousengineering degree programs. Also, a qualitative measure was used to understand their thinkingwith regard to the previously-rated degree programs. Respondents were asked to respond withthe first word or phrase that came to mind when presented

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

in mathematics education and has worked as an engineer, a pastor, and a high school math teacher.Mr. James Holly Jr., INSPIRE Institute, Purdue University James Holly Jr. is a Ph.D. Student in Engineering Education at Purdue University. He received a B.S. from Tuskegee University and a M.S. from Michigan State University, both in Mechanical Engineering. His research interest is exploring formal and informal K-12 engineering education learning contexts. Specif- ically, he is interested in how the engineering design process can be used to emphasize the humanistic side of engineering and investigating how engineering habits of mind can enhance pre-college students’ learning abilities.Dr. Morgan M Hynes, Purdue