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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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: 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

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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

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

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K-12 & Pre-College Engineering

Education 22 (4): 777-791.11. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press12. Cardella, M., Svarovsky, G., and B.L. Dorie (2013). Gender Research on Adult-child Discussions within Informal Engineering Environments (GRADIENT): Early Findings. Conference Proceedings: American Society of Engineering Education Annual Conference & Exposition, Atlanta, GA June 2013.13. Dorie, B.L., Cardella, M.E., and G. Svarovsky (2014). Capturing the design behaviors of a young children working with a parent. Conference Proceedings: American Society of Engineering Education Annual Conference &Exposition, Indianapolis, IN June 2014

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

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K-12 & Pre-College Engineering

Page 26.961.10learners and agents in mind as we consider pre-college engineering education. We can learn fromboth the processes that homeschool families have used to access the resources, as well as theresources themselves. This will help us to elucidate the many different options that are availablefor today’s families in supporting the development of their children’s engineering knowledge andskills in out-of-school settings.The preliminary findings from this study raise interesting questions for future exploration. In thecurrent study, we did not explicitly ask the parents about their goals for what their childrenwould learn about engineering. We also did not ask them to provide specific details about thewebsites, museums, and other informal

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

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K-12 & Pre-College Engineering

Paper ID #13813Crafting a Successful High School Engineering ProgramMs. Marie Anne Aloia, Bayonne High School Marie is an alternate route teacher with an educational background in math, physics, chemical engineering and computer science. As the first girl in her family to go to college, and maybe to prove the point, she earned two bachelor’s degrees, one from Montclair State University by day, and 8 years later, one from New Jersey Institute of Technology, by night, while working full time by day at Exxon Research and Engineering. While a traditional female career, like teaching, was the last thing on her mind, she was

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, West Virginia University; Dustin Drake, Utah State University; Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership

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K-12 & Pre-College Engineering

science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564-582.10 National Academy of Engineering and National Research Council. (2009). Engineering in K-12 education:Understanding the status and improving the prospects. Washington, DC: National Academies Press.11 Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.12 Tonso, K. L. (2014). Engineering identity. In A. Johri & B. M. Olds (Eds.), Handbook of engineering educationresearch (pp. 267-282). New York, NY: Cambridge University Press.13 Godfrey, E., & Parker, L. (2010). Mapping the cultural landscape in engineering education, Journal ofEngineering Education, 99, 5-22.14 Pawley, A. L. (2009). Universalized narratives

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

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K-12 & Pre-College Engineering

, with the capacity to function effectively in a globally connected, innovation driven economy. Within the Center it is appreciated that the field of neural engineering will be most innovative and transformative when people from a wide range of backgrounds contribute. With this in mind the Center places a special emphasis on recruiting females, students from historically underrepresented groups, and people with disabilities into our education Page 26.894.3 programs.2As one of many Center education interventions developed to support the K-to-career pathways,the design of the YSP is aligned to concepts of

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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K-12 & Pre-College Engineering

take risks in their design until a desired outcome was achieved.Constructivism and Social ConstructivismAs identified in Mendoza Diaz and Cox constructivism was the most prevalent theoreticalframework found in their review of the P-12 engineering education literature; seven publicationsused constructivism. Engineering design as a student-centered, active-learning pedagogy fits wellwithin the constructivism framework. Constructivism in an educational context which recognizesthat knowledge is constructed in the mind of the learner by the learner[16]. As described byJonassen,[17] “Constructivist learning environments: 1. Provide multiple representations of reality; 2. Represent the natural complexity of the real world through these multiple

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emma Koller, University of St. Thomas; Lauren M. Van Beek, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Siddika Selcen Guzey, Purdue University, West Lafayette; Annmarie Thomas, University of St. Thomas

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K-12 & Pre-College Engineering

.” Page 26.911.15    One concept that was wrapped into any course that it worked with was that of the engineeringdesign process. There were even several posters of The Works museum’s version of theengineering design process in many of the classrooms. Here we see that the class worked toincorporate not only varying topics of STEM and engineering but also the overarching hope thatthe girls would take away habits of mind that lead to successful engineers.Selected “What I want to know [about engineering and engineering design process]"responses: “I want to know why my LED bracelet didn’t light up. I sewed everything on correctly. I think it might be the way the

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica M Harlan, University of South Alabama; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Mobile Area Education Foundation; Susan A. Pruet, STEMWorks, LLC

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K-12 & Pre-College Engineering

been collaborativelyimplemented over five years in middle grades classrooms by math and science teachers. TheEYE Modules aim to improve student Science, Technology, Engineering and Mathematics(STEM) performance, including engineering habits of mind, as well as students’ beliefs aboutand interest in STEM. The EYE Modules support NGSS standards in engineering as well asCommon Core State Standards for Mathematics. The partnership to implement these moduleshas positively impacted teachers and students, leading to district level STEM reform. As part ofa National Science Foundation award, a longitudinal comparison study of the impact of the EYEModules has been completed. There is evidence that EYE Module participation has a positiveimpact on

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Tonatiuh Munguia-Villanueva, Universidad Juárez Autónoma de Tabasco

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K-12 & Pre-College Engineering

opportunities of the futurerequires that they learn to engage in analytical thinking, argumentation, and collaborativeteamwork and that they see such practices as central to design processes. Engaging middleschool learners in collaborative engineering design projects can provide them with opportunitiesto develop communicative competencies related to speaking like an engineer by participating intalk about designed products, design processes, and metacommunicative talk about designcommunication itself.9-11The K-12 engineering education community also recognizes collaborative interaction as a keyengineering practice. The National Research Council identified communication as a vitalengineering “habit of mind.”12 Additionally, the Next Generation Science

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei, Texas A&M University at Qatar; Brady Creel, Texas A&M University at Qatar; John S Small, Texas A&M University at Qatar

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K-12 & Pre-College Engineering

 University  at  Qatar  has  been  recognized  as  one  of  the  leading  institutions  offering  engineering  degrees  in  the  region.    The  campus  has  attracted  over  85  full-­‐time  faculty  members  representing  some  of  the  best  minds  in  engineering  education  and  scholarship.    STEM  Education    The  State  of  Qatar  has  long  acknowledged  the  intrinsic  value  of  science,  technology,  engineering  and  mathematics  (STEM)  for  empowering  upcoming  Qatari  talent  and  to  transform  this  fast-­‐growing  country  into  a  world-­‐class  research  and  discovery  icon  in  the  region.    Further,  Qatar’s  efforts  to  nationalize  its  energy  workforce  and  reduce  dependence  on  foreign  workers  creates  an

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Gregorio, Drexel University; David S Rosen, Drexel University (Eng. & Eng. Tech.); Brandon Gregory Morton, Drexel University (Eng. & Eng. Tech.); Alyssa M Batula, Drexel University; Michael Caro; Jeffrey Scott, Drexel University; Youngmoo Kim, Drexel University; Kara Martine Lindstrom, Drexel University, ExCITe Center

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Paper ID #13537Introduction to STEAM through Music Technology (Evaluation)Mr. Jeff Gregorio, Drexel University Jeff Gregorio is currently pursuing a PhD in Electrical and Computer Engineering at Drexel University. He received his BSEE from Temple University in 2011, and MSEE from Drexel in 2013. In 2012, he received the NSF-funded GK-12 Fellowship, for which he designed activities for Philadelphia high school students illustrating the connection between the arts and the sciences, to catalyze interest in STEM/STEAM. Jeff currently studies under Dr. Youngmoo Kim in Drexel’s Music Entertainment Technology lab, pursuing

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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K-12 & Pre-College Engineering

demonstrated a small, but not yet significant, increase in interest aftercamp compared to camp surveys without social integration. When comparing theBioengineering track to other GAMES tracks, BIOE campers reported an 8% increase in interestin engineering and confidence in engineering careers. Students also provided open-endedresponses to the survey and comments were positive about the experience (Figure 4). “I was really surprised how the environment has influence over us” “I really liked how [we] talked about some ‘taboo’ topics for our age like race and gender roles” “Small groups really helped with difficult conversations” “It was neat to see how our mind, body, and social network

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

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K-12 & Pre-College Engineering

communication of learninggoals5 – the knowledge they are expected to know, the skills they are expected to do, and thehabits they are expected to possess.6 In engineering, learning goals can be categorized into fourbroad areas: factual knowledge, conceptual understanding, skills (communication andprocedural), and habits-of-mind.7To foster engagement, schools are turning to active learning methods that stress dynamic studentinvolvement in classroom lessons and activities. Research supportive of active learning points toincreased levels of higher-order thinking, long-term information retention, and intrinsicmotivation.8,9 Strengths of the interactive model are attributed to the hands-on application ofnewly-attained information, more likely to be

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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K-12 & Pre-College Engineering

Paper ID #11777Designing a Multimedia Learning Environment that Engages Children ThroughNarrativeDr. Glenn W Ellis, Smith College Glenn Ellis is a Professor of Engineering at Smith College who teaches courses in engineering science and methods for teaching science and engineering. He received a B.S. in Civil Engineering from Lehigh University and an M.A. and Ph.D. in Civil Engineering and Operations Research from Princeton Univer- sity. The winner of numerous teaching and research awards, Dr. Ellis received the 2007 U.S. Professor of the Year Award for Baccalaureate Colleges from the Carnegie Foundation for the Advancement

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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K-12 & Pre-College Engineering

Paper ID #12362Broadening Participation in Engineering: Making in the K-12 Classroom Fol-lowing an Interest-Based Framework (RTP, Strand 4)Miss Avneet Hira, Purdue University, West Lafayette Avneet is a doctoral student in the School of Engineering Education at Purdue University. Her research interests include K-12 education and first year engineering in the light of the engineering design process, and inclusion of digital fabrication labs into classrooms. Her current work at the FACE lab is on the use of classroom makerspaces for an interest-based framework of engineering design. She holds a B.E. in Aeronautical