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

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

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

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

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan Atkins Pruet, STEMWorks; Melissa Divonne Dean, Mobile Area Education Foundation

Tagged Divisions

K-12 & Pre-College Engineering

students, especially those typically underrepresented inSTEM, to take the high school courses needed in preparation for 21st century workforce needs.Each EYE Module is designed such that students use engineering practices and apply requiredmathematics and science content to develop solutions to relevant problems facing humans today,fostering the development of engineering “habits of mind.”The set of eight EYE Modules are comprehensive and extensive instructional guides for middlegrades teachers to implement collaboratively in mathematics and science classes. The Modulesaddress standards-based STEM content and practices that fill gaps between state-mandated andtested content and what business and industry say they need, including innovative

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

implications, these findings have important instructional implicationsfor both engineering curriculum design and teaching practices.BackgroundEngineering tasks are implemented with various objectives in mind, including improvedperformance in math or science and increasing the number and diversity of students interested inengineering7. Even so, classroom observations, descriptions from published research e.g., 2, as wellas curricula descriptions (e.g., Engineering is Elementary8, Learning by Design9, and others7),have revealed that the overarching organization of classroom design tasks are generally quite Page 24.981.2similar.In these classrooms, a

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adriana Anunciatto Depieri, University of Sao Paulo; Roseli de Deus Lopes P.E., Escola Politécnica, Universidade de São Paulo

Tagged Divisions

K-12 & Pre-College Engineering

, and technology knowledge and skills; and 3) promote engineering habits of mind,including systems thinking, creativity, optimism, collaboration, communication, and attentionto ethical considerations.According to OECD31, differences in young people‟s career choice can be attributed totraditional perceptions of gender roles and identities as well as the wide acceptance ofcultural values associated with particular fields of education. Therefore, high school students‟attitudes to engineering may be an important predictor of not only being adequately preparedto engineering but its pursuit. If more high school students acquire positive attitudes towardsengineering, more of them will be motivated to choose engineering as a career.An attitude is a

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

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

[11]; therefore, students shouldlearn to notice and reflect on the structure, function, and behavior of a process, a device, or anatural phenomena [7]Teamwork Page 24.1155.5Teamwork is central to the work of engineers, as the development of most solutions requiresmultiple people with diverse expertise, perspectives, and skillsets. Engineers collaborate withprofessionals across disciplines gathering multiple perspectives to garner the most effectivedesign solutions [19]. Promoting engineering habits of mind, which includes collaboration [6],has been proposed as one of the three principles to guide engineering education design anddelivery in

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

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

activities include: teacher does not use scaffoldingtechniques to assist students during activity; activities are not likely to contribute to studentunderstanding or knowledge of the scientific/engineering concepts being explored; no discussion Page 24.508.9of results from activitiesFeatures of high-quality inquiry/engineering activities include: teacher uses scaffoldingtechniques to assist students during activity; activities are focused on collecting data or obtainingevidence with a specific purpose or goal in mind; discussion of results after the activity is likelyto contribute to student understanding of scientific/engineering concepts; the

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

mind, one very promising aspect of‘You’re Hired!’ is that students, teachers, administrators, and community members who see theproject in action are very enthusiastic about participating. As the project continues to bedeveloped and effectiveness can be demonstrated, there is good potential for wide adoptionacross the region.ConclusionThe ‘You’re Hired!’ project looks promising based on data collected from the pilot years pre-and post-surveys. Overall student responses showed a statistically significant, positive change intheir understanding and attitudes towards engineering. The pilot year data does not indicate if thechanges in attitudes towards engineering are in response to ‘You’re Hired!’ specifically or acombination of various student

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

,technology, engineering, and mathematics (STEM) subjects 3. Furthermore, the teaching ofdesign in high school settings has several cognitive advantages including developing engineering“habits of mind”, problem solving skills and the development of system thinking skills 4.Although researchers and curriculum developers agree on the benefits of introducing engineeringdesign into high school settings, there is a lack of literature proffering a framework or structurefor the successful infusion of engineering design experiences in high school settings.In response to this literature void, the National Center for Engineering and TechnologyEducation (NCETE) solicited positions papers from prominent educators in the field outlining aframework for engineering

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

screen(Figure 2).The informed engineering design pedagogy focuses on learning science and mathematicsconcepts through carefully designed specifications and constraints followed by learningactivities for the targeted content (Developing Knowledge; KSBs). This targetedapproach embedded in an engineering design cycle helps students focus and learnFigure 1. An informed engineering design model. The inner cycle represents how these processes are not necessarily Page 24.820.4stepwise and that design should encompass many iterations and refinements. The outer cycle makes engineeringhabits of mind such as collaboration and creativity

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

Tagged Divisions

K-12 & Pre-College Engineering

Learning Technologies from the University of Missouri- Columbia. He worked at Concordia University, Montreal and has been the director of the Institute of P-12 Engineering Research and Learning at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on engineering as an innovation in P-12 education, policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering, the measurement and support of the change of ’engineering habits of mind’ particularly empathy and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning

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

100% utilize resources providedNumber of additional teachers trained by each 55 (average) Page 24.868.11participantLiftoff SpinoffsLiftOff Alumni continue to express their gratitude for additional educational opportunities thatare provided because they attended a LiftOff Summer Institute in the past. The exposure toNASA research, opportunities, and data enhances not only the teacher’s knowledge but spillsinto the minds of their students, our next generation of scientists and engineers. Here are fiveexamples: - Protein Crystal Growth23 – Former LiftOff participants and their students participated in a NASA

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

came during college, I had that uh, a really intense car project… I pretty much built the car and so I’ve done all of the electrical work and mechanical work and so that that definitely sparked my interest like figuring things out was something that I wanted to keep doing you know. And it was just, it wasn’t a whole, I, I wasn’t around a lot of people who, who were like mechanically minded I guess in high school. It was me and [friend] and you know people who were car fanatics. - Dave, College Senior in EngineeringAdditionally, within Dave’s interview he comments on having some exposure to engineering viaa high school calculus class and a robotics class

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

in mind (86%). A large percentage of the students, 71%,expressed their interest in engineering either at agree or strongly agree level.Fig.2 Student responses to pre-camp survey questions Page 24.1104.7The post-camp survey questions were as follows:1) The summer camp stimulated my interest in engineering.2) The summer camp enhanced my interest in engineering.3) The camp taught me teamwork and be a team player.4) The camp helped me in improving my presentation skills.5) Did you think that the number of activities was appropriate?6) Did you think that the amount of material covered was appropriate?7) I feel more confident now in pursuing a career

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9624Perspectives on Failure in the Classroom by Elementary Teachers New toTeaching EngineeringDr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Associate Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple informal settings. As a pre-service teacher educator, she includes engineering in her elementary and early

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

Rodney L Custer, Black Hills State University; Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

; George, A. A. (2006). Measuring implementation in schools: Innovation configurations. Austin, TX: SEDL.16. Turns, J., Atman, C. J., & Adams, R. (2000). Concept maps for engineering education: A cognitively motivated tool supporting varied assessment functions. IEEE Transaction on Education, 43(2), 164-173. 17. Wheeldon, J., & Faubert, J. (2009). Framing experience: Concept maps, mind maps, and data collection in qualitative research. International Journal of Qualitative Methods, 8(3), 68-83.18. Willerman, M., & MacHarg, R. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28, 705-711.19. Hall, G.E., & Hord, S.M. (2011). Implementing change: Patterns

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

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

promote an interest in STEM careers. They also highlight the potentialfor engineering to be a natural integrator for science, math, and technology. They explain howengineering habits of mind, such as system thinking or creativity that are inherent to theengineering design process may support science, math, and technology learning.In particular, the Museum of Science at Boston13 has developed a set of units called Engineeringis Elementary (EiE). Cunningham and Hester4 suggest that, through this resource, elementaryteachers can integrate engineering with science in order to improve students’ engagement andproblem-solving skills and increase students’ technological literacy. EiE units connects sciencetopics such as weather, water, or sound to

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

designersgenerate, evaluate, and specify concepts for devices, systems, or processes whose form andfunction achieve clients’ objectives or users’ needs while satisfying a specified set ofconstraints” (p. 104). 15 Although there are different descriptions of the design process, 16, 17 mostof the models of engineering design are viewed as largely cognitive and tend to focus onrelatively uniform frameworks for thinking and “habits of mind.” This line of research has led toclaims that certain types of cognitive activity over a particular duration of time can lead to betterdesigns. 16, 18However, we do not view engineering design as a strictly cognitive activity that is separate fromrelationships, material worlds, cultures, and everyday experiences. Instead, we

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

Science in the properpedagogy required for teaching project-based engineering design. This multi-day training, heldin August, included discussion on identifying and explaining the different engineering disciplinesand practice in teaching hands-on engineering activities. Teachers also learned what makes agood engineering student and how to effectively teach different engineering habits of mind. As aresult, these teachers knew more than the average high school teacher about what engineering is,what the different disciplines entail and how to explain an engineering career path to students. Inshort, the training gave them the confidence necessary to encourage students to think about andprepare for careers in engineering

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

and Braun (2010) observed that many dyslexicstudents innately approach problems from a three-dimensional perspective2. So when a dyslexicstudent is presented with an unfamiliar object, he may have a natural ability and predisposition toexamine the object from various angles and perspectives in his mind, without ever movinghimself or the object. The ability to reason three-dimensionally may lead a dyslexic student to beable to view the opposite side of an object in his mind, based on observations concerning thefront of the object and his previous knowledge. This special reasoning skill is extremely usefulin engineering. Language, however, is two-dimensional; the tendency to reason in threedimensions can lead a “b” to look like a “d”, “p” or “q

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Cyber Innovation Center; Joshua M. Coriell, Cyber Innovation Center; Sara Hahler, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

encourage students to pursue STEM pathways. This conclusion is one of thefirst steps in overcoming a national dilemma. However, it is important to keep in mind programscreated for middle school students should not only be exciting but also meaningful where thestudents learn the core STEM concepts. It is the meaningful experience, not the “fun”experience, that keeps students engaged with STEM later in life2.Incorporating engineering in the K-12 classroom has been found to provide students withmeaningful applications and connections to content which students might not have otherwisemade. Engineering exposure at the middle grades can build critical thinking and problem solvingskills, and it can also help students connect to ideas that they would

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick Rowsome, University of Limerick; Diarmaid Lane, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10910Capturing evidence of metacognitive awareness of pre-service STEM educa-tors’ using ’codifying’ of thinking through eportfolios (Research-to-Practice)– Strand: OtherMr. Patrick Rowsome, University of LimerickDr. Diarmaid Lane, University of Limerick Diarmaid is a Lecturer in Technology Teacher Education at the University of Limerick. His research interests are in the areas of freehand sketching, cognition and spatial visualization. He is currently Director of Membership of the Engineering Design Graphics Division (EDGD).Dr. Seamus Gordon, University of Limerick Head of Department Design and Manufacturing

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

in design. International Journal of Engineering education, 24(2), 226- 233. 12. Cross, N. (2004). Expertise in design: an overview. Design Studies p 427-441. 13. LIFE Center (2005). "The LIFE Center's Lifelong and Lifewide Diagram". Retrieved from http://life- slc.org/about/citationdetails.html 14. Nourbakhsh, I., E. Hamner, E. Ayoob, E. Porter, B. Dunlavey, D. Bernstein, K. Crowley, M. Lotter, S. Shelly, T. Hsiu, and D. Clancy. (2006). The personal exploration rover: Educational assessment of a robotic exhibit for informal learning venues. International Journal of Engineering Education 22 (4): 777-791. 15. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10494Analysis of Design Process Knowledge Task Responses: Statistical Approachesto Uncover Patterns (Research)Dr. Monica E Cardella, Purdue University, West Lafayette Monica E. Cardella is an Associate Professor of Engineering Education at Purdue University and the Director of Informal Learning Environments Research for INSPIRE (the Institute for P-12 Engineering Research and Learning). She has a BSc in Mathematics from the University of Puget Sound and an MS and PhD in Industrial Engineering from the University of Washington. Her research focuses on: par- ents’ roles in engineering education; engineering learning

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

. Selected strand providers submitted a syllabus, lesson plans,alignment to STEM learning standards and practices, and material lists for a classroom “kit” ofup to $250 of supplies required to implement their curriculum for each of the strand participants.The supplies were provided to each strand participant using additional funding provided bybusiness and industry. The strand providers also submitted a content/subject knowledge testaligned with the STEM concepts taught in their strands, which were vetted, modified for clarity,and used to pre and post-test their participants.The i-STEM strands focused on integrated STEM and included elements of scientific inquiry,engineering design, mathematical modeling, 21st Century skills 21, hands-on/minds-on

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

require significant research and development as best practices aredeveloped and refined. In this paper we focus on the third in that list: integrated curricula.Combining content from multiple disciplines in a meaningful way is no easy task, and it isimportant to ensure that the essential aspects of each of the different content areas are not lostthrough the process of integration. With that in mind, in this study we examine the engineeringcontent in 10 curricular units developed for use in science classrooms to teach science andengineering content through engineering design challenges. These curricula were developed bypracticing science teachers who were attempting to add engineering and mathematics content totheir middle school science courses

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

tours 3) Become familiar with the demands and expectations of college-level courses 4) Receive credits for 3 units of required UA engineering coursework at significantly reduced tuitionPre-College, engineering programs have been shown to attract students to engineering and otherSTEM careers (11, 12, 13), therefore, the way one designs and delivers the curriculum is important.Our goal is for our teachers to offer varied, hands-on projects in their engineering classroomsthat are practical, but also community minded, artful, or even musical. The types of workengineers do in the real world is vast, so the introduction to engineering course must go beyondthe stereotypical. ENGR 102 HS presents engineering as a helping