Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A Burgess, Texas Tech University; Vinitha Hannah Subburaj M.S; Debra J Nash, Texas Tech University T-STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

Faculty as well as faculty from other colleges and universities on STEM related grants, activities, and endeavors. Dr. Fontenot teachers Professional Communications for Engineers: practical applications to written, oral, and Internet communication as well as an introduction to engineering ethics and service learning. She sits on numerous councils and boards, including the Texas Alliance for Minorities in Engineering Board, Texas Tech Teacher Education Council, the Pre College Engineering Council, and the Service Learning Faculty Advisory Council. She publishes in engineering related journals and presents at STEM conferences like ASEE, STEM Best Practices, and Frontiers in Education.Mr. Richard A Burgess, Texas Tech

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

ethical questions that arise from those effects. Design and Systems covers the nature of technology, the engineering design process by which technologies are developed, and basic principles of dealing with everyday technologies, including maintenance and troubleshooting. Information and Communication Technology includes computers and software learning tools, networking systems and protocols, hand-held digital devices, and other technologies for accessing, creating, and communicating information and for facilitating creative expression.”and three practices: “Understanding Technological Principles focuses on how well students are able to

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Forster D Ntow, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

, and analysis. The engineering “habits of mind” refer tothe values, attitudes and thinking skills associated with engineering and these include: (1)systems thinking, (2) creativity, (3) optimism, (4) collaboration, (5) communication, and (6)attention to ethical considerations2. While reviewing various instructional models, Brophy et al.8 Page 23.1234.3suggested that in the younger grades, P-12 engineering education could use hands-on activities todevelop a qualitative sense for material properties, spatial reasoning, physics, mechanics, numbersense, and general problem-solving strategies. Then, as students advance, the lessons could buildupon

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Thalia Anagnos, San Jose State University; Lelli Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

our students to be ethical practicing engineers, and is the chair of the External Advisory Committee for the IDEA cen- ter, which promotes inclusion, diversity, excellence and advancement in engineering. She has conducted research in performance-based earthquake engineering and large-scale experimentation of reinforced con- crete, FRP composite, and hybrid bridges. Page 23.358.1 c American Society for Engineering Education, 2013 Curriculum Exchange: “Make Your Own Earthquake”IntroductionThe George E. Brown, Jr. Network for Earthquake Engineering Simulation (NEES) is an

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology; Matthew Ryan Davidson, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

districts have stringent regulations and need several layers of approval beforesanctioning a tele-mentoring program. For example, mentors will probably need to undergo abackground check and district school boards may need to be consulted before participatingstudents are surveyed. Because the assessment involves human subjects, an Institutional ReviewBoard (IRB) protocol must be followed and agreements signed. Some districts may requirementors to report “alerts,” or situations indicating at-home abuse or other improper situations.Thus, the professional supervisor will need to discuss these ethical / legal guidelines with thementors. Additionally, the professional-level supervisor will need to set up a training and areporting regiment for the college

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #6774Weaving a Computer Science Tapestry: Results of a Workshop Promotingthe Recruitment and Retention of Girls in High School Computer ScienceDr. David R. Wright, North Carolina State University Dr. David Wright earned his Ph.D. in Computer Science from North Carolina State University, where he continues to work as a Research Associate. His research interests include Computer Science and Software Engineering education and curriculum, improving diversity in Computer Science, security and privacy in computing systems, research and professional ethics in Computer Science and Software Engineering, and the

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.1375.3 WISEngineering is unique in that it supports Figure  1.  Silhouette  Cameo  die-­‐cutterstudents through every step of an engineering design process. This support encourages studentsto develop engineering habits of mind as they progress through an authentic design challenge.Engineering habits of mind involve systems thinking, creativity, collaboration, optimism,communication, and taking into account ethical considerations9. Informed engineering designassists in the facilitation of a design process that is more than building for the sake ofconstruction1; the engineering design process is intended to teach students how to organize theirthinking and make informed decisions to

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, University of Minnesota, Twin Cities; Tamara J Moore, University of Minnesota, Twin Cities; Christy Pettis, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

component allowsstudents the opportunity to start developing certain aspects of engineering “habits of mind”,based on the grade and developmental level of the specific unit. Engineering “habits of mind”refers to the values, attitudes, and thinking skills associated with engineering and includessystems thinking, creativity, optimism, collaboration, communication, and an attention to ethical Page 23.1226.4considerations3.Using Literacy to Support STEM LearningThe literacy component builds upon the idea of integrating across disciplines by using high-quality science and mathematics trade books to enhance and extend instruction, which helpsstudents to

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christina Kay White, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Austin Bates Talley, University of Texas, Austin; Anthony J Petrosino Jr, The University of Texas at Austin ; Kristen Bland, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

cohorts of NSF-RET participants. All cohort one(2011) and cohort two (2012) participants created and presented STEM curriculum designs at theconclusion of the program as described above. During the follow-up year, the external evaluatorconducted classroom observations and teacher interviews which provided specific examples ofthe transfer of summer activities to classroom activities. Participants named new knowledge andSTEM interest regarding spatial visualization skills, decision making matrix, engineering designprocess, awareness of ethics and engineering, conservation methods, green technology, andengineering design process, to name a few. The program was also successful at enhancing theparticipants’ understanding of the social relevance and

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, INSPIRE, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

practices. Johnson (2006)9 adopted Anderson’s (1996)10conceptual framework concerning three dimensions of barriers (technical, political, and cultural)and discussed each barrier that science teachers faced when applying reformed instructionalpractices in their classrooms. Here, the technical barriers include teachers’ content knowledge,pedagogical knowledge, as well as teachers’ ability to implement new instructional strategies andteach constructively. The political barriers, which are hard for teachers to control, include thelack of local leadership and support. The cultural barriers referred to teachers’ beliefs concerningteaching and their preparation ethic. In other words, it means teachers’ feeling of their obligationin transmitting content

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelly Doyle P.E., University of Nevada, Reno; Lelli Van Den Einde, University of California, San Diego; Catherine W. French, University of Minnesota, Twin Cities; Heidi A Tremayne P.E., Pacific Earthquake Engineering Research Center; Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Lelli Van Den Einde, University of California, San Diego Lelli Van Den Einde is a faculty lecturer (LPSOE) in the Department of Structural Engineering at UC San Diego’s Jacobs School of Engineering. Dr. Van Den Einde’s interest in teaching has influenced her current research efforts towards improving engineering education pedagogy through the use of technology in the classroom. She is involved in promoting academic integrity as a way to prepare our students to be ethical practicing engineers, and is the chair of the External Advisory Committee for the IDEA center, which promotes inclusion, diversity, excellence and advancement in engineering. She has conducted research in performance-based earthquake engineering and