Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Alex Petersen, STEMpact2020; Christopher D Wyant, Wichita East High School

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

opportunities such as participating in after-school tutoring and clubs, coaching andjudging academic teams, partnering with teachers on classroom projects, and hosting workplacevisits and apprenticeships. Our focus is on increasing the quantity and quality of our STEMprofessionals’ engagement; therefore, we promote STEM volunteering opportunities as well asprovide sessions with a group of STEM mentors that require less time commitment and buildtrust for future opportunities. This, in effect, mentoring of mentors, will reduce the anxiety ofnew mentors and expand the acceptance of mentoring into the "new normal" of quality, highimpact STEM mentoring. Additionally, to raise the level of ethical responsibility of the mentors,mentors are required to review

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, including fathers andgrandparents, which may lessen mothers’ feelings of isolation and childcare burden. Page 26.1299.6In the afternoon, the campers were led through an activity by a group of University of Illinois engineers who designed biological robots, bio-bots, using a hydrogel, heart cells, and a 3D printer (Figure 3)17. Campers are walked through a series of ethics scenarios relating to the engineered bio-bot including terrorists take over the bio-bots

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Birgit Fahrman, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Per G. Norström, KTH Royal Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

(Tekniklyftet), a school development program hosted by the House of Science. 1The interviews were semi-structured in nature, and approximately followed a questionnaire(Appendix 1) with follow-up questions for clarification. The interviews were conducted at theparticipating teachers’ respective workplaces. They lasted between 35 and 50 minutes andtook place in October and November 2014. The respondents did not receive the questions inadvance. The interviews were recorded live and were later transcribed by the authors. Theanalyze process including multiple readings of transcripts in search for themes and patterns inthe respondents’ statements.The study follows the ethical rules imposed by the Swedish Ethical Review Act. 30ResultThe interviews were

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

—aredesigned to support participants’ developing expertise in knowledge and skills related to the fieldof sensorimotor neural engineering. Program evaluation is centered on these skill sets, as definedbelow. Page 26.894.2 Sensorimotor Neural Engineering Skill Sets1. Fundamentals of neuroscience, engineering, and neuroethics research: Knowledge of coreconcepts in neuroscience and neural engineering, designing and conducting experiments,analysis and interpretation of results, problem solving, understanding primary scientificliterature, building scientific knowledge, and ethical and responsible conduct of research.(Knowledge

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

quantitative thinking [22; 23; 24]. In light of the persistence of this issue, we argue that the engineering education community is 2 uncertain “about what matters”, both in the sense of why this problem matters (e.g. is diversity a question of equity and ethics? Or putting together a more diverse and thus competitive American workforce?) and how to address the problem (see discussion of polarization below).Polarization “[that which

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherina V Tarnai-Lokhorst P.Eng., FEC, Camosun College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

the F-Word: Feminist Epistemologies and PostgraduateResearch. Affil. J. Women Soc. Work 28, 440–450 (2013). 21. Riley, D. Hidden in plain view: feminists doing engineering ethics, engineers doing feministethics. Sci. Eng. Ethics 19, 189–206 (2013). 22. Coulter, R. P. Anti-Racism, Feminism and Critical Approaches to Education. Can. J. Educ. 21,219–220 (1996). 23. Gaskell, J. Course Enrollment in the High School: The Perspective of Working-Class Females.Sociol. Educ. 58, 48–59 (1985). 24. Anderson, D. Status of Women. The Canadian Encyclopedia 1–11 (2014). at 25. Clark, P. Clio in the Curriculum: Vindicated at Last. Can. Issues 42–46 (2013). at 26. Gaskell, J

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

online learning environment called Through MyWindow (available at www.throughmywindow.org). Through My Window introduces middleschool age children to engineering through the use of narrative. The website currently consistsof the following: • Talk to Me illustrated novel with eReader Page 26.475.2 • Talk to Me audiobook with optional subtitles • Rio’s Brain Learning AdventureAdditional learning adventures about engineering design and engineering ethics will be added tothe website in 2015. A second novel with associated learning adventures is also in developmentfor 2015-2016. Although the Talk to Me novel is available for free on the

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

Paper ID #12276Interest-based engineering challenges phase I: Understanding students’ per-sonal, classroom, engineering, and career interestsCole H Joslyn, Purdue University, West Lafayette Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, human- istic education, contemplative and reflective practices, and spirituality) and how it can shape engineering as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Redfern, Duke University; A. Leyf Peirce Starling, North Carolina State University; Claudia K Gunsch, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

, applicable, andengaging activities that are linked directly to current research at Duke University; discovercurrent research at Duke University by visiting research labs and engaging in real time datacollection and analysis; define and analyze engineering ethics; improve technical communicationskills; learn about college and career opportunities in engineering; and apply acquired contentknowledge in math and science to define, analyze, and solve a problem that will help society in acapstone project. Additionally, this experience is designed to provide students with mentorshipand exposure to novel engineering curriculum developed and delivered by current undergraduateand graduate students. This model focuses on a coordinated effort between Duke

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

: societal issues, ethics, engineeringas a profession, communications, continuous improvement, and leadership/teamwork. Instructorsacross all disciplines strive to address the six themes in their individual courses, while lookingfor connections from class to class.Students: The student population of Accelerate depends on numerous logistical and program-specific criteria. Most central to the Accelerate program are students who demonstrate beginningwith their sophomore year in high school an interest in engineering as a future profession orcareer. Students selected for Accelerate must exhibit the levels of talent, drive, and capacity thattypify their SCGSSM residential program counterparts. Accelerate students must also evidencestrong levels of

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

indicators.Figure 1: Item II, Engineering designDoes the curriculum unit…Contain activities that require students to use engineering design processes?Allow students opportunities to learn from failure/past experiences?Allow students to redesign?Contain an engineering challenge that includes a client?Allow students to participate in an open-ended engineering design challenge in which they design andassess processes or build and evaluate prototypes/models/solutions?Contain an engineering challenge that requires students to consider constraints, safety,reliability, risks, alternatives, trade-offs, and/or ethical considerations?Promote engineering habits of min?Requires students to explore and develop technologies from the field of engineering discussed inthe

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

based on evidence for both science and engineering6.However, not much has been said about the differences in arguments between the two domains.One of the differences that has been explored is the purpose of argumentation in each of thesefields; whereas scientists use arguments for evaluating and explaining natural phenomena,engineers use arguments for finding the best solution for a problem with a given set of Page 26.1460.3constraints. One of the few examples of research in engineering education was a study of collegestudents who engaged in realistic ethical problems in engineering; the researchers found thatthese students were able to

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Douglas E. Oppliger P.E., Michigan Technological University; Joshua M Pearce, Department of Materials Science & Engineering and Department of Electrical & Computer Engineering, Michigan Technological University; Gerald Anzalone, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

. (2014). Evaluation of Potential Fair Trade Standards for an Ethical 3-D Printing Filament. Journal of Sustainable Development, 7(5), 1-12. Doi: 10.5539/jsd.v7n5p124. Snyder, R. M. (2014). An overview of the past, present, and future of 3D printing technology with an emphasis on the present. Association Supporting Computer Users in Education “Our Second Quarter Century of Resource Sharing”, 93-99. Page 26.696.18

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Noel Kathleen Hennessey, Program Coordinator; Sanlyn Buxner, University of Arizona; James C. Baygents, The University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Rees, University of Massachusetts, Amherst; Christine Olson, University of Massachusetts Amherst; Charles M Schweik, University of Massachusetts, Amherst; Steven D Brewer, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

betterunderstand the challenges facing the creation of inclusive and effective educationalopportunities. In engineering, four interrelated factors have been noted as barriers to thepersistence of academically talented students that face financial limitations, as is the case formany of our multicultural students20, 21, 22: ● Lack of Engagement/Sense of Belonging ● Underdeveloped Professional Work Ethic & Goal Setting Page 26.1751.5 ● Insufficient Opportunities to Gain Practical Competence & Reflect on Learning ● Working for PayTalented young women, as well as multicultural students, too frequently pursue careers in otherfields or

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

to return to the original data set and seek evidence to support my developing claim.Finally, after final analysis, a member check was conducted to ensure that Evan was comfortablewith my analysis. Limitations. Although I attempted to act ethically as an unbiased researcher throughoutthis research process, I would still like to clarify any potential errors that may have occurred.First and foremost, I acknowledge that my participation in the group and in the video analyzedcould obscure my analysis. Though I attempted to “observe” the teachers’ fifty-minute planningsession post hoc, from video, allowing me to step away somewhat from the context of myfeelings and motivations during the session, I recognize that this observation is limited

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

,experience, and practice, is applied with judgment to develop ways to use, economically, thematerials and forces of nature for the benefit of mankind.” In one sentence this definitionmanages to cover theory, practice, practical constraints, ethics, and the impact on society, allhigh level themes that could be run as a thread through the engineering topics in the new course.The NAEP TEL, an early source of content for the course, divides engineering and technologyliteracy into three areas “Technology and Society”, “Design and Systems”, and “Information andCommunications Technology”. The main engineering design theme for Intro to Engineeringcomes from the ideas in the “Design and Systems” section and its definition of technology, theproduct of the

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering