Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

concentrationsFatigue: Total life and defect-tolerant philosophiesFriction, Wear and LubricationIII: Clinical Issues (with embedded case examples)Orthopaedics: total joint replacement, soft tissue repair, and spinal implantsCardiovascular: catheters, stents, graftsDental: implants, TMJ restorationSoft Tissues: reconstruction and augmentationIntellectual property: patents, device development, legal and ethical issuesProfessional Development LabLearning styles, Blooms TaxonomyPedagogy and outreach teachingTechnical research, writing and presentationsTeam work and peer-reviewDesign methodology Page 15.236.5Project developmentEarly in the semester, the education

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Jan DeWaters, Clarkson University; Mary Margaret Small, Clarkson University; Gail Gotham, St. Lawrence-Lewis BOCES; Peter Turner, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

institutes was based on educational research that has documented key featuresof professional development and careful evaluation of prior professional development activitiesin the region. The optimal partnership was defined as one where teachers partner with workingscientists, mathematicians, and engineers who have sophisticated equipment in laboratory workspace, computing facilities and other resources of higher education. During the past two years,approximately 250 individuals attended 22 institutes; some of the teachers attended multipleofferings. The efficacy and impact of these institutes has been assessed through pre- and postcontent knowledge or capability tests, evaluation forms, and peer-review of lessons developed asan outcome of the

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Beverly Mire, Cambridge Youth Programs; Trent Ramsey, Cambridge Youth Programs; Karen Gareis, Goodman Research Group; Emily Davidson, MIT; Elizabeth Jones, MIT; Michelle Slosberg, MIT; Rafael Bras, MIT

Tagged Divisions

K-12 & Pre-College Engineering

. Some teen interns participate in both components, and some in justone component. Over time, interns who remain in the program develop leadership and teachingskills of their own, as they help to bring more junior interns up to speed. The teens areresponsible for all aspects of production, from story development and script writing, throughinterviewing and sound gathering, to final audio editing. Their work has been featured regularlyon Northeast Public Radio, and an hour-long special that they produced (“Fresh Greens: Teensand the Environment”) has been licensed and broadcast by public-radio stations across thecountry. In addition, TYR teen interns produced an audio tour of green elements in BostonChildren’s Museum’s newly-renovated building

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony; Josh Price; Joe Harris

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.711.7 will do multiple runs to check for consistency and repeatability. Mass is added to a sample when it is electroplated. Students will record the mass of the samples before and after the process to determine mass gain. Students will write up lab reports to show their results.Go PublicIn this part of the legacy cycle, students will have the opportunity to present their findings withtheir peers, parents, and members of the community. I: All students will be responsible for turning in an accident report. This accident report will be summative of the entire legacy cycle. Using their journals, lecture notes, multiple perspectives, and research

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

contained in the CCSSO report8: active learning, coherence, contentfocus, duration, and collective participation and a capstone session which provided the teachersthe opportunity to use their acquired skills and knowledge in a new application. Teachersattended an initial two week summer workshop and a one week summer workshop the followingsummer. Academic year follow-up included one day workshops and in-class support byuniversity faculty, staff and graduate students to work with and mentor teachers during theimplementation process in the classroom and program assessment. In addition, an electronic,peer-learning community was established, for communications among teachers and universitypersonnel, and for online professional development

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony, Tennessee Technological University; Melissa Geist, Tennessee Tech University; Sally Pardue, Tennessee Tech University; Mohamed Abdelrahman, Tennessee Technological University; Evangelynn Thurber, Cookeville High School

Tagged Divisions

K-12 & Pre-College Engineering

“become” researchers in the sense that they conductliterature reviews, develop research question(s), design (collaboratively with mentors/peers) theirstudy, and report their results. Initiating teachers into the research process in the first week of theRET experience is key. In this paper, we describe how we use a Legacy Cycle approach to trainthe teachers in the research process. The inquiry approach inherent in a Legacy Cycle providesteachers the flexibility to research topics and develop their interests, yet the structure of theCycle keeps the teachers focused and progressing towards the final goal/product: their researchquestion. Using the Legacy Cycle early in the RET experience also showcases how a Cycleunfolds when implemented. This is

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

ability to reduce heat transfer. Material choices were: bubble wrap, aluminumfoil, colored construction paper, colored foam sheets, metallic Mylar film, wooden sticks, cottonballs, and small paper cups. For a more detailed description of the curriculum, seeSchnittka (2009 a)3 or Schnittka (2009 b)4.In the after-school studio setting, students worked in small teams of two with a volunteerfacilitator to test materials, design the dwelling, test the dwelling, and create virtualrepresentations of their designs and ideas, write about their design decisions, materials used andfinal design. Volunteer facilitators were university students, and were key to motivating thestudents and keeping them focused on the design goals

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Courtney Bonuccelli, Washington State University; Denny Davis, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

(high melting point, low weight, high strength, or high flexibility)? ≠ Cost – what is a reasonable cost for the consumer: initial purchase costs, upkeep, disposal, etcFigure 3: Students testing set of liquids on a plastic penny and copper penny surface. By the end of the first day, the following learning should be achieved: (a) Writing Hypothesis - students will demonstrate that they can write a hypothesis using the correct form and accurately reflecting the question being posed (b) Following Procedures - students will identify the materials needed for each activity Page 15.961.6

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University; Belle Wei, San Jose State University

Tagged Divisions

K-12 & Pre-College Engineering

social applications for the students. For our programming lesson, we selectedthe ALICE software. ALICE is a 3D programming environment that allows students to createanimations using a wide variety of objects. It features a “drag and drop” interface that reducesprogramming errors and provides students with immediate and tangible results. For the roboticsexperience, we selected PicoCrickets. By incorporating light, sound, and motion tutorials,students could explore causal relationships between writing programming codes and watchingthe results in the PicoCricket robots. PicoCrickets also featured a “drag and drop” interface that Page 15.644.5would

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

his research in middle school robotics and computer classes to promoteseveral disciplines within mechatronics. He teaches computer programming concepts using theNXT Mindstorms graphical programming language. He emphasizes the logic behind computerprograms through flow diagrams—a tool that has allowed 6th and 7th grade robotics students tobetter grasp programming fundamentals and write more flexible programs for the FLLcompetition. He also uses programming languages such as PBasic12 and MATLAB13 in computerclasses. For example, when introducing the binary number system, he engages the students inprogramming and testing a Morse code generator using the Basic Stamp microcontroller.12 In asimilar vain, through the interactive use of MATLAB

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

), actions, reactions, and closed systems by building chain-reactions using electrical circuits, Pico Crickets, and found objects. 3. Urban Heat Island: Study the heat island phenomenon and build models to mitigate heat. 4. Exploring Mars: Study the surface of Mars, getting to Mars, exploring Mars, and living on Mars.Units delivered during the two summers comprised: 1. Youth-Docentship: Study science and engineering phenomenon at the Arizona Science Center. Demonstrate knowledge gained throughout this year-round program by engaging younger peers and their families visiting the center through small-scale hands-on workshops on specific project-based challenges. 2. Industry-Internship: Study alternative

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Silvia Carreño, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

evidence that the inculcation of gender stereotypes begins at a young age and that youngstudents quickly learn which fields are “appropriate” for them13. Obviously, the “problem” ofwomen in engineering is not simply one of recruitment. The “leaky pipeline” remains a major Page 15.451.2issue, as women entrants are lost disproportionately and often get overtaken by men peers intheir careers4.Images shape the way individuals view the world3, thus, eliciting and understanding the imageMexican teachers have of engineers and engineering is extremely important in order to developprograms and curricula that encourage engineering learning at the P-12 school

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

: Study science and engineering phenomenon at the Arizona Science Center. Demonstrate knowledge gained throughout this year-round program by engaging younger peers and their families visiting the center through small-scale hands-on workshops on specific project-based challenges. 2. Industry-Internship: Study alternative energy sources (wind, solar, hydro, and hydrogen fuel-cells) and build renewable energy models at the Salt River Project, a local water and energy service provider. 3. Technology Workshop: Study basic TI-84 plus graphing calculator functions (graphing, creating tables, performing calculations, etc.) and its connection to basic programming, data collection probes (temperature

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Kathleen Connolly, Tufts University; Christopher Wright, Tufts University; Linda Jarvin, Tufts University; Mike Barnett, Boston College; Chris Rogers, Tufts University; Ismail Marulcu, Boston College

Tagged Divisions

K-12 & Pre-College Engineering

definition of what (Roth, 1996, common materials. meanings for materials and writing). In order constitutes a good 1997, 2001) Learn: Stability, artifacts, (3) being for science design task; the shapes, forces. conscious of participation in learning to effectiveness of the Task: Build a design, (4) negotiating with occur, discourse design context machine that uses classmates, (5) using a must hold as depends on the simple machines. variety of tools in much weight as individual teacher. Learn: Physics of interesting

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Adam Carberry, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

inSTOMP to their peers, it should be noted that most of the teachers reported initiating theirinvolvement in STOMP themselves based on their perceived lack of confidence with, orknowledge of engineering and technology content. This was supported by teacher statementslike: “I did not feel as confident in teaching engineering and technology as other science topics. My coworker suggested contacting you.” “…we are supposed to teach engineering concepts according to my school district, but we have been given hardly any training!!”A comparison group would provide deeper insight into the impacts of STOMP.Bibliography1. Portsmore, M., Rogers, C., & Pickering, M. (2003). STOMP: Student Teacher Outreach Mentorship

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Robert Reeves, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

weregiven a chance to teach the module contents to students enrolled in the Upward Bound Programand then assessed each of their own and peers performances. Teacher Training 9:00am-12:00pm Course Content and Pedagogical Methodology Application Refine 1:00pm-2:30pm Incorporate Lessons from Evaluation in Teacher Training of the Subsequent Day. Conduct Module with Upward Bound Students Evaluation / Reflection 2:30pm-4:00pm Actively Evaluate Peer and Self PerformanceFigure 2: Schematic of the general

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Mohamed Abdelrahman, Tennessee Technological University; Cynthia Rice-York, Tennessee Tech University; Dalton York, Tennessee Tech University; Cynthia Stowers, Clark Range High School; Robert Sircy, Tennessee Tech University

Tagged Divisions

K-12 & Pre-College Engineering

specifically forDMFC. The performance stand also had to be modified to accommodate the liquid methanolfuel. The process of modifying the test stand, accompanied by a literature review of DMFCs,electrochemistry, and electricity in general, took two more weeks. Testing and retestingperformance with more of the S-ZrO2/Nafion composite membranes, side by side with standardNafion membranes exceeded the allotted 6 weeks. The teacher was asked to stay for an extra twoweeks to continue with the research and gratefully accepted. The performance testing of themembranes outperforming those found in the literature at that time. This led to a continuing ofthe research by the lab into the fall, and an attempt, in process, to publish the combined efforts ina peer

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University-Kingsville; Jianhong Ren, Texas A&M University-Kingsville; David Ramirez, Texas A&M University; Sheryl Custer, Texas A&M University, Kingsville; Joyce Coleman, Academy High School

Tagged Divisions

K-12 & Pre-College Engineering

improvements included changes in the curriculum, schedule,application and participant selection process, survey, and outreach efforts.Curriculum Improvements. Three new engineering topics, an industry site visit, and luncheondiscussions with professional engineers were added. The latter two improvements were madebased on experiences recommended by peer institutions (see Engineering Summer ProgramsBest Practices Conference presentations at www.thecb.state.tx.us).The new engineering topics included more contemporary engineering subjects that focus onparticipant hobbies as well as increase the overall camp attractiveness to the regional participantsbased on the suggestions provided by the previous camp participants. The 2009 camp wascomposed of four in

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological Univeristy

Tagged Divisions

K-12 & Pre-College Engineering

coached by specially-trained highschool teachers called “teacher-coaches.” Teams have access to real-world expertise andmentoring from professionals in academia and industry. HSE teams write business plans, solvereal-world problems, perform testing and analyses, build prototypes, manufacture parts, operatewithin budgets, and manage their projects. Each spring, HSE teams showcase their workalongside college students at the Michigan Tech’s Undergraduate Expo. At the conclusion oftheir HSE experiences, it is expected that the students will demonstrate proficiency in appliedworkforce skills, they will be more disposed to enter STEM careers, and they will be prepared toundertake the training and education needed to enter these careers

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

K-12 & Pre-College Engineering

content of their work to others. Performance assessment is by nature aprocess that requires extended engagement by students in order to demonstrate their proficiencyin the selected subject. For these performances students will invest time and effort to prepareexperiments, write reports and scripts to communicate in a proficient way the content of theirlearning, and produce a final artifact that will accomplish the goal of the assignments that is, toeffectively communicate to the observer what they really learned. Although the exact nature ofthese tasks may differ in terms of (1) subject matter, (2) time for performance, (3) flexibility orchoice of topics, and (4) the amount of external support for the student, they share the commoncharacteristic

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

student must understand someof the interrelated concepts from geometry, physics and measurement, among otherthings. Often the math skills are captured in the NCTM’s 22 process standards.Table 4: Skill CodesCode DescriptionMathematics: Organize and consolidate mathematical thinking through coherent and clearCommunication communication to peers, teachers, and others; Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely.Mathematics: Recognize and use connections among mathematical ideas; Understand howConnections mathematical ideas build on one another to produce a

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Glenn Ellis, Smith College; Diana Fiumefreddo, Smith College

Tagged Divisions

K-12 & Pre-College Engineering

their own classroom, most of the grant funds targeted forworkshop equipment and supplies at the teachers’ individual discretion. Interestingly, only eightteachers have ordered equipment as of this writing. Teacher equipment purchases to date consistof the following: ≠ Roller coaster kits ≠ “Building Homes of Our Own” software (residential architecture) ≠ Air compressor (for rocket launches) ≠ Lego catapult kits ≠ Lego Maglev Vehicle kits (three teachers, three individual orders) ≠ Assorted DVD’s and books; miscellaneous equipment such as scales, stopwatches, analog multimeter