Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. The 2010 test results show that nine of the students scored PartiallyProficient on the language arts/literacy test and one student scored Proficient. There are five testsubsets and those scores are reported in percents. It is the expository writing sample score that isof interest in this study because that is the writing genre that the students will use to explain anddescribe their engineering experiences. The scores of the partner students ranged from 40%-60%.The 2011 Grade 5 NJASK scores will be administered in May 2011, but the results will not beavailable to the schools until mid-August.Approach/Methods/MaterialsThe CIESE staff member visits the class twice per month and leads the lessons with theassistance of the teacher. The approach to

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chelsey Simmons, Stanford University; Beth L Pruitt, Stanford University; Kaye Storm, Stanford University; Gary Lichtenstein

Tagged Divisions

K-12 & Pre-College Engineering

Hands-on research component for many participants Stanford Engineering Research Experience for Teachers Interactive Seminars on Professional Practices (SERET) Supporting Transfer to the Classroom Analyzing and Synthesizing Literature Education Transfer Plan with IISME Collaborating Peer coach to support teachers funded by IISME Synthesizing Data and Communicating Results Subject-specific

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Elsa Head, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

to record their ideasthrough pictures and writing directly in the software, which allows them to both share their ideaswith their peers and lets them revisit their ideas at a later time.Scardamalia notes that small group work in classrooms can be fruitful; it breaks the pattern of theteacher relaying authoritative information to large groups of students, and lets the students’ ideasbecome a greater part of the classroom discourse4. However, group work is also thought to haveseveral challenges, including group domination by one or two students, knowledge and ideasbecoming lost when not recorded and less teaching guidance of each group in a productivedirection4. Technology has been thought to be a productive way to promote collective

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie S. Ivey, University of Memphis; Paul J. Palazolo, University of Memphis

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2109: GIRLS EXPERIENCING ENGINEERING: EVOLUTIONAND IMPACT OF A SINGLE-GENDER OUTREACH PROGRAMStephanie S Ivey, University of Memphis Dr. Stephanie Ivey, Assistant Professor of Civil Engineering, is currently involved in several engineering and STEM education projects. She is part of the project team for the NSF funded MemphiSTEP: A STEM Talent Expansion Program (NSF DUE 0756738), where her responsibilities include coordination of the entire project’s mentoring activities, including the peer-mentoring, peer-tutoring, and STEM club mini-grant program. She is leading a project focused on service learning within the Civil Engineering curriculum and a project examining links between learning styles and freshman

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Augusto Z. Macalalag Jr., Stevens Institute of Technology; Chris Jurado, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

in the United States in the1950s was attributed to the scientific andtechnological advances during that decade. In 2005, a survey was conducted by the NationalAssociation of Manufacturers and the Deloitte Consulting Company to gain an understanding ofthe demands associated with the economic reality and employability of the US manufacturingworkforce in the current decade. Results indicated that manufacturing companies would look tohire workers with proficient reading, writing, and communication skills, the ability to work in ateam, strong technology-related skills, the ability to translate drawings, diagrams or flowcharts,strong math skills and innovation/ creativity skills.7 Top growing service occupations in the US

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

(Science, Technology, Engineering andMathematics) learning. Students participate in teams organized as “virtual companies” thatdevelop products or services as they engage in long-term projects with a STEM focus. HSE teamprojects are STEM-based but involve students from various backgrounds and interests. HSEteams are coached by specially-trained high school teachers called “teacher-coaches.”Teams have access to real-world expertise and mentoring from professionals in academia andindustry. HSE teams write business plans, solve real-world problems, perform testing andanalyses, build prototypes, manufacture parts, operate within budgets, and manage their projects.Each spring, HSE teams showcase their work alongside college students at

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Brian D. Gane, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. These tasks can be broken into ―traditional‖tasks (e.g., graph and analyze data, answer questions about simple machines), and PBIL-basedtasks (e.g., write and discuss scientific questions for further investigation, update your projectboard, create your explanation worksheet, and communicate the design and solutioneffectiveness).These PBIL-based tasks frequently use scaffolding to facilitate learners’ use of scientificreasoning and engineering methods in order to use scientific concepts to explain observed data,to help learners monitor their own learning and identify future topics for investigations, todevelop hypotheses, and engineer solutions to ill-defined problems. These tasks occur at theindividual level (e.g., each learner answers

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

mentors and the overall scope of theorganization. Existing models of mentorship do not adequately describe the specific relationshipbetween the college and high schools students: (1) Due to the proximity in both age andexperience, the college students cannot be considered more experienced (traditional model ofmentorship) and (2) Due to the fact that both student populations are in different educationalsystems, the college students cannot be considered peer mentors. To help understand thisalternative mentoring relationship, this study was guided by two research questions:1) Whatmotivates PFP participants to become mentors to high school students? 2) What do theseundergraduate students learn by mentoring high school students? A survey of

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lucy McAuliffe, Smith College; Glenn W. Ellis, Smith College; Sonia Katrin Ellis, Smith College; Isabel Huff, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

K-12 & Pre-College Engineering

ofengineering. However, there is increasing evidence that middle school is the level at which girlsbegin to disengage and lose interest in STEM fields. Day4 writes: “As early as fourth grade,girls begin to turn off and tune out in science classes and drift away. By the time they enter highschool, even if their interest revives, it’s often too late. They don’t have the foundation to pursueadvanced courses.” Countryman et al.5 write about the enrollment disparity in computer scienceclasses as learners enter high school; girls enroll in fewer computer science classes than do boys. Page 22.1092.2The authors reference the influence of a culture in which

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine A Broom, University of British Columbia, Okanagan; Wendy Lynn Klassen, University of British Columbia, Okanagan ; Carolyn Labun, Ph.D., University of British Columbia

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

relatives. At the second school, students were in a French Immersion program(B). Many had professional parents.The research project involved three classroom visits conducted in January 2011. In the first brief Page 22.685.2visit of approximately 15 minutes, researchers conducted pre-assessments of students’conceptions of engineers by having the students write and draw pictures of how they understoodfour careers (teacher, doctor, accountant and engineer) and then match a series of descriptors(including words such as caring, works with others etc.) to each career.Discussion of Pre-assessments: Stereotypes about CareersThe pre-assessment activity

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tao Hong, Purdue University; Senay Purzer, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

of work 0.499. My motivation for teaching science is to promote an enjoyment of learning 0.5210. I believe DET should be integrated into the K-12 curriculum 0.5311. I am interested in learning more about DET though workshops 0.6812. I am interested in learning more about DET through college courses 0.3413. In a science curriculum, it is important to include the use of engineering in developing 0.48 new technologies14. I am interested to learning more about DET through peer training 0.5415. My motivation for teaching science is to help students develop an

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

the problem is here? What are some questions you might have?‟ And then I would say, „Okay, what do you think about coming up with a plan?‟ I guess I tried to make more subtle…not very obvious…I guess you could say that I guided them…I wanted them to direct their own learning (Ralph, 5th grade teacher, Interview #2, Spring 09) I thought it was important that my first graders see how the process works by actually engaging in each step. I created engineering notebooks and on each page students would write down the step they were working on and then draw a picture of what they were doing. When they got stuck on a step or if their dough was not working, I would say, „why don‟t you draw a picture of

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell J. Nathan, University of Wisconsin, Madison; Candace Walkington, University of Wisconsin, Madison; Rachaya Srisurichan, University of Wisconsin, Madison; Martha W. Alibali

Tagged Divisions

K-12 & Pre-College Engineering

and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the US Dept. of Education, including the AWAKEN Project (funded by NSF-EEP), which examines learning, instruction, teacher beliefs and engineering practices in order to foster a more diverse and more able pool of engineering students and practitioners, and the Tangibility for the Teaching, Learning, and Communicating of Mathematics Project (NSF-REESE), which explores

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

AnnMarie Thomas, University of Saint Thomas; Jan B Hansen, University of Saint Thomas; Sarah H. Cohn, Science Museum of Minnesota; Brian Phillip Jensen, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

remotely operated vehicle). (SeeFigure 9) Figure 8: (a) buoyancy lab, (b) Stokes’ law lab Figure 9: Styrofoam cup that has been submerged in approximately 3,000 meters of water, next to a comparison cupEngineering and Society (3 hour unit)The goals for this unit are for the students to:  Understand the societal and environmental impacts that engineering and its products can have  Be able to identify both positive and negative impacts of engineered systems  Discuss the ethical obligations of engineersIn preparation for this unit, students were asked to choose an invention and write a briefhistory of it. They were then asked to list 3-5 positive aspects of this

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

and passing judgment on a possible or planned solution to theproblem. Evaluation (EVAL): Comparing and contrasting two (or more) solutions to theproblem on a particular dimension (or set of dimensions) such as strength or cost. Decision(DEC): Selecting one idea or solution to the problem (or parts of the problem) from among thoseconsidered. Communication (COM): The participants’ communicating elements of the designin writing, or with oral reports, to parties such as contractors and the community. Other: None ofthe above codes apply. See table 1.Table 1Coding Scheme and Description Code Description of Code Problem Definition (PD) Define what the problem really is, identify constraints

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani, University of Texas, El Paso; Iris B. Burnham, Burnham Wood Charter School District; Virgilio Gonzalez, University of Texas, El Paso; Miroslava Barua, University of Texas, El Paso; Elaine Fredericksen, Ph.D., University of Texas, El Paso; Sally J. Andrade, Andrade & Associates, Inc., El Paso, TX

Tagged Divisions

K-12 & Pre-College Engineering

Alabama at Huntsville, where she taught undergraduate courses in industrial and systems engineering and served as the faculty advisor for the In- stitute of Industrial Engineering local student chapter. At RIMES, she is involved in developing graduate courses and exploring research opportunities in systems engineering. She has written research proposals to National Science Foundation, Locked Martin Aeronautical, Raytheon Energy Systems, Texas Higher Education Board, and Texas High School Project. She conducts research with a local charter high school assessing the attitudinal changes in high school students in Science, Technology, Engineering and Math. She has published in several peer-reviewed journals and conferences

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Kwabena A. Narh, New Jersey Institute of Technology; Rajesh N. Davé, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

). With this in mind, the RETprogram was designed to include each of these five features: 1) Active Learning: Teachers wereinvolved in discussion and planning, as well as research, 2) Coherence: Activities built on whatthey were learning, and led to more advanced work, 3) Content Focus: Content was designed toimprove and enhance teachers’ knowledge and skills, 4) Duration: Professional development forthe teachers extended over 6 weeks during the summer and continued during the school year, and5) Collective Participation: Teachers met in teams as well as a group to discuss strategies andcontent, and to develop approaches that they presented to their peers

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, University of Pittsburgh; Ross Higashi, Carnegie Mellon University; Christian D. Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

with a BS in Logic and Computation from Carnegie Mellon University, and is now engaged in the research and development of STEM curricula using classroom robotics technologies and game-like systems.Christian D Schunn, University of Pittsburgh Christian D. Schunn is an Associate Professor of Professor of Psychology, Intelligent Systems, and Learn- ing Sciences and Policy at the University of Pittsburgh. He received his PhD in Psychology from Carnegie Mellon in 1995. His research ranges from cognitive / social psychology studies of science/engineering and connections to classroom science instruction to studies of peer feedback in science and instruction

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine Frances Ibes, Saint Catherine University; Yvonne Ng, St. Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

into the Montessori curriculum. Theyinclude preliminary results from teacher competence, confidence and comfort with the materialas they include engineering in their classroom. Section 6 draws some conclusions and discussesthe next steps in the elementary engineering professional development process.2 The Development ProcessTo prepare for the summer course the Montessori expert and content area expert spent a yearprevious to the course in collaborative dialogues and writing. The phases of this processincluded: 1. Learning about each other: As a first step, the Montessori expert gave the engineering expert readings while the engineering expert had the Montessori expert go through introduction to engineering exercises. This gave the

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

 Gives the students a real world experience of solving a problem or addressing a situation and then being able to test and redesign.  The hands on aspect of design. Students can immediately test their designs, re-design and retest.  It is an engaging, interactive class. They liked the freedom to learn and design an open- ended solution, enthusiastically entering into the room and getting busy with their work instead of sitting and listening. Each mini lesson was given when it was needed. After the class was over, the students said the presentation and learning to write technical documentation would help them in college.  Teaching students to take a complex problem and break it down into

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

educators. 11-13 One key idea with respect to co-teaching is that each co-teacher has a unique,professional skill set to offer the classroom environment. Having two classroom teachersteaching together (i.e., team teaching), while potentially helpful, does not have the same spirit ofco-teaching where a combination of different skill sets provides a unique benefit to the learningenvironment. 10 For example, in one case study of elementary science co-teaching, the classroomteacher was regarded as the “science content expert” and the special educator was regarded asthe “adaptation expert”. 14 Although each co-teacher’s skill set has unique elements, co-teachers are peers withregard to level of certification, helping to ensure that “they

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering