Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Eric L. Mann, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and col- laborative teaching methods has been supported by more than $11.6 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and multiple conference Best Paper awards. Ohland is Past Chair of ASEE’s Educational Research and Methods division and an At-large member the Administrative Committee of the IEEE Education Society. He was the 2002-2006 President of Tau Beta Pi

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet L. Yowell, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Travis O'Hair, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

increase students’ attitudes towards communityservice and efficacy with engineering skills. The students in the PBSL section of the course out-gained their peers in non-service PBL sections for efficacy and awareness. The female and URMstudents in the PBSL section had the greatest gains in efficacy over the course of the semester.The non-service PBL females and majority students had the greatest gains for attitudes towardscommunity service, though it is important to note again that the PBSL students started with veryhigh attitude scores on this factor.Skyline High School’s four-year STEM curriculum focuses on higher-level thinking,communication, writing and many other 21st-century skills necessary for successful studentlearning. Students have

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, North Carolina State University; Theodore J. Branoff, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

basic interpretive research strategies, with a strong flavorof grounded theory. The purpose of the study was to understand how high school students makesense of engineering design as an educational activity. Hence, we employed a process informedby constant comparative techniques – the simultaneous collection and analysis of data. Wedeviated from grounded theory by not making the production of a substantive-level theory arequisite to the study. Rather, themes and findings in high school engineering design werederived and explained. Peer debriefing became an ongoing process following the analyses. Inaddition to peer debriefing, the credibility of this study was established through triangulation ofthe themes and findings from the design challenge

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bettina J. Casad, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona

Tagged Divisions

K-12 & Pre-College Engineering

founder of STEM Through Guided Discovery, a robotics program for K-12 students. The success of his program has received international attention and has been adopted abroad. Jawaharlal has more than 20 years of industrial, academic, and entrepreneurial experience. Before joining Cal Poly, Pomona, Jawaharlal founded and developed APlusStudent.com, Inc., an online supple- mental K-12 education company. He also served on the faculty at Rowan University, N.J., and Kettering University, Mich. Jawaharlal is passionate about education and focuses on K-12 STEM education. He writes education columns for the Huffington Post

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Jay Caponigro, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3170: I2D2: IMAGINATION, INNOVATION, DISCOVERY, ANDDESIGNDr. Kerry Meyers, University of Notre Dame Kerry L. Meyers is a Professional Faculty member in the College of Engineering at the University of Notre Dame, is an instructor and coordinator in the First-year Engineering program and is also involved with students at a variety of levels including a graduate student teaching apprentice program, an undergraduate peer mentoring program, and STEM outreach). She has a B.S. in mechanical engineering from Purdue University, M.S. in mechanical engineering from Oakland University, and completed her Ph.D. in engi- neering education at Purdue University. Meyers has several years of industrial experience in automotive

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Parry, North Carolina State University; Emily George Hardee, Brentwood Magnet Elementary School of Engineering; Lizette D. Day, Rachel Freeman School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

overview of the curriculum structure is next, and the restof the time is spent working through a kit or kits to give teachers insight into the studentexperience of the curriculum. The teachers, in this way, move between the “teacher” and“student” roles to get a broad perspective.It is not unusual for children from economically disadvantaged homes to enter kindergarten withfewer experiences and early childhood education than their more affluent peers (Reardon).Because of this, the team decided to not use the EiE kits in grades K-1, but rather to focus theestablishment of foundational skills the children would use throughout their elementary years atRachel Freeman, enabling them to participate in the engineering implementation fully as theymoved up

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald L. Carr, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

). Page 25.299.1 c American Society for Engineering Education, 2012 Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer TestAbstractChange in elementary students’ conceptions of engineering has been studied using the Draw-an-Engineering Test (DAET) prior to and following a curriculum intervention. This instrument asksstudents to draw an engineer doing engineering work and then write about what the engineer isdoing, typically in a sentence or two. Children in participating grade 2-4 classrooms completedthe DAET in a pre-post fashion during academic year 2010-2011. Classrooms were chosen basedupon teacher participation in professional development

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Susan Lowes, Columbia University; Peiyi Lin, Columbia University; Rustam Stolkin, University of Birmingham; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

their sensors with computers, write programs togather raw signals, implement calibration curves, and perform data manipulation and datalogging. In later modules, students program their own communications protocols for wirelesstransmission of the sensor data and connect their computerized sensor stations together to form adistributed wireless sensor network15. Additional modules explore the use and implications ofthis technology for biosciences and environmental research.B. The CurriculumThe SENSE IT curriculum is comprised of four educational modules. In Module 1, “Sensordevelopment,” students learn about the principles of transducers, design, analyze and calibrateelectronic circuits around their transducers in order to make numerical

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; G.B. Cazes, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

to 1) better understand the historyof cyberspace, cryptography, and cyber security; 2) experience cyber applications and programs;3) discuss social and ethical implications of cyber; 4) explore possible cyber career fields; and 5)gain an appreciation for the need to secure cyberspace. The dynamic interactive campcurriculum consists of hands-on labs, a cryptographic treasure hunt, writing assignments,evening film sessions, and a Final Cyber Challenge. The Parallax Boe-Bot™ is used as the coreteaching platform throughout.In the months preceding the camp, high school teachers, one science/mathematics teacher and Page 25.867.3one humanities

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer S. Atchison, Drexel University; Danielle Tadros, Drexel University; Yury Gogotsi, Drexel University; Paul Holt; William Andrew Stoy, North Carolina State University; Joy A. Kots, Father Judge High School; Caroline Louise Schauer, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

their peers and compete in local and regionalscience fairs.This project was a joint effort between high school teachers who participated in the 2011Research Experience for Teachers in Nanotechnology (RET-Nano), students in the 2011Research Experience for Undergraduates (REU), their graduate mentors and faculty. The Page 25.617.2RET-Nano teachers and REU students/mentors worked together to develop lesson plansand activities to scaffold the high school student’s learning experience. The REU studentsdesigned, built the tested the experimental hardware for the electrospinning traveling kit.And the graduate mentor travelled to all of the schools to

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yair Joseph Mega P.E., Northeastern University; Claire Duggan, Northeastern University; Daniel Sullivan, Northeastern University; Lauren Horn, Northeastern University; Charles A. Dimarzio, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

teachers through the proposal process, conducted proposal-writing workshops; Co-facilitator (2004), Boston East Pipeline Network; and Alumni, Lead Boston 2004 (The National Conference for Community and Justice). She won the 2006 Northeastern University Aspiration Award, and was recognized at the 2003 Northeastern University Reception honoring Principal Investigators that obtained funding in excess of $1 million over a five-year period.Daniel Sullivan, Northeastern University Daniel Sullivan has a B.S. in civil engineering and has worked for the Center for STEM Education since 2010.Ms. Lauren Horn, Northeastern UniversityDr. Charles A. Dimarzio, Northeastern University

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

towards teaching science,technology, engineering, and mathematics principles both within and outside the classroomenvironment. Collaboration amongst academic researchers and educational practitioners hasyielded exceptional opportunities for students to increase technological literacy throughparticipation in structured formal and informal learning activities. This paper outlines a resourcefor students to display their creativity and independent learning skills by presenting a journalisticapproach to publishing student-initiated research projects. Comparable in format to professionaltechnical journals, the establishment of a peer-reviewed, online and open-access journal gearedfor the 7-12 grade audience is presented. This concept is currently being

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

knowledge and conceptual knowledge can be challenging. Ideally,teachers would be able to trace thinking through the design rationale as the design proceeds, notjust retrospectively or from static project artifacts. They would also be able to use technology tosupplement teaching documentation and communication. The use of technology and culturaltechnology methods of communication has potential to impact assessment in K-12 engineeringeducation. Seventy-five percent of teens have cell phones2 and over 50% of teenagers 17 andyounger have access to the Internet outside of school and send email or text messages at leastonce a week. Twitter and other text-messaging tools help to motivate and encourage students todo more writing and encourage interactions

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American

Tagged Divisions

K-12 & Pre-College Engineering

experiencesthat promote STEM play a critical role in many students’ lives in these important transitionyears. The methods and long term impact of one such program with a twenty-six year trackrecord of attracting and preparing minority students is examined. The Pre-Freshman EngineeringProgram (PREP) is an educational summer program aimed at Hispanic middle and high schoolstudents to increase educational preparedness and interest in STEM fields. The three yearacademic program that serves middle and high school students interested in STEM runs sevenweeks each summer. Courses (Introduction to Engineering, Logic, Computer Science, AlgebraicStructures, Introduction to Physics, Problem Solving, Introduction to Probability and Statistics,and Technical Writing

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jared P. Coyle, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

wereunfamiliar with what they saw, they were encouraged to write this. If there were topics ofparticular interest to a specific group, they were also encouraged to indicate that in their graffiti.As a result, a set of 14 metro maps containing anecdotal evidence of student backgroundknowledge was generated. The information that the students wrote down was characterized in 5ways: Total response (Did the students give any response at all?), Positive and NegativeResponse (Did the students respond positively or negatively to the idea?) and Informed andUninformed Response (Did the students demonstrate pre-existing and accurate knowledge abouta subject?).This graffiti method is also being carried out during the middle of the year in January and againat the end

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University; Ruth E. H. Wertz, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

) Engineering content a) Students identified the role of clients/users b) Students identified criteria/constraints c) Students modeled their solution(s) prior to creating their final prototype d) Students identified connections between engineering and society e) Students utilized peer and teacher feedback to make decisions about redesign f) students utilized data acquired through testing when making decision about redesign3) Gender differences a) Were girls more, equally, or less actively engaged (answer for each stage of the engineering design process) b

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; William L. DUPE Chan, Josiah Quincy High School; Kristina Buenafe, Josiah Quincy High School; Jessica Chin, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

understanding of and the appropriate use of mathematical modeling breadth and depth of study.As a result of JQUS’ acceptance as an IB school, math teachers felt the need toincorporate projects that teach these skills, emphasizing critical thinking andinternational-mindedness in keeping with the IB learner profile and Common Corestandards [5-7]. Adjusting to a new curriculum while meeting district and staterequirements, the adherence of all standards poses considerable challenges to JQUS forteaching project-based learning, writing, mathematical content and technology content.EBL via the CAPSULE program was chosen as an approach for transitioning the school’sSTEM curriculum into the IB Diploma Programme.With every teacher limited by physical and

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie Ann Rursch, Iowa State University; Douglas W. Jacobson, Iowa State University; Andy Luse, Iowa State University

Tagged Divisions

K-12 & Pre-College Engineering

year that a chat room was implemented to support the remote setup andconfiguration of student competition networks was for the 2007 CDC. At the writing of thispaper, the authors have five years of chat log files archived which can be examined using contentanalysis. This paper focuses only on the first year in which the authors have data, 2007, and isthe first attempt at using content analysis to evaluate the program. Since content analysis is anovel approach for evaluating inquiry-based learning and chat logs, the authors view this paperas a way to frame the use of content analysis in understanding inquiry-based learning programs.As discussed in the Conclusions/Future Directions section, the authors plan to use what islearned in this analysis

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

or science teachers) completeda total of 20 modules at the end of the three week Institute. The 5E Inquiry Model15 wasintegrated into an instructional design for teachers to follow in the module writing process.A typical day at the Institute started with a one-hour presentation by STEM experts with the goalbeing to share samples of STEM research in the world. STEM technology workshops based onWeb 2.0 technologies were another key component. Teacher participants were presented withspecific technologies for approximately two hours each morning. Afternoon professionaldevelopment sessions were devoted to teams working in separate spaces on their specificmodules, with hands-on support from the STEM graduate students and the science

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

engineering design is Page 25.549.4continually informing and informed by the engineer’s interaction with plans, designs, andartifacts (collectively, representations), as well as through communication with otherhuman beings16 such as clients and peer professionals. As such, Dym (1994) argues thatrepresentation is central to design, and that the “multiplicity or diversity ofrepresentations” enables reasoning and analysis about function, form, and intent16. As anengineer develops, interprets, and interacts with representations, the engineer mayrespond by retracing the problem objectives and constraints, deciding to revise orimprove parts or the whole design

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

students. More specifically, Collins assists with planning, implementing, managing, and reporting of project activities which include survey development, coordination of data collection, interfacing with data managers, coordination of quarterly meetings of outreach providers to gather feedback, identify best practices, and disseminating findings to stakeholders. In addition, she assists with annual report writing and conference presentations. Prior to working at NC State, Collins was the Online Learning Project Manager for NC TEACH and Project Co- ordinator for NC TEACH II at the UNC Center for School Leadership Development. Key responsibilities there included the development, implementation, teaching, and assessment of

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin Sargianis, Museum of Science, Boston; Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

effective in preparing you to teach using the EiE units? Why?  “Questioning strategies; Explanations of purpose”  “...turn and talk to peers; questioning strategies; scaffolding...” Page 25.503.8 Informal Formative Assessment We begin all of our workshops (and many of the individual activities within workshops) with brief, informal, formative assessments of participants’ prior knowledge. This helps facilitators gain a sense of participants’ understanding of certain terms and concepts, but it also (perhaps more importantly) continues to model the educational best practices that we hope participants will carry

Conference Session

Best Practices in K-12 Engineering: Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Elizabeth A. Parry, North Carolina State University; Lizette D. Day, Rachel Freeman School of Engineering; Augusto Z. Macalalag Jr., Stevens Institute of Technology; Albert Padilla Jr., Jersey City Public Schools; Malinda S. Zarske, University of Colorado, Boulder; Patty Ann Quinones, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

the importance ofteamwork in engineering. As students move through the sequence of courses, they are engaged inincreasingly complex hands-on design projects that peer into a variety of engineering disciplines.The focus on the iterative design process allows students choose the topic that interests themmost and learn about engineering disciplines through those choices. Through the Academy,students are engaged during the school day, making science, technology, engineering, and mathpart of their world every day.The first four-year STEM Academy cohort to graduate will do so in 2013. Evidence that theSTEM Academy is moving students beyond the average level of academic preparation are the2011 school wide state NCLB assessment test results, which

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary Cruz, Great Minds in STEM; Lupe Munoz Alvarado, Great Minds in STEM

Tagged Divisions

K-12 & Pre-College Engineering

the number of STEM professional Page 25.268.8development opportunities for teachers. The professional development offered educatorsopportunities to gain resources and learn interactive techniques to be used in the classroom. Inaddition, there was an increase in the number of near-peer role models from local colleges anduniversities and an expansion of the partnership with the Society of Military Engineers (SAME).The SAME partnership supported elementary school STEM activities efforts and goals. Theseindicators of institutionalization increased both the depth and scope of the Initiative.Option Year 3Today, STEM-UpTM serves 13 elementary schools

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Henry Becker, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University; Shaobo Huang, Utah State University - Engineering Education

Tagged Divisions

K-12 & Pre-College Engineering

the solution (or parts of the solution) to the problem. FeasibilityAnalysis (FEAS): Assessing 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. Page

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Can Saygin, University of Texas, San Antonio; Timothy T. Yuen, University of Texas, San Antonio; Heather J. Shipley, University of Texas, San Antonio; Hung-da Wan, University of Texas, San Antonio; David Akopian, University of Texas, San Antonio

Tagged Divisions

K-12 & Pre-College Engineering

, writing the programs, and testing the robotsthat students gained a deeper understanding of the concepts.ModelModels were used to illustrate the robotics concepts and design challenges throughout thecurriculum, especially during the building and testing phases. It was important for instructors todemonstrate what the robots were supposed to do because the challenges typically involved therobot interacting with an environment, such as following a line, avoiding obstacles, or picking upan object. It may also involve pushing other robots around. Since these environments are Page 25.404.9dynamic in nature, it makes the challenge more complicated. So

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Sun, Purdue University; Nikki Boots, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

new ideas than other members of a system”(p. 22). Based on their innovativeness, individuals can be classified into five adopter categories:innovators (2.5%), who are risk-takers willing to try new things and prepared for associateduncertainty; early adopters (13.5%), who are role models assuming leadership in furthering theadoption of the innovation; early majority (34%), who are individuals deliberately adopting aninnovation before the other half of their peers; late majority (34%), who are suspicious ofinnovations and wait until it is perceived as safe to adopt them; and laggards (16%), who are moresuspicious of innovations than the late majority and adopt innovations last.Rogers’s diffusion of innovation model provides us with both a