Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C Paugh, University of Massachusetts Boston

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

-making does take place during engineering designexperiences in culturally and linguistically diverse urban classrooms, and we present two studentgroup case studies to support that argument. We discuss implications of this work for elementaryengineering instructional design, pedagogy, and educational research.IntroductionIn its Framework for K-12 Science Education, the National Research Council writes, “Engineers,too, make decisions based on evidence that a given design will work; they rarely rely on trial anderror” (NRC, 2012, p. 62). For engineers to plan feasible solutions and revise solutions they havealready tested, they need to engage in reflective decision-making that takes into accountinformation about design options. This intentional

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

competitions. Some students enter the course with a portfolio in hand. The teacherserves as resource and mentor, as the students present weekly plans and progress for a grade.This year a third course is being piloted called Engineering Technology. Designed primarily for9th grade students, the course focuses on engineering design, project management and hands ontechnical skills, which allows them to advance to the Intro to Engineering course with a richerpreparation. Evaluation will include the effectiveness of the course, the program’s impact on thestudents, and an assessment of the student work.IntroductionThe quest to design a new engineering program, deciding where to start, establishing the runningthemes for a whole new course, or set of courses

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

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Diversity

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K-12 & Pre-College Engineering

and the US. He can be reached at Karim.Muci@sdsmt.edu. Page 26.1040.1 c American Society for Engineering Education, 2015 Investigating the Impact of an Outreach Activity on High School Students’ Attitudes toward STEM DisciplinesIntroductionScience, technology, engineering, and mathematics (STEM) education is a growing interest inthe United States. A recent five-year strategic plan published by the National ScienceTechnology Council’s Committee on STEM Education clearly outlines STEM education as anational priority, defining STEM jobs as “the jobs of the future” 1. The

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

Jay B. Brockman, University of Notre Dame; Douglas C. Hall, University of Notre Dame; Sean Patrick Martin, University of Notre Dame's DeBartolo Performing Arts Center; L. Arielle Phillips, University of Notre Dame

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Diversity

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K-12 & Pre-College Engineering

event, werecritical to its design and implementation. A one-credit, pass/fail course withapproximately 40 students from a wide variety of majors focused on the design andconstruction of the musical instruments. Students in this class were also required todevelop lesson plans for the small group sessions. Students in a senior-level ElectricalEngineering audio technology course developed, together with the faculty member, aseries of demonstrations for the museum-like portion of the event.There is currently a growing interest in K-12 programs that integrate STEM educationwith the Arts, commonly known by the acronym STEAM.1, 2, 6, 9, 10 Even as the nationadvocates for advances in K-12 STEM education to spur greater employment andeconomic

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

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Diversity

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K-12 & Pre-College Engineering

the three-time National Championship SAE Clean Snowmobile Challenge Team and is a Fellow of ASME. Dr. Den Braven joined SCGSSM in early 2014 as the director of the GSSM residential engineering program and Accelerate, the new virtual engineering program for gifted high-school students in the state.Dr. Elaine R. Parshall, SC Governors School of Science and Mathematics Elaine R. Parshall is the Academic Coordinator for Accelerate, a blended online high-school engineering program offered to students grades 10-12 around the state. Her current responsibilities include course integration, planning summer camps and Saturday experiences, working with faculty, and general trouble- shooting for this new program. Formerly, she

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

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

major with a high level of one-on-one advising. However, a high degree of flexibility also contributes. In the LSE program,iterative revision and recreation of an individualized curriculum and career plan are understoodas signs of success rather than failure or deviation. Students are encouraged to understand anddesign their major as a “whole-person technical degree” that does not require them to pass, toassimilate, to compartmentalize, or to conform to stereotypes. We suggest that this holisticflexibility may disrupt barriers such as impostor syndrome by positioning the student not asimpostor but as designer and creator – even when enrolled in technical courses in which thesex/gender ratio is skewed male. Lessons learned from “liberal studies

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei, Texas A&M University at Qatar; Brady Creel, Texas A&M University at Qatar; John S Small, Texas A&M University at Qatar

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

 problem  solving  and  design  exercises.  Students  also  learn   about  teamwork  and  leadership  through  group  activities.   • Future  Engineers.    This  eight-­‐day  program  has  been  structured  exclusively  for  high   performing  students  in  grades  10  and  11  and  is  intended  to  promote  engineering  as   discipline  of  choice  as  those  students  begin  thinking  about  plans  for  university  studies.     In  addition  to  hands-­‐on  engineering  design  activities  and  team  projects,  including   computer  aided  design  and  3D  printing,  participants  are  introduced  to  engineering   disciplines  along  with  advanced  math  and  sciences,  and

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado at Boulder; Brian Huang, Sparkfun Electronics; Beth A Myers, University of Colorado Boulder; Lindsay Diamond, SparkFun Electronics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

does not intervene duringthe assembly process. Another practical example of an adjustment made occurs in the lectureconcerning computer programming. The various computer programming concepts includingvariables, functions, and structures are presented as an analogy to parts of speech like nouns,verbs, and punctuation. The analogy grounds the computer programming concepts into adiscipline (language arts) that high school students have more familiarity. The instructormaterials were also revised to provide more background information concerning the lessons andmore detailed lesson plans. A daily lesson plan was developed for the high school versionincluding a minute-to-minute timeline of the day. A significant difference in a high school course

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

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

theemphasis from a discipline-based focus to crosscutting concepts that connect many disciplines.These crosscutting concepts, such as systems and system models, promote a deeperunderstanding of science and engineering concepts. Traditional education programs often do notprepare teachers to build these connections between science and engineering concepts. Theobjective of this study was to determine if formal interactions with engineering students tofacilitate afterschool science clubs would provide a means for pre-service teachers to learn howto make these connections in their instructional practices.In this study, undergraduate elementary education and biological systems engineering studentsworked together to plan and facilitate afterschool science

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Southern Utah University

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Diversity

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K-12 & Pre-College Engineering

available across the state of Utah in the 2014 FallSemester. Again, data was collected from these courses and used to improve it in the nextphase.2.4 Summary of the Research HistoryThe TICE grant has provided the state of Utah the opportunity to reach the Governor HerbertEducational Plan, ‘On Pace to 66% by 2020’2. The objectives of this research helps fulfill thefirst three steps of the PACE plan: 1. Reach young students. 2. Provide STEM related curriculum to small rural schools (providing access to all students). 3. Help students complete a degree by receiving concurrent high school and college credit.On a much larger scale, the contribution of this research could not only help preserve theexisting engineering and technology

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

) Lesson 7 (Day 15) Lesson 5 (Day 10-12) Lesson 6 (Day 13-14) Biochemistry: Client Plan, Test, Evaluate Redesign Enzymes Recommendations - Qualitatively explore - Design a process to - Improve the - Present findings the various factors that improve

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara M. Moskal, Colorado School of Mines; Joe Saboe, Denver Public Schools

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

of students in science and mathematicsthroughout the day. Graduate students who support elementary level teachers are assigned tosupport up to three teachers throughout the academic year while graduate students who areassigned to support middle school are assigned up to two teachers per academic year. The levelof support (5 versus 7.5 hours per week per teacher) is determined based on the specialization ofthe teacher with whom the graduate student works and the amount of classroom time dedicatedto science and/or mathematics. Graduate students support the participating teachers byidentifying or developing appropriate instructional science and engineering lesson plans,assisting the teachers with scientific or in-class engineering experiments

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

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Engineering. He is also a faculty member in the Department of Anesthesiology & Pain Medicine and the Graduate Program of Neurobiology and Behavior at the University of Washington. In addition to performing basic neuroscience research, Eric works with other neuroscientists and classroom teachers to develop educational materials to help K-12 students learn about the brain.Dr. Laura J Collins, Center for Research and Learning Dr. Laura Collins, from the Center for Research and Learning, has extensive experience of over 20 years in program evaluation and research. Her work includes proposal design, evaluation and research plan- ning, needs assessment, data collection, both qualitative and quantitative analysis, and tailored

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

  in  solving design challenges, and believe that they  can go on to be  good  scientists  and/or  engineers.  Parents  have  also  developed positive  attitudes  towards STEM programs  as well as  positive  perceptions  of  STEM   jobs  and  careers,  and  their  STEM­related  child­rearing  practices  improved  (including at­home  exploration  and  experimentation,  the  quality  of  questions  asked  at  home, and building together).   Evaluations also  indicate  that   Engineering  students  benefit  by  learning  how  to  create  lesson  plans  as  well  as  engineering  design challenges,  sharpen  their  own  understanding  of  engineering  concepts  in  the  process  of breaking them down to explain to  a  non­professional  or

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD; Judit Györgyey Ries, The University of Texas

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

administered during summer camps.Evaluation MethodologyEvaluation Questions Data Sources Data Evaluation Methods1 What NASA themes were selected Teachers' and students' self-reports Description of percentages offor LRGV SoI activities during the of NASA theme of the summer participating teachers and studentsproject? camps 2011 and 2012 by theme2a Did teacher training activities Participants' responses to workshop Comparison of diversity against thereach the planned diversity of questionnaire demographic items plan and against published data oncertified teachers

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Shultz, Drexel University; Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.)

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

further insight.&V. ConclusionIn this study, we implemented a series of lesson plans designed to provide students with hands-on programming and circuitry, while simultaneously teaching students about the growing field ofcybersecurity. This study makes a strong case for the use of Arduino-based lesson plans in thehigh school setting to teach cybersecurity concepts and generate interest in STEM andcybersecurity career paths. The authors found that the project discussed previously could befeasibly executed in the high school classroom, and yielded non-significant increases in STEMinterest as assessed by pre and post-survey in a group of 12th grade students already largelycommitted to pursuing careers in STEM-related fields. Despite this non

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip S. Schmidt P.E., University of Texas, Austin; Christina Soontornvat, iFLY ; Stuart B Wallock

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

2011. As Chief Marketing Officer, he oversees the company’s corporate and product marketing, franchisee and consumer marketing, social media, communications, brand strategy and application development. At Dell, Stuart was Director of Site Innovation and Social Commerce. Previously, he was Director of Marketing at Newegg.com, overseeing all marketing and web development programs. Before Newegg, he was Director of Business Planning at Sony Electronics. Since assuming his present role with SkyVenture/iFLY, one of Stuart’s major objectives has been the development of the team building and education programs at iFLY– from concept through implementation–with the goal of making physics, math, technology, the science of

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

academic success in science and engineering. Page 26.660.1 c American Society for Engineering Education, 2015 Enhancing Knowledge, Interest and Self-Efficacy in STEM through a Summer STEM Exploration Program (Research to Practice) Strand: OtherAbstract:Many researchers believe that career interests and career plans start developing as early asmiddle school. However, high school students often passively eliminate technical career optionswith course choices that do not meet the needs of a STEM academic path. Consequently,providing career exploration

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

underrepresented in STEM fields, including girls, minorities, students from low socio-economic backgrounds, students with individualized education plans, and English-language learners. (p. 117) With these considerations in mind, we present our research as one component of a largermission that seeks to provide a framework for K-12 students to engage the engineering designprocess through their self-determined interests. While organizations such as the NationalResearch Council and National Academy of Engineering communicate concerns for the increaseof women and minority participation in engineering, students also need the liberty to expresstheir individual diversity within engineering8. Regardless of shared ethnicity, socio-economicstatus

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

general population of the school, more than half of which was made up of underrepresentedminorities. By 2013, the once-dire school’s previously-declining enrollment had turned around,due in large part to the STEM initiative. About one in four students at the school was enrolled inthe academy, which boasted a total of 340 members. The academy was quite diverse, minorityand female students each comprising 35% of the population, while 23% were of low socio-economic status.Lacking the necessary funds to purchase ready-made engineering curricula at its inception, twoscience teachers had been tasked with creating the course plans themselves. These two, who alsoserved as the original instructors, possessed valuable backgrounds – one having earned a

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emma Koller, University of St. Thomas; Lauren M. Van Beek, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Siddika Selcen Guzey, Purdue University, West Lafayette; Annmarie Thomas, University of St. Thomas

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Diversity

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K-12 & Pre-College Engineering

Basic camp thegirls had five and a half hours of class time to complete their headbands in the e-textiles classesspread throughout the week.Advanced Camp E-textiles CurriculumThe first two sessions (week 1 and week 2) of the 2014 UST STEPS camp season wereAdvanced Camp. On the second day of camp the girls were introduced to parallel circuits andmicroprocessors. These groups used the Lily-Twinkle, a pre-programmed microprocessor, toconnect three or four LEDs as part of a light-up patch that would then be sewn onto a bag. Thegirls would then take their bracelet and bag home.The original plan was to use this same project for both sessions of Advanced STEPS, howeverthe bag project took longer than planned and some girls left camp with unfinished

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

all students to learn. These are: 1) Asking questions (for science) and defining problems (for engineering) 2) Developing and using models 3) Planning and carrying out investigations 4) Analyzing and interpreting data 5) Using mathematics and computational thinking 6) Constructing explanations (for science) and designing solutions (for engineering) 7) Engaging in argument from evidence 8) Obtaining, evaluating, and communicating informationIII. Implementation and ResultsThe TAR-STEM curriculum has been offered as a track along with the regular Bangor HighSchool program since September of 2012. In each year of the program, all incoming students arenotified of the TAR-STEM program and connected with the school

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Tonatiuh Munguia-Villanueva, Universidad Juárez Autónoma de Tabasco

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Standards (NGSS)foregrounds the importance of collaboration in science and engineering practices by integratingcommunication as a fundamental criterion at all levels of K-12 education: “Engineers need to beable to express their ideas, orally and in writing, with the use of tables, graphs, drawings, ormodels and by engaging in extended discussions with peers.” 13 Such communication practicesare necessary for generating design solutions and for planning and carrying out collaborativeinvestigations.Previous studies indicate that young learners encounter communication challenges related totask, relational, and identity issues when collaborating on engineering design projects.14, 15 Otherresearch has identified effective scaffolding to support middle

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Nowak Jr., Rensselaer Polytechnic Institute; Daniel A Kaczmarek, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Johnson Samuel, Rensselaer Polytechnic Institute

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Diversity

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K-12 & Pre-College Engineering

planning techniques and finally, the students get to operate the machine themselves tomanufacture the part that they conceived. This tangible final product “rewards” the students fortheir efforts and reinforces their creativity. Fig. 5: Art-to-part demonstration accomplished by the module3.3 Quantifying 3D Space (middle-school students)The machine tool moves in three dimensional space to remove material in a designated location.This requires students to be able to relate the movement of the machine tool to each axis of themachine. Students learn to apply the concepts learned in geometry to be able to move themachine to the location and orientationthey desire (Fig. 6).3.4 Cutting Tool Selection Principles (middle-school

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, larger-scale, quantitative scientific studies. Brown4points out that criteria against which to measure success of interventions or guide iterations ineducational DBR should consist of development of traits which the school system is chargedwith teaching, e.g., problem solving, critical thinking, and reflective learning.In this paper, we test the hypothesis that the flexibility and hands-on nature of a roboticsplatform will support different audio, visual, verbal (read/write), and kinesthetic learningstyles,5,6 offering teachers more versatility within lesson plans while effectively teaching STEMconcepts to students. Despite a lack of agreement7 within the education research communityregarding categories or, in some cases, the existence of

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

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Diversity

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K-12 & Pre-College Engineering

Page 26.1751.11ourselves. The STEAM model is also well-poised to address this challenge. The arts provideopportunities for creative team-building. We have a performance-arts educator visiting the afterschool program to use theater to build trust among the group as we plan our collaborative finalproject.A recurrent challenge for interdisciplinary collaboration is the intensive schedules of manystudents in STEM fields at UMass and the four local colleges. The encouragement of outreachneeds to be addressed at the institutional level. Community Service Learning (CSL) courses areone approach that provide students course credit for participating in programs like ours.However, for many of the STEM fields, engineering in particular, CSL credits are

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

and come up with potential designs that would then be presented to their peers at variousstages for feedback and critique. In one week students identified an idea, researched existing andpotential solutions, developed a design, built a prototype and presented their solution. Theprocess included competencies such as ideation and brain storming, team forming and roleassignment, project planning, critical thinking, evaluation and reflection, constructive critique,verbal and written skills, visual sketching, engineering design, prototyping and debugging,entrepreneurship, and innovation. The students were given the opportunity to work in a group orindividually. Even if students chose to work individually, they were required to participate in the

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science

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Diversity

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K-12 & Pre-College Engineering

also test common household materials for their ability tocontain, absorb, or remove oil. In the fourth lesson, they design and test a plan to clean up an oilspill in a tub of water, using what they’ve already learned.For the matching E4C unit, we combined multiple lessons so as to match time spent on thelessons across treatment conditions. We revised lessons selected for inclusion in E4C to be age-appropriate and share a similar format across E4C lessons and units. We also designed a fewlessons to address learning objectives for which we could not find engineering lessons availableon the web. In lesson 1, students learn about pollution and how pollution moves through theenvironment by observing a model. In lesson 2, students read about

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria Alessandra Montironi, UC Davis; Daniel S Eliahu, UC Davis C-STEM Center; Harry H. Cheng, University of California, Davis

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Diversity

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K-12 & Pre-College Engineering

first week and 23 for the second. Camps were jointly taught by UC Davis students fromthe Mechanical Engineering and Education Department. Daily lesson plans were developed inconjunction with the C-STEM Center staff to ensure teaching effectiveness. During the camps,campers were engaged in different activities aiming at introducing the basic concepts ofengineering design such as brainstorming, prototyping and testing. Computer aided designactivities were held for three hours every day and the 3D modeling curriculum was used duringthat time.During the computer design activities, particular attention was given to how the mechanicaldesign software SolidWorks and 3D printing are introduced to students who have no priorexperience using these tools

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology; Nicholas Kumia, Vaughn College of Aeronautics and Technology; Shouling He, Vaughn College of Aeronautics & Technology

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Diversity

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K-12 & Pre-College Engineering

Paper ID #11384Developing Courseware for Robotics in Pre-Engineering Education for HighSchool StudentsMr. Jonathan R Zubarriain, Vaughn College of Aeronautics and Technology Sophomore student in Mechatronics Engineering major at Vaughn College of Aeronautics and Technol- ogy. He is the vice president of the Vaughn College’s UAV Club.Mr. Nicholas Kumia, Vaughn College of Aeronautics and Technology Sophomore in the Undergraduate Mechatronics Engineering Program He graduated high school at the age of 16 and plans to complete the 4-year Mechatronics Program in 3-years. Recently, He co-founded the UAV (Unmanned Aerial Vehicles) Club