Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Bárbara M. Brizuela, Tufts University, Education Department

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1780: FIRST GRADE STUDENTS PLANNING AND ARTIFACTCONSTRUCTION WHILE WORKING ON AN ENGINEERING DESIGNPROBLEMMerredith D Portsmore, Tufts University Merredith Portsmore is a Research Assistant Professor in Education at Tufts University as well as the Director of Outreach Programs for Tufts Center for Engineering Education and Outreach. Merredith has the unique honor of being a ”Quadruple Jumbo” having received all her four of her degrees from Tufts (B.A. English, B.S. Mechanical Engineering, M.A. Education, PhD in Engineering Education). Her research interests focus on how children engage in constructing solutions to engineering design problems. Her outreach work focuses on creating resources for K-12 educators

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

AJ Almaguer, University of California, Berkeley; Roy Tangsombatvisit, University of California, Berkeley; Matthew Ford, University of California, Berkeley; Susan Yushan Chen, University of California, Berkeley, Berkeley Engineers and Mentors; Lisa A. Pruitt, University of California, Berkeley; Neil Ray, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2368: BUILDING ENGINEERS AND MENTORS: A MODEL FORSTUDENT-LED ENGINEERING OUTREACHAJ Almaguer, UC Berkeley AJ Almaguer studied Mechanical Engineering and Material Science Engineering at the University of California, Berkeley. He was one of the founding members of BEAM.ROY TANGSOMBATVISIT, UC BerkeleyMatthew Ford, UC BerkeleySusan Yushan Chen, Berkeley Engineers and Mentors at the University of California, Berkeley I am a Bioengineering senior at UC Berkeley. I joined BEAM in my junior year because I have always wanted to mentor. I have since been working with BEAM as staff and mentor. I have also helped establish BEAM as a more prominent engineering outreach organization on campus. I plan to enroll in graduate

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

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

viaformation, nurturance and sustaining an important targeted school-university urban educationalpartnership. Our university has partnered with large urban school districts to plan, deliver andsustain a targeted inservice teacher professional development and a middle and high schoolSTEM curriculum intervention. The partnership goals are to assist inservice middle and highschool science teachers in: (1) designing and implementing integrated science and engineeringcurricula and (2) development of instructional methods and strategies that enable teachers toeffectively (a) teach challenging content and research skills in middle and high school asdemanded by state/national science standards; (b) generate knowledge and transform practice inhigh school STEM

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Purdue University, West Lafayette; So Yoon Yoon, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Garene Kaloustian, Lebanese American University; Osman Cekic, Canakkale Onsekiz Mart University; Jiabin Zhu, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

University Osman Cekic holds a Ph.D. in higher education and student affairs from Indiana University at Blooming- ton and a master’s degree in secondary school administration from the University of Arkansas at Fayet- teville and a Bachelor’s degree in educational administration and planning from Ankara University in Turkey. He previously worked at the Indiana Education Policy Center, Project on Academic Success (PAS), as a graduate assistant to the vice president for enrollment services for Indiana University, and as a postdoctoral researcher at Purdue University, West Lafayette. Dr. Cekic’s research interests include higher education policy, finance and the linkages between budget and organizational culture, and col

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

participants, largely due to logistical challenges, yet most teachers perceived of co-teaching as an effective and helpful teaching strategy. Recommendations for futureclassroom/enrichment co-teaching emphasize co-planning and co-teaching the hands-on- andminds-on-intensive engineering design process lessons within STE units.Introduction Co-teaching is when teachers work together to prepare to teach, teach, and reflect onteaching and learning. This paper describes the extent and nature of co-teaching by 28 classroomand 8 enrichment teachers from 7 elementary schools as they taught integrated science-technology-engineering units (STE units) of instruction for the first time. The first section of thepaper briefly highlights the need to support

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

engineering principles and design into existing science classes that can becontinued year after year and last through and beyond the training period 6. Some of the keyfactors identified for effective professional development include: engaging teachers in practicingconcrete tasks related to teaching, assessment, and observation of learning; drawing uponteachers' questions, inquiry, and experiences; including time for collaboration, sharing andexchange of ideas and practices; building on teachers' current work with students; and providingmodeling, coaching, and problem-solving around specific areas of practice.The planning of professional development programs that effectively lead to desired teachingpractices is not a simple process. Too often, short

Conference Session

Best Practices in K-12 Engineering: Assessments of Participant Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan E. Walden, University of Oklahoma; Eugene F. Brown, Virginia Tech; Malinda S. Zarske, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Engineering EducationAnnual Conference and Exposition in June 2011.Presenters from the 2011 ASEE K-12 and Pre-College Engineering program with outstandingassessment practices will be invited to sit on a panel to share their strategies and methods. Partof the K-12 Division’s mission is to promote building a professional community and advancingscholarship. Through this special session, the Division will promote those objectives.A representative from each paper selected will be invited to be a panel member during thisspecial session of the conference. During the 1.5 hour session, each representative will have tenminutes to describe their project's assessment plan. The remaining time will be for discussionswith the audience about their plans, assessment

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

David R. Shields P.E., University of Nevada, Las Vegas; Krishna Prasad Kisi, University of Nevada Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

Construction. He also serves on the Temporary Construction Structures Committee of the American Society of Civil Engineers. He was Co-Chair of the ASCE Civil Engineering in the Oceans V conference. He is currently a nominee for the Cornerstone Award in the Associated General Contractors’ Skill, Integrity and Responsibility Awards Program. He has served on the Long-Range Planning Committee of the American Council of Construction Education. He is a member of the Associated General Contractors’ Manpower, Education and Training Committee. He is active in the local chapter of the Construction Management Association of America. He has participated in research with the Construction Industry Institute, Center for Construction

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

://www.cetl.gatech.edustudents/step/overview.htm). STEP Fellows partner with metro area high school teams led by masterteacher-coordinators. STEP Fellows participate in summer training workshops where they learnabout inquiry-based learning pedagogy, classroom management, effective teaching skills, andappropriate uses of educational technologies. Fellows also work with K-12 personnel to developa needs assessment and action plan for the school. During the school year, Fellows work in teams(typically two of our students) with their partner school, engaging in activities such as (a)instructing students, (b) assisting with teacher professional development, (c) providing studentenrichment and mentoring, (d) creating and implementing classroom websites, (e) assisting

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

design process. Once the teachers completed the summer workshop,they developed a six-week unit that included grade appropriate, standards-based engineeringlearning modules they would instruct during the school year.Data collection and analysisData were collected via teacher interviews (n = 2 interviews per teacher; 6 interviews total),implementation plans (n = 1 plan per teacher; 3 plans total), informal classroom observations (n= 10), and supporting documents (e.g., lesson plans, teacher-developed lesson materials, andstudent work). Data analysis entailed the use of grounded theory and content analysis. The firststep entailed open coding of the data, specifically transcripts from interviews and field notes andteachers‟ implementation plans

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Water Filters (Environmental Engineering) This unit addresses the increasingly important issue of water quality through lessons that teach students about water contamination and the ways that people ensure the quality of their drinking water. Students will first think like environmental engineers as they review a mural of a small American community, noting possible sources of pollution and suggesting ways to clean up or eliminate the source of the pollution. Students will then focus on the environmental engineering problem of providing safe drinking water as they plan, construct, test, and improve their own water filters. 4. Now You’re Cooking: Designing Solar Oven (Green Engineering) This unit guides

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caitlin R. Thorn, U.S. Air Force Academy; Neal Barlow, U.S. Air Force Academy; Elaine M. Bryant, U.S. Air Force Academy

Tagged Divisions

K-12 & Pre-College Engineering

students in the STEM disciplines, and also serves to encourage active learning inthe classroom environment.The United States Air Force Academy offers a Summer Seminar program in which prospectivestudents from around the country take part in numerous workshops to include the following eightSTEM disciplines: Aeronautics, Astronautics, Electrical Engineering, Computer Science,Engineering Mechanics, Physics, Chemistry and Math. These workshops each provide a briefoverview of the respective subject as well as a hands-on project, demonstration, or activity toengage and stimulate student learning and apply their knowledge to real life applications.In the curriculum exchange and demonstration session, the curriculum/lesson plan of theDepartment of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University; Heather Scott Smith, California Polytechnic State University; Teana Fredeen, California Polytechnic State University

Tagged Divisions

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

interested in and planning to study engineering in college. Changes in self-perceivedabilities, knowledge, and attitudes towards engineering were investigated with statements on aLikert scale to measure the impact of the camp. Analysis revealed that while there was anincrease in all the areas, the Likert scores were already starting out high, consistent with theresponse rate of students planning to study engineering. From conversations and responses to theopen-ended survey questions, we learned that many of the camp participants were trying todistinguish the different types of engineering and very much enjoyed the hands-on approach tothe labs. Results of the assessment have been previously published2, and have influenced thesummer program.Over the

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Florida Gulf Coast University; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

K-12 & Pre-College Engineering

Brainstorming 0.625 Define constraints and specifications 0.75 Develop constraints and specifications 1.25 Concept evaluation 0.875 Sustainable design 1.875 Poster presentation -0.25 Career planning -0.125 Bioengineering 0.6875 Bioengineering as a profession -0.375The results of the assessment indicate that the students improved their understanding

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Sagar V. Kamarthi, Northeastern University; Claire Duggan, Northeastern University; Jessica Chin, Northeastern University

Tagged Divisions

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

year of a three-year NSF fundedproject. We have developed and delivered a professional development (PD) course for teachersin urban school districts such as Boston (Massachusetts) Public Schools. The paper covers thedetails of the capstone-based PD program and how it is designed and implemented to advancethe pedagogical skills of the high school teachers, the results, what we have learned, and the datawe collected. We discuss the two types of data we collected (attitude and content knowledge)and what improvements we plan to make for the next PD offering next year. The paper alsodiscusses the evaluation methods developed by the project evaluator and the insight gained fromthe data analysis. Data is presented on teacher attitude change as well

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W. Richerson, University of Utah; Cynthia Furse, University of Utah; Amy Aldous Bergerson, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

Way (PLTW) and International Baccalaureate groups. • Plan and implement a summer camp. • Page 22.1581.3 Establish links/partnerships with community organizations to increase communications and help in the process of building a sustainable pathway of students into engineering. Establish Train to Outreach Undergraduate Do Outreach Visits During Teams In Schools Fall, Winter Recruit Develop HS Present High School Engineering Modules in Teachers Modules Schools

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

influenced early by the thrill of engineering, which can last well into their college years.Over the past three years 320 grandparents and elementary students have specifically taken partin the Department of Mechanical Engineering’s efforts in bringing engineering to the young. Thebelief in creating a program that is both educational and fun was critical when planning anactivity for 8-12 year olds and their grandparents. The participants are engaged in learning aboutmechanical engineering, teamwork, and tower building. Details concerning the planning of theactivity, the educational value, the work that is accomplished by the participants; impressions ofthe faculty, staff, and graduate students; and plans for the future will be presented

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

improvement in skills targeted in the students’ Individualized Page 22.1.2Education Plans (IEPs) – two of which are skills of written and oral communication andcollaboration.It is important to know that, in New Jersey, special needs teachers are expected to follow thestate core curriculum content standards through the general education curriculum, and thatspecial needs students take the same tests as the regular population. The state has a goal ofincreasing teachers’ awareness of the growing emphasis on 21st century skills in teaching andlearning and on providing strategies to facilitate student achievement of these skills in classroomsettings.NJ Core

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

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

implement reflects themany ways engineer take designs from ideas to reality. Many engineers do build designs using abroad array of techniques. Perhaps one of the biggest differences between engineeringdisciplines is the specialized methods and technologies they use to implement designs. Howeversome engineers implement ideas through manipulation of information, such as designingcomputer software or producing plans. Here the real value is the information in the blueprint orcode, not the medium (paper or magnetic disk) that contains the information. Another option forimplementing a design is to contract another company to build it. In this case the engineer workswith the company to ensure the work is done properly.The fourth step of the engineering

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Van Stephen Blackwood, Colorado School Of Mines, GK-12 NSF Fellow; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

grades K-5 and the schools science specialist, attendeda summer workshop on the universities campus. This workshop wasrich with hands-on science experiments that could be used in theelementary classroom. A graduate student from the university alsoattended. Immediately following the workshop and at the start ofthe school year, the graduate student traveled to the participatingelementary school, was introduced to the students, and presented aninitial lesson plan. The purpose of this visit was to meet the studentsbefore interacting with them via the interactive porthole. This madethe graduate student real to the participating students. In this initialpresentation, food coloring, water and strips of paper towels wereused to stimulate and study the

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

orga- nizations and other non-profit entities to increase the empowerment of low-income families and commu- nities. She is also a Senior Research Associate of Excelencia in Education, Washington, D.C., focused on the academic success of Latino college students. A former administrator at The University of Texas at El Paso responsible for the institutional effectiveness system, Andrade earlier served as Director of Research and Planning for the state’s community college system at the Texas Higher Education Coordinating Board. Her Ph.D. in Community Psychology is from The University of Texas at Austin. Page

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

an open wiki site at http://sites.google.com/site/eyfcincinnati. The wiki site also hasthe added advantage that high school instructors can contribute to the site with lesson plans,grading rubrics, and project plans. A discussion forum is also available that facilitates continued Page 22.1644.5discussion among teachers.Changes were not made to the open-ended nature of the projects. While some are challenging tolead and can cause students to struggle, they represent the best opportunity for students toexperience the true nature of engineering. Moreover, once students succeed in the project work,their sense of accomplishment and enthusiasm for

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University; Donald P. Visco, University of Akron; Evangelynn Thurber, Cookeville High School; Ryan Thomas Pavlovsky

Tagged Divisions

K-12 & Pre-College Engineering

helping them translate their research experiences and new knowledge of engineering into classroom activities 7.”The RET site at TTU is called RETainUS and is a multidisciplinary program focused onreintroducing manufacturing in its modern view, “a field full of challenging opportunities.” Theprogram pairs faculty mentors from different departments with high school teachers. The teacherjoins the mentor’s research group, develops a research question and for six weeks during thesummer months conducts research, much as a graduate student or Research Experience forUndergraduate (REU) student would. During that time, the teacher also develops a lesson plan,using the Legacy Cycle pedagogy8 that will be implemented in the succeeding school

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

populations. Participating teachers attend a ten day,six hour per day summer workshop, that is offered simultaneous to the graduate student summersession, and this workshop addresses the applications of mathematics and science to engineering.Joint sessions are held during the summer session among graduate students and teachers,allowing for collaboration and brainstorming on lesson plans that will be implemented during theacademic year. The bond between the graduate students and the teachers begins to developduring the summer and is strengthened throughout the academic year. These workshops aretaught in collaboration with expert district teachers, university faculty, and engineers andscientists from a local national laboratory. Each workshop further

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacob D. Joseph, The College of William and Mary; Jessica Taylor, College of William and Mary, STEM Education Alliance; Gail B. Hardinge, College of William and Mary, STEM Education Alliance; Eugene F. Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2011 The Virginia Demonstration Project— A Summative AssessmentIntroductionThe Virginia Demonstration Project (VDP) is a middle-school-focused, educational outreachprogram that is designed to increase the interest of middle-school students in STEM (Science,Technology, Engineering and Math) careers. This is accomplished by exposing the students toreal-life, problem-based challenges, solved in a cooperative learning environment and stimulatedby lesson plans collaboratively implemented by their classroom teacher and visiting Navyscientists and engineers (S&Es). It makes science and math connections between the classroomand real life, supplies

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University; Jerome P. Lavelle, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

engineering design model,academic effectiveness, progressions of student learning, progressions of student attitudes, andimplementation fidelity were gauged. The research plan called for specific investigatation ofstudent learning in design, engineering, and science; student attitudes toward STEM content; andteacher implementation and effectiveness.Research QuestionsAs eluded to in the outline of the project framework, the overarching research question proposedand researched through this pilot study was: Does an integrated pedagogical approach thatincludes extensive teacher professional development, cross-curricular grade level teacherplanning, a student afterschool program, and ongoing programmatic alignment promote studentlearning, student

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; David Urias, Drexel University; Adam K. Fontecchio, Drexel University; Eli Fromm, Ph.D., Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

SchoolDistrict. The graduate fellows then spent ten hours a week teaching with their partnered teacherin the classroom. The fellows applied their expertise in engineering to develop lesson plans thatuse engineering as a contextual vehicle to teach math and science. Over the course of ourprogram, the GK-12 fellows have developed more than 250 engineering based modules that areavailable for public access. Our GK-12 project aimed to benefit the GK-12 fellows, the GK-12teachers, and the middle school students. In total, our program directly impacted twenty onefellows, twenty teachers, and over 1500 students. The student population was composed ofprimarily minority and low-income students. We have previously reported on the impact ourprogram had on the

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Bruno Korst, University of Toronto

Tagged Divisions

K-12 & Pre-College Engineering

one can conclude that the movement of • Come up with a statementFaraday’s law) the magnet through a coil creates a flow concluding your observations. of electrical charges through the LED (simple statement of Faraday’s law). • Discuss why the situation of Experiment #1 would not lead to a • Since the LED lights only with theExperiment #2 very practical “flashlight”. magnet moves through the coil,Let’s Do Some • Come up with a plan of how to constant motion is

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Blake C. Wade, University of Texas, Arlington and Kennedale High School, Kennedale ISD; Yvette Pearson Weatherton, University of Texas, Arlington; Melanie L. Sattler P.E., University of Texas, Arlington

Tagged Divisions

K-12 & Pre-College Engineering

utilize computer simulations inconjunction with hands-on laboratory experimentation to stimulate their understanding ofengineering concepts. Through a National Science Foundation (NSF) sponsored Research Experiences forTeachers (RET) program at the University of Texas-Arlington (UTA), several high schoolteachers worked with engineering faculty on research problems related to hazard mitigation. Theproject used for the work presented here was entitled “Air Dispersion Modeling: Planning forAirborne Terrorism Releases in Dallas/Fort Worth.” The RET participants used AERMOD, adispersion modeling software based upon Gaussian dispersion principles, to predict the ambientconcentrations of chlorine gas that would result if released from sites near

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

byMuseum of Science - Boston, which focuses on elementary student learning, feature lessons andlearning activities by a simple five step engineering design cycle: ask, imagine, plan, create, andimprove20. Throughout the STEM integration professional development program, the teachers Page 22.1469.4were introduced to multiple models of the engineering design process. We introduced the EiEdesign process as well as adapted the engineering design cycle from the Power of the Wind: Howcan we think like an engineer21 by the University of Illinois. This engineering design cycle hadeight steps: (1) what is the challenge? (2) How have others solved this?, (3