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

Carleigh Samson, University of Colorado Boulder and TeachEngineering; Jacquelyn Sullivan Ph.D., TeachEngineering Project Leader, University of Colorado Boulder; René F. Reitsma , PhD, Oregon State University, College of Business; Michael Soltys Ph.D., University of Colorado, Boulder

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Diversity

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K-12 & Pre-College Engineering

pedagogical knowledge in engineering and education. Carleigh works extensively on K-12 engineering curriculum development with the TeachEngineering digital library and has led the initiative to align the collection’s 1325+ lessons and hands-on activities with the Next Generation Science Standards.Jacquelyn Sullivan PhD, TeachEngineering Project Leader, University of Colorado Boulder Sullivan is project leader for the multi-institution TeachEngineering digital library, comprised of over 1325 classroom-tested engineering lessons and hands-on activities for use in K-12 classrooms. She is also founding Co-director of the CU Teach Engineering program, a unique pathway to secondary science and math teacher licensure through a

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura E. LeMire, The Community College of Baltimore County

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K-12 & Pre-College Engineering

Paper ID #12524Professional Development Training That Makes Project Lead The Way Teach-ers More Knowledgeable and Confident Instructors (Evaluation)Ms. Laura E. LeMire, The Community College of Baltimore County Upon graduation from the University of Maryland, College Park with her masters in geotechnical en- gineering, Laura went to work for Baltimore Gas and Electric where during her career there she was responsible for substation and transmission line construction projects, relocation and installation of BGE facilities for Oriole Park at Camden Yards and for the Light Rail, and for improving service reliability. After

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

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K-12 & Pre-College Engineering

Paper ID #11490Project-based learning in a high school pre-engineering program: Findingson student achievement (RTP, Strand 3)Todd France, University of Colorado Boulder Todd France is a Ph.D. candidate at the University of Colorado Boulder. He is part of the Graduate STEM Fellows in K-12 Education Program and helps teach and develop curriculum at a high school STEM academy. His research focuses on pre-engineering education and project-based learning. Page 26.1265.1 c American Society for

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

learn aboutSTEM subjects and introduce them to careers involving STEM. Girls completing 6th grade or8th grade can attend the program. Variations of this program has been offered for 15 years andhave reached over 3,000 girls. The new curriculum, using e-textiles, was implemented in thesummer 2014 program. The evaluation of the curriculum was done through observations of thee-textile sessions, feedback from the participants, and information gathered in participant'sengineering notebooks. The evaluation offered is primarily anecdotal, though participantfeedback and notebook analysis is compiled into quantitative data. While the overall feedback onthe e-textile projects was positive, the girls exhibited some displeasure at having sewing be partof

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

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K-12 & Pre-College Engineering

Science Achievers, and ACS Project SEED. She’s been invited back do pharmaceutical engineering research with Research Experience for Teachers at NJIT every summer for the last 8 years now, with her Project SEED students. In 2008 one of her research students became a Science Talent Search Finalist. He also won best in category awards at the Intel International Science and Engineering Fair two years in a row. In 2010 she was named a Society for Science and the Public Teacher Fellow, and served on the Advisory Council for Intel ISEF since 2012. Marie currently teaches three levels of engineering courses, that she designed, and coaches students doing science research projects for competitions.Dr. Howard S. Kimmel, New Jersey

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

engineeringcurriculum. The six-week program consisted of four stages, introduction to Roboticsengineering, hardware design, robotics programming, and project development. The applicationof this courseware proved to be an effective way for students to realize their academiccapabilities and engage themselves in group projects. The course was held at Vaughn College ofAeronautics and Technology in Queens, New York. Based on the planned course layout the courseware has been developed as follows: (1)Introduction to Robotics engineering, such as engineering design steps and industrialapplications. The robot design implemented by college students who won the World Roboticscompetition has been utilized as an example in the class lecture; (2) Hardware design with

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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K-12 & Pre-College Engineering

fellow and a high-schoolteacher.Throughout the course of the year, students participate in a series of hands-on activities relatingto computer technologies and cybersecurity, including case studies, small group projects, andclass discussions. Students conduct surveys of their peers and construct infographic displaysillustrating cybersecurity-related data, such as average password length. At the same time,students begin building basic circuits, and using Arduino microcontrollers accomplish simpletasks, such as causing a single LED light to blink at a defined rate. The year culminates in thedesign and creation of Arduino-based biomimetic devices for user identification, where studentsapply their new computer programming and circuitry skills to

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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K-12 & Pre-College Engineering

tamara@purdue.edu sguzey@purdue.edu Project Website: http://engrteams.org Project Description The Engineering to Transform the Education of Analysis, Measurement, & Science (EngrTEAMS) project is an engineering, design-based approach to teacher professional development that has 50 teachers per year designing curricular units for science topic areas related to the Next Generation Science Standards. The project includes summer professional development and curriculum writing workshops, paired with coaching, to allow teams of teachers to design engineering curricular units focused on science concepts, meaningful data analysis, and measurement. Each unit goes through an extensive design research

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

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K-12 & Pre-College Engineering

and university engineering curricula in the US have been following similartrajectories for some time. In the early 1900’s, engineering was treated more as a ‘trade’ at theuniversity level, and high schools encouraged vocational studies, including auto repair, woodshop, metalworking, cosmetology and other ‘trades’ to the non-college bound. Between 1935and 1965, most university engineering curriculum moved away from a trade-school curriculumto a more theoretical, mathematically-intensive one, delaying any hands-on design projects untilthe senior or ‘capstone’ design course 11.Similarly, the nation’s high schools tried to erase the division between the trades and the college-preparatory tracks to prepare anyone who might be inclined to attend a

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

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K-12 & Pre-College Engineering

Paper ID #14085Building Human Capacity to Meet Demand for Engineers and Scientists inthe Middle East and North Africa (other)Dr. Hamid R. Parsaei, Texas A&M University at QatarMr. Brady Creel, Texas A&M University at Qatar Brady Creel is project manager for the Office of Academic Outreach at Texas A&M University’s branch campus in Doha, Qatar. The Office of Academic Outreach oversees K-12 and pre-college STEM enrich- ment programs, in addition to teacher professional development and strategic school partnerships, via the Texas A&M University at Qatar Initiative in Engineering Leadership, Innovation and Teaching

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

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K-12 & Pre-College Engineering

found in a traditional high schoolprogram, specialized courses that include an introduction to research method and twoTechnology and Engineering courses, and a University- or industry-based research mentorshipthat starts in the summer of the 10th grade and culminates in a senior capstone project. TheIntroduction to Research method class is designed to provide students with a vital, year long,full-emersion experience into the processes and activities involved with scientific andengineering research and practices. The Technology and Engineering courses, in 10th and 11thgrades, introduce students to the technology tools and their applications in science andengineering practices through modern, hands-on experiments. These courses integrate a

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Jason Sayres, Stevens Institute of Technology (SES)

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K-12 & Pre-College Engineering

Paper ID #12659LEGO-Based Underwater Robotics as a Vehicle for Science and EngineeringLearning (Curriculum Exchange)Ms. Mercedes M McKay, Stevens Institute of Technology (SES) Mercedes McKay is Deputy Director of the Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. She has led several national and statewide K-14 teacher professional development and curriculum development programs in STEM education. McKay is co- PI and Project Director for the NSF-funded Build IT Scale Up project to develop and disseminate an innovative underwater robotics curriculum for middle and high

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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K-12 & Pre-College Engineering

NASA Heliophysics Ambassador.Dr. Judit Gy¨orgyey Ries, The University of Texas Judit Gy¨orgyey Ries is a Research Associate at the University of Texas/McDonald Observatory, and at the Center for Space Research. She received her undergraduate Astronomy degree at the E¨otv¨os University in Hungary. She has an M.S. in Aerospace Engineering and a PH.D. in Astronomy from the UT at Austin. She has worked with the McDonald Observatory Lunar Laser Ranging, and in 1997 she joined the Small Solar System Objects project conducting astrometry for orbit determination of Near Earth Asteroids candidates. She is also collecting and analyzing light curves to determine physical characteristic. She is also actively involved in

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University

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K-12 & Pre-College Engineering

systems, but he has ongoing projects in the area of hospital patient health monitoring. He is actively engaged in K-12 outreach through several venues including Summer Ventures, high school STEM day, the NC Science Olympiad, a Math Science Partnership grant, volunteer work with a local literacy camp, Boy Scouts Robotics Merit Badge counseling, and teaching the science portion of VBS and children’s Sunday School at his local church.Dr. Zhen Zhu, East Carolina University Zhen Zhu is an assistant professor at East Carolina University. From 2010 to 2013 he was a senior research engineer and a principal investigator with the Navigation Systems Division and the Advanced Concepts and Technologies Division in Northrop Grumman

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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K-12 & Pre-College Engineering

, and mathematics(STEM). Toward that end many summer informal STEM education experiences have beenestablished for middle school students. While these experiences can be very fun and engaging forstudents, they often consist of prescribed experiments, projects, and investigations. Here wepresent a novel summer enrichment program, Everyday Engineering, which consists of both theprescribed experiments/activities and also a design project based investigation which allows thestudents to explore their imaginative side in the design and prototyping of an invention of theirown creation.The Everyday Engineering program, designed for middle school students, was a one week allday (8:15 am – 5:00 pm) summer camp on the campus of a Virginia Commonwealth

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, West Virginia University; Dustin Drake, Utah State University; Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership

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Diversity

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K-12 & Pre-College Engineering

experienceswhere the adolescents had the opportunity to research, analyze, and/or design solutions toproblems affecting their community. The adolescents worked in teams of three or four membersover the course of one school year to develop a solution to the problem they selected. Pre andpost-interviews were conducted to determine the adolescents’ perceptions of engineering andtheir self-efficacy in engineering. Data revealed that the participants’ sense of engineering self-efficacy increased after participating in the project. In addition, the participants’ perceptions ofengineering changed over time. This exploratory study suggests that authentic engineeringexperiences, defined as experiences in which students identify real problems they want to solvefor

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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K-12 & Pre-College Engineering

engineering standards), however, require makingconnections between these disciplines and the arts. The WAVES project (Wonder, Arts,Vibration, Engineering, Science) at the University of Notre Dame, seeks to promote abetter appreciation and understand of both the STEM disciplines and the Arts throughtheir integration. Specifically, through an event centered upon a musical performance byan acclaimed percussion ensemble Third Coast Percussion that is artist-in-residence at theuniversity, WAVES demonstrates how experimentation and analysis—typicallyassociated with the sciences—and creative design—typically associated with the arts—figure strongly in both domains.The WAVES program was offered as a half-day event, shown in Figure 1, during thespring of 2014

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

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K-12 & Pre-College Engineering

Area developed theSTEM Institute, a three-week program for current high school freshmen and sophomoresinterested in exploring Science, Technology, Engineering and Math (STEM). The programintroduces STEM through experiential learning using hands-on/real-world projects,classroom/lab instruction, speakers, on-campus field trips and workshops in five STEM fields ofstudy.This paper describes the evolution of the STEM Institute, including challenges encountered andstrategies employed to overcome those challenges. It also examines the effect that the programhad on student interest and self-efficacy in STEM, employing non-parametric statistical tests tocompare repeated measurements of student interest and self-efficacy. Program impact on thesubject

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Krystal S Corbett, Cyber Innovation Center

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K-12 & Pre-College Engineering

Apply Earthquakes, 8th grade students perform global earthquake engineering activities that addresscommunity needs. The Engineering Design Process (EDP) guides the students through the design and implementation of projects and concepts relatedto earthquake design. The end result is that students build a model structure using various materials such as balsa wood, cotton balls, and craft sticks towithstand earthquakes simulated by a shake table.Target Grade Level(s) Module PremiseApply - 8th grade Everyone in your group is a member of Engineers Without Borders USA

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

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Diversity

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K-12 & Pre-College Engineering

events ranging from conduct- ing demonstrations of scientific phenomena for K-12 students to participating on the XIII International Symposium of the ”Instituto Polit´ecnico Nacional”. On 2014 he was honored to participate on the ”Latin American Summer Research Program” at the University of Arizona under the mentoring of Michelle E. Jordan, PhD, exploring the experiences of learners engaged in collaborative engineering design projects. Page 26.1629.1 c American Society for Engineering Education, 2015 Understanding Youth Collaboration: How Middle School Learners Experience the

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

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Diversity

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K-12 & Pre-College Engineering

  underserved community families     Page 26.7.2  Engineering  students  teaching  hands  on  engineering  design  challenges  to underserved community families    ABSTRACT This  paper discusses the implementation of a 5­year longitudinal study called "Be A Scientist!" (BAS). T​ his  project has been   funded  through  an  NSF  AISL  grant  with  the  title  “Be  a  Scientist!”(BAS).  BAS  is  designed  to  connect underserved   families  directly  to  scientists  and  engineers  with   the  aim  of  inspiring  families  to  see   themselves  as innovators  and  inventors,  while  also  encouraging  the  development  of  key  21st century skills

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

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Diversity

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

liberal arts specialization;and at least 4 LSE courses: two on project-based learning, a senior project course, and acapstone.As of Fall 2014, over 34.5% of the 55 LSE total graduates are women. Eighteen of these 55alumni graduated with an engineering concentration that included at least 4 quarters of theintroductory computer science sequence (CSC 123, 101, 102, and 103) – and thus, for thepurposes of this paper, function as a comparison group to the computing disciplines at CPSU andnationally. Of these eighteen LSE-computing disciplines alumni, seven, or 38.9%, are women. Page 26.1095.2Why this difference? One explanation is that LSE is a small

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

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Diversity

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K-12 & Pre-College Engineering

challenges, a review of theliterature by Houseal et al. suggests (a) considering hierarchical issues and power imbalancesbetween all parties; (b) frequent and open communication; (c) the need for all parties to be in onthe design of the activities; (d) active development of long-term commitment to the collaborationand (e) a third-party liaison to act as a facilitator to help with the interactions. Theseconsiderations were part of the design of this project as discussed in the methods section.MethodsThe participants in this study were enrolled in an elementary science methods course offered at aMid-West university taught by the first author. Participants signed a consent form approved bythe Internal Review Board, which was placed in a closed envelope

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; Mia Delarosa

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Diversity

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K-12 & Pre-College Engineering

education as K-12 engineering standardsbecome more prevalent1-3 and as benefits of design experiences for science learning gainrecognition.4, 5 Collaborative problem solving around engineering design projects are especiallyimportant because they represent the ways professional engineers often work.6, 7 Drawing on ourdiverse backgrounds as a highly effective middle-school science teacher, an assistant professor ina teacher preparation program, and a pre-service teacher candidate, we explored the creativecollaboration of eighth-graders engaged in engineering design activity. In particular, we wereinterested in learners’ perceptions of their group’s communication patterns, and their perceptionsof their own participation in their group. Our interest

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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K-12 & Pre-College Engineering

outreach program for kindergarten through eighth grade for over tenyears [12, 13, 14, 15]. These prior efforts were completed with a different school district and theresultant model is being transferred and tested here. DPS has been involved in this collaborationsince the summer of 2013. Page 26.383.3Recruitment of teachers and of graduate student participants to this program occurs in the springof each year. Contacts are made with teachers through the school partner district liaisons, e.g.,principals, special project coordinator, parent-teacher organizations, etc. Once an interestedteacher has been identified, follow-up emails or phone calls are

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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K-12 & Pre-College Engineering

reporting. She also has taught at two major universities and has expertise in educational methods, curriculum, and instruction.Mrs. Jill Lynn Weber, The Center for Research and Learning Jill Weber is a graduate of the University of Nebraska and holds a Bachelor of Science degree in Com- munication Studies and English. After graduation, Jill moved to the Seattle area to pursue a career with AT&T Wireless where she worked as a Project Manager in Information Technology as well as in the Mar- keting group, and was a corporate trainer for new hires. During her time at AT&T, Jill was in charge of managing large cross-company project teams and several large technology projects. In 2005, Jill expanded her skills as a

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Alex Petersen, STEMpact2020; Christopher D Wyant, Wichita East High School

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K-12 & Pre-College Engineering

the lack of this guidance intheir social circle.High impact STEM mentoring is needed for mentors to have a lasting impact on our nation. Thispaper will focus on converting STEM professional volunteers into roles as mentors. This paperwill describe efforts to increase the number of mentors in a mid-sized urban community. Thepaper will discuss the levels of commitment and the level of intensity of desired by the mentors.I. Introduction and MotivationMentoring is critical to success in any field. Chubin1 found that mentoring was a strong factor instudents desire to study STEM. There is much in the engineering education literature regardingmentoring in the STEM fields. Many of the articles reference individual projects that are mademore

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

Paper ID #11956HLM modeling of pre/post-assessment results from a large-scale efficacy studyof elementary engineeringDr. Cathy P. Lachapelle, Museum of Science Cathy Lachapelle leads the EiE team responsible for assessment and evaluation of our curricula. This includes the design and field-testing of assessment instruments and research on how children use EiE materials. Cathy is particularly interested in how collaborative interaction and scaffolded experiences with disciplinary practices help children learn science, math, and engineering. Her work on other STEM education research projects includes the national Women’s

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Gregorio, Drexel University; David S Rosen, Drexel University (Eng. & Eng. Tech.); Brandon Gregory Morton, Drexel University (Eng. & Eng. Tech.); Alyssa M Batula, Drexel University; Michael Caro; Jeffrey Scott, Drexel University; Youngmoo Kim, Drexel University; Kara Martine Lindstrom, Drexel University, ExCITe Center

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Diversity

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K-12 & Pre-College Engineering

research in novel musical interfaces and machine learning applications in music information retrieval.Mr. David S Rosen, Drexel University (Eng. & Eng. Tech.) David Rosen is a doctoral student in Drexel University’s Applied Cognitive and Brain Sciences program. He has an M.S degree in Teaching and Instruction and several years of experience as a public school edu- cator. Working in the Music and Entertainment Technology (MET-Lab) and Creativity Research Lab, his interdisciplinary research explores the underlying cognitive mechanisms and factors of creativity, expres- sion, insight, and flow, specifically within the domain of music performance and improvisation. He has also worked on several research projects which

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

, students at alllevels can pursue independent projects collaboratively and learn about technology andentrepreneurship. This paper discusses current trends in the Maker movement and educationallearning theory; presents efforts at UMass Amherst to combine these concepts to engage studentsin STEM fields by also incorporating art; and discusses some the challenges and opportunitiesfor this model. An underlying goal of the work is to identify the key elements of the Makermovement, which may help engage underprivileged youth as well as retain undergraduates inSTEM fields.Institutional designs of makerspaces and makerspace networksA Makerspace can mean many things, but in this context we are describing a physical spacewhere people with an interest in