Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Kimberly Edginton Bigelow, University of Dayton

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-27: REFLECTIONS OF COLLEGE STUDENTS PROMOTINGENGINEERING THROUGH BIOMECHANICAL OUTREACH ACTIVITIESINDICATE DUAL BENEFITSKimberly Edginton Bigelow, University of Dayton Kimberly Edginton Bigelow is an assistant professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton in Ohio. Her concentration is in biomechanical engineering. She teaches freshmen design, engineering experimentation, and a senior elective course in biomechanical engineering. One of her major interests is engineering outreach, particularly connecting college engineering students to K-12 outreach opportunities

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steven Essinger, Drexel University; Ryan Coote, Drexel University; Pete Konstantopoulos, CAPA High School; Jason Silverman, Drexel University; Gail Rosen, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-2013: REFLECTIONS AND MEASURES OF STEM TEACHING ANDLEARNING ON K-12 CREATIVE AND PERFORMING ARTS STUDENTSSteven Essinger, Drexel University Steve Essinger is a graduate student at Drexel University in Electrical and Computer Engineering. His research involves applying machine learning techniques to the study of microbial communities. He has designed bioinformatics computer laboratories and improved image processing laboratories for the K-12 classroom.Ryan Coote, Drexel University Ryan Coote graduated from Drexel University in 2009 with a BS in Electrical and Computer Engineering.Pete Konstantopoulos, CAPA High School Pete Konstantopoulos is a mathematics teacher at the Creative

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

John Bedward, North Carolina State University; Eric Wiebe, North Carolina State University; Lauren Madden, North Carolina State University; James Minogue, North Carolina State University; Mike Carter, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

inquiry science we collapsed the three heuristics into 3phases: planning, observation and testing, and reflection and communication while highlightingwhere modeling is most useful in supporting student meaning making.In the planning phase of inquiry-based science, it is not apparent predictions can be representedin a preliminary model or that initial questions can be tested prior to conducting an investigationor solution. In the case of the engineering design cycle and graphic-based modeling, therepresentation and testing of preliminary ideas is encouraged. In the observation and testingphase the science investigation encourages recording of events and phenomena. The InformedDesign and graphic-based modeling approach encourages recording of

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-466: STUDIO STEM: NETWORKED ENGINEERING PROJECTS INENERGY FOR MIDDLE SCHOOL GIRLS AND BOYSChristine Schnittka, University of KentuckyMichael Evans, Virginia TechBrett Jones, Virginia TechCarol Brandt, Virginia Tech Page 15.1138.1© American Society for Engineering Education, 2010 Studio STEM: Networked Engineering Projects in Energy for Middle School Girls and BoysAbstractThe US workforce of the 21st century reflects an increasing need to train and hire engineers,scientists, and technologists.1,2 Whereas, the current trend is to seek expertise from foreignnationals, the new agenda is to place a concerted effort on the training and

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Michael Hacker, Hofstra University; Marc Devries, University of Technology, Delft; Ammeret Rossouw, University of Technology, Delft

Tagged Divisions

K-12 & Pre-College Engineering

curriculumdevelopment. The panel consisted of six participants in the Delphi study plus two other expertswho had not been involved in the Delphi study (four engineering educators, four technologyeducators). Also, two of the researchers were present whose backgrounds were in the philosophyof technology and technology education. The process was as follows: first, the group reflected onthe contexts that came out of the Delphi study, and second, it reflected on the overarchingthemes. Both of the lists were found to lack structure and hierarchy, an omission that isunderstandable from the methodology of the Delphi study. An analysis was made of the nature ofthe consecutively ranked themes and contexts to provide the necessary structure for use as acurriculum

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

used to elicit critical thinking and the application of mathematical conceptsas educators strove to develop a simulation of a physical phenomenon. As the participantsworked through the exercises, the engineering and education faculty pointed out opportunitiesfor reflection on the application of mathematics to solve the problem and asked questions toinitiate discussions of their experiences.One example activity focused on developing a mathematical model for water exiting from ahose. Participants discussed in class what they knew about the situation and what they wanted toknow when they conducted experiments with actual hoses outside. As students collected avariety of data to help develop the model, they wrestled with issues such as how to

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

Aspects of Biomaterials. As part of this course, the undergraduates participatein a semester-long project, entitled “Body by Design,” in collaboration with a children’s museumand a 5th grade elementary science class. At the start of the course, the undergraduates evaluatetheir own personal learning styles (active vs. reflective; intuitive vs. sensing; sequential vs.global; visual vs. verbal). Students are then matched up in groups of four with balanced learningstyles, major, and gender. The undergraduates are simultaneously enrolled in a skills laboratorythat provides a framework for oral and written communication, teamwork, and effective teachingstyles. Within this framework, the undergraduates are continually surveyed and assessed on

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Kathleen Connolly, Tufts University; Christopher Wright, Tufts University; Linda Jarvin, Tufts University; Mike Barnett, Boston College; Chris Rogers, Tufts University; Ismail Marulcu, Boston College

Tagged Divisions

K-12 & Pre-College Engineering

work in groups, and interaction among students and Page 15.958.4improvement of communication skills are key goals of the teacher. As they work on solving thedesign problem, students are always expected to engage in written or pictorial record-keeping. Atsome point, students are given the option to revise their designs. In addition to their individualrecord-keeping and reflection, students reflect on their designing through participation in whole-class discussions. Importantly, throughout design-based science units, teachers provide guidanceon how students should incorporate science ideas and careful reasoning into their

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Karen Davis, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

, and (3)manufacturing of plastic pellets using the creation of pixel cookies as a hands-on classroom activity.The undergraduate mentors leverage their industrial and academic experiences to create the lessons andact as role models for college and professional success. Evaluation of the activities includes a mappingto academic content standards, student interest surveys, and mentors’ reflections on their experiences.1. IntroductionThe Computer Science Investigations (CSI: Cincinnati) project brings undergraduates in engineeringand computing-related fields into urban STEM classrooms to interact with and teach high schoolstudents. CSI: Cincinnati is funded under the National Science Foundation’s Broadening Participation inComputing program and

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Emily Medders, Southern Wesleyan University; Cheryl Cass, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

towards their doctorate, and one with a Ph. D. Eight participants were placed inengineering labs, and one each in math and chemistry labs.Our data included weekly journal entries and exit interviews (Table 1). Journal entries werecontemporaneous observations during the course of the program, in contrast to Exit interviews,conducted by the RET program director, which were retrospective reflections at the end of the Page 15.1165.3program. All data were self reported, which may be skewed by false reports of what wasactually taking place; however this limitation is offset by having two sources of data.The data were coded using a qualitative analysis

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Ellen Worsdall, Northwestern University; Jessica Swenson, Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

more of*; what activity should have less time allotted*. (*Asked only during summer 2009session.) These were analyzed to reflect on the objectives of the program, and to providefeedback for modifying future programs. In 2008 post-program surveys were collected from 14of the 16 girls. In 2009 surveys were collected from all 24 of the girls who participated.In the fall of 2009, graduate and undergraduate student participants were contacted to determinetheir motivation for participating in the program, and to determine the impacts of the program ontheir career goals, etc. Student were first asked about their involvement with STEP (whatyear(s), what roles) and educational program (what major(s), what year in program). Studentswere asked to rate

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

K-12 & Pre-College Engineering

examination.Research questionAs presented in the literature review, the use of alternative assessment is limited because it isdifficult to design and implement an instrument that will ensure that the results of the assessmentwill reflect in an objective way what the students know about the assessed topic. It is commonknowledge that written exams prepared following the protocols are valid and reliable. In thisresearch, a procedure to produce a self-directed final project assessment will be tested and thegrade of the projects produced following the procedure will be compared with the products ofother conventional assessment tools used previously in this course. These tools have beendesigned following the scope and sequence of the course and tested by external

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

skills, knowledge, and confidence to do so. Inthe past, staff development efforts have typically focused on isolated instructional behaviors suchas cooperative learning, teaching to learning styles, or classroom management skills.Professional development programs, needed to effect changes in several dimensions of teacherattitude, belief, and practice, will have to be long lasting and designed to include integration withclassroom practice. Teachers who have depended heavily on textbooks need on-going supportand continuing training to effect the desired behavioral changes. Heightened expectations arenot likely to be met by the mere distribution of an attitude survey at the end of workshops.Teachers need the opportunity for structured reflection

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Robert Reeves, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

reflection. The morning sessionsfocus on deepened content, taught by engineering faculty modeling pedagogical “best practices”.This was followed by teachers going through the section of the curriculum that paralleled thecontent lesson, including hands-on activities and the online module. In the afternoon sessions,the teachers applied their new found technical and pedagogical knowledge as they taught thecurriculum to students enrolled in the Upward Bound program. While teaching, the teacherswere videotaped and observed. After the lesson each day, the teachers reviewed videotapes andhighlighted what went well and what needed improvement. Together, the teachers and PDfacilitators provided constructive criticism on how to improve the delivery of the

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Ethan Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

and skills needed to solve robotics-related engineering designchallenges. The main idea is to extend the power of a wiki (which builds and shares portfolios oftext, graphics, and multimedia) to include live data feeds, plotting and analysis, robotprogramming, and direct robot control. The RoboBook supports students in understanding therelevant science and engineering concepts associated with the curriculum. As a learning system, a RoboBook is a customizable digital workbook that supports studentsin learning and using the LEGO robotics toolset, learning and applying key STEM concepts,conducting “fair-test” experiments on the prototypes they develop, and building capability indoing and reflecting upon engineering design. Linking the robotics

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

the liberal arts. A number of yearsago an abstract for a paper espousing the use of liberal experiences to further engineering studiesbegan with “Variety's the spice of life that gives it its flavor." These lines in "The Task, I" byWilliam Cowper (English poet 1731-1800) reflect an attitude that must he fostered in the mindsof engineers. No man is an island, and no field of study can divorce itself from the activities,interests. and positive reinforcement of divergent areas of instruction. Many activities in theDepartment of Mechanical Engineering at Michigan State University have been pursued to fosterliberal activities within engineering from poetry writing to novel production. It was thought andhas been shown to have a positive effect upon

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony, Tennessee Technological University; Melissa Geist, Tennessee Tech University; Sally Pardue, Tennessee Tech University; Mohamed Abdelrahman, Tennessee Technological University; Evangelynn Thurber, Cookeville High School

Tagged Divisions

K-12 & Pre-College Engineering

) research is the Legacy Cycle; a challenge drivenpedagogical sequence that inherently embraces the principles of effective instructional design.The authors of HPL define four “centerednesses” of successful learning environments:Knowledge-centered, learner-centered, assessment-centered, and community centered.3 Studentsin the STEM sciences need to learn how to adapt concepts across a variety of circumstances. TheLegacy Cycle taps into the four teaching principles providing a template for students to createknowledge, use knowledge, and reflect on the entire process of learning. The characteristics ofeach of the centerednesses are as follows:Knowledge-centered: This environment recognizes the need for students to not only acquirespecific facts, but to

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Courtney Bonuccelli, Washington State University; Denny Davis, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

(high melting point, low weight, high strength, or high flexibility)? ≠ Cost – what is a reasonable cost for the consumer: initial purchase costs, upkeep, disposal, etcFigure 3: Students testing set of liquids on a plastic penny and copper penny surface. By the end of the first day, the following learning should be achieved: (a) Writing Hypothesis - students will demonstrate that they can write a hypothesis using the correct form and accurately reflecting the question being posed (b) Following Procedures - students will identify the materials needed for each activity Page 15.961.6

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Laura Winn, Virginia Military Institute; Gary Winn, West Virginia University; Robin Hensel, West Virginia University; Reagan Curtis, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

based upon work supported by the National Science Foundation under Grant No. 0525484. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do Page 15.127.2not necessarily reflect the views of the National Science Foundation.”toward science-related activities than boys.18 With respect to achievement in courses and moreparticularly on advanced placement exams, females are more likely to excel over male peers inlanguage arts, and males are more likely to excel in science.13, 19, 20, 21 Progress in addressing thisproblem is evident since striking gender inequities in

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Gerald Mora, New Mexico Tech; Ricardo Negron, WPAFB; Robert McGahern, DDR&E; Eugene Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.909.13students compared favorably with the improvement shown by the other classes.Pre/Post tests for the PETES PRS Flight and the Systems Engineer Flight in Fig. 11 showimpressive gains especially since in these two Flights, the students come out for only 3 days ofinstruction over the course of the entire school year. As seen in these graphs, the mean gain forthe PRS Flight was a phenominal 18.2 percent, and again showing the greatest gains by thosestudents with the lowest pre-test score. The gains in the Systems Engineering Flight shown inFig. 12 show a 17.3 percent gain. Both of these Flights are tied to the R&D activities of theKAFB and reflect the impact of having S&Es with real-world experiences mentoring thestudents and

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Lourdes Gazca, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

general, they felt very comfortable performing andteaching using the proposed methodology after the workshop. Participants’ reflections duringand after the workshop were collected and are summarized in Tables 2 and Box 1. Interviews togain insights from actual experiences of selected teachers after implementing the workshop ETK Page 15.461.7in their classrooms will be performed soon. Table 1. Exit survey results. Table 2. Reflections from the workshopBest part of participating in this workshop Worst part of participating in this workshopExperimenting Lack

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Jan DeWaters, Clarkson University; Mary Margaret Small, Clarkson University; Gail Gotham, St. Lawrence-Lewis BOCES; Peter Turner, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

identifying basic, emergent, proficient and distinguished attributeswas developed and used. The Assessment Plan and Reflection criteria were also adapted fromNYSATL,16 the remaining criteria were deemed important for our internal STEM Partnershipgoals and the assessment of Learning Experiences developed through the Summer Institutes.Table 3: Self assessment checklist components for institute instructors to challenge participants to reach a higher level of rigor and relevance in STEM Institutes Effective Strategies: Institute participants are asked to… Brainstorm Classify data Work in cooperative pairs/teams Complete analogies Participate in simulation/role play

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Augusto Macalalag, Stevens Institute of Technology; Susan Lowes, Teachers College/Columbia University; Karen Guo, Teachers College/Columbia University; Devayani Tirthali, Teachers College/Columbia University; Mercedes McKay, Stevens Institute of Technology; Elisabeth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

,programs that provide many opportunities for active learning and reflection on practice top thelist. Finally, when looking at impact on knowledge and practice together, the significance of aprofessional community became apparent.Fishman, Marx, Best, and Tal17 presented an analytic framework in their study linking PD tostudent and teacher learning. The participants included 40 teachers teaching sixth, seventh, andeighth grade students in 14 urban schools in Detroit, Michigan. Teachers learned project-basedscience through inquiry pedagogy, which is in line with the constructivist notion of learning.Analysis of pre- and post- assessment, surveys, focus-group discussions, and classroomobservations showed positive impact on teachers’ knowledge, beliefs

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tom Benton, University of Texas, Austin; Taylor Martin, Univ of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

challenges but also on this intervention and its focus on their development11.Constructionism builds on Piaget’s constructivism in maintaining that learners do not imbibeknowledge and ideas but rather create them based upon experiences in the world. It takes thisidea a step further in asserting that optimal experiences for knowledge construction are those thatare focused on the creation of a product with significance to its maker. As such, we encapsulatethis nature of engineering question in the very system that instructors use to develop classroomactivities and materials. The integrated presentation of engineering is not simply a realistic reflection of the careersawaiting students who will choose to pursue engineering professionally; it

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Rajesh Ganesan, George Mason University; Philip Henning, James Madison University; Donna Sterling, George Mason University

Tagged Divisions

K-12 & Pre-College Engineering

development * Ability to write concisely and clearly for non-scientists * Enhanced awareness of global perspective * Increase in fellow interdisciplinary knowledge and communication * Increase in the ability to work in heterogeneous teams * Impact on fellow research * Increase in GK12 awareness and advocacyThe surveys were designed by the external evaluator with input from the PI and a CO-PI. Thethree surveys did not present identical questions but differed in order to reflect the particularperspectives on fellow growth as seen by fellows, teachers and advisors. In addition to 1-14quantitative responses, those surveyed were asked to comment on one or more of their responsesin the last question.The

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Justin Osterstrom, Combs Elementary Scho

Tagged Divisions

K-12 & Pre-College Engineering

to persevere through difficultiesand failures. At the conclusion of the activity, the class was asked to reflect on the questioning Page 15.1174.5and to record additional questions and ideas in their engineering notebooks.The students were instructed in information/communication technology use for teaching inmultiple ways. First, the course was conducted using flip videos, the web, a solid projector, andother tools. After the instructor returned from a trip to Cape Kennedy for the ARES 1X launch,she taught a class on rocket design using flip videos taken during her trip and some exampleNASA-created classroom activities. Next, an elementary

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Glenn Ellis, Smith College; Diana Fiumefreddo, Smith College

Tagged Divisions

K-12 & Pre-College Engineering

, plasticity, and yielding. Beamaction was correctly described and concepts such as load path were discussed. On the whole, thepost response showed a “bigger picture” understanding of engineering concepts and higher orderconsideration of these concepts.The post response to question 2 indicated a new sensitivity to the issue of gender as well as toexpanding engagement for all students with re-framed approaches to the presentation of thematerial. While the pre response showed that this teacher considered the catapult activity to have“super education value” before consideration of the use of conceptual frameworks and narrativesfor making engineering concepts relevant to a group of diverse learners, the post response didindicate reflection upon these

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

John Fitzpatrick, Drexel University; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

were considered from 12 studentswho participated in the project and completed the activities.The intent of the qualitative survey was to capture the knowledge, attitude, andskills of the students as they reflected on their experience in the elective. Of theseven questions, five were posed to allow a Yes/No objective response whileallowing students to explain themselves. An additional two reflection questionswere open ended. The exit survey responses are shown in Table 1. Page 15.1316.9 Table 1: Exit survey responses from twelve active course participants. “Yes” “No

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Estrella Mountain Community College; Maria Reyes, Estrella Mountain Community College; Marge Goodman, Intel Corporation

Tagged Divisions

K-12 & Pre-College Engineering

aid, scholarshipsThe fourth and the least influential source of self-efficacy is physiological arousal, where peopleinterpret their emotional states as a reflection of their capability to accomplishing a given task orgoal. People may interpret their high stress and anxiety as a reflection of their lack of ability.5All Hermanas conference volunteers were briefed on the purpose of the conference goals and Page 15.641.6desire to create a positive, nurturing environment for the conference participants. A positive toneis set throughout the conference. All participants are encouraged to explore, share and designtheir future. The conference starts

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Hunter, Tennessee Technological University; Jessica Matson, Tennessee Technological University; Margaret Phelps, Tennessee Technological University; Roy Loutzenheiser, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

proficiency levels on the TennesseeComprehensive Achievement Program (TCAP) test were collected and analyzed. For highschool students, proficiency levels on their most recent state achievement test were used for thebaseline. Proficiency levels for the various Gateway (required pass for graduation) and end-of-course tests that each student had taken were collected and sorted by subject.The data in Figures 2 and 3 are reflective of student outcomes for the project. The data show thatthe greatest gain by students was in moving from proficient to advanced. This result is indicativeof raising the bar of content and problem-solving within the existing science and math curricula. 100 90 80 % Advanced