Displaying results 1 - 30 of 87 in total
- Conference Session
- Engineering Design for Elementary Students
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- 2019 ASEE Annual Conference & Exposition
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- Pamela S. Lottero-Perdue Ph.D., Towson University; Ming C. Tomayko, Towson University
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- Pre-College Engineering Education
Paper ID #25482Kindergartners Planning in the Design Process: Drawn Plans and how theyRelate to First Try Design Attempts (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple formal and informal settings. As a K- 8 pre-service teacher educator, she
- Conference Session
- Pre-College Engineering Education Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- Jessica E. S. Swenson, University of Michigan; Kristen B. Wendell, Tufts University
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- Diversity
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- Pre-College Engineering Education
Paper ID #27387Board 126: Early Career Elementary Teachers’ Evolving Choices for Incor-porating Engineering into Their ClassroomDr. Jessica E S Swenson, University of Michigan Jessica Swenson is a post doctoral research fellow at the University of Michigan. She received her doc- torate and masters from Tufts University in mechanical engineering and STEM education. Her current research involves examining different types of homework problems in undergraduate engineering science courses, flexible classrooms, active learning, responsive teaching, and novice elementary engineering teacher development.Dr. Kristen B Wendell, Tufts
- Conference Session
- Engineering Design Process Activities with Secondary Students
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- 2019 ASEE Annual Conference & Exposition
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- Michael Briscoe, American Society of Naval Engineers; Leigh S. McCue, George Mason University; Dale A. Lumme, American Society of Naval Engineers
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- Diversity
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- Pre-College Engineering Education
Psychology at George Mason University and I am Chief Education Officer at edMe Learning, a personalized learning company.Dr. Leigh S. McCue, George Mason University Leigh McCue is an Associate Professor in George Mason University’s Department of Mechanical Engi- neering. Dr. McCue received her BSE degree in Mechanical and Aerospace Engineering in 2000 from Princeton University. She earned her graduate degrees from the University of Michigan in Aerospace Engineering (MSE 2001) and Naval Architecture and Marine Engineering (MSE 2002, PhD 2004).Mr. Dale A. Lumme, American Society of Naval Engineers U.S. Naval Academy B.S. in Naval Engineering. Master of Education, University of West Florida. U.S. Navy Pilot, 1980-2005
- Conference Session
- Pre-College Engineering Education Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- James M. Muscarella, Plymouth Whitemarsh High School; Mi Thant Mon Soe, Drexel University (Eng. & Eng. Tech.); Jessica S. Ward, Drexel University (Eng. & Eng. Tech.)
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- Pre-College Engineering Education
Engineering and Mechanics department at Drexel University where she focuses on developing microfabrication and microfluidics tools for biomedical research. She is interested in cell sorting, drug delivery, and engineering education.Jessica S Ward, Drexel University (Eng. & Eng. Tech.) Jessica S. Ward serves as the Director of Development for the Center for the Advancement of STEM Teaching and Learning Excellence (CASTLE). During her tenure at Drexel University, Ms. Ward has successfully coordinated with multiple faculty members in the submission of approximately 700 grant proposals, including co-writing, editing and serving as the Program Manager for 9 awarded STEM educa- tion grants totaling more than $14M. She has
- Conference Session
- Best Practices in Out-of-School Time
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- 2019 ASEE Annual Conference & Exposition
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- Jean S. Larson, Arizona State University; Megan O'Donnell; Wendy M. Barnard, Arizona State University; Alison Cook-Davis, Arizona State University; Adam R. Carberry, Arizona State University; Stephanie B. Adams
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- Pre-College Engineering Education
Paper ID #27754Three ERCs and a National Network Node: Assessing Engineering Outcomesfor Middle School Students Across a Joint Outreach EventDr. Jean S. Larson, Arizona State University Jean Larson, Ph.D., is the Educational Director for the NSF-funded Engineering Research Center for Bio- mediated and Bio-inspired Geotechnics (CBBG), and Assistant Research Professor in both the School of Sustainable Engineering and the Built Environment and the Division of Educational Leadership and Innovation at Arizona State University. She has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering
- Conference Session
- Communication in Pre-College Engineering Education
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- 2019 ASEE Annual Conference & Exposition
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- Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston
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- Pre-College Engineering Education
Early Career Award for Scientists and Engineers (PECASE). https://engineering.tufts.edu/me/people/faculty/kristen- bethke-wendellNicole Alexandra Batrouny, Tufts University PhD candidate in Mechanical Engineering at Tufts University. Interests: upper elementary engineering education, integrated science and engineering, collaboration in engineering, decision making in engineer- ing.Dr. Tejaswini S. Dalvi, Univeristy of Massachusetts, Boston c American Society for Engineering Education, 2019 Elementary Students Navigating the Demands of Giving Engineering Design Peer Feedback (Fundamental) Throughout the design process, practicing engineers seek out feedback on their
- Conference Session
- Bridge Programs Connecting to First-Year Engineering
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- 2019 ASEE Annual Conference & Exposition
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- Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University
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- Diversity
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- First-Year Programs, Pre-College Engineering Education
Paper ID #26188Impact of Engineering Design-Focused Summer Academy Experience on In-terest Toward STEM Learning and Careers (Evaluation, Diversity)Dr. Kuldeep S. Rawat, Elizabeth City State University KULDEEP S. RAWAT is currently the Dean of Life, Physical Sciences, Mathematics and Technology and Director of Aviation Science program at Elizabeth City State University (ECSU).He has earned an M.S. in Computer Science, 2001, an M.S. in Computer Engineering, 2003; and, a Ph.D. in Computer Engineering, 2005, from the Center for Advanced Computer Studies (CACS) at University of Louisiana-Lafayette. He serves as the Site
- Conference Session
- Energy & Technology in Pre-College Engineering Education
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- 2019 ASEE Annual Conference & Exposition
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- Daniel Jonathon Douglas, Rensselaer Polytechnic Institute; Ian Scott Steenstra, Rensselaer Polytechnic Institute; Joe H. Chow, Rensselaer Polytechnic Institute; Chien-fei Chen, University of Tennessee, Knoxville; Meng Wang, Rensselaer Polytechnic Institute; Jeffrey Braunstein; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Anne L. Skutnik, University of Tennessee, Knoxville
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- Pre-College Engineering Education
engineering research center, CURENT and an adjunct faculty in the Department of Sociology at UTK. Prior to her academic career, she worked in the media industry including KSPS -Spokane Public Station, KCTS-Seattle Public Television, Seattle Chinese Television Station, Public Television Service, Taipei, Vision Communication Public Relation Company, Taipei. She was also a research scientist at Virginia Tech and lab manager at Washington State University.Prof. Meng Wang, Rensselaer Polytechnic InstituteDr. Jeffrey BraunsteinMs. Elizabeth S. Herkenham, Rensselaer Polytechnic Institute Ms. Herkenham is the Education Outreach Director of the School of Engineering at Rensselaer Polytech- nic Institute. Her responsibilities include
- Conference Session
- Pre-College Engineering Education Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- Matthew M. Johnson, Penn State University; Amber Cesare, Penn State Center for Science and the Schools; Gabe Knowles, Center for Science and the Schools, Penn State University; Taylor S. Wood, Penn State Center for Science and the Schools
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- Pre-College Engineering Education
Arizona, California, Nevada, and Utah. Gabe has received several honors and recognition for his continued work, such as an Americorps Ed- ucation Award, Teacher-Ranger-Teacher Award from the National Park Service, President’s Volunteer Service Award from George W. Bush, and the Exceptional People In Community Schools Award from the Michigan Education Association. His continued work in education, stewardship, and outreach have impacted children of all ages, including adults and professionals working in an array of fields.Mr. Taylor S Wood, Penn State CSATS Taylor received his B.S. degree in Physics from Brigham Young University, after which he worked for 5 years as a semiconductor engineer for Micron Technology in Boise
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- Pre-College Engineering Education Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- Tak Cheung, CUNY Queensborough Community College; Dimitrios S. Kokkinos, Queensborough Community College; Michael Lawrence, Queensborough Community College; Paul J. Marchese, Queensborough Community College; Kimberly Anne Riegel, Queensborough Community College; Paul Sideris; Regina Sullivan, Queensborough Community College; Paris Svoronos, Queensborough Community College-CUNY; Rex Taibu, Queensborough Community College; Mangala D. Tawde
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- Diversity
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- Pre-College Engineering Education
Paper ID #26190Board 118: The STEM Research Academy at Queensborough CommunityCollegeProf. Tak Cheung, CUNY Queensborough Community College Tak Cheung, Ph.D., professor of physics, teaches in CUNY Queensborough Community College. He also conducts research and mentors student research projects.Dr. Dimitrios S. Kokkinos, Queensborough Community College Dr. Dimitrios Kokkinos is an Associate Professor of Physics at Queensborough Community College of CUNY since 2017. He Completed his Electrical Engineering degrees (BE, ME, PhD) at CUNY and undergraduate in Physics in Europe. He worked in industry for AT&T
- Conference Session
- PCEE Resource Exchange
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- 2019 ASEE Annual Conference & Exposition
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- Jessica Rush Leeker, Purdue University-Main Campus, West Lafayette (College of Engineering); Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering)
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- Diversity
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- Pre-College Engineering Education
FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering. c American Society for Engineering Education, 2019 “J UST L IKE ME” : IMPR O VING THE IMAGE O F ENGINE ERING FOR E LE ME NTAR Y SCHOO L STUDE NTS (RE S O UR CE EX CHANGE) | UNIT GR ADE LE VEL: 3 -5 J E S S I C A RU S H L E E K
- Conference Session
- Best Practices in Out-of-School Time
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- 2019 ASEE Annual Conference & Exposition
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- Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University
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- Diversity
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- Pre-College Engineering Education
Science and Engineering Fairs (Evaluation)Science and Engineering (S&E) fairs are a valuable educational activity that are believed toincrease students’ engagement and learning in science and engineering by using inquiry-focusedlearning, engaging students in authentic scientific practices and engineering design processes [1-3], and emphasizing creativity [4, 5]. Proponents also argue that S&E fairs enhance students’interest in science and science careers [6, 7] as well as engineering [2]. From the fair, studentsreport that they have learned more about the scientific process and engineering design, althoughthey may not all feel their attitudes towards STEM fields has improved [2, 8]. In this paper, wefocus on science attitudes, but because
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- Best Practices in Research & Assessment Tools for Pre-College Engineering Education
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- 2019 ASEE Annual Conference & Exposition
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- Tamecia R. Jones, North Carolina State University
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- Diversity
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- Pre-College Engineering Education
through undergraduate education. This frame is visually represented inFigure 2. Figure 2 Visual Representation of Relationships between Local Standards, National Directives, Higher Education Outcomes and Literature Synthesized for Engineering Epistemic Frame The epistemic frame elements are skills(S), knowledge(K), identity(I), values(V), andepistemology(E), and have been coded as such for analysis. Each parent code (S,K,I,V,E) has aset of sub-codes that allow for macro and micro analysis. The nomenclature for each code isparentcode.subcode, for example k.localknowledge represents the sub-code localknowledgeunder the parent code K. (but indicated in lowercase). Figure 2 shows how sub-codes
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- Interest & Identity
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- 2019 ASEE Annual Conference & Exposition
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- Mary Ann Jacobs, Manhattan College; Zahra Shahbazi, Manhattan College
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- Diversity
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- Pre-College Engineering Education
Engineering Ambassadors reflected on student learning andtheir own practice after each presentation. The EAs responded individually to a six-questionopen-ended survey (Appendix C). Responses that were general in nature are displayed in Figure3.Figure 3. Engineering Ambassadors’ General Reflections on Lesson PresentationsBriefly describe Which part(s) Which part(s) Which part(s) What will you What your lesson of the lesson of your lesson of your lesson do to make that knowledge went really will you do the will you change? and/or skill well? same? change
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- Pre-College Engineering Education in the Formal Classroom
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- 2019 ASEE Annual Conference & Exposition
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- Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University
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- Diversity
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- Pre-College Engineering Education
I can do it can do itI can make a good scientific hypothesis. 0 1 2 3 4 5 6 7 8 9 10 Cannot Pretty sure For sure I do it I can do it can do itI can get myself to do my science school work. 0 1 2 3 4 5 6 7 8 9 10 Cannot Pretty sure For sure I do it I can do it can do it ReferencesAndrew, S. (1998). Self-efficacy as a predictor of academic performance in science. Journal of advanced
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- Pre-College Engineering Education Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas
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- Diversity
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- Pre-College Engineering Education
] A. K. Ambusaidi, and S. M. Al-Bulushi, “A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist,” International Journal of Environmental & Science Education, vol. 7, no. 2, pp. 291-311, April 2012.[6] K. D. Finson, “Investigating preservice elementary teachers’ self-efficacy relative to self- image as a science teacher’” Journal of Elementary Science Education, vol. 13, no. 1, pp. 31-41, October 2001.[7] R. Hammack, & T. Ivey, “Elementary teachers’ perceptions of engineering and engineering design,” Journal of Research in STEM Education, vol. 3, no. ½, pp. 48-68, 2017[8] C. Cunningham, C. Lachapele, and A
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- Energy & Technology in Pre-College Engineering Education
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- 2019 ASEE Annual Conference & Exposition
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- Matthew J. Traum, Engineer Inc.; Sharon Liz Karackattu, Oak Hall School
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- Pre-College Engineering Education
section, student-customized rockets outperformedthe unmodified baseline vehicle.At the class’s conclusion, 79 students (out of 107 enrolled) completed a computerizedanonymous indirect survey to self-assess their attitudes about the course specifically andengineering in general as a result of the rocket project. Results were lackluster compared toexpectations based on similar s novel classroom lesson pedagogical studies previouslyconducted. Only 54.4% of students reported increased interest in the class over the semester.62.0% reported improved understanding of the rocket design process. 57.0% reported being ableto see interconnections between science, math, engineering, and technology as a result of thecourse. Despite these disappointing results
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- Pre-College Engineering Education Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca Deborah Swanson, Tufts Center for Engineering Education and Outreach
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- Pre-College Engineering Education
based upon work supported by the National ScienceFoundation under Grant Number 1720334.REFERENCES[1] National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. The National Academies Press, 2012.[2] Achieve Inc., Next Generation Science Standards Achieve, Inc. on behalf of the twenty- six states and partners that collaborated on the NGSS,, 2013.[3] E. R. Banilower, P. S. Smith, K. A. Malzahn, C. L. Plumley, E. M. Gordon, and M. L. Hayes, "Report of the 2018 NSSME+," Horizon Research, Inc, Chapel Hill, NC, 2018.[4] R. L. Custer and J. L. Daugherty, "Professional Development for Teachers of Engineering: Research and Related Activities," The Bridge, vol
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- Pre-College Engineering Education in the Formal Classroom
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- 2019 ASEE Annual Conference & Exposition
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- Shramana Ghosh, NYU’s Tandon School of Engineering; Sheila Borges Rajguru, NYU’s Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering
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- Pre-College Engineering Education
D me pe s-o dE pt D me pe s-o dE ce joy ros nd are ce joy ros nd are on E n e P Ha Sh on E n e P Ha Sh C tur C tur Fu
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- Pre-College Engineering Education Focused on Female Students
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- 2019 ASEE Annual Conference & Exposition
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- Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University
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- Diversity
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- Pre-College Engineering Education
- Conference Session
- Bridge Programs Connecting to First-Year Engineering
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- 2019 ASEE Annual Conference & Exposition
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- Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade
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- Diversity
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- First-Year Programs, Pre-College Engineering Education
group as a senior engineer, and later brought his real-world expertise back into the classroom at Purdue University Calumet. He is currently a Clinical Associate Professor at the University of Illinois at Chicago where he enjoys success in teaching and education research.Prof. Jeremiah Abiade c American Society for Engineering Education, 2019 Execution Details and Assessment Results of a Summer Bridge Program for First-year Engineering StudentsAbstractThis paper reports the execution details and the summary assessment of a Summer Bridge Program(SBP) that is a part of an ongoing National Science Foundation (NSF) Scholarships in Science,Technology, Engineering, and Math (S-STEM
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- Pre-College Engineering Education Focused on Female Students
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- 2019 ASEE Annual Conference & Exposition
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- Mary B. Isaac, HEDGE Co.
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- Diversity
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- Pre-College Engineering Education
some period of time, until the protégés are capable of making expertise-relatedchoices autonomously.There are many cases where the duration of the mentoring relationship is just a few hours,typically at an outreach, i.e., recruiting-type event, with contact between mentor and protégé ofshort duration, often less than eight hours [9]. In many cases, the mentor vis-à-vis role model andprotégé(s) will most likely never meet again, so first impressions often become ONLYimpressions. The member volunteers who interact during these “one and done” events withstudents and the adults who accompany them are defined as “role models” for this study.Overview of studySince 2010, in collaboration with Exxon Mobil, Design Squad, and the Girl Scouts of the
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- Professional Development for Pre-Service and In-Service Teachers
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- 2019 ASEE Annual Conference & Exposition
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- Jeremy Dylan Smith M.S., Virginia Tech; Vinod K. Lohani, Virginia Tech
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- Diversity
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- Pre-College Engineering Education
teachers. These teachers will expand ontheir previous research and assist other teachers with their own curricular development to preparefor final publication to www.teachengineering.org. We will document at least twenty curricularpieces.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1609089. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.This work has also been supported by the Institute for Critical Technology andApplied Science (ICTAS) at Virginia Tech.References [1] V. Lohani and T. Younos, “Implementation and assessment of an interdisciplinary
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- Computational Thinking in Pre-College Engineering
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- 2019 ASEE Annual Conference & Exposition
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- Dazhi Yang, Boise State University; Youngkyun Baek, Boise State University; Bhaskar Chittoori P.E., Boise State University; William H. Stewart, Boise State University
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- Pre-College Engineering Education
in a chronological order so a comparison and tracking thegrowth of CT practice might be possible. Nevertheless, this study contributes to the teaching andintegration of CT in K-12 science and engineering education. From the perspectives of researchas well as practice, learning environments are important for fostering student CT practice asresults show that specific CT practices seem to relate to specific design and redesign tasks(Yang, Swanson, et al., 2018). Therefore, the design of a suitable environment is critical for theintegration and fostering CT in students. ReferencesAn, S. & Lee, Y. (2014). Development of pre-service teacher education program for computational thinking. In M
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- Interest & Identity
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- 2019 ASEE Annual Conference & Exposition
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- Abigail Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University
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- Pre-College Engineering Education
pre-college students will help meet the growingdemand for engineers.References[1] Project Lead the Way, “About Us.” [Online]. Available: https://www.pltw.org/about-us. [Accessed: 20-Jan-2019].[2] I. Miaoulis, “K-12 Engineering: The Missing Core Discipline,” in Engineering in Pre- College Settings, S. Purzer, J. Strobel, and M. Cardella, Eds. West Lafayette: Purdue University Press, 2014, pp. 21–33.[3] R. L. Carr, L. D. Bennett IV, and J. Strobel, “Engineering in the K-12 STEM Standards of the 50 U.S. States : An Analysis of Presence and Extent,” J. Eng. Educ., vol. 101, no. 3, pp. 539–564, 2012.[4] T. J. Moore, K. M. Tank, A. W. Glancy, J. A. Kersten, and F. D. Ntow, “The Status of Engineering
- Conference Session
- Computational Thinking in Pre-College Engineering
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- 2019 ASEE Annual Conference & Exposition
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- Morgan M. Hynes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Muhsin Menekse, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette
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- Pre-College Engineering Education
, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. ReferencesBarr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54.Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada.Computer Science Teacher Association (CSTA), & International Society for Technology in
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- Professional Development for Pre-Service and In-Service Teachers
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- 2019 ASEE Annual Conference & Exposition
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- Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University; Amber L. M. Kendall, North Carolina State University; Matthew T. Stimpson, North Carolina State University
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," in American Society for Engineering Education Annual Conference & Exposition (ASEE), Atlanta, GA, 2013.[12] L. J. Bottomley, E. A. Parry, L. T. Coley, L. Deam, E. Goodson, J. Kidwell, J. Linck and B. Robinson, "Lessons learned from the implementation of a GK-12 grant outreach program.," in American Society for Engineering Education Annual Conference & Exposition (ASEE), Albuquerque, NM, 2001[13] S. K. Horowitz and I. B. Horowitz, "The effects of team diversity on team outcomes: A meta- analytic review of team demography," Journal of Management, vol. 33, no. 6, pp. 987-1015, 2007.[14] S. E. Jackson and A. Joshi, "Work team diversity," in APA Handbook of Industrial and Organizational Psychology, Vol. 1, S
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- Engineering Professional Development using Robotics Activities
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- 2019 ASEE Annual Conference & Exposition
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- Shramana Ghosh, NYU Tandon School of Engineering; Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering
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- Pre-College Engineering Education
was particularly challenging to think of an activity that would not Incorporating Challenges in only be about the topic but would also ensure that the specific SEP three dimensions NGSS-plus-5E was being met. I also had to research the concepts at a much greater of NGSS implementation detail than I had initially anticipated.” “I was a little afraid of [Facilitator 4]’s lesson plan. It was so detailed How to and wordy. I don’t think I would have the stamina or the attention incorporate 5E’s
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- Best Practices in Research & Assessment Tools for Pre-College Engineering Education
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- 2019 ASEE Annual Conference & Exposition
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- Ibrahim H. Yeter, Purdue University, West Lafayette; Anastasia Marie Rynearson, Campbell University; Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Annwesa Dasgupta, Indiana University-Purdue University, Indianapolis; Barbara Fagundes, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette
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varysubstantially.Date: Lesson: Observer: Time Notes Code(s)Camera(s) & Audio Recorder(s): School/Grade/Teacher:Figure 2. Field note template for LiveScribe equipment For the case study phase, field notes were collected using an Apple Pencil and iPad Prothrough the Notability application. Key information about how to collect field notes moreeffectively for the project was divided into six main categories: Case Study (CS) Attendance. For the CS Attendance column, write each student’s initials to clarify who is in the classroom. Teacher ID. For the Teacher ID column, please do not use the teacher’s name. Rather, please use their
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- Professional Development for Pre-Service and In-Service Teachers
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- 2019 ASEE Annual Conference & Exposition
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- Wesley G. Lawson, University of Maryland, College Park; Jennifer Lee Kouo, Towson University; Vaishnavi Murthy, University of Maryland, College Park
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additional recommendation was to make thecourse available “to students specializing in math and science across all education majors” andtailoring the coding assignments “from simplistic to intricate based on age/grade levels.”The two students were asked to reflect at the end of their course on their main takeaways fromthe course. The freshman student stated: “Although we may be ending our course work withprogramming here, we have a newfound interest in the subject that we will bring with us the restof our academic careers and beyond!” and the sophomore replied: “We both concluded thatalthough we may be more focused on the S and M in STEM, we now want to incorporate ourknowledge into the classroom. By having a ‘Tech Corner’ of sorts and having