Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

and learn about current research.ImplementationThe program focuses on teachers and students at both the middle and high school level. It startswith the training of teachers through a 5-week intensive research experience in which teacherscomplete the design challenge while simultaneously developing lesson plans they will use toteach the material in their classrooms. Teachers implement the program in their schools and havestudents complete the challenge. Finalist teams from each school present their design at anannual competition. Throughout the process, representatives from the Center make classroomvisits or host tours in order to support the teachers’ implementation. To date over 50 teachershave completed the summer training. Over 400

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #19950An Integrated Approach to Promoting STEM among High School Students(Evaluation)Dr. Bin (Brenda) Zhou P.E., Central Connecticut State University Dr. Zhou is an Associate Professor at the Engineering Department of Central Connecticut State Univer- sity. Her research enthusiasm and expertise lie in quantitative analyses and modeling techniques, with applications in transportation planning and engineering. Recently, she has focused on issues of STEM ed- ucation since planned and directed a Federal Highway Administration (FHWA) funded outreach program: National Summer Transportation Institute (NSTI).Ms. Sharon

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sneha A. Tharayil, The University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

provide service to meet authentic needs.  Service links through deliberate planning to the subject matter students are studying and the skills and knowledge they are developing in school.  Students reflect on the service they provide.  Service-learning is coordinated in collaboration with the community. (p. 3).To further understand what service learning is, it is also useful to define what it is not. Theliterature appears to consistently distinguish service learning from community service, in thatacademic learning is a fundamental feature of the service learning experience, while it is not anessential component to community service2, 29, 32. Similarly, as noted above, structured time forreflection also sets apart

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; LaDawn Partlow, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

. Mathematics: Mathematics instruction was designed to reduce loss in proficiency during the summer and support the 3D modeling and app development curriculum. Topics included geometry, mathematics tricks and shortcuts, division, exponents, square roots and logic. Entrepreneurship: Participants were introduced to entrepreneurial ventures through topics like marketing, financing, business models and visits from local technology entrepreneurs. Final Project: In the fourth week, participant teams were asked to develop an entrepreneurial venture. The teams brainstormed and refined a concept that integrated an app, a 3D model, business plan and a website or social media page. Ventures ideated were a) Customized key chain with GPS locator, b) Online

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

going offof the track and not having used any parts of a commercially available hovercraft in the design.The hovercraft could only be powered by a battery. For the research component, students wereasked to review the literature on the history of hovercrafts and provide a brief summary of themajor milestones in their evolution.Program ImplementationA total of 16 middle (grades 7-8) and 20 high school (grades 9-12) students participated in theengineering design course over a four month period. The high school class consisted of 70% malesand 30% females while the middle school class was composed of 69% males and 31% females.The course began with an introduction of the five steps (ask, imagine, plan, create and improve)involved in the EDP. Each

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

participants benefit from education participants’ knowledge in developinglesson plans, teaching techniques and classroom management skills. Engineering and education facultywork together to advise the students from both schools. This collaborative environment creates a mutuallearning atmosphere for both students and faculty.7. Provide opportunity to learn about engineering for education studentsThe release of the Next Generation Science Standards in April 2013 has included engineering in K-12curriculum in NYS [15]. However education majors have no education on engineering topics and are notprepared to teach engineering courses. This program provides a unique opportunity for education studentsto learn about engineering and learn how to incorporate

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

of the art is planned for future offerings3. The followingtable provides a summary of their responses:DTSCParticipantEvaluations* Item 5 4 3 2 1Becauseofthissummercamp,IcannowemployDesign Thinkingtosolveproblems. 4.25InowbelievethatDesignThinkingisanimportantand beneficialskillforahighschoolstudent. 4.20Thecamphasmetmyexpectations. 3.60 Iwouldhighlyrecommendthiscamptoothers. 3.80

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

Pre-College Engineering Education Division

with engineering integration reform to help them out.Introduction“Leslie” heaved her lunch onto the table and dumped her body in a chair. (Pseudonyms are usedthroughout and Leslie chose her own pseudonym.) Usually excited during the school day, todayshe was wiped from teaching her first engineering design lesson, a self-planned engineeringdesign challenge to build a catapult and teach free fall. All the mental work she’d been doing haddrained her completely, and now she had 30 minutes to eat, regroup, talk about the lesson, andget ready to do it again after lunch.Leslie started the year with no formal engineering experience but she was hungry for change andinterested in integrating engineering design into her physics teaching. By the end of

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Presentations that have been refereed. She presents at both the state and national level and has been awarded over $7 million in a variety of grant awards. In her spare time she visits with her 2 children and 2 grandsons. c American Society for Engineering Education, 2017 Middle School Math and Science Teachers Engaged in STEM and Literacy through Engineering Design (Evaluation)We describe a professional development program that supports integration of STEM andLiteracy through Engineering Design for 24 in-service middle school math and science teachersin rural Appalachia. Through this program, teachers experience Engineering Design as learners,develop lesson plans utilizing engineering design

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rohit Dua, Missouri University of Science & Technology

Tagged Divisions

Pre-College Engineering Education Division

decimal equivalent, thus getting instant feedback, which instillsconfidence in the technique usage and understanding of the negative number binaryrepresentation. Students are encouraged to explore the decimal number range, for an 8-bit binarynumber, for both unsigned and signed number domains.Outreach and Feedback: Since the planned laboratory is still in its infancy, the designed emulators have been fieldtested in informal settings. Below are some survey results for the two emulators, which weredemonstrated at two different events:  Logic Gates Emulator: The device was demonstrated at a Discover Engineering Day event. Users ranging from kids-to-adults used the device to understand the basic functioning of logic gates

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Nicole Elfer, Tulane University

Tagged Divisions

Pre-College Engineering Education Division

• ENGP 1005: Introduction to Electronics with Laboratory • NSCI 1015: Basic Neuroscience with Laboratory • Physics 1015: Materials Science and Engineering Summer Class • PSYC 1100: Exploring Psychology • SCEN 1015: Computers and Musical CreativityStudents also have the option of living on campus during the course period for additional feesand many extracurricular educational activities are planned outside of the courses to introducethe students to each other and opportunities available at universities.The Purpose of Evaluations: This program offers a unique opportunity in the New Orleans areafor high-achieving students. However, the cost associated with the program is prohibitive tomany Greater New Orleans area residents. While course

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jalil Kianfar P.E., Saint Louis University; Adaline M. Buerck, Saint Louis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

aroadway with bike lanes. This paper builds upon the familiarity of students with thetransportation system and pursues three objectives. First, students learn how math and physicsprinciples can be used to model complex systems, such as a surface transportation system.Second, students are introduced to the decision-making process and before-and-after studies inwhich quantitative measures are used to support a decision. Third, students learn how engineerscan potentially influence city planning and affect communities. In the first steps, students learn how math can be used to model driver behavior and todevelop car-following models. Then, students use traffic simulation software to model the flowon an urban corridor. The software considers

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Annwesa Dasgupta, Purdue University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering); Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

Denise Female 5 Evan Male Erin Female 6 Farrah Female Frank Male 7 Gary Male Genna Female 8 Hal Male Henry MaleContextPictureSTEM incorporates science, mathematics, engineering, technology, literacy, andcomputational thinking into three different lesson plans targeted at Kindergarten, first, andsecond grade students. The curriculum used in this study was the Kindergarten-focused lesson,Designing Paper Baskets. There are six main lessons as seen in Figure 1 in addition to anintroductory lesson that presents the engineering design challenge. The unit is centered aroundthe engineering problem presented by the two clients, Max and Lola. They are avid

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #16895Developing a Questionnaire and Evaluation Methods for a High School RocketProgramMr. Ibrahim Halil Yeter, Texas Tech University Ibrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master’s degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education frame- work. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Te'Airra Monique Brown , Virginia Tech; Glenda D. Young Collins, Virginia Tech

Tagged Divisions

Pre-College Engineering Education Division

instructional component as it relates to the situativeframework; provide an explanation of how AR technology supports the instruction ofengineering concepts; and provide a more tangible view of instructional design using a fourthgrade lesson plan for teaching circuitry.Guidelines to Situating ARTable 1 summarizes the guidelines for integrating an AR application for teaching and learningelectrical engineering concepts. We propose that following this guide, engineering educators canwork with elementary teachers to incorporate AR into lesson plans to provide a more tangibleand engaging environment for the students. First, we will review the three principles thatsummarize situative learning theory and will form the basis for the guide as suggested

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Michele Miller, Michigan Technological University; Mo Rastgaar, Michigan Technological University

Tagged Divisions

Pre-College Engineering Education Division

standards rich incontent and practice that are coherent across disciplines.3 The NGSS (2013) indicates thatengineering must be a fundamental part of the new framework since students are required todevelop the capability to carry and transfer knowledge across science disciplines throughmodeling, planning, conducting investigations, analyzing and interpreting data, andconstructing explanations to demonstrate understanding of core science ideas. Students “mustbe able to apply scientific ideas to solve a design problem, taking into account possibleunanticipated effects”.3Our approach to broadening participation is based on what we know works to engage girls inengineering. We know that precollege and college design classes have a much higherpercentage

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

for curriculum, pedagogy, and projects. Middle and high schools have historically facedchallenges introducing engineering into the curriculum in an inclusive and authentic manner.Because these students are still flexible about their career decisions3,4, programs that peakinterest can still influence students’ college and career plans. An inclusive approach could havesignificant impact on the diversity of the engineering workforce.A large public university implemented EPICS (Engineering Projects in Community Service) forundergraduates in 19955,6. The approach has been successful in preparing students professionallyas well as addressing compelling needs locally and globally. The program has also shown that itis an inclusive approach to

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Heidi A. Tremayne, Earthquake Engineering Research Institute; Thalia Anagnos, San Jose State University; James Mallard, UC San Diego

Tagged Divisions

Pre-College Engineering Education Division

school buildings, updating curriculum toeducate students on natural hazards and risk reduction measures, and reviewing the condition ofall existing school buildings and mitigating documented vulnerabilities.As part of its strategic plan the Earthquake Engineering Research Institute (EERI) has committedto taking a leadership role in promoting earthquake safety in schools. EERI is a multidisciplinarynational society of nearly 3000 engineers, geoscientists, building officials, architects, planners,public officials, social scientists and students dedicated to advancing the science and practice ofearthquake engineering and reducing the impacts of earthquakes on society. EERI’s SchoolEarthquake Safety Initiative (SESI) aims to engage the EERI

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

teaching engineeringconcepts and may perceive a greater benefit from professional development onengineering in the classroom. In addition, rural teachers indicated different priorities forprofessional development. Though teachers overall saw the greatest benefit fromprofessional development on lesson plans that incorporate engineering, rural teachersindicated an even higher benefit just from having access to an expert teacher inengineering.The lower confidence that we see may be indicative of the limited support, community,and resources available to teachers in rural areas who often have a more limited budgetand fewer colleagues to collaborate with. These results make a strong case for thecreation of a professional development program that targets

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

John M. Mativo, University of Georgia; Roger B. Hill, University of Georgia; Theodore J. Kopcha, University of Georgia; Jennifer McGregor, University of Georgia; Seungki Shin, University of Georgia; Ikseon Choi, University of Georgia

Tagged Divisions

Pre-College Engineering Education Division

to activelylearn about it? Several options were explored but the robot solution was found to be morepractical, that is, it could explore without endangering human life. The special robot can be sentto the volcano to investigate ongoing activities plus it can bring back samples of materials ofinterest. This type of thinking resulted in planning and creating lessons about exploring avolcano using a robot that was required to visit several sites of the volcano while taking theshortest time possible. The lessons are shown in Table 1. Table 1: An overview of eight robotic lessons for 5th gradeLesson Name Driving Question 1 Danger Zone How can scientists study dangerous

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A. Douglas, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

Justifywhytheirdesignsolutionisappropriatebasedonapplicationofcore communicatetheir science/mathematicsconcepts. designsolutionthrough B Justifywhytheirdesignsolutionisappropriatebasedoninformationobtainedin useofevidence-based problemscoping. reasoning. En grTEAMS Projec t i s fu nded by t h e N a t i o n a l Sci e n ce F o u n da t i o n un d er gra nt NSF DUE- 1238140Notebooks in the CurriculaThroughout the design project, each student maintains an engineering notebook in order to take notes, develop ideas,record testing and observations, document decisions, and plan next steps. Each of the 13 units has both commonelements of the notebook and elements that are specific to that unit. The common elements of the notebooks

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

to traditional values andtribal elders will improve perceptions of STEM as culturally relevant and supportive of the NativeAmerican community, consequently igniting students’ interest in STEM. Streams, brooks, rivers,and water resources have always been of great traditional and cultural value to Native Americansnot only as a means of subsistence but also for recreation. Therefore, the model presented in thispaper—to develop stormwater management and mitigation plans—is designed to attract studentsin Native American communities into STEM education. Stormwater is runoff water from rain or melting snow that drains across the landscape.Runoff flows off rooftops, pavement, bare soil, and lawns, picking up pollutants along the way. Itgathers

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Christine M. Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

purposes.Tell Us More! What could you do next to Develop a plan to investigate Practice: Planning and Carrying Do_Nextmake sure your design actually works? whether the design idea would Out Investigations work.Do you think that the work you did for this Explain a variety of aspects of Crosscutting Concept: Influence Engineering?activity is engineering? Why or why not? engineering. of Science, Engineering, and Technology on Society and the Natural WorldPilot Testing the InstrumentDuring development of the

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education Division

implicitlearning.There has been little to no work done to understand how learners learn in Makerspaces, andto find or develop tools to assess this learning. In the recent ASEE conference Morocz et al.11 presented plans of measuring the impacts of a university makerspace “through engineeringdesign self-efficacy, retention in the engineering major; and idea generation ability".A study by the Maker Ed Open Portfolio Project 12 strengthens the promise of our proposal toemploy self-reflection to assess learning in Makerspaces. This work presents self-reporteddata by Makerspaces all over the United States about their alignment with nationaleducational initiatives. Most sites reported themselves as being aligned with STEM (94%)(Science, technology, engineering, and

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, Florida Advanced Technological Education Center of Excellence; Richard Gilbert, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

. Utilizing a three-year Magnet School grant,DLJ established a Center for Mathematics and Engineering to developed and thenimplement its integrated, whole school curriculum with engineering as the core and theconnector. The results of this careful planning and meticulous attention to detailsproduced an elementary school environment that fosters student creative thinking withthe expectation of quantitative metrics to gauge that creativity. The merit of this totalemersion of engineering into an elementary curriculum is reflected in student scores onstandardized test as well as a plethora of awards and acknowledgements for the schoolincluding being named the top elementary STEM program in the nation by the 2015Future of Education Technology Conference

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell Ph.D., Tufts University; Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

.”)   Day 2: Materials exploration, notebook introduction with “mentor text,” team planning with Ideas cards   Day 3: Building, testing, iterating windmills, documenting with notebook cards   Day 4: Oral presentations and writing task, supported by completed notebooks    Data collection and analysis    Our overall project follows a design-based research approach (Cobb et al., 2003). The particularcase study reported here took place during pilot-testing of supports based on findings from thebaseline phase. At least two members of the research team were participant observers in theclassroom each day. Data sources included researchers’ field notes, digital notebook artifacts,video recordings of

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Darran Cairns, West Virginia University; Johnna Bolyard, West Virginia University; David Luke Loomis, West Virginia University; Kelly Leigh Watts, RESA 3; Sera Mathew, West Virginia University; Michael Theodore Carte, George Washington High School

Tagged Divisions

Pre-College Engineering Education Division

TeachersAbstractWe describe a professional development program that supports integration of STEM andLiteracy through Engineering Design for 24 in-service middle school math and science teachersin rural Appalachia. Through this program, teachers experience Engineering Design as learners,develop lesson plans utilizing engineering design to teach specific relevant math and sciencecontent standards and objectives, and receive formative feedback and content knowledgecoaching as they deliver and fine-tune those lessons.Project TESAL (Teachers Engaged in STEM and Literacy) is a three-year professionaldevelopment program that includes annual two-week summer face-to-face intensive workshopsfollowed by classroom observations with supportive feedback and four

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

mathematics and science. Project TESAL (Teachers Engaged in Science And Literacy)is a three year Math Science Partnership providing proximal context for developing this model.Project TESAL involved two weeks professional development each summer, two days eachsemester, and classroom observations/support. Teachers participated all three years and createdthen implemented and refined two lesson plans per year. Project TESAL involved 24participating teachers from four counties with 41% to 67% low-income students, less than 80%highly qualified mathematics or science teachers, and below average mathematics and sciencetest scores in a state well below the national average.Our model includes the following steps:Step 1: Identify mathematics and science

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mandy Biggers, Penn State University; Leigh Ann Haefner, Penn State University; Jonathan Bell, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

?
 a. What science content do they integrate into engineering units?
 b. What adaptations do they make to the engineering curricula?
 c. What factors influence teachers’ choices for making these adaptations? Methods This exploratory case study examined the ways in which teachers implementedan engineering curriculum in their classroom. The study occurred in a large, urbanschool district in the beginning stages of a STEM initiative with future plans to open amiddle-level STEAM Academy (STEM + Art). The initial step in this vision was theadoption and piloting of new science (Science and Technology Concepts [STC] and FullOption Science System [FOSS]) and engineering

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

undergraduate careers,2) students who were enrolled in traditional engineering majors before an industry experience(either engineering or education) convinced them to switch into the E+T (or just teaching)pathway, and 3) students who were enrolled in E+T but then left the program for a traditionalengineering major. After Table 4, short narrative statements for each of the interviewees provideadditional detail on how they tell the stories of their E+T involvement. Table 4. Summaries of spring and fall 2016 interview participant trajectories. Trajectory to E+T Status in E+T Plans Immediately Following Student Degree Pathway Program