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

Kathleen A. Harper, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

. However, for meaningful engineering activities to beincluded in these courses, professional development for science teachers must be offered. Theliterature describes a variety of teacher workshops that employ several different approaches andfoci. The strategy most similar to the one focused on here is one by Custer et al., a recent effortto assist teachers in infusing engineering activities into physical and life science courses. Theypoint out that this particular approach to integration between science and engineering is “largelya new undertaking” with currently a small research base.3The current paper describes the initial offering of an engineering infusion workshop aimed at aparticular population of high school physical science teachers

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

. The post-course interview is useful for gaining more knowledge of their experiencewith the program.The results of the post-course survey and post-program interview are compared to the pre-survey controlled data as an outcome of this work. The comparison and other evaluationsassist us in recognizing the successful pedagogical practices and the ones that needimprovement.4. Curriculum Implementation Through Co-Robotics Summer ProgramWe successfully tested the co-robots with the different age groups and diverseunderrepresented populations in collaboration with Western Upper Peninsula’s Center forScience, Mathematics, and Environmental Education (WUPC) and Michigan Tech’s Centerfor Pre-College Outreach.In the summer of 2015, the co-robotics

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs Ed.D., Manhattan College; Zahra Shahbazi, Manhattan College; Anthony Scotti, Manhattan College; Kathleen Christal Mancuso, Manhattan College; Alexandra Emma Lehnes, Manhattan College

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Pre-College Engineering Education Division

-face professional development days in this manner, the format for slectingthe professional development topics moved from the professors suggesting the topics to the K-12teachers requesting ideas for supporting their curriculum with engineering ideas. With a slightincrease in the number of teachers submitting and teaching developed lesson plans for whichthey suggested the topic, the teacher generated topic request had a greater impact on how to helpthese non-engineering teachers incorporate engineering concepts with content area for whichthey were more familiar. From Thermodynamics and Heat Transfer to Electric Cars with PennyTrunks, this paper presents an idea for helping K-12 teachers work with engineering professorsto develop lesson plans

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Cafarella, University of Colorado - Boulder; Kevin O'Connor, University of Colorado - Boulder; Jacob (Jenna) McWilliams, University of Colorado - Boulder

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Diversity

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Pre-College Engineering Education Division

), 552-565.Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Harvard University Press.Heitin, L. (2015). Updated map: Which states have adopted the Next Generation Science Standards? Education Week: Curriculum Matters. Retrieved from: http://blogs.edweek.org/edweek/curriculum/2015/08/updated_map_which_states_have_a dopted_the_next_generation_science_standards.htmlJiang, Y., Ekono, M., & Skinner, C. (2015, January). Basic Facts About Low-Income Children. National Center for Children in Poverty. Retrieved from http://www.nccp.org/publications/pub_1100.htmlLakoff, G. (2010). Moral politics: How liberals and conservatives think. University of Chicago Press.Lazar, M. M

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Miller, Campbell University; Nina Mahmoudian, Michigan Technological University; Saeedeh Ziaeefard, Michigan Technological University; Mo Rastgaar, Michigan Tech; Micah R. Koller, Michigan Technological University

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Diversity

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Pre-College Engineering Education Division

Paper ID #18649Motivation Factors for Middle and High School Students in Summer RoboticsProgram (Fundamental)Dr. Michele Miller, Campbell University In 2017, Dr. Michele Miller joined Campbell University as a Professor and Associate Dean in their new School of Engineering. Prior to that, she was a professor of mechanical engineering at Michigan Technological University where she did research on precision grinding, micro sensors, and engineering education. She received a PhD from North Carolina State University in mechanical engineering.Dr. Nina Mahmoudian, Michigan Technological University Dr. Nina Mahmoudian is an

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa

Tagged Divisions

Pre-College Engineering Education Division

involved with district-wide initiatives including technology integration, Just In Time Assessments, curriculum pacing guides, and implementation of a research based, hands-on science and engineering curriculum. Mia has also worked closely with FOSS as a professional development facilitator. She also worked with Project WET at the University of Arizona Maricopa County Cooperative Extension as a curriculum developer and professional development faciltator. c American Society for Engineering Education, 2017 Investigating Peer Observers' Perspectives on Middle School Engineering Designers' Communication Challenges (Work in Progress) Author 1, Institution

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

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Diversity

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Pre-College Engineering Education Division

students’understanding of each discipline22. Thus, the design and implementation of the curriculum usedin this study is supported by the STEM integration framework.Theoretical frameworksThis research was guided by two theoretical frameworks: Toulmin’s Argument Pattern (TAP)and The Framework for Quality K-12 Engineering Education. Our research question requiresthat we understand when an instance of EBR is occurring within the solution generation phasesof the students’ design processes. Therefore, we have selected these two theoretical frameworksto define EBR and the stages of the engineering design process in which students engage in orderto answer our research question.TAP23 is a classic theory of how arguments develop and the elements of an argument. The

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jill Marshall, University of Texas, Austin; Ara Winter, University of New Mexico, Department of Biology; Yang Liu, University of New Mexico, Department of Organization, Information, and Learning Sciences

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Diversity

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Pre-College Engineering Education Division

how teacher motivation translates into student self-efficacy, informingthe design of pre-college curriculum and teacher training.(4) Learning and achievement of science, technology, and mathematics content and practicesWe coded 44 papers as having goals related to learning and achievement of science, technology,and mathematics content and practices. Of these, 18 (41%) provided outcomes that wereinterpretable. We identified few large scale and multiple small scale studies. Broadly, there isevidence that K-12 engineering activities sometimes enhance science and mathematics learning,but this is dependent on effective integration, an issue that has been noted elsewhere [20]. Forinstance, students who participated in Project Lead the Way had

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle L. Pantoya, Texas Tech University; Zenaida Aguirre-Munoz, Texas Tech University

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Diversity

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Pre-College Engineering Education Division

construction of reality in the child (M. Cook, Trans.). London: Routledge and Kegan Paul, 1955.[7] L. Vygotsky, Thought and language. Cambridge, MA: MIT Press, 1962.[8] M. Alias, T. A. Lashari, Z. A. Akasah, M. J. Kesot, Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education. European Journal of Engineering Education, Vol. 39 No. 2, 212- 232, 2014.[9] O.A. Hassan, Learning Theories and Assessment Methodologies – An Engineering Educational Perspective. European Journal of Engineering Education Vol. 36 No. 4, 327–339, 2011.13 | P a g e

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

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Diversity

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Pre-College Engineering Education Division

instructional tasks, and how to assess learning 20. In order tosuccessfully impact student learning, teachers must have deep understanding of mathematics andscience they teach. Well-designed professional development experiences are integral todeveloping such knowledge and skills 5. Project TESAL targets improved mathematics andscience content knowledge in an engineering design based approach 21. We strive to shiftstudents and teachers from being processors of information toward becoming creators ofmathematics and science models as tools to help solve societally relevant scientific challengesthrough design/development of appropriate technologies 22.The Project TESAL ModelOur model utilized iterative design/redesign to address “the engineering problem

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

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Diversity

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Pre-College Engineering Education Division

theiterative design process. In this way, design failures within EDPs are a means to an end, the endbeing a final product that meets or exceeds design criteria. Engineering and Failure in Elementary Schools According to the Committee on K12 Engineering Education, with support from theNational Academy of Engineering and National Research Council, one principle of elementarythrough high school engineering education is that it should emphasize engineering design.3Inherent in engineering design is that students have opportunities to “learn from failure andredesign,” one of six characteristics of high-quality STEM integration identified by Moore andcolleagues.4 Further, engineering design knowledge is

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tony McClary, New Mexico State University, College of Engineering; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University; Luis Antonio Vazquez Ph.D., New Mexico State University; Karen Trujillo, New Mexico State University ; John Kulpa, New Mexico State University; Germain Degardin, New Mexico State University

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Diversity

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Pre-College Engineering Education Division

engineering students through engagement in innovation and entrepreneurship, and a Co-PI for an i6 Challenge grant through the U.S. Economic Development Admin- istration (EDA) to foster regional economic development through innovation and new business start-ups. She is institutional integrator for the Partnership for the Advancement of Engineering Education (PACE) at NMSU. She is also co-lead for a NSF funded Pathways to Innovation cohort at NMSU with a focus on integrating innovation and entrepreneurship into the engineering curriculum through a blending of indus- try and educational experiences. Patricia serves as a commissioner for the Western Interstate Commission for Higher Education (WICHE), is a member of the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

University - Altoona Leigh Ann Haefner is an associate professor of science education at Penn State Altoona and co-director of the Childhood and Early Education program at Penn State University. She is a former junior and senior high school science teacher and her current research includes a focus on inservice teacher’s integration of the practices of science and engineering in STEM education.Jonathan Bell Jonathan Bell is a graduate research assistant at Penn State pursuing a Ph.D. in Curriculum and Instruction, focusing on science and engineering education. After receiving his undergraduate degree from Hamp- shire college, Jonathan spent 13 years in California designing science exhibitions, teaching middle school

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Hennig, University of Arizona; Daniel Lamoreaux, University of Arizona

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Diversity

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Pre-College Engineering Education Division

concepts in the language spoken in thehomes and communities of their students, and miss opportunities to appreciate the family andcommunity structures that American Indian students rely on in their everyday lives [7] [9]. WhenAmerican Indian children are taught by a majority of non-American Indian teachers, the teachersand students may struggle to identify with one another, which research shows negatively impactsthe ability of teachers to mentor and motivate children, particularly toward a love of math andscience [10]. Sharing an understanding of one another’s core beliefs and value systems is criticalto implementing a culturally responsive curriculum and building the much needed teacher-student trust that improves URM retention, particularly for

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada; Hasan Deniz, University of Nevada; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada

Tagged Divisions

Pre-College Engineering Education Division

water and wastewater, she has strong interests in engineering education research, teacher professional development, and secondary STEM education.Dr. Hasan Deniz, University of Nevada Hasan Deniz is an Associate Professor of Science Education at University of Nevada Las Vegas. He teaches undergraduate, masters, and doctoral level courses in science education program at University of Nevada Las Vegas. His research agenda includes epistemological beliefs in science and evolution education. He is recently engaged in professional development activities supported by several grants targeting to increase elementary teachers’ knowledge and skills to integrate science, language arts, and engineering education within the

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

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Diversity

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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: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Holly Jr., Purdue University, West Lafayette; Cole H. Joslyn, Purdue University, West Lafayette; Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

Professor in the School of Engineering Education at Purdue Univer- sity and Director of the 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.Ms. Chanel Beebe, Purdue University, West Lafayette Chanel Beebe is an Engineering Education Researcher at Purdue University where her work focusing on broadening participation in engineering

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline F. Handley, University of Michigan; Elizabeth Birr Moje, University of Michigan; Jerome Peter Lynch, University of Michigan; Katherine A. Flanigan, University of Michigan

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Diversity

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Pre-College Engineering Education Division

Paper ID #19311Using Modular Technology as a Platform to Study Youth Approaches to En-gineering Practice (Work in Progress)Jacqueline F. Handley, University of Michigan Jacqueline Handley is a graduate student at the University of Michigan, in Science Education. Her back- ground is in Material Science and Engineering, with an emphasis on Biomaterials Design. She is inter- ested in, broadly, how best bridge engineering practice and education. More specifically, she is interested in studying how students and teachers conceptualize and engage with engineering design practices, and how to increase access to engineering.Dr

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

to integrate the project at appropriate times in their already-busycurriculum. Therefore, the teacher suggested that the project could be more easily integrated as acapstone project in an AP Physics class once they complete their AP Physics exam, typically inMay. A final pilot at in three AP Physics courses, two of which are at a different school district,are being implemented during spring 2016.As these improvements are being made, the UC San Diego team is making preparations to trainadditional volunteers and expand the curriculum into more San Diego schools. The team iscurrently recruiting university students and local professional engineers from EERI student andprofessional chapters to broaden the number of available instructors and

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Monica H. Lamm, Iowa State University; Sriram Sundararajan, Iowa State University; Kristina Maruyama Tank, Iowa State University; Anne T. Estapa, Iowa State University

Tagged Divisions

Pre-College Engineering Education Division

levels of thought. He has secured com- petitive funds to support his teaching efforts – from university, industry, and federal sources – and for his efforts has received departmental, college, and national teaching honors including the Farrall Young Edu- cator Award (2004) and the Massey-Ferguson Gold Medal Teaching Award (2016) given by the American Society of Agricultural Engineers. He has also been an invited participant in the National Academy of Engineering’s 2013 Frontiers in Engineering Education Conference. Raman chairs the ABE Engineering Curriculum Committee and in that role oversaw the successful 2012 ABET accreditation visit for both the Agricultural Engineering (AE) and Biological Systems Engineering

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

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Diversity

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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: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

toretain information learned from interventions. Tafur, Douglas, Diefes-Dux[6] observed studentsfor third and fourth grade students for two years and found that they were able to earn thehighest test scores and demonstrate retention of the engineering knowledge learned in previousyears. Furthermore, some second grade students who were exposed to engineering curriculum,matriculated to third grades classes that did not include engineering curriculum. When tested,these students demonstrated an increase in engineering knowledge. This was evidence that theyretained the information taught to them in the second grade.Douglas, Wiles, Yoon & Deifes-Dux[7] performed a case study on one school in the data set andinterviewed four teachers about their

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

S. Jimmy Gandhi, California State University - Northridge; Vidya K Nandikolla, California State University - Northridge; George Youssef, San Diego State University; Peter L. Bishay, California State University - Northridge

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Diversity

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Pre-College Engineering Education Division

Nandikolla, California State University - Northridge Dr. Nandikolla has backgrounds in Mechanical, Electrical and Control Engineering and has developed courses in electro-mechanical areas to improve engineering curriculum. She has experience developing and teaching engineering core courses with hands-on experimentation and industry collaboration within classroom encouraging creativity and teamwork.Dr. George Youssef, San Diego State University Dr. George Youssef received his Ph.D. in Mechanical Engineering from University of California Los An- geles in 2010 and joined the faculty at San Diego State University after four years appointment at Califor- nia State University Northridge. His research interest is in the general

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael E. Edley, Drexel University; Stephanie Owens, Science Leadership Academy; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

Pre-College Engineering Education Division

students demonstrated ability to master the skills ofthe NGSS best practices. Data collected is in the form of qualitative observations from theteacher-engineer pair, student team reflection. Students were able to ask a question, conduct andexperiment, and communicate the results in a clear and easy to understand format to an authenticaudience. They also learned gastronomy skills, like using a knife, figuring out how to pipette,and the artistic plating of a finished dish. Molecular gastronomy was used to increase student content knowledge and skillsassociated with macromolecules throughout a 10-week unit on food science that related to the9th grade biology and chemistry curriculum. All students demonstrated mastery of theengineering design

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne Lori Berliner Heyman, New Jersey Institute of Technology; Rosa M. Cano, New Jersey Institute of Technology

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Diversity

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Pre-College Engineering Education Division

a50/50 mixed program, offered at New Jersey Institute of Technology’s Center for Pre-CollegePrograms during the summer of 2015 were effective in increasing all of the students’ contentknowledge in Engineering, Communications, Computer Applications and Mathematics.Although the programs followed the same curriculum and were taught by the same team ofinstructors, some differential effects were seen for students in the single-gender programs asopposed to the mixed-gender program.The female students in the single-gender program showed greater improvements in engineeringcontent knowledge and computer applications than the female students in the mixed-genderprogram. These results, in addition to significant increases in self-efficacy and an increase

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)

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Pre-College Engineering Education Division

Paper ID #20332Engineering Notebooks for Formative Assessment (Resource Exchange)Dr. Kerrie A. Douglas, Purdue University, West Lafayette (College of Engineering) Dr. Douglas is an Assistant Professor in the Purdue School of Engineering Education. Her research is focused on methods of assessment and evaluation.Prof. Tamara J. Moore, Purdue University, West Lafayette (College of Engineering) Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM Integration in the INSPIRE Institute at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sneha A. Tharayil, The University of Texas, Austin

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Diversity

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Pre-College Engineering Education Division

to engineering in the K-12 classroom. The first pertains to the levelof integration for engineering curriculum, while the other concerns the type of service. Due to its relatively nascent emergence, a foremost challenge to the integration ofengineering curricula into the precollege educational experience is determining where in theacademic landscape it belongs. Here lies an important dilemma facing education reformers:should precollege engineering education exist for the sake of engineering and technology literacyor should it exist as a backdrop and a means to promote science and math content learning? Byits nature, engineering requires the synthesis and practical application of diverse contentknowledge in an endeavor toward

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

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Pre-College Engineering Education Division

, Sullivan spearheaded design and launch of the Engineering GoldShirt Program at CU to provide a unique access pathway to engineering for high potential, next tier students not admitted through the standard admissions process; findings are very encouraging, and the program is being adapted at several other engineering colleges. Dr. Sullivan led the 2004 launch of ASEE’s Pre- College Division, was conferred as an ASEE Fellow in 2011 and was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education.Denise W. Carlson, University of Colorado, Boulder Carlson is involved with a broad range of program implementation initiatives through the Integrated Teaching and Learning Program at the University

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

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Pre-College Engineering Education Division

Journal ofTechnology and Design Education, 22(3), 345-360.[6] Fan, S., & Yu, K. (2015). How an integrative STEM curriculum can benefit students in engineeringdesign practices. International Journal of Technology and Design Education.[7] Massachusetts DOE. (2006). Massachusetts science and technology/engineering curriculumframework. Massachusetts.[8] National Research Council. (2004). The Engineer of 2020: Visions of Engineering in the NewCentury. Washington, DC: The National Academies Press.[9] Stephens R. (2013). Aligning Enigneering Education and Experience to Meet the Needs of Industryand Society. The Bridge, 43(2).[10] Nair C, Patil A, Mertova P. (2009). Re-engineering graduate skills-a case study. European Journal ofEngineering, 34(2

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa; Rebecca Hooper; Jill Denman Murphy; Cody Anderson, Scottsdale Community College

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Pre-College Engineering Education Division

involved with district-wide initiatives including technology integration, Just In Time Assessments, curriculum pacing guides, and implementation of a research based, hands-on science and engineering curriculum. Mia has also worked closely with FOSS as a professional development facilitator. She also worked with Project WET at the University of Arizona Maricopa County Cooperative Extension as a curriculum developer and professional development faciltator.Ms. Rebecca Hooper Rebecca Hooper is currently working as the Science Department Chair at Laurel High School in Laurel, MS. She holds a M.A. in Curriculum & Instruction from University of Texas at Arlington and a B.S. in Biochemistry from California Polytechnic State