Conference Session

K-12 & Pre-College Engineering Division: Curriculum and Resource Exchange

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; M. Terri Sanger, Purdue University; Anastasia Marie Rynearson, Purdue University, West Lafayette; Brianna L Dorie, Purdue University, West Lafayette; Emma Mann

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Pre-College Engineering Education Division

in mathematics education from Baylor University. Prior to her work at INSPIRE, Elizabeth was a district mathematics instructional specialist in San Antonio, TX and a middle school mathematics teacher at a Title 1 school in Waco, TX.Mrs. M. Terri Sanger, Purdue UniversityMrs. Anastasia Marie Rynearson, Purdue University, West Lafayette Anastasia Rynearson is a Purdue Doctoral Fellow pursuing a degree in Engineering Education at Purdue University. She received a B.S. and M.Eng. in Mechanical Engineering at the Rochester Institute of Technology. Her teaching experience includes outreach activities at various age levels as well as a position as Assistant Professor in the Mechanical Engineering Department at Kanazawa

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Lorraine M. Parker, Virginia Commonwealth Universtiy

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Pre-College Engineering Education Division

to excellence in undergraduate engineering education. Focus areas include contemporary teaching and learning technologies, capstone, VIP, special degree programs with partnering academic institutions, and K-12 outreach. Dr. Filippas is especially proud of her collaboration with NSBE at VCU, an organization that embodies excellence in academics as well as community service, leadership and diversity. In addition, Dr. Filippas was instru- mental in establishing oSTEM on the campus as well as reaching out to other underrepresented minority groups to further the university’s commitment to student success and inclusive excellence.Dr. Lorraine M. Parker, Virginia Commonwealth Universtiy Dr. Parker received her Ph.D. from

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

Justin L. Hess, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Charles Feldhaus, Indiana University - Purdue University, Indianapolis

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Pre-College Engineering Education Division

sustainability; synthesizing the influence of societal and individual worldviews on decision-making; assessing STEM students’ learning in the spaces of design, ethics, and sustainability; and exploring the impact of pre-engineering curriculum on students’ abilities and career trajectories.Dr. Brandon Sorge, Indiana University - Purdue University, Indianapolis Brandon Sorge is an Assistant Professor of STEM Education Research in the Department of Technology Leadership and Communication at the Purdue School of Engineering and Technology at IUPUI. His research interests include all aspects of STEM education, especially the impacts of all levels of policy on the development of a STEM literate workforce. He also conducts research

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

Louis Nadelson, Utah State University; Christina Marie Sias, Utah State University; Anne Seifert, Idaho National Laboratory

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Pre-College Engineering Education Division

level of design for the elementary classroom. Journal of Technology Education, 26(2), 22-45. 4. Council, T. A. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press. 5. Capobianco, B. M., Diefes-Dux, H. A., Mena, I., & Weller, J. (2011). What is an engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304. 6. Sias, C. M., Nadelson, L. S. *Juth, S., & Seifert, A. L. (Under Review). Is innovation on their mind? Examining teacher generated integrated STEM lesson plans for indicators of educational innovations. 7. Duderstadt, J. J. (2010

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University; Vikram Kapila, New York University

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Pre-College Engineering Education Division

Research.Dr. Vikram Kapila, New York University Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics and Control Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a GK-12 Fellows project, and a DR K-12 research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and control system technology. Under Research Experience for Teachers Site and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six philanthropic foundations

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lana Plumanns M.Sc., RWTH Aachen University; Sebastian Reuter P.E., RWTH Aachen University; Kristina Lena Lahl, RWTH Aachen University; Rene Vossen, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

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Pre-College Engineering Education Division

and Mathematics at the Berlin University of Tech- nology. After research stays at the NASA Ames Research Center/ California and the Georgia Institute of Technology/Atlanta, she gained a doctorate on ”Mathematics in Virtual Knowledge Environments” in 2004. Following a junior professorship (2005-2007) at the TU Berlin with the construction and direction of its media center, she was head of the Institute of Information Technology Services (IITS) for electrical engineering at the University of Stuttgart from May 2007 to May 2009, where she was also the director c American Society for Engineering Education, 2016

Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Diana Lynne Ibarra, ISF Academy

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Pre-College Engineering Education Division

kilometers long and the beaches and waters are polluted withmarine debris and plastic pollution, as shown in Figure 5.Figure 5: Photograph showing marine debris on Lamma Island, Hong Kong4The school participates in the Hong Kong regional underwater robotics competition eachApril under the Marine Advanced Technology Education (MATE) organization.5 This is ayear-long course that emphasizes the engineering and building of Remote Operated Vehicles(ROV) that can be used for ocean research and underwater tasks. In April 2016, there will be3 school teams entered in the level of competition that will be designing a basic robot withthe mission of picking up marine debris and plastics off the ocean floor. This is a competitionlevel that is specific to Hong

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Pre-College Engineering Education Division

order to be competitive in the emergingneed for increased enrollment in and graduation from global environment.” – Wayne Williamsuniversity science, technology, engineering, and Superintendent, WPSBmathematics programs. Moreover, there is a critical needfor partnerships between universities and K12 schools toincrease the mathematics and science abilities of high school graduates – preparing them for anycareer path, particularly in STEM disciplines.Designing and implementing project-driven courses in STEM fundamentals is the hallmark ofthe Integrated STEM Education Research Center (ISERC) at Louisiana Tech University. ISERChas an established record of engaging high schools with exciting STEM curricula. The

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

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

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Pre-College Engineering Education Division

Paper ID #16772Curriculum for an eMentorship ProgramDr. Cameron Denson, North Carolina State University Cameron Denson is an assistant professor of Technology and Engineering Design Education (TDE) in the Dept. of Science, Technology, Engineering and Mathematics (STEM) Education at N.C. State University.Dr. Matthew D. Lammi, North Carolina State University Assistant Professor of STEM Education c American Society for Engineering Education, 2016 Curriculum for an eMentorship Program (Evaluation) AbstractThe eMentoship program was an eight-week program that

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

Miles J. Mabey, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University

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Pre-College Engineering Education Division

thinking, making and design innovation project courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and mak- ing processes to their work. He is interested in the intersection of designerly epistemic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stan- ford University. Dr. Lande is the PI on the NSF-funded projectShould Makers Be the Engineers of the Future? He is a co- PI on the NSF-funded projects:Might Young Makers Be the Engineers of the Future?,I-Corps for Learn- ing:Leveraging Maker Pathways to Scale Steam

Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Skot Wiedmann, University of Illinois, Urbana-Champaign

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Pre-College Engineering Education Division

by aesthetic experience as technical knowledge. The workshop series provided a platformfor outreach and was covered in some media outlets:https://www.ece.illinois.edu/newsroom/article/8012In future sessions, surveys could better gauge the effectiveness of this curriculum. Evaluatingthis workshop in terms of fluency, interest, and engagement with STEAM topics could providedevelopments and insights leading to other possible workshops and curricula. Deploying thisidea within a classroom or coursework could offer perspectives that would be fruitful to middleand high school classes, as well as supporting engineering teaching at the college level.[1] Foster, G. N. (1998, June), Using Sound And Music In Technology Paper presented at 1998Annual

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 Larson, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Pre-College Engineering Education Division

at the Polytechnic School in the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches human-centered engineering design thinking, making and design innovation project courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and mak- ing processes to their work. He is interested in the intersection of designerly epistemic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stan- ford University. Dr. Lande is the PI on the NSF-funded projectShould Makers Be the Engineers of the Future? He is a co

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christie Jilek, West Ada School District; Noah Salzman, Boise State University

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Pre-College Engineering Education Division

focuses on the transition from pre-college to university engineering programs, how exposure to engineering prior to matriculation affects the experiences of engineering students, and engineering in the K-12 classroom. He has worked as a high school science, mathematics, and engineering and technology teacher, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master’s of Education degree from the University of Massachusetts, and a Master’s of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University. c American

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

Matthew Dickens, Arizona State University; Shawn S. Jordan, Arizona State University; Micah Lande, Arizona State University

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Pre-College Engineering Education Division

-developed the STEAM LabsTM program to engage middle and high school students in learning science, technology, engineering, arts, and math concepts through designing and building chain reaction machines. He has appeared on many TV shows (including Modern Marvels on The His- tory Channel and Jimmy Kimmel Live on ABC) and a movie with his Rube Goldberg machines, and worked as a behind-the scenes engineer for season 3 of the PBS engineering design reality TV show, De- sign Squad. He also held the Guinness World Record for the largest number of steps – 125 – in a working Rube Goldberg machine.Dr. Micah Lande, Arizona State University Micah Lande, Ph.D. is an Assistant Professor in the Engineering and Manufacturing Engineering

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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Pre-College Engineering Education Division

students may have been exposed to the intervention. The districtdemographics include: Hispanic, African American, White, Native American students andsocioeconomic status. The analysis sample is made up of 497 boys (51%) and 478 girls (49%).Instrument - The Student Knowledge Test (SKT)The Student Knowledge Test (SKT), was designed to measure science and engineeringknowledge.[10] The SKTs, measure science, engineering and technology concepts, with 15multiple choice items for each topic area. Each grade had a different version of the instrumentand the instrument was modified each year during the study. The instrument includesengineering, science and technology questions. The engineering content was aligned withEngineering is Elementary units, which

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

Anthony Steven Brill, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University ; Catherine E Milne, New York University; Vikram Kapila, New York University

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University Colin received his B.S. in Physics in 2010 and M.S. in Science and Technology Studies in 2011, both from Rensselaer Polytechnic Institute. After that, he taught high school Physics in Newark NJ. He is currently a Ph.D student at NYU in Science Education, working on multiple projects which focus on urban science education. Colin’s interested in studying urban science education around issues of equity, learning in and out of school, teacher preparation and students from multiple lenses.Dr. Jennifer B. Listman, New York University Dr. Jennifer Listman is the Assistant Director, Program Development and Evaluation, Center for K12 STEM Education, New York University Polytechnic School of Engineering. As the Center’s

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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Pre-College Engineering Education Division

science, technology, engineering, mathematics (STEM), military, and education. Finally, the data revealed a diverse array of personal interests engaged by pre-college students, particularly among students with a declared earnestness for engineering. Often times engineering prospects are thought to be builders, tinkerers, and math and science enthusiasts. Table 2 displays that while these activities rank highly among potential engineers, there are other activities that engineering prospects enjoy as well. Personal Interest Diverse Student Building/Making

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

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Pre-College Engineering Education Division

grow over the years, both technically as well as pedagogically. Currently he works in one of the most technically outstanding buildings in the region where he provides support to students, faculty, and staff in implementing technology inside and outside the classroom, researching new engineering education strategies as well as the technologies to support the 21st century classroom (online and face to face). He also has assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing how those skills impact the current project in real-world ways that people can

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Manuela Restrepo Parra, The Perry Initiative

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Pre-College Engineering Education Division

design from the start. The fifth principle is to ensure allscience and mathematics concepts, and technology tools employed are necessary forstudents’ successful completion of the STEM-design projects. With these principles inmind, the next step is to examine classroom enactments of the curriculum, focusing onthe extent to which students apply mathematics and science concepts to their designwork and the challenges and affordances for doing so (Berland, 2013).Effective Instructional Methodologies Contemporary engineering education should emphasize the design process,challenge-based learning, and other engineering habits of mind (Berland, Martin, Ko, etal., 2013). The results of Berland, Martin, Ko, et al.’s (2013) study revealed that as

Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arthur D. Kney, Lafayette College; Rebecca Arielle Citrin, Lafayette College; Pamela L.B. Clark, PLB Clark Consulting LLC

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Pre-College Engineering Education Division

better on surveys after interacting with sustainability-themedmodules. A vast majority of participants (91%) were able to accurately define the term“sustainability” compared to 32% who could do so prior to the start of the camp. There was astatistically significant improvement of student knowledge due to camp involvement. Weconclude that this informal education platform is an effective way of teaching sustainability toupper elementary and middle school-aged students and therefore believe our assessmenttechniques to be valid.Key Words: Informal Education, STEM, Camp, Sustainability, Assessment, K12, Case StudyIntroductionAn environmental STEM (science, technology, engineering and mathematics) camp, whichemphasized experiential learning, was

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University; Catherine E. Milne, New York University; Vikram Kapila, New York University

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Pre-College Engineering Education Division

Physics in 2010 and M.S. in Science and Technology Studies in 2011, both from Rensselaer Polytechnic Institute. After that, he taught high school Physics in Newark NJ. He is currently a Ph.D student at NYU in Science Education, working on multiple projects which focus on urban science education. Colin’s interested in studying urban science education around issues of equity, learning in and out of school, teacher preparation and students from multiple lenses.Dr. Jennifer B. Listman, New York University Dr. Jennifer Listman is the Assistant Director, Program Development and Evaluation, Center for K12 STEM Education, New York University Polytechnic School of Engineering. As the Center’s resident re- search scientist, she

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

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

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Pre-College Engineering Education Division

Paper ID #16327Student Self-Perceptions of Design and Creative Thinking (Fundamental)Mr. Andrew Jackson, Purdue University, West Lafayette Andrew Jackson is currently pursuing a PhD in Technology through Purdue’s Polytechnic Institute. His previous middle school teaching experience informs his role as a graduate teaching assistant for TECH 120, an introductory course in design thinking. He recently completed his Master of Science in Technol- ogy Leadership and Innovation from Purdue University with a thesis investigating middle school engi- neering self-efficacy beliefs. His research interests are engineering self

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

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Pre-College Engineering Education Division

additional day-longtrainings throughout the school year. We describe the program in detail, as well as evaluationfindings from the first year of implementation.Project TESAL has been successful recruiting a diverse group of mathematics, science, andspecial educators, and at engaging them in professional development they find valuable. The T-STEM survey revealed that professional development successfully increased participatingteachers’ confidence to teach engineering design, their confidence that they can influence theirstudents’ STEM performance, and their knowledge of STEM careers, as well as the amount theyexpect to utilize technology and instruction following STEM best educational practices.Participating teachers identified several strengths of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph E. Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

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Pre-College Engineering Education Division

of students.Prof. Mitchell Nathan, University of Wisconsin - Madison Mitchell J. Nathan is a professor of learning sciences in the Department of Educational Psychology at the University of Wisconsin-Madison. Prof. Nathan received his Ph.D. in experimental (cognitive) psychol- ogy. He also holds a B.S. in electrical and computer engineering, mathematics and history. He has worked in research and development in artificial intelligence, computer vision and robotic mobility, including: design and development of autonomous robotic arms and vehicles; sensor fusion; the development of expert systems and knowledge engineering interview techniques; and the representation of perceptual and real-world knowledge to support

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jafar F. Al-Sharab, Northwestern State University; Curtis Paul Desselles Jr., Northwestern State University of Louisiana; Mauricio J Escobar Medina; Robert Dalling; William Spencer Heitman; Ariell Nashalette Shield

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Pre-College Engineering Education Division

Paper ID #17823NSU-LSMSA Makers Club: STEM Educational Modules and Quality Assur-anceEducationDr. Jafar F. Al-Sharab, Northwestern State University Dr. Jafar Farhan Al-Sharab has recently joint the faculty in the Engineering Technology Department at Northwestern State University as an assistant professor. Jafar F. Al-Sharab received BS In Industrial En- gineering from the University of Jordan, MS in Metallurgical Engineering from the Science University of Malaysia, and PhD in Materials Science and Engineering from Vanderbilt University/Nashville, TN. Prior joining NSU, Professor Al-Sharab was and Instructional and

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria G. Bill, New York University; Yosef Skolnick, Cooper Union

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Pre-College Engineering Education Division

Education, 2016 Creation and Implementation of an Open Ended Design Course for a High School Summer STEM Program (Evaluation)AbstractThis evaluation paper discusses the design of a new six week course in the Cooper UnionSummer science, technology, engineering, and math (STEM) Program for high school students.Existing courses in the program focused on a single engineering discipline (electrical, chemical,mechanical, or civil) with well-defined projects chosen by the professor. The new course focusedon open-ended engineering design and multidisciplinary entrepreneurship. Most courses at thehigh school level utilize a clear design goal so that students can spend their time in design of asolution and construction. However, there are

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, University of California, Irvine

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American Society for Engineering Education, 2017 Design, Code, Build, Test: Development of an Experiential Learning Summer Engineering and Computer Science Outreach Program for High School Students (Evaluation)AbstractThe Science, Technology, Engineering, and Math (STEM) “pipeline” that is imagined to guidestudents from middle school into successful STEM careers implies a single path. This path oftenrequires students to develop an interest in STEM by middle school, choose particular math andscience courses in middle- and high-school, and gain experience and exposure in STEMactivities through their high school tenure. While successful for approximately 7% of studentswho entered 9th grade in 2001, this system has

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cariana Cornel, Brigham Young University; Caralea M. Cornel, Brigham Young University; Dale C. Rowe, Brigham Young University; Samuel Moses, Brigham Young University

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Technology emphasis in Cyber Security. c American Society for Engineering Education, 2016 Cybersecurity Camp - A Call for AwarenessAbstractThe demand for cybersecurity analysts and awareness is increasing, the employment ofinformation security analysts is projected to grow 37 percent from 2012 to 2022, much fasterthan the average for all occupations. Today, women represent just 10 percent of thecybersecurity workforce. Thus, to increase the amount of people going into cybersecurity,primarily women, we must start at the base: schools. There, we can emphasize the need for beingcyber savvy and also address the need to have balanced teams of men and women.In 2015, we hosted a Girls Cybersecurity Camp

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University

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Pre-College Engineering Education Division

graft-versus-host disease [3]. Applied microfluidic technologies are being developed to aid in the fields ofpersonalized medicine and disease diagnostics (both in the clinic and in the field). Yet, even withall of these advances and possibilities, the development and use of this technology is not welldisseminated to the general public, especially young scientists. When most K-12 students areasked to come up with a definition for lab-on-a-chip technologies or microfluidic devices, moststudents think they have something to do with computers and/or smart phones. Moreover, manyof these same students are shocked to learn how these technologies, with mostlybiological/biomedical applications, are developed by engineers and chemists. The success