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

Tagged Divisions

Pre-College Engineering Education Division

disagree d. Somewhat disagree e. Strongly disagree7. What uses, value, benefits and impact have you experienced using the TeachEngineering digital library?8. How has using the TeachEngineering digital library impacted your personal teaching philosophy or pedagogy?9. How has using the TeachEngineering digital library helped prepare your students for college and career?10. Please tell us about yourself. I am a: a. K-12 teacher b. A K-12 educator in an informal learning setting c. A community member engaged in K-12 outreach d. An engineer engaged in K-12 outreach e. Other (text box)[For K-12 teachers]11. For how many years have you been practicing as a teacher? a. 1-2 years b. 3-5 years c. 6-10 years d. 11-20

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

researchers seek to understand whether and to what extent thedevelopment of engineering “habits of mind and action” in middle school STEM (science,technology, engineering, and math) courses leads to improvements in problem solving abilities,integration of STEM content, and increased interest in engineering. The Next Generation ScienceStandards (NGSS; NGSS Lead States, 2013) call for “raising engineering design to the samelevel as scientific inquiry in science classroom instruction at all levels” (p. 1). Reflecting thisemphasis on engineering as a core idea, recent reforms include proficiency in engineering designas a key component of college and career readiness (Auyang, 2004; Carr, Bennett, & Strobel,2012; Duderstadt, 2008; Kelly, 2014

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chelsea Monty, University of Akron; Alvaro A. Rodriguez, University of Akron; Zach Griffith

Tagged Divisions

Pre-College Engineering Education Division

to unstructured problems like those they will experience in the realworld and can learn to develop solutions based on scientific, economic, and societal data.In an effort to address the need for a high quality K12 corrosion engineering curricula, wedeveloped and implemented the Corrosion Engineering Curriculum (CEC) based on theanticipated problem map shown in Figure 1. The CEC modules apply mathematics, materialscience, electro-chemical engineering, and engineering design concepts to corrosion issuesassociated vehicular corrosion (e.g. salt trucks). The CEC lessons also aim to inform studentsabout careers in corrosion engineering. Throughout the course of this research, the module was

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service

Tagged Divisions

Pre-College Engineering Education Division

that itcould be used to provide drinking water for households that have access to ocean water butlimited access to fresh water. The data collected as pairs of students engaged in the activity arebeing used to inform development of an interactive online simulation for a design activity that iscurrently being developed as a performance assessment that might be used formatively to guideinstructional decisions around engineering design.Background The vision for science education presented in the framework for the Next GenerationScience Standards (NGSS) (National Research Council [NRC], 2012) includes both science andengineering. The standards place equal emphasis on the need for preparing students for STEM-related careers and citizenship in

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

 juniors. All class sections met for 27 minutes on Mondays; two sections met for 100 minutes on each of Tuesday and Thursday; two section met for 100 minutes on each of Wednesday and Friday.   A PBL challenge to design and construct a Rube Goldberg machine was presented as a vehicle for incorporating engineering.  The study was initiated in the fall semester of the high school academic year following a physics unit on motion, forces and energy.  The driving question motivating the project was “How can we inspire school students (K­6) to pursue STEM career pathways by using engineering practices and the physics of motion and energy?” The machines were to be the central feature of a STEM carnival for K­6 students.  This project facilitates a

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah A. Lange, Carnegie Mellon University; Donna M, Beck, Carnegie Mellon University; Judith R. Hallinen, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; Annette M. Jacobson, Carnegie Mellon University; Alicia Angemeer, Carnegie Mellon University; G. Lynn Berard, Carnegie Mellon University

Tagged Divisions

Pre-College Engineering Education Division

share expertise with mem- bers of the community. She assists faculty with Broader Impacts strategy development for proposals, advises students who are interested in K-12 careers, and is responsible for the processes that support CMU’s policy for the protection of children. Judith served as an Adjunct Instructor of science education at Chatham University, a consultant to Pittsburgh Public Schools, and a project coordinator for science programs developed by the University of Hawaii CRDG. She has taught learners from age 3 to 93. She earned a BS in Psychology at Carnegie Mellon, an MAT from the University of Pittsburgh, and an EdD from the University of Pennsylvania.Prof. Susan Finger, Carnegie Mellon University

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

). It requires complexthinking, analysis (Katehi, Perason, Feder, & Committee on K-12 Engineering Education, 2009)and engineering mindsets (Katehi et al., 2009; Radaideh, Khalaf, Balawi, & Hitt, 2013) that aredifficult to teach directly. In higher education, engineering design skills are developed throughin-depth design courses taught separately from the bulk of engineering sciences courses. Thisbifurcation has been blamed for students and graduates who don’t see connections betweencontent math and science courses and engineering practice and careers (Froyd & Ohland, 2005).As higher education continues to struggle with bifurcation the Next Generation ScienceStandards (NGSS) (NGSS Lead States, 2013) encouraged engineering design

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

the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). http://engineering.tufts.edu/me/people/wendell/Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach Chelsea Andrews is a Ph.D. candidate at Tufts University in STEM education. She received a B.S. from Texas A&M University in ocean engineering and an S.M. from MIT in civil and environmental engi- neering. Her current research includes investigating children’s engagement in engineering design through in-depth case study analysis. c American Society for Engineering Education, 2017 Elementary student engagement with digital engineering notebook cards

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

.14Integration of robotics for teaching science and math under the TPACK framework has thepotential to advance the technological components, yield rich pedagogical strategies, render noveland effective representations of disciplinary content, and thus produce a novel instantiation of theTPACK methodology.Application of robotics in middle school STEM education is appropriate because, in middle school,children begin to make decisions about courses that are of importance for their future careers, andyoung women and minorities begin to lose interest in STEM studies.15-19 Thus, it is critical thatmiddle school teachers effectively engage their students in STEM disciplines. With the recentproliferation of robotics in K-12 environment, implications of robotics

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric Iversen, Start Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, Tufts University; Kristen B. Wendell, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

engagement in engineering design. Onceteachers can notice disciplinary aspects of students’ engineering design, they can actively workto promote these in class. This will give elementary students experience with the open-endedproblems of the engineering profession and the actual strategies that engineers use to solve theseproblems. Students gain an appreciation for engineering as rigorous, informed problem solving,rather than simply arts and crafts or the application of mathematics and science. Framingengineering this way may interest more students in engineering as a future career, particularlythose who are interested in problem solving but do not believe they are good at mathematics andscience. Furthermore, when elementary students are exposed to

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

broad categories for these competencies. For example, as outlined inFurco and Billig’s Service-Learning: The Essence of Pedagogy11, some learning non-academicoutcomes that are intrinsic to the service-learning philosophy fall within these domains:vocational (career); personal; civic and cultural; ethical; and, social. For a more thoroughelaboration of these domains, the reader is directed toward the original source. Other key components driving the decisions behind the project selection in a service-learning context are the resources available and student capacities to meaningful engage in theproposed projects. Resources refer to the institutional, community, financial, and materialresources and support available to a service-learning