Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Elizabeth S Hart, University of Dayton; Laura Kozuh Bistrek, University of Dayton; Shaquille T. Tensley, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

students, however the main gain for the female students wasfound to be higher than that of the male students. These results show that the outreach activitieswere effective at increasing the K-12 students’ attitudes, interest and awareness towards STEM,but they were more effective for the females.IntroductionNumerous papers and reports have been written that describe the crisis facing the United States(US) with regard to literacy in Science, Technology, Engineering and Mathematics (STEM) andthe shortage of engineers in the US.1-4 In particular, the US needs engineers to fuel economicgrowth, maintain global competitiveness and to solve some of the world’s greatest challenges.5-8In a 2008 NBC.com article, Alan Boyle reports, “After a year of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey A. Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W. Glancy, University of Minnesota, Twin Cities; Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

series of STEM integration activities that allowed students to usevarious aspects of engineering to solve a problem. In this integrated STEM unit, studentsexplored cells, DNA, biotechnology, and surface area to complete an engineering designchallenge. The engineering challenge allowed students to take part in one aspect of health byimproving a process used in the development of medicines. The schedule of the lessons and asummary are provided in Table 1. For the purpose of this study, the only lesson examined forEBR was the last lesson, the engineering challenge. During the first five lessons, students learnedabout the engineering problem and gathered background information through science inquirylessons in order to prepare for designing a

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

Malinda S. Zarske, University of Colorado - Boulder; Maia Lisa Vadeen, University of Colorado - Boulder; Janet Y. Tsai, University of Colorado - Boulder; Jacquelyn F. Sullivan Ph.D. , University of Colorado - Boulder; Denise W. Carlson, University of Colorado - Boulder

Tagged Divisions

Pre-College Engineering Education Division

Engineers and Teachers: Can Students Be Both?IntroductionToday’s college students graduate into a world that relies on multidisciplinary talents to succeed.Engineering majors are likely to find post-college jobs outside of STEM fields, including jobs inhealthcare, management and social services.1 In order to prepare these graduates for success,engineering colleges must create opportunities for students to obtain skillsets external toengineering. The students agree; a survey of engineering undergraduate students at theUniversity of Colorado Boulder in November 2012 indicated a desire to simultaneously pursueadditional experience or certification alongside their engineering degrees, in disciplines such asbusiness, management and foreign language. At

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

curriculumtend to minimize or avoid uncertainty because it is perceived as increasing anxiety and loweringthe quality of instruction.1, 2 Instead, teachers overwhelmingly tend to focus on familiar, well-structured, or procedural tasks that are low in both ambiguity and risk.3, 4With the integration of engineering in the Next Generation Science Standards (NGSS)5,uncertainty, which is an inherent aspect of engineering,4-8 may finally play a larger role in the K-12 education system. Due to this inherent uncertainty, K-12 engineering education holds thepotential to provide students with opportunities to face problems with uncertainty and developthe abilities, mindset and strategies engineers use to tackle and overcome the uncertainty of ill-structured and

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

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; John Chen, California Polytechnic State University - San Luis Obispo; Danielle Champney, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Pre-College Engineering Education Division

to society offer a highly effective vehicle for motivatingstudent interest in engineering and other STEM fields. Additionally current science standards –Next Generation of Science Standards (NGSS)1 - incorporate engineering design into thelearning objectives of science in grades K-12. However few classroom teachers have had thebenefit of exposure to engineering design before beginning their teaching career. Just like theirstudents, early exposure in the undergraduate curriculum that enriches future teachers’knowledge of engineering and technology and its relationship to the world would benefit thesecandidates.Project based learning (PBL) and the engineering design process are a natural pedagogical fit.PBL is focused on knowledge 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

Tagged Divisions

Pre-College Engineering Education Division

create the “makerspace” aspect of the course were from Tinkerine,a Canadian company. The Tinkerine Ditto Pro model prints PLA material only and does not havea heated bed plate. The printers were selected based on their simple and open form factor, so thatthe students would be able to easily learn how to operate the machines themselves. The openform factor and non-heated bed plate allowed the students to observe their designs and theoperations of the printers closely and safely while printing. Tinkerine also provides a strongeducational website with many pre-designed labs and designs. In addition to the printers, generallab hand tools and disposable supplies were purchased for the course. They are detailed in Table1.Table 1: Maker Space Equipment

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

Jackie L. Foos, University of Oklahoma; Randa L. Shehab, University of Oklahoma; John K. Antonio, University of Oklahoma

Tagged Divisions

Pre-College Engineering Education Division

ProgramsThe 2014 residential program required students to reside on campus and participate in all aspectsof the week-long program. In contrast, the 2015 Engineering Days program was structured andmarketed to allow students to register for and attend those discipline-specific days of interest tothem, from seven consecutive Fridays.AttendanceTable 1 compares attendance between the 2014 residential and 2015 day camps. Note that theoverall number of students in 2015 represents a growth of about 72% relative to the 2014 (95 vs55). For the 2014 camp, all 55 students attended all seven sessions, whereas in 2015, studentsselected which discipline-specific camp they wanted to attend. On average, in 2015, studentsattended 2.8 sessions, and the sessions had an

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

Tagged Divisions

Pre-College Engineering Education Division

skills anddispositions of engineers are as important to their success as the knowledge that comes withyears of study of math and science, and the frustrations along the way. Stevens describes theengineering educational experience as one of a “meritocracy of difficulty,” 1 the generalperception that the journey needs to be difficult to be worthwhile. A reflection of this on the K-12 student, and primary and secondary education at large, makes one consider where and howthe requisite “grit” 2 is forged.Makers are those who use technology to solve problems and invent solutions. The problems arepersonal in nature to the individual Maker, resulting in passionate, self-directed work towards asolution. With this work, we investigate youth actively

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

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

Tagged Divisions

Pre-College Engineering Education Division

Science Standards(NGSS)1 as well as the Common Core State Standards for Mathematics (CCSS)2, it is clear tosee the greater demand and drive for bringing engineering into classroom practices. Thechallenge then lies in the hands of the teachers in the middle and high school classrooms thatmust present concepts that are somewhat unfamiliar and unique to their initial certifications. For many teachers, the idea of lifelong learning and professional development arenecessary aspects to being a highly effective educator, but the programs chosen need to beinspiring and engaging. One of the issues with many professional development programs is thelack of inclusion of the entire group and a greater focus on individual achievements. This resultsin

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

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

funding by advertising theopportunity to its teachers. According to the Ohio Department of Education (2015), the districtswere diverse according to typology.11 Please see Table 1.For the purposes of this paper and according to the Ohio Department of Education, the threeteachers from Felicity-Franklin Local School District and two teachers from Williamsburg LocalSchool District who participated in CEEMS are considered teachers from rural schools. The dataand experiences of these teachers in this paper will be compared to the overall experiences of allteachers in the program. Comparisons will be made at the following levels between ruralparticipants and non-rural participants: • Ohio Department of Education and the College Board’s school level

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

Tagged Divisions

Pre-College Engineering Education Division

inform the first hypothesis of this research study: Hypothesis 1: Engineering design self-efficacy and creative thinking self-efficacy are positively related.Engineering design is a highly creative activity full of opportunities for divergent thinking andinnovation 38. It is expected that self-efficacy perceptions on engineering design and creativethinking grow together because of the parallel nature of these processes.Survey Development and AdministrationIn cooperation with expert reviewers, the self-efficacy instruments were formatted using a 0 – 10point scale which is appropriate for use with younger students 36. The survey was administeredelectronically in two parts immediately following the student pre-test and again following

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clemente Izurieta, Montana State University; Michael Trenk, Montana State University; MacKenzie O'Bleness, Montana State University; Sharlyn Gunderson-Izurieta, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

most software development now takes place. These stereotypes are especially harmful toyoung students, who may feel disinclined to pursue a career that carries such a negativeconnotation. We investigate a current and successful program –the Software Factory approachwith existing undergraduates, and apply it to K-12 students. The goals of this exploratory casestudy were to counteract negative stereotypes by 1. Having K-12 students work in a team that resembled a small professional software development group, and 2. Having students work in the Software Factory –an especially designed physical space created to promote a realistic open and modern work environment. This case study aimed to address both goals through a summer

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Steve E. Watkins, Missouri University of Science & Technology

Tagged Divisions

Pre-College Engineering Education Division

how theyrelate to the application of science andmathematics. Example 555 Timer CircuitParts:• 555 timer IC • Multi-meter• Red, yellow, and green LEDs • A range of resistors from 470–1M Ω:• Potentiometers with a range of 0–50K Ω • 470 Ω (Yellow, Violet, Brown, Gold)• 9-12 V Buzzer • 1k Ω (Brown, Black, Red, Gold)• Light Sensor • 220k Ω (Red, Red, Yellow, Gold)• Capacitors: 1 µF, 10uF • 1M Ω (Brown, Black, Green, Gold)• 9V Battery (or variable power supply) • 360 kΩ (Orange, Blue

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

encouraging and showed that EPICS could attract a more diverse studentpopulation that is traditionally drawn to engineering. The early cohorts were nearly gender-balanced with significant representation from Latino and African American students [referenceASEE 2008 and 2012 papers]. Student data showed that EPICS was having a positive impact ontheir view of STEM and engineering careers as shown in Figure 1. ProgramAbilitytoMotivate StudentstoPursueaSTEMMajor 8% ExtremelyFavorable 15% ReallyFavorable 21

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilla Arlina Nix, Drexel University ; Jared Andrew Ruddick, Girard Academic Music Program; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

groupactivity. Students learned about the various steps of the engineering design process through aguided activity. Students were introduced to the concept of constraints and limitations whenasked to build a tower of a specific height that could hold a certain weight. They utilizedinformation from Physical Science in deciding what type of structure would allow them to havesuccess in their design.Cardboard Roadways Activity: During the unit on Force and Motion, students worked in groupsof 3-5 to design a roadway that would allow a small die cast car to remain in motion for 10seconds and not run over their track by more than 1 foot. Students were first introduced to theactivity following the first few classes on force and motion, then as their knowledge

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Tufts University Center for Engineering Education and Outreach

Tagged Divisions

Pre-College Engineering Education Division

in amanner they’re used to. The hope behind this effort is that new associations with engineering candevelop with the tools we provide or even simply with the maker carts presence. If the cart beingin the room making new tools with more overt engineering associations available to the studentsleads to students initially engaging in engineering without prompting, similar resources in otherschools may be capable of doing the same.Overall DesignThe Novel Engineering Maker Cart is constructed from a commercial of the shelf (COTS)mobile cart with a variety of drawers to organize the various components (See Figure 1).Attached to the cart are two COTS 7-gallon trash bins and a custom tape dispenser. The binsserve as receptacles for a variety of

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the research participants. Whenstudents were probed to relay their understanding of engineers and engineering the most popularanswer is that engineers improve lives, and a combination of engineers invent, design, and createthings. Each of these responses were mentioned eight times in the descriptions provided bystudents, the next most frequent answer was that engineers fix things and build stuff, tallying sixmentions. Consider the following excerpt of one student that displayed a generic understandingof engineering (I=Interviewer, P=Participant). While the student does not provide any falseinformation, the answer given follows the trend of generality and lack of diversification in therole of the engineer:1 I: It was SEW ok alright good now

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

their thinking, and respond to support their disciplinary work.Describing this approach in science classrooms, Hammer, Goldberg, and Fargason write:1 “A responsive approach [to teaching]… is to adapt and discover instructional objectives responsively to student thinking. The first part of a lesson elicits students’ generative engagement around some provocative task or situation (or, perhaps, by discovering its spontaneous emergence). From there, the teacher’s role is to support that engagement and attend to it — watch and listen to the students’ thinking, form a sense of what they are doing, and in this way identify productive beginnings of scientific thinking.” (p. 55)There are several proposed

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

is a recipient of 2014-2015 University Dis-tinguished Teaching Award at NYU. In 2004, he was selected for a three-year term as a Senior FacultyFellow of NYU Tandon’s Othmer Institute for Interdisciplinary Studies. His scholarly activities have in-cluded 3 edited books, 8 chapters in edited books, 1 book review, 55 journal articles, and 126 conferencepapers. He has mentored 1 B.S., 17 M.S., and 4 Ph.D. thesis students; 31 undergraduate research studentsand 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school studentresearchers; and 18 undergraduate GK-12 Fellows and 60 graduate GK-12 Fellows. Moreover, he di-rects K-12 education, training, mentoring, and outreach programs that enrich the STEM education 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

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

school students.Since its foundation, it has served as a highly successful extracurricular learning venue.Through active experimentation with robots in application scenarios and based on researchfrom aeronautical, space, energy and transport fields, students have had the opportunity toreceive an insight into different scientific disciplines and carry out hands-on experiments. Thefindings of this research suggest that the visit to the DLR_School_Lab RWTH Aachenenhanced the participants’ interest in studying STEM fields. The results are under discussionand further steps, which take the results of these findings into account, are being planned. 1. IntroductionAn increasing number of robotic systems are finding their way into our daily life and

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

seen in these tasks, my research questions are as follows: (1) Inwhat ways did the ideas and factors used to inform designs evolve as groups engaged in failure-prone physical testing cycles? and (2) In what ways did groups’ responses to ready success differfrom those seen after repetitive failure? I conclude with a discussion of implications for futureresearch, classroom instruction, and the design of design tasks and curricula.BackgroundThis work is informed by constructivist and constructionist theories of learning, emphasizingbuilding on learners’ prior understandings and experiences of the world (Piaget, 1952; Smith,diSessa, & Roschelle, 1994) through construction of public physical artifacts (Papert, 1980) asproductive ways to engage

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

Tagged Divisions

Pre-College Engineering Education Division

offer significantadvantages of competing technologies due to reduced reagent costs, ease-of-use, significantreproducibility, compatibility with most types of fluorescent microscopy, and a relative degree ofbiological inertness [1, 2]. By integrating several different types of microfluidic devices into asingle chip, researchers have developed micro total analysis systems (µTAS) that allow forfundamental and applied advances in a number of research fields and STEM disciplines.Fundamental devices, including organs-on-chip, provide a realistic environment analogous todifferent types of human tissue including the heart, lungs, kidneys, and the colon. These systemshave been used to assess cellular interactions, angiogenesis, drug effectiveness, and

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

Sciences havemade strides to assess gender differences in science and engineering by examining thedistribution of federal research funds32. PCAST (President's Council of Advisors on Science andTechnology) called for more spending at every point of the Science and Engineering pipeline.Universities have been called to 1) increase retention rates among undergraduates who declare aninterest in science and engineering degrees and 2) improve the climate for women. Without theimplementation and enforcement of Title IX, institutions will continue to miss the mark forattracting and retaining women and underrepresented populations.Sevo’s 2009 Literature Overview provides much of the history and development of theapplication of Title IX to Science and

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

integration. “One of the biggest educational challenges for K-12 STEM education is that few general guidelines or models exist for teachers to followregarding how to teach using STEM integration approaches in their classroom4” (p. 32). This project explored how five elementary classroom teachers integrated scienceand engineering in their classrooms while piloting engineering curriculum. Our specificresearch questions were:1. How do teachers integrate science units with engineering design units? a. What aspects of the curriculum or content do they struggle with? b. What do teachers feel most influenced their implementation in terms of their instructional goals or learning outcomes?2. How does the instructional sequence

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

Tagged Divisions

Pre-College Engineering Education Division

literature collected varied widely and, as a result, each ofthese strengths and weaknesses requires further investigation. This study concludes with anidentification of gaps in PLTW literature that scholars might utilize to focus future PLTW-related investigations, which will in turn improve future PLTW and PLTW-related interventions.1. IntroductionThere is a growing consensus across the United States that we need more science, technology,engineering, and mathematics (STEM) degree recipients, particularly if the U.S. aspires toremain economically competitive in the global marketplace.1-3 Part of the difficulty in motivatinglarge quantities of U.S. students to pursue STEM degrees likely corresponds with the decreasingperformance of U.S. students in

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dominic Guri, Tufts University; Merredith D. Portsmore, Tufts University; Vivian Zhong, Tufts University; Erica Cherry Kemmerling, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

available to them to explore mechanical engineering con-cepts related to mechanisms (Erector Sets, LEGO sets with gears and pulleys, K’nex, Tinkertoys), androbotics (LEGO Mindstorms, Arduino). These resources are all very popular and have helped to promotethese aspects of engineering as exciting components of the discipline. Research on programs and inter-ventions that use these tools has shown that they positively impact K-12 students’ achievement scores [1],conceptual learning, and attitudes toward STEM [2, 3]. Science education researchers have also exploredstudents’ ideas about heat and temperature [4] and basic ideas about how water and flow work [5]. Thiswork has focused on children’s mechanistic understanding of phenomena and identified

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Robert Stambach, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

Pre-College Engineering Education Division

. Table 1 (Coal Mining) and Table2 (Bridge Building) describe the diverse manner in which the two previously discussed lessonplans have or can be adapted for different grade levels. Both lesson plans have been tested ingrades K-6. Potential adaptions beyond these levels are provided in the tables as well.Engineering education at lower levels requires simple mathematics and hands-on activities; at thehigher levels, lessons can be more complex, particularly with respect to mathematics, as studentcomprehension increases.1 K-12 teachers are excellent resources for making decisionsconcerning such adaptations. Older students should be able to apply science and mathematicswhen solving engineering problems.5 Altering the complexity of the mathematics

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Alexander Bascou, University of Pittsburgh; Muhsin Menekse, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

then systematically classified in accordance with the six most prevalent themesencountered throughout the literature. The six themes are 1) substantiating the general benefits ofeducational robotics, 2) learning by design and knowledge transfer, 3) social/cultural basedmotivation, 4) creativity based motivation, 5) increasing diversity in STEM, and 6) professional,curricular, and pedagogical development. Articles containing characteristics of multiple themeswere, however, not uncommon. In such cases, the theme that appeared most prominently waschosen as means for classification. After assigning each article to a theme, we selectedrepresentative studies for each theme and proceeded to summarize and discuss the selectedstudies under their

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

electronics. The evening concluded with some demonstrations and exploration as thelast few people got everything working. The whole process was completed in around 2 hourswith minimal facilities and setup even for large groups.Fig. 1 Workshop promotional posterPromotionBy contextualizing unknown material in a known framework, learners can gain access andapproach the material with confidence. Furthermore, the framework has the potential to be aninspiration when it connects with a person’s wider experiences and interests. In particular, musicand sound making were given more weight than skill building. Instead of offering a how-to-solder session, the promotional materials invited participants to build their own touch synthesizer(fig.1). The language

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

Tagged Divisions

Pre-College Engineering Education Division

Education, 2016 Paper ID #15169Fellow of NYU Tandon’s Othmer Institute for Interdisciplinary Studies. His scholarly activities have in-cluded 3 edited books, 8 chapters in edited books, 1 book review, 55 journal articles, and 126 conferencepapers. He has mentored 1 B.S., 17 M.S., and 4 Ph.D. thesis students; 31 undergraduate research studentsand 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school studentresearchers; and 18 undergraduate GK-12 Fellows and 60 graduate GK-12 Fellows. Moreover, he di-rects K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over1,500 students annually