Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Henry M. Clever, New York University; Allison Graham Brown, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York City public schools. He received NYU Tandon’s 2002, 2008, 2011, and 2014 Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distinguished Award for Excellence in the category Inspiration through Leadership. Moreover, he 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 Faculty Fellow 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

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

of K-12 education.1 While some schools havechosen to offer specialized engineering courses, this is not possible at all schools. Even wherespecific engineering courses are an option, students with already full schedules may not be ableto devote an entire term to exploring what it means to be an engineer. While it could not take theplace of a dedicated course, a more realistic option for schools in those situations might be toincorporate engineering activities into existing science courses.2 This can strengthen theconnections between science and engineering. Additionally, this approach has the benefit ofreaching students who may not initially be interested in engineering, potentially opening them upto new possibilities for their futures

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

Tagged Divisions

Pre-College Engineering Education Division

participants moved closer to fullparticipation in the community of practice over the course of the robotics competition. Bycombining quantitative measurement of interest with longitudinal qualitative analysis ofparticipant interactions, this research contributes to our empirical and theoretical understandingof the emergence, development, and maintenance of interest in after-school settings, withimplications for how to best design such programs in order to broaden participation andengagement in engineering.1.0 IntroductionWithin the last decade the number of out-of-school STEM learning programs available to schoolage youth has drastically increased 1. Many of these programs were developed with the intent toaddress the well-documented need for increased

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

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

Tagged Divisions

Pre-College Engineering Education Division

develop self-efficacy beliefs in design, modeland scaffold engineering design mindsets, and apply design concepts in engineering design. Theresearch questions we intend to address include: 1. What is the influence of the toy design workshop on students' self-efficacy? 2. What is the influence of the toy design workshop on students' application of engineering design concepts during design?Theoretical frameworkSelf-efficacy in Engineering DesignEngineering design self-efficacy is the degree to which students believe they can excel at tasksrelated to design and making3. Social cognitive theory and previous research has suggested thatstudents’ self-efficacy beliefs are under the influence of mastery experiences

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

2005, and which has been held annually since that time. The outreachevent takes place in Boise, Idaho, and at the time of its onset was the only outreach or campactivity in the state focused on girls or young women. Across ten years, 510 total girls haveparticipated, with approximately 85% of them coming from the immediate metropolitan area.The program was developed with a mind toward marketing engineering as an exciting, creativeactivity; including activities developed specifically from that perspective.1 The specific topic ofthis paper is an investigation into the motivation for volunteers and students to support thisprogram. Our hypothesis is that, in particular, the women found this an experience that helped tocreate community among like

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, 10 Caucasian;7 STEM teachers, 5 business/liberal arts teachers. Teacher feedback was also used following thisworkshop to further refine the summer design camp logistics and content.The summer Design Camp was held June 15 – June 20, 2015. Teachers were encouraged to bringsix students from their school. Demographics were not mandated, but it was suggested thatschools find students that were representative of the school demographic. The traditional under-represented groups vary depending on the demographics of the school. The Design Camp wasattended by 12 teachers and 34 students from 6 schools. The teacher demographics for the campare: 8 female teachers, 4 male teachers; 1 African-American/1 Hispanic, 10 Caucasian; 7 STEMteachers, 5 business

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claudio da Rocha Brito, Science and Education Research Council; Melany M. Ciampi, Safety, Health, and Environment Research Organization; Rosa Maria Castro Fernandes Vasconcelos, Universidade de Minho; Luis Alfredo Martins Amaral P.E., Universidade de Minho; Victor F. A. Barros Ing.-Paed IGIP, Science and Education Research Council

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

life skills. However, it is necessary to deliver a high-quality education withcomparatively low spending. Therefore, public education, which should provide equaleducation access for all citizens, has to find ways to do so.K12 and the Current EducationIt is important to point out the importance of K12 education at present, since professionalpractices have changed tremendously and the requirements are not only very differentfrom the previous professional generation, but they also keep changing, and quickly. It isimperative to develop means and ways to provide good quality K12 education, no matterwhat the economic level of the country is FIG 1 K12Although challenging, many countries are making efforts to

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

term learner gains 8,9To have a greater understanding of how this directly applies to deeper learning we need to take alook at Figure 1 below which graphically represents Webb’s Depth of Knowledge taxonomy.10As learning blocks are heavily focused on application of knowledge, many of the Do-It/Challenge-It sections revolved around Level 2-4 activities with the majority focusing on Level 3-4 activitiesbut scaled for time. What follows below is a sampling of two badges and two learning blocks.Badges incorporate all the various pieces from all of the learning blocks into a set of achievementsin a recognizable way. So a daily badge will require both completion of an engineering themedblock, an art themed block, a science themed block, a technology

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the blending of science and engineeringas its first “conceptual shift,” combining the two into “Science and Engineering Practices”(NGSS, Appendix A). NGSS explains, “This integration is achieved by raising engineeringdesign to the same level as scientific inquiry in classroom instruction when teaching sciencedisciplines at all levels and by giving core ideas of engineering and technology the same status asthose in other major science disciplines” (NGSS, Appendix A). The following analysis examines how it addresses issues of equity and access in theimplementation of these “science and engineering practices.” To do this, the authors: 1. Examine the historical purposes of science and engineering education (as well as the connections

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, (http://www.pcsb.org/jamerson-es ). Thispaper promotes the school's accomplishments and provides insight into the DLJeducational philosophy. It presents the structure of the program, discusses impedimentsto its success, reviews student scores on statewide tests, and indicates the schoolsranking in comparison to other elementary school within their district over the last fiveyears.Introduction Douglas L Jamerson Jr. Elementary School opened in 2003 in an inner city low-incomeneighborhood. The school has a Table 1: School Demographicsstudent/teacher ratio of 13.25% and a K-5student population (43% female) that PK KG 1st 2 nd 3 rd 4 th 5 thexceeds 560 students. Details provided in Grade 16 93 98 93 91

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel Gordon Mendiola Bates, Brigham Young University; Geoff Wright, Brigham Young University; Steven L. Shumway, Brigham Young University

Tagged Divisions

Pre-College Engineering Education Division

operatedvehicles (ROVs) 7, 17, 21. ROVs have been used in education as early as 1992 for the purpose of applying scienceand engineering knowledge, tools and techniques to the understanding and use of the marineenvironment 12 and to increase the number of skilled technicians to work in “strategic advanced-technology fields” 16. Educational programs that have used ROVs suggest ROV-basedcurriculum and activities can be a tool to enhance interest and improve perception regardingtechnology and engineering 9, 14. There is, however, limited research on the impact an ROVactivity or program makes on increasing student interest and/or perception of technology andengineering. Programs such as SeaPerch 1, 8, Utah Underwater Robotics 9, 23, Summer BridgeProgram

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

A. Leyf Peirce Starling, The Engineering Place, North Carolina State University; Diane Brauner, Perkins School for the Blind

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

schedule.Choosing appropriate activities tied into themes allowed for consistent reinforcement of not onlythe engineering design process, but also explicit instruction of science concepts. Following asuccessful Capstone Project model, the students concluded the camp by completing theengineering design process to solve a problem that they defined as socially relevant. Figure 1provides a brief description of the activities completed in camp.Pictures of campers doing sample activities:Figure 1: Camp Schedule and Activities Day Theme Activity Description Move into Dorms, Students move into dorm rooms, work with Orientation 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

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

Tagged Divisions

Pre-College Engineering Education Division

learningfor engineering and science education and be willing to take risks for the benefit of futuregenerations.Figure 1. Student work explaining wind turbine activity using engineering design worksheet.Figure 2. Student work for balloon car activity using engineering design worksheet.Figure 3. Student work for cardboard game exploring action and reaction relationship usingengineering design worksheet.References1. Friday Institute for Educational Innovation (2012). Middle and High School STEM-Student Survey. Raleigh, NC: Author.2. NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.3. National Governors Association Center for Best Practices & Council of Chief State