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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Diversity

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Pre-College Engineering Education Division

Paper ID #16192STEM-Discovery – An Integrated Approach to DESIGNDr. Heath Tims, Louisiana Tech UniversityDr. Kelly B. Crittenden, Louisiana Tech University Dr Kelly Crittenden is a member of Louisiana Tech University’s Integrated STEM Education Center (ISERC), and the Harrelson Family Professor of engineering. He earned his PhD and BS in BioMedical Engineering in 2001, and 1996 respectively. Dr Crittenden’s interests lie in K-12 outreach, developing project-driven curricula, and product design. c American Society for Engineering Education, 2016 STEM-Discovery – An Integrated Approach to

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

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Diversity

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Pre-College Engineering Education Division

). Reaching students at an early age is key in the attempt to encourage them to pursue STEMfields. Efforts can start by targeting middle school students, with an integrated approach, drawingsupport from various entities, to increase student confidence and interests in STEM. Morespecifically, with programs like the CCSU NSTI, a curriculum with more hands-on activities andsmall group competitions can suit young people's learning styles and preferences, stimulatinggreater interests in STEM fields and careers.Acknowledgement: We wish to thank the Federal Highway Administration for funding the CCSU NSTI programfor multiple years.References: 1. Nadelson, L. S. & Callahan J. (2011) A Comparison of Two Engineering Outreach Programs for

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

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

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Pre-College Engineering Education Division

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

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerry Dixon, Ohio State University; Deborah M. Grzybowski, Ohio State University; Jenny Vi Le, Ohio State University; Carlos E. Castro, Ohio State University; Madith Barton, Ohio State University; Olivia R. Richardson, Ohio State University

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Pre-College Engineering Education Division

lead an Innovative Curriculum Design Team and directed OSU faculty and students in the research component of the project. On the smART project, Kerry serves as the arts partner and K-12 education specialist.Dr. Deborah M. Grzybowski, Ohio State University Dr. Deborah Grzybowski is a Professor of Practice in the Department of Engineering Education and the Department of Chemical and Biomolecular Engineering at The Ohio State University. She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering from The Ohio State University. Her research focuses on making engineering accessible to all students, including students with visual impairments, through the use of art-infused curriculum

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

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

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Pre-College Engineering Education Division

Paper ID #15619Saving Pelicans: A STEM Integration UnitSiddika Selcen Guzey, Purdue University, West Lafayette Dr. Guzey is an assistant professor of science education at Purdue University. Her research and teaching focus on integrated STEM Education.Prof. Tamara J. Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM Integration in the INSPIRE Institute at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Geoff Knowles, Purdue University; Todd Kelley, Purdue University; Euisuk Sung, Purdue University; Jongseong Choi, Purdue University

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Pre-College Engineering Education Division

Paper ID #18431Research Design, Data Collection, and Assessment Methods for an IntegratedSTEM Education Model (Work in Progress)Mr. J. Geoff Knowles, Purdue University J. Geoff Knowles is the Executive Director for Ivy Tech Community College in Crawfordsville, Indiana. His background is in environmental engineering and he is a PhD candidate in Technology and Engineer- ing Teacher Education in the Polytechnic Institute at Purdue University. Currently he is doing research on integrated STEM education through the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) NSF ITEST funded project.Dr. Todd Kelley

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)

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Engineering Physics & Physics, Pre-College Engineering Education Division

. Depending onthe activities accessed, learners can strategically gravitate toward information presented in eithera sensing or an intuitive manner.The third dimension of learning style differentiates between visual and verbal (or auditory)learners. One of the great advantages of the DLMS and its digital delivery of curriculum contentis that with multimedia, visual and auditory learners can be simultaneously engaged. Games,videos, and other digital interactives seamlessly integrate music, sound, narration, images, andwritten text in order to maximize the modalities in which students may be best captured with thematerial.The fourth dimension of learning style as defined in the FSLM contrasts sequential and globallearners. One of the defining elements

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

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Diversity

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Pre-College Engineering Education Division

resultshave direct implications for engineering curriculum design and teaching practices; in short, it iscritical that students are given reasonably difficult tasks that incorporate physical testing, aregiven time for multiple iteration cycles, and are supported as they design.IntroductionEngineering educators seek to engage learners in authentic engineering practices, includingtesting and iterating on designs (NAE and NRC, 2009). Failure is an integral part of the iterationcycle in the engineering design process; designs often fail, that is, do not meet all criteria andconstraints, and a central disciplinary practice in engineering is interpreting this failure asfeedback on those designs (Lottero-Perdue & Parry, 2014; Cunningham & Carlsen

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

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Pre-College Engineering Education Division

) educators have soughtinnovative ways for integrating technology in teaching and learning to engage and build theinterest of secondary school students in STEM disciplines as well as to capture their imaginationabout STEM careers. Recent technological advancements have allowed design, development,and commercialization of low-cost mini unmanned aerial vehicles (MUAV) that offer a noveland ideal platform to support STEM disciplines in high school classrooms.1 This paper focuseson one illustrative example wherein four sections of a 9th grade quantitative research course,consisting of 25 to 30 students each, were engaged by a graduate researcher through an ARParrot 2.0 (see Figure 1) MUAV-based lab activity, which considered the research question“How

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

Cathy P. Lachapelle, Museum of Science; Christine M. Cunningham, Museum of Science

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Pre-College Engineering Education Division

Engineering (WECE) study. Cathy received her S.B. in cognitive science from the Massachusetts Institute of Technology and her Ph.D. in educational psychology from Stanford University.Dr. Christine M. Cunningham, Museum of Science Dr. Christine Cunningham is an educational researcher who works to make engineering and science more relevant, accessible, and understandable, especially for underserved and underrepresented populations. A vice president at the Museum of Science, Boston since 2003, she founded and directs Engineering is ElementaryTM , a groundbreaking project that integrates engineering concepts into elementary curriculum and teacher professional development. As of September 2014, EiE has served 6.2 million

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

Brynn Kasper, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Noah Kasper, University of St. Thomas; Brett D. Gunderson, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

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Diversity

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Pre-College Engineering Education Division

design of high profile transportation structures. c American Society for Engineering Education, 2016 DESIGN, IMPLEMENTATION, AND ASSESSMENT OF AN AFTER- SCHOOL ENGINEERING PROGRAM FOR DEAF STUDENTSAbstractThe Engineering Exploration program for deaf and hard-of-hearing students at the Metro DeafSchool exposes middle school after-school program participants to engineering disciplines andconcepts while integrating the Next Generation Science Standards into the program’s curriculum.This project began in the spring of 2014 with a short pilot of four two-hour long sessions, allfocused on Creative Circuitry and sewable/wearable circuits. This paper will focus on theEngineering Exploration program of 2015, which

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

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Pre-College Engineering Education Division

Paper ID #18095Students’ Perceptions of a Middle School STEM Innovation and Design CourseDr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is Associate Director and Senior Research Scientist at Georgia Tech’s Center for Ed- ucation Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on improving K-12 STEM education through research on curriculum development, teacher professional development, and student learning in integrated STEM environments. Her interests also include evaluation of K-12 STEM initiatives that target low income and minority students. Dr. Alemdar has

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Sin Ming Loo, Boise State University

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Pre-College Engineering Education Division

addressingthe following research questions: 1) How does the combination of programming and electronics exercises and design activities affect student engagement when learning programming concepts? 2) How does learning about the relationship between programming and electronics influence students’ understanding of commonly encountered technologies like smartphones and computers?MethodThe outreach activities described in this paper took place in the Spring of 2015 at South MiddleSchool, an economically and racially diverse school serving the residents of Boise, Idaho. Theactivities were carried out in two 8th grade and one 9th grade technology classes. We worked withthe school’s Technology and Engineering teacher to integrate the

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna Danielle Newley, Sonoran Schools; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada; Hasan Deniz, University of Nevada

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Pre-College Engineering Education Division

to integrate science, language arts, and engineering education within the context of Next Generation Science Standards. c American Society for Engineering Education, 2017 Measuring Engineering Perceptions of Fifth Grade Minority Students with the Draw-an-Engineer-Test (DAET) (Work In Progress)IntroductionResearch continues to combat the national decline in STEM fields through motivationalstrategies that can be applied in teaching students 1,2,3,4. Next Generation Science Standards(NGSS) underscore the importance of making engineering education available to all students,especially minorities in STEM 5. NGSS creates a holistic approach to understanding engineeringby blending scientific and

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Marie Anne Aloia, Bayonne High School; Laurent Simon, New Jersey Institute of Technology

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Pre-College Engineering Education Division

, students at each school collected air samples, andmeasured and analyzed trace concentration levels of specified pollutants. Each class shared theirresults with the other participating schools, and comparisons were made among locations. Thiscollaborative project between New Jersey Institute of Technology (NJIT) and high schools inNew Jersey not only provided a research experience for the students, the teachers also gainednew knowledge and skills that enabled them to translate the research process into theirclassroom practice.A collaborative project of this type was replicated on an international scale through thepartnership of NJIT and the Curriculum Research & Development Group at the University ofHawaii-Honolulu12. Teachers and students in 15

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sharon Wensel Bowers, Virginia Tech; Jeremy V. Ernst, Virginia Tech; Aaron C. Clark, North Carolina State University

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Pre-College Engineering Education Division

collaborative, inquiry-based instruction.Dr. Jeremy V. Ernst, Virginia Tech Jeremy V. Ernst is an Associate Professor of Integrative STEM Education at Virginia Tech and he is also the Associate Director for the School of Education/Office of Educational Research and Outreach. He is also a Fellow of the Institute for Creativity Arts and Technology at Virginia Tech. Jeremy specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and design education.Dr. Aaron C. Clark, North Carolina State University Aaron C. Clark is a Professor of Technology, Design, and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Laura Rodriguez Amaya, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University, San Marcos; Erin Scanlon, Texas State University; Michelle Pruett, Texas State University

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Pre-College Engineering Education Division

Paper ID #19230They Choose to Attend Academic Summer Camps? A Mixed Methods StudyExploring Motivation for, and the Impact of, an Academic Summer Pre-engineering Camp upon Middle School Students in a Latino CommunityDr. Araceli Martinez Ortiz, Texas State University, San Marcos Araceli Martinez Ortiz, PhD., is Research Associate Professor of Engineering Education in the College of Education at Texas State University. She leads a comprehensive research agenda related to issues of curriculum and instruction in engineering education, motivation and preparation of under served pop- ulations of students and teachers and in assessing

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin R. Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University

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Diversity

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Pre-College Engineering Education Division

quality evaluation (topics, instructor/staff, field trips, and guest speakers) once at the completion of 36 or 40hrs of STEM learning instead of evaluating every session. 3.   Teacher to stay at their satellite sites instead of rotating between middle school satellite camps. Provide additional training for pre-service teachers who will be assisting lead teachers. 4.   Develop home-based project activities for family connection component of the project. 5.   Integrate an Advanced Career (AC) model developed by the Southern Regional Education Board (SREB). Pilot test the AC curriculum focused on Aerospace Engineering with high school students. In addition, offer high school juniors and seniors

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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Diversity

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Pre-College Engineering Education Division

Paper ID #15646Sustainability-Infused CurriulumMs. Diana Lynne Ibarra, ISF Academy Shuyuan Science and SustainabilityPrograms Manager. BS degrees in Chemistry and Chemical Engineer- ing MS degrees in Management and Environmental Engineering c American Society for Engineering Education, 2016 Sustainability Infused Curriculum (WIP)AbstractA recently established school-wide sustainability policy in 2015, explicitly states, “an experimentally integrated,environmentally and ethically sustainable system of science education and conservation practices based on the 2012 JejuDeclaration of the

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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Diversity

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Pre-College Engineering Education Division

University of Illinois at Urbana ChampaignIntroductionThe potential for interdisciplinary approaches to education in efforts to inspire learners has beenshown to be fruitful in K12 and college level curricula1-7. A movement combining Art & Designwith STEM has promoted the benefits of STEAM8. In addition to the improved performance ofstudents who are engaged in this type of curriculum, there are opportunities to develop projectsthat embody the interdisciplinarity of these practices9. Workshops held in 2014 and 2015successfully promoted engagement and collaboration, and inspired learners who attended tobuild their own touch synthesizer. By emphasizing the aesthetics and musicality of the end result,the promotion of the event aimed to broaden K12

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

Mohamad Musavi, University of Maine; Cary Edward James, University of Maine; Paige Elizabeth Brown, Bangor High School

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Pre-College Engineering Education Division

framework provides an understanding ofhow environmental flows contribute to degraded water quality 25, 26, 27. Each step of the process from establishing measurement points, to data collection,hydrologic analysis, and modeling allow students to conduct hypothesis-testing experiments.Students delve deeply into the components of the process and work as a team to integrate theirknowledge into solving broad stormwater management problems.III. Students and teachers activities The educational activities of this program consist of participation in the StormwaterManagement Research Team (SMART) Institute (www.umaine.edu/smart) in June of each yearand structured activities in the following academic year, as explained in the following sections.A

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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Pre-College Engineering Education Division

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

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette (College of Engineering); Salsabil Mahmed Salah, FACElab Purdue, Uprise academy; Claudia N. Hurt, FACElab Purdue; Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

problem-solving but this message was not being clearly passed along. Many students still consider engineering to be just about math and science and don’t consider it as a field that works to solve problems and make life easier and efficient, I wanted to know more about engineering education myself as I realized most of us only have a vague idea about what this vast field is.Ms. Claudia N. Hurt, FACElab PurdueDr. Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering) Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue Univer- sity and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Brett Doudican, University of Dayton; Ahsan Mian; Raghavan Srinivasan, Wright State University

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Pre-College Engineering Education Division

College Academy, an urban school sponsored by the University of Dayton. Brett is involved in multiple levels of education from the Ohio Department of Education to teaching course to new teachers in alternative certification programs to managing a small curriculum and professional development organization.Dr. Ahsan Mian Ahsan Mian received the B.S. and M.S. degrees in mechanical engineering from Bangladesh Univer- sity of Engineering and Technology (BUET), Bangladesh, the M.S. degree in mechanical engineering from Tuskegee University, Tuskegee, AL, and the Ph.D. degree in mechanical engineering from Auburn University, Auburn, AL in 2000. Ahsan Mian joined the Department of Mechanical and Materials En- gineering in

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tasha Tiffany Tardieu, University of Michigan; Shanna R. Daly, University of Michigan

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Pre-College Engineering Education Division

engineering experience as part of their school curriculum. While students are aptlyprepared in the theory of Math and Physics, they are not allowed many opportunities to applythese concepts to design problems or to relate these ideas to real-world applications. Thisespecially seems to be an issue in all female secondary schools since 50% of peers suggested thatthere be a focus on teaching girls about engineering.According to peers, while a majority felt adequately prepared for the college level workloadbecause of their secondary school education, many felt that there could be a greater level ofpreparation by exposing students to the practical side of engineering. 27% of the students wantedto find out more about engineering, the different types 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

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

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Pre-College Engineering Education Division

. Utilizing a three-year Magnet School grant,DLJ established a Center for Mathematics and Engineering to developed and thenimplement its integrated, whole school curriculum with engineering as the core and theconnector. The results of this careful planning and meticulous attention to detailsproduced an elementary school environment that fosters student creative thinking withthe expectation of quantitative metrics to gauge that creativity. The merit of this totalemersion of engineering into an elementary curriculum is reflected in student scores onstandardized test as well as a plethora of awards and acknowledgements for the schoolincluding being named the top elementary STEM program in the nation by the 2015Future of Education Technology Conference

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Chanel Beebe, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

computational thinking in children.Digital media is taking over adults’ lives and children’s of all ages. Digital media such as tabletsand applications have entered the educational system and become popular worldwide. Chiongand Shuler (2010) demonstrated that apps could successfully sustain children’s’ learning as wellas their interest. Moreover, Couse and Chen (2010) called for “more fully integrate technologyinto the curriculum to encourage the active engagement and thinking of young children” (p.76).Hence, in order to integrate apps into educational material and curriculum, it is important toselect the apps that promote children’s learning. Therefore, the goal of this study is to review andselect the apps that potentially promote computational

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

analyzed. The most significant influence of the BMEC curriculum was its informativenature. Students overwhelmingly reported increased awareness of biomedicalengineering. We also saw a significant increase in the number of students that wantedto pursue careers in biomedical engineering. These findings demonstrate that informingstudents about engineering fields is an important first step in increasing the number ofstudents that pursue these fields. Results from Pilot implementation of BMEC, 13ReferencesBerland, L. K. (2011). Designing for STEM integration. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 23-31.Berland, L. K., Martin, T. H., Ko, P., Peacock, S. B., Rudolph, J. J

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

acontrol loop guiding the lateral control of the virtual vehicle, whose PID is initially set tozero. The students experiment with the coefficients, the influence of the rate ofproportionality and the differential or the integral gain. In doing so the students experience theoscillating, amplifying or compensating behaviour of the virtual car while following the line,whilst also analysing complex mathematical correlations and visual feedback from the drivingsimulator in a trial-and-error method. This method interweaves theory with practicalexperience and leads to an internalisation of learned knowledge, which is only improved uponby the fun and interesting knowledge acquisition method.Fig. 4 - Students tuning control algorithms in a driving

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Adam Scribner Ed.D., Stevens Institute of Technology

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Pre-College Engineering Education Division

careersin engineering (i.e., of who engineers are and what they do) of students who participated in theWaterBotics program. This quantitative study analyzed and interpreted ex-post facto data of 81educators and 2,455 who participated in WaterBotics. WaterBotics is an underwater robotics curriculum in which middle and high schoolstudents learn about science and engineering concepts and careers by working in groups to buildsubmersible robots made of LEGO® components. Using LEGO® Mindstorms® NXT software,students program controllers that enable their remotely-operated underwater robots to perform aseries of increasingly complex “missions.” The curriculum takes approximately 20 to 26 hours toimplement. WaterBotics was developed by the Center for