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

S. Jimmy Gandhi, California State University - Northridge; Vidya K Nandikolla, California State University - Northridge; George Youssef, San Diego State University; Peter L. Bishay, California State University - Northridge

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

-12 school districts, community colleges, four-year universities andcommunity-based workforce investment boards. The overall goal is to bridge the gap betweenindustry-needed skills and those obtained through formal education. The expected outcome is thetransition of students into industry after high school, transfer into a community college, or seek afour-year college degree. Regardless of the career pathway outcome, the WFD programinculcates hands-on, practical skills in participants. These skills were included based on industryfeedback about the gap between current graduates’ skills and those expected in the field ofpractice. The skills were also echoed in the ‘Engineer of 2020’ report by the National Academyof Engineering. As a result, the

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

mentors grad- uate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineer- ing digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE). Her primary research interests include the impacts of project-based service-learning on student identity, path- ways and retention to and through K-12 and undergraduate engineering, teacher education and curriculum development.Maia Lisa Vadeen, University of Colorado - Boulder Maia Vadeen is a Discovery Learning Apprentice at the University of Colorado Boulder’s College of Engi- neering and Applied Science. She

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison Haugh Nowariak, University of St. Thomas; Olivia Lang, University of St. Thomas ; AnnMarie Polsenberg Thomas, University of St. Thomas; Debra Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

Tagged Divisions

Pre-College Engineering Education Division

student researchers drew from Dewey, Piaget,Vigotsky and similar educational philosophers rooted in constructivist epistemology whenconstructing the STEPS program. Constructivist learning theory dictates that learners constructtheir own knowledge and meaning from their experiences through accommodation andassimilation. The goals of this camp, with an eye to constructivist learning theory, are: 1. Build enthusiasm for STEM (science, technology, engineering, and math) at a critical stage in an educational experience; 2. Target campers from underrepresented groups and lower socioeconomic populations; 3. Motivate campers to take STEM courses in their middle school and secondary education; 4. Energize campers to pursue STEM degrees

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

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