Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

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Pre-College Engineering Education Division

Paper ID #20073Lessons Learned in K-12 Engineering Outreach and Their Impact on Pro-gram Planning (Evaluation)Dr. J. Chris Carroll, Saint Louis University Dr. Carroll is an Assistant Professor in the Department of Civil Engineering at Saint Louis University. His experimental research interests focus on reinforced and prestressed concrete, while his engineering education research interests focus on experiential learning at both the university and K-12 levels. Dr. Carroll serves as a voting member on ACI Committee S802 - Teaching Methods and Educational Materials and is Chair of the Career Guidance Committee for the ASCE

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

Michael T. Frye, University of the Incarnate Word; Sreerenjini C. Nair, University of the Incarnate Word; Angela Meyer, Rawlinson MS

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Pre-College Engineering Education Division

camp organized and run by the Autonomous Vehicle Systems (AVS) ResearchLaboratory at the University of the Incarnate Word for middle school girls during the week ofJuly 6 to July 10, 2015. The primary goal of the camp was to introduce more females into thefield of engineering through robotic projects and competitions, guest speakers, and field trips.The camp had an additional emphasis on providing learning and research opportunities for girlsfrom underrepresented communities. miniGEMS was the first free camp in San Antonio, TX formiddle school girls with a special focus on engineering. Despite being held for the first time,there were 25 middle school students from various school districts in San Antonio. The campwas planned, coordinated, and

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

integrated through teacher views that produce dynamic project-basedlesson plans. The system encourages an interdisciplinary approach that requires studentsto draw on multiple subject areas simultaneously to solve real world problems.This paper presents the results of the initial evaluation of the DLMS. After providing thedetails regarding its infrastructure, a critical evaluation of the platform and how itsupports both teachers and students in a balanced approach to learning is presented. Thisevaluation draws upon the Felder-Silverman Learning Style Model (FSLM) in thatelements of the DLSM are evaluated within the context of the models four dimensions.The initial results of a pilot project aimed at evaluating its effectiveness in schools

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University; Jamie Glass

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Pre-College Engineering Education Division

already had a chromebook touse for these sessions. The teacher uses Google classroom. The middle school students werebused from the middle school and had to make up the work they missed.Connecting middle school students with teachers.The two middle school girls were interested in reaching out to the elementary school to sharewhat they were learning in coding in the middle school. After reaching out to the elementaryschool principal, they put together a one page proposal about their ideas. The principal thenconnected them with the elementary enrichment teacher who then connect them with a 4th gradeteacher. They scheduled two planning meetings and together they put a plan together about theactivities that would work best with the students and the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

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Pre-College Engineering Education Division

that there werethree main curricular activities within engineering that had the potential to encourage EBR in theclassroom: the report to the client at the end of the unit, the types of questions the teacher askedof the students (i.e., asking students to further explain the “why” or “how” of their answers), andstudent discussions. However, this research did not address actual implementation of thecurricula. Mathis et al.18 explored students’ use of EBR during solution generation of anengineering design challenge in a seventh-grade classroom. The study found that students usedEBR most while planning a design idea and evaluating the tested design solution; also, instancesof EBR were found in student worksheets and group discussions. Both the

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

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Pre-College Engineering Education Division

World Council on System Engineering and Information Technology (WCSEIT), Vice President of Safety Health and Environment Research Organization (SHERO) and Vice President of World Council on Communi- cation and Arts (WCCA). He is Chairman of Working Group ”Ingenieurp¨adagogik im Internationalen Kontext” since 2002, Member of International Monitoring Committee in IGIP since 2004, Member of Strategic Planning Committee of Education Society of the Institute of Electrical and Electronics Engi- neers, Inc (IEEE-EdSoc) since 2009, Board Member of ”Global Council on Manufacturing and Manage- ment” (GCMM) since 2004 and Director of Brazilian Network of Engineering (RBE) since 1998. He is also Member of Board of Governors

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

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Pre-College Engineering Education Division

, Plan, Implement, Test andEvaluate. Instances identified as EBR were coded based on where they occurred within theProcess of Design. Given that the focus of this study was just the engineering design challengeportion of the unit, instances of EBR that occurred during the Process of Design were given oneof three codes: Plan, Implement & Test, or Evaluate. Implement and Test were combined becausethese steps were difficult to distinguish as they were done concurrently by students due to thenature of the design challenge. The iteration aspect of the design process was also accounted for;these three codes were also noted as occurring in the initial design phase or within the redesignphase.The third step was to take a close look at how students

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Capobianco, Purdue University, West Lafayette; James D. Lehman, Purdue University; Qiming Huang, Purdue University; Chell Nyquist, Purdue University

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Pre-College Engineering Education Division

appearing categories, concepts, and events helped theresearch team construct assertions based on the events leading up to the teachers’ conceptions ofengineering design, plans for integrating engineering design-based tasks, and the actualimplementation of engineering design tasks.Classroom observations. The aim of classroom observations was to observe and characterizedesign-informed pedagogical methods employed by SLED teachers. Initially, members of theresearch team conducted informal classroom observations that included open field notes focusingon the teacher; specifically, his/her instructional practices exhibited during a given lesson. Basedon early field notes and a review of existing classroom observational protocols (e.g., RTOP,STAMM, and

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Larry G. Richards, University of Virginia

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Pre-College Engineering Education Division

. Over 60 ETKs have been developed to date; about 20 have been widely distributed and used in schools and summer programs. We have adapted ETKs to both elementary and high school audiences. To learn more, please visit our Facebook page (https://www.facebook.com/theengineersway/) or contact us at lgr@virginia.edu to gain access to the complete lessons plans. Trash Sliders was

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Pre-College Engineering Education Division

and learn about current research.ImplementationThe program focuses on teachers and students at both the middle and high school level. It startswith the training of teachers through a 5-week intensive research experience in which teacherscomplete the design challenge while simultaneously developing lesson plans they will use toteach the material in their classrooms. Teachers implement the program in their schools and havestudents complete the challenge. Finalist teams from each school present their design at anannual competition. Throughout the process, representatives from the Center make classroomvisits or host tours in order to support the teachers’ implementation. To date over 50 teachershave completed the summer training. Over 400

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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Pre-College Engineering Education Division

Paper ID #19950An Integrated Approach to Promoting STEM among High School Students(Evaluation)Dr. Bin (Brenda) Zhou P.E., Central Connecticut State University Dr. Zhou is an Associate Professor at the Engineering Department of Central Connecticut State Univer- sity. Her research enthusiasm and expertise lie in quantitative analyses and modeling techniques, with applications in transportation planning and engineering. Recently, she has focused on issues of STEM ed- ucation since planned and directed a Federal Highway Administration (FHWA) funded outreach program: National Summer Transportation Institute (NSTI).Ms. Sharon

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sneha A. Tharayil, The University of Texas, Austin

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Pre-College Engineering Education Division

provide service to meet authentic needs.  Service links through deliberate planning to the subject matter students are studying and the skills and knowledge they are developing in school.  Students reflect on the service they provide.  Service-learning is coordinated in collaboration with the community. (p. 3).To further understand what service learning is, it is also useful to define what it is not. Theliterature appears to consistently distinguish service learning from community service, in thatacademic learning is a fundamental feature of the service learning experience, while it is not anessential component to community service2, 29, 32. Similarly, as noted above, structured time forreflection also sets apart

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; LaDawn Partlow, Morgan State University

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Pre-College Engineering Education Division

. Mathematics: Mathematics instruction was designed to reduce loss in proficiency during the summer and support the 3D modeling and app development curriculum. Topics included geometry, mathematics tricks and shortcuts, division, exponents, square roots and logic. Entrepreneurship: Participants were introduced to entrepreneurial ventures through topics like marketing, financing, business models and visits from local technology entrepreneurs. Final Project: In the fourth week, participant teams were asked to develop an entrepreneurial venture. The teams brainstormed and refined a concept that integrated an app, a 3D model, business plan and a website or social media page. Ventures ideated were a) Customized key chain with GPS locator, b) Online

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr, North Carolina State University

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Pre-College Engineering Education Division

going offof the track and not having used any parts of a commercially available hovercraft in the design.The hovercraft could only be powered by a battery. For the research component, students wereasked to review the literature on the history of hovercrafts and provide a brief summary of themajor milestones in their evolution.Program ImplementationA total of 16 middle (grades 7-8) and 20 high school (grades 9-12) students participated in theengineering design course over a four month period. The high school class consisted of 70% malesand 30% females while the middle school class was composed of 69% males and 31% females.The course began with an introduction of the five steps (ask, imagine, plan, create and improve)involved in the EDP. Each

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

participants benefit from education participants’ knowledge in developinglesson plans, teaching techniques and classroom management skills. Engineering and education facultywork together to advise the students from both schools. This collaborative environment creates a mutuallearning atmosphere for both students and faculty.7. Provide opportunity to learn about engineering for education studentsThe release of the Next Generation Science Standards in April 2013 has included engineering in K-12curriculum in NYS [15]. However education majors have no education on engineering topics and are notprepared to teach engineering courses. This program provides a unique opportunity for education studentsto learn about engineering and learn how to incorporate

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Pre-College Engineering Education Division

of the art is planned for future offerings3. The followingtable provides a summary of their responses:DTSCParticipantEvaluations* Item 5 4 3 2 1Becauseofthissummercamp,IcannowemployDesign Thinkingtosolveproblems. 4.25InowbelievethatDesignThinkingisanimportantand beneficialskillforahighschoolstudent. 4.20Thecamphasmetmyexpectations. 3.60 Iwouldhighlyrecommendthiscamptoothers. 3.80

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

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Pre-College Engineering Education Division

Presentations that have been refereed. She presents at both the state and national level and has been awarded over $7 million in a variety of grant awards. In her spare time she visits with her 2 children and 2 grandsons. c American Society for Engineering Education, 2017 Middle School Math and Science Teachers Engaged in STEM and Literacy through Engineering Design (Evaluation)We describe a professional development program that supports integration of STEM andLiteracy through Engineering Design for 24 in-service middle school math and science teachersin rural Appalachia. Through this program, teachers experience Engineering Design as learners,develop lesson plans utilizing engineering design

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jalil Kianfar P.E., Saint Louis University; Adaline M. Buerck, Saint Louis University

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Pre-College Engineering Education Division

aroadway with bike lanes. This paper builds upon the familiarity of students with thetransportation system and pursues three objectives. First, students learn how math and physicsprinciples can be used to model complex systems, such as a surface transportation system.Second, students are introduced to the decision-making process and before-and-after studies inwhich quantitative measures are used to support a decision. Third, students learn how engineerscan potentially influence city planning and affect communities. In the first steps, students learn how math can be used to model driver behavior and todevelop car-following models. Then, students use traffic simulation software to model the flowon an urban corridor. The software considers

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

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Pre-College Engineering Education Division

Paper ID #16895Developing a Questionnaire and Evaluation Methods for a High School RocketProgramMr. Ibrahim Halil Yeter, Texas Tech University Ibrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master’s degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education frame- work. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his

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

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Pre-College Engineering Education Division

for curriculum, pedagogy, and projects. Middle and high schools have historically facedchallenges introducing engineering into the curriculum in an inclusive and authentic manner.Because these students are still flexible about their career decisions3,4, programs that peakinterest can still influence students’ college and career plans. An inclusive approach could havesignificant impact on the diversity of the engineering workforce.A large public university implemented EPICS (Engineering Projects in Community Service) forundergraduates in 19955,6. The approach has been successful in preparing students professionallyas well as addressing compelling needs locally and globally. The program has also shown that itis an inclusive approach to

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

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Pre-College Engineering Education Division

teaching engineeringconcepts and may perceive a greater benefit from professional development onengineering in the classroom. In addition, rural teachers indicated different priorities forprofessional development. Though teachers overall saw the greatest benefit fromprofessional development on lesson plans that incorporate engineering, rural teachersindicated an even higher benefit just from having access to an expert teacher inengineering.The lower confidence that we see may be indicative of the limited support, community,and resources available to teachers in rural areas who often have a more limited budgetand fewer colleagues to collaborate with. These results make a strong case for thecreation of a professional development program that targets

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

to traditional values andtribal elders will improve perceptions of STEM as culturally relevant and supportive of the NativeAmerican community, consequently igniting students’ interest in STEM. Streams, brooks, rivers,and water resources have always been of great traditional and cultural value to Native Americansnot only as a means of subsistence but also for recreation. Therefore, the model presented in thispaper—to develop stormwater management and mitigation plans—is designed to attract studentsin Native American communities into STEM education. Stormwater is runoff water from rain or melting snow that drains across the landscape.Runoff flows off rooftops, pavement, bare soil, and lawns, picking up pollutants along the way. Itgathers

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

purposes.Tell Us More! What could you do next to Develop a plan to investigate Practice: Planning and Carrying Do_Nextmake sure your design actually works? whether the design idea would Out Investigations work.Do you think that the work you did for this Explain a variety of aspects of Crosscutting Concept: Influence Engineering?activity is engineering? Why or why not? engineering. of Science, Engineering, and Technology on Society and the Natural WorldPilot Testing the InstrumentDuring development of the

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: 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

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Pre-College Engineering Education Division

.”)   Day 2: Materials exploration, notebook introduction with “mentor text,” team planning with Ideas cards   Day 3: Building, testing, iterating windmills, documenting with notebook cards   Day 4: Oral presentations and writing task, supported by completed notebooks    Data collection and analysis    Our overall project follows a design-based research approach (Cobb et al., 2003). The particularcase study reported here took place during pilot-testing of supports based on findings from thebaseline phase. At least two members of the research team were participant observers in theclassroom each day. Data sources included researchers’ field notes, digital notebook artifacts,video recordings of

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts

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Pre-College Engineering Education Division

mathematics and science. Project TESAL (Teachers Engaged in Science And Literacy)is a three year Math Science Partnership providing proximal context for developing this model.Project TESAL involved two weeks professional development each summer, two days eachsemester, and classroom observations/support. Teachers participated all three years and createdthen implemented and refined two lesson plans per year. Project TESAL involved 24participating teachers from four counties with 41% to 67% low-income students, less than 80%highly qualified mathematics or science teachers, and below average mathematics and sciencetest scores in a state well below the national average.Our model includes the following steps:Step 1: Identify mathematics and science

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

?
 a. What science content do they integrate into engineering units?
 b. What adaptations do they make to the engineering curricula?
 c. What factors influence teachers’ choices for making these adaptations? Methods This exploratory case study examined the ways in which teachers implementedan engineering curriculum in their classroom. The study occurred in a large, urbanschool district in the beginning stages of a STEM initiative with future plans to open amiddle-level STEAM Academy (STEM + Art). The initial step in this vision was theadoption and piloting of new science (Science and Technology Concepts [STC] and FullOption Science System [FOSS]) and engineering

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Tiffany Wild, The Ohio State University; Se Jeong Yang, The Ohio State University

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Pre-College Engineering Education Division

Visual Impairments (EEVI) is a two-yearprofessional development program for teachers of students with visual impairments (TVIs),targeting grades 5-12 focused around bio-engineering. The overarching program goals are 1)Increase the science, math, and engineering content knowledge for TVIs; 2) Increase TVI’scapacity to teach science, math, and engineering concepts to students with visual impairments(VI); 3) Increase TVIs efficacy in science, math, and engineering; 4) increase TVIs capacity tomake modifications and accommodations for students with VI to pre-existing science, math, andengineering lesson plans; and 5) Improve students’ with VI achievement in science, math, andengineering. To date the TVI professional development, which was intended

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahid Linés Rosado Lausell, University of Illinois, Urbana-Champaign; Kevin Pitts, University of Illinois, Urbana-Champaign; Jana Sebestik, University of Illinois, Urbana-Champaign; George Reese, University of Illinois, Urbana-Champaign; Adam Poetzel, University of Illinois

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Pre-College Engineering Education Division

; Middle School Student Interactions. Students in attendance during the fourth Saturday were asked if they enjoyed interacting and working with the undergraduate student volunteers. In the future, we hope to encourage more robust mentor/mentee relationships by allowingfor more interactions outside of the program. These strategies could include a PenPal program, ora visit day on campus so students can see what a typical day at a university looks like for theirmentors.Future Plans Research shows that providing long-term engagement is crucial in moving youth fromsimply having an interest in science to actually having the skills, knowledge, and self-efficacy topursue careers in science13

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

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Colorado State University and has approximately 16 years experience working for various R&D labs at Hewlett Packard and Intel Corporation.Mr. Michael Trenk, Montana State University Michael is a student at Montana State University currently pursuing his Masters degree in Computer Science. His interests include distributed systems, computer networks, software engineering and software development methodologies. He also enjoys exploring technologies and solutions for solving big data problems.Ms. MacKenzie O’Bleness, Montana State University MacKenzie O’Bleness is a Junior at Montana State University majoring in computer science and minoring in math and computer engineering. She plans to graduate in April, 2017. Ms