Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

Paper ID #13961What is global preparedness? Arriving at answers in collaboration with stu-dent engineers working with underserved communities globallyDr. Bhavna Hariharan, Stanford University Bhavna Hariharan is a Social Science Research Associate at the Kozmetsky Global Collaboratory in the School of Humanities and Sciences at Stanford University. Her field of inquiry is Engineering Education Research (EER) with a focus on engineering design for and with underserved communities around the world. For the last nine years, she has worked on designing, implementing and managing environments for interdisciplinary

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

first-semester GPA, while logisticregression was used for first-year engineering retention because it is a binary outcome.43Consistent with standard practice,43 the logistic regression results are reported using odds ratios.Readers unfamiliar with logistic regression should keep in mind that odds are not the same asprobabilities. For example, if 60% of a cohort of students is retained in engineering (as wastypical both nationally and at the study university from 2011-2012), the probability of aparticular student being retained is 0.6 while the odds of his or her being retained are 60:40 or1.5:1. If, on the other hand, 82% of a group of students is retained (as was the case for the 2013Engineering LLCs at the study university), the probability

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Karen Sweeney Gerow, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

, like I said, I've had experience doing just about all of it so I feel comfortable saying that I can, at least from the classes I've taken and the work, that I can probably do, I won't say any of it, but to have at least some knowledge for everything.In this quote Jake describes his transition from not having much confidence and beingnervous about whether he was qualified to do the job to being confident and comfortablethat he can do whatever engineering job he puts his mind to. His professional identitybegins to develop as he tells stories from his co-op experience. Towards the end of hisco-op experience he became the only person that was familiar with some of theprocesses. He began teaching the full-time replacement because

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11491Project-based learning in a high school pre-engineering program: Findingson student behavior (RTP, Strand 3)Todd France, University of Colorado, Boulder Todd France is a Ph.D. candidate at the University of Colorado Boulder. He is part of the Graduate STEM Fellows in K-12 Education Program and helps teach and develop curriculum at a high school STEM academy. His research focuses on pre-engineering education and project-based learning. Page 26.1266.1 c American Society for

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Raquel Perez-Castillejos, New Jersey Institute of Technology

Tagged Topics

NSF Grantees Poster Session

Paper ID #12268The Impact of a Neuro-Engineering Research Experience for Undergradu-ates Site on Students’ Attitudes toward and Pursuit of Graduate StudiesDr. John D. Carpinelli, New Jersey Institute of Technology Dr. John D. Carpinelli is a Professor of Electrical and Computer Engineering at the New Jersey Institute of Technology. He has served as coordinator of activities at NJIT for the Gateway Engineering Education Coalition and as a member of the Coalition’s Governing Board. He previously chaired NJIT’s Excellence in Teaching Awards Committee and is Past Chair of the University Master Teacher Committee.Linda Hirsch, New

Collection

2015 Northeast Section Meeting

Authors

Sigrid Berka

that they used their academic training in a particular field in various “concentrations’ or applications in which a set of different fields came into play, also equipped them with the flexibility of mind to “embrace an inter-disciplinary/multi-disciplinary perspective.”References1 Downey, G. L., Lucena, J. C., Moskal, B. M., Parkhurst, R., Bigley, T., Hays, C., & Nichols-Belo, A. (2006). Theglobally competent engineer: Working effectively with people who define problems differently. Journal ofEngineering Education, 95(2), 107-122; Allert, Beate I., Atkinson, Dianne L., Groll, Eckhard A., Hirleman, E. Dan,„Making the Case for Global Engineering: Building Foreign Language Collaborations for Designing, Implementingand Assessing

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

that failure – orperhaps the normalcy of failure – be promoted as an engineering habit of mind for students topractice within P12 engineering education. Engineering habits of mind are engineers’ ways ofthinking and doing,31 and include “systems thinking … creativity … [and] optimism.32,i Includingthe normalcy of failure – and thus, productive and resilient responses to failure – as anotherengineering habit of mind seems appropriate given that engineers’ ways of thinking andbehaving include ways of thinking and acting about failure. As argued earlier, however, failurein the context of P12 education has not been well studied. This exploratory study begins toaddress this gap, providing insight into student responses to failure and, in turn

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Susan Lowes, Teachers College/Columbia University; Devayani Tirthali, Brown University; Arthur H. Camins, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

engineering projects. Table 7 below showsthe number and percent that selected “Yes,” with the highest percentage for each itemhighlighted in green: Table 7: Changes in Interest in Science and Engineering, Post-project Formal Informal (n=429) (n=347) This project changed my mind about how interesting science is. 45% 58% This project made me want to take more classes in science if they are available. 30% 54% This project changed my mind about how interesting engineering is

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

Tagged Divisions

First-Year Programs

Paper ID #13336A reflection on the process of selecting, developing, and launching a new de-sign project in a large-scale introduction to engineering design courseMr. Kevin Calabro, University of Maryland, College Park Kevin Calabro is Keystone Instructor and Associate Director in the Clark School of Engineering at the University of Maryland.Dr. Ayush Gupta, University of Maryland, College Park Ayush Gupta is Research Assistant Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in modeling learning and reasoning processes

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Menold Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University

Tagged Divisions

Educational Research and Methods

Paper ID #11853Using an Instrument Blueprint to Support the Rigorous Development of NewSurveys and Assessments in Engineering EducationMs. Jessica Menold Menold, Pennsylvania State University, University Park Jessica Menold is a second year graduate student interested in entrepreneurship, the design process, and innovativeness of engineering graduates and professionals. She is currently working as a student mentor in the Lion Launch Pad program, where she works to support student entrepreneurs. Jessica is currently conducting her graduate research with Dr. Kathryn Jablokow on a project devoted to the development of a

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

engaging students but increasing their learning experiences. Though it isrecommended learning environments should be designed to actively engage students, professorsshould also be mindful of how these activities are perceived by the students. The purpose of this paper is to investigate the types of activities used to teach electriccircuits and students’ reported perceptions of these activities. This systematic literature review isaimed at answering the following questions: “How are engineering learning environmentsdesigned to promote students’ understanding of electric circuits? What are students’ perceptionsof the types of activities used in enhancing their understanding of circuit concepts?” Systematicliterature reviews as opposed to the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

working at the pickle plant—to help support the family and her husband’s wages from working for the railroad and a grocerystore. Even though neither of her parents graduated from college, it was never a doubt in her orher brother’s mind that they would since her parents had insisted as such since they were verysmall.For Julie, the appeal of engineering was that it would provide a good job and an opportunity tohelp other people. Both she and her brother ended up at Mines after an engineer at her father’sworkplace told them that it was the best engineering school. After graduating with a degree inmechanical engineering, she had multiple interviews in varying industries but took a job at anengineering firm that was expanding the public lightrail

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Steven L Shumway, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

International

engineering education (TEE)component of the program. Three main goals for the curricula are: (1) to immerse learners in challengingand stimulating classrooms where reliance in memorization, as normally done in the Dominicanclassrooms, is discouraged and the focus is instead on critical thinking, creativity, discovering engineeringand technology, and building collaborative (and leadership) skills. (2) Motivate the learners' curiosity andinstill in the young minds interest for learning. As previously stated, the Dominican classroomsconsistently discourage curiosity, creativity, and inquiry. (3) Improve understanding of the nature ofscience, engineering, and technology to widen the horizons, motivate students to pursue studies in STEMfields, and

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Instructor Implements Project-Based Learning 1. Introduction & Objectives In the Faculty of Engineering at the University of Manitoba, Canada, a novice instructor with more than a decade of industry experience in consulting engineering practice re-designed a third-year structural engineering design course around a project- based instructional method. The impetus for changing the course was twofold: his own industry experience that drove his desire to educate students with the engineering knowledge and skills, and foster in them the engineering mind-set to succeed in industry; as well as the fact that the structural course that he was charged with teaching had

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

from failure and redesign,providing the students with opportunities to think like engineers (e.g., use engineering habits-of-mind and engineering tools and processes), and exposing students what engineering is and whatengineers do at work. Figure 1 shows item II, engineering design. Each item in the STEM-ICA is rated on a 5-point scale from 0 to 4 (0: not present, 1:weak, 2: adequate, 3: good, 4: excellent). Yes/No questions help the reviewers to respond to theitem. Yes/No questions were included since the items included several indicators. For example,as shown in table two engineering design includes several indicators (e.g., re-design, habits ofmind). Yes/No questions help the reviewers better understand the items and their

Conference Session

Best Practices for Two-Year Students Majoring in Engineering & STEM Fields

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dave Galley, Collin College; Gena S Martin, Collin College; Jeannie Christine Stone, Wylie Independent School District; Becky Hunt, Allen Independent School District; Jean Laswell, Rockwall Independent School District; Lynn Mortensen, Retired Raytheon Company; John W. Sibert, The University of Texas at Dallas

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

Paper ID #11667A View From The High School/Two Year College Partnership Interface: OurBest Practices Employed In Engineering And Technology EducationMr. Dave Galley, Collin College Dave Galley (MSEE, MBA, BSEE) serves as the Director of Engineering for Collin College. Recently, based on his work and that of the Collin College faculty in STEM education, the Collin College Engineer- ing and Technology Department won the coveted 2014 Tech Titans of the Future University Level Award from the DFW Metroplex Technology Business Council (MTBC). In addition, through his work in higher education, he was selected to receive the

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Nancy Anna Newsome, CEISMC - Georgia Tech; Marcela Nicole Moreno, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

of educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learningMike Ryan, Georgia Institute of Technology Mike Ryan is research faculty at the Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics and Computing (CEISMC). Mike has expertise in the design and use of project- based learning (PBL) to facilitate standards-based learning. - Mike is the Co-PI for the NSF-funded project Science Learning Integrating Design, Engineering and Robotics (SLIDER), overseeing curriculum design, teacher learning and research strategy. The project

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assign students a B if they simply complete the assignment and then I assign higher grades based on a loose definition in my mind of the “thoughtfulness” of the reflection. Since the interview I have been wondering if this is an appropriate metric for grading and whether I should grade the reflections at all. It would be wonderful to remove the extrinsic motivation of grades from the equation and have students reflect simply from the desire to improve themselves as people and as engineers. However, I worry that many students will not put the energy and thought into reflections if there is not a grade attached to it. Perhaps I will have to experiment with this in the future. Adam Carberry, Arizona State University

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Inna Mikhailovna Gorodetskaya, Kazan National Research Technological University; Farida Tagirovna Shageeva, Kazan National Research Technological University; Elvira Valeeva, Kazan National Research Technological University

Tagged Topics

Diversity

Tagged Divisions

International

-comprehension, and ethnic identity on theother hand. Fostering the development of mankind, modern technology, and globalcommunication requires an open mind and cross-cultural communicational competence. Thisis especially true for engineers. Labor and academic mobility is one of the key factors inglobal scientific and technological development. As a tool of the Bologna Process, mobilityestablishes the basis for a system of education and for an efficient global labor market. Academic mobility: Approaches and Methodology There is substantial research on the formation and development of university students’academic mobility [2]. Various definitions of the term show different aspects of academicmobility as a phenomenon. Globalization in

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

course size either does or does not affect course grades, the researchers leftthis question unanswered in the literature. In order to address this question, we opened thequestion to present the answers to the community at large. While the topic of engineering grades remains an important one to our community,[2-9] itcould be easily argued that the subject of the effect of class size on grades is even moreuniversally debated – both outside [10-13] and within the sphere of higher education.[14, 15] Somestudies actually shirk the question of the effect of class size on grades altogether and opt to probeclass size’s effect on teacher evaluations![16] More general and historically-minded reviews of thesubject in higher education are beyond the

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University

Tagged Divisions

Educational Research and Methods

difficulty in writing items for the ICAP framework was designing items thatcould be used across all STEM disciplines. The item writers hoped that if the SCAEI couldmeasure across science, engineering, and mathematics classrooms, it could begin to describedifferences between STEM classrooms in terms of how students self-perceive the frequency ofclassroom activities. However, given the diverse disciplinary focuses across the STEMdisciplines, it was a challenge to ensure that all discipline specific habits of mind were addressedby the SCAEI. To address this challenge, the item writers had collective disciplinary expertise inscience, engineering, and mathematics.Methods to Initially Assess the SCAEIIt is important to note that instrument development

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

Engineering Accreditation Commission, available at www.abet.org (accessed 12 November 2011). 10. Davis, M. (2010), “Assessing technical communication within engineering contexts”, IEEE Transactions on Professional Communication 53 (1), pp. 33-45. 11. Reave, L. (2004), “Technical communication instruction in engineering schools: A survey of top-ranked Page 26.787.9 U.S. and Canadian programs”, Journal of Business and Technical Communication, Vol. 18, pp. 452-90. 12. Felder, R.M. (2008), “A whole new mind for a flat world”, in MacLennan, J. (Ed.), Readings for Technical Communication, Oxford University Press, Don Mills

Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Ralph C. Tillinghast; Edward A. Petersen; Anthony R. Ur

Constructing K-12 STEM Outreach Utilizing Active Learning Methods: Invention and Innovation Workshop Case Study Ralph C. Tillinghast, COL (Ret) Edward A. Petersen, and Anthony R. Ur Armaments Research Development Engineering Center (ARDEC), U.S. Army, Picatinny Arsenal, N.J.Abstract – Conducting STEM outreach workshops in K-12 classrooms has been found to be aneffect method to inspire young minds in these critical areas. This paper looks to see how utilizingdifferent teaching methods can be used to optimize STEM outreach workshops. This isaccomplished by presenting findings based on a workshop that is actively being conducted forSTEM outreach with a focus on inventing and innovating. The workshop program

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

James Holly Jr., Purdue University; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Paper ID #14287Rehash Your Trash: An EngrTEAMS STEM Integration Recycling Curricu-lar ModuleMr. James Holly Jr., Purdue University James Holly, Jr. is a Ph.D. Student in Engineering Education at Purdue University. He received a B.S. from Tuskegee University and a M.S. from Michigan State University, both in Mechanical Engineer- ing. His research interest is exploring formal and informal K-12 engineering education learning contexts. Specifically, he is interested in how the engineering design process can be used to emphasize the hu- manistic side of engineering and investigating how engineering habits of mind can enhance pre

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

AnnMarie Thomas, University of St. Thomas; Emma Koller, University of St. Thomas

” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement X Attention to specific engineering habits of mind X

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University

exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staff a. Participants will be able to review their own STEM plans with effectiveness for girls in mind. They will also be able to take back general ideas on how to create new STEM-based school-wide curriculum or simply how to do effective STEM- integrated curriculum in an individual teacher’s classroom. For participants who are new to engineering design, they will participate in a hands-on activity that they could implement in their home schools. Participants should learn how to seek and implement service learning projects – shown to be

Collection

2015 Northeast Section Meeting

Authors

Hussain AlHassan; Navarun Gupta

in meditation EEG,” in Acoustics, Speech and Signal Processing (ICASSP), 2013 IEEE International Conference on, 2013, pp. 1192-1196.3 H. Norhazman, N. Zaini, M. Taib, H. Omar, R. Jailani, S. Lias, L. Mazalan, and M. Sani, “ Behaviour of EEG Alpha Asymmetry when stress is induced and binaural beat is applied,” in Computer Applications and Industrial Electronics (ISCAIE), 2012 IEEE Symposium on, 2012, pp. 297-301.4 A. Ahani, H. Wahbeh, M. Miller, H. Nezamfar, D. Erdogmus, and B. Oken, “ Change in physiological signals during mindfulness meditation,” in Neural Engineering (NER), 2013 6th International IEEE/EMBS Conference on, 2013, pp. 1378-1381.5 R. F. Ahmad, A. S. Malik, N. Kamel, F. Reza, A. Karim

Collection

2015 EDI

Authors

Daryll Pines

 Option 4: Engineering Survey Courses: Introduction to Electrical and Computer Engineering, etc. 26Option 2:An Introduction to Engineering  Engineering habits of mind, and basic elements of Engineering Design Process and Systems Thinking • Grand Challenges are used to connect students to societal problems.  Engineering analysis, visualization tools, and a  Survey of various engineering disciplines • All engineering disciplines… 27College Board would like to conduct another surveyof Engineering DeansNeed at least 100 Deans to attest to placement and credit What would universities be most favorable to in terms of placement and credit? • Option 2: Introduction to

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

International

accommodates sophisticated knowledgebeliefs. Furthermore, epistemologies also vary across national and cultural contexts,33 suggestingthat global competency requires understanding that others have different epistemologies. Theconstruct of global competency is clearly epistemological, but exact relationships between thetwo have not yet been investigated.Empirical Inspiration for Theoretical ExplorationSince 2011, we have been conducting interviews with twenty-seven current and former civilengineering students at a public university in the United States. Participants were students fromtheir sophomore year of university through their first year as practicing engineers. The study wasnot originally designed with global competency in mind: its salience for

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Laura Lee Lang NBCT, Sauk Prairie High School

Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: x Use of an engineering design process that has at least one iteration/improvement x Attention to specific engineering habits of mind x Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity