Conference Session

Engineering and Public Policy Division Technical Session 1: In the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Purdue University, West Lafayette; Melissa Dark, Purdue University, West Lafayette; Dennis R. Depew, Purdue University, West Lafayette; Ida B. Ngambeki, Purdue University, West Lafayette

Tagged Divisions

Engineering and Public Policy

engineering andtechnology curriculum1. The aim of this paper was to explore a perspective by introducing publicpolicy using a case study approach to undergraduate engineering technology students in theengineering economics course in the College of Technology at Purdue University. The coursewas an introduction to the time value of money and how it relates to capital investments,equipment replacement, production cost, and various engineering technology alternatives. Thesubstantive contribution of this paper will address the following questions: 1) did the studentsunderstand and identify the policy context, 2) how effective was the use of case studies tointroduce the students to policy, and 3) areas of improvement to enhance efficacy of the casestudies

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose M. Garcia, Purdue University (Statewide Technology); Yury Alexandrovich Kuleshov, Purdue University, West Lafayette; John H. Lumkes

Tagged Divisions

K-12 & Pre-College Engineering

power. He is the advisor of a Global Design Team operating in Bangang, Cameroon, concentrating on affordable, sustainable utility transportation for rural villages in Africa. Page 24.1330.1 c American Society for Engineering Education, 2014USING FLUID POWER WORKSHOPS TO INCREASE STEM INTEREST IN K-12 STUDENTS 1. AbstractThis study addresses the issue of using robotics in K-12 STEM education. The authors appliedintrinsic motivation theory to measure participant perceptions during a series of roboticworkshops for K-12 students at Purdue University. A robotic excavator arm

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

of between 14 to 23students in the following school year.From 2008 to 2011, 157 elementary teachers received engineering TPD for the first time. Amongthem, 145 teachers (92.4%) responded to a survey at the end of their first Summer AcademyTPD program and 97 teachers (61.8% of 157) returned the following year after teachingengineering in their classrooms. Among the returnees, 92 teachers (94.8% of 97) answered thesame survey at the end of their second Summer Academy. Table 1 shows the number ofparticipants and respondents on the survey according to their year and times of attendance, andTable 2 shows demographic information for the 157 teachers.Table 1. Number of Participants of TPD in Engineering by Year First Summer Academy

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

American Society for Engineering Education, 2014 Engineering for Colonial Times (Research to Practice) Strand: Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering-Science ConnectionsIntroductionThe Framework for K-12 Science Education (Framework) 1 and the Next Generation ScienceStandards (NGSS) 2 are grounded in the notion that “children are natural engineers,” and thateducation must involve preparing them to “undertake more complex engineering design projectsrelated to major global, national, or local issues.” 1 In contrast to many of the previous standardsthat list requirements in content areas or steps of an engineering design process (e.g.,Massachusetts State Frameworks 3), the

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

described by the Frameworks and toenhance the ability of students to achieve performance expectations described by the NGSS. TheSCIIENCE instrument consists of four types of measures: 1) binary codes, 2) frequency codes,3) category of inquiry and 4) global ratings. The first two measures, binary and frequency codes,provide a micro-analysis of whether specified teacher behaviors occur during inquiry instruction. Page 24.508.4The last two components, category of inquiry and global ratings, provide an overall evaluation ofthe type and quality of instruction that is provided during inquiry instruction.Binary codesBinary codes are identified as

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Kristen B. Wendell, University of Massachusetts Boston; Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

(provide engineering knowledge); generating possibilities of how the students in the video mightbe making sense of the activity (empathize with student perspective); and assessing the students’work and proposing ways for them to proceed (direct student work).Here we present our teaching-noticing matrix (Table 1) which intersects the categories of teacherattention with their envisioned responses to students. This matrix illustrates the interaction ofteacher attention and envisioned response: while teachers’ attention at different moments Page 24.1127.7inevitably influences how they envision themselves responding, their envisioned responses, in

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

activities lead tolively participation from students and the production of rich artifacts seemingly teeming with theapplication of deep STEM concepts, practices, and processes. However, the excitementassociated with these activities does not always translate to accurate measurements of whatstudents are or are not learning. Engineering design-based activities are relatively new in K-12education and the assessments teachers are familiar with from their science or mathematicsteaching are not so great at assessing the complexities introduced with prototype solutions toopen-ended design scenarios.Within the research community, the need for better assessment tools and methods has been well-established [1], and even argued as “our essential new priority

Collection

2014 Public Policy Colloquium

Authors

Pramod Khargonekar, National Science Foundation

Tagged Divisions

National Science Foundation

Collection

2014 Public Policy Colloquium

Authors

Jeff Mervis, Science Magazine

Collection

2014 Public Policy Colloquium

Authors

Tom Kalil, White House Office of Science and Technology Policy

100kin10, which wasincubated by Carnegie, over 150 otherindividual commitments to answer thecall, collectively impacted over 40,000STEM teachers.• Includes funders that havecollectively and committed over $60Min towards the goal. AP Engineering Course• Still in planning phase• Important opportunity to add “E” to STEM, increase student awareness of engineering• One of the few opportunities to have a national impact in a decentralized system• Support from Engineering Deans is critical! Graduating More Undergraduate Engineers• 1 Million STEM Graduates Goal: The President, based on a PCAST analysis, has called for producing one million additional college graduates with STEM degrees over the next decade. Fastest path is increased

Collection

2014 Public Policy Colloquium

Authors

Auditi Chakravarty, The College Board

Mean Subject Area GPA for AP and Non-AP Exam Takers 4 3.5 3 Subject Area First-Year GPA 2.5 2 1.5 1 0.5 0 Mathematics Engineering Natural Science Social Science History English World Langauge

Collection

2014 Public Policy Colloquium

Authors

Matt Hourihan, AAAS R&D Budget and Policy Program

Collection

2014 EDI

Authors

Robert H Davis

“Ten” Ideas for a Successful College1. Reward Excellence2. Build Community3. Manage Resources4. Make Tough Decisions5. Manage Your Time6. Plan Strategically Presentation to the New Engineering Deans on 4/6/2014 by Robert H. Davis, University of Colorado Boulder 1. Reward Excellence• Merit-based salaries• Named faculty positions• Awards• Differentiated loads• Space allocations Tip: Develop a Dean’s Faculty Fellowship Program 2. Build Community• Respect • Publicize• Honest/fair achievements evaluations • Personal• Mini-retreats acknowledgement Tip

Collection

2014 EDI

Authors

Laura Steinberg

Collection

2014 EDI

Authors

Paul C Johnson

programw/guidance is a great way to engage staff in thisdiscussion. IRA A. FULTON SCHOOLS OF ENGINEERING engineering.asu.edu Metrics What will you measure to judge progress during your time as dean? Make progress visibleIRA A. FULTON SCHOOLS OF ENGINEERING engineering.asu.edu Annual Progress and PlanningHow will you engage and inform your organization on progress and make mid-course corrections?Rather than one large and bloated major meeting per year, consider a sequenceof smaller 2 – 4 hour focused retreats; for example:1) Major/New Initiatives2) Goal and Priority Setting • Exercise: “We will fire ourselves if we do not accomplish

Collection

2014 EDI

Authors

Jeff Goldberg

Collection

2014 EDI

Authors

Davy McDowell

15,455 4,79604/07/14 100 300 400 500 600 700 800 200 900 0 1000 1/2/2014 1/4/2014 1/7/2014 1/9/20141/11/20141/14/20141/16/20141/18/20141/22/20141/24/20141/27/20141/29/20141/31/2014 2/3/2014 2/5/2014 2/7/20142/10/20142/12/20142/14/20142/17/20142/19/20142/21/20142/24/20142/26/20142/28/2014 4/2/2014 4/4/2014 4/6/2014 4/8/20144/10/20144/12/2014

Collection

2014 EDI

Authors

Richard Benson

Collection

2014 EDI

Authors

Joseph Helble

Collection

2014 EDI

Authors

Robert H Davis

Collection

2014 EDI

Authors

John English

Collection

2014 EDI

Authors

Collection

2014 EDI

Authors

Marek Dollar

Lockheed Martin Leadership InstituteMarek DollárLockheed Martin Leadership Institute INTENSELY PERSONAL LEADERSHIP DEVELOPMENT Certificate Program • Intensive three-year leadership development program (2 credit hour class per semester) • 15-20 selected from applicants by sophomore year • Each student develops a personal leadership development portfolio • Matched with a mentor who is a seasoned leader • Programming includes workshops and experiential learning opportunitiesLockheed Martin Leadership Institute Louise M. Morman Cohort 1 Cohort 2 Cohort 3 Executive Director 2014

Collection

2014 EDI

Authors

Amy J Moll

Changing the Culture of How We Teach Amy Moll Dean of Engineering Boise State University April 2014© 2012 Boise State University 1 NSF WIDER Program • Aims to substantially scale up evidence-based teaching practices (EBIPs) • Ultimate goals are improved student learning and retention, and increased number and graduation of STEM majors, including under-represented students • Called for applications that – intentionally integrated a purposeful change model

Collection

2014 EDI

Authors

Bob Kolvoord

Collection

2014 EDI

Authors

Raman Unnikrishnan

. ECS 42.8% 27% Fall 2007 Fall 2011- 2-year RR in Two-year retention rate in ECS 53% Engineering & Comp. Sci. Fall 2012- 1-year RR in 34% Fall 2007 ECS 74%CONCLUSIONS-2CLOSING THE GAP AFTER DEPLOYING THE RETENTION STRATEGIESRETENTION OF LATINO OUTLINED IN THIS PAPERSTUDENTS GENERAL POPULATION2010 FTF- 3-year RR 2010 FTF- 3-year RR in in ECS 43.9% ECS 42.8%Fall 2011- 2-year RR Fall 2011- 2-year RR in in ECS 52.3% ECS 52.9%Fall 2012- 1-year RR in Fall 2012- 1-year RR inECS 73% ECS 74%IMPROVING ECS RETENTIONIN THE FIRST YEAR TITLE V

Collection

2014 EDI

Authors

David R Finley

SSMart Success! David Roland Finley, Ph.D., P.E. – Dean, Business & Engineering12/21/2015 www.lssu.edu 1 Actually, we have a continuum…Engineering •Complex Analysis, Complex Design, DevelopmentIndustrial Engineering/Operations ManagementEngineering Economics/Quantitative AnalysisBusiness •Finance, Accounting, Management, Marketing12/21/2015 www.lssu.edu 2 *New* College of Business and Engineering Lukenda School of Business School of Engineering & Tech (Robotics Lab) Product Dev Center/Business Dev Center strongly linked to SmartZone (SSMart)12/21/2015 www.lssu.edu

Collection

2014 EDI

Authors

Yannis C Yortsos

Collection

2014 EDI

Authors

Kevin L Moore

… Participatory! – 1/2 of the required 18 credit hours are project based learningHE students brainstorming at the Posner Center, a Denver-based NGO incubatorHumanitarian Engineering is …Engineering by Doing! COLORADO SCHOOL OF MINES EbD I – Human Centered Design (HCD) Methods for problem identification, definition, scoping using IDEO techniques. EbD II – Projects for People Combines HDC techniques with technical skills to address design challenges for communities. EGGN491/2 – Senior Design

Collection

2014 EDI

Authors

Balaji Narasimhan