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2015 ASEE Workshop on K-12 Engineering Education

Authors

Ann D Kaiser, ProjectEngin LLC

semester physics class. It can be used to create an interdisciplinarythematic unit across the curriculum. This is most effective in a middle school setting and is beingpiloted this fall. It truly brings the real world into the STEM classroom in a meaningful way.ProjectEngin will provide online implementation assistance to participants who implement thecurriculum. Page 18.4.52015-ASEE-K12-Proposal-Form (1) Page 4 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Julie Lucier, Frenchtown School District; Julian Fallon Collins, Montana State University

Engineering Applications in Math and Science),participants will gain a greater knowledge of math and science content and an awareness of whatengineers do. Our goal is to enhance mathematics and science teaching by helping K-12 teachersincorporate engineering applications in their classrooms. To obtain this goal, we will create alearning environment that provides diverse participants with a hands-on, real world experiencethat is engaging and challenging. We will encourage our participants to be open-minded,optimistic, perseverant, and creative. We will focus on three tenets of the engineering habits ofmind including learning from failure, teamwork and collaboration, and engaging in physicaltesting.Participants will actively participate using a problem

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Thomas Haas, University of Cincinnati

Seattle | Seattle | WA d. Practical application for teachers and outreach staffAlgebra offers some rich opportunities for teachers to show students real world applications ofthe complex concepts they learn in class. The concepts learned in Algebra II have a wide varietyof uses in engineering. The workshop will focus on how to use a challenge that students canrelate to in order to encourage students to generate a deeper understanding of important AlgebraII concepts.Specifically, a high school Algebra II teacher will demonstrate how to enhance students’understanding of quadratic functions and their graphs. Participants will be split into groups andissued a challenge to develop a model based on a real life stunt (similar to the one in Fast

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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

that an engineeringdesign challenge to facilitate an integrated approach that emphasizes the connections betweendisciplines. The focus on engineering design and engineering thinking allows for a context inwhich students can explore the interdisciplinary nature of learning science and mathematicsthrough engineering and within a real-world context. Through this workshop, we anticipate thatteachers will gain a better understanding of STEM integration and making meaningfulconnections between STEM fields while setting the learning in a real-world context. Teacherswill also learn about implementation strategies and some of the frameworks we used to help ourteachers develop these curricular modules. In this workshop, we will present a unit on

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. National for ELA ELA/Literacy – SL.11-12.1d- Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what

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2015 ASEE Workshop on K-12 Engineering Education

Authors

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

-learning, engineering-based opportunities in your area (5 min) Wrap-Up and Questions (5 min) c. Materials Specifics of the STEM Summer Institute 2014 Curriculum d. Practical Application for teachers and outreach staff This curriculum could be used at a grade-level as a means of integrating STEM across the subjects. Assessment methods will be addressed. Schools often need more examples of real-world STEM integration to use in their classrooms. Utilizing service learning and engineering is a key way to accomplish that. Other outreach staff could implement a similar program at their university, which is actually one of the goals of my Center for

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Melissa Divonne Dean, Mobile Area Education Foundation; Judith French Duke, Mobile Area Education Foundation

to the “MAEF Model” of community engagementto understand the step-by-step approach to building diverse relationships within the2015-ASEE-K12-Proposal-Form EYE Page 3 of 6 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAcommunity, leveraging these relationships to yield rich real-world STEM connections, andcreating new STEM lessons with the support of

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

and other topics, engage students in high levelthinking and to show real applications to academic topics. Too often design is looked at as acomplex, expensive and technology-focused effort. This workshop introduces an easy andaffordable approach using materials found in every classroom. Human-Centered Design places afocus on people and how to get information from users. This interactive session will engageparticipants in activities used to teach human-centered design.The learning objectives are: 1: Describe Human-Centered Design 2: List at least 3 potential activities for Human-Centered Design in your classroom 3: Identify at least 3 ways students can learn how to design for usersWorkshop Description- Please provide a

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Laura Lee Lang NBCT, Sauk Prairie High School

problem. Laura will share her ideas for otherengineering challenges that can be used in chemistry, biology, and Earth scienceclasses and then participants will brainstorm to create a list of additional ideas.Learning Objectives: A. Students will practice the following Engineering Habits: a. Being creative b. Working and negotiating in teams c. Adopting optimistic mindsets when problem solving and designing d. Considering the ethical nature of engineering and its products B. The following NGSS standards will be addressed: a. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through

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2015 ASEE Workshop on K-12 Engineering Education

Authors

David Heil, David Heil & Associates, Inc.

activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staffParticipants in this workshop will explore a number of strategies for actively engagingelementary age youth and their parents in authentic engineering practices and real-world designchallenges. Learning objectives for the session are: • Understand Engineering concepts, practices, and habits of mind as well as their value to young learners • Understand the important role that parents and other caregivers play in fostering engineering habits of mind and other critical thinking skills in early learners • Personally experience authentic engineering concepts, practices

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William J. Schell IV P.E., Montana State University; John Glime, Granite School District (UT)

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 Attention to specific engineering habits of mind 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 Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The workshop will introduce authentic engineering through the use of real world systems levelengineering problems that are

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Katheryn Kennedy, CIESE, Stevens Institute of Technology

andconstraints for solutions that account for societal needs and wants.HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller,more manageable problems that can be solved through engineering.Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering; Cary Ivan Sneider, Portland State University

proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):The site is being developed with diversity as a core feature. The site design and resources willbe inviting and engaging to all educators and children and will follow principles that fosterinclusivity and equity, such as 1) setting learning in a real-world context, 2) presenting authenticengineering design challenges, 3) scaffolding student work, and 4) demonstrating both that“everyone engineers” and that everyone can be an engineer. The website will also includeresources that

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School; Ali Abedi, University of Maine

quality around their communities and investigate innovativesolutions to local storm water issues. Storm water runoff is a pressing and expensive problem, and themodel presented in this workshop will have nation-wide applicability and appeal.The workshop presents the participants with the instructions and activities for engaging students inscience and engineering of storm water and integration on these activities in high school curriculumbased on the recommendation of the Framework and Next Generation Science Standards (NGSS).These include: (1) Stationary water quality wireless sensor network units with microprocessor boards, (2)Students acting as Live Sensors in their communities, collecting real-time data via probes and sampling,(3) Learn to