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2015 ASEE Workshop on K-12 Engineering Education

Authors

Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.); Robert Shultz, Drexel University; Gabriel Burks, Drexel University

principles todesign a structure capable of bearing maximal loads, and finally reflect on newly gainedknowledge to design a lesson plan aimed at teaching statics principles to younger students.b. This workshop will include 3 phases: learn, build, and review. Learn (30 min): Working in groups of 2-3, participants will be given time to build two separate structures from 8.5 x 11 paper and scotch tape, according to clear instructions. After building each type of structure, participants will weight-test each structure and record the maximum load prior to mechanical failure. Participants will then regroup and participate in a class discussion outlining underlying statics principles that explain why one design performs

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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

industry leaders in the region. Participants willexperience a portion of one environmental engineering module developed using this model,“Don’t Go With the Flow.” Participants will reflect on their experience with the moduleand identify ways that the model could be applied to enrich their current STEM educationefforts. Planning documents and a summary of strategies will be provided.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach

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2015 ASEE Workshop on K-12 Engineering Education

Authors

David Heil, David Heil & Associates, Inc.

Planning Guide (2011). David is a frequent national and international presenter on STEM education, is a past Director of Informal Science Education for the National Science Teachers Association, and a past member of the ASEE K-12 Executive Committee. Page 18.16.1 c American Society for Engineering Education, 2015 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Melanie Villatoro P.E., New York City College of Technology; Servena Narine, Daniel Hale Williams Public School 307, The Magnet School for STEM Studies; Diana Samaroo, CUNY - New York City College of Technology

School 307, The Magnet School for STEM Studies Servena Narine is a licensed and certified NYC Board of Education teacher. She is the Magnet Resource Specialist at Daniel Hale Williams Public School 307, The Magnet School for STEM Studies. Over the course of her career, she has been a classroom teacher (Grades Pre-K, 1, 2 and 3), Mathematics Coach, technology teacher and mentor. She works closely with colleagues, planning and facilitating professional development activities.Dr. Diana Samaroo, CUNY - New York City College of Technology Diana Samaroo is an Assistant Professor of Chemistry at NYC College of Technology. With a PhD in Biochemistry, her research interests are in the area of drug discovery, therapeutics and

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

or service-learning but these are not often connectedto the engineering, math or science. Linking these offers a multitude of opportunities to changethe conversation about STEM, engage the next generation of leaders and make our owncommunities a better place to live. It can also impact the diversity in our classrooms. Thisinteractive workshop engages participants in developing a plan for linking service-learning andSTEM. The Learning Objectives are:1: Describe at least 1 STEM community project2: List at least 3 standards that could be enhanced through service-learning3: Describe how to use reflection to enhance learning4: Describe at least 3 examples of engineering service-learning

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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

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Meagan C Pollock, National Alliance for Partnerships in Equity

in STEM” “Authentic Engineering: Representing Presented & Emphasizing by Dassault Systems the E in STEM” Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA 4. Participants will work in small groups to create an action plan for implementing strategies to improve equity in the classroom. This activity highlights engineering thinking via a modified design process. (with worksheet)Takeaway MaterialsParticipants will take with them the action plan worksheet they complete as a result of learning,an infographic

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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

with them d. Practical application for teachers and outreach staffAttendees will learn about the site from a brief presentation that will provide an overview of thefeatures, including the available resources such as videos and lesson plans and a community ofpractice that includes educators and others with diverse experience in preK-12 engineeringeducation. The presentation will describe how the resources and community can help attendeesand their colleagues implement engineering education that accurately reflects core ideas andpractices, is evidence based, and attends to relevant standards practices. Following thepresentation, attendees will briefly familiarize themselves with the site by either joining thecommunity and creating their

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Ann D Kaiser, ProjectEngin LLC

simple materials, a description of location, and a possible natural disaster. They will have 15 minutes to build suitable housing. Housing will be tested for ability to float, withstand “downpours” and “wind”. 3. Participants will also be given an opportunity to develop a criteria matrix in order to rank and weight criteria that they deem relative to a design. This will be done as a guided group activity in groups of 3 or 4.Materials and Resources for Participants:The participants will leave with a general set of lesson plans, detailing approaches that can beused for several levels of learners – from middle school to senior high school. The plans will alsoinclude possible modifications due to time constraints and will

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Lija Yang, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University; Elissa Milto, Tufts Center for Engineering Education and Outreach

Page 18.21.3design and build solutions using found materials. Participants will analyze video of NE students,focusing on their thinking and ideas, and be given sample lesson plans.2015-ASEE-K12-Proposal-Form LY2nd.docx Page 2 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 | WAWorkshop Description. Please provide a detailed description of the proposed workshop

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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

school students andteachers. In addition to attracting female and minorities to STEM education, the significant role of stormwater in health of our environment and economy is a strong motivation for government, non-profit and for-profit organizations to support this learning model in their communities and assist in the sustainability ofthe project.Important learning outcomes of this learning model would include: (1) advancing the knowledge of adiversity of students and teachers in STEM through a novel educational and technological strategy; (2)new watershed maps and management plans for numerous impaired streams leading to improved waterquality; and (3) transfer of new student and teacher knowledge to middle schools and the public viastudent

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2015 ASEE Workshop on K-12 Engineering Education

Authors

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

Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) X Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Engineering Habits of Mind: Attention will be paid to engineering habits of mind, particularlycreativity, collaboration, and communication. When building Squishy Circuits participants willbe working in small groups, or pairs, which necessitates a discussion of the project and how tobuild it together. By introducing a variety of colors for both components and dough, participantsare encouraged to think creatively about their desired design.NGSS/Framework: Creative circuitry projects require students to plan

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Laura Bottomley, North Carolina State University; Elizabeth Anne Parry, North Carolina State University

avehicle for teaching the curriculum. Liz is the chairperson of an ASEE Board Committeelooking at making strategic plans for ASEE’s involvement in K-12 Engineering. WORKSHOP INFORMATIONProposed Title:Teaching Sound in Elementary, Middle and High School Physical ScienceAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.This workshop uses an engineering design challenge to teach about the aspects of sound,including its wave nature, how it transfers energy, how it has frequency and intensity and howhumans make use of the nature of sound for our

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2015 ASEE Workshop on K-12 Engineering Education

Authors

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

in the time allotted, we will discuss anddemonstrate a car with a 3:1 gear ratio and explain that they will need more torque to climb theincline. Once participants have a prototype to test, they will sketch their model on a design sheetand proceed to the ramp for testing. At the ramp, torque will be measured prior to the hill climb.Throughout our presentation, numerous scientific concepts will be discussed including force,friction, torque, simple machines, and gears. Participants will also utilize several math standardsincluding the concept of ratio, ratio language and proportional relationships.Participants will receive a ten-day unit plan with all resources and necessary information indetail. They will also receive all student worksheets

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Thomas Haas, University of Cincinnati

theengineering design process to find a solution to the challenge. The goal is to time the stuntperfectly so that the free falling object nearly misses the CO2 car. Videos of students’ success andfailure will be shown at the end as well as student testimonials of the project. The testimonialswill show a higher level of student engagement and a deeper understanding of quadraticfunctions as a result of the challenge. The engineering design process is stressed during thechallenge to show students a proven method that is used by professionals to tackle challenges orsocietal issues. Students are encouraged at the end of the project to use the process to solve otherreal life problems. Hard copies of lesson plans will be provided to attendees.Authentic

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Cheryl Farmer, University of Texas, Austin

will graduate from The University of Texas at Austin with a Master of Arts inSTEM Education with a special focus on Engineering. WORKSHOP INFORMATIONProposed Title:Hands-On Standards: Using an Engineering Mini-Challenge to “Bundle” StandardsAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andother K-12 Workshop promotional activities.Participants of this workshop will engage in activities from a project-based engineeringcurriculum by discussing how a class can plan and carry out an experiment to identify optimalsolutions to a stated engineering problem, analyzing a provided data set

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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

Page 18.24.6learn to share and listen to ideas in a respectful way. Furthermore, the development ofcommunication skills is essential to effective collaboration and group planning.2015-ASEE-K12Workshop-Proposal-RehashYour Trash Page 5 of 7 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 | WA Finally, ethical

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Beau Vezino, University of Arizona; Scott A Weiler, Amphi MIddle School

Scratch programming as a central tools, this workshop promotes the use of technology, electrical circuits and programming to develop a sense of creativity and design thinking in kids. In a collaborative effort between the University of Arizona’s Colleges of Education and Engineering and local school districts, a middle school workshop with accompanying lesson plans were designed to help teachers develop the skills and ability Page 18.6.3 necessary to teach innovative engineering and programming inside or outside the classroom. Through hands-on activities, this workshop aims to improve teacher’s abilityCreative

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Veronika Zhiteneva, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

thinking, creativity, optimism, collaboration, communication, and attention to ethicalconsiderations. This demonstration addresses systems thinking through the need to pre-plan a Page 18.31.5house design based on aesthetic appeal, critical in structural engineering, as well as waterinfrastructure efficiency, critical in civil and environmental engineering, to ensure that the twodo not impede, but rather enhance each other. This demonstration addresses creativity because2015-ASEE-K12-Proposal-Form Page 4 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Adam Kirn, University of Nevada, Reno; David T Crowther, University of Nevada, Reno; Melissa Ann Jurkiewicz, University of Nevada

before. The presentation team will conclude the water wheel activity witha discussion of potential variations to the lesson. For example, a teacher could attach nominalcosts to each material and require each team to build a water wheel within a specific budget.The participants will receive a hard copy of the water wheel lesson plan aligned to the NextGeneration Science Standards and participants will be able to keep their own water wheel design.The practical application for teachers and outreach staff is that they will learn to implementengineering design in the classroom using effective science teaching pedagogies that align withthe Next Generation Science Standards. In addition, the workshop will provide teachers with ameans to foster the

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2015 ASEE Workshop on K-12 Engineering Education

Authors

Larry G. Richards, University of Virginia

Generation Science Standards: Engineering Design (3 - 5 and Middle School) 3-5- Define a simple design problem reflecting a need or a want that includes specified criteria for success andETS1-1. constraints on materials, time, or cost. 3-5- Generate and compare multiple possible solutions to a problem based on how well each is likely to meetETS1-2. the criteria and constraints of the problem. 3-5- Plan and carry out fair tests in which variables are controlled and failure points are considered to identifyETS1-3. aspects of a model or prototype that can be improved. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful MS- solution, taking into account

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2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

developed using common materials including duct tape, Post-It notes, paper, cardboard and other materials from the classroom. The power of using everyday materials and interactions with real people as design tools will be experienced by the participants who will be guided through activities that they would lead in their own classroom. Instructions, lesson plan and support materials will be given to the teacher participants as well as on-line access to the full EPICS K12 curriculum. Connecting engineering design and interacting with people to meet the needs of others can be an important tool in our arsenal to engage a more diverse student population into engineering. The HCD approach explicitly