Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

developing PLAY!, an educational collaboration platform helping learners tap into broad interest based peer communities as well as exploring new forms of reading and writing through dynamic book prototypes. She most recently published her first digital book, Flows of Reading, to inspire educators to reflect on what can be considered as reading and what kinds of reading they perform in their everyday lives. She was Research Director for Project New Media Literacies at MIT and also has conducted classes as a Visiting Lecturer at MIT’s Comparative Media Studies Department and Harvard University’s Project Zero Summer Institute. Reilly is a graduate of Emerson College and has her Master of Fine Arts degree from Maine Media

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint; Pattabhi Sitaram, Baker College, Flint; Tom Spendlove, Baker College, Flint

Tagged Divisions

K-12 & Pre-College Engineering

with sensors.The Robotics camps were very successful and, as expected, attracted many student members orpotential members of FIRST teams in our area.In 2013 faculty in the Division of Engineering and Technology discussed expanding the summerhigh school camp to cover broader engineering topics, and also to attract a wider population ofstudents than the FIRST Robotics participants. As the College is located in a county with someeconomically depressed areas, the desire was also to attract students from disadvantagedbackgrounds and introduce them to engineering. To reflect the new camp content the name waschosen as “Explore Engineering and Technology Camp”. The paper describes the organization ofthe new camp, its curriculum, the evaluation results

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

of the author and do notnecessarily reflect the views of the National Science Foundation.ReferencesCapobianco, B. M., Diefes-Dux, H. A., & Mena, I. B. (2011). Elementary school teachers' attempts at integrating engineering design: Transformation or assimilation? In Proceedings of the 118th American Society for Engineering Education Annual Conference and Exposition, Vancouver, British Columbia.Charyton, C., Jagacinksi, R. J., Merrill, J. A., Clifton, W., & DeDios, S. (2011). Assessing creativity specific to engineering with the revised creative engineering design assessment. Journal of Engineering Education, 100(4), 778-799.Forbes, C. T. (2011). Preservice elementary teachers’ adaptation of science

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

with the highestcode density and variety to obtain a teacher’s best example of instructional practice, (b) maintainthe proportion of the before, during, and after segments to reflect the overall structure of theentire unedited lesson, and (c) maintain the continuity of the lesson so that segments were neverless than two minutes in length. As an example of this editing process, if a teacher’s entire 40minute lesson consisted of 15 minutes of before activity, 20 minutes of during, and 5 minutes ofafter activity, the 20 minute edited version would consist of 7.5, 10, and 2.5 minutes from eachrespective activity. To retain continuity, additional video was selected, if needed, to providenecessary context and/or to reach the minimum of a two-minute

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

which enhance overall student learning byaffirming that students’ contributions and ideas have value.‘You’re Hired!’ is designed to be a series of short term interventions that give students authenticexperiences that can later be built on in the classroom. During the activity teachers are availablefor student support, but also have the opportunity to stand back and observe student learning.This allows teachers to see gaps within students’ ability to utilize educational material and takenotes. In the following days in the classroom, teachers now have a personal experience forstudents to reflect on while revisiting key material. For example, an English teacher at oneschool realized that while students had learned about citations, many of the

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE); P.K. Raju, Laboratory for Innovative Technology & Engineering Education (LITEE); John Timothy Gill, Lee-Scott Academy

Tagged Divisions

K-12 & Pre-College Engineering

this game. We particularly thank Dayvid Jones and MichaelWatkins and their team in helping us in the design and development of this game. We alsothank Dr. John M. Winters and John Gill for their support in implementing the game at LeeScott Academy School. This project was funded by the National Science Foundation, IIP#1110223. The PI of the project was Steve Lynch from Toolwire Inc. and Co-PI Dr. P. K .Rajufrom Auburn University. Any opinions, findings, and conclusions or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References1. National Science Foundation, (2013). http://www.nsf.gov/pubs/2013/nsf13601/nsf13601.htm2. Gattie, D. K., &

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.270.12engineering instruction. Likewise, it is important to analyze how engineering instruction helpsscience understanding, regardless of science content being linked to engineering instruction.AcknowledgementThis work was made possible by a grant from the National Science Foundation DLR 0822261.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Committee on Standards for K-12 Engineering Education; National Research Council, Standards for K-12 Engineering Education? The National Academies Press: Washington, D.C., 2010.2. Institution of Mechanical Engineers, When STEM? A

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

concepts to transportation. 3) Next, students engage in hands-on activities, utilizing and applying the main concepts of the day’s lesson. 4) Typically, transportation professionals are invited to club sessions, where they provide a multimedia presentation pertaining to their respective field, a project going on in the community and/or a specific sector of the workforce (e.g., salary information and educational requirements). This presentation tends to take place toward the end of the club period. 5) The program day ends with a “wrap-up” activity to summarize main themes or ideas and record reflections on the day’s

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; David Quarfoot, SDSU/UCSD; Kimberly C Csanadi

Tagged Divisions

K-12 & Pre-College Engineering