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

“engineering practices, processes, or skills.”b Version 2 was completed by 29 pre-service teachers. Across all participants, 59 activities or concepts were listed as“engineering practices, processes, or skills.”Table 1 reveals that on Version 1 of the VCD, which was given as a pre-test, the teachersmisconstrued the technical vocabulary (e.g., “lever,” “weight”) used by the students asengineering practices or processes. When they did identify actual practices or processes, theyfocused on the students’ engagement in drawing and physical construction. They did not Page 24.1255.5frequently attend to other important engineering

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

graduating, Richard wants to pursue a career in the field of software engineering and eventually management.Erin B. Reilly, University of Southern California Annenberg Innovation Lab Erin Reilly is Creative Director & Research Fellow for Annenberg Innovation Lab at USC’s Annenberg School for Communications & Journalism. In her role, she oversees all aspects of lab programming, prod- uct design and mentoring students in developing applications and business ideas using digital media and how it impacts society. Her research focus is children, youth and media and the interdisciplinary, creative learning experiences that occur through social and cultural participation with emergent technologies. Erin is currently

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

Paper ID #9447Student Videos as a Tool for Elementary Teacher Development in TeachingEngineering: What Do Teachers Notice? (research to practice)Ms. Mary McCormick, Tufts University Mary McCormick is a PhD student in STEM Education at Tufts University. She received a BS in Civil Engineering from University of Massachusetts Lowell and an MS in Civil Engineering from Tufts Univer- sity. Her current research involves exploring how elementary students’ nascent resources for engineering design emerge during integrated engineering and literacy activities.Kristen B Wendell, University of Massachusetts Boston Kristen B. Wendell is

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University; James B. Guthrie, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9051Building Engineering Interest and Sandcastles through Collaborative Instruc-tional DesignDr. Pamalee A. Brady, California Polytechnic State UniversityMr. James B Guthrie P.E., California Polytechnic State University Page 24.244.1 c American Society for Engineering Education, 2014 Building Engineering Interest and Sandcastles through Collaborative Instructional Design (Works in Progress)AbstractA collaborative research project between students and faculty in the California Polytechnic

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shashank Shekhar, Vanderbilt University; Faruk Caglar, Vanderbilt University; Anton Dukeman, Vanderbilt University; Liyan Hou; Aniruddha Gokhale, Vanderbilt University; John S. Kinnebrew, Vanderbilt University; Gautam Biswas, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

tasks.The first study involved a group of seven high school students from 10th and 11th grades of aScience and Math Magnet school in Nashville, TN. These students were on a summer internshipprogram at our institute. The seven students were divided into two groups: Group A with threestudents and Group B with four students. Both groups appointed leaders who had theadministrative role implying they were in charge of running the simulation. The administrativeleader from group B was appointed the super administrator, i.e., when the two groups workedtogether, this student was in charge of controlling the joint experiments executed in thesimulation environment. All students worked individually in Step I of the C3STEM projectwhere they used the CTSiM agent

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Inst. of Tech.

Tagged Divisions

K-12 & Pre-College Engineering

., Simon P. Jones P., Humphreys S., and Sentence A. (2013), “Bringing computer science back into schools: Lessons from the UK,” presented at ACM Technical Symposium on Computer Science Education (SIGCSE), Denver, Colorado, March.5. http://cs.columbusstate.edu/documents/SITE_Paper.pdf6. Prusaczyk J. and Baker P. (2011), “Improving teacher quality in Southern Illinois: Rural access to mathematics professional development,” Planning and Changing, vol. 42, no. 2, pp. 101-119.7. Moskal B. and Skokan C. (2011), “Outreach programs and professional development activities at the Colorado School of Mines,” Journal of Higher Education Outreach and Engagement, vol. 15, no. 1, pp. 53-75, 2011.8. http://articles.philly.com/2014-01-06

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

J. Jill Rogers, University of Arizona; Beau R. Vezino, University of Arizona; James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

of Education in Curriculum and Instruction (2009) and a Bachelor’s of Science in Mechanical Engineering (2005). He has received the UA Graduate Access Fellowship, the Mary & Maude Miller Scholarship, and the SRP Learning Grant. Beau’s research interest lies in understanding how students can best learn and teachers can best teach engineering in the pre-college setting.Prof. James C. Baygents, University of ArizonaDr. Jeffrey B. Goldberg, University of Arizona Dr. Jeff Goldberg is Dean, College of Engineering, and Professor in Systems and Industrial Engineering at Arizona. He was employed at Vector Research and Bell Laboratories. He is currently a Principal of Silver Oak Research Inc. which specializes in deployment

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; Christopher George Wright, University of Tennessee, Knoxville; Patricia C. Paugh, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

Practitioners.” Journal of Engineering Education, 96(4).Atman, C. J., Kilgore, D., & McKenna, A. (2008) Characterizing design learning: A mixed-methods study of engineering designers' use of language. Journal of Engineering Education, July 2008, 309-326.Aurigemma, J., Chandrasekharan, S., Nersessian, N. J., & Newstetter, W. (2013). Turning experiments into objects: The cognitive processes involved in the design of a lab-on-a-chip device. Journal of Engineering Education, 102(1), 117-140.Barton, A. C. (2003). Teaching science for social justice. New York: Teachers College Press.Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

; feasibility analysis; evaluation; decision; communication andimplementation) distributed across three major phases (problem scoping; developing alternativesolutions; project realization).10 Because this model is based in engineering textbooks, but has alsobeen used to describe the processes that students and practitioners engage in5, it is considered to beboth prescriptive and descriptive. Building on the work of Atman and her colleagues, as well asother design researchers11-12, in addition to models set out by pre-college educators, the focus ofthis work is to describe a model of engineering design that is (a) developmentally appropriate forchildren, (b) grounded in theory, and (c) grounded in empirical findings. To accomplish this, wehave reviewed

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Penn State Harrisburg; Sofía Carolina Maldonado, Texas A&M International University; Gerardo J. Pinzon PE, Texas A&M International University; Rohitha Goonatilake, Texas A&M International University, Laredo, Texas

Tagged Divisions

K-12 & Pre-College Engineering

questions of these surveys.   b. Workshop Evaluation A final workshop evaluation was performed to get feedback from the participants on the entire workshop. Participants rated the questions on a scale of 1 (disappointing) to 5 (wonderful). Figures 3 and 4 illustrate the results for the individual questions. The majority of the participants rated the questions with a 5. This feedback helps us improve future workshops. Figure 3: Feedback on Questions 1 and 2 Page 24.525.7 Figure 4: Feedback on Questions 3 to 8Two open-ended questions were included at the

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

will have to take on more responsibility in assessingtheir experience, current literature fails to provide a clear path toward addressing this problem ofbalancing the responsibilities of assessment between instructor and student, nor does it have anysuggestions for dealing with the issue of timely feedback. There is some agreement on thefollowing educational objectives as a way to determine student performance: (a) Design Process,(b) Teamwork, and (c) Design Communication 27, 29. According to the literature, assessmentshould focus on the design process and the student teams’ application of this problem solvingmethod 27-29. Teamwork serves as a primary tenet of assessment as this approaches authenticreal-world experiences of engineers. Finally

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

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

response shift bias for several ofthe survey questions, and/or (b) teachers’ belief that something is true without a factual basis forthat belief. Although there were several design approaches to consider, the E3 team determinedthat the retrospective post-then-pre survey design was the best fit for the program and thereforerestructured the affected questions for subsequent post-program surveys. As such, the revisedsurveys were administered to participants in the subsequent E3 summer programs.Major survey findings indicated that the E3 participants experienced substantial changes in thefollowing areas: (1) improved understanding of the engineering discipline; (2) heightenedawareness of the breadth of engineering careers; and (3) greater familiarity

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tess Anne Hegedus, The University of North Carolina, Greensboro; Heidi B. Carlone, The University of North Carolina, Greensboro; Aundrea D. Carter, University of North Carolina, Greensboro

Tagged Divisions

K-12 & Pre-College Engineering

, and school: Making sense of difference. Science Education, 95(5), 824-851.2. Carlone, H. B., Scott, C. M., & Lowder, C. (In Press). Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science. Journal of Research in Science Teaching.3. Carlone, H. B., Webb, A., Archer, L., & Taylor, M. (In Preparation). What kind of a boy does science? A critical perspective on the science trajectories of four scientifically talented boys.4. Cunningham, C. M., Lachapelle, C. P., & Hertel, J. (2012). Research and evaluation results for the Engineering is Elementary project: An executive summary of the first eight years. Boston, MA: Museum of Science.5. National

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mindy Hart, EPICS; Laura Bottomley, North Carolina State University; J. Jill Rogers, University of Arizona; Merredith D. Portsmore, Tufts University; Jeffrey B. Goldberg, College of Engineering, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8949Best Practices in K-12 and University Partnerships Panel WinnersMiss Mindy Hart, EPICSDr. Laura Bottomley, North Carolina State University Laura Bottomley directs The Engineering Place for K-20 Outreach at North Carolina State University. She is also a teaching professor in the Colleges of Engineering and Education at NC State University and the Director of Women in Engineering. She teaches classes in engineering for freshmen and sophomores and for juniors in elementary education. In her role as director of The Engineering Place at NC State, Dr. Bottomley and her colleagues reach more than 5,000 students

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

essentialto the success of this program. These include the Center for Pre-college Outreach, CorporateRelations, and the Admissions Office.7. References1 Zweben, S., Bizot, B., 2013, 2012 Taulbee Survey Strong Increases in Undergraduate CS Enrollment and Degree Production; Record Degree Production at Doctoral Level, Computing Research News, pp. 11-60.2 Hartmann, T., Klimmt, C., 2006, Gender and computer games: Exploring females’ dislikes, in Journal of Computer ‐Mediated Communication 11, 910-931.3 Colley, A., 2003, Gender differences in adolescents' perceptions of the best and worst aspects of computing at school, in Computers in Human Behavior 19, 673-682.4 Kiesler, S., Sproull, L., Eccles, J. S., 2002, Pool

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1 American Association of Engineering Societies (AAES). 2005. Diversity. Available online at: http://www.aaes.org/diversity/index.asp.2 American Society for Engineering Education (ASEE). 2005. ASEE Statement: Diversity. Available online at: http://www.asee.org/about/statementDiversity.cfm.3 Beede, D., Julian, T., Langdon, D., McKittrick, G., Khan, B., & Doms, M. 2011. Women in stem: A gender gap to innovation. U.S. Department of Commerce, Economics and Statistics Administration. Available online at: http://www.esa.doc.gov/Reports/women-stem-gender-gap-innovation4 National Science Foundation, National

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

professional development (TPD) is necessary. In the past 20years, many teachers have experienced TPD in engineering2. However, for most teachers, it hasbeen a one-time opportunity because engineering is not a required subject to be taught in class inmany states and lack of funding limited continuous support for teachers after their initialengineering TPD2.TPD is designed to change teachers’ attitudes, beliefs, and perceptions, so such changes areexpected to influence teachers’ classroom practices and result in improved student learning3,4.However, one-time TPD is not enough to achieve desired teacher change because (a) changingpractice requires prolonged engagement with a new practice, (b) it might be hard for teachers tomake an immediate change after

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

Rodney L Custer, Black Hills State University; Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

them better understand both the terms and the context inwhich they are applied. To do this, the teachers and professional development providers createdVenn diagrams to show how each term is used in engineering, in science, and where there isoverlap. The Venn diagrams were developed with the teachers and should be consideredpreliminary in nature. They are presented here in Figure 1 in a linear format for ease of reading.Figure 1.Venn diagrams for design, analysis, models and systems DESIGN 1. SCIENCE a. Design an experiment. b. Knowledge for knowledge sake (not product driven). c. Generalization. d. Design experiment Predict results. 2. ENGINEERING a. Purposeful End result is a product

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

Tagged Divisions

K-12 & Pre-College Engineering

-program survey of students' intended major, while Table 3-B summarizes the post-programsurvey results. Cumulative results for the five years (column labeled “Total”) indicate that thelargest increase in the number of students' intended major is in Civil Engineering (+2), followedby Electrical Engineering (+6), and Mechanical Engineering (+4). The largest decrease is inEngineering (-19), followed by Undecided (-6). The large decrease in the number of studentswho initially declared a “general” Engineering major shows that after participating in SEI, thesestudents have been able to identify a specific engineering field of interest to them. These resultsalso indicate that after participating in the program and gaining an understanding of the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

-source content.!Table 1. A simplified list of 8th Grade Core Curriculum Standards for Physical Sciences. A. Properties of Matter C. Forms of Energy 5.2.8.A.1 Matter 5.2.8.C.1 Solar Energy 5.2.8.A.2 Substances are composed of elements 5.2.8.C.2 Energy Transfer 5.2.8.A.3 Solids, Liquids, and Gases 5.2.8.A.4 Periodic Table !D. Energy Transfer 5.2.8.A.5 Chemical Properties 5.2.8.D.1 Conservation of Energy 5.2.8.A.6 Properties of Metals 5.2.8.D.2 Energy Flow 5.2.8.A.7 Acid-Base Reactions !B. Changes in Matter !E. Forces and Motion

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

-20.16. Prensky, M. (2005). "Engage Me or Enrage Me": What Today's Learners Demand. Educause review, 40(5), 60.17. Prensky, M. (2006). Don't Bother Me, Mom, I'm Learning!: How Computer and Video Games are Preparing Your Kids for 21st Century Success and how You Can Help! : Paragon House St. Paul.18. Coller, B. D., & Scott, M. J. (2009). Effectiveness of using a video game to teach a course in mechanical engineering. Computers & Education, 53(3), 900-91219. Alavi, M., Marakas, G. M., & Yoo, Y. (2002). A comparative study of distributed learning environments on learning outcomes. Information Systems Research, 13(4), 404-415.20. Mayo, M. J. (2009). Video games: A route to large-scale STEM education? Science

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University; Kerrie A Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

responses from teachers during the first-year interviews tounderstand their perceptions of student learning.ParticipantsTwenty-seven (27) grade 2 to 4 teachers from eight participating schools (Table 1). The majorityof teachers, twenty-four, were female, and three were male.Table 1. Teacher Participants by Grade and School School Grade A B C D E F G H Total 2nd 2 1 1 1 1 2 2 0 10 rd 3 1 1 1 2 1 3 1 1 11 4th 1 1 1 1 1 0 1 0 6 Total 4 3 3

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10188Investigation of High School Pathways into Engineering (work in progress)Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski, Ph.D., is Co-Director of the EPICS Program at Purdue University. She received her B.S. and M.S. in electrical engineering and Ph.D. in engineering education, all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning development and assessment, leadership, and

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; George Edward Turner Jr., Auburn University; Randall William Colvin, Auburn University; Mary Lou Ewald, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

  19  ReferencesACT (2012). 2011 ACT national and state scores. Downloaded from http://www.act.org/newsroom/data/2011/states.htmlBryceson, K. (2007). The online learning environment—A new model using social constructivism and the concept of ‘Ba’as a theoretical framework. Learning Environments Research, 10(3), 189-206.Capobianco, B., Mena, I, & Diefes-Dux, H.A. (2011). Elementary school teachers’ attempts at integrating engineering design: Transformation or assimilation? Proceedings of the American Society for Engineering Education, Vancouver, Canada.College Board (2012). The 8th annual AP report to the nation. Downloaded from http://media.collegeboard.com/digitalServices/public/pdf/ap/rtn/AP-Report-to

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Pam Van Dyk, Evaluation Resources

Tagged Divisions

K-12 & Pre-College Engineering

interpretation on their own, the evaluator concluded, we will be able to deemMISO “institutionalized.”B. Re-Use of Products, Use of Social Connections, and Transfer of Learning PracticesThere was a lot of evidence at the higher level of the MISO project (the data analyticscomponent, principal investigator interactions), that MISO is creating a “buzz” in the oftendifficult to access research and publication world. An update from the Data AnalyticsCoordinator indicates that over 150 researchers, nationally and internationally, had accessed theS-STEM survey and the T-STEM survey for their own research. In addition, the PIs arecontinuously looking for opportunities to present their work. For example, in October 2013,MISO team members presented at a state

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

can be found in Appendix B (Roadmap).Parent ProgramParents are able to hear from College Advisors who provide information on college requirementsand financial planning. Additionally, a panel composed of university students from diverseSTEM backgrounds share their personal experiences and permit the parents to ask questions ofinterest. Parents also get to experience the campus and lab tours.Advertising for the event is normally done through a local science advocate organization and bydirectly contacting partner schools of the university. The cost of the event is free to participants,with local industry and organizations picking up the expenses for food and supplies. The collegestudents and professional attendees volunteer their time

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Alexander Danial Manasseh, Prometheus Education, Inc; Asher Michael Smith; William Miceli, Embry-Riddle Aeronautical Univ., Daytona Beach; Shiv D Panjwani; Cierra Sparks; Joseph Anthony Alequin; Joshua Lee Dankson, Embry Riddle Aeronautical University; Cody David Clarke; Nicholas James Maskiell; Nathalie Vazquez, Embry-Riddle Aeronautical University; Marco Alan Schoener, SENAET

Tagged Divisions

K-12 & Pre-College Engineering

parity bit, and 2 stop bits, and 6 bits ofdata, and is otherwise a standard UART signal. How much overhead does this signal have,where overhead is % of non-data bits to all bits sent?a) 50%b) 66%c) 40%d) 25%15. What is a BAUD rate?a) The inverse of the time period of one-bit of data on a serial streamb) The rate of change of a digital systemc) How quickly a digital signal degrades over timed) The CPU speed of an embedded microcontroller16. A C-Program begins executing at what part of the code in the main.c file?a) at the top of the codeb) at the start of the main functionc) at the beginning of the first included libraryd) at the start of the while() loop17. In the field of programming, and IDE program refers to what?a) Integrated Development

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

activity for the engineering design challenge lesson: Provide the students with some background information on what an engineer is and what engineering is. a. Have them write the definitions in their notebooks b. Have them discuss with their partners examples of engineers in the real world.Although this short discussion does not dive very deeply into the content of the CEE indicator, itdoes at least provide an introduction upon which future lessons and discussions could be built.Another approach to addressing this indicator came in the form of bringing in a guest speaker totalk to the students about the work that he or she does. Putting a human face on an engineer andgiving the students a chance to hear

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Reed Campbell, Robert Morris University; Sarah Marie Riordan, Robert Morris University; Stephanie Abbott; Sarah Mukui Mutunga, Robert Morris University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8977Impact of a 5-Week Collegiate Level Residential STEM Summer Program onSecondary School Students (research to practice)Dr. Benjamin Reed Campbell, Robert Morris University Ben Campbell holds a BS in physics and MS in electrical engineering from Penn State and a PhD in en- gineering from Robert Morris University. For the first decade of his career, he worked as a laser engineer at the Penn State Electro-Optics Center. In 2011 he joined Robert Morris University as an Assistant Pro- fessor of Engineering. Since 2005, Dr. Campbell has served as faculty for the Pennsylvania Governor’s School for the Sciences (a

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9624Perspectives on Failure in the Classroom by Elementary Teachers New toTeaching EngineeringDr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Associate Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple informal settings. As a pre-service teacher educator, she includes engineering in her elementary and early