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

supportstudents' engineering design practices across all engineering curricula. In particular, studentsneed support in developing ways of talking and writing that enable practices such as proposingpossible design solutions and redesigning. Such practices require engineers to engage inreflective decision-making in communication with others (NRC, 2012).In this work-in-progress, we are developing and studying multimedia engineering notebook toolsthat support urban elementary students’ engagement in engineering practices, particularly thosethat involve reflective decision-making with fellow students. Our work is a close collaborationwith elementary teacher researchers, and we are in the first phase of a three-year project.Together we are exploring the

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick Rowsome, University of Limerick; Diarmaid Lane, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

thinking2. One aspect of self-regulated learning is metacognitive awareness. Metacognitive awareness is defined byTarricone as awareness of the learning process, reflection on learning and memory,identification of strategies for problem solving, and monitoring and control of learningprocesses3. The importance of fostering and developing student’s ability not just to reflect ontheir thinking but to become aware of and critically examine the evidence of their thinkingthat they are producing is an important aspect of metacognitive development. This raises thequestion how do engineering educators observe that students are capturing evidence ofmetacognitive awareness during the design process?This paper explores the implications of a codifying system

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jean M. Trusedell, Purdue University; Mindy Hart, EPICS

Tagged Divisions

K-12 & Pre-College Engineering

represents current projects in the EPICS Program.The teachers will read through the cards, discuss the information, sketch out a possible solution to the givenengineering problem and create a prototype.They will then get feedback from other participants and sketch a redesign to the prototype.The participants will then role play to get additional feedback to determine the best redesign possible for theprototype. After they have feedback information they will present their scenario and prototype solution to the teamfor feedback and review. Page 24.1214.2Reflection- Reflection is an essential part of the educational process not only

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

balancing state academic standards expectationswhile considering new content contexts including engineering design.This paper will provide an overview of the capstone course content, specific teachers'experiences throughout the course based on written reflections, and the preliminary analysis ofthe implementation of a teacher created integrated STEM unit in their own classrooms. Writtenreflections were gathered throughout the course. These reflections, in conjunction with thecourse goals, provide the framework for classroom observations. Preliminary data collected fromwritten reflections, surveys, interviews and classroom observations are included

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

Leslie Wilkins, Maui Economic Development Board; Lesley Eva Bristol, Maui Economic Development Board; Graham R. DeVey, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

retirement age within the U.S. government.2 In addition, students who do pursueengineering degrees do not reflect the diversity of students in the United States, a pattern ofenrollment that is likely to have a number of negative consequences, both for the successfulpractice of engineering and for the resolution of broader societal issues. Concerns about the lackof engineering exposure for all children and ensuring a larger, more reliable supply of futureengineers have been accompanied by the realization that we have not yet determined the bestway to inform children of engineering skills and concepts.3 There is also continued debate on whether national standards should be developed andimplemented for K-12 engineering education. A 2010 report

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Goldman, Stanford University; Maureen Carroll; Molly Bullock Zielezinski, Stanford University; Aaron Loh, Ministry of Education, Singapore; Eng Seng Ng, Stanford University; Stephanie Bachas-Daunert, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

; Page 24.440.2 discuss experimental outcome. 8. Reflection: Students reflect in writing on the prompt: “Describe the process & outcome of building a water filtration system. What 3 recommendations would you make for others doing this for the first time?” For more activities, download our complete curriculum: http://goo.gl/Cjk3t2

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Crehan, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

their beliefs pre and post their engagement in a semi-open design basedtask. The results presented highlight a shift in the value placed on the process of learningthrough design from students’ initial understanding and their experience of designingfollowing their engagement in the design task.IntroductionDesign based technology education as a catalyst for 21st century skills is seen in itseducational goals, through promoting the development of students as autonomous, creative,reflective and innovative learners3. The development of these characteristics through designbased technology education, it is envisaged, will equip students with a set of transferableskills which can be adopted to address specific problems in real-life contexts outside

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

professional development research. Cognitive science research indicates that conceptualunderstanding is necessary for situating information, content, and ideas into a particular context,for example engineering into science. Concepts provide learners with the components needed tocreate a connected web of knowledge, allowing learners to apply what they have learned to newsituations and learn related information3. From an instructional standpoint, concepts provide away to organize knowledge into meaningful instruction4. In addition, research indicates thatprofessional development should take into account teachers’ conceptions of teaching and of thelearning process and allow for active learning and reflective participation5, 6, 7. Engaging inactivities

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

use LEGOStoryVisualizer software to compose short stories depicting common engineering problems andtheir existing or potential solutions. Initially, LEGO StoryStarter components are used toconstruct scenes depicting a specific engineering problem (see topics below) along withillustrating a creative solution to that problem. Next, the students capture images of their sceneswith the aid of an inexpensively made light box. The images are then either imported into theLEGO StoryVisualizer software or sequenced using a stop motion application (e.g., SAMAnimation Software/myCreate, iMotion HD) to compose an artistic reflection upon the posedproblem. In addition, 7th and 8th grade girls are invited to help lead small groups by offeringguidance on the

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michelle E. Jordan , Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

efforts, structuring student engagement through individual designjournals, product design worksheets, and individual reflection questions. She also instigatedclassroom talk structures to facilitate learning through peer interaction in small-group and whole-class settings. These included structures such as group wikis7; five-minutes “stop-and-talks”, and– most importantly for this paper – public design critique sessions in which each group presentedtheir progress and received feedback from their teacher and classmates.Design critique sessions, also called design briefs, are one avenue through which the broadersocial context can exert influence on group-work processes of young designers. Design critiquesessions provide opportunities for teams to

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

collectquantitative data about the teachers' classroom practices. The questions for the survey wereadapted from the Scientific Work Experience for Teachers (SWEPT) Multisite StudentOutcomes Study.[5] The SWEPT Multisite Student Outcomes Study was conducted as part of anNSF Grant to research the effects of authentic research experiences for K-12 teachers.[5] Thesurveys used in that study consisted of questions that covered a more broad range of topics aboutteacher classroom practices and student engagement, a lot of which revolved around science. Theresearcher in the current study adapted the questions to reflect a focus on the engineering designprocess, as well as reorganizing some of the questions into STEM practice and conceptcategories. The researcher

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

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teachers to improve their classroom practices, participate in professional activities,and increase student learning in STEM while practicing self-reflection. As educators engage inreflection about teaching and learning, they tend to improve their practice and increase studentperformance.3,4 These improvements are significant when educators pursue high qualityprofessional development such as National Board Certification, even if they do not ultimately Page 24.1180.2achieve certification.5 T2I2 capitalizes on this finding by creating a program that challengesteachers to reflect on and improve instruction without the cost or arduous journey

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

recognize a need to plan before begin building, others may create and reviseplans as they begin working with building materials. Throughout this process, students mayrealize and test their design ideas, identifying and applying evaluation criteria, often implicitly,to determine the effectiveness, functionality, or viability of their solution. Students’ evaluationsmay include conducting physical tests, collecting and analyzing information from tests or otherforms of feedback (e.g., peer review, class discussions), and using results and feedback to refinetheir designs. In these ways, students’ engineering design decisions are not based on anyprescribed way of engineering, but instead reflect their reasoning, evaluations, and logic inachieving design

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

threemain reasons: (1) the sheer prevalence of that code due to the nature of the tasks, (2) the“modeling” activity we observed very closely resembled typical children’s play (thus it is harder toargue that children were engaging in engineering during those times), and (3) previous researchsuggests that there are no significant differences between novices, post-novices, and experts inhow they engage in modeling.5 Beyond the four main behaviors that we focus our discussion on,we also looked at testing, reflection, prediction, and material property codes. Page 24.256.4Table 1. Main codes for Playdates and Engineering Studio engineering behaviors

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

concepts, and attitudes and do not necessarily reflect the views of NSF. Studio STEM Engineering After toward engineering have demonstrated the efficacy of the (www.studiostem.org) includes School the author, faculty from the Studio STEM model.Schnittka, C.G., Evans, M.A., Drape, University of Virginia, Virginia Tech, and Temple University, and a

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anne Marie Bergen, Cal Poly State University; Katherine C. Chen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

design. A debrief of the activity is done withthe entire class. In addition, each team is asked to reflect on their process of the design activity and to Page 24.377.2construct their own representation of the engineering design process to share it with the rest of theclass.

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

similar benefit to engineeringeducation20. For example, students working on a CAD program can share and critiqueother students’ designs within an environment that prompts them to reflect upon andrefine their designs based on evaluations. Online environments also have uniqueopportunities for research, such as logging and tracking student progress that can giveinsight into processes that may contribute to learning outcomes21.This work-in-progress paper aims to understand how explicitly supporting engineeringdesign in an online environment can help precollege students engage in design processes Page 24.820.3through novel use of log data.WISEngineering: Using

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James F. Groves, University of Virginia; Leigh R. Abts, University of Maryland, College Park; Gail Lynn Goldberg

Tagged Divisions

K-12 & Pre-College Engineering

design process (Figure 1) individuals should be able to: 1. Identify a significant challenge and specify a set of requirements that a successful engineering response to the challenge (i.e., a solution) should achieve, 2. Imagine a diverse set of possible solutions to the challenge and use systematic processes to select the most promising solution, 3. Define the solution using scientific knowledge, mathematical techniques, and technology tools and evaluate it via one or more prototypes, 4. Report the findings of the evaluation and conclude whether the prototyped solution can be expected to achieve the previously specified requirements, and 5. Reflect upon the process and recommend iteration or

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

Elise K. Morgan, Museum of Science Boston, Engineering is Elementary; Erin M. Fitzgerald, Museum of Science; Jonathan D. Hertel, Engineering is Elementary, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

integrationbefore and after the modeling. This would help them to feel their ideas were appreciated andprovide an opportunity to reflect on the modeling activities. Through our guided discussion,participants could exchange ideas with one another on what the integration of math andengineering brought to the subjects that study of each separately could not provide.As an extension of this discussion, we also wanted participants to talk about examples ofintegration outside of the workshop experience. This would help reinforce what they experiencedduring the modeling, and allow them to talk about integration outside of their own subject areas.Participants would have the freedom to discuss lessons without fear of judgment by others. Itwould also help them come

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

concepts,which are described in detail in the document. 2 Define a simple design problem reflecting a need or want that includes 3-5-ETS1-1 specified criteria for success and constraints on materials, time, or cost. Generate and compare multiple possible solutions to a problem based on 3-5-ETS1-2 how well each is likely to meet the criteria and constraints of the problem. Plan and carry out fair tests in which variables are controlled and failure 3-5-ETS1-3 points are considered to identify aspects of a model or prototype that can be improved.A Literature-based design contextIn this study, we explore a promising approach to bringing contextualized

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

. They found that the provision of active learning opportunities in TPD made teachers’ useof new classroom practices increase. Fisher, Lapp, Flood, and Moore (2006)21 described a CPDinitiative that guided teachers’ instruction by linking teaching and assessment. After this CPD,teachers improved their knowledge, skills, and dispositions, and they were able to apply whatthey learned from the CPD to improve their students’ learning. Taitelbaum, Mamlok‐Naaman,Carmeli, and Hofstein (2008)22 reported that teachers became more reflective and aware of theirteaching practices after they participated in a CPD program. de Vries, van de Grift, and Jansen(2012)23 explored the link between teachers’ beliefs about learning and teaching and theirparticipation

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

theirstudents. Each class had between 21 and 31 students; a total of 76 students participated in theclassroom activities. The survey, developed by the teacher candidates, reflected their desire tofocus on a few math learning objectives in relation to the work of engineers. Pre-survey resultsshowed that overall students could identify the tasks an engineer performs, but did notunderstand the tools they would use to do their work. About half of the students surveyedunderstood that to become an engineer one needed college education. Most students did nothave a good understanding of proportion or what a scale drawing was.With an understanding of the students’ knowledge lessons were structured as 50 minute modulesthat strove to: 1) develop the elementary

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Evan C. Lemley, University of Central Oklahoma; Bob Melton, Putnam City Schools; Elizabeth Ann Allan, University of Central Oklahoma; Grant M. Armstrong, University of Central Oklahoma ; James E. Stewart, University of Central Oklahoma; Morshed Khandaker, University of Central Oklahoma

Tagged Divisions

K-12 & Pre-College Engineering

 assigns performance expectations for eachDCI at each grade level: elementary school (ES), middle school (MS), and high school (HS).  Theperformance expectations are the way in which the Framework [5] proposes to integrate SEPinto the classroom.  Even though the NGSS are science standards, the Framework makes it clear thatengineering and technology practices “... are featured alongside the natural sciences for two criticalreasons: (1) to reflect the importance of understanding the human­built world and (2) to recognize thevalue of better integrating the teaching and learning of science, engineering, and technology.”2  So theNGSS reflects this integration and places engineering and engineering design as central to learningscience in K­12

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

a comparison point in the post-implementation interview for thecultural production of smart in an engineering context.The post-implementation teacher interview consisted of a similar line of questioning to get at theteachers’ and students’ experiences with the engineering curriculum. We asked teachers abouttheir perceptions of students’ successes and difficulties during the unit in light of student learningand engagement. Teachers were asked to reflect on any surprises or unexpected outcomes duringimplementation. Additionally, we wanted to understand teachers’ perceptions of possible uniqueaffordances of the engineering unit regarding students’ performances, engagement, and learning.Thus, we asked them to make comparisons of typical student

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

Cathy P. Lachapelle, Museum of Science; Jonathan D Hertel, Engineering is Elementary, Museum of Science, Boston; Muhammad Faiz Shams, Museum of Science - EiE; Chris San Antonio, Museum of Science, Boston; Christine M Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

supported by the National Science Foundation under Grant No.1220305. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the National Page 24.1188.2Science Foundation.IntroductionWith the new Next Generation Science Standards (NGSS) [1], elementary teachers are called forthe first time to teach engineering to their students. For the teachers themselves, as well as thoseworking to provide curriculum and professional development to elementary school teachers inengineering, this is both an opportunity and a challenge. Adoption of engineering curricula

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

conductedduring the spring of 2013 by the external evaluator. The interviews were conducted by phone andby email. Both methods provided adequate opportunity for participants to provide honest andconfidential feedback on the MISO project with respect to their own participation and interests.Interviews were semi-structured around the Wenger indicators (Table 1). Interviewees wereasked to reflect on the five different stages of development in a “community of practice.” All keystakeholders were contacted, with seven in-depth interviews conducted.B. Additional Data Collection MethodsAdditional data collection methods included document reviews and direct observations ofmeetings and workshops (Table 2). Documents reviewed for this report included meetingagendas

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica M. Scolnic, Tufts University Center for Engineering Education and Outreach; Kathleen Spencer, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

experts, these practices translate to a highly iterative, reflective processinvolving complex problem framing, thorough research, analysis of tradeoffs, and controlledtesting.13, 14 It is widely acknowledged that student engineering does not generally look like thatof professionals, in that students may appear to skip doing research, conduct unsystematic testsor favor immediate building rather than planning in advance.13,14 Recent work, however,suggests that students can engage in age-appropriate engineering practices.10,12,15,16 For example,students have been found to discuss the complexities of a problem scope, effectively plan usingdesign drawings, and engage in legitimate testing setups.12,15,16This paper is motivated by the conjecture that

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

final day of the course. Moststudents answered the survey immediately, but some answered it over the next couple of weeks.Seventeen of the 19 participants responded to the final survey. The post survey asked severalquestions about their overall experience and also asked the students to share their reflections oneach session. They were encouraged to use their notes to help recall their reactions to theindividual sessions.We found that at the end of the week, students had a broader perception of computing and wereable to name fields within the discipline besides programming. Table 4 lists the top 4 answersgiven by students. In addition, students listed a much richer set of career possibilities includingtechnical consultant, project management

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

other product Test and Evaluate (POD-TE) Generating testable hypotheses and designing experiments to gather data that should be used to evaluate the prototype or solution, and to use this feedback in redesignApply Science, Engineering, and The practice of engineering requires the application of science,Mathematics Knowledge (SEM) mathematics, and engineering knowledge and engineering education at the K-12 level should emphasize this interdisciplinary natureEngineering Thinking (EThink) Students should be independent and reflective thinkers capable of

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie; Robert Edwards, Pennsylvania State University, Erie

Tagged Divisions

K-12 & Pre-College Engineering

use of simple haptic or hands-on activities in precollege STEM coursesshould be encouraged to take advantage of students’ natural abilities and to help improve theirspatial skills which could enhance their chances of success in future academic and careerpursuits.Haptics and Visualization in STEM EducationWhile there are certain benefits to using virtual instruction in engineering and technology, Page 24.662.2including potentially lower cost and little/no equipment maintenance, 3D interaction usingsoftware is often simplified and does not always accurately reflect actual function which in turndoes not yield optimal results. These results are