Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chelsey Simmons, Stanford University; Beth L Pruitt, Stanford University; Kaye Storm, Stanford University; Gary Lichtenstein

Tagged Divisions

K-12 & Pre-College Engineering

Sessions on Confidence in Teaching STEM-Related SkillsAbstractProfessional development programs for teachers involving hands-on research have been shownto improve student performance. However, the mechanisms by which this occurs are unclear.After preliminary investigation, teacher confidence appeared to be one metric that may beaffected by participation in our research program. Quantitative survey data fail to confirm thishypothesis, though. Qualitative essay data suggest external factors that impact confidence andthus our interpretation of survey data.1. IntroductionNational Science Education Standards established by the National Research Council in 1996suggest that science teachers “encourage and model the skills of scientific inquiry, as well

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

materials. As a member of IEEE’s Professional Communication Society, she serves as a book series editor for ”Professional Engineering Communication.” For the University of Wisconsin-Madison, she regularly holds workshops (both online and face-to-face) for practicing engineers all over the globe on how to improve their technical presentations.Thomas Dean McGlamery, University of Wisconsin–MadisonAmy K. Atwood, University of Wisconsin - Madison Page 22.1318.2 c American Society for Engineering Education, 2011Special Session: Moving towards the Intended, Explicit, and Authentic

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carleigh Samson, University of Colorado Boulder and TeachEngineering; Jacquelyn Sullivan Ph.D., TeachEngineering Project Leader, University of Colorado Boulder; René F. Reitsma , PhD, Oregon State University, College of Business; Michael Soltys Ph.D., University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

/Technical Studies. Accessed 1/16/2015. http://publications.sreb.org/2005/05V08_Research_PLTW.pdf4. Hirsch, L. S., Kimmel, H., Rockland, R., & Bloom, J. (2005) Implementing Pre-Engineering Curricula in High School Science and Mathematics. 35th ASEE/IEEE Frontiers in Education Conference, S2F-26, Indianapolis, IN, October 19-22, 2005. Accessed 1/16/2015. http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=16122355. Willard, T. (2013) A Look at the Next Generation Science Standards. The Science Teacher, National Science Teachers Association. Accessed 1/13/2015. http://nstahosted.org/pdfs/ngss/InsideTheNGSSBox.pdf6. Reitsma, R. & Diekema, A. R. (2011) Comparison of Human and Machine-Based Educational Standard

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charlotte De Vries, Penn State Erie, the Behrend College; Yi WU, Pennsylvania State University, Erie; Melanie R. Ford, Pennsylvania State University, Erie; Oladipo Onipede Jr., Pennsylvania State University, Erie

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

., Pennsylvania State University, Erie Page 26.1670.1 c American Society for Engineering Education, 2015 Using LEGO MINDSTORMS in a Control Systems Lab to impact next generation engineers (Works in Progress) AbstractProducing interest in control systems can be challenging due to the abstract nature andincreased mathematics needed to understand the topic. This paper explores threeapplications of using LEGO MINDSTORMS kits to further education in controls andsystem undergraduate research, K-12 outreach, and in-class labs. Encouragingundergraduate students to design an outreach activity

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Paul Crips, Laramie Middle School; William Parker, Laramie County School District 1; Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

Cheyenne, Wyoming a grant of $230K to integrate mathematics,science, and language arts into the district’s seventh grade curriculum. The overall goalof the grant was to enhance the technical and cultural literacy of the students. To achievethis goal an objective was set that all seventh grade students would improve theirauthentic critical thinking skills by developing inquiry skills through the use of DiscoveryBoxes that would integrate mathematics, science, and language arts skills. A DiscoveryTeam was formed to implement the grant. The team consisted of professional educators.Approximately 20 team members were teachers from constituent middle schools withinLCSD#1. The remaining six team members were subject matter experts includingeducators from

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Nicholas Oswald, Oklahoma State University; Charlie Huddleston, Oklahoma State University; Alan Cheville, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-882: A RACE CAR DESIGN-BUILD-TEST PROJECT FOR LOWINCOME, FIRST GENERATION PRE-COLLEGE STUDENTSNicholas Oswald, Oklahoma State UniversityCharlie Huddleston, Oklahoma State University Charlie Huddleston is currently earning his Masters degree in electrical engineering at Oklahoma State University. His experience in embedded systems and electronic design has enabled him to be technical lead on a wide variety of technology development projects both at OSU and for small technology companies.Alan Cheville, Oklahoma State University Page 13.95.1© American Society for Engineering Education, 2008

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Vincent William DeLuca, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

total of 36 credit hours, including 15 credits of coreeducation/pedagogy courses, 15 credits of Technology Education courses and 6 credit hours of aspecial project that will be administered jointly by faculty in CED and COE (Table 1). Therequirement of an engineering education-based project in lieu of the thesis makes it possible forstudents to complete the degree within one year. Page 26.16.4Table 1. Plan of StudySemester (Credit Hours) Course (Credit Hours)Summer Session I, II (8) Summer I: TED 530: Foundations of Teaching Technology (3) TED 692: Research

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

serve as a professional development tool for the writers. As such, itprovided background and content knowledge necessary for properly completing each section aswell as additional resources in the form of hyperlinks and references.The third session focused on quality rubric generation based on the research of Marzano andBrown and Arter and Chappuis.33, 34 The goal of the session was to equip team members with anunderstanding of generating a four point rubric for their curriculum. Participants were providedguidance on what their curriculum rubrics were to assess as well as reference material oncreating quality rubrics, and general objective/measurable vocabulary. Days later the curriculumwas submitted to the Principal Investigator for a technical

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Anne Seifert, Idaho National Laboratory; J. Kade Hendricks, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13590Are We Preparing the Next Generation? K-12 Teacher Knowledge and En-gagement in Teaching Core STEM PracticesDr. Louis Nadelson, Utah State University Louis S. Nadelson is an associate professor and director for the Center for the School of the Future in the Emma Eccles Jones College of Education at Utah State University. He has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher professional

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Glenn Ellis, Smith College; Diana Fiumefreddo, Smith College

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-1579: DRAFTING A BLUEPRINT FOR EDUCATING TOMORROW'SENGINEERS TODAYBeth McGinnis-Cavanaugh, Springfield Technical Community CollegeGlenn Ellis, Smith CollegeDiana Fiumefreddo, Smith College Page 15.430.1© American Society for Engineering Education, 2010 Drafting a Blueprint for Educating Tomorrow’s Engineers TodayIntroductionWith the establishment of a STEM middle school and other initiatives, the Springfield,Massachusetts Public School System (SPS) has made a commitment to excellence inTechnology/Engineering instruction for all of its 5700 students. To support this commitment, apartnership between the Springfield Middle Schools, Springfield Technical Community

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

problems were encountered and solved.Each PBL Challenge contains five main sections: (1) Introduction - An overview of theparticular topic to be explored; (2) Organization Overview - An overview of the organization thatsolved the problem to contextualize the problem; (3) Problem Statement - A re-enactment of thescenario in which the problem was originally encountered; (4) Problem-Discussion - A re-enactment of the brainstorming session engaged in by the individuals who solved the problem;and (5) Problem Solution - A detailed description of the organization’s solution to the problem. Page 25.1065.4The Problem Discussion and Problem Solution sections

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lucy McAuliffe, Smith College; Glenn W. Ellis, Smith College; Sonia Katrin Ellis, Smith College; Isabel Huff, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

K-12 & Pre-College Engineering

-StartPartnership among Springfield public schools, Springfield Technical Community College(STCC), and Smith College. The three institutions worked together to create a series of summer Page 22.1092.13professional development workshops, entitled “Drafting a Blueprint for Teaching Tomorrow’sEngineers Today.”18 These two professional development workshops were composed of two-week summer sessions in both 2009 and 2010. In the summer 2010 workshop, instructorsintroduced concepts of Artificial Intelligence to the teachers attending. Talk to Me was presentedas a tool to help teachers integrate the concepts of AI into their classrooms. Table 4.1 lists the

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

the classroom. Ouranalyses of student engagement suggest that students’ tacit understandings of the activity– what they think is going on – influence their engagement in engineering design12,13.In this study, we invoke a framing lens to examine how students make sense of NovelEngineering design activities on a moment-by-moment basis. We conduct an in depthstudy of one group of students to (1) explore how the students’ framings dynamicallyshift and evolve over the course of their design experience, and (2) examine how theirframings interact with their engagement in disciplinary practices. We present ourdevelopment of a coding scheme that is grounded in data to capture framing transitionsand stabilities over the course of students’ design

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

spent time reading core content lessons as well as brainstorming ideas foralternate ways to present material and more hands-on projects.Another workshop was held as an optional one night session during a summer professionaldevelopment week, National Integrated Cyber Education Research Center’s (NICERC)Education Discovery Forum (EDF), for teachers whom are implementing other NICERCcurricula. In general, the attendees were high school mathematics and science teachers. Thisworkshop was a condensed version of the working group sessions except the brainstormingcomponent was not included. For three hours, teachers participated in activities and saw contentfrom three units: Cartesian coordinates, polar coordinates, and vectors. After completing

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee McCall, Arizona State University, Polytechnic campus; Randi Michelle Taylor, Arizona State University; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

K-12 & Pre-College Engineering

development of their machines.Many STEM program use the “just in time” approach by using remote access technologyas a tool to connect with mentors and students at other schools [7]. Figure 1 shows abreakdown of a typical camp schedule.Figure 1: In the color-coded schedule, most of the sessions, shown in brown, were geared towards learningand applying the engineering design process. The sessions in yellow are the science, technology, arts andmath content modules. These sessions are presented just-in-time for students to apply them to the designand development of the machine.A chain reaction machine consists of a number of action–reaction steps in sequence

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville; Carlos A. Garcia, Texas A&M University, Kingsville; Tamara D. Guillen, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville

Tagged Divisions

K-12 & Pre-College Engineering

) related collegedegree programs have experienced lower U.S. student enrollment1 and unwillingness of K-12students for science and mathematics courses2. The enrollment in undergraduate engineering andengineering technology disciplines was down by 16% during the 1986-2006 period3 and thenumber of awarded bachelor’s degrees in engineering fields fluctuated between 60,000-80,000during the comparable period4 in spite of more than 10% projected job growth in engineeringdisciplines in the near future5. Due to their tendency to pursue social sciences and to attendprograms at two-year institutions, underrepresented groups such as Hispanics, women orAfrican-Americans have generated even a larger deficit in enrolling STEM disciplines6. Thecurrent trend in

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Landis, University of Pittsburgh; Christian D. Schunn, University of Pittsburgh; Monica Christine Rothermel, University of Pittsburgh; Scott Shrake, University of Pittsburgh; Briana Niblick, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

RET Site and to provide guidance to other RET sites interested in modifying orexpanding their programs.Pitt’s RET SiteEstablished in the spring of 2005, the core objective of Pitt’s RET Site is to develop strategiesthat address the critical challenges facing our K-12 educational system in STEM fields. Thesewell-documented challenges 1-2 relate to the degradation of our nation's technologicalcompetitiveness and the significant decline in the number of K-12 students interested in STEMsubjects. Many have argued that educators of our next generation of technical leaders,particularly those at the pre-college level, are the critical links for overcoming these challenges.Thus, our approach is to expose and train teachers on what it means to be an

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Kwabena A. Narh, New Jersey Institute of Technology; Rajesh N. Davé, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

challenges involved withmanufacturing of pharmaceutical products, and thus help educate future generations of students,helping create a strong pipeline of talented students interested in pursuing careers in engineeringand science.The ERC-SOPS is a four-university project, involving about 30 faculty, with a central systems-oriented theme of developing a model-predictive, integrated framework for systematicallydesigning materials, composites, and the processes used to manufacture them. The NJIT ERCincludes seven faculty members, who mentor research projects aligned with three main researchthrusts: 1) A New Manufacturing Science for Structured Organic Particulates, 2) CompositeStructuring and Characterization of Organic Particulates, and 3) Particle

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.414.3science, and taught in the format of a traditional science class. It was also felt however, that thiswas going to be something completely new to our school. In hindsight, the treatment given toengineering in the Next Generation Science Standards 13 validated this decision. The firstversion of the sample syllabus, included as Attachment 1, was drafted that morning.Our first goal was to define a concept for a new course, dubbed simply “Intro to Engineering”,consisting of fundamentals and small hands-on projects as a “lab” equivalent. It had to includeengineering principles as theory, practical problems requiring math skills, mostly algebra, hands-on projects, technical vocabulary, and documentation. The plan suggested that a second

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Satabdi Basu, Vanderbilt University, Institute for Software Integrataed Systems; John S Kinnebrew, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar; Tazrian Haider Rafi, Vanderbilt University; Gautam Biswas, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

studentsworked through the two components of the C3STEM system: CTSiM (Computational Thinkingusing Simulation and Modeling) and C2SuMo (Collaborative Cloud-based Scaled up Modeling),present the experimental study we conducted, and discuss the results in detail. We end the paperwith a summary of our accomplishments, and directions for future research.1. IntroductionThe Next Generation Science Standards place significant emphasis on combining the learning offundamental concepts with scientific and engineering practices that help students develop usea-ble knowledge that they can apply across multiple problems. In more detail, the standards em-phasize that students develop the skills to build and use models, plan and conduct experiments,analyze and

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

dissertation ”Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students” was the first of its kind at the university. Whitney has been recognized by the National Technical Association (NTA) for her novel approach to studying students, specifically underrepresented minorities and women. Whitney also works with the Emerging Ethnic Engineers (E3) Program. She teaches Calculus 1 during the Summer Bridge program and instructs Cooperative Calculus 1 during the school year. Continuing with her commitment to community involvement, Whitney has previously served on the Na- tional Executive Board

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Daney, Downingtown Area School District & Villanova University; Aaron P. Wemhoff, Villanova University; Gerard F. Jones, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

findings and recommendations, allowing students to share their findings andrecommendations both locally and globally. Providing a learning opportunity that focuses on thecurrent data center energy usage challenge, and the emergent technologies being used to addressit, will connect students to a deeper understanding of the inner workings of the data center and itsplace in modern society.I. IntroductionEnergy literacy plays a vital role in K-12 education; future generations need to developbehavioral patterns to eliminate or reverse harm to the environment and maximize the use ofavailable energy resources. The definition of energy literacy1, though vague, encompasses theknowledge of (1) available energy resources, including advantages and

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

. Mean ACT score was 23.2, while the mean SAT was 1051.Princeton High School 3Princeton High School is a relatively large, four-year comprehensive high school that serves Page 12.1397.2approximately 2,000 students. Academic program offerings span the International Baccalaureateprogram, through Technology, Business, and General Studies. Approximately 82% of thegraduates attend college with 60% going to four year schools and 22% enrolling in twoyear/technical schools. Princeton's average ACT composite for the past three years was 22.3.The average SAT composite in that same period was 1070.For all three schools, the school year consists of two

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

environment, tackle economical, health, and energy concerns, and extend the technologyhorizon to realize undiscovered capabilities. The past and present generations of scientists,engineers, and mathematicians have made, and are continuing to make enormous strides inpropelling the human race through industrial, technological, and social revolutions, whileeducators are striving to establish new learning techniques to capture our youth’s enthusiasm andguide them through the next phase of innovative solutions. On March 3, 1863, President Abraham Lincoln signed a congressional charter founding theNational Academy of Sciences (NAS) for the purpose of serving the government to “investigate,examine, experiment, and report upon any subject of science or

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Thomas Piechota, University of Nevada-Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

: 1. To identify the phases of the engineering design process. 2. To design an engineering project and construct a physical model of the project. 3. To prepare a technical report for a design project and make an effective oral presentation that summarizes the project. 4. To recognize the importance of working in a design team. 5. To recognize the importance of the NSPE Code of Ethics and the responsibility of Professional Engineers.The textbook is Engineering by Design4 that is based on the five phases of the engineeringdesign process: 1. Needs Assessment 2. Problem Formulation 3. Abstraction and Synthesis 4. Analysis 5. ImplementationDescription of Hybrid CourseThe hybrid model consisted of distance

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2008 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

K-12 & Pre-College Engineering

on 2004/2005 statistics 1, 95.4 % of theUniversity’s student population was “White/Non-Hispanic”. In an effort to increase ourtotal enrollments and also address our lack of racial diversity, we found a very“reachable” population in the local public schools. The public school student populationin the region is in fact significantly more diverse 2 with a “White/Non-Hispanic”population of 80.81%. In both instances the balance of the populations were comprisedof Blacks, American Indian, Asian/Pacific Islander, and Hispanic.On average, two high school classes per month have traveled to campus to participate inlaboratory based sessions. As a direct result of these sessions, four new majors havejoined our program and several others have requested

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

illustrates the results of applying each ofthese measures for comparing the example models in Figure 2 and 3.In general, there are several ways to construct correct (and behaviorally equivalent) models. There-fore, additional transformations could be applied to achieve a canonical form of the models or the 6 Bag of Words Percent Correct 7 = 0.857 1 Bag of Words Normalized Incorrect 7 = 0.143 Bag of Words distance

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

1992; and PhD (Computer Science) from Washington Uni- versity in St. Louis, St. Louis, MO in 1998. Prior to his current position at Vanderbilt University, he was a Member of Technical Staff at Lucent Bell Labs. He is a Senior Member of both the IEEE and ACM.His research interests are in solving distributed systems challenges for real-time and embedded sys- tems through effective software engineering principles and algorithm development. He is applying these expertise to develop an effective, cloud-based and ubiquitous infrastructure for scalable, collaborative STEM education.Dr. John S Kinnebrew, Vanderbilt UniversityProf. Gautam Biswas, Vanderbilt Universityhttp://www.asee.org/public/person sessions/logout Gautam

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Turner Ralph Swanson, Tau Beta Pi Engineering Honor Society; Justin Matthew Collins, Milwaukee School of Engineering; Jill Frey, Sweet Water Foundation; Joey Zocher, Escuela Verde; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

experimentalcontrols. Plants growing under normal illumination, for example, are needed to provide abaseline for comparison against plant growth in the phototropism machine under abnormalillumination. Students will also be taught the importance of verifying experimental results withobservations made by other researchers – our results will be compared against similarexperiments conducted by NASA reported in the literature to validate observed outcomes.Overall long-term goals for this program include the following:1) Providing curriculum that utilizes the Next Generation Science Framework to middle schoolclassroom teachers that build STEM skills and knowledge around local food production;2) Providing collegiate honor society members with an outlet to connect to

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

for the Maryland State Department of Education, in 1997 Dr. Goldberg became an indepen- dent educational consultant. She provides technical support and professional development services to educational institutions, agencies, and organizations in the areas of assessment development, scoring, and literacy learning. Page 24.1321.1 c American Society for Engineering Education, 2014 An Engineering Design Process Portfolio Scoring Rubric and E-Portfolio System for Structured K-12 Engineering Education (Work in Progress)IntroductionWith the