Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary Cruz, Great Minds in STEM; Lupe Munoz Alvarado, Great Minds in STEM

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4770: BREAKING NEW GROUND FROM THE STEM-UPDr. Gary Cruz, Great Minds in STEMLupe Munoz Alvarado, Great Minds in STEM Page 25.268.1 c American Society for Engineering Education, 2012 Breaking New Ground from the STEM-UpTM Affiliation: Great Minds in STEMTMAbstractGreat Minds in STEMTM (GMiS) is a national organization focused on accelerating theawareness of science, technology, engineering and math (STEM) among the nation’s mostunderserved and underrepresented communities. As GMiS maintains a hand on the pulse of thenational STEM crisis, it has created a STEM Movement within the Boyle

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sara Titus, University of Maryland-Baltimore County; John Raczek, University of Maryland-College Park; Bruce Jarrell, University of Maryland School of Medicine; Carolyn Parker, George Washington University; Taryn Bayles, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

in the area of cellular engineering. In particular, her work focuses on bacterial adhesion to physiological surfaces. In addition, she maintains an active research program in curriculum development with a focus on workforce development. Page 11.1463.1© American Society for Engineering Education, 2006 “ENGINEERING IN HEALTH CARE” MULTIMEDIA CURRICULUM FOR HIGH SCHOOL TECHNOLOGY EDUCATIONIntroduction This instructional materials development project, funded by the National Science Foundation,seeks to provide new curricula that incorporate hands-on experiences and inquiry-based learning with‘real world

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University Office of Educational Partnerships

Tagged Divisions

K-12 & Pre-College Engineering

., Volk, T.L., Ramsey, J.M. (Eds.), Essential Readings in Environmental Education, 2nd Ed. (pp. 33-35). Champaign, Ill: Stipes Publishing L.L.C.4 Kucharski, G.A., J.O. Rust, T.R. Ring (2005). Evaluation of the Ecological, Futures, and Global (EFG) Curriculum: A Project-Based Approach. Education, 125(4), 652.5 DeWaters, J.E., S.E. Powers (2011). Energy Literacy of Secondary Students in New York State. Energy Policy. 39, 1699–1710. doi:10.1016/j.enpol.2010.12.049.6 Bednarz, S.W. (2000). Connecting GIS and problem based learning. In: Audet, R. & Ludwig, G. (Eds.), GIS in Schools. Redlands, CA: ESRI Press.7 Lambros, A. (2004). Problem-Based Learning in Middle and High School Classrooms: A Teacher's Guide to

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Ayyana Chakravartula, University of California-Berkeley; Barbara Ando, Lawrence Hall of Science; Cheng Li, University of California-Berkeley; Shikha Gupta, University of California-Berkeley; Lisa Pruitt, University of California-Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

2006-1310: UNDERGRADUATE STUDENTS TEACHING CHILDREN: K-8OUTREACH WITHIN THE CORE ENGINEERING CURRICULUMAyyana Chakravartula, University of California-BerkeleyBarbara Ando, Lawrence Hall of ScienceCheng Li, University of California-BerkeleyShikha Gupta, University of California-BerkeleyLisa Pruitt, University of California-Berkeley Page 11.1362.1© American Society for Engineering Education, 2006 Undergraduate Students Teaching Children: K-8 Outreach within the Core Engineering CurriculumAbstract Outreach teaching is successfully implemented as a final project in core courses at UCBerkeley within the Bioengineering and Mechanical Engineering

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Kazem Kazerounian, University of Connecticut; David M. Moss, University of Connecticut; David Giblin, University of Connecticut; Elias Faraclas, University of Connecticut; Cathi Koehler, University of Connecticut

Tagged Divisions

K-12 & Pre-College Engineering

) Mountain. It is equallyimportant to note that in terms of regional comparisons the north/northeast region, specifically 1)New England, 2) Mid-Atlantic, and 3) Great Lakes, contain both the depth as well as breadth ofEEF content standards written into their science curriculum. Page 11.229.9 Average Depth and Breadth of EEF Content Standard Codes in Secondary Science Frameworks by Region 10.0 Percentage indicates the amount of engineering content w ithout 9.0 STS or subcodes. 8.0 7.0 6.0 5.0 4.0 78% 3.0 69

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Susan Lowes, Columbia University; Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston; Shih-Ying Yao, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

years.In collaboration with curriculum partners such as the Museum of Science, Boston’s NationalCenter for Technological Literacy and the Society of Automotive Engineers, Stevens isproviding teacher professional development, technical assistance, and in-class support toparticipating schools. Other partners, including the New Jersey Department of Education, theNew Jersey Principals and Supervisors Association, and other institutions of higher education,are also engaged in this outreach effort.This paper describes the goals, strategies, and specific activities that the Center for Innovation inEngineering and Science Education (CIESE) at Stevens, together with partners, have developedand implemented in the context of the EOFNJ effort for elementary

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Muldoon, Polytechnic Institute of NYU; Paul T Phamduy, Polytechnic Institute of New York University; Raymond Le Grand, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

NSF and CBRI. His research cur- rently involves the NS-3 project and real-time software simulations in the mm-wave domain.Mr. Paul T Phamduy, Polytechnic Institute of New York University Paul Phamduy received a B.S. degree in Mechanical Engineering, from the University of Massachusetts Lowell (UML) in 2010. Upon graduation, he started research in the Nanometrology and Sensors Lab- oratory at UML. Paul completed his M.S. degree in Mechanical Engineering in 2012 focusing in the composite materials. He is currently serving as a teaching Fellow at the Pathways in Technology Early College HS under NYU-Poly’s GK-12 program funded by the NSF and CBRI. He is pursuing a Ph.D. degree in Mechanical Engineering at Polytechnic

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Chemistry and Biomedical Engineering, and is currently completing her Ed. D. in Curriculum Development and Systemic Change. Ms. Burr-Alexander has nearly two decades of experience in curriculum development and implementation of educational programs for educators and students in science, mathematics and technology.Ronald Rockland, New Jersey Institute of Technology RONALD H. ROCKLAND is Associate Dean of the Newark College of Engineering of NJIT and Associate Professor in Engineering Technology, with a joint appointment in Biomedical Engineering. He received a B.E. and M.S. in Electrical Engineering from New York University in 1967 and 1969, respectively, a Ph.D. in bioengineering from

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.1075.1 c American Society for Engineering Education, 2011 Modeling  in  Elementary  STEM  Education  IntroductionElementary science curriculum affords many opportunities for students to engage in inquiryscience, technological problem solving and meaning making through scientific and engineeringmodels and modeling. Modeling, and model-based reasoning is central to professionalengineering work and is similarly essential in the teaching and learning of underlying science,technology, and mathematical concepts. However, students’ ability to effectively use modelswithout proper instructional support is limited. Dam construction is an example of an importantactivity for civil engineers and

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-156: A CAPSTONE APPROACH TO EXPLORING TEACHEROUTCOMES FROM PROFESSIONAL DEVELOPMENTHoward Kimmel, New Jersey Institute of Technology HOWARD KIMMEL is Professor of Chemical Engineering and Executive Director of the Center for Pre-College Programs at New Jersey Institute of Technology. He has spent the past thirty years designing and implementing professional development programs and curricula for K-12 teachers in science and technology. At the college level, he collaborates on projects exploring teaching methodologies and assessment strategies in first-year college courses in the sciences, engineering, and computer science.Ronald Rockland, New Jersey Institute of Technology RONALD H

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2099: MATH CURRICULUM IN A SET OF K-5(8) AND K-12STEM PRE-ENGINEERING TEACHER PREPARATION PROGRAMSStephen O’Brien, The College of New Jersey Dr. O’Brien is an Assistant Professor in the Dept. of Technological Studies within the School of Engi- neering at The College of New Jersey. Page 22.1045.1 c American Society for Engineering Education, 2011 Applied Math Curriculum for Elementary and Secondary Integrated STEM teacher preparation programsAbstractIn this paper we describe the mathematical components of integrated Science-Technology-Engineering-Math (STEM) teacher

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Redfern, Duke University; A. Leyf Peirce Starling, North Carolina State University; Claudia K Gunsch, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11969Novel Approach to Developing and Implementing Curriculum in a 2-WeekHigh School Summer Engineering Experience (Work in Progress)Ms. Lauren Redfern, Duke University I am a second year doctoral student in Civil and Environmental Engineering at Duke University. I have a B.S in Biological Engineering from the University of Florida and a passion for K-12 Engineering.Mrs. A. Leyf Peirce Starling, North Carolina State University Leyf Peirce Starling received a Bachelor of Science in Mechanical Engineering from the University of Virginia in 2003 and a Master of Arts in teaching with a focus on Special Education from UNC

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Greg Russ, University of Maryland-Baltimore County; Jonathan Rice, University of Maryland-Baltimore County; Carolyn Parker, George Washington University; John Raczek, University of Maryland; Bruce Jarrell, University of Maryland-School of Medicine; Taryn Bayles, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

. Page 12.1441.1© American Society for Engineering Education, 2007 The INSPIRES Curriculum: Stimulating Future Generations of Engineers and ScientistsAbstractThe INSPIRES Curriculum (INcreasing Student Participation, Interest and Recruitment inEngineering and Science), funded by the National Science Foundation, is being developed inresponse to the critical national need to recruit more students into STEM-related fields. Thecurriculum seeks to accomplish this goal by exposing students to a combination of real-worldexamples, hands-on activities and inquiry-based learning activities that target the ITEAStandards for Technological Literacy as well as national standards in science and mathematics.Two new modules

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, University of Minnesota, Twin Cities; Tamara J Moore, University of Minnesota, Twin Cities; Christy Pettis, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7288The PictureSTEM Project: A Curricular Approach Using Picture Books toTransform STEM Learning in Elementary Classrooms(Curriculum Exchange)Kristina Maruyama Tank, University of Minnesota, Twin Cities Kristina is a Ph.D. candidate at the University of Minnesota majoring in science education with a sup- porting field in literacy education. She is a former elementary teacher, and her research interests include improving children’s science and engineering learning and increasing teachers’ use of effective STEM instruction in the elementary grades. More recently, her research has focused on using literacy to support

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

. Maureen CarrollMs. Molly Bullock Zielezinski, Stanford UniversityMr. Aaron Loh, Ministry of Education, Singapore Aaron graduated from Stanford’s Learning, Design and Technology Master’s program in 2012. He is currently the Principal of Commonwealth Secondary School, an innovative public school in Singapore. As an educator with more than 10 years of experience as a teacher, policy maker and school leader, Aaron is interested in redesigning public education through the use of technology and new pedagogical approaches. In particular, he believes that design thinking has the potential to reconnect students and educators with authentic and meaningful learning, and can nurture the empathy and creativity that they need to

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Elissa C Milto, Tufts Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

existing language arts curriculum where teachers choose books that work best in their classrooms. • It is an exciting and different way to practice literacy and students who struggle with language arts have a new way to demonstrate comprehension. • It enhances the comprehension of text as students try to find details to predict characters’ choices. Students relate to the characters as they work to create solutions for them. • It introduces students to rich, realistic engineering problems. • It provides synergistic integration of different disciplines. st • It emphasizes problem-solving, teamwork skills and

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alfredo J. Perez, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College; Raul R. Peralta, Northern New Mexico College; David Torres, Northern New Mexico College

Tagged Divisions

K-12 & Pre-College Engineering

/engineering earned in the United Statesduring the last twenty years shows that less than 20 percent of graduates account forunderrepresented minorities which place this population in great disadvantage with other ethnicgroups. Given that New Mexico is a state with high percentage of underrepresented minorities,the Department of Engineering at Northern New Mexico College through the support of GoogleInc. and the National Science Foundation has organized and developed Computational Thinking(CT) workshops and activities for K-12 teachers and pre-service teachers during the last twoyears as an approach to increase the awareness of Computer Science among K-12 students inNew Mexico. The curriculum developed in the workshops have provided teachers andpre

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani, Pennsylvania State University, Great Valley; Iris B. Burnham, Da Vinci School for Science and the Arts

Tagged Divisions

K-12 & Pre-College Engineering

includes more than 30 years of teaching, designing curriculum and implementation of education programs for students of all ages including new teachers. Page 25.782.1 c American Society for Engineering Education, 2012 Innovative Curriculum for Engineering in High School (ICE-HS)—Status UpdateAbstractThe ICE-HS was developed to address the need to define an engineering curriculum in a charterhigh school. The research team reviewed several vendor prescribed curricula such as project leadthe way and infinity, and digital libraries funded by NSF and ASEE such

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

David T. Allen, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Karen A. High, Oklahoma State University; Anthony J. Petrosino Jr, University of Texas, Austin ; Theresa A. Dobbs, UTeachEngineering and University of Texas, Austin; Cheryl Farmer, UTeachEngineering; Jill A. Marshall, University of Texas

Tagged Divisions

K-12 & Pre-College Engineering

researchers drawn from around the world, and which have had a substantial impact on the direction of air quality policies in Texas. He has developed environmental educational materials for engineering curricula and for the University’s core curriculum, as well as engineering education materials for high school students. The quality of his work has been recognized by the National Science Foundation (through the Presidential Young Investiga- tor Award), the AT&T Foundation (through an Industrial Ecology Fellowship), the American Institute of Chemical Engineers (through the Cecil Award for contributions to environmental engineering and through the Research Excellence Award of the Sustainable Engineering Forum), the

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

develop new contentknowledge, but they also have to consider how they will teach the new content, where it will fitin the existing curriculum, and what aspects of the new content will be the most interesting andaccessible to their students. This paper reports some of the barriers that teachers faced when theyimplemented new content into their curricula, as well as some of the ways that a professionaldevelopment (PD) program supported teachers in this challenge. This topic is applicable notonly to NSE, but also to K-12 engineering as programs try to support teachers in implementingengineering curricula into their science courses.IntroductionThe National Nanotechnology Initiative defined nanotechnology as “the understanding andcontrol of matter at

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ethan E. Danahy, Tufts University, Center for Engineering Education and Outreach; Ashley Russell, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

for assisting teachers with performing engineering education and communicating robotics concepts to students spanning the K-12 through university age range.Ashley Russell, CEEO Page 22.859.1 c American Society for Engineering Education, 2011 Improving STEM Learning through Accessible RoboBooksAbstractIn this study the researchers conducted an inclusive and iterative design protocol in orderto develop an accessible, interactive engineering curriculum delivery tool and promoteequitable learning opportunities for students with learning and cognitive disabilities. Thesoftware interface is utilized

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Amir Muhsin Abo-Shaeer, Dos Pueblos Engineering Academy

Tagged Divisions

K-12 & Pre-College Engineering

Page 23.359.1 c American Society for Engineering Education, 2013 Curriculum Exchange: “The Art of Engineering” A Four-Year Project-Based High School CurriculumBackground: A teacher who is the recipient of a MacArthur Foundation Fellowship isimplementing a new four-year project-based curriculum in Science, Technology, Engineering,Art, and Mathematics (STEAM). The program is designed to give students a real-world,interdisciplinary, project-based approach to learning. The program strives to create a balancebetween theory and application.Motivation: Driven by what he perceived as a disconnect between formal education andengineering practice, a teacher in California has designed a high

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal Corbett, Louisiana Tech University; Galen Turner, Louisiana Tech University; David Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

us that they would prefer a more in-depthcurriculum that ties together application and content. The Infinity Project (www.infinity-project.org) focuses on digital electronics, allowing for a rigorous approach, but is limited to avery narrow range of topics. Teachers have indicated to us that they like the rigorous nature ofthe Infinity Project, but would prefer a broader spectrum of topics which seamlessly integratescience, engineering, and mathematics across the curriculum. “…it is very difficult to add STEM electives. … an approach which integrates STEM content within the core curriculum is significantly more viable than other, electives-based approaches. ” - Marvin Nelson, Teacher, Benton

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Robert Reeves, University of Maryland, Baltimore County; Julia Ross, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

onlinemathematical simulation, and a variety of hands-on activities. One module included in thecurriculum is Engineering in Health Care: A Hemodialysis Case Study, which has been usedsuccessfully for the past four years. Data has shown that the curriculum is effective at increasingstudent interest and learning engineering design and science content. Initially, we have focused on developing the curriculum and teacher ProfessionalDevelopment (PD) was limited to just two days. With the support of an NSF-DRK-12 grant andby partnering with the Education Department, we are currently working to enhance the PDprogram for the high school teachers. The new PD program threads the use of the INSPIREScurriculum with deepened content, practice instruction, and

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9710Nature-Inspired Design: A PictureSTEM Project Curriculum Module (Cur-riculum Exchange)Dr. Tamara J Moore, Purdue University Tamara J. Moore, Ph.D. is an Associate Professor of Engineering Education at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and higher education mathe- matics, science, and engineering classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her research agenda focuses on defining STEM integration and investigating its power for student learning. She is creating and testing

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

of mathematics, science and language arts are widely required as a measure ofthe efficacy of the educational system. Both this dependence on standardized testing andthe weight of history tend to encourage teaching of these disciplines in an isolatedfashion, and many times classroom education becomes a laundry list of items to beimparted under time constraints. Other subjects that one might consider important suchas social studies are sometimes relegated to a less important status, and new subjects suchas engineering are strongly resisted due to the lack of free space in the educationalcalendar. Creating a true STEM educational system represents a paradigm shift from thetraditional approach to instruction. Particularly from the student

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of Saint Thomas; Colton Thomas Altobell, Camp Olson YMCA

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3740: ENGINEERING IN SUMMER CAMPS: TAPPING THEPOTENTIALDr. Thomas Shepard, University of Saint ThomasMr. Colton Thomas Altobell, Camp Olson YMCA Page 25.550.1 c American Society for Engineering Education, 2012 Exchange - Engineering in Summer Camps: Tapping the PotentialAbstract: The traditional summer camp provides a rich learning environment in which hands-onlearning activities may be easily incorporated. This paper describes one such activity involvinghand-powered electricity generation which allows users to see, and more importantly feel thedifferences between incandescent, compact fluorescent and LED lights. A

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ayora Berry, Boston University; Don DeRosa, Boston University

Tagged Divisions

K-12 & Pre-College Engineering

teaching methods for pre-service and in-service teachers. He is the director of City- Lab, a biotechnology learning laboratory for K12 students and teachers at Boston University School of Medicine and a former high school science teacher. He co-authors Teaching Children Science: a Discov- ery Approach written as a textbook for pre-service elementary science teachers. Page 26.1050.1 c American Society for Engineering Education, 2015 K-12 Teachers as Curriculum Designers in Engineering Professional Development

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

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

participate in an inquiry learning environment. - Supply all curriculums for teachers so they have access and time to hone their science knowledge and hands-on teaching approach. - Select speakers that are role models for STEM engagement. - Focus on developing teachers’ capabilities and knowledge to teach content and subject matter. - Provide opportunities to address teachers’ classroom work and the problems they encounter in their school settings.Logistics: - Plan early for optimum date, conference location reservation, and hotel booking. - Select a theme with activities and speakers that teachers will find beneficial. - Research curriculum, speakers, and activities that will provide new and innovative

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Larry Richards, University of Virginia; Anaïs Miodek, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

these schools range in cost, focus,targeted demographic and duration. When other summer engineering programs for pre-collegestudents include interactive activities, such as the program at New Mexico State University,11they are not necessarily combined with the range of components implemented by ITE.The emphasis of UVa’s ITE, in contrast to some other similar programs, is to reach out to the toptier of Virginia high-school rising juniors and seniors. The program puts them in a supportiveenvironment with their high-achieving peers in order to introduce them to engineering through ahands-on approach. The program reinforces the value of intellectual achievement balanced with