Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Augusto Macalalag, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Debra Brockway, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

(EiE) curricula was used as the vehicle to help teachersapply their learning to a real-world problem and to introduce teachers to the engineering designprocess. The EiE curricula integrate engineering and technology concepts and skills withelementary science lessons. EiE materials engage students in hands-on, real world engineeringexperiences that can enliven science lessons and motivate students to learn concepts byillustrating relevant applications. Students use the Engineering Design Process to complete adesign challenge presented at the end of each module. In an earlier pilot study conducted in NewJersey using the EiE curricula, it was found that teachers’ confidence and understanding ofengineering improved as a result of engaging in

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

the Secretary/Treasurer for ACMSigart. He is a senior member of the IEEE Computer Society, ACM, AAAI, and the Sigma Xi ResearchSociety. Page 24.28.2 c American Society for Engineering Education, 2014 A Collaborative K-12 STEM Education Framework Using Traffic Flow as a Real-world Challenge ProblemAbstractEffective science, technology, engineering and mathematics (STEM) education can be bettersupported by teaching tools that promote critical thinking and modalities that situate learning inthe context of real-world problems. This is emphasized in the next generation science standards

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-231: USING A REAL-WORLD, PROJECT-BASED ENERGY MODULETO IMPROVE ENERGY LITERACY AMONG HIGH-SCHOOL YOUTHJan DeWaters, Clarkson University Jan DeWaters, PE is currently pursuing a PhD degree in Environmental Science and Engineering at Clarkson University, with a focus on energy and environmental education. She has several years of experience as the curriculum coordinator for Clarkson's Project-Based Learning Partnership Program and directed the Partners in Engineering Program that provides mentoring and engineering activities for eighth grade girls.Susan Powers, Clarkson University Susan E. Powers, PhD, PE is a Professor of Civil and Environmental Engineering and Associate Dean in

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Karen Nielson, Utah State University; Stephanie M. Kawamura, InTech Collegiate High School

Tagged Divisions

K-12 & Pre-College Engineering

46.7Questionnaire SurveyA questionnaire survey was also administered after the posttest. Students were asked to providefeedback on the following statements: “Please describe to what extent the computer simulationhelped, or did not help, with your understanding of physics concepts; and, please describe towhat extent the computer simulation helped, or did not help, with your understanding ofmathematical calculations.” The students reported positive experiences with the developedcomputer simulation module. Representative student comments (original, without editing) arelisted below: “The modules illustrated a real-world application for the concepts that helped me see what I was applying the concepts to. Seeing the diagram of each concept was useful in

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

, experimenting, and redevelopingartifacts to minimize cost and time, while optimizing performance, functionality, andfeasibility according to the client’s needs. This multidimensional balancing, oroptimization, reflects the fact that design does not take place for its own sake or inisolation, but guides artifactual design within a real world context in accordance with apractical set of goals intended to serve human beings. Moreover, the context-specificrequirements for engineering design, such as clients’ needs, setting, feasibility, and cost,govern design and the engineer’s pursuit of knowledge. Thus, the practice of engineeringdesign is, by necessity, deeply entrenched in a contextualized multidimensional problemspace. The practices of design

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Meetu Walia, Polytechnic University; EDWIN YU, Polytechnic University; Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

Laboratory, an NSF funded Research Experience for Teachers Site in Mechatronics that has been featured on WABC-TV and NY1 News, and an NSF funded GK-12 Fellows project. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests are in cooperative control; distributed spacecraft formation control; linear/nonlinear control with applications to robust control, saturation control, and time-delay systems; closed-loop input shaping; spacecraft attitude control; mechatronics; and DSP/PC/microcontroller-based real-time control. He received Polytechnic’s 2002 Jacob’s Excellence in Education Award and 2003 Distinguished Teacher Award. In 2004, he was selected

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Krystal S Corbett, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

, onlythose students receive benefits from the extracurricular activity. Additionally, since the activity isusually informal, the students may only identify the activity as extracurricular and not makeconnections between the activity, their schoolwork, and real world applications. Byincorporating after school activities with content in the classroom, deeper connections can bemade as well as impacting a larger demographic of students. Thus, integrating informal learningwith formal learning serves the dual purpose of reaching more students as well as providing avehicle for interactive learning activities in the formal setting. This paper provides a frameworkfor interweaving regional informal learning activities with a sequence of elective courses

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca Arielle Citrin, Lafayette College; Arthur D. Kney, Lafayette College

Tagged Divisions

K-12 & Pre-College Engineering

questionnaires will be developed to demonstrate two-tiered assessment, which aims toanalyze the students’ understanding of the concepts presented through FUTURE WORLDS, ratherthan purely being able to recall the facts and definitions illustrated during interaction. One goalfor the game is for students to be able to apply prior scientific knowledge in order to developsolutions to real world situations, which requires the students to think critically about the variouspuzzles in the game. The before and after questionnaires will utilize two-tiered assessmentstrategies, as the questions proposed will not only ask students to answer a specific question, butwill all ask the students to explain why they chose that answer. By requiring the students toprovide a

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Matthew Miller, Society of Automotive Engineers International; Elizabeth Bachrach, Goodman Research Group, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

highest ratings for the extent to which the volunteer motivatedstudents to make real-world connections to the science activities and served as a role model forstudents. Using a scale from 1 (Not at all) to 5 (Quite a bit), even the lowest rated items werewell above the scale midpoint. See Table 7.In the longitudinal study sample, Veteran teachers rated each statement slightly higher than didNovice teachers. Again, this may reflect Veteran teachers’ potentially longer established workingrelationships with the same industry volunteers.Table 7Teachers’ Perceived Impact of the Industry Volunteer on Students Mean Rating

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Korey L. Sewell, University of Michigan, Ann Arbor; Jeff Ringenberg, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

, educators have stimulated interest in CS through the use of K-12 friendlyprogramming environments. Visual programming languages (VPLs) such as Scratch1 provide amore aesthetic alternative to the traditional text-based programming environment and typicallyprovide animation or other multimedia to reward student progress. The drawbacks of VPLs arethat they can become limited when applying advanced CS concepts such as functions, recursion,or object-oriented design. As a result, students often do not see the real-world application in theirassignments and projects. Page 25.123.2The accessibility and interest of the K-12 age group in mobile computing

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura E. LeMire, Community College of Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

meaningful to astudent’s personal experience. It is easier for them to relate to how a city or a bridge isconstructed than an abstract geometry problem or even a science experiment. Engineering is aproblem-solving discipline that through iteration, experimentation, inquiry and research cancapture the interest of a student.5Project Lead the Way Project Lead the Way is a not-for-profit organization that has developed pre-engineeringcourses for middle and high school students and provides training to teachers who deliver thecurriculum. Students are offered real-world learning in a variety of areas, including engineering,biomechanics, aeronautics, and other applied math and science areas. Started in 1997 with ahandful of New York schools, PLTW

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

’ thinking. Research on MEAs reveals that these activities byproviding a context for precollege students to explain thinking and justify conclusions,highlight the aspects of literacy that lead to students success; MEAs also help to identifyspecific areas that need attention in instruction [8].Fig 1 – MEA model design process.MEAs involve students in communication, teamwork, critical thinking and problem solving,which are all necessary skills in engineering education [9, 10]. Mousoulides and English [11]argue that “engineering model eliciting activities in elementary school mathematics curriculacan engage students in creative and innovative real-world problem solving and can increasetheir awareness of the different aspects of mathematical problem

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

school students to pursue degrees in STEM-based fields atuniversity levels. The authors tried to accomplish that by providing the students early knowledgeon subjects related to STEM and hence help them with admission into universities. Students inthis study were able to better understand the STEM concepts and use them in the projectactivities and students showed an ability to use STEM concepts to solve real world engineeringproblems.6Student-teachers reviewed a Clarkson University science and engineering camp with a goal of Page 24.1286.9creating a unique environment for students between the grades of 7 and 12 to provideopportunities for students

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

content, and real-world applications to societally-relevantproblems that they previously did not recognize. This transformation carried into theirclassrooms through design and problem-based learning units, and through increased advocacyfor sustainable energy solutions and STEM educational and career paths.Relevance and Integration in Secondary Mathematics and Science InstructionMathematics educators recognize the need to develop a more relevant curriculum for studentsand are exploring new approaches that connect mathematical concepts with real life. Scienceeducators are also increasingly situating science in societally-relevant contexts where scientificknowledge from different areas can be integrated to solve meaningful problems. There

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

-world applications of science and engineering. This project provides a hands-on, contextualapproach to student learning, as well as teacher professional development. As part of thecurriculum, data is being collected on student outcomes that quantify high school students’academic self-efficacy, real world problem solving, critical thinking skills, achievement inmathematics and the sciences, motivational and goal orientation, and vocational or careerinterests in STEM fields. Additionally, teacher outcomes, including self-efficacy, are beingmeasured. This poster/paper will present the curriculum developed through the collaborativepartnership between K12 schools systems and university.IntroductionNumerous publications in recent years have expressed

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

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

Tagged Divisions

K-12 & Pre-College Engineering

connections to science concepts when supporting design teams and routinely ask students to provide science-based rationale for design decisions. C. Teacher Practices: Design-Centered: Engagement with Engineering Concepts Teachers should make explicit connections to engineering concepts throughout the lesson/unit and routinely use appropriate engineering terminology. Teachers should explicitly connect science concepts with real-world engineering applications and describe these applications as rationale for the learning of science.The next step involved identifying a set of sub-components for the major categories. TheCurriculum Materials theme consists of sub-components focused on such things

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jeremy Ernst, North Carolina State University; Aaron Clark, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

funded projectthat promotes technological literacy by attempting to link engineering, mathematics, science, andtechnology concepts through the study and creation of visualizations. Over a three-year period,the VisTE project team has developed, piloted, and is now field testing 12 units for technologyeducation in grades 6 to 12. The research is based upon five basic areas of investigation duringthe piloting phase of the integrated VisTE materials: students’ test scores on knowledge oftechnology, teachers’ ratings of effectiveness of VisTE regarding enhancing students’understanding of intended learning goals, teachers’ ratings of effectiveness of VisTE regardingenhancing students’ understanding of real-world applications of technology, and

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Jacqueline Isaacs, Northeastern University; Jay Laird, Metaversal Studios; Lisa Regalla, Museum of Science Boston; Carol Barry, University of Massachusetts-Lowell; Ahmed Busnaina, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

that hasemerged is that students understand the difference between the fantasy and real science elementsof the game. Students all understand that there is no shrinking machine, nor tiny aliens living ontheir ceilings, but they also understand that at the nanoscale one can defy gravity and gold canchange colors. The game provides a means of relating the “magic” of the videogame world toseemingly magical real-world forces.6. Plans for launch and assessmentAs of March 2008, the team is completing the final revisions to the game’s features and sciencecontent. With each feature change, new science content is inspired, and with each new piece ofscientific information, new features are inspired. The result is a game on which developmentcould continue

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Jason Sayres, Stevens Institute of Technology (SES)

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.1080.1 c American Society for Engineering Education, 2015 LEGO-Based Underwater Robotics as a Vehicle for Science and Engineering Learning (Curriculum Exchange)Target Grade Level: Middle and High School Contact: Mercedes.McKay@Stevens.eduWaterBotics® is a problem-based underwater robotics curriculum thatcan be used in classrooms, camps, or out-of-school programs.Designed to appeal to girls and boys, teams of middle or high schoolyouth design, build, program, test, and redesign underwater robotsmade of LEGO® and other components.Take robotics to new depths! Working through a series of fourscaffolded missions set in real-world contexts, students ultimatelyproduce

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Isla Young, Maui Economic Development Board, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

thestudents in their own self-driven learning process. Each student team works with at least onetechnical advisor/mentor from the community who acts as a role model while providing thestudents with insights into the application of the technology to community needs and to the localworkplace.At the outset of the course, students are encouraged to tinker with an assortment of softwareapplications. As their comfort level with computers and software increases, they are encouragedto discover an issue in their community they feel passionately about and begin to consider howthey might use technology to solve a real-world problem.In the process of solving vexing community problems, the students learn to become creative,intuitive, adaptive learners who can

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

discover about ‘real world’ applications related to the contentthey have learned. This part of the curriculum includes career information and video ofpracticing engineers highlighting their work.In addition to the curriculum development effort, professional development and in-servicetraining with the curriculum are being provided for teachers prior to module use in theclassroom. During the 2006-2007 academic year, several Maryland high schools covering abroad range of demographics will be testing the curriculum and providing data to the study. Inthis presentation, we will provide an overview of the two new curriculum modules and presentresults of student learning, interest and attitudes. Finally, we will discuss the results of therelated

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harry H. Cheng, University of California, Davis

Tagged Divisions

K-12 & Pre-College Engineering

) education in both formal and informal programs in K-14. The goal of the C-STEM Center is to broaden participation of students, especially female and under represented minorities, in computing and to develop students' computer-aided problem-solving skills to tackle real-world STEM problems. The C-STEM Center also studies how to streamline the curriculum on computing education in the context of STEM subjects in elementary schools, middle schools, high schools, and the first two years of college to increase student interest in

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

project-based modules. NOAA, NASA, IPCCand DOE databases are used extensively. This use of real-world data facilitates a focus on thescience, mathematics and engineering applications, the exploration of questions related to thecauses and impacts of climate change and the nature of policy or engineering interventions tomitigate these changes. This data-driven approach also minimizes the emotional and politicizedissues.The inquiry approach and core content included in these modules are well aligned with therecently published Framework for K-12 Science Education. 12 The climate change science inthese modules covers aspects of the disciplinary core subjects (Dimension 3) and most of thecross cutting concepts (Dimension 2). Inquiry and analysis are

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Charles Feldhaus, Indiana University-Purdue University-Indianapolis; Kenneth Reid; Pete Hylton; Marguerite Hart, Washington Township Schools; Kathy Rieke, Washington Township Schools; Douglas Gorham, IEEE

Tagged Divisions

K-12 & Pre-College Engineering

: Teachers participating in the program, in conjunction with IUPUI partners, will develop and create mathematical tasks, activities, and applications (i.e., connected to the real world, developmentally appropriate and standards based), as measured by observations, focus groups, lesson plans (submitted three times/year).Goals #1 and #2 were measured by giving teachers in the 2005-2006 cohort an instructionalpractice survey (see appendix III). This cohort consisted of 37 classroom teachers; 24elementary teachers and 13 middle school teachers. Of the 37 classroom teachers, 24 wereconsidered elementary teachers and taught in grades kindergarten through five and 13 wereconsidered middle school teachers and taught in grades six through

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Doug Kueker, Vivayvic; Pam Newberry, Project Lead the Way

Tagged Divisions

K-12 & Pre-College Engineering

-rigor expectations in relevant, real-world settings. Daggett’s framework for improving schoolcurricula, considers both cognitive rigor and relevance. In his framework, rigor is defined as thelevel of cognitive demand, or the quantity and quality of the cognitive processes, required tocomplete an instructional or assessment task. Relevance, on the other hand, deals with thecontext in which the content is applied. Context of application varies based upon the degree towhich the context in which the content is to be applied, or transferred, approximates the realworld.Educational research supports Daggett’s assumptions about the importance of rigorous andrelevant instructional tasks to student learning. Students demonstrate gains on measures

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

-service teachers of mathematics and science using state-of-the-art virtual design and earthquake engineering technologies. The research places teachers into aintimate workshop-based program that uses engaging experiences to develop content knowledgeand provide connections between education standards and practical application of theoreticalconcepts.IntroductionOne of the most difficult challenges in attracting students to engineering is conveying the ideathat relating theoretical and analytical results to real-world phenomena can be interesting andengaging. Innovation driven by advances in science and technology is a key component of theUS economy.1-2 However, this engine of economic development has multiple threats that willneed to be addressed

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Tubesing, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

provideopportunities to integrate math, science, engineering and art with real-world issues such as energyefficiency and technology for the developing world. This presentation aims to empower teachers tofurther explore electrical topics, despite whatever limitations they may feel in terms of funds, resources,and/or technical knowledge. A variety of ideas for various age ranges, together spanning the full K-12spectrum, are covered.Pedagogical ContextLEDs and lamps are popular and fun components that help make learning electrical topics a playfulexperience. This demonstration explores their many appealing applications for STEM education...1. LEDs and lamps can be used to observe both static and dynamic circuit behavior, offering a visual method of learning

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Krystal S Corbett, Cyber Innovation Center

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

(EWB-USA), a nonprofit humanitarian organization on that implementsModule Overview sustainable engineering projects globally. As members of EWB-USA, you have traveled to a Featured Topics third world country to help with the reconstruction • The history of earthquakes on of homes there after a devastating earthquake. • Topography and making topographic maps As a global engineer, you must consider the • The Richter scale earthquake resistant designs, as well as the • Earthquakes around the globe

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Lydotta Taylor, EdVenture Group; Erika Shaffer, EdVenture Group; Gary Winn, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

engineering jobs found at Disney World includingtraffic routing, food and beverage operations, and capacity planning – all of which steer awayfrom the stereotypical bridge building engineers. This really helped teachers to open their eyesto the engineering profession, which will directly influence their students’ attitudes.Following this panel-like discussion, teachers take on the role of student and participate in asimplified TIME Kit activity created prior to this workshop entitled "Building an ImprovedFEMA House." In this activity, teachers are introduced to a real-life engineering concern:designing a hurricane-proof but cost-effective, temporary, collapsible dwelling. Teachers firstproblem-solve as a small group, then design and prototype-build

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, low critical thinking skills).The concept of authenticity was introduced simultaneously with a strong call for student centered Page 25.340.3learning. Providing students with “real-world” experiences resulted in many project andproblem-oriented curricular components (e.g. students‟ contributions to newspapers or localpond projects). Deeply rooted in Deweyian pragmatism, as Petraglia2 states: Authenticitybecomes the “desideratum of the American educational system” (p.10). Major theories anddesign models were developed to increase authenticity including the use of simulations,cognitive apprenticeship, and problem-based learning frameworks. For