Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, Texas A&M University, Kingsville; Muhittin Yilmaz, Texas A&M University, Kingsville; Faruk Yildiz, Sam Houston State University; Shah Alam P.E., Texas A&M University, Kingsville; Farzin Heidari, Texas A&M University, Kingsville

Tagged Divisions

Pre-College Engineering Education Division

(Callaghan, McCusker, Losada, Harkin & Wilson, 2009),effectively allowing a safe training environment for participants, e.g., high school students, whomight not have sufficient resources for necessary training to be around the laboratory equipmentduring potential STEM outreach collaboration with K-12 educational institutions. Propercollaboration and associated curriculum service learning activities, prospective K-12 students arebetter engaged in universityactivities, better connected to the college culture, and are in aposition to acquire deeper understanding of STEM disciplines. The effective college and K-12partnerships are shown to be the likely instrumental reason for the student knowledgeacquirement (Fonseca et al., 2016). In addition, the

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel Gordon Mendiola Bates, Brigham Young University; Geoff Wright, Brigham Young University; Steven L. Shumway, Brigham Young University

Tagged Divisions

Pre-College Engineering Education Division

-month program) and control(students who did not participate) groups.Research Question The research question of this project is: How does participation in a 5-month ROVexperience influence 6-8th grade students’ interest in, and perception of, technology andengineering?Background There is limited literature that discusses the significance an ROV program has on studentinterest and perception of technology and engineering in an educational setting. Most of theliterature involving the use of ROVs consists of a study or report of the curriculum andexperiential design for that particular program. For example, several of the reports include theresults of participants’ accomplishments, and in some cases participants’ perceptions or

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brett Doudican, University of Dayton; Margaret Pinnell, University of Dayton; Brian Lawrence LaDuca, University of Dayton

Tagged Divisions

Pre-College Engineering Education Division

participants did research in the lab at their host university and engaged incurriculum development, industry tours or other professional development activities. Amongthese professional development opportunities included a “Changing the Conversation” activity toprovide the RET participants with ideas on how to attract a more diverse group of students to thefield of engineering.24, 25 Since one of the main objectives of this program was to facilitate thetransfer of the engineering research activities into the teacher participants’ classrooms, asignificant component of the experience was curriculum development. Similar to that describedby Billiar, et al, the Engineering Design Process (EDP) was used to develop the curriculum. Thisallowed the teachers to

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

 framework for teaching the EDP to all students.  Although there is no agreed­upon standard for the engineering design process,  11,12  ​certain steps are recognized as essential for good engineering design.​ For this project, the  13​EDP framework adopted is that developed by the Engineering is Elementary (EiE)​  curriculum team as shown in Figure 2.  Although the EiE framework was developed with elementary students in mind, we like its simplicity and feel it is still an appropriate framework in which to cast this project.  The EiE framework has just five one­worded

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Sin Ming Loo, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Inc., 2014). doi:10.1109/ICALT.2014.21810. Garcia, D. D. et al. One-day activities for K-12 face-to-face outreach. in 46th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2015, March 4, 2015 - March 7, 2015 520–521 (Association for Computing Machinery, Inc, 2015). doi:10.1145/2676723.267733711. Huang, B. Digital Sandbox (Arduino Programmers Kit) – Curriculum Exchange. in 26.547.1–26.547.2 (2015). doi:10.18260/p.2388512. Assessing Women and Men in Engineering (AWE) Project. Pre-College Implementer Guide. at

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lana Plumanns M.Sc., RWTH Aachen University; Sebastian Reuter P.E., RWTH Aachen University; Kristina Lena Lahl, RWTH Aachen University; Rene Vossen, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

and Mathematics at the Berlin University of Tech- nology. After research stays at the NASA Ames Research Center/ California and the Georgia Institute of Technology/Atlanta, she gained a doctorate on ”Mathematics in Virtual Knowledge Environments” in 2004. Following a junior professorship (2005-2007) at the TU Berlin with the construction and direction of its media center, she was head of the Institute of Information Technology Services (IITS) for electrical engineering at the University of Stuttgart from May 2007 to May 2009, where she was also the director c American Society for Engineering Education, 2016

Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arthur D. Kney, Lafayette College; Rebecca Arielle Citrin, Lafayette College; Pamela L.B. Clark, PLB Clark Consulting LLC

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

College Rebecca Citrin is a presently employed as a Site/Civil Staff Engineer for Langan Engineering and Envi- ronmental Service. Rebecca graduated from Lafayette College in 2014 with a Bachelor’s of Science in Civil Engineering and a minor in Environmental Science. She previously worked with Lafayette College and North Carolina State University faculty members on an NSF funded education project. Rebecca has conducted research on various informal K – 12 engineering education projects and has worked on devel- oping assessment methods for these projects. Rebecca has also organized various student events such as the Lafayette College Engineering Brain Bowl and the Lafayette College STEM Camp, to both promote

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #15180The Roles of Engineering Notebooks in Shaping Elementary Engineering Stu-dent Discourse and Practice (RTP)Jonathan D. Hertel, Museum of Science Jonathan manages the Examining the Efficacy of Engineering is Elementary (E4) project (an NSF-funded study of the efficacy of the EiE curriculum), overseeing and organizing a research effort that involves 240 teachers in the different states. He also provides evaluation support for the Engineering Adventures and Engineering Everywhere projects. He holds an Ed.M. in learning and teaching from the Harvard Graduate School of Education. In 2013-2014, he was named a

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College ; Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Anthony Scotti, Manhattan College

Tagged Divisions

Pre-College Engineering Education Division

Techonology (biomedical engineering) and a Ph.D. degrees from the University of Conecticut (mechanical engineering). She also received a certificate in college instruction from the University of Connecticut. Her current research involves modeling and simulation of protein molecules as nano bio robots with applications in new drug design. The other aspect of her research is engineering education.Ms. Alexandra Emma Lehnes, Manhattan College Alexandra Lehnes is a senior at Manhattan College majoring mechanical engineering and minoring in mathematics. In the past she has done biomechanical research on aortic aneurysms and worked for an energy distribution company as a project engineering intern. Currently she is the president of

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chelsea Monty, University of Akron; Alvaro A. Rodriguez, University of Akron; Zach Griffith

Tagged Divisions

Pre-College Engineering Education Division

previous work by Berland and Trauth-Nare et al, the purpose of thisstudy was to (1) increase knowledge among high school students about the factors associatedwith corrosion, specifically vehicular corrosion, (2) increase student understanding ofengineering principles behind corrosion prevention and mitigation, and (3) engage students inmultiple interactive, hands-on activities to reinforce their learning (Berland, 2013, Trauth-Nare,2016). The CEC curriculum is an example of a project-based curriculum as it was designed touse corrosion engineering and science concepts to solve an authentic question (vehicularcorrosion). Students were presented with the corrosion problem and relevant backgroundinformation as well the implications of their work on

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Alexander Bascou, University of Pittsburgh; Muhsin Menekse, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

psychiatry.Dr. Muhsin Menekse, Purdue University Muhsin Menekse is an assistant professor at the School of Engineering Education at Purdue University, with a joint appointment at the Department of Curriculum & Instruction. Dr. Menekse’s primary research investigates how classroom activities affect conceptual understanding in engineering and science for all students. His second research focus is on verbal interactions that can enhance productive discussions in collaborative learning settings. And his third research focus is on metacognition and its implications for learning. Much of this research focuses on learning processes in classroom settings. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tasha Tiffany Tardieu, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

for their knowledge. With the responses seen above in Figure 3, peers were askedto elaborate on how their level of prior exposure impacted their undergraduate experience. Thegeneral response appears to be that approximately 38% felt adequately prepared by the rigor ofthe secondary school curriculum but 44% felt unprepared compared to peers due to a lack ofexposure to technical classes and hands-on engineering projects and activities. At the same time,100% of peers surveyed believe that there is benefit to offering a hands-on engineering programto secondary school students in Trinidad and Tobago, based on their own experiences.DiscussionSurvey results indicated that those students in Trinidad and Tobago had limited exposure topractical

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Brett Doudican, University of Dayton; Ahsan Mian; Raghavan Srinivasan, Wright State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

-Learning) for approximately ten years. She has incorporated service-learning projects into her classes and laboratories since she started teaching in 2000. Her research interests include community engaged learning and pedagogy, K-12 outreach, biomaterials and materials testing and analysis.Dr. M. Suzanne Franco, Wright State University Professor of Statistics and Research, Leadership Studies in Education and Organizations, College of Ed- ucation and Human Services. Program Director for EdD in Organizational StudiesBrett Doudican, University of Dayton Brett Doudican is the curriculum coach of the NSF RET for Materials and Manufacturing program. He also is a full time math teacher and department chair at the Dayton Early

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University - Bakersfield; Charles Lam, California State University - Bakersfield; Hani Mehrpouyan P.E., California State University - Bakersfield; Ronald Hughes

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

in computer engineering from Simon Fraser University, Canada in 2004 and the PhD degree in electrical engineering from Queen’s University, Canada in 2010. From 2010-2012 he was a Post-Doc at the Department of Signal and Systems at Chalmers University of Technology where he lead the MIMO aspects of the microwave backhauling for next gener- ation wireless networks project. He was also a visiting scholar at the University of Luxembourg in 2012, where he was involved in research related to interference cancelation for next generation satellite commu- nication links. Since August of 2012 he has been an Assistant Professor at the Department of Computer and Electrical Engineering at California State University

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jill Marshall, University of Texas, Austin; Ara Winter, University of New Mexico, Department of Biology; Yang Liu, University of New Mexico, Department of Organization, Information, and Learning Sciences

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

how teacher motivation translates into student self-efficacy, informingthe design of pre-college curriculum and teacher training.(4) Learning and achievement of science, technology, and mathematics content and practicesWe coded 44 papers as having goals related to learning and achievement of science, technology,and mathematics content and practices. Of these, 18 (41%) provided outcomes that wereinterpretable. We identified few large scale and multiple small scale studies. Broadly, there isevidence that K-12 engineering activities sometimes enhance science and mathematics learning,but this is dependent on effective integration, an issue that has been noted elsewhere [20]. Forinstance, students who participated in Project Lead the Way had

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guo Zheng Yew, Texas Tech University; Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Audra N. Morse P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

format. Most commonly, significantimprovements in exam scores are not observed, but students report preferring the flexible andinteractive nature of the flipped structure13,22. Applications of the flipped classroom environmentin engineering courses have also been observed and recorded25. In this paper, the curriculum assessment of the six discipline-specific topic lessons in E-GIRL is presented. In addition to topic lessons, E-GIRL components include a real-worldmultidisciplinary group project, professional sessions and university information sessions.Detailed descriptions and a general E-GIRL program evaluation are presented in Monaco et al.(2016a)16.MethodologyThe curriculum for E-GIRL aimed to promote interest in engineering among female

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

highlight students’perception of the impact the designed program curriculum had on the growth of theirunderstanding of engineering. Yew et al. (2016) presents detailed results covering the evaluationof E-GIRL curriculums discipline specific lessons.18 Monaco et al. (2016) presents assessment ofstudent performance during the group project and oral presentation.11 During the application process, students were asked to complete a personal essay describingtheir interest in pursuing engineering and participating in E-GIRL. Additionally, students wereasked to provide personal achievements and past experiences that would make them successfulparticipants during the summer program. Applicant essays were coded by a group of fivereviewers determining

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Monica H. Lamm, Iowa State University; Sriram Sundararajan, Iowa State University; Kristina Maruyama Tank, Iowa State University; Anne T. Estapa, Iowa State University

Tagged Divisions

Pre-College Engineering Education Division

-Leader for the USDA-AFRI project CenUSA Sustainable Production and Distribution of Biofuels for the Central USA. He is a licensed Professional Engineer who earned his BS in Electrical Engineering from the Rochester Institute of Technology and his PhD in Agricultural and Biological Engineering from Cornell University. Prior to coming to Iowa State in 2006, he was a faculty member at the University of Tennessee for over twelve years. Raman enjoys teaching and has taught courses including freshmen engineering (mechanics and computer programming – to classes ranging in size from 20 to 500+), sophomore and junior level courses on mass and energy balance applications to biological systems engineering, numerical methods

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Northern Arizona University; Ali Osman Pektas, www.statprofs.com; Mustafa Akca; Daniel'le April DeVoss, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Mathematical Engineering and wrote a master thesis on Query Processing and Optimization in Database Management System. He has also profession- alexperiences in electricity and energy sectors, and worked as a consultant for ERP (enterprise resource planning) and CRM (customer relationship management) programs.Daniel’le April DeVoss, Northern Arizona University c American Society for Engineering Education, 2017 How to shape attitudes towards STEM careers: The search for the most impactful extracurricular clubs (RTP)It is well known that strong extra-curricular STEM programs provide multiple arenas for studentsto expand on classroom curriculum, complementing STEM skills with creative

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the high school level. With the extra instructional time, high school ENGR 102students enhance their learning through multiple authentic and carefully planned projects.Towards the end of the school year, high school ENGR 102 students prepare the solar ovenproject in much the same way as their undergraduate counterparts.The design and delivery of an introduction to engineering curriculum is important as it is the firstcontact with the field of engineering for many students. Pre-college, engineering programs havebeen shown to attract students to engineering and other STEM careers (Crisp, Amaury &Taggart, 2009; Delci, 2002; Yelamarthi & Mawasha, 2008). Our goal is for our teachers to offervaried, hands-on projects in their engineering

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

authors, the STEMIntegration Curriculum Assessment Tool, contains a number of elements. Each teacher-generated product is evaluated using a five point scale for each of the elements. The overallscore is used to compare and rate the products.Identification of sources for activitiesMany potential sources for engineering-related lesson plans exist--which is part of the motivationfor this project. Rather than differentiate among sources as web, print, etc., this project lookedfor resources from a variety of types of creators. For example, web resources, such aslinkengineering.org and teachengineering.org have free, downloadable lesson plans fromteachers, professional development providers, engineering graduate students and fromengineering educators

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

John E. Post P.E., Embry-Riddle Aeronautical University - Prescott

Tagged Divisions

Pre-College Engineering Education Division

student coordinators/staff members? 3. The student coordinators/staff members 9.2 9.6 8.7 9.2 were approachable and made you feel welcome. 4. The camp schedule was adequately 8.8 8.5 8.2 8.5 involved. 5. The food provided was satisfying. 7.8 7.5 6.1 7.1 6. How would you rate your housing 8.1 8.3 7.5 8.0 experience? 7. The curriculum was interesting and 9.4 8.9 8.8 9.0 helped you learn. 8. The in-class lessons were applicable to 9.6 9 8.6 9.1 your projects and any assignments. 9. The professors were engaging and easy 8.6 8.6 7.4 8.2 to understand. 10. How would you rate your

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline F. Handley, University of Michigan; Elizabeth Birr Moje, University of Michigan; Jerome Peter Lynch, University of Michigan; Katherine A. Flanigan, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

. Elizabeth Birr Moje, University of MichiganDr. Jerome Peter Lynch, University of Michigan Dr. Jerome Lynch is a Professor of Civil and Environmental Engineering at the University of Michigan; he is also a Professor of Electrical Engineering and Computer Science by courtesy. He is also the Director of the University of Michigan Smart and Healthy City Initiative which focuses on solving urban challenges with smart city technologies. Prior to joining Michigan in 2003, Dr. Lynch had completed his graduate studies at Stanford University where he received his Ph.D. in Civil and Environmental Engineering in 2002, M.S. in Civil and Environmental Engineering in 1998, and M.S. in Electrical Engineering in 2003. Prior to attending

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon G. Morton, Drexel University; Jeff Gregorio, Drexel University; David S. Rosen, Drexel University ; Richard Vallett, Drexel University; Youngmoo Kim, Drexel University, ExCITe Center

Tagged Divisions

Pre-College Engineering Education Division

goal. In more recent work, Mahadevan et. al,developed EarSketch, a web interface for helping its users, primarily high school students, learnabout computer programing by creating digital music within a web-based programmingenvironment [3]. By engaging the students with culturally relevant topics (music and itscreation), the creators of EarSketch have been able to teach over 10,000 high school studentsbasic programming skills. All of these educational endeavors made use of students familiaritywith music to increase students technical literacy and interest in STEM fields. Encouraged by thescope and impact of these and other STEAM related projects, our program has continued toiterate and improve upon our own novel efforts and distinctive

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

content as the basis forengineering, rather than using engineering projects to motivate the learning of science. Finally,unlike many outreach efforts, this program is not connected with particular content areas ofengineering, such as nanotechnology or electrical engineering.Developed through the collaboration of a university physicist and a high school teacher in thelate 80’s, the Modeling framework for science instruction has spread to high schools throughoutthe U. S. and internationally, largely through grass-roots teacher efforts. It is one of only twohigh school science reform efforts designated as exemplary by the U. S. Department ofEducation and has reached an estimated 7,500 teachers. Further, the cohesive Modelingcommunity has created

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Michele Miller, Michigan Technological University; Mo Rastgaar, Michigan Technological University

Tagged Divisions

Pre-College Engineering Education Division

in the engineering process through co-robotic activities. The efforts include developing a hands-on curriculum, implementing it in aweek-long summer youth program in summer 2015, and evaluating the outcomes.3. The Engineering ProcessOur goal is to engage students from early ages in engineering practice to learn the“engineering process”. To increase the project impact, we plan to train teachers to be able toconduct these class activities independently. Studies show that many students are not exposedto the engineering topics during K-12 because their teachers were not trained to includeengineering concepts in their course content.14-17The NGSS framework defines engineering as any engagement in a systematic practice ofdesign to achieve

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael E. Edley, Drexel University; Stephanie Owens, Science Leadership Academy; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

Pre-College Engineering Education Division

phone. The school community asked teachers to embed technology inthe curriculum, so students easily adapted to myfitnesspal. The students are savvy and enjoyedengaging with their devices, and all were 100% successful in using this nutrition and fitnesstracker throughout the project. The fitness and exercise app was easy to navigate, which meantthat learning was accessible to every student. The app asks users to provide basic activity andnutrition data and then allows the user to set a personalized weight and/or exercise goal. The applearned the user’s habits and encouraged regular interaction. At the end of the project, eachstudent was able to verbally discuss how they did or did not meet their nutrition and/or exercisegoals. All teams

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

development to aid teachers in building new expertise andcurriculum that incorporates engineering concepts.Many programs have been designed to provide this kind of professional development inthe response to the new standards. For example, Custer, Ross and Daugherty (2014)worked with 21 science teachers to incorporate engineering concepts into science lessons.Moorhead, et. al. (2016) developed robotics activities aligned with the NGSS, andworked with math and science teachers to implement them in classrooms. Berry andDeRosa (2015) provided professional development in which teachers learned aboutengineering education and developed their own engineering curriculum aligned with theNGSS. Bowen (2014) described teacher internships that provide experience

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chandan Dasgupta, Department of Computer and Information Technology, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette ; Jie Chao, The Concord Consortium

Tagged Divisions

Pre-College Engineering Education Division

). Thus,the need of the hour is classroom environments that provide teachers opportunities for engagingdeeply and meaningfully with the technology and scaffolding the implementation of technologyto support science and engineering learning. This exploratory work presents findings from astudy that investigates teachers’ technological pedagogical content knowledge in the context of aproject-based unit using a CAD tool- Energy3D (Xie et al., 2014). It looks at ways in whichteachers orchestrated their classroom instruction and interactions with the students. The researchquestion guiding this study is- How do teachers orchestrate a project-based engineering designand science activity supported by a CAD tool?Method A single subject case study

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

commercially available. A four-year effort, the E4 Project began with a year of planningand teacher recruitment during which a total of 275 3rd, 4th, and 5th grade teachers from 172schools were selected from a pool of about 600 applicants to participate. These teachers werefrom three regions in the eastern United States, had not taught engineering in the past, taught ascience unit of instruction that was related to content in the E4 Project units, and agreed to teachtheir assigned E4 Project unit(s) for two years consecutively (Year 1, 2013-2014; Year 2, 2014-2015). (See previous work from the authors for additional detail regarding eligibility andrecruitment.2,30) Once selected, schools were randomly assigned to either the EiE curriculum (90