Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International

Tagged Divisions

Pre-College Engineering Education Division

paired withgoal setting, observations and reflections to build understanding, testing, application of ideas,and presentation. This structure suggests an experiential learning framework where students takean active role in applying their knowledge to authentic, real-world learning experiences.Experiential learning is “the process whereby knowledge is created through the transformation ofexperience. Knowledge results from the combination of grasping and transforming experience”(Kolb, 1984, p.41). This theory also has strong foundations in cognitive learning (Piaget, 1964)and pragmatism (Dewey, 1933). Kolb’s (1984) learning cycle explains learning as a cycle ofconcrete experiences, reflective observations, abstract conceptualization (analysis

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada; Hasan Deniz, University of Nevada; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada

Tagged Divisions

Pre-College Engineering Education Division

is Engineering is systematically engaging in the practice ofengineering? What makes design to achieve solutions for specific problems. Engineersengineering different from apply their understanding of the natural world (scientificother disciplines?) knowledge) to design solutions for real world problems. This endeavor results in new technologies. In the K-12 context, “science” is generally taken to mean the traditional natural sciences: physics, chemistry, biology, and (more recently) earth, space, and environmental sciences… We use

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Te'Airra Monique Brown , Virginia Tech; Glenda D. Young Collins, Virginia Tech

Tagged Divisions

Pre-College Engineering Education Division

educators to design an environment in which situative learningtheory leveraged with AR applications can simulate real world problems that supportmeasurement of student learning outcomes.First, we provide a brief review of the literature as it relates to augmented reality and situatedlearning. Then, we outline guidelines for using seven instructional components as they relate tothe situative framework. We complete the guidelines by providing an explanation of how ARtechnology supports the instruction of engineering concepts in a fourth grade classroom. Weconclude by discussing implications for student learning and engineering educators. Theguidelines presented in this work are grounded in situative learning theory, and can be easilytransferred to

Conference Session

K-12 & Pre-College Engineering Division: Curriculum and Resource Exchange

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret F. Bennewitz, University of Pittsburgh; Ruben Hartogs, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education Division

bone scaffold that is too strong will not be desirable either. Really strong scaffolds hold too much weight and will remove normal stress distributed to the surrounding healthy bone. The lack of stimulation causes the healthy bone around the scaffold to become less dense and thus weaker.2) Analyzing the role of geometry on scaffold strength • Do students know which geometrical shapes are the strongest and which are the weakest? Does this exercise improve understanding of geometry’s impact on scaffold strength?3) Recognizing the real-world applications of bioscaffolds • A brief introduction can be given by the teacher prior to the scaffold building activity to explain to students the biological and clinical

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claudio da Rocha Brito, Science and Education Research Council; Melany M. Ciampi, Safety, Health, and Environment Research Organization; Rosa Maria Castro Fernandes Vasconcelos, Universidade de Minho; Luis Alfredo Martins Amaral P.E., Universidade de Minho; Victor F. A. Barros Ing.-Paed IGIP, Science and Education Research Council

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

learning environment and showingstudents how the scientific method can be applied to everyday life. It teaches studentscomputational thinking and focuses on the real world applications of problem solving. Asmentioned before, STEM education begins while students are very young.It has long been argued, based on income data, that university completion is the mostrelevant indicator of a countries’ ability to produce highly talented, innovative people.Many studies show that the choice of the discipline matters to outcomes as well. Someresearches show, for example, that people with university degrees in academicdisciplines—such as the humanities, education, biology, and agriculture science—earnless than half of that earned by those with university

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clemente Izurieta, Montana State University; Michael Trenk, Montana State University; MacKenzie O'Bleness, Montana State University; Sharlyn Gunderson-Izurieta, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

strategies program in the Computer Science Department by providing aunique approach to outreach. The goal of demand generation strategies is to promote andincrease enrollment in computing-related career fields at higher education institutions inMontana. Although this is a work in progress, the outcomes of the Software Factory approach asit relates to K-12 students are demonstrable and have surpassed expectations. The high schoolstudents were excited about programming in the context of a real world setting, presented andwere the subject of a Q&A session at a graduate level seminar, produced a working prototype ofan Android application, and one of the participating students is now enrolled in computer scienceat Montana State University. The

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

supplemental readings prior to each engineering discipline’s discipline specific lessonproviding background knowledge for each activity. Students were tasked to work in groups on anopen-ended project applying knowledge of the six disciplines introduced throughout theprogram. Problem-based learning through the assigned project allowed students to develop skillssuch as teamwork, oral communication, time management and project management. During thefinal program session, students gave an oral presentation to peers, parents and programinstructors detailing their design solutions to a real-world problem. Evaluation instruments of theoutreach program’s design included pre- and post-questionnaires for assessment of theinteractive sessions, and their impact

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

design”, students were not expected to explicitly describe their understanding of theEDP. To this end, an EDP category was added to the judging rubric to explicitly score thestudent’s understanding and application of this process.We also added a presentation category to explicitly focus on all team members’ ability for oralcommunication in addition to the written information provided. In addition, we saw a need tohighlight the technical skills of those middle school teams who did have working prototypes witha bonus point in the scoring rubric. Finally, the importance of a real-world connection ishighlighted through the addition of a “relevance to one health” category. This ensures that teamsare researching and aiming to address relevant issues

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

entering into their third year of a grant fundedby the National Science Foundation (NSF) which provides authentic research experiences inmaterials and manufacturing for community-based teams comprised of STEM educators fromurban, rural and underrepresented school districts as well as undergraduate and graduate studentsmajoring in STEM disciplines and STEM education. The assimilated teams workedcollaboratively with program principal investigators, research faculty mentors, STEM curriculumexperts and evaluators to engage in real-world research activities related to the manufacturing ofmaterials from natural products, medicinal plants as well as the scaled-up additive manufacturingof three-dimensional components for various industrial applications

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

Tagged Divisions

Pre-College Engineering Education Division

categorized into four groups that areexplained in the findings section below.FindingsPerception of Engineering. Overall, these three teachers understand engineering as a flexible,systematic process, in which engineers apply science and mathematics to design, build, make, orsolve real world problems. In the following paragraphs, the teachers’ perceptions of engineeringwill be expanded and explained in terms of the overarching themes; (1) engineering as a designprocess, (2) creativity and problem solving, (3) engineering as the application of knowledge, and(4) engineering as a complex endeavor.Engineering, from all three participants’ descriptions, is soundly centered on the design process.The design process, as Molly described, starts “off with a

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

Anthony Steven Brill, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University ; Catherine E Milne, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

essential goal of this lesson is to provide students with the necessary skills to identifyproportional relationships between two quantities or values using real world situations. Toaccomplish this, a mobile robot instrumented with an ultrasonic sensor and three different gearconfigurations (Figure 5) is used. In this lesson, students investigate the influence different gearratios have on the distance the robot travels in a given time period. The ultrasonic sensorattached to the robot is responsible for measuring the distance between the robot and a wall. Thestarting distance between the robot and the wall is measured when the program begins, and afinal measurement is taken after the robot drives for 5 seconds. The difference between the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

integrated through teacher views that produce dynamic project-basedlesson plans. The system encourages an interdisciplinary approach that requires studentsto draw on multiple subject areas simultaneously to solve real world problems.This paper presents the results of the initial evaluation of the DLMS. After providing thedetails regarding its infrastructure, a critical evaluation of the platform and how itsupports both teachers and students in a balanced approach to learning is presented. Thisevaluation draws upon the Felder-Silverman Learning Style Model (FSLM) in thatelements of the DLSM are evaluated within the context of the models four dimensions.The initial results of a pilot project aimed at evaluating its effectiveness in schools

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

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, Erebus Labs

Tagged Divisions

Pre-College Engineering Education Division

, engineering design-based approaches, context-richproblem solving strategies, and real-world applications. All of the foci were ideally suited forhelping K-12 students learn the interdisciplinary integrated STEM concepts now called for in theK-12 standards (e.g. Common Core and Next Generation Science Standards - NGSS). Althoughnot traditionally used in STEM subjects (or explored in this paper), astronomy concepts such asblack holes, distances to other stars, and planets in star systems beyond our own, are inspirationalto K-12 students while being explainable at a technical and quantitative level. Quantitativeassessment methods for the LASSI PD included an external evaluator who asked daily surveyquestions of the participants in the yearlong PD

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

Tagged Divisions

Pre-College Engineering Education Division

students. Mike also has over a decade of industry and research experience – mostly revolving around the semiconductor and bioinformatics industries – with specific experience at Texas Instruments, Intel, and Cincinnati Children’s Hospital Medical Center. In addition to his industry experience, Mike spent two years, while completing his Ph.D., as a National Sci- ence Foundation GK-12 fellow – teaching and bringing real-world STEM applications in two urban high schools. Since then, he has worked with university faculty to promote and extend K20 STEM outreach in Ohio, Oregon, Texas, and Wyoming. He has authored peer-reviewed articles and papers, presented at national and international conferences, and taught undergraduate

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado - Boulder; Maia Lisa Vadeen, University of Colorado - Boulder; Janet Y. Tsai, University of Colorado - Boulder; Jacquelyn F. Sullivan Ph.D. , University of Colorado - Boulder; Denise W. Carlson, University of Colorado - Boulder

Tagged Divisions

Pre-College Engineering Education Division

. Popularafterschool elementary and middle school engineering programs such as TEAMS (Tomorrow’sEngineers… creAte, iMagine. Succeed) at the University of Colorado Boulder, giveundergraduate engineering students the opportunity to employ hands-on engineering activities tohelp youngsters learn first-hand that engineering is a creative and helping profession.8Integrating real-world problems and applications is what engineers do on a daily basis; theseengineering undergraduates bring their expertise and perspective into local K-12 classrooms,engaging thousands of students in problem-solving and technologies that leverage theirknowledge and passion for giving back to others.Engineering education has traditionally been introduced at the college level, but an

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 dancing.Furthermore, RWTH Aachen’s “Holodeck” enables a virtual walk on Mars and theinvestigation of robotic exploration vehicles on the planet.In alignment with the ideas of the DLR_School_Labs, Mubin et al. argue that learning aboutthe real world is facilitated by learning through experiences in a virtual world and viapractical experience. Moreover, they argue introducing robots into education in a moreinformal setting encourages knowledge retention, especially if there is a social or practicalelement to the teaching procedure [8]. In line with the above argument, theDLR_School_Labs, under the guidance of real scientists and students of the RWTH AachenUniversity, use authentic, high-tech equipment to inspire and challenge participants

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Lorraine M. Parker, Virginia Commonwealth Universtiy

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #18984High School to STEM - Dean’s Early Research InitiativeDr. Afroditi Vennie Filippas, Virginia Commonwealth University Dr. Filippas received her B.S. in Electrical Engineering from the University of Patras, Greece. After earn- ing her M. S. and Ph. D. from the University of Texas at Austin, she completed post-doctoral research with the Institute of Accelerating Systems and Applications in Athens, Greece. Post-academically, she worked for Ansoft Corporation as a research scientist spearheading the development of the next genera- tion code for Ansoft DesignerTM. Dr. Filippas joined Virginia Commonwealth

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Designercompetition, the foam core board chair competition, and the concrete arch competition (Fig. 1(e)). The summer camp also had the same format with the morning portion led by the ULLafayette College of Education focused on math-related activities and the afternoon portionfocused on engineering-related activities. The lead author piloted an interactive module in themorning session of the third day of the camp to illustrate the real-world application ofmathematical concepts in engineering. Students were broken up into groups and given a 16 in.by 20 in. piece of foam core board and told to create a box with the largest possible volume thatcould be used to ship a product (Fig. 1(f)). Some groups guessed the dimensions and just made abox. However, two groups

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

Diana Lynne Ibarra, ISF Academy

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

World Conservation Congress will be implemented through the school”.1 Independent SchoolsFoundation Academy is a private Chinese bilingual school serving over 1500 students K-12 following the framework andcurriculum of the International Baccalaureate Organization (IBO).The strategy behind the implementation of this policy includes: development of a scientific, sustainable curriculum that isage appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; andinstall sustainable infrastructure that allows students to learn firsthand sustainable living practices. It is well understood thatsolutions to the environmental challenges facing Hong Kong and our planet will require multiple

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

; (6) Students arescaffolded during the PBL to encourage them to act as more “expert thinkers” while completingtheir projects; (7) projects must have real-world applications and be meaningful to the students;and (8) Students must create a tangible “artifact” as their solution to the driving question(Morales, 2013). Further work by Berland described additional criteria to ensure that a project-based course is usable in a wide range of public schools with varying class size and schedule.Berland identified that during curriculum development the course must be affordable, start withan engaging unit to pique student interest without teaching “substantial content”, allow for theintroduction/review of the required math and science content

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

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

provide an exceptional experience to all of the UGLC guests. Mr. Perez strongly believes that by providing exceptional customer service that UGLC patrons will return to make use of the various services the university offers. Mr. Perez enjoys working on the professional development of the students’ employees at the UGLC. He shares with his student employees his practical experience in using electrical engineering concepts and computer technologies to help in everyday real-world applications. Mr. Perez has worked with the UTeach program at UTEP since its creation to streamline the transition process for engineering students from local area high schools to college by equipping their teachers with teaching strategies and

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

train teachers to use engineering as a context to teach math andscience academic standards in order to increase student content knowledge and expose middleand high school students to real world applications of the content learned and STEM careerpossibilities. While not explicitly stated, this goal ties in directly with a state-wide movement toensure that students are college and career ready. Table 2 lists every high school eligible toparticipate in CEEMS, along with their district and typology according to the state. The next fivecolumns represent key college and career readiness standards identified by the Ohio Departmentof Education for the class of 2013: four year graduation rate, percentage of class participating inACT, ACT mean score

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miles J. Mabey, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University

Tagged Divisions

Pre-College Engineering Education Division

experience for theirrespective participants. Maker Faires may provide opportunities for schools to promote deeperlearning.Aims of Science Fairs and Maker FairesAn example of a science fair is the Intel International Science and Engineering Fair, around sincethe 1950s. ISEF materials define science fair as research [as]… a process by which people discover or create new knowledge about the world in which they live…Students design research projects that provide quantitative data through experimentation followed by analysis and application of that data.1Specific learning objectives are learning the scientific method, answering a question, andcommunicating their research clearly. The science fair also offers an opportunity for feedback

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

of items on mathematics and science assessments revealed difficulty with questionsrequiring understanding beyond simple procedural knowledge of the mathematics and areas ofweakness in Real World Newtonian Physics (MS-PS2-2 in Next Generation Science Standards)and Thermal Transport by Convection (MS-PS3-3). We targeted these areas of weakness througha roller coaster design project as a concrete example of real world Newtonian Physics and adesign project to manufacture a lunch box to keep food warm, as well as multiple applications ofmathematical thinking to solve engineering design challenges.Participating teachers improved their content knowledge in targeted areas and identified severalstrengths of Project TESAL. Participants particularly

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jalil Kianfar P.E., Saint Louis University; Adaline M. Buerck, Saint Louis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

scenarios was notpossible. In future, we will elaborate more on what constitutes a fair comparison. The one-hoursession was sufficient to complete the simulation activity. The study of Grand Boulevard next tocampus helped students make the connection between an engineering design process and a real-world transportation situation that they used during the one-week summer camp. In general,students were aware of the civil engineering profession; however, they were not familiar with thesub-discipline of transportation engineering.As stated earlier, this activity is a work in progress, and no quantitative data was collected. Fornext steps, quantitative metrics will be developed to assess students’ learning and evaluate thesuccess of this activity, which

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

John M. Mativo, University of Georgia; Roger B. Hill, University of Georgia; Theodore J. Kopcha, University of Georgia; Jennifer McGregor, University of Georgia; Seungki Shin, University of Georgia; Ikseon Choi, University of Georgia

Tagged Divisions

Pre-College Engineering Education Division

technology on the learning in K-12 settings.Jennifer McGregor, University of GeorgiaSeungki Shin, University of GeorgiaProf. Ikseon Choi, University of Georgia Ikseon ”Ike” Choi is an Associate Professor of learning, design, and technology at the University of Geor- gia, where he teaches learning theories, learning environments design, and program evaluation courses. Since receiving his Ph.D. at Penn State University, he has been leading a series of research and develop- ment projects for case-based, problem-based learning and real-world problem solving in higher education, and the integration of STEM in K-12 classrooms through robotics education. Through his multidisci- plinary collaborations with leading scholars in 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

Henry M. Clever, New York University; Allison Graham Brown, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

by incorporating real work: real-worldrelevant assignments, ill-defined problems, sustained investigation, collaboration, and reflection.The AR Drone lab targeted all of these real work elements with its inherent real-worldimportance in technology, ill-defined experimental process, sustained investigation of errorsources, and continuous collaboration and reflection between teams. Simultaneously, it promotedthe three categories within quantitative research through this real work scenario: actualexperimental design and setup, theoretical calculations of ground speed from distance and time,and descriptive analysis of a real-world scenario.Within the “real work” learning process, it is essential to account for how the Net Generationlearns.21 The

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

curriculum.These include aspects of the Standards for Technological Literacy (STL)14 and Next GenerationScience Standards (NGSS)15 such as “Students will develop abilities to apply the design process”(STL 11) and “Design a solution to a complex real-world problem by braking it down intosmaller, more manageable problems that can be solved through engineering” (NGSS ETS1-2).The instruction and design activity emphasize documentation, iteration, and communication ofdesign ideas. Over the approximately two-week experience students learn about pneumaticactuation. Students are then expected to apply this scientific knowledge to design, fabricate, anddemonstrate a robotic gripper that can be used to pick up and place objects. Changes in thecurriculum are

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

site, a real-world problem whichinvolves cooperation from many engineering disciplines. Each participant played a specific roleon her team (i.e. served as a specific kind of engineer), and six college-style class periods,designed based on the flipped classroom format, were offered throughout the week to introduceconcepts from six engineering disciplines as they relate specifically to the hydraulic fracturingproblem. Previous implementations of the flipped classroom to an outreach setting could not befound in literature, indicating that the approach may be unique to this program, but a flippedclassroom structure has been implemented in several college-level engineering classes10,19,21andhas performed at least as well as the traditional lecture

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

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

Tagged Divisions

Pre-College Engineering Education Division

immerse middle school students in material rich environmentand learn about engineering design through hands-on engineering design and making activities.The activities are focused on designing and making toys that have real-world applications andcan function through the mechanics to achieve certain design goals. The elements of toybuilding, functional for real-world applications are especially important, as toys provide acommon ground to connect engineering with students’ prior knowledge in life and school, thuspromoting meaningful learning; and helps students to see the application of design concepts inauthentic settings, thus allowing students to have real-life mastery experiences and adoptingdesigner-like mindsets to solve authentic