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

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Diversity

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Pre-College Engineering Education Division

Swansea University in 1981. She was a faculty member in Computer Science at VCU for 32 years. Since retiring she now works as the Director of Diversity and Student Programs for the School of Engineering at VCU. c American Society for Engineering Education, 2017 Dean’s Early Research Initiative (DERI) – Pathways to STEM Afroditi V. Filippas and Lorraine M. Parker Virginia Commonwealth University, Richmond, VA 23284AbstractFour years ago, Virginia Commonwealth University’s School of Engineering initiated acollaborative program called the “Dean’s Early Research Initiative” (DERI) [1] with area highschools that introduced students to the exciting world of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

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Diversity

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Pre-College Engineering Education Division

Paper ID #19948Middle School Students’ Engineering Discussions: What Initiates Evidence-Based Reasoning? (Fundamental)Emilie A Siverling, Purdue University, West Lafayette (College of Engineering) Emilie A. Siverling is a Ph.D. Student in Engineering Education at Purdue University. She received a B.S. in Materials Science and Engineering from the University of Wisconsin-Madison, and she is a former high school chemistry and physics teacher. Her research interests are in K-12 STEM integration, primarily using engineering design to support secondary science curricula and instruction.Elizabeth Suazo-Flores, Purdue University

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda Whipker, The Forge Initiative; Robert A. Mackie, The Forge Initiative; Lynn A. Albers, Campbell University

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Pre-College Engineering Education Division

learning journeys. Her background includes a Ph.D. in Agricultural Economics and Marketing from Purdue University and consulting experience in market research and adult training.Mr. Robert A. Mackie, The Forge Initiative Rob Mackie is the Vice President of The Forge Initiative, a nonprofit bringing families and individuals of all ages together to explore, learn and lead using technology and engineering. He focuses on using the excitement of breaking edge technology to create a focal point to form com- munities where the next generation of leadership emerges. His 20 years in R&D in telecommunications and his varied experience in the training industry provide him perspective and skills to make technology

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Laura Meszaros Dearolf, The Perry Initiative ; Amy C Bucha, The Perry Initiative; Lisa L Lattanza MD, University of California San Francisco

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

across the entire tra- jectory of the profession. Her research focuses on teacher education, classroom assessment, and P-16 environmental and engineering education.Dr. Laura Meszaros Dearolf, The Perry InitiativeAmy C Bucha, The Perry Initiative Amy has been involved in the Perry Initiative since 2012. Since then she has run programs in multi- ple cites, managed all local volunteers, and created a functional inventory and shipping system. While working with Perry, Amy received her Masters of Science in Mechanical Engineering at the University of Delaware and now works for the University of Delaware as a Researcher in the Nursing Department designing and testing teaching equipment for nursing trainees.Dr. Lisa L

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

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Pre-College Engineering Education Division

Paper ID #17882Ascertaining the Impact of P:12 Engineering Education Initiatives: StudentImpact through Teacher ImpactDr. Marissa H. Forbes, University of Colorado, Boulder Marissa Forbes is a research associate in the College of Engineering and Applied Science at the Univer- sity of Colorado Boulder and lead editor of the TeachEngineering digital library. She previously taught middle school science and engineering and wrote K-12 STEM curricula while an NSF GK-12 graduate engineering fellow at CU. With a master’s degree in civil engineering she went on to teach advanced placement and algebra-based physics for the Denver

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Manuela Restrepo Parra, The Perry Initiative

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Diversity

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Pre-College Engineering Education Division

. Annals of Biomedical Engineering, 35(8), 1312–1323. Results from Pilot implementation of BMEC, 14Montfort, D. (2013). Secondary Students’ Conceptual understanding of engineering as a field. Journal of Pre-College Engineering Education Research, 3(2), 1-12.National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts and core ideas. Washington, DC: National Academies Press.NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.National Math and Science Initiative (2015). STEM Education Statistics. Retrieved from: https://www.nms.org/AboutNMSI

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

Paper ID #14812The Impact of Volunteering at a Girls Outreach Activity on Community For-mationDr. Donna C. Llewellyn, Boise State University Donna Crystal Llewellyn received her BA (major in Mathematics and minor in Economics) with High Honors from Swarthmore College in 1980. She went on to earn an MS in Operations Research from Stanford University in 1981 and a Ph.D. in Operations Research from Cornell University in 1984. After 30 years at Georgia Tech in a variety of roles, Donna became the Executive Director of the new Institute for STEM and Diversity Initiatives and a Professor in the College of Innovation and Design at

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Diversity

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Pre-College Engineering Education Division

Paper ID #20199Using Design Thinking Principles to Develop New Community-centered En-gineering Educational Initiatives for High School StudentsDr. David Pistrui, University of Detroit Mercy David Pistrui, Ph.D., is an executive, entrepreneur, and educator with over 30 years of experience serving the corporate, nonprofit, and education sectors. In 1993, David founded Acumen Dynamics, LLC, a global advisory firm that serves the public and private sectors. David has held faculty appointments at University of Detroit Mercy, Fayetteville State University, and Illinois Institute of Technology, He has co-authored over 60

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics and Control Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a GK-12 Fellows project, and a DR K-12 research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and control system technology. Under Research Experience for Teachers Site and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six philanthropic foundations, he has con- ducted significant K-12

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

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Diversity

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Pre-College Engineering Education Division

) learning in community centers in the Chicago area, 2) the Junior Research Scientists program funded by After School Matters of the city of Chicago, to promote STEM for high school students and 3) a collaboration with the Center for College Access and Success – Northeastern University to promote STEM learning in their Upward Bound Math & Science program, also oriented for high school students. More information regarding the mentioned programs can be find at www.scientistsfortomorrow.org c American Society for Engineering Education, 2017 Scientists for Tomorrow: The evaluation and lessons learned from a self-sustained initiative to promote STEAM in out-of-school-time frameworks in

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, 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

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Pre-College Engineering Education Division

series for Springer Publishers and Sense Publishers.Dr. Vikram Kapila, New York University Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics and Control Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a GK-12 Fellows project, and a DR K-12 research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and control system technology. Under Research Experience for Teachers Site and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire Duggan, Northeastern University; Maureen D. Cabrera, Center for STEM Education; Madeline Jean Leger

Tagged Divisions

Pre-College Engineering Education Division

technical and scientific knowledge. Specific attention tothese complementary and supporting aspects of the research program is what assures that allmembers succeed within an advanced laboratory environment and are provided with theadditional tools and information necessary for college and career success.Keywords: STEM, Informal Science, High School Research, Self-EfficacyIntroduction Student persistence in college, especially in STEM fields is attributed to a number offactors including but not limited to academic readiness, their level of engagement in theinstitutional culture, self-efficacy, financial preparedness in addition to other supporting factors.(1) Many universities have moved to integrate a number of initiatives to support 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

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Diversity

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Pre-College Engineering Education Division

. She is the recipient of the NSF CAREER Award, the NASA Early Career Faculty Award, the AFOSR Young Investigator Award, the ONR Young Investigator Award, and was named to the 2015 Forbes 30 under 30 list.Prof. Nathan Mentzer, Purdue University Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle

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

Michael Grubbs, Baltimore County Public Schools; Greg J. Strimel, West Virginia University

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Pre-College Engineering Education Division

Paper ID #15463Cognitive Research: Transferring Theories and Findings to K-12 Engineer-ing Educational PracticeMr. Michael Grubbs, Baltimore County Public Schools Previous to my current position as Acting Supervisor of Technology, Engineering, and Manufacturing Education of Baltimore County Public Schools, I was a Virginia Tech GRA and educator in Clayton County Public Schools.Dr. Greg J. Strimel, West Virginia University Director, K-12 Initiatives c American Society for Engineering Education, 2016 Design Cognition Research: Establishing Coding Scheme

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

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Diversity

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Pre-College Engineering Education Division

Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics and Control Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a GK-12 Fellows project, and a DR K-12 research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and control system technology. Under Research Experience for Teachers Site and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six philanthropic foundations, he has con- ducted significant K-12 education, training, mentoring, and

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

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Diversity

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Pre-College Engineering Education Division

) to attain new knowledge ofengineering disciplines and careers, particularly those related to advanced manufacturing andmaterials and gain a new appreciation for the value of team-based learning environments, and(3) to benefit professionally through development activities integrated in the RET programming.Each program goal/topic is related to one of nine objectives forming the basis for programevaluation (Table 1).During the initial year, this program placed twelve G6-12 teachers and five pre-service teacherswith research mentors at one of the three regional universities to work on projects that connectedwith regional strengths in materials and advanced manufacturing.5,6 The second summer cohortintroduced 6 college students to the teaming of

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

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Diversity

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Pre-College Engineering Education Division

Paper ID #15613Engineering Adventure for Youth GenerationsProf. Claudio da Rocha Brito, Science and Education Research Council Dr. Claudio da Rocha Brito is Professor of Electrical and Computer Engineering. Currently is the Pres- ident of Science and Education Research Council (COPEC), President Elect of IEEE Education Society (2015-2016), President of Fishing Museum Friends Society (AAMP), President of (Brazilian) National Monitoring Committee of ”Internationale Gesellschaft f¨ur Ingenieurp¨adagogik” (IGIP), Vice President of International Council for Engineering and Technology Education (INTERTECH), Vice President of

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Geoff Knowles, Purdue University; Todd Kelley, Purdue University; Euisuk Sung, Purdue University; Jongseong Choi, Purdue University

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Diversity

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Pre-College Engineering Education Division

, Problems Rubrics and perspective to inform and Figure 1 validate conclusions. 11tionReferencesAbell, S., & Lederman, N. (2007). Handbook on research in science education. Thousand Oaks: Sage.Arredondo, D., & & Rucinski, T. (1996). Integrated curriculum: Its use, initiation and support in Midwestern schools. Mid-Western Educational Researcher, 9(2), 37-44.Ary, D., Jacobs, L., Sorensen, C., & Walker, D. (2014). Introduction to research in education (9th ed.). Belmont, CA: Wadsworth.Avery, Z. (2013). Developing effective STEM professional development programs. Journal of

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

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Diversity

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Pre-College Engineering Education Division

of engineering and other content is critical. Recent findings makeclear that when provided with a relevant design problem and scaffolding, even young studentscan design solutions and learn as they do so.Significance and implicationsWhile we found increasingly rigorous approaches to research methods, there are stillopportunities for growth tied to qualitative methods in particular. However, we found a numberof persistent methodological issues that have continued since our initial review. To address these,we suggest the following; journals and conferences should: • encourage more rigorous studies by providing clearer guidelines about qualitative and quantitative methods; • encourage more ethical human subjects research by

Conference Session

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

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

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Diversity

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Pre-College Engineering Education Division

. National Research Council. (2012). A framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. Washington D.C.: National Academy.16. Common Core State Standards Initiative (2011).Common Core State Standards for Mathematics.17. http://www.nextgenscience.org/sites/ngss/files/NGSS%20Combined%20Topics%2011.8.13.pdf18. Puntambekar, S., & Kolodner, J. L. (2005). Towards implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.19. Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

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Diversity

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Pre-College Engineering Education Division

elementary and early childhood science methods courses, and has developed engineering education courses for middle school pre-service teachers and practicing ele- mentary teachers. She has provided science and engineering professional development to multiple schools and school systems in Maryland, and has significantly contributed to the writing of many integrated STEM units of instruction used by teachers and school systems. Her research has examined factors that support and those that hinder elementary teachers as they learn to teach engineering, and currently focuses on how children learn to engineer and in the process, learn to fail and productively persist. She is the Director of the Integrated STEM Instructional

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian Hartman, Walla Walla University; Randy L. Bell, Oregon State University

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Diversity

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Pre-College Engineering Education Division

ENGINEERING FOR K-12 EDUCATION 8 (Delbecq, van de Ven, & Gustafson, 1975). In addition, the consensus of a group can be obtained even if the personality styles of the participants might hamper a face-to-face meeting. Because the Delphi method utilizes written communication, responses are more likely to be reasoned and thoughtful because the participants have time to compose their responses (Akins, Tolsen, & Cole, 2005). Written communication also allows researchers to capture a record of the communication between participants for further analysis. These advantages make the Delphi technique an ideal methodology for use in a curriculum investigation. Initial Invitation Participants were

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service

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Pre-College Engineering Education Division

Paper ID #18512Integrated Science and Engineering Design Assessment to Support Teachingand Learning (Fundamental)Debra Brockway, Educational Testing Service Ms. Brockway is a Senior Research Associate at Educational Testing Service (ETS) in Princeton, NJ, where she leads and contributes to projects exploring innovative approaches to assessment and integrat- ing the STEM subjects. She has M.S. degrees in educational statistics and measurement from Rutgers University and environmental science from NJIT. Prior to joining ETS, Brockway led research focused on incorporating engineering in K-12 science while Assistant Director at

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Heidi A. Tremayne, Earthquake Engineering Research Institute; Thalia Anagnos, San Jose State University; James Mallard, UC San Diego

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Pre-College Engineering Education Division

curriculum in earthquake engineering and spatial visualization.Ms. Heidi A. Tremayne, Earthquake Engineering Research Institute Heidi Tremayne is the Program Manager at Earthquake Engineering Research Institute (EERI). In this role, she is responsible for managing multiple projects and programs, creating and leading professional development programs, and supporting the Institute’s committees and chapters. Notably, she is the lead staff member for EERI’s flagship Learning From Earthquake program, as well as its new School Earth- quake Safety Initiative. In her role at EERI, she utilizes both her engineering skills (she is a licensed California Civil Engineer) and management skills to help EERI members and volunteers take

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

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Diversity

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Pre-College Engineering Education Division

ethnically diverse talent pools.Project DescriptionThis STEM-Discovery design camp and competition focuses on both teachers and students. Theweeklong camp serves as a testbed for developing sustainable modules that use virtual learningenvironments as a delivery mechanism for engaging a broader audience of students. Byinvolving and focusing on teachers, instead of just students, the program ultimately has a broaderimpact on much greater number of students for years to come. Research, such as the “STEMPerception: Student & Parent Study7” shows that high school is still the primary time that STEMstudents decided to study STEM. The target audience in this initiative is students in their juniorand senior year of high school. This is a critical time

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

structure to allow each plan to be used in anyprofessional development participant’s classroom. Having this specific template presentedthe engineering concepts throughout the plan but specifically described the engineeringcontent in the casual explanation and rationale to give the teachers a brief explanation ofthe details. The use of this outline tied the engineering content to education practices tocreate the highest amount of internalization for students in a format that was easy to accessand understand. The poster session followed the initial portion of the workshop to expose teachers tosome of the undergraduate and graduate level research that was currently being done atManhattan College. These students were invited to come and present

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

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Pre-College Engineering Education Division

mentors grad- uate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineer- ing digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE). Her primary research interests include the impacts of project-based service-learning on student identity, path- ways and retention to and through K-12 and undergraduate engineering, teacher education and curriculum development.Maia Lisa Vadeen, University of Colorado - Boulder Maia Vadeen is a Discovery Learning Apprentice at the University of Colorado Boulder’s College of Engi- neering and Applied Science. She

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

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

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Pre-College Engineering Education Division

and Research Scientist II at Georgia Tech’s Center for Educa- tion Integrating Science, Mathematics, and Computing (CEISMC). Dr. Alemdar has experience evaluat- ing programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, K-12 STEM programs after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from a multi-level evaluation plan de- signed to assess program impact to methods such as program monitoring designed to facilitate program improvement. She received her Ph.D. in Research, Measurement and Statistics from the Department of Education Policy at Georgia State University (GSU

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

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Diversity

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Pre-College Engineering Education Division

Paper ID #14821Best Practice for Incorporating STEM into Rural Schools: Train and Investin Teacher Leaders (RTP)Ms. Julie Steimle, University of Cincinnati Julie Steimle received her Bachelor of Arts in English and Secondary Education from Thomas More College. She served as development director and managed academic programs in two non-profit organi- zations, Pregnancy Care of Cincinnati and the Literacy Network of Greater Cincinnati, before coming to the University of Cincinnati in 2009. Ms. Steimle initially coordinated UC’s Supplemental Educational Services Program. Currently, she is the Project Director of the