Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Olivia Mambo Nche, Clemson University; Barbara Jeanne Ramirez, Clemson University; Sekou Remy, Clemson University

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #15832Drawing with Robots: An Experience Report (Fundamental)Olivia Mambo Nche-Eyabi, Clemson University Olivia Mambo Nche-Eyabi is currently a Ph.D. student in Human Centered Computing. Her focus is Robotics and she investigates innovative ways of using robots to facilitate engineering education. She graduated from Anderson University in 2010 with a Bachelor’s Degree in Business Administration and Computer Information Systems and from Northwestern University in 2012 with a Master’s Degree in Computer Information Systems.Barbara Jeanne Ramirez, Clemson University Barbara Ramirez has been a faculty member at

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell Ph.D., Tufts University; Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

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Diversity

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Pre-College Engineering Education Division

Paper ID #19872Elementary Student Engagement with Digital Engineering Notebook Cards(Fundamental)Kristen B. Wendell Ph.D., Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor of Ed- ucation at Tufts University. Her research efforts at at the Center for Engineering Education and Outreach focus on supporting discourse and design practices during K-12, teacher education, and college-level en- gineering learning experiences, and increasing access to engineering in the elementary school experience, especially in under-resourced schools. In 2016 she was a recipient of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Annwesa Dasgupta, Purdue University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering); Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

patterninto letters but have difficulty writing a complete pattern with repeatable units. Studentsalso reveal difficulty with pattern abstraction as evident from prototypes designs thatmismatched with their selected patterns design.BackgroundComputational thinking is one of the fundamental competencies in the current era of integratedscience, technology, engineering, and mathematics (STEM) education. However, articulatingevidence of learning in such complex integrated learning environments can be a challenge. Thisis especially true in elementary grades where developmentally-appropriate practices are not yetfully defined and understood.Computational thinking incorporates common practices with other STEM disciplines.Computational thinking as not simply

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

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

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Pre-College Engineering Education Division

Paper ID #16326The Recipe for a Gourmet Snack: NGSS, NAE, and STEAM (Fundamental)Mr. Michael E. Edley, Drexel University Michael E. Edley is a PhD candidate at Drexel University in the Chemical and Biological Engineering department. He is a NSF GK-12 Fellow who works with the Drexel University College of Engineer- ing GK-12 program in collaboration with School District of Philadelphia teachers in order to develop engineering-based modules for use in the high school curriculum.Stephanie Owens, Science Leadership Academy Stephanie is a secondary science teacher and 5 year collaborator with Drexel University. As a

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

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Senay Purzer, Purdue University, West Lafayette; Muhsin Menekse, Purdue University; Sean P. Brophy, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

Paper ID #16833Inspiring Computational Thinking in Young Children’s Engineering DesignActivities (Fundamental)Dr. Morgan M. Hynes, Purdue University, West Lafayette Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue Univer- sity and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

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Pre-College Engineering Education Division

Paper ID #16327Student Self-Perceptions of Design and Creative Thinking (Fundamental)Mr. Andrew Jackson, Purdue University, West Lafayette Andrew Jackson is currently pursuing a PhD in Technology through Purdue’s Polytechnic Institute. His previous middle school teaching experience informs his role as a graduate teaching assistant for TECH 120, an introductory course in design thinking. He recently completed his Master of Science in Technol- ogy Leadership and Innovation from Purdue University with a thesis investigating middle school engi- neering self-efficacy beliefs. His research interests are engineering self

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

Paper ID #20094Evidence-Based Reasoning in a Kindergarten Classroom through an Inte-grated STEM Curriculum (Fundamental)Dr. Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering) Anastasia Rynearson is a recent PhD graduate of Engineering Education at Purdue University. She re- ceived a B.S. and M.Eng. in Mechanical Engineering at the Rochester Institute of Technology. Her teach- ing experience includes outreach activities at various age levels as well as a position as Assistant Professor in the Mechanical Engineering Department at Kanazawa Technical College. Her current research interests

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey A. Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W. Glancy, University of Minnesota, Twin Cities; Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

Paper ID #16961Students’ Use of Evidence-Based Reasoning in K-12 Engineering: A CaseStudy (Fundamental)Corey A. Mathis, Purdue University, West Lafayette Corey Mathis is a Ph.D. candidate in Engineering Education at Purdue University. She received her B.S. in biology and her M.E.D. in secondary education from Northern Arizona University and is a former high school science and technology teacher. Her research interest includes improving students learning of science and engineering through integrated STEM curricula.Emilie A. Siverling, Purdue University, West Lafayette Emilie A. Siverling is a Ph.D. Student in Engineering

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Capobianco, Purdue University, West Lafayette; James D. Lehman, Purdue University; Qiming Huang, Purdue University; Chell Nyquist, Purdue University

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Diversity

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Pre-College Engineering Education Division

Paper ID #14947Impact of Elementary School Teachers’ Enacted Engineering Design-BasedScience Instruction on Student Learning (Fundamental)Brenda Capobianco, Purdue University, West Lafayette Brenda M. Capobianco is Associate Professor in the Department of Curriculum and Instruction, and School of Engineering Education (courtesy) at Purdue University. She holds a B.S. in biology from the University of Alaska Fairbanks, M.S. in science education from Connecticut Central State University, and Ed.D. from the University of Massachusetts Amherst. She teaches elementary science methods and graduate courses in teacher action

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

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Pre-College Engineering Education Division

Paper ID #16193Developing Middle School Students’ Engineering Design Concepts throughToy Design Workshop (Fundamental)Ninger Zhou, Purdue UniversityMr. Tarun Thomas George, Purdue UniversityMr. Joran W. Booth, Purdue University Joran Booth is a graduate student at Purdue University, studying visual thinking and abstraction in design.Jeffrey Alperovich, Purdue UniversityMr. Senthil Chandrasegaran, Purdue University Senthil Chandrasegaran is a PhD candidate in the School of Mechanical Engineering at Purdue. He ob- tained his bachelor’s degree in mechanical engineering in from the Regional Engineering College (now National

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

Paper ID #18762Building Middle School Teacher Mathematics and Science Content Knowl-edge through Engineering Design (Fundamental)Prof. Reagan Curtis, West Virginia University Reagan Curtis, Ph.D., is Professor of Educational Psychology and chair of the Department of Learning Sciences and Human Development at West Virginia University. He pursues a diverse research agenda in- cluding areas of interest in (a) the development of mathematical and scientific knowledge across the lifes- pan, (b) online delivery methods and pedagogical approaches to university instruction, and (c) research methodology, program evaluation, and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

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Pre-College Engineering Education Division

engineering.Over many months of observation of both her physics and engineering instruction, I realized thatLeslie’s physics inquiry instruction resembled and seemed to support her engineering designinstruction, especially when she was nervous or in doubt. To write a story that encapsulated thesignificance of this realization, I returned to a time when Leslie struggled in engineering designinstruction but persevered; her first day in the Pumpkin Chunkin’ challenge. This paper focuseson that effort.LimitationsMy qualitative approach has several limitations. The sample size for this paper is one limiting thegeneralizability of my conclusions. I use descriptions of the data instead of abstractions of thedata, which provides a detailed narrative, but limits

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

Paper ID #18779Elementary Student Reflections on Failure Within and Outside of the Engi-neering Design Process (Fundamental)Dr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Associate Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple informal settings. As a pre-service teacher educator, she includes engineering in her

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership; Jared W. Garlick, Utah State University

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Pre-College Engineering Education Division

Paper ID #19549Content Analysis of Middle School Students’ Argumentation in EngineeringDr. Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership Amy Wilson-Lopez is an associate professor at Utah State University who studies literacy-infused engi- neering.Jared W. Garlick, Utah State University Jared Garlick is a Graduate Student in the Secondary Education Master’s of Education (MEd) program through the Emma Eccles Jones College of Education and Human Services. Research interests include argumentation in science and engineering and the benefit they play in developing literacy in specific content areas

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

engineer-created activities alonecontain modeling. In addition, the activities created by engineering educators have engagingcontexts and problem-based learning. Contrary to expectations, multiple representations areincluded only in the activities created by engineering educators. Some of the elements are morelikely to be dependent on the web site that hosts the activities than the particular authors. Forexample, teachengineering.org has a particular lesson write-up that includes things likecurriculum alignment and assessments.Overall, the lessons were missing many of the elements in the rubric. For some of theseelements, particularly those that could be added through lesson facilitation, the lesson plantemplate in figure 1 is instructive. Most 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

Paper ID #18208Progress toward Lofty Goals: A Meta-synthesis of the State of Research onK-12 Engineering Education (Fundamental)Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and assistant professor at the University of New Mexico in the Organization, Information & Learning Sciences program, and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutioniz- ing Engineering Departments project

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

Paper ID #15016Elementary Teachers’ Reflections on Design Failures and Use of Fail Wordsafter Teaching Engineering for Two Years (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Associate Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple informal settings. As a pre-service teacher educator, she includes

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

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Diversity

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Pre-College Engineering Education Division

Paper ID #16002Gender and Self-Efficacy in Engineering: Embracing Failure and a GrowthMindset for Female High School Students (Fundamental)Ms. J. Jill Rogers, University of Arizona J. Jill Rogers is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, college level, introductory engineering course offered to high school students. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational research, developed en- gineering curricula for formal and informal education venues, and developed robotics outreach programs for children’s museums and K-12

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

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Pre-College Engineering Education Division

, electric power and electronics for technology students, senior design, as well as a long-standing residential/online graduate course on the fundamentals of biorenewable resources and technology. He has leveraged this interest into over $10M in teaching-related grant funding over his career and has contributed broadly to the literature in areas of curriculum, student risk characterization, and mentoring. He believes well trained, curious, thoughtful people are crucial to a university’s research effort, and similarly to the function and survival of society. For this reason, the overarching goal of his teaching is to impart the core content needed by the students, and to do so while encouraging inquisition and higher

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

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Pre-College Engineering Education Division

Paper ID #16997Hands-On STEM Lesson Plans Developed through Engineering Faculty andSTEM Teacher Collaboration (Evaluation)Sr. Mary Ann Jacobs, Manhattan College Mary Ann Jacobs, scc is an assistant professor in the School of Education. She prepares secondary teacher candidates in all content areas through her courses in secondary pedagogy. Her areas of interest include STEM education, brain compatible strategies, and action research in the classroom.Ms. Kathleen Christal Mancuso , Manhattan College Kathleen Mancuso is a Secondary Education Major with a concentration in Chemistry at Manhattan Col- lege located in Riverdale

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

andlabs were matched to align and maximize interests. Students also received formal collegeguidance and training in public speaking during the summer. The program ended with acolloquium, open to the university community and family members of students, whereparticipants gave short talks to present their work.The program includes two courses: Dimensions of Scientific Inquiry (DSI) and Basic Robotics toInspire Scientific Knowledge (BRISK). DSI, taught by a member of the NYU faculty, is adiscussion-based course that covers scientific methods and practice, including their social,cultural, political, and economic contexts; ethical questions surrounding science and technology;and writing, especially as it relates to college application materials and a

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

thevehicle. Students use multimeters to measure voltage and current in simple circuits which eachstudent constructs on the breadboard of their own vehicle. These circuits allow for measurementof fundamental concepts of voltage, current, and power. Students additionally write BASICcomputer programs causing LEDs to blink with specified timings to showcase concepts ofproblem solving and logic. Students extend their skills by building a remote that incorporates a low cost wireless module. This remote is used as an enabling technology to wirelessly control the vehicle and a crane that the students fabricate. The teams use modern prototyping equipment to

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

derived sense of scientificliteracy); they note, however, that within science these senses are tightly interconnected due tothe importance placed on written documentation6. As the end product in engineering design isprimarily a technological product, this connection may not be as strong between the knowledgeof engineering and reading and writing about engineering, the fundamental sense of what couldbe deemed engineering literacy. However, when considering the epistemic practices ofengineering2, it is clear that the nature of engineering necessitates a certain facility withdisciplinary writing, particularly in the practice of recording data from testing and utilizing it indesign decisions.Research on whether writing holds the potential to bolster

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Pre-College Engineering Education Division

roles in the learning ecosystem of a Young Maker create and define maker family values? and (RQ2) How do these values translate to characteristics of successful engineers?ResultsMaker Family ValuesThe active dispositions and overall attitude are created and defined by the values of the MakerFamily, which is not necessarily (just) the Young Maker’s biological family, but rather thosewho make up the learning ecology of the maker space. Almost every maker works with others intheir learning ecology in some capacity, showing the profound influence that a learning ecologycan have on the making process.Children have what Maria Montessori calls an absorbent mind. When defining this, she writes,“Impressions pour into us and we store them in

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph E. Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

Tagged Divisions

Pre-College Engineering Education Division

introductionto each theory, followed by a detail of how these two distinct theories can be interwoven fordeeper understanding of the phenomena being studied.1.2 The Four-Phase Model of Interest DevelopmentThe FPMID is based on a few well-established fundamental conceptualizations fromcontemporary interest research. First, the FPMID is a person-object theory, which describesinterest as an enduring and dynamic relationship between a person and a specific object ordomain 8,9,10, which includes the knowledge, artifacts, norms, and practices of the communityaffiliated with the domain in question (e.g., historians, engineers). In this view, interest is adynamic relationship between a person and their social and physical environment 11. The secondfundamental

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, Florida Advanced Technological Education Center of Excellence; Richard Gilbert, University of South Florida

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Diversity

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Pre-College Engineering Education Division

each teacher to find ways to use thesesubjects to strengthen the understanding of the engineering topics being taught whichthen, in turn, enrich the student’s core “reading, writing and arithmetic” learningexperiences.The entire elementary school staff typically needs extensive (and content integrated)professional development to meet this teaching expectation. That professionaldevelopment content is best delivered by the same engineering college faculty memberbut it has to relate quickly to elementary school student knowledge and skills objectives,which are still fundamentally demonstrated ability in reading, writing and arithmetic.However, the rewarding news can be paraphrased from Henry Petroski when heobserved that when presented to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis, Northern Arizona University; Anna Danielle Newley, Sonoran Science Academy - Phoenix; Erdogan Kaya, University of Nevada - Las Vegas

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Diversity

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Pre-College Engineering Education Division

grades 5-8, the Elementary Science Olympiad team, and the competitive high school robotics team, FTC. She contributed to international published papers, national proceedings, and is the process of writing several children’s books. This summer she will present a workshop on robotics for elementary school students.Mr. Erdogan Kaya, University of Nevada - Las Vegas Erdogan Kaya is a PhD student in science education at University of Nevada, Las Vegas. He is work- ing as a graduate assistant and teaching science methods courses. Prior to beginning the PhD program, he received his MS degree in computer science and engineering. He coached robotics teams and was awarded several grants that promote Science, Technology

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

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Pre-College Engineering Education Division

SMILE lab focuses on the frontier research of applied machine learning,Analytics social media analytics, human-computer interaction, and high-level image and video understanding. Our research is driven by the explosion of diverse multimedia from the Internet, personal or publicly available photos and videos. We start by treating fundamental theory from learning algorithm as the soul of machine intelligence and arm it with visual perception. What follows is a synergetic media learning system that not only actively collects massive visual information from the environment, but also processes and responds human interactively with

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

students to advanced STEM topics, specifically those topicsrelevant to the fields of computer, electrical, and software engineering. During this intensiveweek-long experience students are exposed to fundamental concepts involved in researching thenear-space environment through the launch, flight, and recovery of a high-altitude ballooncarrying student-built balloon satellites, or, “balloonsat” payloads. This is the only researchexperience of its kind that the author is aware of outside of one conducted by NASA’s GlennResearch Center in Cleveland1. This paper provides details of the topics, schedule, enrollments,and student evaluations of the most recent Near-Space Research Experience conducted atEmbry-Riddle Aeronautical University in Prescott