Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Frankie Santos Laanan, Iowa State University; Melissa Chapman Haynes, Independent External Evaluation Consultant, Professional Data Analysts, Inc.; Soko S. Starobin, Iowa State University

Tagged Divisions

K-12 & Pre-College Engineering

A Longitudinal Evaluation of Project Lead The Way in the State of IowaAbstractThe State of Iowa has implemented Project Lead The Way (PLTW), a sequence of pre-engineering courses for students in middle and high schools. The intent of PLTW is to increasestudent interest in STEM careers through a rigorous, project-based curriculum. Despite thepopularity and rapid expansion of PLTW program in Iowa, little is known about its efficacy.This is partially due to the lack of studies with robust data, such as comprehensive statewide K-12 and postsecondary databases, or the lack of a control group where pre-existing differences instudent demographic characteristics, PLTW course enrollment, academic performance, andstandardized tests are considered

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Yukio Yoritomo, University of Illinois, Urbana-Champaign; Nicole Turnipseed, University of Illinois, Urbana Champaign; Maxx Joseph Villotti, University of Illinois, Urbana-Champaign; Aric Tate, University of Illinois, Urbana-Champaign; Kelly Searsmith, University of Illinois, Urbana-Champaign; Matthias Grosse Perdekamp, University of Illinois, Urbana Champaign; Paul Prior, University of Illinois, Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Physics and Physics

Paper ID #26393A Tale of Two Rubrics: Realigning Genre Instruction through Improved Re-sponse Rubrics in a Writing-intensive Physics CourseJohn Yukio Yoritomo, University of Illinois, Urbana-Champaign John Yoritomo is a 6th year PhD candidate in the Physics Department at the University of Illinois Urbana- Champaign. His research focuses on diffuse field ultrasonics, with applications in non-destructive evalu- ation and seismology. He has been a teaching assistant for many writing-intensive undergraduate courses in the Physics Department. He is also a member of a team working to improve the writing instruction in the

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony, Tennessee Technological University; Melissa Geist, Tennessee Tech University; Sally Pardue, Tennessee Tech University; Mohamed Abdelrahman, Tennessee Technological University; Evangelynn Thurber, Cookeville High School

Tagged Divisions

K-12 & Pre-College Engineering

teacher at Cookeville High School, TN. She was an RET participant in Summer 2009. Page 15.840.1© American Society for Engineering Education, 2010 Legacy Cycle as a Vehicle for Transference of Research to the ClassroomAbstractAs engineers and educators, we seek the most viable methods through which we can translateresearch into practice. This paper describes how we have used Legacy Cycle modules6 within thescope of a National Science Foundation (NSF) funded outreach program, Research Experiencefor Teachers in Manufacturing for Competitiveness in the US (RETainUS). The six-week RETsummer experience

Conference Session

AERO 5: Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Zachary Reinert, Texas A&M University

Tagged Divisions

Aerospace Division (AERO)

iterations of this activity that will focus on further expanding its impact to other collegeSTEM students as well as a transition into K-12 participants.The second path forward that the authors are taking is creating a more consolidated version ofthis activity to implement as workout problems in students’ curriculum. With this study’s resultsindicating an overall success at dissolving interdisciplinary barriers in STEM, the authors findvalue in extending this educational lab beyond just an activity offered for an activity credit inAERO 201. Specifically, the implementation of the hydrofoil boat educational lab and similarnuanced interdisciplinary STEM applications that further enhance the multidisciplinary aspectsof aerospace engineering as a

Collection

2025 ASEE -GSW Annual Conference

Authors

Brinley Boyett, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University

Paper ID #49519Examining Educators’ Impact on Learning Environment, Technological Literacy,and Teaching Effectiveness through Integrating AI in the ClassroomBrinley Boyett, Texas A&M University Brinley Boyett is a senior at Texas A&M University, studying Computer Science with a minor in Statistics. She is passionate about education and has worked as a Supplemental Instructor at Texas A&M for the past 18 months. She aims to leverage her technical background to further educational initiatives to enhance teaching effectiveness and student technological literacy. Brinley believes in the potential of Artificial

Conference Session

First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Artre Reginald Turner, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #48738Integrating Microelectronics Into A First-Year Engineering Course For AllMajors At ScaleMr. Artre Reginald Turner, Purdue University at West Lafayette (COE) Artre is a Ph.D. student in Engineering Education exploring how microelectronics curricula influence student learning, motivation, and transformative experiences. Beyond his lab-focused research, Artre is deeply interested in recreational video games and their potential to foster critical skills valuable to engineers and engineering students, particularly cognitive flexibility in problem-solving. His research seeks to understand how engaging with diverse

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Pam Newberry, Project Lead The Way; T. Richard Grimsley, Project Lead The Way; John Hansen, The University of Texas-Tyler; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

2006-1115: RESEARCH OF PROJECT LEAD THE WAY (PLTW) CURRICULA,PEDAGOGY, AND PROFESSIONAL DEVELOPMENT: ACTIVITIESREGARDING INCREASING ENGINEERING AND TECHNOLOGICALLITERACY OF K-12 STUDENTS IN THE PLTW NETWORKPam Newberry, Project Lead The Way Pam B. Newberry is the Director of Curriculum for Project Lead The Way®. PLTW is a non-profit organization that provides pre-engineering curricula for schools in 45 states and the District of Columbia with approximately 1300 schools and 26 affiliated universities and colleges. Prior to joining PLTW in July 2002, she served as the Associate Director for the International Technology Education Association’s Technology for All Americans Project for five years. She taught

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

activities to bolsterteachers' understanding of the field of engineering depicted in their grade level adopted EiE unit.The opportunities for exploring math and science concepts through these activities were alsohighlighted. Assessment strategies were discussed in association with each of these activities.In small grade-level groups, teachers used internet resources to assemble content for a poster orhandout about their particular EiE field of engineering focusing on the actions of that particularkind of engineer, the resources that engineer uses, and the people that interact with that engineer.Teachers also had a chance to again interact with practicing engineers attending the K-12Engineering Education Lunch

Conference Session

First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deniz Yaralioglu, University of California, Santa Cruz; Yuhui Wang, University of California, Santa Cruz; Kelly Lin, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Divisions

First-Year Programs Division (FPD)

a prelab wherestudents read an excerpt from the book “Short Guide to Writing about Art” by Sylvan Barnet[13]. Then as part of the quiz, they use what they learned to analyze a piece of art through thislens. They also submit one of their favorite pieces of artwork for similar analysis and critique inclass. We saw that prior exposure to the vocabulary around symbolism, intention, and audienceperception in art allowed for increased participation in more nuanced discussions; learners wereable to move beyond superficial critiques–such as dismissing contemporary art as “messy”– anddelve into deeper meanings and context that shape an artwork’s impact.In-Class Collaborative and Active Learning:During class, we demonstrate and build on the prelab

Conference Session

First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University

Tagged Divisions

First-Year Programs Division (FPD)

forguiding first-year student teams through open-ended project directions and development ofentrepreneurial mindsets, aiming to enhance the students' creativity, collaboration, and problem-solving skills in early academic stages.Open-ended projects are assignments that allow for a high degree of freedom in how studentsapproach and solve a problem. Compared to traditional, well-defined projects with specificinstructions and clear outcomes, open-ended projects present much broader real-world problemswithout a predetermined solution. This would encourage students' creativity, critical thinking,problem-solving, and innovation, as students must define the problem, decide on a particularapproach, explore various potential solutions, and finalize an

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

impact on student learning. The current study uses actualclassroom observations to try to understand how students in the high school classroomlearn and integrate mathematics and engineering skills and concepts based on theteacher‘s actions in a portion of the Project Lead the Way (PLTW) Digital Electronics ™curriculum. Digital Electronics ™ is a unique course in that it utilizes mathematicsconcepts such as Boolean algebra that are beyond the scope of most high schoolmathematics standards. Thus, while students are likely to have little direct priorknowledge, there is a greater need for explicit introduction and integration of the maththat is used in this curriculum than is typical for K-12 engineering curricula overall4,5,6 .To summarize our

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

thisdisconnect, science education must reach beyond the classroom and explore concepts in morevalid and authentic contexts that are more motivating for students and allow students to leveragetheir lived experience 8. Once a real local problem is brought into the classroom, students aremore likely to learn scientific concepts through that relevant context. Such an inquiry overcomesthe separation between “community-based” and “school-based” forms of science.Mathematics and science content instruction should be integrated and placed in authenticcontexts that promote discovery of natural relations between these two disciplines while at thesame time bringing real-world contexts into the classroom 9-10. Literature on mathematics andscience education reform

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

., & Hannafin, M. (1995) Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development 43(2), 53-69.10. Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic Books, Inc.11. Tanner, K. and Allen, D. (2004) Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection - Engaging all Students in Science Courses. Cell Biology Education, Vol. 3. No. 4. 197–201.12. Sternberg, R. J. (1985) Beyond IQ: A triarchic theory of human intelligence. Cambridge, England: Cambridge University Press.13. Piaget, Jean. (1950) The Psychology of Intelligence. New York: Routledge.14. Bernhard, J

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

24.1347.1 c American Society for Engineering Education, 2014Using Teacher Feedback to Improve the Design of a Fourth Year High School MathematicsCurriculum (Research to Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignAbstractThis paper presents an evaluation of a high school mathematics curriculum, NICERC’sAdvanced Math for Engineering and Science (AMES), through high school teacher feedbackalong with conclusions from this evaluation. First, the reason behind creating such a curriculumis discussed, followed by a description of the curriculum as well as the implementation process,and lastly the evaluation and conclusion sections.The motivation for creating

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, North Carolina State University; Cameron Denson, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

some of the ambiguity forstudents producing deliverables for a design challenge and provides the instructor with apractical approach to assessing student work. In addition to offering a new pedagogical approachto engineering design thinking, the following research offers empirical evidence of studentcognition as they go through an engineering design process. Finally, we provide definitions andstudent generated examples of the four modeling artifacts to include; conceptual models,graphical models, mathematical models and working models.The Need The case for infusing engineering ‒ specifically engineering design ‒ into K-12 settings hasbeen made by educators and policy makers 1-3 . Yet determining how engineering design will beoperationalized

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

-service teacher education programs, teachers’ self-efficacy can be changed through practice that emphasize reflection on one’ personal beliefs,hands-on experiences, and engagement in authentic problems41,42. In the TE-399 course, pre-service teachers engaged in PBL with a focus on both content and K-12 pedagogy issues.Students worked together in small teams to solve authentic real-world problems dealing withsustainable technologies with the intent on developing the knowledge, skills and motivation toteach PBL in their own classrooms. Students worked collaboratively to frame the problem,identify and acquire the knowledge and resources needed to solve the problem, shared differentperspectives, conducted independent research, brainstormed ideas, and

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert McGahern, DDR&E; Robert Stiegler, NSWC-DD

Tagged Divisions

K-12 & Pre-College Engineering

(PEP) initiative for the Office of the Director, Defense Research and Engineering (DDR&E). Prior to his current position Mr. McGahern served as Deputy Director of the N-STAR initiative at the Office of Naval Research.Robert Stiegler, NSWC-DD Robert Stiegler is currently supporting the USMC Targeting and Engagement Systems and the K-12 Outreach Programs for the DDR&E National Defense Education Program, Office of Naval Research N-STAR initiative, and the Naval Sea Systems Command Outreach Program. He previously served as a program manager for USMC science and technology programs, Science Advisor to the Commanding General, Fleet Marine Forces Atlantic, and Head, NAVSEA Combat

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Tufts Center of Engineering Education and Outreach. Hynes received his B.S. in mechanical engineering in 2001 and his Ph.D. in engineering education in 2009 (both degrees at Tufts University). In his current positions, Hynes serves as PI and Co-PI on a number of funded research projects investigating engineering education in the K-12 and college settings. He is particularly interested in how students and teachers engage in and reflect upon the engineering design process. His research includes investigating how teachers conceptualize and then teach engineering through in-depth case study analysis. Hynes also spends time working at the Sarah Greenwood K-8 school (a Boston Public School), assisting teachers in

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-628: CLASSROOM TEACHER - ENRICHMENT TEACHER PAIRS:CO-TEACHING AS A MEANS TO IMPLEMENT ELEMENTARY ENGI-NEERING EDUCATIONPamela S. Lottero-Perdue, Towson University Dr. Pamela S. Lottero-Perdue is an Assistant Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She began her career as process engineer, taught high school physics and pre-engineering, and has been involved in both Project Lead the Way and Project FIRST robotics. She was a Hub Site Partner for Engineering is Elementary (EiE) through their National Dissemination through Regional Partners program. As a pre-service teacher educator, she has added engineering to her elementary and early

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Courtney A. Peckens, University of Michigan; Jerome Peter Lynch, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

., "Understanding K-12 Engineering Outreach Programs," Journal of Professional Issues in Engineering Education and Practice, vol. 130, 2004.9. J. F. Sullivan, et al., "Beyond the Pipeline: Building a K-12 Engineering Outreach Program," in IEEE, San Juan, Puerto Rico, 1999.10. B. C. Clewell and J. H. Braddock II, "Influences on Minority Participation in Mathematics, Science and Engineering," in Access Denied: Race Ethnicity and the Scientific Enterprise, G. Campbell Jr., et al., Eds., ed New York: Oxford Press, 2000.11. R. Leitman, et al., "Uninformed Decisions: A Survey of Children and Parents about Math and Science," in NACME research letter vol. 1, ed. New York: National Action Council for Minorities in

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kelly B Crittenden, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; James D. Nelson, Louisiana Tech University; Jane A. Petrus, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

, those short-termgains can quickly fade. This paper describes one of several projects developed by the Integrated STEM EducationResearch Center (ISERC) at Louisiana Tech University. The project described here is targetedtoward high school juniors and seniors. Even though this project is geared to high schoolstudents, the real gains are made by building lasting relationships with the high school teachers.This paper presents a full description of one of the low-cost projects, with a rationale for thevarious activities. Topics presented in this paper include material characterization, conservationof energy, communication through various media, teamwork, statistical analysis, and generalproblem solving. In addition to the paper, resources for the

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

separate program sites. Moreover,the program continues to be evaluated through qualitative and quantitative metrics in order toensure that the goals of the program are being met and to identify potential areas forimprovement.This paper provides an overview of the development of the RRRC program and its goals, brieflysummarizes current and future pre- and post-measures of effectiveness and presents concludingremarks regarding future program applications.IntroductionDecreasing interest and a growing lag in the skill development necessary to promote thetransportation industry is clearly visible within our nation’s primary and secondary schoolsystems. Standardized science and math testing scores have fallen significantly among K-12students within

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

through the development process and for the teachers to havethe time to prepare the lesson plans is not available. The Outcomes Matrix is the deliverableteachers are expected to submit at the end of the summer program. The Outcomes Matrixprovides the K-12 Center staff the opportunity to review the teachers’ work and engage them indiscussion as to the strengths and weaknesses of the content of the Outcomes Matrix. Theteachers are expected to use the Outcomes Matrix as they create and implement their lessonplans during the Fall in preparation for a presentation on their lesson plan during a follow-upworkshop in December.Example 1. The following is the submission from a first-time teacher in the RET program. Sheis a high school chemistry teacher

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann P. McMahon Ph.D., Ann P. McMahon, LLC

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3627: MENTAL MODELS ELEMENTARY TEACHERS HOLDOF ENGINEERING DESIGN PROCESSES: A COMPARISON OF TWOCOMMUNITIES OF PRACTICEAnn P. McMahon Ph.D., Ann P. McMahon, LLC Ann P. McMahon is a STEM education consultant for grades Pre-K through 16. She holds B.S. and M.S. degrees in mechanical engineering from Washington University in St. Louis and a Ph.D. in science education from the University of Missouri, St. Louis. Her work bridges elementary education and profes- sional engineering communities of practice. Her research and consulting interests also include applying design thinking and system dynamics methodologies to improve systems and practices in Pre-K through 16 STEM education. McMahon served for eight years as the K

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Quincy Brown, Drexel University; William Mongan, Drexel University; Dara Kusic, Drexel University; Elaine Garbarine, Drexel University; Eli Fromm, Drexel University; Adam Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-1377: COMPUTER AIDED INSTRUCTION AS A VEHICLE FORPROBLEM SOLVING: SCRATCH BOARDS IN THE MIDDLE YEARSCLASSROOMQuincy Brown, Drexel University Quincy Brown is a Ph. D. student in the Computer Science Department at Drexel University. Her research interest is understanding how technology can be used to improve K-12 mathematics education. She is interested in developing applications for classroom use that factor the computational resource limitations of urban public schools. Her future research will investigate methods for computer scientists to collaborate with educators to improve K-12 as well as computer science education.William Mongan, Drexel University Bill Mongan is a Ph.D

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

through an exploration of problems and potential solutions related to automotivetransportation, a relevant topic for the average American teenager. Students investigateproblems related to our current fossil fuel based transportation system including environmentalimpacts and limited fuel supplies, and explore potential solutions that include alternative modesof transportation and fuels as well as lifestyle changes. Changes in students’ energy literacy, abroad term that includes a citizenship understanding of energy issues as well as attitude andbehavioral aspects, have been assessed over the last three program years using a quasi-experimental, mixed methods approach that includes both quantitative and qualitative measures.The quantitative measure

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

science education. Engineeringelements are included in the Science and Engineering Practices, Disciplinary Core Ideas, andCrosscutting Concepts sections of the NGSS. These additions bring about the need forcurriculum changes to incorporate engineering and teacher professional development to preparescience teachers to integrate this new content. Recognizing these challenges, the project teamworking on a National Science Foundation funded Discovery Research in K-12 project*, ProjectInfuse, has been investigating how to infuse engineering concepts into science through aninnovative approach to professional development that is engineering concept-driven.A concept-driven approach to professional development is grounded in cognitive science andteacher

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Jessica Nicole Chestnut, North Carolina State University; Daniel Eamon Briggs, North Carolina State University; Blanca Miller, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

primary research interest is science identity, STEM education, and participation in online communities.Ms. Jessica Nicole Chestnut, North Carolina State UniversityMr. Daniel Eamon Briggs, North Carolina State University I am graduating from North Carolina State with a BS in Statistics in May 2017. In September 2017 I will be attending Harvard TH Chan School of Public Health to pursue a MS in Biostatistics.Blanca Miller, University of Nevada, Reno c American Society for Engineering Education, 2017 Improving Performance and Retention of Engineering Graduate Students through Motivation and Identity FormationIntroductionThe goal of this project is to improve the understanding of how

Conference Session

Curricular Innovations in Computing -2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah L. Harris, University of Nevada - Las Vegas; Yingtao Jiang, University of Nevada - Las Vegas; Christine Clark; Ed Jorgensen; Tiberio Garza, Florida International University; Norma A Marrun, University of Nevada - Las Vegas; Valerie L. Taylor

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

Paper ID #40100Promoting Success through Building Community for Computer Science andComputer Engineering UndergraduatesProf. Sarah L. Harris, University of Nevada - Las Vegas Dr. Harris is a Professor at the University of Nevada, Las Vegas (UNLV) in the Electrical & Computer Engineering Department. She earned her M.S. and Ph.D. at Stanford University and has worked at Hewlett Packard, Nvidia, and the Technical University of Darmstadt. Before joining the UNLV faculty in 2014, she was a faculty member at Harvey Mudd College for ten years. Her research interests include embedded systems, biomedical engineering, and robotics

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

in environmental engineering. She is also active in K-12 STEM initiatives. Page 24.105.1 c American Society for Engineering Education, 2014 A standards-based tool for middle school teachers to engage students in STEM fields (Research-to-Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum Design!Middle school teachers play an instrumental role in promoting student interest in science andengineering fields. Studies have shown that engaging students early on can inspire students topursue degrees in STEM fields for higher education. This work