Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University; Ruth E. H. Wertz, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

sections focusing onthe engineering design process, engineering content, gender differences, science content,reflective and active learning, students’ level of frustration, and the amount of direct supportfrom the teacher (see Table 2) for sample items.Table 2. Sample Items from SEcLO (Pilot Version)Category Sample Items1) Engineering design a) Students identified a problemprocess b) Students shared and developed a plan c) Students created and tested their chosen design d) Students communicated results of their design and testing e) Students improved their design f) Students retested their design2

Conference Session

Enhancing K12 Mathematics Education with Engineering

Collection

2008 Annual Conference & Exposition

Authors

Wendy Huang, Massachusetts Institute of Technology; Barbara Brizuela, Tufts University; Peter Wong, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

functions accessible to students of different grade levels using differentapproaches. In 6th grade, students analyzed orders of differences using the numerical values fromthe table and also extending the curve of the graph to recognize the changes in rate. In 8th grade,students related slope to rate and observed that the relative change in slope indicates relativerange in rate. These approaches all lead to a better understanding of the changes in temperaturewith time in order to inform their engineering design prototypes. Their engineering designs alsoreflected their understanding of the other criteria and constraints that needed to be met.References1. Moses, B. (1993). Algebra, the new civil right. In C. A. Lacampagne, W. Blair, & J.J. Kaput

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Adam Christensen, Georgia Institute of Technology; Willard Nott, American Society of Mechanical Engineers; Douglas Edwards, Westlake High School; Leann Yoder, Jets, Inc.; Christina Ho, Engineers Without Borders; Shannon Flanagan, Engineers Without Borders; Stephanie Hurd, JETS, Inc.; Marion Usselman, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Jeffrey Rosen, Georgia Institute of Technology; Cathy Leslie, Engineers Without Borders; Samuel Graham, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, D., and B. Gallant, "Providing engineering students a global perspective through a project for developing communities - lessons learned at the University of Hartford", ASEE Annual Conference and Expo, Chicago, IL: ASEE, 2006.[20] Polito, C., and R. Husfeld, "Lessons learned from an international service learning project", ASEE Annual Conference and Expo, Portland, OR: ASEE, 2005.[21] Thomas, E., A. Azman, R. Sandekian, and B. Amadei, "Engineering education through service learning: Page 13.1073.13 two case studies", ASEE Annual Conference and Expo, Chicago, IL: ASEE, 2006.[22] Bielefeldt, A

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

second component of the data analysis involveddetermining the effects of the program on the current cohort of teachers by administering a pre-program survey, which was the end of year survey previously mentioned, and a post-programsurvey. The post-program survey questions are attached in Appendix B. The pre-program surveycaptured data related to the teachers’ current classroom practices in regards to the use of theengineering design process, STEM learning techniques, and current classroom practices. Thepost-program survey, given to the current cohort of teachers, captured data on how the internshipprogram affected their perception and intended frequency of use of these concepts in theclassroom during the upcoming school year. The questions on

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Development,48(4), 63-853. Hester, K. and C. Cunningham (2007) Engineering is Elementary: An Engineering and Technology Curriculumfor Children. American Society for Engineering Education Annual Conference and Exposition, Honolulu, Hawaii.4. Sargianis, K., M. Higgins, C. Lachapelle, G. Tower, C. DeCristofano, V. MacEachern, B. Schersten, D. Shah, S.Yang, N. Yocom de Roero, C. Cunningam, P. Slater, and K. Hester (2008) Now You’re Cooking: Designing SolarOvens. Museum of Science, Boston, Massachusetts.5. Coyle, E., L. Jamieson and W. Oakes (2005) EPICS: Engineering Projects in Community Service. InternationalJournal of Engineering Education, 21(1)6. Oakes, W., E. Coyle and L. Jamieson (2000) EPICS: A Model of Service-Learning in an Engineering

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina, Charlotte; Lyndon Abrams, University of North Carolina, Charlotte; Deborah Bosley, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; Stephen Kuyath, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

objectives, describing what participants should be able to do by the end of the Page 14.1256.4TECT workshop, are outlined in Table 1.Table 1Learning Objectives for TECT Workshop 1. Articulate the importance of K-12 engineering education. a. Recognize the nation-wide shortage of engineers and technologists. b. Describe the overall decline in students entering engineering related majors. c. Characterize the demographics of students entering engineering related majors. 2. Explain engineering career opportunities within a global and societal context. a. Identify and contrast the engineering disciplines as outlined

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Douglas E. Oppliger P.E., Michigan Technological University; Joshua M Pearce, Department of Materials Science & Engineering and Department of Electrical & Computer Engineering, Michigan Technological University; Gerald Anzalone, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

questions are specifically aimed at understanding how the 3D printer hasimpacted student’s understanding of the problem solving process described in the NGSS.This context was established by introducing these questions with the following statementtaken directly from NGSS documentation: While answering the following questions please refer to the guidelines from "APPENDIX I - Engineering Design in the NGSS" as stated here: Page 26.696.12 A. Defining and delimiting engineering problems involves stating the problem to be solved as clearly as possible in terms of criteria for success, and constraints or limits. B. Designing solutions

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University; Donald P. Visco, University of Akron; Evangelynn Thurber, Cookeville High School; Ryan Thomas Pavlovsky

Tagged Divisions

K-12 & Pre-College Engineering

water displacement. a. Use a 100 mL cylinder. b. Put about 40 mL of water in the cylinder. Accurately record the volume of water to the nearest 0.5 mL in your data table. Remember to read the volume at the bottom of the meniscus! c. Carefully slide the sample into the water (do not splash out any water or you will have to start over.) Accurately record the new volume of water to the nearest 0.5 mL in your data table. The difference between the two volume measurements is equal to the volume of your sample. Calculate the volume of your sample and record it in your data table. 4. When you have determined the mass and volume of all the

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

David R. Shields P.E., University of Nevada, Las Vegas; Krishna Prasad Kisi, University of Nevada Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

., Rodgers, K.A., Shen, D., and Bogue, B. (2009). Women engineering students and self- efficacy: a multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education 98(1), 27-3817. Hatzios, M. K. (1996). Effective models for measuring students’ attitudes toward the marketing education program. Online Vocational and Technical Education Journal of Virginia Tech. 13(1), 1-14 Page 22.704.14

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chelsey Simmons, Stanford University; Beth L Pruitt, Stanford University; Kaye Storm, Stanford University; Gary Lichtenstein

Tagged Divisions

K-12 & Pre-College Engineering

' participation in research programs improves their students' achievement in science," Science, vol. 326, pp. 440-2, 2009.[5] S. H. Russell and M. P. Hancock, "Evaluation of the Research Experiences for Teachers (RET) Program: 2001-2006," SRI International2007.[6] K. Barker, At the Bench: A Laboratory Navigator. Cold Spring Harbor: Cold Spring Harbor Laboratory Press, 2005.[7] B. A. Brown, "Discursive identity: Assimilation into the culture of science and its implications for minority students," Journal of Research in Science Teaching, 2004.[8] L. M. Phillips and S. Norris, "Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature," Research

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Tara Gomez, California Institute of Technology; Oliver Loson, California Institute of Technology; Douglas Yung, California Institute of Technology; Sindhuja Kadambi, California Institute of Technology; Paul Lee, California Institute of Technology; Luz Rivas, California Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, among other things. Emotion was used as aconcluding theme to stress the significance of interactions between neurons in the nervoussystem, and also to summarize the entire course from nucleotides and cell physiology, to morehigh-level manifestations of behaviors like emotions, cognition and consciousness.Figure 1. YESS 2008 students performing a brain dissection (A), and building models ofneurons, as discussed in section 3.3, (B).3.4 Integration of Engineering Tools: ElectrophysiologyElectrophysiology experiments are the golden standard for investigation in neuroscienceresearch. These experiments have been made possible by scientists combining an understandingof basic processes within a neuron and a background in engineering to detect and

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

., Portsmore, M. (2005) “What do college engineering students learn in K-12 classrooms?: Understanding the development of citizenship & communication skills.” Paper presented at the ASEE Annual Conference & Exposition, Portland, OR.7. Gravel, B., Cunningham, C., Knight, M., Faux, R. (2005) "Learning through teaching: A longitudinal study on the effects of GK-12 programs on teaching fellows." Paper presented at the ASEE Annual Conference & Exposition, Portland, OR.8. Cejka, E., Rogers, C. (2005) “In-service Teachers and the Engineering Design Process.” Paper presented at the ASEE Annual Conference & Exposition, Portland, OR. Page

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Molly H Goldstein, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Mitch Zielinski, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12065High School Students’ Ability to Balance Benefits & Tradeoffs while Engi-neering Green BuildingsMolly H Goldstein, Purdue University, West Lafayette Molly Hathaway Goldstein is a Ph.D. student in the School of Engineering Education at Purdue Uni- versity, West Lafayette. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental concerns. Her research interests include how students approach decision making in an engineering design context. She obtained her B.S. in Gen- eral Engineering and M.S. in Systems and Entrepreneurial

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tuere Bowles, North Carolina State University; Christine Grant, North Carolina State University; Pamela Martin, North Carolina State University; Eric Carpenter, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

endeavors while employing mixed-methods. A recurring theme in her scholarship explores gender and diversity for girls and women in environmental sciences and engineering with an emphasis on their learning, socialization and career development. She has served as an evaluator and senior researcher on the ADVANCE-ENG Girls to Women: An Innovative Engineering Faculty-Student Mentoring Summit for Underrepresented Minority (URM) Girls and Their Mothers and managed a cadre of other environmental training programs.Christine Grant, North Carolina State University Dr. Christine Grant is a Full Professor of Chemical and Biomolecular (CBE) engineering at North Carolina State University (NCSU). She

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose M. Garcia, Purdue University (Statewide Technology); Yury Alexandrovich Kuleshov, Purdue University, West Lafayette; John H. Lumkes

Tagged Divisions

K-12 & Pre-College Engineering

. Over 400 middle and high school students visited the Agricultural and BiologicalEngineering workshops at Purdue University between 2009 and 2011. The data was collectedand analyzed to learn about students’ perception and motivation to pursue a career in a STEMfield after completing the workshops. While some students participating in these workshops optvoluntarily to participate, many did not have the option to choose, and had no previous Page 24.1330.2knowledge of the topics presented in these workshops. 3. Literature ReviewResearch on the use of robotics in the classroom can be divided into four major groups a)practitioner’s experience, b

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Vincent William DeLuca, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, A.G. and Safferman, S.I. 2004. Understanding k-12 engineering outreach programs. J. Professional Issues in Engineering Education and Practice. 130 (2): 95-108.5. Kimmel, H., Carpinelli, J., Alexander, L.B. and Rockland, R. 2006. Bringing engineering into k-12 schools: A problem looking for solutions? In Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Chicago, IL.6. Hirsch, L.S., Carpinelli, J.D., Kimmel, H., Rockland, R. and Bloom, J. 2006. The differential effects of pre- engineering curricula on middle school students’ attitudes to and knowledge of engineering careers. In Proceedings of the ASEE/IEEE Frontiers in Education Conference. Milwaukee, WI.7. Apedoe, X.S., Reynolds, B

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Austin Talley, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin; Kristin Wood, University of Texas at Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

, George Washington University, Washington, DC, 1991.2 Linsey, J., Talley, A., Schmidt, K., Cobb, B., Jensen, D., and Wood, K. L., "Using Active Learning to Enhance Student Understanding in Engineering Mechanics," ASEE Annual Conference, 2007.3 Bridge, J., “Incorporating Active Learning in an Engineering Materials Science Course,” Proceedings, ASEE Annual Conference and Exposition, 2001.4 Bridge, J., “Incorporating Active Learning in an Engineering Materials Science Course,” Proceedings, ASEE Annual Conference and Exposition, 2001.5 Feland, J.M. and Fisher, C.A., “Cramming Twenty pounds into a Five-Pound Bag: Increasing Curricular Loads on Design Students and Enjoying it!,” Proceedings of the

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University; Gemma Mann, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

. New York: Macmillan, Page 13.1140.14 1929.(18) D. Harper, "Talking about pictures: a case for photo elicitation," Visual Studies, vol. 17, pp. 13 - 26, 2002.(19) K. B. Douglas, "Seeing as Well as Hearing: Responses to the Use of an Alternative Form of Data Representation in a Study of Students' Environmental Perceptions. ASHE Annual Meeting Paper," 1998.(20) E. L. Brown, "Using Photography To Explore Hidden Realities and Raise Cross-Cultural Sensitivity in Future Teachers," The Urban Review, vol. 37, pp. 149-171, 2005.(21) M. Clark-IbaNez, "Framing the Social World with Photo-Elicitation Interviews

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gamze Ozogul, Arizona State University; Martin Reisslein, Arizona State University; Amy Marcelle Johnson, University of Memphis

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

  Bibliography[1] Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.[2] Goldman, S. (2003). Learning in complex domains: When and why do multiple representations help? Learning and Instruction, 13, 239-244.[3] Mautone, P. D. & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning, Journal of Educational Psychology, 93, 377-389.[4] de Koning, B., Tabbers, H., Rikers, R., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21(2), 113-40.[5] Craig, S.D., Gholson, B., & Driscoll, D.M. (2002). Animated

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

of physical representation models and modeling; (2) Expand thisknowledge by means of research literature readings, discussions, and collaborations with fellowteachers; (3) Have teachers apply their knowledge on science models to models of nanoscalephenomena. Each of these components is described in the following paragraphs.The exploration of teachers’ conceptions of models included written responses and discussionsrelated to the following questions: (a) What is a model?; (b) How can models be used in scienceinstruction?; (c) What criteria should be considered when choosing a model? These conceptionswere further explored with the presentation of seven sets of models of the same sciencephenomenon (e.g., three different models of a molecule

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Celina Bochis, University of Alabama; Steven Hsia, University of Alabama; Pauline Johnson, University of Alabama; Karen Boykin, University of Alabama; Sandra Wood, University of Alabama; Larry Bowen, University of Alabama; Kevin Whitaker, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-1089: INTEGRATED ENGINEERING MATH-BASED SUMMER BRIDGEPROGRAM FOR STUDENT RETENTIONCelina Bochis, University of Alabama Celina Bochis is a graduate student at The University of Alabama, Tuscaloosa working on her PhD degree in Environmental Engineering with minors in Water Resources and Statistics. She received a Bachelor of Science degree in Geography (minor in Hydrology) from the "Babes-Bolyai" University of Cluj-Napoca, Romania in 2001. She is currently working as student program coordinator for Engineering Math Advancement Program combining administrative and teaching duties. Her research interests include the magnitude of impervious surfaces in urban watersheds, the

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne L. Berliner-Heyman, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

did not have much of an impact on thestudents’ attitudes toward mathematics, science and engineering, but their average scores at thebeginning of camp were already higher than for other middle school students from similarbackgrounds9,19. Previous research has found that students who attended summer programs atCPCP have significantly more positive attitudes toward mathematics, science and engineeringand significantly more knowledge of careers in engineering compared to other male and femalestudents from similar backgrounds19 even before beginning the program. In order to attend anyof the enrichment programs at CPCP, including the EMBHSSC, students must have a B averagein school and provide letters of recommendation from their mathematics and

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Ethan Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

-defined ones, is one way to builddeep understandings of STEM concepts and process skills. Such work helps avoid the creation of“inert knowledge” that has little chance of being used when real needs arise1. An engineeringdesign task can serve in this mission as a “goal-directed problem-solving activity”2, and involvesoptimizing parameters3 and balancing trade-offs4 to meet targeted users’ needs 5. Designactivities are aligned with a wide range of educational reform efforts in science, math, andtechnology education in that they involve (a) doing practical work, (b) making connectionsamong disciplines, and (c) pursuing ways of knowing the world and how it works. Many instructional materials have been developed over the last 20 years that

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Jed Lyons, University of South Carolina; Veronica Addison, University of South Carolina; Stephen Thompson, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

introduces students to forces, data collection/analysis and relationshipsbetween variables.Suggested grade level(s): Beginning AlgebraConcepts covered: relationships, equation of a line, slopeStandards: 6-8 & 9-12 Algebra: I. A, B&C Understand patterns, relations, and functions; II. Represent and analyze mathematical situations and structures using algebraic symbols; III. Use mathematical models to represent and understand quantitative relationships. IV. Analyze change in various contexts.Length of lesson: 45

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Randa L. Shehab, University of Oklahoma; Susan E. Walden, University of Oklahoma; Emily Elizabeth Wellborn, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

populated by instances where students were influenced fromhigh-school recruiters, college tours, and college pamphlets.References 1. National Science Foundation. (2013, November). Women, Minorities, and Persons with Disabilities in Science and Enginering. Retrieved April 12, 2014, from National Science Foundation: www.nsf.gov/statistics/wmpd/2013/tables.cfm 2. Klotz, L., Potvin, G., Godwin, A., Cribbs, J., Hazari, Z., & Barclay, N. (2014). Sustainablity as a Route to Broaden Participation in Engineering. Journal of Engineering Education, 103, 137-153. 3. Lent, R. W., Lopez, F. G., Sheu, H.-B., & Lopez, A. M. (2011). Social cognitive predictors of the interests and choices of computing major

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

on student attitudes toward and understanding of engineering careers.Sample PopulationFor this pilot year research project, the sample population consisted of three schools selectedfrom the 15 total participating schools: School A, School B, and School C. The schools in theresearch cohort were chosen because they completed all of the following criteria: a letter ofwillingness to participate from one school administrator, an assent form from each participatingstudent, pre-survey, three separate ‘You’re Hired!’ activities, and a post-survey. If a studentchose not to complete the assent form, their individual data is not included within data analysisas per Institutional Review Board (IRB) requirements. School A consisted of 83 7th

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell J. Nathan, University of Wisconsin, Madison; Candace Walkington, University of Wisconsin, Madison; Rachaya Srisurichan, University of Wisconsin, Madison; Martha W. Alibali

Tagged Divisions

K-12 & Pre-College Engineering

many manifestations. Page 22.1070.6Figure 1. (a) (Top 2 panels) The mathematics and physics of kinematics that model ballistic motion mustalso be connected to (b) (middle 2 panels) the 2D design sketch, and (c) (bottom 2 panels) theconstruction, testing, and redesign of the ballistic device. Note that the teacher attempts to connect thedesign sketch to the wood in the construction phase (left panel), but the student focuses on the wood, tothe exclusion of any cross-modal connections (right panel).Transitions between Modal EngagementsThe process by which teachers and students manage the transitions across changing contextswhile maintaining

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Faik Karatas, Purdue University; Amy Micklos, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

of the nature of science in science education. In Ed. W. F. McComas. The Nature of Science in Science Education: Rationales and Strategies. The Netherlands: Kluwer Academic Publisher.10. Finson, K. (2002). Drawing a Scientist: What We Do and Do Not Know after Fifty Years of Drawings, School Science and Mathematics, 102, 335-345.11. Robinson, M., & Kenny, B. (2003). Engineering Literacy in High School Students. Bulletin of Science, Technology & Society, 23, 95-101.12. Carroll, D. R. 1997. Bridge Engineering for the Elementary Grades. Journal of Engineering Education, 86 (3), 221-226.13. Grose, T. K. (2006, October). Trouble on the horizon. ASEE Prism , 16 (2), 26-31.14. Lyons, J., & Thompson, S

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Petros Katsioloudis, Berea College

Tagged Divisions

K-12 & Pre-College Engineering

designated learningobjectives. What is urgently needed is systematic research efforts focused on three basic areasdesigned to provide data on: (a) what specific individual difference variables inlearners actually make a difference in student achievement in the teaching learningprocess, (b) which of these individual difference variables interact significantly withdifferent kinds of visualization used to complement oral/printed instruction, and (c)what is the extent of the range within specific individual difference variables thatare accommodated by the use of specific types of visualization 5.Once we can describe what makes a particular visual successful to us, we can apply thisknowledge to the design of completely new visuals. In instruction

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Wraegen Williams PhD, University of Virginia; Ping Guan, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

applicants for this program are rising 6th, 7th, or 8th graders with a minimum overallGPA of 3.0 (B), a minimum math/science GPA of 3.0, and scores on standardized math andscience tests that are at least equal to the tests’ median scores. Preference is given to studentsfrom traditionally underrepresented populations in STEM fields that meet these eligibilityrequirements. In addition to the minimum requirements, successful applicants must also exhibit Page 15.132.3an interest in math and science according to a statement of interest and recommendations frompresent math and science teachers.Selected participants reside on campus for two weeks and