Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Randy Bell, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-833: ENCOURAGING CONCEPTUAL CHANGE IN SCIENCETHROUGH THE USE OF ENGINEERING DESIGN IN MIDDLE SCHOOLChristine Schnittka, University of Virginia Christine Schnittka is a 2009 graduate of the University of Virginia with a Ph.D. in science education. She has ten years experience teaching middle school science, plus masters and bachelors degrees in mechanical engineering.Randy Bell, University of Virginia Randy Bell is Associate Professor of Science Education at the University of Virginia.Larry Richards, University of Virginia Larry Richards is Professor of Mechanical and Aerospace Engineering at the University of Virginia

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Augusto Macalalag, Stevens Institute of Technology; Susan Lowes, Teachers College/Columbia University; Mercedes McKay, Stevens Institute of Technology; Karen Guo, Teachers College/Columbia University; Elisabeth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

tested experimentally (B). Abouthalf of the teachers (53 percent) included the idea that students will conduct a series ofobservations or experiments using different techniques or approaches (C). Only a veryfew (4 percent) included students analyzing data (D) and wrote that they would explainthe results based on science (E). None of the teachers mentioned the final parts of theinquiry process: (F) students revise models, (G) students present a consensus model, (H)students conduct additional experiments, (I) students further revise the model, or (J)students present final model. When combinations of steps in the inquiry process wereanalyzed, we found that the most commonly listed step (C—observations/experiments)was most frequently combined with B

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

professional development activityin regards to the engineering design process, STEM learning, and 21st century skills, and thatmore research is needed in this area.References1. Industry Initiatives for Science and Math Education (2013). http://iisme.org/2. Partnership for 21st Century Skills. (2011). Professional Development: A 21st Century Skills Implementation Guide. http://www.p21.org/storage/documents/p21-stateimp_professional_development.pdf3. Next Generation Science Standards (2013). http://www.nextgenscience.org/sites/ngss/files/Appendix%20I%20- %20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf4. Bowen, B. (2013). Teachers in Industry: Measuring the Impact of a K-12 Teacher Internship Program. Annual Proceedings of the

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Michele Strutz, Purdue University; Matthew Ohland, Purdue University; Erin Bowen, Purdue University; Eric Mann, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

at the International Conference on Engineering Education, Gainesville, FL.14 Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology (Monograph), 28(6), 545-579.15 Gottfredson, L. S. (2005). Applying Gottfredson's theory of circumscription and compromise in career guidance and counseling. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 71-100). New York: Wiley.16 Hoyt, K. B. (1984). Helping parents understand career education. Journal of Career Education, 10(4), 216- 224.17 Hughes, K. L. & Karp, M. M. (2004, February). School-based career development: A

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

responsibilities; evaluating task progress and group interaction;understanding the task; and generating new ideas or solutions. These communication challengesbecame the basis for reflective survey questions, observers’ notes, and class debriefings.Taking a design-based approach24, 25 in this, our second iteration of these processes, the studyprotocols occurred over three 50-minute class periods on consecutive days in a design-reflect-design process (i.e., Project #1, reflection on communication patterns, Project #2). The first andsecond authors were both present for all activities. Students were assigned to one of two roles forthe entire process: (a) engineering design-team member in three-to-five member teams, or (b)design-team student-observer. On Day 1

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

the inquiry-based nature of the program, thediscussion of physical concepts such as forces and seismic energy, and the discussion of Earthprocesses. Additionally, the use of instructional technology, the discussion of the societalimplications of earthquake engineering, and background information on the historicalperspectives of seismology and engineering fulfill a large share of the Content Standards.Science Program Standards B, C, and D are also met with regard to the program being relevantand appropriate, coordinated with a study of mathematics, and involve access to appropriate andsufficient educational resources. Please refer to “National Science Education Standards” by the

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anton Dukeman, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University; Gautam Biswas, Vanderbilt University; John S. Kinnebrew, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

(1 − 0.857) + (0 − 0.143)2 2 = 0.202 Tree Edit Distance 1.000 Page 24.186.5 Figure 4: Various metrics for comparing Figure 2 and 3 Figure 5: Bag of Words Distance for Student B Figure 6: Bag of Words Distance for Student Emodeling language and task can be designed such that there are only a small number ways toconstruct the correct behavior. For example, a > b and b < a will operate exactly the same, buttheir AST representations are different. In C3 STEM units, the modeling language

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Knowledge Used at Each Stage of the Engineering Design ProcessThis section describes the participants’ approach to selecting and working on the community-based project. It includes the different components of the engineering design process such as: (a)identifying the need or problem, (b) developing possible solutions, and (c) selecting the bestpossible solution. This project focused on the use of funds of knowledge of the students and noton the finalized engineering artifact or final product.Identifying the Need or ProblemThe participants used their experiences in diverse school organizations different topics werebrought up to our attention. The brainstorming stage included a variety of ideas that could have

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

, some of the dyadsconsidered divergent solutions as their ideas developed later in the process. There were a total of 14 distinct design solution ideas among all dyads with (M=4.17,SEM=0.54) and ranging from two to six ideas per dyad. All dyads considered a pulley system intheir design. Four of the dyads implemented pulleys in their final design. At least two dyadsconsidered each of the following ideas: pump, lever, lubricant, wedge, jack, and ratchetingsystem. Within the pulley system, Dyad B investigated and elaborated on multiple other items,such as the cord used to connect the system, Ultra High Molecular Weight Polyethelyne, thecrank, gear, and the connection of the system to the window rail. Although each dyad was uniquein their

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Meagan McKinney, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

integrating context for learning (San Diego, CA, State Education and Environmental Roundtable).6. Semken, S., & Freeman, C. B. (2008). Sense of place in the practice and assessment of place‐ based science teaching. Science Education, 92(6), 1042-1057.7. Powers, A. L. (2004). An evaluation of four place-based education programs. Journal of Environmental Education, 35, 17 – 32.8. Fulp, S. L. (2002). National survey of science and mathematics education: Status of elementary school science teaching. Retrieved from http://2000survey.horizonresearch. com/reports/elem science.php.9. Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Harpeth Hall School and Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

. Sex Roles, 66:153-166. 2012.8. Mueller, C. M., & Dweck, C. S. Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75, 33–52. 1998.9. Shapiro, JR., and A.M. Williams. The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest In STEM Fields. Sex Roles: 66:175-183. 2012.10. Goodman, Irene and Christine Cunningham, "Final Report of the Women's Experiences in College Engineering (WECE) Project," Goodman Research Group, April 2002.11. Chukwurah, C, SS Klein-Gardner. STEM Summer Institute: A Model Program for STEM Integration for Girls. In J. Koch, B. Polnick, and B. Irby (Eds.) Girls and Women in STEM Fields: A

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Nathalie Mukolobwiez, Saint Ursula Academy; Michelle Beach, Midpark High School; Jaswinder Dhillon, Withrow High School; Raviteja Chalasani, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

how societal issues and considerations affect the progress of science and technology. b. Stiffness test i. Setup In order to measure the stiffness of the model, students used two probes from Pasco:Force Sensor and a Motion detector. One laptop with Data Studio from Pasco was used todynamically record the force applied on the structure and the associated displacement, Φx. Themodel and test set-up are shown in Figure 10. The students completed this test both before andafter their retrofits to see the effects. ii. Examples of data analysis The students choose to conduct at least three trials for the same model. A sample of thedata reported in graphical form by the student is presented in Figure 11

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

1Power of Two 27 26 25 24 23 22 21 20then, 10110001 (binary) = 27 + 25 + 24 + 20 = 128 + 32 + 16 + 1 = 177 (decimal). Image color intensities can be represented by an 8-bit integer. This will result in 256distinct values from 0 to 255. A computer represents the intensity of red, green and blue light ineach pixel by this 8-bit integer. A value of 0 means no light and a value of 255 means thebrightest light. Since white light consists of all the colors, it is represented by the (R,G,B) value Page 22.1613.12(255, 255, 255). A black pixel would then be the absence of

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, The Ohio State University; Xi Zhan, Department of Educational Studies, The Ohio State University; Anika Anthony, The Ohio State University; Paul E. Post, The Ohio State University; Andrew James Parkhurst, Ohio state university

Tagged Divisions

K-12 & Pre-College Engineering

Biomedical Engineering and Electrical Engineering, respectively.Miss Xi Zhan, Department of Educational Studies, The Ohio State University Xi Zhan is a doctoral student of Educational Administration at The Ohio State University. She holds an M. A. in Educational Administration from The Ohio State University, U. S. A. and a B. A. in Teaching Chinese as a Second Language from Southwest University, China. She has experience in teaching Chinese language in a vocational school in Thailand and teaching children who have intellectual disability and challenging behavior in China and U.S.A. She also assisted with an instructional design of multimedia case studies on technology integration for teachers and school leaders during her

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-1686: INCORPORATING NANOSCALE SCIENCE AND ENGINEERINGCONCEPTS INTO MIDDLE AND HIGH SCHOOL CURRICULAShanna Daly, Purdue UniversityKelly Hutchinson, Purdue UniversityLynn Bryan, Purdue University Page 12.873.1© American Society for Engineering Education, 2007 Incorporating Nanoscale Science and Engineering Concepts into Middle and High School CurriculaAbstractThis study is a first step in the investigation of the issues involved with incorporating nanoscalephenomena concepts in the middle- and high-school curricula. During a two-week summerworkshop held by the National Center for Learning and Teaching Nanoscale Science andEngineering

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Krowles Christine, Plainview School Distict

Tagged Divisions

K-12 & Pre-College Engineering

was no one correct answer thatwould be provided by the teacher. Using a design project where the students knew thetechnology, e.g. how a chair is constructed, allowed focus on the geometric content. Minimaltime was spent on fabrication techniques. While the focus of the unit was geometry, taught in amathematics class, many of the benchmarks of the Standards for Technological Literacy (2000)were met. Page 11.587.12Figure 6 Geometric Chair Design Team AFigure 7 Geometric Chair Design Team B Page 11.587.13 Figure 8 Geometric Chair Design Team CReferencesAppleton, K., & Doig

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

that integrates thevideo, transcript text and codes. Classroom sessions were segmented into clips, and clipswere coded to reflect the points of interest noted in our research questions, in a mannersimilar to Nathan et al., 2009. Our coding framework delineated two dimensions that areespecially relevant here: A. Concepts mark engagement with “big ideas” from STEM, such as: modeling in engineering; force and work in science; and algebra in mathematics. We separately note whether math concepts are explicitly integrated for students during instruction. B. Skills address process-oriented tasks that are important for doing practical Page

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

13References1. Anderson, L., and Krathwohl, D. Eds. 2000, “A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.” Boston, MA: Longman.2. Arreola, R., M. Theall, and L. Aleamoni, 2003, “Beyond Scholarship: Recognizing the Multiple Roles of the Professoriate,” Presented at the 2003 American Educational Research Association convention. Available on line at http://www.cedanet.com/meta/Beynd%20Scholarship.pdf, Accessed April 19, 2005.3. Bloom, B. S. 1984. Taxonomy of educational objectives. Boston, MA: Allyn and Bacon, Pearson Education.4. Cobern, W. 1993, Contextual constructivism. In K. Tobin (Ed.), The practice of constructivism in

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Molly Bolger, Vanderbilt University; Marta Kobiela, Vanderbilt University; Paul Weinberg, Vanderbilt University; Richard Lehrer, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

downward in a slight arc. Page 14.214.6 A Single Input & Output (Group A) Mechanism A1 Mechanism A2 Mechanism A3 B Single Input, Multiple Outputs (Group B) C Circular Link (Group C) Mechanism B1 Mechanism B2 Mechanism C D Constraining Motion in Different Ways (Group D) Key Floating Pivot Figurine used

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 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; Dawn Denney, Northwest Cabarrus High School; Kelly Teague, J.M. Robinson High School; Bill Welch, J.M. Robinson High School

Tagged Divisions

K-12 & Pre-College Engineering

. 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 by ASEE. b. Relate the changing roles and skills of the engineer-of-the-future. c. Outline academic preparation requirements and available academic pathways. 3. Critique the impact of diversity in promoting engineering careers. a. Recognize student

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

William Moss, Clemson University; Dorothy Moss, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

. (2002). Discourse That Promotes Conceptual Understanding. In Chambers, D. L., ed. PuttingResearch into Practice in the Elementary Grades: Readings from Journals of the National Council of Teachers ofMathematics. Reston, VA: National Council of Teachers of Mathematics.23. Kennedy, L., S. Tipps, and A. Johnson. (2004). Guiding Children’s Learning of Mathematics. Belmont, CA:Thomson/Wadsworth Learning.24. Kilpatrick, J., J. Swafford, and B. Findell, eds. (2001). Adding It Up: Helping Children Learn Mathematics.Washington, DC: National Academy Press.25. Lawson, A. E., M.R. Abraham, and J. W. Renner. (1989). A Theory of Instruction: Using the Learning Cycle to

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lija Andrija Yang, Tufts Center for Engineering Education and Outreach; Aaron W. Johnson, Tufts University; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

protocol studies in design andother disciplines and related research in cognitive psychology. Design Studies, 19(4), 389-430.7. Dorst, K. (2004). On the Problem of Design Problems – Problem Solving and Design Expertise. Journal ofDesign Research, 4(2).8. Welch, M. (1999). Analyzing the Tacit Strategies of Novice Designers. Research in Science & TechnologicalEducation, 17(1), 19-34.9. MacDonald, D., & Gustafson, B. (2004). The role of design drawing among children en- gaged in a parachutebuilding activity. Journal of Technology Education 16(1), 55-71.10. McCormick, R., Murphy, P., & Hennessy, S. (1994). Problem-Solving Processes in Technology Education: APilot Study. International Journal of Technology and Design Education, 4(1), 5

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Steven Essinger, Drexel University; Ryan Coote, Drexel University; Pete Konstantopoulos, CAPA High School; Jason Silverman, Drexel University; Gail Rosen, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

two years of the project. Inparticular, we will focus on (a) a brief description of two labs (which are some of the labsavailable at http://dk12.ece.drexel.edu), (b) the effectiveness of the labs by assessing i) overallK-12 student attitude change in the program and ii) graduate and undergraduate experiences anddevelopment, and (c) lessons learned thus far in the project.Rationale of STEM for Artistic Students At an early age students are encouraged, both deliberately and inadvertently, to excel attheir proficiencies and strengths, which can be equally mathematical, artistic, reasoning,designing, etc. The tendency to play to one’s strengths at an early stage of a student’sdevelopment can be ultimately self-fulfilling, leading students

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2008 Annual Conference & Exposition

Authors

Noemi Mendoza Diaz, Purdue University, West Lafayette; Monica Cox, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

: Approaches to Assessing Technological Literacy. Washington D.C: The National Academies Press.[6] National Science Board. (2006). America’s Pressing Challenge – Building A Stronger Foundation. A Companion to Science and Engineering Indicators 2006. Arlington, VA: National Science Foundation.[7] Rogers, G. E. (2007). The Perceptions of Indiana High School Principals Related to Project Lead the Way. Journal of Industrial Teacher Education, 44(1), p. 49-65.[8] Hanson, D., Burton D., Guam G. (2007). Six Concepts to Help You Align With NCLB. The technology teacher. September 2007, p. 17-20.[9] Olds, B. M, Moskal, B. M., Miller, R. J. (2005). Assessment in Engineering Education: Evolution, Approaches and Future Collaborations. Journal

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

. Schliemann, A. (1998). Logic of Meanings and Situated Cognition. Learning and instruction, 8(6), 549–560. Page 24.981.136. Karmiloff-Smith, A., & Inhelder, B. (1975). If you want to get ahead, get a theory. Cognition, 3(3), 195–212.7. Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 Education  : Understanding the Status and Improving the Prospects.8: Hester, K. and C. Cunningham (2007) Engineering is Elementary: An Engineering and Technology Curriculum for Children. American Society for Engineering Education Annual Conference and Exposition, Honolulu, Hawaii.9: Kolodner, J.L., P. Camp, D. Crismond, B

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Marilyn Fowler, Austin Children's Museum; Christina Soontornvat, Austin Children's Museum; Kathy Schmidt, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1227: DID IT WORK? - ANALYSIS OF WAYS TO MEASURE THEIMPACT OF AN AFTER SCHOOL ROBOTICS OUTREACH PROGRAM.Austin Talley, University of Texas, Austin AUSTIN TALLEY is a graduate student in the Mechanical Engineering Department at The University of Texas at Austin. His research focus is in design methodology and engineering education. He received his B.S. from Texas A&M University and M.S.E. from The University of Texas at Austin. Contact: Austin@talleyweb.com.Marilyn Fowler, Austin Children's Museum MARILYN L. FOWLER is a science educator with over 35 years experience with schoolchildren. Her years in education include classroom teaching at the elementary and college levels

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Julie Trenor, University of Houston; Jennifer Ruchhoeft, University of Houston; Frank Claydon, Unviersity of Houston; Stuart Long, University of Houston

Tagged Divisions

K-12 & Pre-College Engineering

≥ Rating b Rating c Rating 4d ≥4d Being able to get "results" during the summer 7 R 4.1±1.0 10 4.1±1.1 10 project. Developing personal relationships and 8 R enjoying camaraderie with engineering 4.8±0.4 10 4.9±0.3 10 faculty, students and other RET teachers. Developing a sense of how our research 9 L

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Ayyana Chakravartula, University of California-Berkeley; Barbara Ando, Lawrence Hall of Science; Cheng Li, University of California-Berkeley; Shikha Gupta, University of California-Berkeley; Lisa Pruitt, University of California-Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

Page 11.1362.13 (a) (b) (c) (d)Figure 1: Photos of Exhibit Day at LHS. Demonstrations included (a) contact lenses, (b) creep, (c) pacemakers and (d) corneal implants. Page 11.1362.14

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Keith Holbert, Arizona State University; Lisa Grable, North Carolina State University; Patricia Dixon, Florida State University; Sharon Schulze, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

educational pipeline: Statewide efforts in Ohio, 2009. Available online at http://www.aypf.org/documents/STEMIssueBrief-Final.pdf.4. Intel International Science and Engineering Fair, Society for Science & the Public, Washington, D.C., http://www.societyforscience.org/ISEF/.5. L. Grant, K. B. Ward, Kathryn B., Mentoring, Gender and Publication Among Social, Natural, and Physical Scientists, Washington DC: U.S. Department of Education, Office of Educational Research and Improvement, 1992.6. R. M. Kantor, Men and Women of the Corporation, New York: Basic Books, 1977.7. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering, Washington DC: National Academy Press, 1997.8. Assessing

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lucy McAuliffe, Smith College; Glenn W. Ellis, Smith College; Sonia Katrin Ellis, Smith College; Isabel Huff, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1627: MYSTERIES AND HEROES: USING IMAGINATIVE ED-UCATION TO ENGAGE MIDDLE SCHOOL LEARNERS IN ENGINEER-INGLucy McAuliffe, Smith College Lucy McAuliffe is the senior editor and an instructional designer for the Talk to Me Project. Lucy is currently a student at Smith College, majoring in American Studies and Environmental Science & Policy. She is a First Group Scholar, and recipient of awards including the Newton Arvin Prize in American Studies and a grant from the Andrew W. Mellon Foundation. She plans to enter the publishing industry upon her graduation in 2012.Glenn W Ellis, Smith College Glenn Ellis is an Associate Professor of Engineering at Smith College where he teaches courses in engi- neering