Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Florida Gulf Coast University; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-763: A GUATEMALAN IMMERSION FOR TEACHING ENGI-NEERING DESIGN PRINCIPLES TO HIGH SCHOOL STUDENTSKristine R. Csavina, Florida Gulf Coast University Dr. Kristine Csavina is an Assistant Professor of Bioengineering in the U. A. Whitaker School of Engi- neering at Florida Gulf Coast University. Dr. Csavina received a B.E. in Mechanical Engineering from University of Dayton and the Ph.D. in Bioengineering from Arizona State University. Her research inter- ests range from motion analysis of human movement in movement disorders, orthopedics and sports to engineering education research in student learning, pedagogical approach, and K-12 outreach initiatives.Lisa Zidek, Florida Gulf Coast University Lisa A. Zidek is

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Beth McGinnis-Cavanaugh, Springfield Technical Community College; Glenn Ellis, Smith College; Diana Fiumefreddo, Smith College

Tagged Divisions

K-12 & Pre-College Engineering

, although notaltogether satisfactorily. The post-assessment responses showed significant improvement overthe pre-assessment responses, but, again, this was not deemed entirely satisfactory for the cohort.Open-ended pre- and post-assessment questions were administered to the teachers. The responsesto these questions were independently evaluated by McGinnis-Cavanaugh and Ellis using thescoring rubric shown in Appendix B. On average, response scores went up 83% and 60% (seeAppendices B and C) on questions 1 and 2, respectively, showing significant improvement inboth the understanding of both basic mechanics concepts and educational theory with regard tostudent engagement. The assessment questions were as follows: 1. A gymnast stands on a

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University; Heather Scott Smith, California Polytechnic State University; Teana Fredeen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

) (b)Figure 5. Word clouds that pictorially show the frequency of certain words by size to the open-ended question of “What are important personal traits needed to become an engineer?” on thea) pre-camp survey and b) post-camp survey.From grouping similar free responses in the 2009 survey, we were then able to then create asurvey question with specific phrases for the following year, and asked participants to rank themin order of importance (Figure 6). We wanted to see what young students thought were the mostimportant traits, even though all the choices are important and possessing a variety of traits isideal.From this sort of question format, we could then also measure changes in responses after thecamp in order to gather quantitative

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal Corbett, Louisiana Tech University; Galen Turner, Louisiana Tech University; David Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

, ASME International Mechanical Engineering Congress and Exposition, 2007.19. Crittenden, K. B.; Boudreaux, A. D.; Nelson, J. D.; Turner, G. E. 2008. TechSTEP: Connecting High School Teachers and Students to Integrated Engineering and Science, ASEE Proceedings. Page 15.959.12

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Tylisha Baber, Michigan State University; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Bridge. 2000 [cited Jan 2008]; Available from: http://www.pbs.org/wgbh/nova/bridge/build.html.21. NOVA Mars: Design a Parachute 2004 [cited Jan 2008]; Available from: http://www.pbs.org/wgbh/nova/mars/parachute.html.22. PBS Kids: Goldburger To Go 2005 [cited Jan 2008]; Available from: http://pbskids.org/zoom/games/goldburgertogo/.23. Staff, D.N., Engineers Making a Difference. Design News, 2001. 56(24): p. 50-56.24. Terrill, B. and G. Dierkers, The Unofficial MacGyver How-to Handbook: Actual Working Tricks As Seen on MacGyver. 2005, Washington, DC: American International Press.25. Terrill, B. and G. Dierkers, The Unofficial MacGyver How-to Handbook: Revised 2nd Edition. 2005, Washington, DC: American

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

James Morgan, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

for Students Placed atRisk, 3(4), 337-361.10. Lankford, H., Loeb, S., & Wyckoff, J. (2002). “Teacher sorting and the plight of urban schools: A descriptiveanalysis.” Educational Evaluation and Policy Analysis, 24(1), pp. 37-62.11. Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). “Contextual effects on the self-perceived efficacy ofhigh school teachers.” Sociology of Education, 65(2), pp. 150-167.12. Haveman, R., Wolfe, B., & Spaulding, J. (1991). Childhood events and circumstances influencing high schoolcompletion. Demography, 28(1), 133-157.13. Jencks, C. & Peterson, P. E. (1991). The urban underclass. Washington, D.C.: The Brookings Institution.14. Noddings, N. (1992). The challenge to care in schools: An alternative

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University-Kingsville (TAMUK); Nuri Yilmazer, Texas A&M University, Kingsville; Eusebio Cuellar Torres, Texas A&M University-Kingsville; Tamara Denise Guillen, Texas A&M University-Kingsville

Tagged Divisions

K-12 & Pre-College Engineering

descriptions, tentative schedule andcamp execution steps. The major parts of the camp were a) the recruitment and enrollmentprocess, b) STEM subjects, c) the camp schedule, d) STEM presentations, e) notebook/posterpreparation and competition, f) a field trip, and g) supporting educational camp components. Recruitment and Enrollment: The camp advertisement used traditional and onlinesources, upon finalizing the program contract with the sponsoring agency in April 2012.Extensive recruitment activities included camp flyer and email notice distribution to parents,school officials, and Educational Service Centers (Regions 1 and 2), local school presentations,customized descriptions of camp details to parents/students/school officials via emails and

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

properly, and documented results as required. Page 26.414.7 • B: The project goals are “almost” there, or achieved perhaps more by accident than skill, and the documentation is good, but could be a little more complete, or just neater and more organized. • C: The project is not quite complete or functional, but at least one part is viable, and with a little more time or work students could have achieved the goal. • Failure: The project work plan is not viable, or the students gave up.When creating this grading rubric, the easiest level to define is the “A”. Defining the level ofwork for the “B”, “C”, and failure, is

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-1121: THE ENACTED CURRICULUM: A VIDEO BASED ANALYSISAmy Prevost, University of Wisconsin, Madison Amy Prevost is a graduate student in Education Leadership and Policy Analysis at the University of Wisconsin-Madison. Her research has focused on the STEM career pipeline, especially related to engineering and engineering education and biotechnology.Mitchell Nathan, University of Wisconsin, Madison Mitchell J. Nathan is Professor of Educational Psychology, Curriculum & Instruction, and Psychology, in the School of Education at the University of Wisconsin-Madison, and Chair of the Learning Sciences program. He is a research fellow at the Wisconsin Center for Education Research

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

-- Peter Squire received his Bachelor of Science Degree in Computer Science from Mary Washington College. He is a scientist for the B 34 Human System Integration branch at the Naval Surface Warfare Center Dahlgren Division (NSWCDD) and is pursing a Ph.D. in Human Factors and Applied Cognition at George Mason University.Juanita Jo Matkins, College of William and Mary JUANITA JO MATKINS -- Dr. Matkins is an Assistant Professor of Science Education at the College of William and Mary. She was a K-12 teacher for 18 years, and the Virginia recipient of the 1995 Presidential Award for Excellence in Secondary Science Teaching. She has written and published several papers and reports on various

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina; Erica Pfister-Altschul, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

Fellowship Program on Teachers’ Conceptions and Use of Inquiry Science,” Proceedings of the 2003 National Association for Research in Science Teaching Annual Meeting.11. Pelleg, B, Urias, D, Fontecchio, A. and Fromm, E. (2011) “A Report on a GK-12 Program: Engineering as a Contextual Vehicle for Math and Science Education.” Proceedings of the 2011 American Society for Engineering Education Annual Conference & Exposition. Page 23.117.1312. Lyons, J., Addison, V. and Thompson, S. (2007). “GK-12 Engineering Workshop for Science and Math Teachers,” Proceedings of the 2007 American Society for Engineering Education Annual

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Inst. of Tech.; Mingyu Lu, West Virginia University Inst. of Tech.

Tagged Divisions

K-12 & Pre-College Engineering

., Simon P. Jones P., Humphreys S., and Sentence A. (2013), “Bringing computer science back into schools: Lessons from the UK,” presented at ACM Technical Symposium on Computer Science Education (SIGCSE), Denver, Colorado, March.5. http://cs.columbusstate.edu/documents/SITE_Paper.pdf6. Prusaczyk J. and Baker P. (2011), “Improving teacher quality in Southern Illinois: Rural access to mathematics professional development,” Planning and Changing, vol. 42, no. 2, pp. 101-119.7. Moskal B. and Skokan C. (2011), “Outreach programs and professional development activities at the Colorado School of Mines,” Journal of Higher Education Outreach and Engagement, vol. 15, no. 1, pp. 53-75, 2011.8. http://articles.philly.com/2014-01-06

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zachary Vonder Haar, University of Maryland, Baltimore County; Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

). 3. Center for Disease Control, 2010. Web. 6 Jan. 2011. . 4. High, Karen, Pasha Antonenko, Rebecca Damron, Susan Stansberry, and Gayla Hudson. "The Effect of a Teacher Professional Development Integrated Curriculum Workshop on Perceptions of Design, Engineering, and Technology Experiences." ASEE Annual Conference & Exposition (2009). 5. Reeves, R., J.M. Ross and T.M. Bayles, “A Novel Approach to Professional Development", American Society for Engineering Education Annual Conference & Exposition (2010). 6. Fishman, B., R. Marx, S. Best and R Tal, “A Design Approach to Professional Development: Linking Teacher and Student Learning in Systemic Reform”, Paper presented at the American Educational

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; David Urias, Drexel University; Adam K. Fontecchio, Drexel University; Eli Fromm, Ph.D., Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

., Jamieson, L, and Oakes, W. EPICS: Engineering Projects in Community Service. InternationalJournal of Engineering Education. Vol. 21, No. 1, 2005.11. Lamancusa, J., Jorgensen, J., Zayas-Castro, J., Ratner, J. The Learning Factory- A new approach to integratingdesign and manufacturing into engineering curricula. American Society for Engineering Conference Proceedings.1995.12. Bloom, B. S., Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. DavidMcKay Co. Inc. 1956.13. Wiggins, G. and McTighe, J. Understanding by Design. Association for Supervision and CurriculumDevelopment. 2005.14. Teach Engineering: Resources for K-12. http://www.teachengineering.com/submit_curricula.php15. “Academic standards for science and technology

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

informaladvancement structures in other labor market sectors.15-17 Of course, this does not imply thatovert and subtle processes of discrimination and bias are absent in federal agencies; just that (a)LGBT employees have baseline legal protections not guaranteed in other sectors, and (b) moreformalized advancement structures in federal agencies mean that, at least in theory, hiring,promotion, and disciplinary procedures are under greater scrutiny to align with anti-discrimination policies. As such, although organizations in the private, non-profit and educationsectors likely vary widely in their treatment of LGBT professionals, the differential experiencesof LGBT professionals in STEM agencies documented here may be equally if not more extremein other

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Suxia Cui, Prairie View A&M University; Yonghui Wang, Prairie View A&M University; A. Anil Kumar, Prairie View A&M University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8156Introduce Computer Engineering to Middle School Students through a Sci-ence ProjectDr. Suxia Cui, Prairie View A&M UniversityDr. Yonghui Wang, Prairie View A&M University Dr. Yonghui Wang earned a B.S. in technical physics from Xidian University at Xi’an, China in 1993; an M.S. in electrical engineering from Beijing Polytechnic University at Beijing, China in 1999; and a Ph.D. in computer engineering from Mississippi State University at Starkville in 2003. From 1993 to 1996, he was an Engineer with the 41st Electrical Research Institute at Bengbu, China. From July 1999 to December 1999, he worked as

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12024Using Robotics as the Technological Foundation for the TPACK Frameworkin K-12 ClassroomsAnthony Steven Brill, NYU Polytechnic School of Engineering Anthony Brill received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently a M.S. student at the NYU Polytechnic School of Engineering, studying Me- chanical Engineering. He is also a fellow in their GK-12 program, promoting STEM education. He conducts research in the Mechatronics and Controls Laboratory, where his interests include controls and multi-robot systems.Dr. Jennifer B Listman, NYU Polytechnic School

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

J. Jill Rogers, University of Arizona; Beau R. Vezino, University of Arizona; James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

of Education in Curriculum and Instruction (2009) and a Bachelor’s of Science in Mechanical Engineering (2005). He has received the UA Graduate Access Fellowship, the Mary & Maude Miller Scholarship, and the SRP Learning Grant. Beau’s research interest lies in understanding how students can best learn and teachers can best teach engineering in the pre-college setting.Prof. James C. Baygents, University of ArizonaDr. Jeffrey B. Goldberg, University of Arizona Dr. Jeff Goldberg is Dean, College of Engineering, and Professor in Systems and Industrial Engineering at Arizona. He was employed at Vector Research and Bell Laboratories. He is currently a Principal of Silver Oak Research Inc. which specializes in deployment

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C. Paugh, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

Practitioners.” Journal of Engineering Education, 96(4).Atman, C. J., Kilgore, D., & McKenna, A. (2008) Characterizing design learning: A mixed-methods study of engineering designers' use of language. Journal of Engineering Education, July 2008, 309-326.Aurigemma, J., Chandrasekharan, S., Nersessian, N. J., & Newstetter, W. (2013). Turning experiments into objects: The cognitive processes involved in the design of a lab-on-a-chip device. Journal of Engineering Education, 102(1), 117-140.Barton, A. C. (2003). Teaching science for social justice. New York: Teachers College Press.Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

L. Diane Hurtado, Texas A&M University; Andrew Conkey, Texas A&M University, Qatar; Thomas Blasingame, Texas A&M University; Christi Madsen, Texas A&M University; Cesar Malave, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

Project:The objective of the solar car project was to have the students assess the utilization of a solarpanel array to power a vehicle. The activities given to the participants were; a) to research solarcells on usage and limitations, b) examine performance capabilities of the cells under variouslight intensities, and c) build a buggy and measure its performance by timing over a set distancewhile carrying different loads.The first task given to the teams was an exercise to observe how a solar power meter responds tothe power from an incandescent bulb at different distances. The participants then entered thedata into an Excel spreadsheet and performed a curve fitting exercise to observe how the poweris a function of distance. The next exercise had

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville; Carlos A. Garcia, Texas A&M University, Kingsville; Tamara D. Guillen, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville

Tagged Divisions

K-12 & Pre-College Engineering

, students were able to explore interests in various engineering fields and applyresearch strategies and fundamental engineering concepts to daily life items.The student short answers to open-ended questions suggested important conclusions aboutdifferent camp components; a) the ‘What did you like best about ESF?’ question indicated thataround ten students liked most the hands-on research experience during the ESF camp while theremaining students expressed different factors such as learning new software, professor andgraduate assistant involvement; b) a lack of time for project documentation as well as oralpreparation and long camp days appeared to be the ESF camp least liked components, assuggested in responses to the ‘What did you like least about

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

; feasibility analysis; evaluation; decision; communication andimplementation) distributed across three major phases (problem scoping; developing alternativesolutions; project realization).10 Because this model is based in engineering textbooks, but has alsobeen used to describe the processes that students and practitioners engage in5, it is considered to beboth prescriptive and descriptive. Building on the work of Atman and her colleagues, as well asother design researchers11-12, in addition to models set out by pre-college educators, the focus ofthis work is to describe a model of engineering design that is (a) developmentally appropriate forchildren, (b) grounded in theory, and (c) grounded in empirical findings. To accomplish this, wehave reviewed

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Penn State Harrisburg; Sofía Carolina Maldonado, Texas A&M International University; Gerardo J. Pinzon PE, Texas A&M International University; Rohitha Goonatilake, Texas A&M International University, Laredo, Texas

Tagged Divisions

K-12 & Pre-College Engineering

questions of these surveys.   b. Workshop Evaluation A final workshop evaluation was performed to get feedback from the participants on the entire workshop. Participants rated the questions on a scale of 1 (disappointing) to 5 (wonderful). Figures 3 and 4 illustrate the results for the individual questions. The majority of the participants rated the questions with a 5. This feedback helps us improve future workshops. Figure 3: Feedback on Questions 1 and 2 Page 24.525.7 Figure 4: Feedback on Questions 3 to 8Two open-ended questions were included at the

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Randy Craig Hurd, Brigham Young University; Kip Schafer Hacking, Brigham Young University ; Tadd T Truscott, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

for the jobs of the future. USCongress Joint Economic Committee.[6] VERNER , I.M. & AHLGREN, D.J., (2004) Robot Contest as a Laboratory forExperiential Engineering Education. Journal on Educational Resources in Computing,4(2), 1-15[7] FABIANE B., & VAVASSORI B., (2012). Exploring the educational potential ofrobotics in schools: A systematic review. Computers & Education, 58(3), 978–988[8] MELCHIOR, A., COHEN, F., CUTTER, T. & LEAVITT, T., (2005). More than Page 26.97.7robots: An evaluation of the FIRST robotics competition participants and institutionalimpacts. Center for Youth and Communities, Brandeis University.[9] BERK, L &

Conference Session

Standards and K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jing Wang, Purdue University; Melissa Dyehouse, Purdue University; Nicole R. Weber, Lesley University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

instance, the use ofsimulations or reifications to “create as accurate a facsimile of real objects or events as possible”(p. 336). 17 Another example is problem-based learning, which focuses on engaging students inexpert-like activities (designing, scientific inquiry) and providing “real-world” cases andproblems.18Workplace-based authenticity contains several of these external dimensions – implemented inmany student-centered learning environments: (a) Context authenticity - context resembles real-world context (e.g. patient data in medical school), (b) Task authenticity (includingprocess/procedural) - activities of students resemble real-world activities (e.g. scientific inquiryor chemical analysis), and (c) Impact authenticity - products of

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

-Engineering Lessons Into Secondary Science Classrooms”. Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference, Boston, MA, November 6-9, 2002..11. Schaefer, M., Sullivan, J. & Yowell, J. “Standards-Based Engineering Curricula as a Vehicle for K-12 Science and Math Integration.” Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference, Boulder, CO, November 5-8, 2003.12. Olds, S., Patel, C., Yalvac, B., Kanter, D. & Goel, N. “Developing a Standards-based K-12 Curricula through Partnerships with University Students and Industry”. Proceedings of the 2004 ASEE Annual Conference, Salt Lake City, UT, June 20-23, 2004.13. Zarske, M., Sullivan, J., Carlson, L. & Yowell, J. “Teachers Teaching Teachers

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

. Page 15.108.5The MST program was designed to be structurally consistent with the K-12 technologyeducation program. TCNJ’s technology education program has its roots in industrialPage 15.108.6Page 15.108.7Table 2 Elementary Education Content Knowledge PraxisTM test (ETS test #0014) resultsfor (a) the nation, (b) TCNJ non-MST students and (c) TCNJ MST program students Parameter (a) National (b) TCNJ (c) TCNJ Averages Non-MST MST Test score range 100-200 100-200 100-200 # of examinees 92910 346 59 Median score 164 179 181 Ave. perform. (middle 50%) 151-176 169

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jale F. Akyurtlu, Hampton University; Otsebele E Nare, Hampton University; Lumumba Harnett, University of Kansas

Tagged Divisions

K-12 & Pre-College Engineering

: Figure 3: Truss Free Body Diagram The overall force balance is: Based on the symmetry of the truss:An independent equation for the determinate truss structure example is given by: 2j = n + 3 [13]. FAB A Joint A: ƩFX=0 FAD+FABcosƟ=0 FAD ƩFY=0 RA+FABsinƟ=0 F/2 Joint B: ƩFX=0 -FABcosƟ + FBCcosƟ=0 RA ƩFY=0 -F/2-FABsinƟ-FBCsinƟ-FBD=0 B Joint C: ƩFX=0 -FCD-FBCcosƟ=0 FBC

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

the Teaching and Content Standards in Science. School Science and Mathematics, 97 (6), 302-309.[3] Sparks, G. (1983). Synthesis of Research on Staff Development for Effective Teaching. EducationalLeadership, 41 (3), 65-72.[4] Guskey, T.R. (1986). Staff Development and the Process of Teacher Change. Educational Researcher, 15 (5), 5-12.[5] Showers, B., Joyce, B, and Bennett, B. (1987). Synthesis of Research on Staff Development: A Framework forFuture Study and a State-of-the-Art Analysis. Educational Leadership, 45 (3), 77-88.[6] Guskey, T.R. and Sparks, D. (1991). What to Consider When Evaluating Staff Development. EducationalLeadership, 49 (3), 73-76.[7] Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

K. Anna Douglas, Purdue University; Daphne Duncan Wiles, Purdue University, West Lafayette; So Yoon Yoon, INSPIRE, School of Engineering Education, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #7601Elementary Teachers’ Two-Year Implementation of Engineering: A Case ofSuccessDr. K. Anna Douglas, Purdue University Dr. Douglas is a Post-Doctoral Research Associate at Purdue University’s Institute for P-12 Engineering Research and Learning.Dr. Daphne Duncan Wiles, Purdue University, West LafayetteDr. So Yoon Yoon, INSPIRE, School of Engineering Education, Purdue University, West Lafayette Dr. So Yoon Yoon, is an INSPIRE post-doctoral associate at Purdue University. She received her Ph.D. and M.S.Ed.in Educational Psychology with the specialties in Gifted Education and Research Methods & Measurement