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

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

thinking skills can be improved by engagingstudents in hands-on engineering and design activities intended to foster knowledge, skillsdevelopment, and problem solving [1]. Engineering activities foster the development ofindependent, reflective, and metacognitive thinking in K-12 students [6]. In particular,engineering thinking involves creativity and innovation. Creativity involves fluency (producing alarge number of ideas), flexibility (producing a variety of ideas that fit in different categories oran ability to see things from different perspectives), and novelty (producing ideas that are uniqueand original) [16, 17]. According to Shah and Vargas-Hernandez [18], “an engineering designmust not only be novel (unusual, unexpected) but it must also

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith

Tagged Divisions

K-12 & Pre-College Engineering

FOUR: 12 – 15 August, 2013 Teachers worked collaboratively and with curricula development coaches to finalize lessons. Consolidation Emphasis was placed on reviewing the vertical integration of learning goals among disciplines and grade levels. Participants also developed a range of assessment materials that reflect learning within the Common Core State Standards.Students Provide Beta Testing and Teachers Receive Two Levels of Feedback: Participating teachers spenta portion of their day crafting and field-testing small learning units for a group of 350 gifted-and-talented (G/T)students attending co-located summer enrichment programs that mirrored the learning activities being

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

, Utah State University: Logan, UT.23. Dym, C.L., J.W. Wesner, and L. Winner, Social dimensions of engineering design: Observations from Mudd Design Workshop III. Journal of Engineering Education, 2003. 92(1): p. 105-107.24. Mehalik, M. and C. Schunn, What constitutes good design? A review of empirical studies of the design process. International Journal of Engineering Education, 2006. 22(3): p. 519-532.25. Adams, R.S., J. Turns, and C.J. Atman, Educating effective engineering designers: The role of reflective practice. Design Studies, 2003. 24(3): p. 275-294.26. Schön, D.A., The reflective practitioner1983, New York, NY: Basic Books.27. Davis, D.C., et al., Engineering design assessment processes and scoring scales for

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Barta, Sweet Briar College; Bethany Brinkman, Sweet Briar College

Tagged Divisions

K-12 & Pre-College Engineering

intraditional co-ed engineering classrooms. While their study is not conclusive, they did find thatwomen felt discouraged to participate in what they call ‘thinking oriented’ engineeringclassrooms and that this lack of participation hampered their learning.11 Typical surveycomments reflected fears among women of being rebuked and criticized by their professor andpeers and general anxiety from an overly-competitive atmosphere among the students.11 In this study, we aim to add to this body of literature regarding engineering pedagogy asit relates to the attraction, retention, and ultimate success of women in the field by providing onereal-world model. Acknowledging the view that more than simple participation of women isnecessary to challenge the

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

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

Tagged Divisions

K-12 & Pre-College Engineering

as alignment ofcontent with engineering concepts articulated in science standards, inclusion of well crafted,open-ended design challenges, and designed to enhance student engagement with scienceconcepts. The Teacher Practices themes include sub-components focused on items such asquality of group-based activities, encouragement of students to engage in thoughtful pre-planning, the generation of multiple solutions, and active reflection on engineering designpractices. As was the case with identifying the major categories, the leadership team engaged innumerous conversations and the sub-categories have gone through multiple iterations.Next, we developed descriptions of what implementation would look like across a spectrum ofimplementation

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

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

- surveyresponses on many of the survey questions contradicted those impressions.The E3 team investigated the use of another survey design to more accurately reflect the changesin the teachers’ self-reported understanding of engineering. Since all experimental designs haveadvantages and disadvantages, program administrators need to review the relevant options anddetermine which survey approach is the best fit for their program. Shadish et al.34 outline severalquasi-experiment designs to consider when a control group is lacking (which was the case for theE3 program evaluation).Pre-post survey designThe one-group pretest-post-test design can be appropriate when attempting to change acharacteristic that is resistant to change35. The pre-post design is a

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. However,reflective practice that involves conceptual understanding of the design space and problemsnecessitate the practice of design.Research QuestionsThe focus of this paper is to look at differences across 2nd ,3rd,,and 4th graders’ understanding ofdesign. We ask the following questions: Are there discernible differences in elementary students of different grade levels’ understanding of the engineering design process? If so, what are these differences?If we are able to identify specific differences between different grade levels’ understanding ofdesign, this can help us to imagine an engineering design learning progression where we mightfocus on one aspect of the engineering design process in 2nd grade, a different aspect of

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

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

Falling Star, Comets, Asteroids, Meteorites 2000 Return to the Red Planet 2001 2001: An Edu-Space Odyssey 2002 Have Spacesuit Will Travel 2003 Exploring the Unknown 2004 Mars: Journey to the Red Planet 2005 Spinoffs: Bringing Space Down to Earth 2006 Return to the Moon 2007 Robotics and Space Exploration 2008 Space Travel: It’s Out of This World! 2009 Celestial Travelers 2010 Design a Mission to the Moon 2011 Earth’s Reflections: A View from Above 2012

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Clark P.E., Aston University; Jane Andrews, Aston University

Tagged Divisions

K-12 & Pre-College Engineering

. It should be noted however, that at eachcompetition, the somewhat chaotic nature of the event, in which between 50 and 250 children,their siblings, class mates, parents and teachers were present within a single school facilitymeant that the observations did not provide any useful data other than a reflective narrativeaccount written by the researchers in which a number of relevant factors were recorded.The case-study ‘organisational’ fieldwork conducted in 2013 commenced with a documentanalysis of various internal documents, looking at coverage in terms of provision as well asexamining the initiative itself (in terms of tools used). Six in-depth semi-structured interviewswere then conducted with six members of staff responsible for

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Steckel, St. Vrain Valley School District; Patty Ann Quinones, St. Vrain Valley School District; Malinda S. Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

students must becomerepresentative of the nation’s population. This call is especially pronounced in the field ofengineering.These representative numbers can only be realized through increased preparation of college-agestudents. Undergraduate engineering has become a test bed for pedagogy to increase studentinterest and abilities, reflecting the progress of cognitive development research in STEMlearning. Analysis of best practices can improve instruction at all levels, including K-12. Aboveall, an environment to nurture problem solving and innovation skills is imperative.Unfortunately, there are few K-12 settings for students to obtain real-world experience that mightattract them to STEM careers. To address this problem, the St Vrain Valley School

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

, habitsof mind, and analytic practices of the design sciences (engineering and technology) with those ofthe natural sciences (science and mathematics) (e.g., Ref. 38).In educational practice and in research, the term “integrated” is used loosely and is typically notcarefully distinguished from related terms such as connected, unified, interdisciplinary,multidisciplinary, cross-disciplinary, or transdisciplinary. Defining integrated STEM education isfurther complicated by the fact that connections can be reflected at more than one level at thesame time: in the student’s thinking or behavior, in the teacher’s instruction, in the curriculum,between and among teachers themselves, or in larger units of the education system, such as theorganization of an

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

multipleprobes33, 34. The open ended questions were developed to allow rich, deep descriptions ofparticipant’s experiences and beliefs35, 36. Distinctions between the protocols included ensuringthe questions were appropriate to capture participants’ perspectives relative to high schoolexperiences (either current or reflection). The final protocols captured information on theparticipants’ experiences during high school including reasons for choosing their career goals aswell as information related to the other constructs of the SCCT model. Detailed information onthe protocol development was previously documented37.ParticipantsAll high school and college participants were from one of nine counties located in thesouthwestern most portion of Virginia. The

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Turner Ralph Swanson, Tau Beta Pi Engineering Honor Society; Justin Matthew Collins, Milwaukee School of Engineering; Jill Frey, Sweet Water Foundation; Joey Zocher, Escuela Verde; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

students will work in small groups with ΤΒΠ members andSWF staff to brainstorm problems and potential solutions for sustained human exploration ofspace.Module 2 - The Formal Engineering Design Process: To show students how engineers solvetechnical problems, they will be introduced to an eight-step formal engineering design process:1) customer needs identification and quantification, 2) knowledge search, 3) brainstorming, 4)down-selection, 5) detailed design, 6) fabrication, 7) testing, and 8) reflection. ΤΒΠ memberswill draw upon their own design experiences, sharing personal examples from project courses,senior design, and industry internships. Using the tropism machines featured in later modules asthe ultimate product goal, Escuela Verde

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

or developed with persistence, effort, and focus on learning.”13 Dweck reflected on suchgrowth mindset individuals as follows: They knew that human qualities, such as intellectual skills, could be cultivated through effort. And that’s what they were doing – getting smarter. Not only weren’t they discouraged by failure, they didn’t even think they were failing. They thought they were learning.16The focus for these individuals was on learning and improving as they were challenged and evenas they failed.iii Research has suggested that students who have, are exposed to, or develop a growthmindset may experience a variety of positive outcomes. For example, middle school studentswith a growth mindset increased their

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

motivation. The students who enter the STEMAcademy reflect the diverse demographics of the area, which is a goal of the program.4The STEM Academy engages its students in challenging math, science, foreign language,computer science, and engineering design curricula. The structure of these high schoolengineering design courses is intended to develop the skills to be successful in a first-yearengineering program at the college level. Four years of fundamental engineering design coursesare required to earn a STEM Academy certificate at Skyline High School; each course isdesigned in collaboration with the University of Colorado Boulder’s College of Engineering andApplied Science.Students begin their engineering sequence with the Explorations in STEM

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

Christine Schnittka, Auburn University; George Edward Turner Jr., Auburn University; Randall William Colvin, Auburn University; Mary Lou Ewald, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 24.106.5   4   1. Explore prior knowledge related to engineering and relationships between domains, 2. Develop basic knowledge of engineering, 3. Engage in cooperative engineering design activity, and 4. Reflect on activity as both learners and STEM educators (p.3).The only component Donna (2012) included that we did not was the formal development ofprofessional learning communities after PD concludes. While this took place informally in ourstudy due to the statewide AMSTI model, it was not a formal part of the design. Yoon, Diefes-Dux, and Strobel (2013) determined that engineering teacher professionaldevelopment

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alfredo J. Perez, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, Northern New Mexico College; Raul R. Peralta, Northern New Mexico College; David Torres, Northern New Mexico College

Tagged Divisions

K-12 & Pre-College Engineering

: Content Area: Sixth Grade JHR Elementary Technology/ Computer ScienceMr. Jimmy LaraUnit of Study: Sessions: See Appendix Time Frame (Period):Computational Thinking 1. Planning: Defining computational design processes Fall Semester 2. Reflecting: Design Notebook question Date(s) of Instruction: 3.Connecting: My favorite song August- September

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

occurs during each test, all of their design changes are in directreaction to the test results, and this comment reflects that shared understanding. After a bit morework, they encounter the same disagreement again, as Marco wants to tape on an additional Page 24.981.9“pack” of popsicle sticks:Marco: Tape that onVincenzo: Wait, dude, let’s just test it with that firstMarco: Two packsVincenzo: No, dude, just test itMarco: Yeah, we’re going to test itVincenzo: Test it and THEN if it’s too light we’ll put this onThese exchanges and disagreements highlight the importance of the pair dynamic, which is oftenlost when comparing

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

where they learn how to work with the students before they deliverthe research-inspired challenges they developed. The learning experience for the middle schoolstudents is also scaffolded by successively exposing them to more about the engineering designprocess and what they are expected to do in the subsequent sessions. During the delivery portionof the class there are no additional assignments beyond preparing the design challenges and theadditional class session each week is reserved for discussion and reflection in a learningcommunity setting.The final portion of the class is devoted to the reflection and to finalizing the documentation inlight of experiences at the middle school. The materials created during the class are valuable andworth

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

concluded that the course may take too much time tocover in a school year, the content flows into multiple high school courses, grading activitieswould be an issue, and that not specifically having a trigonometry section would be a problem.From the opposite point of view, everyone agreed that the engaging projects and activities were amajor plus for the curriculum. Positive feedback was also given concerning the CCSS that weretagged in lessons, technology and graphics that were imbedded in the curriculum, and that thecourse was rigorous. Changes were made reflecting the feedback of the working group, and thecourse is now being piloted at two schools.Future work will include gathering data concerning student engagement and achievement.NICERC plans

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson PhD, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

of mathematics and language arts skills. However, it mayalso be possible that the reduction is reflective of teacher preparedness and curriculum choices 2, 32.Because most teachers are inclined to teach what they were taught 33, 34, teachers may not eagerlyembrace the idea of teaching STEM content due to confined preparation to teach STEM 35, 36. However,as Levitt 37 reports, when provided with useful models, teachers tend to be open to modifications in theirteaching. School administrators may be critical for addressing teachers’ development that may lead toincreases in the quantity and quality of the STEM education they teach.Leadership and STEM ImplementationLeadership can tremendously impact teacher engagement in professional development

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University; Kerrie A Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Aligningexpectations and outcomes more closely will help engineering integrate more easily intoelementary classrooms. Engineering curricula that is better aligned with developmental standardsand goals is more likely to remain a strong aspect of elementary education.AcknowledgementThis work was made possible by a grant from the National Science Foundation DLR 0822261.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography[1] Carr, R. L., Bennett IV, L. D., and Strobel, J., "Engineering in the K-12 STEM standards of the 50 US states: An analysis of presence and extent", Journal of Engineering Education Vol. 101

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Quality Evaluation Designs; Martin L. Tombari, University of Texas, Austin; Sheri D. Sheppard, Stanford University; Kaye Storm, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

ininterviews that they can influence students to pursue science, technology, engineering, and math(STEM) degrees after high school. The research team created a survey to see if a broader sampleof teachers would agree that teachers can influence students to study STEM after high school.The survey listed 18 items that might influence students to study STEM in college.Unbeknownst to respondents, each item reflected one of three factors: 1) teacher instruction andadvising 2) student proclivity, and 3) student traits. The survey was completed by 215 teachers,who identified student proclivity as most influential in students’ decisions whether to pursueSTEM majors in college, followed by teacher instruction & advising. The authors thendistributed a

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Daney, Downingtown Area School District & Villanova University; Aaron P. Wemhoff, Villanova University; Gerard F. Jones, Villanova University

Tagged Divisions

K-12 & Pre-College Engineering

thiscoming spring for 200 ninth-grade students at the Downingtown STEM Academy. The projectwill focus on educating students about the function of the data center in their everyday lives andthe energy consumption issues that are central to the design of next-generation data centers.Throughout this learning process students will be asked to research and develop new andinnovative ways of addressing the issue. Student teams will present their responses to theessential question in progressively more detailed methods to garner feedback for reflection,revision, and further study. The culminating submission will be a video documentary developed,filmed, and edited by the team. These presentations will be included in a grade-wide live andonline showcase of

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Jablonski, Bucknell University; Margot A. Vigeant, Bucknell University

Tagged Divisions

K-12 & Pre-College Engineering

. Engineering Camp is institutionally supported and instructedprimarily by faculty from the College of Engineering at Bucknell.This program provides the opportunity to deliver more than an expanded and enhanced versionof the typical one-day outreach program; it affords more time for student-instructor interactionand gives students time to reflect on their on-campus experiences and what they have learned.Currently, few high school programs are properly equipped to conduct educational laboratoriesthat introduce students to topics in engineering and technology. Because Engineering Camp is adynamic program with annual topical changes, students can (and are expected to) repeat theexperience. Also, because the topical sessions are targeted to the audience

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

mutually exclusive.Figure 3 outlines the areas that the students disliked with the greatest area being “nothing.” Thisreflects positively on the curricula. The second highest area the students disliked was timerestraints. This may not necessarily be a reflection of the curricula, but rather, restriction of theschool and how they are implementing the modules.Conclusions and Future PlansAs the first-year pilot concludes, further analysis can be conducted on the feedback to drawformal conclusion on the success and failures of the course. As of now, only inferences and nofull conclusions can be made based on the preliminary data. To date, one can infer that thecourse has been successful at this point and has attained the goals set forth by the

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mindy Hart, EPICS; Laura Bottomley, North Carolina State University; J. Jill Rogers, University of Arizona; Merredith D. Portsmore, Tufts University; Jeffrey B. Goldberg, College of Engineering, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

39% Student work Samples of student work include student workbooks, wherein students document the steps of the engineering design process and reflect on what they have learned. Example pictures of student designs are below.     NEWSPAPER  CHAIRS

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1 American Association of Engineering Societies (AAES). 2005. Diversity. Available online at: http://www.aaes.org/diversity/index.asp.2 American Society for Engineering Education (ASEE). 2005. ASEE Statement: Diversity. Available online at: http://www.asee.org/about/statementDiversity.cfm.3 Beede, D., Julian, T., Langdon, D., McKittrick, G., Khan, B., & Doms, M. 2011. Women in stem: A gender gap to innovation. U.S. Department of Commerce, Economics and Statistics Administration. Available online at: http://www.esa.doc.gov/Reports/women-stem-gender-gap-innovation4 National Science Foundation, National

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

-school 21ParticipantsOf the 45 who completed the questionnaire, 93% are high-school students, 7% are from middle-school, and 49% have had previous experience in EPICS. 60% are female, reflecting two all-girls Page 24.826.3schools. The group as a whole have well-educated parents, with the highest level of educationcompleted of a parent or guardian was a graduate degree for 51% and a college degree of sometype for 27% of the students. However, half of public school students indicated either that theirparents had not completed any college or that they did not know what level their parents hadcompleted. Sixty percent are white, 20% African

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

concepts is more effective thanlecturing alone8,9. The idea of improving student learning and engagement through “active”activities in the classroom is supported by many other researchers and learning theorists10,11,12. There is a moderate fee to attend the camp as we, and others13, have found that this ensures ahigher level of commitment to attending the camp. The camp is planned and run byundergraduate student ambassadors headed up by the camp director/grant coordinator. We findthat our engineering undergraduates bring a unique and valued perspective to camp planning.They reflect on those attributes of engineering that most excite them and do their best to bringthem into the activities. Cook-Sather14 and others support this model of students