Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

pedagogical strategies.5 The challenge of including engineering within the elementary classrooms is furthercomplicated by the dichotomy between how failure has been traditionally perceived withinengineering and education.5 Within engineering, the engineering design process accounts for thelikelihood of failure by its iterative nature; it is presumed that initial attempts to solve a particularproblem may fail to meet design criteria or not meet those criteria as well as subsequent designs.Henry Petroski, a frequent writer on engineering failure, reflects on the nature of engineers tocontinually learn from failure, in effect establishing it as a normal part of engineering design: Because every successful design is the anticipation and

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shashi S. Nambisan P.E., University of Tennessee, Knoxville; Jennifer Richards, University of Tennessee; Wenshu Li, The University of Tennessee

Tagged Divisions

K-12 & Pre-College Engineering

and one of the two peer mentors. Atthis time and submitted their completed unit plan lessons, reflections on their unit as well asways in which they refined or improved their unit after using it in the class. However, only fourof the teachers had utilized their lesson plans in their classes and evaluated them. The budget for the 2014-2015 program had direct costs of about $20,000. It was fundedprimarily through a grant from the US DOT to the STC at the Center for Transportation Research(CTR), a unit at the University of Tennessee. Figure 2 displays the logic model of the program. Page 26.1605.5 Table 1 Inquiry Learning 5 Es-Science

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.894.8Findings section of this paper show results indicating that YSP students showed highlysignificant gains in all areas examined: 1) Fundamentals of neuroscience, engineering, andneuroethics research, 2) Neural engineering best practices, and 3) Connections to neuralengineering industry and careers.Post-program Reflective SurveysAn end-of-program survey was given to YSP students at the conclusion of each summer programto measure the impact on students’ content knowledge and skill set competency in areas ofneural engineering. A retrospective pre-test design was used on some survey questions todetermine if there were statistically significant differences in knowledge of neural engineeringskill sets.13 Considerable empirical evidence

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; David Linley Macmorine, CEEMS

Tagged Divisions

K-12 & Pre-College Engineering

theTech department to produce some of the more intricate construction pieces. Overall, this was avery engaging and fulfilling unit to teach, as well as an effective way to introduce a difficultmath concept.Acknowledgement The authors would like to acknowledge the financial support provided by the U.S. NationalScience Foundation Award, DUE-1102990. Any opinions, findings, conclusions, and/orrecommendations are those of the investigators and do not necessarily reflect the views of theFoundation. Page 26.617.6Bibliography1. Case, D. (Producer), &. (2012). Landfill harmonic. [Video/DVD] You Tube: https://www.youtube.com/watch?v

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

interaction, we hope to identify recommendations wecan make to other parents on how to foster engineering interest in their children, as wellas contribute ideas for activities for K-5 classrooms to reach a wider range of children.AcknowledgementThis material is based upon work supported by the National Science Foundation underGrant No (HRD-1136253). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect theviews of the National Science Foundation. We would also like to acknowledge thecontributions of the GRADIENT research team members Scott VanCleave, MaggieSandford and Zdanna Tranby for data collection.References 1. Ceci, S., J., & Williams, W. M. (2010

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado at Boulder; Brian Huang, Sparkfun Electronics; Beth A Myers, University of Colorado Boulder; Lindsay Diamond, SparkFun Electronics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.1230.2is a focus on formative assessment, progress monitoring, and student maturity. For example,daily openers and closing reflections are included in our course revision that are not typical in acollege course. Recommendations are provided in the lesson plans to guide high school teacherson how best to coach the student design teams and organize the hands-on materials/exercises.The rationale for these changes is the need for the material to be easily digestible by high schoolstudents and teachers who have not been involved in a hands-on design course previously.The hardware items used in the curriculum did not change between the collegiate and highschool versions. Both curricula use the SparkFun Inventor’s Kit (SIK), the Simon Tilts

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

disciplinesmeaningfully” (p. 2).Engineering education, at any grade level, cultivates competences that are useful beyond theacademic context. Ioannis N. Miaoulis5, founding director of the National Center forTechnological Literacy (NCTL), writes “I use my engineering training constantly to solveproblems far removed from engineering, such as dealing with personnel issues or fundraising”(p. 39). The content of engineering allows students to make connections between their academicstudies and their daily lives. Engineering education trains students to think analytically, and touse their knowledge base to make improvements. As Author4 states “Engineering requiresstudents to be independent, reflective, and metacognitive thinkers who can understand that priorexperience

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois, Urbana-Champaign; Carla D Hunter, University of Illinois, Urbana-Champaign; Kathryn B. H. Clancy, University of Illinois, Urbana-Champaign; Ayesha Sherita Tillman, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

consistent with literature on introducing conceptsof race as a social construction to college-level classes13. Therefore, we sought to find a differentway to engage students on issues of race that broadened the conversation to issues ofenvironment, socioeconomic context, and marginalization/privilege for the second year of theexperiment.Using science to achieve health equity. Ethnic minorities are more likely than Whiteindividuals to receive poor health care14, 15. These disparities in key areas of health, whilealarming, reflect the realities of ethnic minorities’ social environments (i.e., racism,discrimination, and race-related stress), and are not simply the consequence of individualbehaviors and choices16. Bronfenbrenner’s Ecological Systems

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

learnedprogramming skills. Kai’s experience with Lego Robotics is an example of this. When askedwhat he learned from participating in an informal learning experience, Kai responded, “Well Idid learn how to program Lego Robots.”Some of the children are learning very hands-on, practical skills as they engage in engineeringthrough informal experiences, while others are wrestling with conceptual ideas. Alexander isactive in 4-H, and he has done many projects in electricity. Marcus has a great interest inphysics, and learns most of his engineering ideas from his participation at local universityoutreach programs and his interaction with tutors and experts. In Table 3, we share two examplesof what students or parents reflect on as their learning, and include an

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

reflection as science teachers take on engineering asrecommended by the NGSS. This study suggests that identifying engineering epistemologies willbe an important part of engineering integration in science classes; recognizing conflicts betweenteachers’ priorities and the goals of reform curriculum could help to improve the frequency ofteacher use of engineering. Literature Review In this literature review I build a rationale for my study by reviewing the purpose ofadoption of engineering by science educators including the NGSS reform initiative backgroundand its purposes; engineering education and the role of engineering design in the NGSS; andteacher reform implementation including science

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Rees, University of Massachusetts, Amherst; Christine Olson, University of Massachusetts Amherst; Charles M Schweik, University of Massachusetts, Amherst; Steven D Brewer, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

betterunderstand the challenges facing the creation of inclusive and effective educationalopportunities. In engineering, four interrelated factors have been noted as barriers to thepersistence of academically talented students that face financial limitations, as is the case formany of our multicultural students20, 21, 22: ● Lack of Engagement/Sense of Belonging ● Underdeveloped Professional Work Ethic & Goal Setting Page 26.1751.5 ● Insufficient Opportunities to Gain Practical Competence & Reflect on Learning ● Working for PayTalented young women, as well as multicultural students, too frequently pursue careers in otherfields or

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosemary L Edzie, University of Nebraska ; Brett Meyer, University of Nebraska-Lincoln College of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Semantics Belief Statements). In order to “clean up” the databefore analysis, the values of the survey were made consistent. In order to encourage participantsto reflect on each pair in the STEM Semantics Survey, some values are switched. For example, a7 might be a very positive reflection of science in one question (ex. “Fascinating”), but a verynegative one (ex. “Unappealing”) in the next item. Therefore, all of the values were firstconverted so that very positive = 1, and negative = 7. For each statement, a lower score wouldtherefore correspond to a higher level of interest in the subject area. The survey wasadministered immediately at the beginning of the engineering activity and was the last actionitem in the program. This testing sequence

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

engineering practices.3 To better understand students’ nascent abilities tosolve open-ended problems, we conducted a series of interviews before students engaged in anewly-developed engineering unit. In this paper, we describe our analysis of these interviews,specifically with respect to how students enact NGSS practices as they pursue design solutions toopen-ended problems.BackgroundThe new NGSS standards identify that students in grades 3-5 should show competency inspecific engineering practices:3 • 3-5-ETS 1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. • 3-5-ETS 1-2. Generate and compare multiple possible solutions to a problem

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica M Harlan, University of South Alabama; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Mobile Area Education Foundation; Susan A. Pruet, STEMWorks, LLC

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Treatment Can  cCan hoose   choose to  do  tomdo any   many different   differentkinds  of   kinds of jobs jobs   0% 20% 40% 60% 80% 100% Figure 1. Percent of students in 2012-2013 who agreed that each statement reflects what engineers do.As can be seen in Figure 2, these differences based on school were not evident in the 2013-2014cohort. Works Work  with with  others others  to to  solve

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Susan Lowes, Teachers College/Columbia University; Devayani Tirthali, Brown University; Arthur H. Camins, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

teachers agreed,the degree of learning was not reflected in the assessment scores. Furthermore, althougheducators felt that the curriculum had helped their students learn engineering design throughhands-on activities, student results did not show increases in learning of the Engineering DesignProcess. This suggests that more explicit instruction in science and programming content and theengineering design process may be required for deeper learning.IntroductionRobotics is a timely, relevant and exciting field that incorporates a very broad spectrum ofengineering, science, and information technology disciplines. Robotics curricula have beenwidely used in both formal classroom instruction and out-of-school contexts and at many gradelevels to engage

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

practice may be a program, a product, or a process”In this research, the product is web-based engineering and technology curriculum. ActionResearch is specific to education and learning using web-based technology and applying it tothe engineering and technology curriculum. Even though Action Research is oftenmentioned as lacking a distinct theoretical base, it is a powerful tool in stimulating socialchange and exploring how to modify a situation or practice. Eileen Ferrance definition ofAction Research is, “It is a reflective process that allows for inquiry and discussion ascomponents of the “research.” Often, action research is a collaborative activity amongcolleagues searching for solutions to everyday, real problems experienced in schools

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

= 437) interest in math, science,engineering, and technology increasing, along with their proficiency in problem solvingmethods. We believe this is a reflection of embedding STEM principles in an exciting,hands-on activity. This paper outlines the three-year effort, discussing the ROV activity,associated curriculum taught, and also presents the measurement tools used to aggregatethe student and teacher data points and associated results.Background For the last decade there has been a general call to promote interest andcompetency in STEM education. This called has echoed from various sources rangingfrom the President of the United States [1] and the Department of Defense [2] toindependent companies [3] concerned with fulfilling future

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12276Interest-based engineering challenges phase I: Understanding students’ per-sonal, classroom, engineering, and career interestsCole H Joslyn, Purdue University, West Lafayette Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, human- istic education, contemplative and reflective practices, and spirituality) and how it can shape engineering as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

collected on STEM self-efficacy, Page 26.1040.6expectations of STEM disciplines, intrinsic motivation, extrinsic motivation, and groupidentification. While the pilot study involved a small population, the results provide importantinformation about the impact of the outreach activity on the participants’ attitudes towardsSTEM disciplines. In addition, they demonstrate the usefulness of the proposed tool for assessingSTEM outreach activities for high school students. Table 2 illustrates the reliability of thesubscale questions by using Cronbach’s alpha. The latter reflects the internal consistency of aninstrument, that

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; Tonatiuh Munguia-Villanueva, Universidad Juárez Autónoma de Tabasco

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

challenge trying to combine all of those three to make one idea.”Implementation “It’s like fun because you get everybody’s ideas on it and when you get it all together, it looks perfect and it works out.”Students might have noted many aspects of collaboration associated with working onengineering design challenges in response to this open-ended question. That their responsesfocused on managing ideas seems to reflect many of these students’ sense that engineeringdesign is largely a process of generating and bringing ideas to fruition and that this process isinherently collaborative. Page 26.1629.4Theme 2. Additional

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

instructional landscape foster possibilities forconnection and collaboration that the traditional classroom precludes, as a wider network existsbeyond the brick and mortar classroom. The Accelerate curriculum enhances these possibilitiesby relying on a broad-based philosophy of course integration that obfuscates abiding distinctionsbetween “hard” and “soft” skills, blends liberal and technical subjects, and—perhaps, mostimportantly—combines a range of populations, talents, and experiences to produce the nextgeneration of engineers. At the heart of the program lie six conceptual strands, or “grandthemes.” Developed in the fall semester of 2014 by Accelerate faculty and administrators, thesethemes reflect and inform the overall mission of integration

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

overview of a STEM unit developed by threemiddle school life science teachers. In this unit, loon nesting platform design was chosen as acontext to make learning more relevant to student lives (Loons are the official state bird wherethe curriculum was implemented). The unit addressed the following NGSS: MS-ETS 1Engineering design, LS2C: Ecosystems dynamics, functioning, and resilience, and thecrosscutting concepts: stability and change. Page 26.260.3Table 1: Overview of the loon nesting platform unitTitle DescriptionLesson 1: This lesson begins by asking students to reflect on how humans impact wildlife.Move It or Students then

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara M. Moskal, Colorado School of Mines; Joe Saboe, Denver Public Schools

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

of up to two years.PartnersThe efforts described in this article reflect a collaborative partnership between a large publicschool district, DPS, and a university, CSM. The demographics of the participants are describedin the subsections that follow.Public School DistrictDPS is approximately 58% Latino and 14% African American. Seventy-two percent of studentswithin the district qualify for free or reduced cost lunch. The district serves over 85,000 studentsin grades K-12 with an overall graduation rate of 61.3% and a dropout rate of 5% per academicyear.UniversityCSM is a public university specializing in applied science and engineering. There are over 4200undergraduate students enrolled, 73% of which are male and 13% who are

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

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

approach reflects a foundationalmisalignment in educational philosophies resulting in what might provocatively be characterizedas “bait-and-switch.” The bait-and-switch characterization reflects a mismatch between theengagement logics embedded in most K-12 engineering education and the exclusionary logicsunderlying most university engineering education. While we acknowledge from the start thatuniversity engineering programs are increasingly emphasizing student engagement, the rapidexpansion of K-12 engineering programs has outpaced reforms in higher education aroundengagement, thereby magnifying the problems associated with engineering bait-and-switchexplored in this paper.In popular vernacular, bait-and-switch is often associated with fraud or

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

or who lack maturity commonly takeadvantage of group-based work and ‘hitchhike’ on the efforts of their teammates.22 At the other Page 26.1266.3end of the spectrum, students who do not trust the capabilities of their teammates and feel a needto control situations often dominate their groups, taking on more of a role than is appropriate anddisallowing other members an opportunity to fully participate.23Students typically view overall group grades as unfair, and these grades must be adjusted forindividual performance.22 If grades do not reflect individual efforts, students cannot be heldaccountable, hard-working students may resent others, and

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Nancy Anna Newsome, CEISMC - Georgia Tech; Marcela Nicole Moreno, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

and challenges of using robotics, in this case LEGOMindstorms NXT kits, as a manipulative to teach science content within the core scienceclassroom, particularly within less-than-optimal, but very common, types of school settings. Itwill cover the issues of materials management and constraints, resource and time requirements indifferent settings, the effects of variability in student prior knowledge, and the necessaryscaffolding of robotic-based activities to ensure that students focus adequately on science content.Data sources include design reflections and documentation, classroom observations, projectcommunications, teacher surveys and interviews, and teacher reports of curriculum enactment.IntroductionScience Learning Integrating Design

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

. • Part 2 focuses on the students’ experience, reflecting on how engineering is included in the Next Generation Science Standards. • Part 3 discusses forms of assessment required when students do open ended creative work, and the new relationship the teacher must have with the students. • Part 4 describes the next step, the many possibilities in the Engineering course, for students who successfully finish Intro to Engineering. • Part 5 describes the next frontier for this program, a preparation for younger students prior to Intro to Engineering.The story this program tells, like engineering itself, is very dynamic, so elements from all fivesections are subject to continuous improvement.Part 1 The design of a

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

knowledge required to initiatecreative project/problem based lessons reflecting the modern maker renaissance.Documented use of 3D printing in FabLabs and Makerspaces has provided someinsight,1,2 but these workshops are the first of their kind, so the survey responses providecrucial insight for improving future workshops and informing the maker community onthe use of 3D printers in K-12.RepRap 3D PrintersRepRap (self-replicating rapid prototyper) 3D printers3,4 are open-source 3D printerdesigns available for anyone to build. It is built on structural components that arethemselves produced by another RepRap; they are indeed self-replicating.5,6 Designs areproven and rapidly maturing and given that they are built with readily available parts,they are

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Inman, INSPIRE Institute for Pre-College Engineering Education; Monica E Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

26.814.10imposed on the child gender data. On the other hand, reviews gathered from Amazon.com didnot seem to vary by date, as the site has kept its reviewing system largely the same over time.Future ResearchThis research can be considered a good jumping-off point for more intensive statistical analysison the raw data collected. As a largely exploratory study, its aims were merely to provideevidence of surface-level trends and how these reflect the conclusions of other researchers onthis topic, instead of performing rigorous statistical analyses. However, the data gathered is ripefor analysis, provided the researchers are able to mine independent variable data from thereviews collected; while two dependent variables are available in the child’s gender and