Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

R. Mark Nelms, Auburn University; Regina Halpin, Program Evaluation and Assessment

Tagged Divisions

K-12 & Pre-College Engineering

they were “doing”science, it is essential to provide the teachers an opportunity to discover for themselves how theteaching standards are applicable to their own teaching and classroom methods. Facultyplanning to implement a similar workshop should note that the programmatic design should startwith the appropriate teaching standards and the content should be selected to align with thestandards; not the reverse. The curriculum standards checklist used for the curriculum standardintegration portion of this workshop is given below.NSTA Content Standards, Grades 5 – 82Standard A: Science as Inquiry___Abilities necessary to do scientific inquiry___Understandings about scientific inquiryStandard B: Physical Science___Physical and chemical properties

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

: Royal Academy of Engineers.21. IMechE., (2009). Education for Engineering: IMECHE Policy Summary. London: Institute for Mechanical Engineering.22. DIUS.,(2008). A Vision for Science and Society. London: The Royal Academy of Engineering. Department of Innovation, Universities & Science.23. IMechE., (2010). When STEM? http://www.imeche.org/knowledge/policy/education/policy/when-stem Accessed: 12/3/2014.24. MacBride, G., Hayward, E. L., Hayward, G., Spencer, E., Ekevall, E., Magill, j., Bryce, A.C. and Stimpson, B. (2010). Engineering the Future: Embedding Engineering Permanently Across the School– University Interface. IEEE. Transactions On Education, 53, 1.25. Twyford, J., & Jarvinen, E.M., (2000). ‘The

Conference Session

Elementary School Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Caroline Beller, Oklahoma State University; Pamela Fry, Oklahoma State University; Adrienne Redmond, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

University CAROLINE BELLER earned her B. S. in Education from Florida Atlantic University in 1967 and her M. Ed. In 1989 and Ph. D. in 1998 from Texas A&M University in College Station, TX. Dr. Beller is an Assistant Professor in the School of Teaching, Curriculum, and Learning in the College of Education at Oklahoma State University. Her main research interest are in science education and professional development. Dr. Beller has presented extensively at state, national, and international conferences in her research areas.Pamela Fry, Oklahoma State University PAMELA FRY was named Dean of the OSU College of Education in March 2005. As dean, she also serves as the Director of

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

Carleigh Samson, University of Colorado Boulder and TeachEngineering; Jacquelyn Sullivan Ph.D., TeachEngineering Project Leader, University of Colorado Boulder; René F. Reitsma , PhD, Oregon State University, College of Business; Michael Soltys Ph.D., University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

and CCMSalignment project.References1. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York, NY: David McKay Company.2. Akins, L. & Burghardt, D. (2006) Work in Progress: Improving K-12 Mathematics Understanding with Engineering Design Projects. 36th ASEE/IEEE Frontiers in Education Conference, M3C-14, October 28-31, 2006, San Diego, CA. Accessed 1/16/2015. http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=41168693. Bottoms, G. & Anthony, K. (2005) Project Lead the Way: A Pre-Engineering Curriculum That Works: A New Design for High School Career

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

technologies, and a well educated,globally distributed global workforce represent significant challenges to the status quo ofU.S. engineering and engineering education. Meeting these challenges requires atransformation of how engineering is taught. Strong domain knowledge and technicalexpertise no longer make a well-rounded engineer; the rapid pace of change in scienceand engineeringalso requires high levels of ingenuity and adaptivity. Learning scientistsdescribe these dual capabilities as “adaptive expertise” (AE). Adaptive experts areinnovative: they are able to creatively leverage their experience and perform well in noveland fluid situations. They are also efficient: they apply their core taxonomic knowledgeappropriately and expeditiously. Common

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Patricia Tolley, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte; Michael Phillips, Department of Engineering Technology, University of North Carolina at Charlotte; Adam Harris

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Leadership Academy. She also provides oversight for student professional development curriculum and programs, including the Fundamentals of Engineering exam. She is founder and co-chair of the college’s Strategic Planning and Assessment Resource Team and is a key member of the University’s Institutional Effectiveness Oversight Committee. As a founding member of the Academic Affairs Assessment Team, she was instrumental in helping to develop campus-wide tools that enhance the efficiency of data collection and reporting. As co-PI on several projects, including four current NSF projects, Patricia contributes her expertise in the areas of the freshman-year experience

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership; Emma R. Smith, Utah State University; Daniel L Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

needs, we developed a water acquisition,distribution, and disposal challenge for the second team of students. We shared it with thecurrent team leader and civil engineer so that they could present the solution to the school boardof the orphanage if they believed that the solution warranted further discussion andconsideration. See Appendix B for the Water System Design Challenge.Although we had interviewed four additional students, their interests and backgroundexperiences were not comparable to the other group members’ interests and backgroundexperiences. Because it was more difficult to develop a design challenge that met criteria for‘authenticity,’ in which the participants’ interests were considered in constructing the challenge,we did not

Conference Session

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

Collection

2015 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; Judit Györgyey Ries, The University of Texas

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

downloaded datasets compiled from Survey Monkey were further analyzed to address theevaluation questions in the current report using the Statistical Package for the Social Sciences(SPSS) version 21.Sources of criterion references used in the current evaluation are from (a) project expectationsand objectives cited in the proposal to NASA dated 2010; (b) two science teaching status reportsavailable online. These latter reports--“The Status of Secondary Earth Science Teaching” dated2002 but based on data from the 2000 National Survey conducted by Horizon Research for theNational Science Foundation (NSF) 8 and reports published by the Texas Education Agency(TEA) in May 2012 9 describing demographics and teaching experience of science teachersStatewide

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

throughout thesemester. The Graduate Fellow was the primary instructor with assistance from twoFellows and the teacher. We followed a similar lesson schedule as ES1. We also spentthe last 15 minutes of each lesson collecting the paper recycling for the school. As ofFebruary 2008, the Energy Club students have recycled approximately 4,500 pounds ofpaper. (a) (b)Figure 2. (a) Graduate Fellow Engaging Students in the Lightbulb Activity, (b)Students Explaining Their Windmill DesignMath ClubRAMP-UP has conducted several Math Clubs within their participating elementaryschools since its inception. The following will focus on the Math Clubs that have beenconducted in the fall 2006, spring 2007 and fall 2007 semesters

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

understand all of the benefits and drawbacks involved inscaffolding engineering design for mathematics learning.Bibliography                                                                                                                1 Burghardt, M. David, & Hacker, M. (2004). Informed design: A contemporary approach to design pedagogy asthe core process in technology. The Technology Teacher, 64(1). Page 23.1375.112 Linn, M.C., & Eylon, B. –S. (2006). Science education. In P.A. Alexander & P.H. Winne (Eds

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Brian D. Gane, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. TheNational Academies Press.6 National Academy of Engineering and National Research Council. (2009). Engineering in K-12 Education:Understanding the Status and Improving the Prospects. Washington, DC: National Academies Press.7 National Academy of Engineering (2010). Standards for K-12 Engineering Education? Washington, DC. TheNational Academies Press.8 Ibid. Pg. 289 Collins, A, J.S. Brown, & S. E. Newman (1989). Cognitive Apprenticeship: Teaching the crafts of reading,writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of RobertGlaser. Hillsdale, NJ: Erlbaum. Pp. 453 – 494.10 Barrows, H. S. (1986). How to design a problem-based curriculum for the preclinical years. NY: Springer.11 Hmelo

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

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

the Systematic Characterization of Inquiry Instruction inEarly LearNing Classroom Environments, or SCIIENCE instrument, to measure the efficacy ofour professional development and to improve pedagogical practices in PK-3 classrooms.The SCIIENCE instrument was designed to objectively capture the presence of specific bestpractices outlined in the NRC Framework as they occur within a science lesson and focuses onteacher behaviors. The goals of the SCIIENCE instrument are (a) to provide a standardized toolbased on the NRC Framework for assessing the quality of science and engineering instruction inPK-3 classrooms; (b) to capture the instructional practices that engage students in their scienceand engineering lessons, promote scientific and

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

includedthe engineering design center, a computer laboratory and a classroom. Participants wereinvolved in hands-on activities in the three environments that provided opportunities for them toinvestigate and explore models and conduct analyses. Page 15.1339.4Virtual Reality in Engineering Design (a) Immersive model of a sabretooth tiger (b) Three dimensional tracking interface generated from point cloud data for visualization Figure 1. Immersive Interfaces for Engineering Design.As an introduction to the application of mathematical theories in the development of engineeringsimulations

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Krystal S Corbett, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

Page 23.1083.8schools. There were 14 middle schools participating in the event. Half of those schools areimplementing the STEM Apps curriculum. The STEM Apps schools accounted for 68% of themiddle school teams. Table 3 outlines the number of teams sent form the various middle schools.Note the STEM Apps middle schools are emphasized using red font. The schools sending moreteams tend to come from the STEM Apps schools with the exception of two non-STEM Appsschools. Table 3. Number of middle school teams sent by each middle school. Middle School Number of Teams STEM Apps School A 15 STEM Apps School B

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Megan Holmes, Worcester Polytechnic Institute; Jill Rulfs, Worcester Polytechnic Institute; John Orr, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

goals of the Partnership for ImplementingEngineering Education were achieved and will hopefully be used to assist many educators in thefuture as technology and engineering become increasingly important throughout the world.References1. B. Mathias-Riegel, “Engineering that’s elementary.” ASEE Prism, Mar 2001.2. E. Barney Smith, R. Miller, “Education by Design: Connecting Engineering and Elementary Education.” ASEE Annual Conference, Honolulu, HI, January 2006.3. J. E. Miller, J. J. Rencis, “A University/Public School Partnership in K-6 Engineering Education.” ASEE 2004 Annual Conference & Exposition.4. K. Bush, J. Gray, M. Holmes, K. Kosinski, J. Orr, L. Razzaq, J. Rulfs, , “How do you Teach Engineering in Kindergarten and First Grade

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Pamela Lottero-Perdue, Towson State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-717: CHILDREN'S CONCEPTIONS AND CRITICAL ANALYSIS OFTECHNOLOGY BEFORE AND AFTER PARTICIPATING IN AN INFORMALENGINEERING CLUBPamela Lottero-Perdue, Towson State University Dr. Pamela S. Lottero-Perdue is an Assistant Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She began her career as process engineer, taught high school physics and pre-engineering, wrote curriculum and was a master teacher for Project Lead the Way, and led two Project FIRST robotics teams. As a science teacher educator, she has added engineering content and pedagogy to her science methods courses for prospective elementary teachers. She teaches engineering to

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Lesley Eva Bristol, Maui Economic Development Board; Graham R. DeVey, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9463Energy Inquiry: Hands-on, Inquiry Learning Methods to Enhance STEMLearning by Engaging Students in Renewable Energy Solutions (Research toPractice)Leslie Wilkins, Maui Economic Development Board Leslie Wilkins has served as the Vice President of the Maui Economic Development Board since 1999. She was hired to design, launch and direct the Women in Technology Project with a mission to en- gage girls/women and underrepresented populations into the Science, Technology, Engineering and Math (STEM) pipeline. In its 13th year, the program serves annually more than 14,000 students, educators and industry members

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Larry Richards, University of Virginia; Anaïs Miodek, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

program. Applicants are selectedbased on the following competitive criteria: their scholastic performance with an emphasis onengineering related courses such as mathematics and the sciences; their standardized test scoressuch as the PSAT, SAT and other achievement tests; prior exposure to pre-engineering classes oractivities; their expressed interest and motivation in a short essay; telephone interviews; andrecommendations from high-school teachers and guidance counselors.The CDE receives on average between 40 and 50 applications for the ITE program every year.Although the specific standards for admission vary year to year based on the qualifications ofthat year’s applicants, there are some general trends. Competitive applicants have a “B

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Linda Hirsch, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Joel Bloom, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, November 2002.[33] Koppel, N. B., Cano, R. M., Heyman, S. B., and Kimmel, H. (2003). “Single Gender Programs: Do they Makea Difference?” Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference, Boulder, CO, November2003.[34] Cano, R., Berliner-Heyman, S., Koppel, N., Gibbons, S., Kimmel, H. (2004). “Evaluation of SummerEnrichment Programs for Womens’ Students”, Proceedings of the 2004 American Society for EngineeringEducation Annual Conference & Exposition.[35] Hirsch, L. S., Kimmel, H., Rockland, R. and Bloom, J. (2006). “A Study of the Impact of Enrichment Programson Girls’ Attitudes Towards Engineering”. Proceedings of the 2006 International Conference on EngineeringEducation, San Juan, PR, July 2006

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

Learning Styles, P. Suarez and G. Suarez, Eds., ed Nashville, Tennessee: B&H Publishing Group, 2006, pp. 56-68.[12] N. A. Harrington, "What Is the Socratic Method?," Classical Homeschooling Magazine, 2000. Page 26.961.12Appendix A-1: Student Interview Protocol1. Icebreaker Let’s start by talking a bit about you. How many brothers and sisters do you have? What kinds of things are they interested in? NOTE: These are intended as warm up questions, just to get the interview underway, and can be followed up with a few other “small talk” questions, like “What kinds of things are your friends

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Barbara Christie, Loyola Marymount University

Tagged Divisions

K-12 & Pre-College Engineering

potential: Science and engineering at thecrossroads,” American Association for the Advancement of Science (AAAS), Washington,DC.1991.Barrett, C. “Skilled engineers are developed, not born,” Electronic Engineering Times, October30, 1997, pp. 284-288.Culotta, E. “Scientists of the future: Jumping high hurdles,” Science. 1992, 228, pp. 1208-1213.Culotta, E. “Trying to Change the Face of Science”, Science, Nov. 12, 1993, vol. 262, pp.1089-1090.Clewell, B. C., Anderson, B., & Thorpe, M.E., Breaking the barriers: Helping female andminority students succeed in mathematics and science. San Francisco, Jossey-Bass Publishers,1992.Malcom, S., Hall, P., & Brown, J., “The Double Bind, the Price of Being a MinorityFemale in Science.” American

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

American Society for Engineering Education. 2007.[6]Fleer, M., The Science of Technology: Young Children Working Technologically. International Journal of Technology and Design Education, 1999. 9(3): p. 269-291. Page 22.1024.17[7] Kolb, D.A., Experiential Learning: Experience as the Source of Learning and Development. 1984, New Jersey, Prentice-Hall Inc, 1984[8] Bloom B. S.. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc, 1956.[9] Talley, A “Understanding the Effects of Active Learning in Action: Analyzing and Improving Learning with Engineering

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

4. Broader global perspective Unit 2: Exploring Solutions to Energy Problems 5. Summarize the “problem,” define problem solving approach and semester project 6. Conservation a. Home energy audit activity b. Light bulb activity (heat and light from CFB vs. incandescent) 7. Alternative energy systems a. Introduce energy sources / conversions (fossil fuel demo) b. Energy forms and states (puzzle activity, household item activity) c. Energy systems (internet research, flow chart diagramming activity) d. Efficiency of Conversions (Lego motor activity, including calculations) Unit 3: Physical Models of Energy Systems 8

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Eugene Rutz, University of Cincinnati; Julie Steimle, University of Cincinnati; Howard E. Jackson, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

the classroom, who will implement throughteaching and learning, the explicit authentic articulation of engineering in 7th-12th grade math andscience classrooms. As a result, CEEMS has developed three pathways to educate in-service andpre-service teachers in engineering content and pedagogy so that they may, in turn, effectivelyprepare their students to understand engineering design and consider careers in engineeringfields: 1. Masters in Curriculum and Instruction (CI) degree with Engineering Education (MCIEE) specialization: This pathway provides opportunities for a) pre-service teachers with a degree in math, science, or engineering to obtain an initial Ohio Adolescent to Young Adult (OAYA) teaching license and for b) in

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee McCall, Arizona State University, Polytechnic campus; Randi Michelle Taylor, Arizona State University; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

K-12 & Pre-College Engineering

were integrated intothe curriculum and introduced at three high school sites, i.e.; two in Arizona and one in Teaching Energy Concepts using Chain Reaction Machines (Work in Progress)Trinidad and Tobago. A total of 65 students ranging from age 13 to 18 participated in theexperience.This paper presents: a) detailed account of the design of the energy and anaerobicdigestion module and b) descriptions of the ways students applied this learned knowledgein the design and development of their chain reaction machines. The paper concludeswith a discussion of how this experience can be adapted for inclusion in formal, in-classscience courses at the middle and high-school level.Overall Structure of the STEAM Machines

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

test at a significance level of 0.05 did not reveal any significant differencesbetween participants from private (Mean=2,36, SD=0.809) and public schools (Mean=2.4,SD=0.687) U=193.42, p=0.98 (figure 5). Page 26.244.7 Figure 5: Public vs. Private School Opinions on STEMA Mann-Whitney test was conducted to determine if significant differences were present withrespect to the level of teaching experience at a significance level of 0.05. The test did not revealany significant differences when comparing category A: 1 to 5 years of experience (Mean=2.46,SD=0.74) with category B: more than 6 years

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Geoff Wright; Braden Boss, Springville High School; Daniel Bates, Brigham Young University; Ronald Terry, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

computer literacy skills. The following quote from NCLB Title II Part D outlines thissentiment: “(1) PRIMARY GOAL- The primary goal of this part is to improve student academic achievement through the use of technology in elementary schools and secondary schools. (2) ADDITIONAL GOALS- The additional goals of this part are the following: (A) To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability. (B) To encourage the effective integration of technology resources and systems with

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Augusto Z. Macalalag Jr., Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

in the Early Years: A Strategic Report.Commissioned by the Massachusetts Technology Collaborative, John Adams Innovation Institute (May 5, 2010)Retrieved June 10, 2010 from http://www2.wheelock.edu/wheelock/x3146.xml.4 Hotaling, L., McGrath, B., McKay, M., Shields, C., Lowes, S., Cunningham, C., Lachapelle, C., Yao, S.Engineering Our Future New Jersey. 2007 American Society for Engineering Education Annual Conference &Exposition Proceedings, Honolulu, HI, June 2007; 2007-1349.5 McGrath, E., Hotaling, L, and McKay, M. (2007). Efforts to Promote Engineering in K-12 Schools in New Jersey:A Case Study of Recent Professional Development, Capacity-Building, Awareness-Building and Policy Initiatives.Presented at the K-12 Engineering Education

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

Cathy P. Lachapelle, Museum of Science; Jonathan D Hertel, Engineering is Elementary, Museum of Science, Boston; Muhammad Faiz Shams, Museum of Science - EiE; Chris San Antonio, Museum of Science, Boston; Christine M Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

Structural Equations Modeling,” Manag. Inf. Syst. Q., vol. 22, no. 1, p. 14, Mar. 1998.[8] S. J. Finney and C. DiStefano, “Non-Normal and Categorical Data in Structural Equation Modeling,” in Structural Equation Modeling: A Second Course, United States of America: Information Age Publishing, Inc., 2006, pp. 269 – 314.[9] C. M. Cunningham and C. P. Lachapelle, “The impact of Engineering is Elementary (EiE) on students’ attitudes toward engineering and science,” in ASEE Annual Conference and Exposition, Louisville, KY, 2010.[10] IBM Corporation, IBM SPSS Statistics for Windows. Armonk, NY: IBM Corporation, 2012.[11] L. K. Muthén and B. O. Muthen, Mplus. Los Angeles, CA: Muthén & Muthén, 2012.[12] D. Hooper, J. Coughlan, and M. R

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

teaching awards, and is internationally recognized in his primary research field.Dr. Catherine Maltbie, University of Cincinnati Dr. Cathy Maltbie is a Research Associate at the University of Cincinnati with a joint appointment with the Evaluation Services Center and the Arlitt Child and Family Research and Education Center. She has a BS in Chemical Engineering and a Doctorate in Educational Foundations. Her research areas include evaluation, cognitive and social aspects of educational environments, and STEM education from pre-K through graduate school.Ms. Julie Steimle, University of Cincinnati Julie Steimle received her Bachelor of Arts in English and Secondary Education from Thomas More College. She served as