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Displaying results 61 - 75 of 75 in total
Conference Session
Fundamental: Metrics & Assessment for K-12 Engineering Education
Collection
2015 ASEE Annual Conference & Exposition
Authors
Cathy P. Lachapelle, Museum of Science; Yoonkyung Oh, Pennsylvania State University; Muhammad Faiz Shams, Museum of Science; Jonathan D Hertel, EiE/Museum of Science; Christine M Cunningham, Museum of Science
Tagged Topics
Diversity
Tagged Divisions
K-12 & Pre-College Engineering
inMassachusetts, Maryland, and North Carolina. Members of the EiE project team conductedprofessional development with the assistance of E4 staff and state coordinators. After beingintroduced to the subject of engineering (with which many had not had significant contact),teachers engaged in hands-on training for their assigned engineering unit as well as a second unitin order to increase exposure to the curriculum. Throughout the workshop, professional Page 26.848.9development staff modeled curriculum-specific pedagogy for teachers by placing them in therole of students while engaging in the activities. Staff also helped participants to reflect asteachers
Conference Session
Evaluation: Technology and Tools for K-12 Engineering Education
Collection
2015 ASEE Annual Conference & Exposition
Authors
Maria Alessandra Montironi, UC Davis; Daniel S Eliahu, UC Davis C-STEM Center; Harry H. Cheng, University of California, Davis
Tagged Topics
Diversity
Tagged Divisions
K-12 & Pre-College Engineering
environmentthey were working in. The majority of negative feedback received is related to this theme. Evenwhen students were asked to reflect specifically on the teacher, or the lesson, they often providedcritiques regarding the physical environment. This shows that more care should be taken increating a pleasing environment. Students can be very easily distracted when using computersand the survey shows reducing the environmental distractions should be a higher priority to helpstudents focus on their tasks.There were a wide variety of ethnicities represented in the camp: 17.6% Asian/Pacific Islander;5.9% Hispanic/Latina; 17.6% White/Caucasian; and 41.2% mixed.The percentage of male and female students attending the camp was perfectly split, 41.2
Conference Session
Fundamental: Tools and Content for K-12 Engineering Education
Collection
2015 ASEE Annual Conference & Exposition
Authors
Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering; David R. Heil, David Heil & Associates, Inc.; Derek W Rector, Diamax Information Systems; Jana Jurukovska, Diamax Information Systems
Tagged Divisions
K-12 & Pre-College Engineering
, allowing attendees to try somesimple navigation and resource selections. As a consequence, the small group discussion andreporting task for this session was changed slightly from the previous workshops. Table 4 liststhe top features that CA workshop attendees “liked” about the alpha site they previewed, whileTable 5 lists features the attendees felt were missing. It is important to notice that reflected in thislist are some of the same attributes identified as priorities in the previous two workshops.Table 4. Alpha Site Features/Functionality “Liked” by CA Workshop Participants Alpha Site Feature/Functionality Liked CountExplaining what engineering is and outlining specific fields 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
problem. Three additional NGSSperformance expectations are aligned to more than 60 lessons and activities—all within theEngineering Design topic at grades 3-5 and 6-8.It is evident that the lessons and hands-on activities in the TeachEngineering collection,expressly created to teach engineering concepts, provide a wealth of curricular resources toenable students to meet the Engineering Design performance expectations, especially for grades3-8. On the other hand, the collection provides only a handful, on average, of lessons and Page 26.1568.5activities that align to the remaining NGSS performance expectations. Reflecting back that thecollection’s
Conference Session
K-12 & Pre- College Engineering Division Poster Session
Collection
2015 ASEE Annual Conference & Exposition
Authors
Arthur D. Kney, Lafayette College; Emily Isabelle McGonigle
Tagged Divisions
K-12 & Pre-College Engineering
to their picture between pre and post surveys (SD = 1.96, N = 50).Discussion and AnalysisAlthough no change occurred between surveys on the Likert-type questions, it is interesting tonote the average feelings of the campers on issues of sustainability and their own ability forchange. In general, campers noted that they believed their own actions are important forenvironmental change. They also generally noted that they thought about where their foodcomes from, showing that the younger generation can be environmentally conscious.Due to the nature of the camp, environmentally and academically minded parents are more likelyto pay for their children to attend this type of camp. Therefore, the campers who attended do notnecessarily reflect
Conference Session
Research & Evaluation on K-12 Teachers and Teaching.
Collection
2015 ASEE Annual Conference & Exposition
Authors
Louis Nadelson, Utah State University; Anne Seifert, Idaho National Laboratory; J. Kade Hendricks, Utah State University
Tagged Divisions
K-12 & Pre-College Engineering
KnowledgeFigure 1. The frequency of teachers coded responses to our free-response items associated withteaching the CCSS-Math and NGSS practices.When asked to rate their level of knowledge of the practices of the CCSS-Math and the NGSS(on a 10 point Likert-like Scale), the participants indicated moderate knowledge of the CCSS-Math practices (M = 5.67, DS = 2.22) and relatively low levels of knowledge of the NGSSpractices (M = 2.62, SD = 2.00). When we compared the participants’ answers rating their levelof knowledge of the practices to the their responses to our item asking the participants to explainthe practices, we revealed alignment between their rated knowledge of the NGSS practices, asboth the coded answers and self-report answers were reflective
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
Joyce Blandino P.E., Virginia Military Institute; Jon-Michael Hardin, Virginia Military Institute
Tagged Divisions
K-12 & Pre-College Engineering
be sought out to serve asthe basis of comparison for future studies.AcknowledgementsFunding for this study was provided by the Virginia Military Institute (VMI) EngineeringClub. The authors also thank the support from the VMI ASME student chapter. Page 26.249.8Bibliography 1. Bairaktarova, D., Pilotte, M., Evangelou, D., Cox, M.F. (2013) Examining Reflections of Current Engineering Students on Educational Outreach. Proceedings of the 2014 ASEE Annual Conference and Exposition, Atlanta, GA, June 23-26, 2013. 2. Salzman, N., Ricco, G.D., Ohland, M.W. (2014). Pre-College Engineering Participation Among First
Conference Session
K-12 & Pre- College Engineering Division Poster Session
Collection
2015 ASEE Annual Conference & Exposition
Authors
Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University
Tagged Topics
Diversity
Tagged Divisions
K-12 & Pre-College Engineering
would be attempting to search the ocean floor simultaneously on the same Page 26.774.8track, and they would not travel at the same speed or even at the same direction. The Boe-Botswere equipped with a secondary, forward-looking SONAR to detect the proximity of other Boe-Bots. The students designed and developed the software for proximity detection and collisionavoidance reaction of the Boe-Bots. Through experimenting with the SONAR sensors, studentswere exposed to the concepts of range measurement, resolution and noise. They learned toimprove the SONAR signals via mechanical adjustments, such as increasing the reflection area,and also some
Conference Session
Best Papers in K-12 / Pre-college Division
Collection
2015 ASEE Annual Conference & Exposition
Authors
Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Karl A Smith, Purdue University, West Lafayette
Tagged Divisions
K-12 & Pre-College Engineering
design of the launcher itself). In the second test, some groupswere asked to launch farther (20 m) or shorter (5 m), some were asked to land the play-doh closer to the target (0.25 m), and some were asked to launch heavier or lighterprojectiles (i.e. more or less play-doh). Students had to consider their new designconstraints as they modified and improved their original designs. After the second test(which reflected the modified requirements) students made a final designrecommendation to the client and were asked to justify their designs using the results ofthe tests.ThemesAlthough the target groups were able to successfully complete the experiments and testsand in most cases were able to draw correct conclusions about what they had done
Conference Session
Fundamental: K-12 Students and Engineering Design Practices (Part 2)
Collection
2015 ASEE Annual Conference & Exposition
Authors
Amber L. M. Kendall, Tufts University Center for Engineering Education and Outreach
Tagged Divisions
K-12 & Pre-College Engineering
. Page 26.688.1311. Education, N. C. S. B. o. (2004). Science Standard Course of Study and Grade Level Competencies K-12. Raleigh, NC: Pubic Schools of North Carolina.12. Hynes, M. (2012). Middle-school teachers’ understanding and teaching of the engineering design process: a look at subject matter and pedagogical content knowledge. International Journal of Technology and Design Education, 22(3), 345-360.13. Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 739-797.14. Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning the professions. San Francisco: Jossey-Bass.15. Kuhn, D
Conference Session
Fundamental: Tools and Content for K-12 Engineering Education
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jale F. Akyurtlu, Hampton University; Otsebele E Nare, Hampton University; Lumumba Harnett, University of Kansas
Tagged Divisions
K-12 & Pre-College Engineering
is still in contention whether to continue toinvolve art teachers in these programs or not.Several assessment tools were administered for the evaluation of the summer institutes and theteachers‟ circles, namely, Questionnaire for Evaluation of Teachers‟ Circles before the start ofthe Summer Institute, Pre- and Post- Surveys for the Evaluation of the Summer Institutes, andDaily Content and Inquiry reflections. The t-test results (Table 3) from pre/post surveys revealedthat the teachers showed significant changes after participating in the Summer Institute in the useof a logical approach to explain algebra, for example; - in demonstrating to students how to check work, - in analyzing students‟ mathematical thinking skills, - in
Conference Session
Research & Evaluation on K-12 Teachers and Teaching.
Collection
2015 ASEE Annual Conference & Exposition
Authors
Birgit Fahrman, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH Royal Institute of Technology; Per G. Norström, KTH Royal Institute of Technology
Tagged Divisions
K-12 & Pre-College Engineering
the teachers’ education is important for teaching structure andcontent. Bjurulf also mentions that classroom and group size affects the choice of content. Allteachers in the Bjurulf study performed design and make tasks, but it was found that the taskswere handled in very different ways and that reflection for a deeper understanding by thestudents was lacking in some cases.Blomdahl13 shows that teachers’ lack of knowledge about pupils’ preconceptions can causeproblems in planning and implementation classroom activities. Not knowing the pastexperiences of students has been found to be an uncertainty factor.Mattson14 discusses how teachers, student teachers, and pupils view technology. Her workshows that teachers need subject competence to give
Conference Session
Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy
Collection
2015 ASEE Annual Conference & Exposition
Authors
Joel Alejandro Mejia, West Virginia University; Dustin Drake, Utah State University; Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership
Tagged Topics
Diversity
Tagged Divisions
K-12 & Pre-College Engineering
“little opportunity to discuss and see the relevancy of their work”(p. 573).9 This example correlates with similar observations made by Stevens and colleaguesindicating that underrepresented students lost interest in engineering due to the lack of relevancyand connectedness to their values and cultures.8It is important for Latino students to see how engineering relates to their everyday lives. Valuessuch as “caring” or being a “people person,” 8 which are not reflected in engineering cultures,may be important to many minority students. Integrating information from a wide range ofsources, including affective factors, cultivates the sense of relevance of engineering work ofunderrepresented students.20Research QuestionsTo build the interest of
Conference Session
Evaluation: Exploring High School Engineering Education Initiatives
Collection
2015 ASEE Annual Conference & Exposition
Authors
J. Jill Rogers, University of Arizona; Noel Kathleen Hennessey, Program Coordinator; Sanlyn Buxner, University of Arizona; James C. Baygents, The University of Arizona
Tagged Divisions
K-12 & Pre-College Engineering
reflection aboutindividual career goals. It is reasonable to expect that students need to complete multiple GCDELI units in order to get a broader perspective on engineering as a career choice.Research question #2: Which components of the GC DELI unit impact student learning in apositive way?We analyzed students’ responses to two survey questions to answer this research question. Page 26.811.11Students were asked to rate how important the following factors were in forming an opinionabout their GC DELI unit: the online content, the hands on projects, the details and lecturematerials added by the instructor, and the interest they had in
Conference Session
Evaluation: Exploring the Impact of Programs for K-12 Teachers.
Collection
2015 ASEE Annual Conference & Exposition
Authors
Laura E. LeMire, The Community College of Baltimore County
Tagged Topics
Diversity
Tagged Divisions
K-12 & Pre-College Engineering