Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony, Tennessee Technological University; Melissa Geist, Tennessee Tech University; Sally Pardue, Tennessee Tech University; Mohamed Abdelrahman, Tennessee Technological University; Evangelynn Thurber, Cookeville High School

Tagged Divisions

K-12 & Pre-College Engineering

. Pandy, M. G., Petrosino, A. J., Austin, B. A., & Barr, R. E. (2004). Assessing adaptive expertise in undergraduate biomechanics. Journal of Engineering Education, 93, 211–222.14. Roselli, R. J., & Brophy, S. P. (2003). Redesigning a biomechanics course using challenge-based instruction. Engineering in Medicine and Biology, 22(4), 66–70.15. Yalvac, B., Smith, D., Hirsch, P. L., & Birol, G. (2007). Teaching writing in a laboratory-based engineering course with a “How People Learn” framework. In A. J. Petrosino, T. Martin, & V. Svihla (Eds.), Developing Student Expertise and Community: Lessons from How People Learn. San Francisco: Jossey-Bass.16. Abdelrahman, M., Stretz, H., McCully, A., & Pugh, B

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Siddika Guzey, University of Minnesota, Twin Cities; Tamara Moore, University of Minnesota; Gillian Roehrig, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

. Hand, B. & Treagust, D. F. (1991). Student achievement and science curriculum development using constructive framework. School Science and Mathematics, 91(4), 172-176.9. Diefes-Dux, H. A., Moore, T., Follan, D., Imbrie, P. K., & Zawojewski, J. (2005). Model-Eliciting Activities: A framework for posing open-ended engineering problems (interactive session). ASEE National Conference, Portland.10. Creswell, J. & Clark, V. (2007). Designing and conducting mixed methods research. CA: Sage Publications.11. Clements, D. H. (2007). Curriculum research: Toward a framework for “research-based curricula.” Journal for Research in Mathematics Education, 38(1), 35-70.12. Muijs, D. (2004). Doing quantitative research in education

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

science content and processes compared to lessons that address similar learning objectives but do not include EiE’s hypothesized “critical components” (see below)?In designing the EiE curriculum, we adhered to key critical components that we believe areessential for optimal learning by all students. Critical components include that:(a) engineering content is introduced in a context(b) students learn about and use the engineering design process(c) engineering challenges specify a challenge and constraints and permit many possible solutions(d) children use math and science to design solutions(e) children use failure constructively and design iteratively(f) students work collaboratively.These critical components are congruent with the

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

LaRuth McAfee, Case Western Reserve University

Tagged Divisions

K-12 & Pre-College Engineering

://nsf.gov/statistics/wmpd/). Arlington, VA.2. United States Census Bureau, Annual Estimates of the Population by Sex, Race and Hispanic or Latino Origin for the United States: April 1, 2000 to July 1, 2006 (NC-EST2006-03, available at http://www.census.gov/popest/national/asrh/NC-EST2006-srh.html). Washington, DC.3. National Science Foundation (NSF), Division of Science Resources Statistics (2006). Science and Engineering Indicators (available at http://nsf.gov/statistics/seind06/). Arlington, VA (NSB 06-01).4. Bell, R. L., Blair, L. M., Lederman, N. G., & Crawford, B. A. (2003). Just Do It? Impact of a Science Apprenticeship Program on High School Students' Understanding of the Nature of Science and Scientific

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

Satabdi Basu, Vanderbilt University, Institute for Software Integrataed Systems; John S Kinnebrew, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar; Tazrian Haider Rafi, Vanderbilt University; Gautam Biswas, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

behaviorally equivalent) models. There-fore, additional transformations are applied to achieve a canonical form of the models. For ex-ample, a > b and b < a produce the same true-false result, but their AST representations are dif-ferent. In the C3STEM units, the modeling language for each is sufficiently targeted to the do-main that we can easily construct a canonical form of the models in the AST representation.Hence, a TED of 0 means that the model is behaviorally similar to the expert model; a decreasein TED means that an incorrect block was removed or a correct block was added to its correct lo-cation in the model; while an increase in TED could point to an incorrect block being added, acorrect block being removed, a block that belongs in

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

. Additionally, each teacher showed the interviewer examplesof student work and told stories about students and teams of students who had participated in theengineering design activities. All the interviews were audiotaped and transcribed for lateranalysis.Three student evaluation surveys were used in this study, one for each kit (Appendixes B, C, andD). The evaluation survey was originally designed by a student team of mechanical engineeringstudents at the University of Virginia in 2006 for a kit they developed on making headphonespeakers. The survey was modified for the kits in this study.Each survey consisted of 10 Likert-scale questions and three open-ended questions. The Likert-scale questions were about teamwork, the design process, content

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Hay, Boise State University; Pat Pyke, Boise State University; Janet Callahan, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

State University and a Professor in the Materials Science and Engineering Department. Dr. Callahan received her Ph.D. in Materials Science, her M.S. in Metallurgy and her B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors. She is an ABET program evaluator for ceramic engineering, chemical engineering and materials science and engineering programs.Cheryl Schrader, Boise State University Cheryl B. Schrader is Dean of the College of Engineering and Professor of Electrical and Computer Engineering at Boise

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Beverly Mire, Cambridge Youth Programs; Trent Ramsey, Cambridge Youth Programs; Karen Gareis, Goodman Research Group; Emily Davidson, MIT; Elizabeth Jones, MIT; Michelle Slosberg, MIT; Rafael Bras, MIT

Tagged Divisions

K-12 & Pre-College Engineering

.7Research questions (provided here in Appendices A, B and C) were both formative andsummative. To document successes and challenges in the implementation of the program, afterthe first summer session external evaluators conducted telephone interviews with six staffmembers and conducted a discussion group with the 13 participating teen interns. Thesequalitative data were gathered for the purpose of guiding the further development and refinementof the TYR program. As part of the ongoing evaluation, teen interns continue to be asked forsuggestions for improvements to the program.The primary outcomes for teen interns are gains in their radio production and communicationskills (for example, in sound gathering and editing, script writing, and

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Interdisciplinary Programmes. European Journal of Education, Vol. 27, No. 3. 277-283.5. Smokeh, B. (1995) The Contribution of Action Research to Development in Social Endeavours: A Position Paper on Action Research Methodology. British Educational Research Journal, Vol. 21, No. 3. 339-355.6. Snow, R. E., & Lohman, D. F. (1984) Toward a Theory of Aptitude for Learning from Instruction. Journal of Educational Psychology, Vol. 76. 347-376.7. Cobb, P., Confrey J., Disessa, A., Lehrer, R., & Schauble, L. (2003) Design Experiments in Educational Research. Educational Researcher, Vol. 32. 9-13.8. Dick, B. (1997) Choosing action research [On line]. Available at http://www.scu.edu.au/schools/gcm/ar/arp/choice.html9. Choi, J

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

development, the results of pilot implementationand the reasons for and results of revisions, the Engineer Your World team hopes to informothers’ efforts in this increasingly important field.AcknowledgementsThe work described in this paper was made possible by a grant from the National ScienceFoundation (Award DUE-0831811). Support was also provided by NASA through anIntergovernmental Personnel Act agreement.References 1. ABET. (2012). Criteria for Accrediting Engineering Programs, 2012-2013. Accessed at: www.abet.org/engineering-criteria-2012-2013/ 2. American Association for the Advancement of Science. (2009). Benchmarks for Science Literacy. Accessed at www.project2061.org/publications/bsl/online/index.php 3. Barron, B

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

. Page 26.1600.7  Campers earned one point for each correctly labelled line.Question 4: What do you think the word organic means?  Campers could earn between 1 and 3 points.Question 5: a) What do you think the word sustainability means? b) What does it mean to live sustainably?  Both parts of this question were awarded between 1 and 3 points.  Scores were compounded for a maximum of 6 points on this question.Question 6: Fill in the bubble of the best answer. a) When buying peaches, which option is more sustainable? b) It is most sustainable to put my leftovers: c) About how long does it take a plastic water bottle to break down in a landfill?  There were two options provide

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

Ibrahim Zeid, Northeastern University; Randal August, Northeastern University; Ronald Perry, Northeastern University; Emanuel Mason, Northeastern University; Jannon Farkis, Northeastern University; Marta Hersek, Northeastern University; Morgan Hynes, TechBoston; Haruna Tada, TechBoston; Felicia Vargas, TechBoston

Tagged Divisions

K-12 & Pre-College Engineering

presentations by Classroom/kit teachers management B. The Robotics MethodOur overall goal in the course is to provide teachers with materials to help them engage theirmiddle-school students in thinking about engineering problems, and to integrate engineering and Page 12.86.6technology into after-school programs and eventually in-school curriculum. This programaddresses a number of the MA State Curriculum Frameworks for Technology/Engineering inGrades 6-8. Students are required to pursue engineering questions and technological solutionsthat emphasize research and

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

Patrick Rousche, University of Illinois-Chicago; Michael Cho, University of Illinois-Chicago; Yang Dai, University of Illinois-Chicago; Hui Lu, University of Illinois-Chicago; J Hetling, University of Illinois-Chicago; jie liang, University of Illinois-Chicago; Susan McCormick, University of Illinois-Chicago; David Schneeweis, University of Illinois-Chicago; Richard Magin, University of Illinois-Chicago

Tagged Divisions

K-12 & Pre-College Engineering

. IEEE TRANSACTIONS ON EDUCATION, VOL. 42, NO. 4,Nov. 1999.McCullough, C.L.; Crull, M.; Thomas, D. Adventures in Engineering: a unique program toattract under-represented groups to engineering, IEEE Transactions on Education Volume: 37Issue: 1 , Feb. 1994.Jaffe-Ruiz M, Stokes SA, Thomas B. Nursing summer camp: a recruitment experience forhigh school students. J Nurs Educ. 1989 Sep;28(7):322-3. Page 11.6.11Openshaw S, Fleisher A, Ljunggren C. Teaching biomedical applications to secondarystudents. Biomed Sci Instrum. 1999;35:69-72.Wolbarst, A.B. Looking Within: How x-ray, CT, MRI, Ultrasound and Other MedicalImages Are Created, and How They Help

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

students naturally use three-dimensionalreasoning as a technique for problem solving. When dyslexic students encounter a problemsolving situation, they naturally change their three-dimensional perspective and examine theproblem from various angles without shifting their observation point. Many dyslexic studentsspin an object mentally without needing to alter how they are viewing that object. This skill ofshifting perspectives is useful and effective in physical science; however, in two-dimensionallanguage, changing a three dimensional perspective can result in a “b” looking like a “d”, “p” or“q”, depending on the angle at which the object is viewed. It is possible that the reasoning skillthat results in language challenges for the dyslexic student

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

excellent work (A), good work (B), and acceptable work (C). Page 15.236.10 What skills labs do you think will be the most useful for....? this course women this course men (Rank from 1 to 10, 10 = most useful) other courses women other courses men Most Useful 9 career women career men 8 7 6 5 4 3 2

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1954: PREPARING COUNSELORS TO ADVOCATE STEM CA-REERS: A PROFESSIONAL DEVELOPMENT MODEL FOR K-12 COUN-SELORSMeagan C Ross, Purdue University, West Lafayette Meagan Ross is a Ph.D. student in the College of Engineering Education at Purdue University. She received a B.S. in Computer Science from Texas Woman’s University, and a M.S. in Electrical Engineer- ing from Texas Tech University. Prior to beginning her doctoral studies, she worked as a micro-opto- electromechanical systems engineer for Texas Instruments. Meagan began working for Institute for P-12 Engineering Research and Learning (INSPIRE) in the area of teacher professional development in 2009. Meagan is passionate about providing awareness of

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Frankie Santos Laanan, Iowa State University; Melissa Chapman Haynes, Independent External Evaluation Consultant, Professional Data Analysts, Inc.; Soko S. Starobin, Iowa State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-468: A LONGITUDINAL EVALUATION OF PROJECT LEADTHE WAY IN THE STATE OF IOWADavid G. Rethwisch, University of Iowa Professor of Chemical and Biochemical Engineering, University of Iowa Ph.D. Chemical Engineering, Univ of Wisconsin-Madison, 1985 B.S. Chemistry, Univ. of Iowa 1979Frankie Santos Laanan, Iowa State University Frankie Santos Laanan is an associate professor in the department of educational leadership and policy studies at Iowa State University. He is also director of the Office of Community College Research and Policy. His research focuses on the impact of community colleges on individuals and society. Specifically, he examines the role of community colleges in increasing women and underrepresented

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Valerie Galarza, University of Puerto Rico-Mayaguez; Mariela Figueroa, UPRMUniversity of Puerto Rico-Mayaguez; Cristina Lugo, University of Puerto Rico-Mayaguez; Ricardo Rodriguez, University of Puerto Rico-Mayaguez; Francisco Rivera, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-1309: IDENTIFYING IMPROVEMENT OPPORTUNITIES IN THE HIGHSCHOOL–COLLEGE BRIDGE FOR ENGINEERING STUDENTS: A FOCUSGROUP APPROACHValerie Galarza, University of Puerto Rico-Mayaguez Valerie Galarza is a 4th year Industrial Engineering student at the UPRM participating in an undergraduate research opportunities program related to engineering education. Valerie is an officer of the Institute of Industrial Engineers student chapter and INFORMS.Mariela Figueroa, UPRMUniversity of Puerto Rico-Mayaguez Mariela Figueroa is a 4th year Industrial Engineering student at the UPRM participating in an undergraduate research opportunities program related to engineering education. Mariela is an officer of

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

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

response to feedback from “Dr. Jacobson” (see second anecdote below), we spent almost anentire meeting debating over whether or not to describe the upper-level administrator’s watch as:a) “flashy”, which was Michael’s original, immediate observation and visceral reaction, b) “whatlooks like an expensive watch”, or c) to simply leave this part of the story out altogether. Thosein favor of option “a” felt that it was important to highlight the difference between Michael’sprior life experiences and the level of privilege that such watches represent to him. At the sametime, we all agreed that the use of the word “flashy” served to set the anecdotes as immediatereactions captured in Michael’s natural voice apart from the other more formally written

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Kenneth Welty, University of Wisconsin, Stout; Linda Katehi, University of Illinois; Greg Pearson, National Academy of Engineering; Michael Feder, National Research Council

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-873: ANALYSIS OF K-12 ENGINEERING EDUCATION CURRICULA INTHE UNITED STATES—A PRELIMINARY REPORTKenneth Welty, University of Wisconsin, Stout Kenneth Welty is a Professor in the School of Education at the University of Wisconsin-Stout. He teaches a variety of undergraduate and graduate course in curriculum development, instructional methodology, and student assessment. He received his Bachelor's and Master's degrees from Illinois State University and earned his Doctor of Philosophy degree from the University of Illinois at Champaign/Urbana. Prior to joining the faculty at UW-Stout, he was a Visiting Professor in the College of Education at the University of Illinois, a Research Associate at

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Deborah Hochstein, University of Memphis; Shelia Moses, University of Memphis; Daphne Jones, Memphis City Schools

Tagged Divisions

K-12 & Pre-College Engineering

, communityleaders, and government and corporate representatives whose mission is to encourage youngwomen to pursue careers in the STEM fields through the use of role models and hands-onactivities. Their goal, and the goal of this conference is to motivate girls to become innovativeand creative thinkers ready to meet 21st Century challenges.The day long workshop was divided into five tracks where students and parents had the option ofattending the track session of their choice. Each student selected from one of the following fourtracks: (a) Engineering, (b) Healthcare, (c) Computer Technology and (d) Basic Math & Science.The fifth track was reserved for parents interested in learning more about preparing to send theirchild to college. Within each track

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Rajesh Ganesan, George Mason University; Donna Sterling, George Mason University; Philip Henning, James Madison University

Tagged Divisions

K-12 & Pre-College Engineering

visits to the participatingschools have been completed by the project evaluator. We present our evaluation plan below andreport on the some of the findings in the next section.A two-pronged evaluation design is employed to assess the success of the project in meeting itsgoals and objectives, focusing respectively on: a) formative evaluation of training andimplementation processes during the first year, with the goal of making refinements andadjustments to procedures in subsequent years of the project; and b) summative evaluation of theimpact of the project on: i) the University’s higher education program and in the development ofteaching Fellows; ii) K-12 institutions served in enhancing student performance; and iii) thelong-term professional

Conference Session

Engineering in Middle Schools

Collection

2007 Annual Conference & Exposition

Authors

John McLaughlin, MacLaughlin Associates; Gail Hardinge, College of William and Mary; Eugene Brown, Virginia Tech; Kirk Jenne, Office of Naval Research; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division

Tagged Divisions

K-12 & Pre-College Engineering

Accreditation Cycle,” Approved October 29, 2005.(4) Mertens, D., and J. A. McLaughlin, Research and Evaluation Methods in Special Education. Newbury Park, CA: Corwin Press, 2003.(5) Wholey, J., “Evaluability Assessment.” Chapter in Wholey, et. al., Handbook of Practical Evaluation, Jossey-Bass, 2004.(6) McLaughlin, J. A. and G. B. Jordan, “Logic Models: A Tool for Describing Program Theory and Performance,” Chapter in Wholey, et. al., Handbook of Practical Evaluation, Jossey-Bass, 2004.(7) Stufflebeam, D. “Evaluation Models. New Directions for Program Evaluation,” no. 89. San Francisco, Jossey- Bass, 2001.(8) Bickman, L., “The Functions of Program Theory,” In L. Bickman (ed.), Using Program Theory in Evaluation

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Meetu Walia, Polytechnic University; EDWIN YU, Polytechnic University; Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

2006-1622: USING REAL-TIME SENSORS IN HIGH SCHOOL LIVINGENVIRONMENT LABS: A GK-12 PROJECTMeetu Walia, Polytechnic University MEETU WALIA received a B.S. degree in Chemical Engineering from Polytechnic University, Brooklyn, NY in 2005. She is currently pursuing a M.S degree in Chemical Engineering at Polytechnic University. She has been serving as a GK—12 Fellow since 2004. Her current research interests are in biosensors and control systems.EDWIN YU, Polytechnic University EDWIN SIU KEI YU received a B.S. degree in Civil Engineering from Polytechnic University, Brooklyn, NY in 2005. He is currently pursuing a M.S. degree in Civil Engineering at Polytechnic University. During his undergraduate

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bradley Bowen Ed.D, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

of lesson plans developed through the internship experience that can be shared with colleagues to provide classroom-ready materials designed to be delivered through a STEM-learning platform. The teachers are required to incorporate two different aspects within the lesson plan design. a. The teacher must use new knowledge gained about the EDP and 21st century skills within the delivery of the lesson plan. The lesson must be implemented in a new manner that models how the corporation uses processes to solve technological problems. b. The teacher must use information specific to the companies products and infrastructure when design the content. The teacher must find a

Conference Session

Service as an Element of Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Pamela Dexter, Purdue University, West Lafayette; Jane Hunter, University of Arizona; James C. Baygents, University of Arizona; Michael Gerard Thompson

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-4549: EARLY ENGINEERING THROUGH SERVICE-LEARNING:ADAPTING A UNIVERSITY MODEL TO HIGH SCHOOLDr. William C. Oakes, Purdue University, West Lafayette William Oakes is the Director of the EPICS Program at Purdue University, one of the founding faculty members of the School of Engineering Education, and a courtesy faculty member in mechanical engi- neering and curriculum and instruction in the College of Education. He is an Fellow of the ASEE and NSPE. He was the first engineer to win the Campus Compact Thomas Ehrlich Faculty Award for Service- learning. He was a co-recipient of the 2005 National Academy of Engineering’s Bernard Gordon Prize for Innovation in Engineering and Technology Education for his work in

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Rajesh Ganesan, George Mason University; Philip Henning, James Madison University; Donna Sterling, George Mason University

Tagged Divisions

K-12 & Pre-College Engineering

growth of themselves, their students, and school as a whole.I am proud to have worked with Mr. B., and feel very strongly that students have benefited fromthis experience.”3. Fellow Growth in Global Perspective * Enhanced awareness of global perspective Fellows Fellow Q6 GX=3/8 33% S=4/8 50% N=1/8 13% Advisors Advisor Q6 GX=3/7 43% S=2/7 29% N=2/7 29% Teachers Teacher Q9 GX=6/8 75% S=2/8 25%F Q6: To what extent has your global perspective increased as result of your visits to schools and

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Amy J. Moll, Boise State University; Anne Louise Seifert, Idaho National Laboratory

Tagged Divisions

K-12 & Pre-College Engineering

. R., Young, D. B., Pottenger, F. M., & Taum, A. K. (2009). The inquiry scienceimplementation scale: Development and applications. International Journal of Science andMathematics Education, 7(6), 1135-1147.18 Riggs, I.M., & Enochs, L.G. (1990). Toward the development of an elementary teacher’sscience teaching efficacy belief instrument. Science Education, 74(6), 625-637. Page 22.1019.15

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

, 2008.4. Gary B. Randolph, “Collaborative Learning in the Classroom: A Writing Across the Curriculum Approach,” Journal of Engineering Education, 2000, Vol. 89, 119—122.5. L. J. Shuman, M. Besterfield-Sacre, and J. McGourty, “The ABET “Professional Skills”–Can They Be Taught? Can They Be Assessed?” Journal of Engineering Education, January 2005, 41—55.6. S. Kumar and J. K. Hsiao, “Engineers Learn “Soft Skills the Hard Way”: Planting a Seed of Leadership in Engineering Classes,” Leadership and Management in Engineering, January 2007, 18—23.7. D. Shetty and R. A. Kolk, Mechatronics System Design, PWS, Boston, MA, 1997.8. C. W. de Silva, Mechatronics: An Integrated Approach, CRC Press, Boca Raton, FL, 2005.9. D. J

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

responses from teachers during the first-year interviews tounderstand their perceptions of student learning.ParticipantsTwenty-seven (27) grade 2 to 4 teachers from eight participating schools (Table 1). The majorityof teachers, twenty-four, were female, and three were male.Table 1. Teacher Participants by Grade and School School Grade A B C D E F G H Total 2nd 2 1 1 1 1 2 2 0 10 rd 3 1 1 1 2 1 3 1 1 11 4th 1 1 1 1 1 0 1 0 6 Total 4 3 3