Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

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Diversity

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K-12 & Pre-College Engineering

Paper ID #12025A Robotics-Focused Instructional Framework for Design-Based Research inMiddle School ClassroomsMr. Matthew Moorhead, NYU Polytechnic School of Engineering Matthew Moorhead received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently pursuing a M.S. degree in Mechanical Engineering at NYU Polytechnic School of Engineering, Brooklyn, NY, where he is a teaching fellow in their GK-12 program. Matthew also conducts research in the Mechatronics and Controls Laboratory with an interest in robotics and controls.Dr. Jennifer B Listman, NYU Polytechnic School of

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip S. Schmidt P.E., University of Texas, Austin; Christina Soontornvat, iFLY ; Stuart B Wallock

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Diversity

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K-12 & Pre-College Engineering

staff and teachers, and served as museum liaison to UT Austin’s Science and Engineering departments and the local STEM professional community. She received training in inquiry-based learning from the Institute for Inquiry at the Exploratorium in San Francisco, CA. She is currently the Education Director for Phoenix Arising Aviation Academy and the Program Director for STEM Education programs with iFLY.Mr. Stuart B Wallock Stuart Wallock has spent the last 20 years involved with the convergence of technology, ecommerce, media and entertainment industries in various online and retail capacities. He holds a BA in Liberal Arts from UT Austin. Stuart joined SkyVenture/iFLY Indoor Skydiving from Dell, Inc., in October 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

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

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Diversity

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K-12 & Pre-College Engineering

properly, and documented results as required. Page 26.414.7 • B: The project goals are “almost” there, or achieved perhaps more by accident than skill, and the documentation is good, but could be a little more complete, or just neater and more organized. • C: The project is not quite complete or functional, but at least one part is viable, and with a little more time or work students could have achieved the goal. • Failure: The project work plan is not viable, or the students gave up.When creating this grading rubric, the easiest level to define is the “A”. Defining the level ofwork for the “B”, “C”, and failure, is

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University

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Diversity

Tagged Divisions

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

informaladvancement structures in other labor market sectors.15-17 Of course, this does not imply thatovert and subtle processes of discrimination and bias are absent in federal agencies; just that (a)LGBT employees have baseline legal protections not guaranteed in other sectors, and (b) moreformalized advancement structures in federal agencies mean that, at least in theory, hiring,promotion, and disciplinary procedures are under greater scrutiny to align with anti-discrimination policies. As such, although organizations in the private, non-profit and educationsectors likely vary widely in their treatment of LGBT professionals, the differential experiencesof LGBT professionals in STEM agencies documented here may be equally if not more extremein other

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

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Diversity

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K-12 & Pre-College Engineering

tools to design gears, where the user needs to enter the relevant dimensions and the software generates a gear of standard size. The resulting gear is shown in Figure 2f. This last module was designed to give a deeper insight into the complexity of the mechanical engineering design process, as a combination of modeling, mathematics and geometry concepts. Page 26.102.6 (a) Wheel (b) Caster (c) Bridge connector (d) Square snap connector(e) Lego Mindstorm wheel connector (f) Gear Figure 2: [a-f] Parts designed in each section of the

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

Jay B. Brockman, University of Notre Dame; Douglas C. Hall, University of Notre Dame; Sean Patrick Martin, University of Notre Dame's DeBartolo Performing Arts Center; L. Arielle Phillips, University of Notre Dame

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K-12 & Pre-College Engineering

Paper ID #13426WAVES: An Integrated STEM and Music Program for Fifth Grade Students(RTP, Strand 2)Dr. Jay B. Brockman, University of Notre Dame Dr. Jay Brockman is the Associate Dean of Engineering for Experiential Learning and Community En- gagement. He received his Ph.D. in Computer Engineering from Carnegie Mellon University and previ- ously worked for Intel Corporation. He is also a founder of Emu Solutions, Inc., a startup company that is commercializing research in the area of high-performance computing.Dr. Douglas C. Hall, University of Notre DameMr. Sean Patrick Martin, University of Notre Dame’s DeBartolo Performing Arts

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

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Diversity

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K-12 & Pre-College Engineering

; Strefancic, J. (2012). Critical race theory: An introduction. New York University Press.12. Nagda, B. R. A., & Zúñiga, X. (2003). Forstering meaningful racial engagement through intergroup dialogues. Group Processes and Intergroup Relations, 6, 111-128.13. Khanna C. & Harris, C. A (2009). Teaching race as a social construction: two interactive class exercises. Teaching Sociology, 37, 369-378.14. Schiller, J. S., Lucas, J. W., Ward, B. W., Peregoy, J. A. (2012). Summary health statistics for U.S. adults: National Health Interview Survey, 2010 (Report No. 10). National Center for Health Statistics. Washington, DC: Government Printing Office.15. U.S. Department of Health and Human Services, Healthy People 2020. (2014

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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Diversity

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K-12 & Pre-College Engineering

development: (a) school socio-economic status, (b) teacher experience with engineering,(c) student gender, (d) student race/ethnicity, and (e) student prior exposure to engineering.Literature ReviewIn recent years, much work has been devoted to the synthesis of the large body of teacherprofessional development literature 1, 2, 3, 5, 6, 7, 8. Desimone3 goes further to identify the modelthat has been formed over years of TPD research, shown in Figure 1. There is a consensus thatthe critical features of TPD can be expected to increase teacher knowledge and skills, improvetheir practices, and then have potential to influence student achievement. The critical features arefoundational and interactive with teacher knowledge, attitudes, and beliefs. Teacher

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei, Texas A&M University at Qatar; Brady Creel, Texas A&M University at Qatar; John S Small, Texas A&M University at Qatar

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Diversity

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K-12 & Pre-College Engineering

 10  and  11  from  11  high  schools  were  participated  in  the  program.    Of  this  group,  50  percent  (22  students)  were  female  and  50  percent  (22  students)  were  male.    In  addition,  32  students  (86.5  percent)  were  Qatari  nationals  and  the  remaining  13.5  percent  were  expatriates  (Appendix  A:  Future  Engineers  Program).        At  the  Engineering  Explorers  three-­‐day  workshop,  Texas  A&M  University  at  Qatar  hosted  47  students  representing  seven  middle  schools.    A  short  questionnaire  was  distributed  at  the  conclusion  of  the  workshop  to  gauge  and  assess  students’  interests  regarding  materials  covered  during  the  course  of  this  workshop  (Appendix  B:  Sample

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charlotte De Vries, Penn State Erie, the Behrend College; Yi WU, Pennsylvania State University, Erie; Melanie R. Ford, Pennsylvania State University, Erie; Oladipo Onipede Jr., Pennsylvania State University, Erie

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Diversity

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K-12 & Pre-College Engineering

. Page 26.1670.8Appendix A: K-12 Outreach instructionsOutreach Activity: Robotics andControl using LEGO MINDSTORMSNXT  Activity 1:Objective: Build and program a robot (wheeled car) to drive into a space and exit asquickly as possible without touching the wall.1. Build the basic configuration. (see attached instructions). Connect the motors of the wheels through a cable to the motor ports (A, B, or C)2. Decide which sensor(s) your robot will need to complete the task. A description of each sensor and its function is attached. Connect the sensor through a cable to the sensor ports (1, 2, 3, or 4).3. Get into the “NXT program” on the panel. a. Turn on the panel by pressing the orange button b. Scroll right until you get to

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

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K-12 & Pre-College Engineering

. Washington, DC: National Academies Press, p. 51.14. Jordan, M. E. & Babrow, A. S. (2013). Communication in creative collaborations: The challenges of uncertainty and desire related to task, identity, and relational goals. Communication Education, 62(2), 105-126. doi: 10.1080/03634523.2013.76961215. Jordan, M. E., & McDaniel, R. R. (2014). Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity. Journal of the Learning Sciences, 23(4), 490-536. doi:10.1080/10508406.2014.89625416. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., & Ryan, M. (2004). Promoting deep science

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

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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

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

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Diversity

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K-12 & Pre-College Engineering

with Latinoadolescents as they selected problems in their communities and tried to solve them throughengineering design processes. We sought to make this engineering experience "authentic" in thesense that they worked in teams on ill-structured problems over an extended duration of time (9months). We sought to answer the following two research questions: (a) Did their perceptions ofengineering change, and if so, how? and (b) Did their perceptions of their engineering abilitieschange, and if so, how?Context of the StudyWe followed a group of 25 Latino/a adolescents (ages 14-17) throughout the course of twodifferent school years. During the first year, a total number of ten adolescents participated in thestudy. Two different venues were used to

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

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Diversity

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K-12 & Pre-College Engineering

Programs for Youth, 40 pages. Available on-line:http://dmp.nysci.org/system/files/filedepot/1/NYSCI_MAKER_BLUEPRINT.pdf.[6] Makerspace/Maker Media (2013). The Makerspace Playbook. School Edition, 84 pages. Available on-line:http://makerspace.com/wp-content/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf[7] Young Makers (2012). Maker Club Playbook, 77 pages. Available on-line:https://docs.google.com/file/d/0B9esWAj9mpBLNmRlMWYxZjUtZjJjMi00NTdhLThmNjUtMmM5ZDk5NTZmMzBh/edit[8] Richardson, M., Elliott, S., and Haylock, B. (2013). This home is a factory: Implications of the Maker movementon urban environments. Craft + design enquiry, Australian National University Press, Issue 5, 6 pages.[9] Rollins, J. C. (2014). Makerspaces and evolution of work

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

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Diversity

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K-12 & Pre-College Engineering

Paper ID #11490Project-based learning in a high school pre-engineering program: Findingson student achievement (RTP, Strand 3)Todd France, University of Colorado Boulder Todd France is a Ph.D. candidate at the University of Colorado Boulder. He is part of the Graduate STEM Fellows in K-12 Education Program and helps teach and develop curriculum at a high school STEM academy. His research focuses on pre-engineering education and project-based learning. Page 26.1265.1 c American Society for

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

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

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Diversity

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K-12 & Pre-College Engineering

Paper ID #14070A Transformative Apprentice Research STEM ProgramDr. Mohamad Musavi, University of Maine Dr. Mohamad Musavi is the Associate Dean of the College of Engineering at the University of Maine. Previously, he was the chair and professor of Electrical and Computer Engineering Department. He has 32 years of experience in STEM and engineering education, smart grid and power systems, intelligent systems, robotics, and computer vision. He received his MS and PhD degrees in Electrical Engineering from the University of Michigan in 1979 and 1983. Dr. Musavi is a Senior Member of the IEEE and the 2015 recipient of the

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Nowak Jr., Rensselaer Polytechnic Institute; Daniel A Kaczmarek, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Johnson Samuel, Rensselaer Polytechnic Institute

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Diversity

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K-12 & Pre-College Engineering

women in manufacturing. (a) Survey questions used to asses student’s (b) Average responses of survey questions for all manufacturing awareness in critical areas participants (c) Female student responses (d) Male student responsesFig. 9: Pre- and post-module responses for questions 1-4 [Note: (Q1) Career awareness, (Q2) Manufacturing crisisawareness, (Q3) Interest in manufacturing industry, (Q4) Continued learningIn addition to the above four questions, the students were also asked to identify three key wordsthat they would connect with the manufacturing industry. Out of the ten available words, half of

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

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K-12 & Pre-College Engineering

integrated approach,” IEEE Transactions onEducation, 53(1), 38-44, 2010[4] Ayar, M.C., Yalvac, B., Ugurdag, F., and Sahin, A. “A Robotics Summer Camp for High School Students:Pipelines Activities Promoting Careers in Engineering Fields,” Proc. American Society for Engineering EducationAnnual Conf. & Exp., Atlanta, GA, Jun 2013.[5] Parallax, Inc. Boe-Bot Robot, Online:http://www.parallax.com/product/boe-bot-robot[6] Parallax, Inc. Ping))) Ultrasonic Distance Sensor, Online:http://www.parallax.com/sites/default/files/downloads/28015-PING-Sensor-Product-Guide-v2.0.pdf Page 26.774.18[7] Parallax, Inc. QTI Sensor, Online: http

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Krystal S Corbett, Cyber Innovation Center

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Diversity

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K-12 & Pre-College Engineering

Paper ID #11168Global Earthquake Engineering: A STEM EDA Lesson and Activity (Cur-riculum Exchange)Ms. Joi-Lynn Mondisa, Purdue University, West Lafayette Joi-Lynn Mondisa is a doctoral candidate in the School of Engineering Education at Purdue University, West Lafayette, IN. Her research interests focus on examining how mentoring intervention programs promote the success of undergraduates in STEM majors and how mentoring assists in increasing the retention rates of underrepresented populations in STEM programs.Ms. Krystal S Corbett, Cyber Innovation Center Dr. Krystal Corbett is the Director of Curricula at the Cyber

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

Glenn W Ellis, Smith College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia K Ellis, Smith College

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K-12 & Pre-College Engineering

Paper ID #11777Designing a Multimedia Learning Environment that Engages Children ThroughNarrativeDr. Glenn W Ellis, Smith College Glenn Ellis is a Professor of Engineering at Smith College who teaches courses in engineering science and methods for teaching science and engineering. He received a B.S. in Civil Engineering from Lehigh University and an M.A. and Ph.D. in Civil Engineering and Operations Research from Princeton Univer- sity. The winner of numerous teaching and research awards, Dr. Ellis received the 2007 U.S. Professor of the Year Award for Baccalaureate Colleges from the Carnegie Foundation for the Advancement

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Paper ID #13631DNA Extraction Using Engineering Design: A STEM Integration Unit (Cur-riculum Exchange)Corey A Mathis, Purdue University, West Lafayette Corey Mathis is a Ph.D student in Engineering Education at Purdue University. She received her B.S. in biology and her M.E.D. in secondary education from Northern Arizona University and is a former high school science and technology teacher. Her research interest includes improving students learning of science and engineering through integrated STEM curricula.Dr. Tamara J Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School

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

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) Page 26.691.6addressing storm-generated trash in a tidal river (6th grade), using algae to make biofuel (7thgrade), and modifying seatbelts to decrease force-related injuries in elderly adults (8th grade).We have taken a mixed-method approach to evaluating the protocols. We have developed aformal rubric for analyzing the assessments that addressed the four dimensions noted in theintroduction: a) depth and breadth of thinking, b) teams, skills, and expertise, c) critical analysisof the design process, and d) use and interpretation of data. Cohen’s Kappas for interraterreliability ranged from 0.66 to 0.85. Each dimension was scored on a 0 to 3 scale. Zeroindicated either irrelevant responses or no response. Level 3 responses demonstrated an

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

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Paper ID #13736Porting a University Introduction to Design Course to a Semester Long HighSchool Course Based on Open-Source Hardware and Arduino - EvaluationDr. Jacob L. Segil, University of Colorado at Boulder Jacob L. Segil is an Instructor for General Engineering Plus and Mechanical Engineering degree programs at the University of Colorado Boulder. Jacob has a B.S. in Mechanical Engineering with a minor in Bio- engineering from the University of Illinois at Urbana-Champaign, a M.S. in Mechanical Engineering with a Bioengineering focus from the University of Colorado Boulder, and a Ph.D. in Mechanical Engineering from

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

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Page 26.844.9level. Whereas the original EDPPSR included 14 individual scoring elements, the rubric for theEDPA includes eight elements that correspond to the stages of the design process used in thecourse: A) Identify the Problem; B) Understand; C) Ideate; D) Evaluate; E) Prototype and Test;F) Iteration; G) Progression; and H) Communicate your Solution. Each element was scored usinga rating scale with six categories (5 = Exemplary; 4 = Advanced; 3 = Proficient; 2 = Developing;1 = Novice; 0 = No evidence). The performance level descriptors for elements A through G wereadapted from similar elements in the original instrument. The performance level descriptors forelement H (Communicate your Solution) were developed in collaboration with the

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

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K-12 & Pre-College Engineering

Paper ID #11774Impacts of a Neural Engineering Summer Research Experience on High SchoolStudents (Evaluation)Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering Kristen Clapper Bergsman is the Pre-College Education Manager at the Center for Sensorimotor Neural Engineering at the University of Washington. She is also a doctoral student and graduate research assistant in Learning Sciences and Human Development at the University of Washington. Previously, Kristen worked as an educational consultant offering support in curriculum development and production. She received her M.Ed. in Curriculum and

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

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K-12 & Pre-College Engineering

Paper ID #11976Enhancing Knowledge, Interest and Self-Efficacy in STEM through a Sum-mer STEM Exploration Program ˜Ms. Christine Burwell-Woo, Canada College Chris Burwell-Woo joined The STEM Center at Ca˜nada College in 2011 after 30 years in industry primar- ily focused in the area of program and client services management. She currently serves as the Program Coordinator for Math Jam a one-week intensive Math placement/course preparation program and the STEM Institute a summer STEM exploration program for high school students; in addition to her activ- ities as a Retention Specialist in The

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Jason Sayres, Stevens Institute of Technology (SES)

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K-12 & Pre-College Engineering

Paper ID #12659LEGO-Based Underwater Robotics as a Vehicle for Science and EngineeringLearning (Curriculum Exchange)Ms. Mercedes M McKay, Stevens Institute of Technology (SES) Mercedes McKay is Deputy Director of the Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. She has led several national and statewide K-14 teacher professional development and curriculum development programs in STEM education. McKay is co- PI and Project Director for the NSF-funded Build IT Scale Up project to develop and disseminate an innovative underwater robotics curriculum for middle and high

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Shultz, Drexel University; Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.)

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Paper ID #14110A Hands-On, Arduino-Based Approach to Develop Student Engineering Skillsand Introduce Cybersecurity Concepts to K-12 StudentsMr. Robert Shultz, Drexel University Robert Shultz is a 3rd year Biomedical Engineering PhD student, and a GK-12 fellow at Drexel University.Mr. Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania Daniel Ueda is the Associate Director for Education and Outreach at the GRASP Laboratory, University of Pennsylvania. He earned a BS in Mechanical Engineering from Rensselaer Polytechnic Institute and a MS in Teaching Mathematics from Pace University. Ueda has worked as a product

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

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Paper ID #12136An integrated, blended online engineering program of college-level coursesfor high school students offered by a state-wide public STEM magnet schoolDr. Michael Andrew Albright, South Carolina Governor’s School for Science and Mathematics Michael Albright teaches English for the Accelerate program at the South Carolina Governor’s School for Science and Mathematics. He received his Ph.D. in English literature in 2013 from Lehigh University in Bethlehem, PA where he taught first-year composition to primarily engineering students as a graduate student. Albright specializes in drama of the early modern/Renaissance era

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Alex Petersen, STEMpact2020; Christopher D Wyant, Wichita East High School

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. Thispaper has presented a pilot effort to increase the supply of mentors to existing Youth ServingOrganizations. The paper presented levels for mentor commitment and intensity. Furthermore, itdefined a progression we all experience when individuals begin something new and laid out thesimple steps it takes to go from being a basic STEM volunteer making a small, but importantimpact on a child to becoming a mentor that is highly committed to high intensity mentoring andmaking a deep and lasting impact on a child.References[1] D. Chubin, K. Donaldson, B. Olds, and L. Fleming, "Educating Generation Net—Can US Engineering Woo and Win the Competition for Talent?," Journal of Engineering Education, vol. 97, pp. 245-257, 2008.[2] S. M. Takaghaj, C