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

Tagged Topics

Diversity

Tagged Divisions

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

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

Paper ID #12004Technology education in primary school in Sweden: A study of teachers viewson teaching strategies and subject content.Mrs. Birgit Fahrman, KTH Royal Institute of Technology Birgit Fahrman is PhD student at The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology. Her research focuses on teachers’ use of practical exercises in teach- ing technology and engineering. She teachers technology in secondary school.Dr. Lena B. Gumaelius, KTH Royal Institute of Technology, Stockholm, Sweden Dr Lena Gumaelius has a background as a researcher in Biotechnology, in which field she

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Susan Beth D'Amico, NC State University; Landon Drew LaPorte, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

engineering education.Mrs. Susan Beth D’Amico, NC State University Susan B. D’Amico Coordinator of Engineering K-12 Outreach Extension The Engineering Place College of Engineering NC State University Susan earned a B.S in Industrial Engineering from NC State and has worked in the Telecom and Contract Manufacturing Industries for over 25 years as an Industrial Engineer, Process Engi- neer, Manufacturing Engineer, Project Manager, Business Cost Manager and Program Manager. Inspired Page 26.644.1 by coursework she developed and presented as an engineer, her professional path made a turn towards education by

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

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

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #12024Using Robotics as the Technological Foundation for the TPACK Frameworkin K-12 ClassroomsAnthony Steven Brill, NYU Polytechnic School of Engineering Anthony Brill received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently a M.S. student at the NYU Polytechnic School of Engineering, studying Me- chanical Engineering. He is also a fellow in their GK-12 program, promoting STEM education. He conducts research in the Mechatronics and Controls Laboratory, where his interests include controls and multi-robot systems.Dr. Jennifer B Listman, NYU Polytechnic School

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Randy Craig Hurd, Brigham Young University; Kip Schafer Hacking, Brigham Young University ; Tadd T Truscott, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

for the jobs of the future. USCongress Joint Economic Committee.[6] VERNER , I.M. & AHLGREN, D.J., (2004) Robot Contest as a Laboratory forExperiential Engineering Education. Journal on Educational Resources in Computing,4(2), 1-15[7] FABIANE B., & VAVASSORI B., (2012). Exploring the educational potential ofrobotics in schools: A systematic review. Computers & Education, 58(3), 978–988[8] MELCHIOR, A., COHEN, F., CUTTER, T. & LEAVITT, T., (2005). More than Page 26.97.7robots: An evaluation of the FIRST robotics competition participants and institutionalimpacts. Center for Youth and Communities, Brandeis University.[9] BERK, L &

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

: Figure 3: Truss Free Body Diagram The overall force balance is: Based on the symmetry of the truss:An independent equation for the determinate truss structure example is given by: 2j = n + 3 [13]. FAB A Joint A: ƩFX=0 FAD+FABcosƟ=0 FAD ƩFY=0 RA+FABsinƟ=0 F/2 Joint B: ƩFX=0 -FABcosƟ + FBCcosƟ=0 RA ƩFY=0 -F/2-FABsinƟ-FBCsinƟ-FBD=0 B Joint C: ƩFX=0 -FCD-FBCcosƟ=0 FBC

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

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

job it was, they just wanted tohave the skill set to get employed” (lines371-373). The skill set he refers to here is his vision ofwhat engineers do as they engineer, which may or may not have been his vision of theengineering design process the NGSS advocates for. For clarification I asked him, “kids justwanted to go from A to B, you called that a ‘process’ so that would be like kind of lock-step,like, then we do blah, then blah, blah. And Sam was like, No, let’s look holistically and see a bigpicture and work on it. Is that close to what you were saying?” He replied simply, “yes”. Iconfirmed again, “Make sure I got it right.” “Yes” was his reply again. In summary, Evan’sengineering epistemology centers on what he thinks engineers do. He

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

numerous studieshave appeared regarding the important features of an effective professional development program, less isknown about the specific features that result in improved student achievement 4-11. It has been generallyaccepted that effective professional development, that influences classroom practice, would have thefollowing features 11:(a) There is a focus on content knowledge;(b) There are opportunities for active learning, where teachers can be actively engaged;(c) It builds on prior knowledge aligned with standards and assessment;(d) It is of long duration (and not a “one-shot” workshop).While effective professional development can be linked to improved classroom practice, a direct link tohow professional development affects student

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

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

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

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

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

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

elementary and middle schoolSTEM integration in science classrooms. The goal of the institute was to support 4th – 8th gradeteachers in the development and implementation of an integrated STEM unit centered around anengineering design challenge situated in a rich, realistic context. The professional developmentinstitute occurred during the summer over a three week period. The focus of the three weeksincluded (a) understanding engineering design, data analysis, and measurement as well asassociated pedagogies; (b) gaining a deeper understanding of science content; and (c) developingcurricular units.Teachers developed integrated STEM units using an iterative process. Following the professionaldevelopment institute, teacher participants piloted selected

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13652Designing a Toy Box Organizer: A PictureSTEM Curriculum Module (Cur-riculum Exchange)Kristina Maruyama Tank, Iowa State University Kristina M. Tank is an Assistant Professor of Science Education in the School of Education at Iowa State University. She currently teaches undergraduate courses in science education for elementary education majors. As a former elementary teacher, her research and teaching interests are centered around improv- ing elementary students’ science and engineering learning and increasing teachers’ use of effective STEM instruction in the elementary grades. With the increased emphasis on

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

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

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.1266.12construction. In doing so, they sometimes failed to recognize that their weaknesses were notbeing improved, as can be seen in the following exchange: Teammate A: I feel like that’s the point of teamwork, is like whatever skill you have, that’s what you should apply it to. So if [Teammate B] and I aren’t too good at cutting or we can’t build a certain thing, I feel like that’s what [Teammate C] was useful for. And whereas [Teammate C] didn’t really quite know how to calculate some of the math that went into it, that’s where [Teammate B] and I came in. And I feel like that’s what made our team a good team, like we were efficient and effective, but- Teammate B: But then what happens

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

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

Tagged Divisions

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

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

, learningobjectives and expected outcomes for the four GC DELI units adapted for high school studentscan be found in Appendix A, B, C and D.1.1 GC DELI for High SchoolIntroduction to Engineering in High School (ENGR 102 HS) is an introductory engineeringcourse offered by the University of Arizona, College of Engineering (COE). Taught by highschool teachers to high school students, the dual credit program has been in operation for sevenyears. Like the on-campus version of the course, ENGR102 HS introduces students toengineering design principles and practices as well as to emerging and current challenges withinthe field. Winner of the 2014 ASEE “Best Practices in K-12 and University Partnerships” award,ENGR 102 HS is currently offered in 37 high schools

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

Tagged Divisions

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