Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

, physical space, andtechnology resources are key factors that impact student experiences. Figure 5 is a graphicconcept map depicting relationships between student suggestions. This concept map depictsstudent suggestions as a program might view it, with program features such as curriculum beingimpacted by school and classroom factors. Factors such as EPICS interaction, funding andcommunity involvement are considered factors beyond the school and classroom level thatimpact school and classroom experiences. Figure 5 Concept Map of Student Ideas for Changes to the EPICS ProgramDiscussionAfter reviewing anecdotal evidence given from students about their EPICS experience, we canview its effectiveness in multiple ways. One process is to

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

teaching engineering designcourses at the college level, participants are guided through key parts of the process in detail.For example, teachers learn about the process of ideation andpractice using tools like concept mapping (Fig. 3). Teams alsodelve into the process of defining criteria and constraints for theirprojects. They go through a series of presentations and designreviews to defend their product design (Fig. 4). By the end of the5-week training, teachers feel confident using the EDP and havealso developed their own tools and methods to guide their studentsin using the process in the classroom. Figure 3: Teacher team engaging in

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pam Page Carpenter; Adam Stevens, North Carolina State University; Erik Schettig, Wake County Public School System; Landon K. Mackey, North Carolina State University; Catherine M. McEntee, North Carolina State University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

– Tuesday– Wednesday– Thursday–9:00- Introduction to engineering Research EV car building, Research11:00 software Project and designing and collaboration testing11:00- Engineering activity – Arduino Skills and Engineering Update on12N UNO (SIK) – Project 12 – career paths activity – Test RC research Spinning a Motor. Possibly Cars and Solar (problem incorporate Matlab. Students will Charging Station identified and look into the circuitry and concept

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Capobianco, Purdue University, West Lafayette; James D. Lehman, Purdue University; Qiming Huang, Purdue University; Chell Nyquist, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

each other, but to meet the design specifications (i.e. client’s needs, goals, and constraints). A design goal such as, “Can you devise a way to trap a wolf using simple machines?” provides a challenge, dares the students to test their skills and their knowledge, and sees if they can design a prototype of a trap that fulfills all the requirements. Accompanying each challenge are exercises including concept-mapping, journaling through theuse of “design notebooks,” and oral reporting – designed to help students construct their personalmeanings.Table 3. Examples of Grade 5 and 6 SLED design tasks Grade Task Description Core science concept Level 5 Prosthetic Limb