Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati

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Pre-College Engineering Education Division

Cincinnati Dr. Cathy Maltbie is a Research Associate at the University of Cincinnati with a joint appointment with the Evaluation Services Center and the Arlitt Child and Family Research and Education Center. She has a BS in Chemical Engineering and a Doctorate in Educational Foundations. Her research areas include evaluation, cognitive and social aspects of educational environments, and STEM education from pre-K through graduate school. c American Society for Engineering Education, 2016 Best Practice for Incorporating STEM into Rural Schools: Train and Invest in Teacher LeadersAbstractDespite the fact that more than one-fifth of all public school students attend

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

hopes to study chemical engineering and continue to pursue research in college. c American Society for Engineering Education, 2016 Engineering and Science Practices of Stormwater Problems for High School STEM Education University of Maine College of Engineering, Orono, MaineAbstract— This paper describes a program to encourage high school students, especially femaleand under-represented minorities (URM), to participate in hands-on Science, Technology,Engineering, and Mathematics (STEM) education. The program provides a learning model forscience and engineering practices of the Next Generation Science

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

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Pre-College Engineering Education Division

Paper ID #15172Failure and Idea Evolution in an Elementary Engineering Workshop (Fun-damental)Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach Chelsea Andrews is a Ph.D. candidate at Tufts University in the STEM education program. She received a B.S. from Texas A&M University in ocean engineering and an S.M. from MIT in civil and environmen- tal engineering. Her current research includes investigating how children engage in engineering design through in-depth case study analysis. c American Society for Engineering Education, 2016 Failure and Idea Evolution in an

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

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Pre-College Engineering Education Division

followed a four-point protocol developed by the PI, based on formalmentorship “best practices”. This four-point protocol included (a) video representationthat is representative of a career in STEM, (b) field experience that offers the studentexposure to a STEM profession, (c) a design challenge to be solved using graphicssoftware, and (d) advising sessions where students are advised on college preparatory andother related topics (Denson & Hill, 2010). Telecommunication in the 21st Century To help provide structure and a framework for the eMentorship program a websitewas developed for student participants. The site was hosted on the university’s server andtemporary IDs were developed for student participants

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

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Pre-College Engineering Education Division

, soilcompaction, and how these all impact the structural integrity of the TarPul bridge, using all ofthis as evidence for their recommendation as mentioned above. Through the work ofengineering, these students engage in the epistemic practice of balancing multiple criteria andconstraints and they generate a recommendation.In their discussion about which materials worked well to clean the model oil spill, Sophie,Emma, and Henry reflected on the fact that their rubber bands were one of the best parts of theirinitial design but did not work at all in their improved design. Needing to reconsider theirmaterials as they wrote a plan for a hypothetical third design, they needed to reconcile thisanomaly as they decided whether they should continue to include the

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College ; Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Anthony Scotti, Manhattan College

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Pre-College Engineering Education Division

structure to allow each plan to be used in anyprofessional development participant’s classroom. Having this specific template presentedthe engineering concepts throughout the plan but specifically described the engineeringcontent in the casual explanation and rationale to give the teachers a brief explanation ofthe details. The use of this outline tied the engineering content to education practices tocreate the highest amount of internalization for students in a format that was easy to accessand understand. The poster session followed the initial portion of the workshop to expose teachers tosome of the undergraduate and graduate level research that was currently being done atManhattan College. These students were invited to come and present

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University; Catherine E. Milne, New York University; Vikram Kapila, New York University

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Pre-College Engineering Education Division

well as opportunity to engage in ongoing discussionwith other participants, impact teacher retention and satisfaction with training.6 Effective PDsupports transfer of training by immersing participants in content knowledge, allows modelingand practice of desired skills, promotes collective participation through collaboration, and lastsfor sufficient duration to handle the cognitive demands of new learning.6—13Informed by the aforementioned research-based practices of effective PD, the PD sessionsdescribed in this paper were designed within the context of situated learning14 wherein acollaborative group of researchers and educators was centered on learning situations such asbuilding a robot with specific learning standards in mind, using the

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

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Pre-College Engineering Education Division

for ASEE in 2014 and ”Elementary Teachers’ Reported Responses to Student Design Failures”, which was awarded best paper for the K-12 and Precol- lege Division in 2015. Liz is a frequent invited keynote speaker both nationally and internationally. Prior c American Society for Engineering Education, 2016 Paper ID #15016to joining NCSU, Liz worked in engineering and management positions at IBM Corporation for ten yearsand co-owned an informal science education business. c American Society for Engineering Education, 2016 Elementary Teachers’ Reflections on Design Failures and Use of

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mandy Biggers, Penn State University; Leigh Ann Haefner, Penn State University; Jonathan Bell, Penn State University

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Pre-College Engineering Education Division

University Leigh Ann Haefner is an associate professor of science education at Penn State Altoona and co-director of the Childhood and Early Education program at Penn State University. She is a former junior and senior high school science teacher and her current research includes a focus on inservice teacher’s integration of the practices of science and engineering in STEM education.Jonathan Bell, Penn State University Jonathan Bell is a graduate research assistant at Penn State pursuing a Ph.D. in Curriculum and Instruction, focusing on science and engineering education. After receiving his undergraduate degree from Hamp- shire college, Jonathan spent 13 years in California designing science exhibitions, teaching middle

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Pre-College Engineering Education Division

order to be competitive in the emergingneed for increased enrollment in and graduation from global environment.” – Wayne Williamsuniversity science, technology, engineering, and Superintendent, WPSBmathematics programs. Moreover, there is a critical needfor partnerships between universities and K12 schools toincrease the mathematics and science abilities of high school graduates – preparing them for anycareer path, particularly in STEM disciplines.Designing and implementing project-driven courses in STEM fundamentals is the hallmark ofthe Integrated STEM Education Research Center (ISERC) at Louisiana Tech University. ISERChas an established record of engaging high schools with exciting STEM curricula. The

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Lorraine M. Parker, Virginia Commonwealth Universtiy

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Pre-College Engineering Education Division

Conference & Exposition, Vancouver, BC. https://peer.asee.org/18705, 2011, June.[5] M. T. Jones, A. E. L. Barlow and M. Villarejo, "Importance of undergraduate research for minority persistence," Journal of Higher Education, vol. 81, pp. 82-115, 2010.[6] G. Regev, D. C. Gause and A. Wegman, "Experiential learning approach for requirements engineering education," Springer-Verlag, London, 2008.[7] G. D. Kuh, "High-Impact Educational Practices: What they are, who has access to them, and why they matter," American Association of Colleges and Universities, 2008.[8] D. Schwartz, C. Norton and S. Schwartz, "Outreach With Game Design Education," in ASEE Annual Conference & Exposition, Honolulu, Hawaii., 2007, June.[9] C. Vallas, W

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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Pre-College Engineering Education Division

the Wearable Device Challenge in local middle and high schools. I am currently a part time employee of the ASSIST Center working as an educational outreach liaison to continue the work with the Wearable Device Challenge. c American Society for Engineering Education, 2017 Teaching Engineering Design Through Wearable Device Design Competition (Evaluation)IntroductionThe Wearable Device Challenge (WDC) was developed at the Nanosystems EngineeringResearch Center for Advanced Self-Powered Systems of Integrated Sensors and Technologies(ASSIST). The Challenge is rooted in the research and innovation ecosystem of the Center andits vision: to have a transformational impact on the

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University

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Pre-College Engineering Education Division

engineering. Her research interests address a broad spectrum of educational topics, including teaching of problem solving skills and incorporating research-based methods in K-20 classrooms. c American Society for Engineering Education, 2016 A Workshop to Aid High School Science Teachers in Developing Engineering Design Activities (Evaluation)Background and RationaleDuring roughly the last decade, the nation has seen an increased awareness of the importance ofincorporating engineering topics in high schools. This has become especially true with theadvent of the Next Generation Science Standards (NGSS), which include engineering conceptsand practices as part of the framework at all levels

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs Ed.D., Manhattan College; Zahra Shahbazi, Manhattan College; Anthony Scotti, Manhattan College; Kathleen Christal Mancuso, Manhattan College; Alexandra Emma Lehnes, Manhattan College

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Pre-College Engineering Education Division

Manhattan College in 2016. At the STAR center she works primarily with the engineering ambassadors program organizing visits to high schools to promote engineering, creating lessons to be presented, running the meetings, and presenting the outcome of the program at various conferences. Her research interests range from what she is currently associated with, engineering education, and what she plans on pursuing post-graduation, design in naval and aerospace. She is an active member of Tau Beta Pi, Pi Tau Sigma, Pi Mu Epsilon, Epsilon Sigma Pi, ASME, SWE, ASHRAE, and ASEE. c American Society for Engineering Education, 2017 From Professor to Teacher: Who Knows What Engineering Is Best in the K

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Helen Meyer, University of Cincinnati

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Pre-College Engineering Education Division

degree if desired. Forteachers who do not wish to take graduate coursework, the experience of designing a unit with acoach’s help, implementing the unit, and reflecting on its implementation has been packaged intoa professional development opportunity where the teacher and coach interact virtually over athree month period. As a result, there are other avenues available for teachers to learn andpractice these instructional strategies without participating in a two year program. In addition, while CEEMS evaluation results so far are promising, more research is needed todemonstrate whether engineering design challenge activities truly result in a positive impact onstudents’ acquisition of critical math and science content. Even more convincing

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

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Pre-College Engineering Education Division

-efficacy beliefs in design, prototyping, making, and collaboration for middleschool students, so that students can develop positive attitudes towards processes that are integralto engineering.As identified in earlier work, students’ pre-collegiate experiences with engineering havesignificant impact on self-efficacy beliefs7. Fantz et al.7 conducted a quasi-experimental studywhere they surveyed engineering students’ 53 type of pre-collegiate experience with engineering,such as having robotics as a hobby, having formal engineering classes, or attending single/multi-day workshops; the researchers also used questionnaires to assess engineering students’ self-efficacy. For each of the 53 types of experiences, the researchers compared students

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

Paper ID #19223The Long-term Impact of Including High School Students in an EngineeringResearch Experience for Teachers ProgramDr. Linda S. Hirsch, New Jersey Institute of Technology LINDA S. HIRSCH is the Assistant Director for Research, Evaluation and Program Operations for the Center for Pre-College programs at New Jersey Institute of Technology. Dr. Hirsch has a degree in educa- tional psychology with a specialty in Educational Statistics and Measurement from the Graduate School of Education at Rutgers University. She has been involved in all aspects of educational and psychological research for over 20 years. Dr

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

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Pre-College Engineering Education Division

Paper ID #17882Ascertaining the Impact of P:12 Engineering Education Initiatives: StudentImpact through Teacher ImpactDr. Marissa H. Forbes, University of Colorado, Boulder Marissa Forbes is a research associate in the College of Engineering and Applied Science at the Univer- sity of Colorado Boulder and lead editor of the TeachEngineering digital library. She previously taught middle school science and engineering and wrote K-12 STEM curricula while an NSF GK-12 graduate engineering fellow at CU. With a master’s degree in civil engineering she went on to teach advanced placement and algebra-based physics for the Denver

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire Duggan, Northeastern University; Maureen D. Cabrera, Center for STEM Education; Madeline Jean Leger

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Pre-College Engineering Education Division

in STEM” (3) there is a growing number ofsummer research programs designed to introduce students to STEM early in their academicjourney. Programs for secondary students vary from course based experiences to independentstudy similar to what is available to a college student. These early college experiences providestudents the opportunity to develop skills essential to future college and career success. The YSPprogram provides participants with a free, challenging research experience complemented andsupported by additional program elements generally not introduced until the first year of college.Guided by exemplary practices (4) to increase student retention, these complementary experiencesfall into one of the following categories:Academic

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Darran Cairns, West Virginia University; Johnna Bolyard, West Virginia University; David Luke Loomis, West Virginia University; Kelly Leigh Watts, RESA 3; Sera Mathew, West Virginia University; Michael Theodore Carte, George Washington High School

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Pre-College Engineering Education Division

graduates and in-migration of less-than-high-school graduates characterizes this region.Given that many Appalachians desire to live, work, and make a difference in their homecommunities 5, the vision underlying this project is to leverage engineering design of appropriatetechnologies applicable to societal challenges in both developing nations and resource-poor ruralareas. Doing so will be a powerful context for teaching and learning, and for motivating andpreparing students in West Virginia to pursue STEM educational and career paths that enablethem to contribute to their home community.Many West Virginia schools are small with significant weaknesses in science and mathematicsteaching. The Economic Research Service classifies counties as low

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

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elementary school teachers’ enactmentsof engineering design-based science instruction and to assess the impact of their instruction onstudents’ science learning.Research questionsThis study was guided by the following research questions: a) How do elementary schoolteachers enact engineering design-based science instruction? b) What is the fidelity of teachers’implementation? c) What knowledge do students learn when engaging in engineering design-based tasks? and d) To what extent does the fidelity of instruction correlate with students’science learning?Theoretical frameworkThis study is grounded in the theoretical construct of situated learning theory where learners(teachers and students) become part of a community of practice in which they learn

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Henry M. Clever, New York University; Allison Graham Brown, New York University ; Vikram Kapila, New York University

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articles, and 126 conference papers. He has mentored 1 B.S., 17 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 60 graduate GK-12 Fellows. Moreover, he di- rects K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over 1,500 students annually. c American Society for Engineering Education, 2016 Using an AR Drone Lab in a Secondary Education Classroom to Promote Quantitative Research1. IntroductionIn recent years, science, technology, engineering, and math (STEM

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Manuela Restrepo Parra, The Perry Initiative

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Pre-College Engineering Education Division

previousNational Science Education Standards (NRC, 1990), The Framework and the NGSSoutline a learning progression of science and engineering practices for which studentsshould develop increasingly complex skills as they progress from early elementarythrough high school. Moreover, The Framework and the NGSS outline grade level andgrade band performance expectations related to engineering design. As a result,students are expected to engage in engineering design projects and engineering-relatedproblems in their science coursework. In an effort to address the need for high quality K12 engineering curricula, wedeveloped, implemented, and piloted the Biomedical Engineering Curriculum (BMEC, apseudonym for our program). BMEC curricula apply mathematics

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Northern Arizona University; Ali Osman Pektas, www.statprofs.com; Mustafa Akca; Daniel'le April DeVoss, Northern Arizona University

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Paper ID #17643How to Shape Attitudes toward STEM Careers: The Search for the most Im-pactful Extracurricular Clubs (RTP)Dr. Fethiye Ozis, Northern Arizona University Fethiye has been working in CECMEE at Northern Arizona University since 2014. She has received her Ph.D. in environmental engineering from University of Southern California in 2005. Her doctorate work focused on modeling of bio filters for air pollution control. After graduation, she has been involved in K-12 STEM institutions both as a teacher and administrator. Her research interests include biotechnology for environmental issues, engineering education

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University; Vikram Kapila, New York University

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design efforts.” Educational Researcher 32(1): 32-34.12. Blumenfeld, P.C., 1991. “Motivating project-based learning: Sustaining the doing, supporting the learning.” Educational Psychologist 26(3/4): 368-398.13. Jayarao, A. 2014. “Engaging young minds to be tomorrow’s innovators.” In Einstein Fellows: Best Practices in STEM Education. T. Spuck and L. Jenkins (Eds.), New York, NY: Peter Lang: 158-181.14. Larmer, J. and Mergendoller, J.R. 2010. “Seven essentials for project-based learning.” Educational Leadership 68(1): 34-37.15. Spuck, T. 2014. “Putting the ‘authenticity’ into science learning.” In Einstein Fellows: Best Practices in STEM Education. T. Spuck and L. Jenkins (eds.), New York, NY: Peter Lang, 118-157.16

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Kenan Hatipoglu, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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Pre-College Engineering Education Division

designs on a 20-foot runway. Figure 6: (a) Girls are working on completing their pair of shoes. (b) The winners of the shoe contest Over a period of the first two days of the camp, the girls worked to learn the biomechanics ofthe human foot and where pressure points lie. Armed with that information, the girls were askedto create a shoe that would be comfortable, practical and fashionable. Looking down the runway,12 teams competed for the best shoe, wearing their newly-made projects while walking a 20 footdistance in front of judges, who are female engineers. The shoes were judged on a variety ofcriteria including appearance, fit, cost to build, and structural integrity. Girls were able tochoose between a flat or high-heeled shoe. Some were

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel Gordon Mendiola Bates, Brigham Young University; Geoff Wright, Brigham Young University; Steven L. Shumway, Brigham Young University

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Pre-College Engineering Education Division

Paper ID #17360An Investigation of the Impact An ROV Competition Curriculum has on Stu-dent Interest in STEM, Specifically Technology and EngineeringMr. Daniel Gordon Mendiola Bates, Brigham Young University Graduate masters student. Research emphasis in technology and engineering education. For the past 4 years has taught jr. high CTE Technology and Engineering courses. Daniel has recently been accepted to NC State to pursue a doctorate degree in Technology Education.Dr. Geoff Wright, Brigham Young University Dr. Geoffrey A. Wright is a professor of Technology and Engineering Education in the Ira A. Fulton College of

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, Erebus Labs

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Pre-College Engineering Education Division

PD (such as the one described here), planfor and execute evaluations of K-12 student learning and growth as well as teacher interviewsafter these PDs are finished to further influence teacher practice – especially in regards to CS.Acknowledgements The researchers would like to acknowledge the participants, partial to full funding, as wellas activity trials during grant endeavors, for this authentic science study from the followinggrants: A) LASSI (DOE WDE MSP #WY140202), B) Black Holes (NSF AST #1211112 &1211096), C) New Probe of Black Holes (NSF AST # 1515404 & 1515364), D) SWARMS(NSF DUE #1339853), and E) Faculty PD of Solid Body Guitar Design (NSF ATE DUE#0903336).References[1] Cantrell, P., Young, S., & Moore, A. Factors

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, Florida Advanced Technological Education Center of Excellence; Richard Gilbert, University of South Florida

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Pre-College Engineering Education Division

; has produced award winning curriculum design and reform for secondary and post-secondary Career and Technical Education programs; and provides a variety of professional development for SETM and technology secondary and post-secondary educators focused on advanced technologies. She earned a B.A. in Chemistry at Agnes Scott College and both a B.S. in Engineering Science and a Ph.D. in Civil Engineering (Environmental) from the University of South Florida, where her research focused on mem- brane separation science and technologies for water purification. She has over 20 years of experience in developing curricula for engineering and engineering technology for elementary, middle, high school, and post secondary

Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arthur D. Kney, Lafayette College; Rebecca Arielle Citrin, Lafayette College; Pamela L.B. Clark, PLB Clark Consulting LLC

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consists of a series of learner-centered,experiential learning modules that are not only aligned with K12 learning standards, but are alsoin the spirit of ASEE’s mission - promoting excellence in instruction, research, public serviceand practice. Our team of student leaders, along with guidance from faculty mentors and localeducation experts, designed the modules and trained facilitators to present them. The moduleswere presented primarily during an annual three-day summer STEM camp for local elementaryschool students, as well as during one-day campus events. Each of these educational programswas centered on the theme of sustainability.Presented through a case study, our approach to assessment is iterative, in that we havedeveloped new instruments