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Building a Better World: Engineering Disaster Proof Housing

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Conference

2015 ASEE Workshop on K-12 Engineering Education

Location

Seattle, Washington

Publication Date

June 13, 2015

Start Date

June 13, 2015

End Date

June 13, 2015

Page Count

8

Page Numbers

18.4.1 - 18.4.8

DOI

10.18260/1-2--17107

Permanent URL

https://peer.asee.org/17107

Download Count

246

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Paper Authors

biography

Ann D Kaiser ProjectEngin LLC

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Ann Kaiser, CEO of ProjectEngin LLC, has extensive experience as both an engineer and an educator. A graduate of Columbia University’s Schools of Engineering and International and Public Affairs, she is committed to developing global citizenship through K-12 engineering curriculum. Ann is a Fulbright Distinguished Teacher and has presented as a Top Overseas Teacher in Singapore and a keynote speaker at the 2015 Danish Big Bang National Science Teachers Conference. She has designed a full year project-based high school engineering curriculum and is currently working to develop a middle school STEAM curriculum.

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Abstract

WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure to WHITELIST theemail addresses: monolith@asee.org and conferences@asee.org and s.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org. Additional workshop details are available at: http://www.asee.org/K12Workshop.Thank you! Deadline Friday, January 23, 2015 by 5:00PM EST Presenters will be notified of acceptance status by March 14. Late submissions will not be accepted. Advanced Workshop Registration will open December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 1Presenter Name(s):1) Last Kaiser First Ann Affiliation ProjectEngin LLC2) Last First Affiliation3) Last First AffiliationContact Person’s Name: Ann KaiserContact Person’s Email: akaiser@projectengin.comContact Person’s Phone: 401-578-8281Contact Person’s Alternate Phone: 401-245-58172015-ASEE-K12-Proposal-Form (1) Page 1 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPlease provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.1) Ann Kaiser, CEO of ProjectEngin LLC, has extensive experience as both an engineer and aneducator. A graduate of Columbia University’s Schools of Engineering and International andPublic Affairs, she is committed to developing global citizenship through K-12 engineeringcurriculum. Ann is a Fulbright Distinguished Teacher and has presented as a Top OverseasTeacher in Singapore and a keynote speaker at the 2015 Danish Big Bang National ScienceTeachers Conference.2)3) WORKSHOP INFORMATIONProposed Title:Building a Better World: Engineering Disaster Proof HousingAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities. The inclusion of Engineering Design in the K-12 classroom enables teachers to bring realworld issue into the curriculum. Global imperatives, such as the need for adequate housing,access to clean water, reliable infrastructure, energy needs, and sustainability, will frame veryreal problems for the future citizens who are in today’s classrooms. Engineering allows youngpeople to actively pursue solutions, empowering them rather than simply informing them. The“Building a Better World” project is part of ProjectEngin’s curriculum units centered on globalissues. In this project, students focus on developing wind, flood, and earthquake proof housing,a problem confronting people in many parts of both the developed and the developing world.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staff“Building a Better World” is a design-based, multi-disciplinary STEM project. It is adaptable toa wide range of learners, classrooms, and instructor backgrounds. In addition, it can be modified2015-ASEE-K12-Proposal-Form (1) Page 2 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAto fit time and resource constraints. It is designed to be somewhat modular, allowing forcustomization in terms of focus on process, product, needed skills, and concept inclusion.The overall learning objectives are:1. To explore the housing crisis caused by natural disasters, specifically flooding, high winds,and earthquakes.2. To apply principles of appropriate technology as well as structural and fluid mechanics todesign sustainable, disaster-proof housing.The core ideas in various areas are listed below. These are easily tailored to reflect level ofscience ability.Science 1. Fluid mechanics 2. Vibrations and waves 3. Forces, tension and compression; static and dynamic loading.Engineering 1. Constraints and criteria 2. Strength of materials 3. Use of appropriate local materials 4. Construction issues 5. Design of testing 6. Prototyping/ scale modelsGlobal Issues 1. Environmental issues 2. Population growth/distribution 3. Cultural empathyActual Classroom Implementation:In the actual classroom version, students research disaster-prone parts of the world in order toselect a suitable location for their project. Alternatively, student groups can be given developeddesign briefs specifying a scenario. This helps to shorten the number of classes required and canalso be useful when working with younger students. A review or introduction of forces, fluidmechanics, and material properties is then conducted at an appropriate level based on the extentof the project and student knowledge. This includes some hands-on and simulation activities.Students will identify constraints, which are either instructor-specified or inherent to theirproject. They will use matrix decision making techniques to develop and rank criteria and tochoose a final design. They then develop scale model prototypes of housing that is primarilylocally sourced, sustainable, and able to withstand future disasters. Students also work to designappropriate scaled down testing parameters, using static and moving water, a compressor, ashake table, and lab masses to replicate loads and forces. In-process testing and designmodifications will be used to optimize the structure.2015-ASEE-K12-Proposal-Form (1) Page 3 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAWorkshop Activities:Some key component parts of the overall project will be modelled in the workshop. 1. Brief discussion of overall problem; resources on disasters and housing 2. Quick Build Activity – groups of 2 or 3 Participants will be given a “design scenario” consisting of a bag of simple materials, a description of location, and a possible natural disaster. They will have 15 minutes to build suitable housing. Housing will be tested for ability to float, withstand “downpours” and “wind”. 3. Participants will also be given an opportunity to develop a criteria matrix in order to rank and weight criteria that they deem relative to a design. This will be done as a guided group activity in groups of 3 or 4.Materials and Resources for Participants:The participants will leave with a general set of lesson plans, detailing approaches that can beused for several levels of learners – from middle school to senior high school. The plans will alsoinclude possible modifications due to time constraints and will indicate which components canbe omitted or shortened.The following documents will also be provided to participants:Internet Resource List, which includes some video resourcesMaterials List (basic and more extensive)Design Briefs for Specific Country LocationsStudent WorksheetsThis project has a wide range of applications for educators and incorporates many of thepractices and cross-cutting concepts of the NGSS. It is designed using a performance taskapproach. It can easily be tailored to become a true STEAM project with a focus on architectureand local design. Increased emphasis on local resources and constraints in terms ofenvironmentally friendly materials enable an increased sustainability focus. It suitable for acapstone project in a first semester physics class. It can be used to create an interdisciplinarythematic unit across the curriculum. This is most effective in a middle school setting and is beingpiloted this fall. It truly brings the real world into the STEM classroom in a meaningful way.ProjectEngin will provide online implementation assistance to participants who implement thecurriculum.2015-ASEE-K12-Proposal-Form (1) Page 4 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: X Use of an engineering design process that has at least one iteration/improvement X Attention to specific engineering habits of mind X Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):This project focusses on many aspects of engineering design. In both the full classroom versionand the abbreviated workshop summary, key engineering practices, as emphasized in the NGSSare stressed. The problem is defined by research or in a design brief and delimited by given andinherent constraints, as well as student developed criteria. Multiple solutions are generated andevaluated. The most reasonable one is modeled, tested, and modified. Students, as well asworkshop participants, need to explain their design in terms of available resources, performance,and possible modifications. In addition, students are responsible for engineering their ownmeaningful tests. Engineering “habits of mind”, based on NAE and NRC references, are generally thought of as(1) systems thinking, (2) creativity, (3) optimism, (4) collaboration, (5) communication, and (6)ethical considerations. The “Building a Better World” project incorporates all of these. Housingsolutions embody systems thinking since they are impacted by a complex mix of culturalimperatives, material resources, and natural events. Good design, particularly for a basic humanneed such as housing, must be creative in order to maximize quality of life. This projectempowers young people by helping them to see a solution, not just a problem. Housing is acomplex problem and, even in the workshop “quick build”, participants cannot succeed withoutcollaboration and communication. Most significantly, this project is based on the ethical issuessurrounding the need for viable housing, often in under-resourced parts of the world. It is alsobased on the need to respect the end-user and the surroundings in order to develop an appropriatesolution.It is also worth noting that this projects allows for a strong focus on civil as well as materials andenvironmental engineering. Suggestions for more specific technical focus are included incurriculum materials that will be made available to participants.2015-ASEE-K12-Proposal-Form (1) Page 5 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WADiversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):The “Building a Better World” project developed out of a commitment to increase the globalview and cultural sensitivity of young people. It also highlights the power of engineering to havea positive impact on the world. By maintaining a focus on diverse needs, along with differentcountries and people, the project itself embraces diversity. In practice, it consistently engagesstudents who often don’t consider themselves players in the traditional STEM world. In fiveyears of using this project in class myself, and in coaching other teachers who use it in theirclasses, it is consistently the favorite of the girls in the class and of many of the students whothink of themselves as “non-geeks”. The demand for cultural empathy in order to achieve a gooddesign exposes all young people to the idea that everyone’s expectations about quality of lifedeserve to be met. The multi-faceted format of this project allows for all views, opinions, andtalents and requires students to go beyond their own walls. There is room for many ideas in thisproject and success is rooted in the ability to empathize with those living under conditions, whichmost likely, are very different from your own. ”Building a Better World” is about the need forappropriate housing and the commonality of our basic humanity. By making global diversity afocus in the classroom, it naturally attracts and engages a diverse group of studentsAre there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.) X No Yes Please describe:Grade Level Target Audience (check all that apply): Primary (EC–2) Elementary (3–5)2015-ASEE-K12-Proposal-Form (1) Page 6 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAX Middle School (6-8)X High School (9-12)Maximum Number of Participants:25 If this number is greater than 25, please describe how your workshop will equally engage all participants.All Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.”Not applicable Reminder:Presenters must register and pay the registration fee to support their workshop attendance and audio/video costs. Thank you for completing this proposal form! Please review this document prior to submitting it to ensure that all items are complete. ASEE USE ONLYDate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-Form (1) Page 7 of 7

Kaiser, A. D. (2015, June), Building a Better World: Engineering Disaster Proof Housing Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. 10.18260/1-2--17107

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