Building Automation and IoT as a Platform for Introducing STEM Education in K-12

Jay R. Porter; Joseph A. Morgan; Michael Johnson

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: ETD Internet of Things (IOT)
Tagged Division: Engineering Technology
Page Count: 10
DOI: 10.18260/1-2--27987
Permanent URL: https://peer.asee.org/27987
Download Count: 2002

Paper Authors

biography

Jay R. Porter Texas A&M University

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Jay R. Porter joined the Department of Engineering Technology and Industrial Distribution at Texas A&M University in 1998 and is currently the Associate Department Head for Undergraduate Studies. He received the BS degree in electrical engineering (1987), the MS degree in physics (1989), and the Ph.D. in electrical engineering (1993) from Texas A&M University. His areas of interest in research and education include product development, analog/RF electronics, instrumentation, and entrepreneurship.

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Joseph A. Morgan Texas A&M University

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Joseph A. Morgan has over 20 years of military and industry experience in electronics and communications systems engineering. He joined the Engineering Technology and Industrial Distribution Department in 1989 and has served as the Program Director of the Electronics and Telecommunications Programs and as the Associate Department Head for Operations. He has served as Director of Engineering and Chief Technology Officer in the private sector and currently a partner in a small start-up venture. He received his BS degree in electrical engineering (1975) from California State University, Sacramento, and his MS (1980) and DE (1983) degrees in industrial engineering from Texas A&M University. His education and research interests include project management, innovation and entrepreneurship, and embedded product/system development.

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Michael Johnson Texas A&M University orcid.org/0000-0001-5328-8763

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Dr. Michael D. Johnson is an associate professor in the Department of Engineering Technology and Industrial Distribution at Texas A&M University. Prior to joining the faculty at Texas A&M, he was a senior product development engineer at the 3M Corporate Research Laboratory in St. Paul, Minnesota. He received his B.S. in mechanical engineering from Michigan State University and his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s research focuses on design tools; specifically, the cost modeling and analysis of product development and manufacturing systems; computer-aided design methodology; and engineering education.

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Abstract

There is growing concern in the United States about the lack of interest and aptitude in science, math and, in particular, technology and engineering disciplines. Certainly one reason for this could be the lack of true engineering experiences available to students when they are in junior high and high school. This is in part due to the fact that while most teachers are well versed in math and science through their formal education, very few have experience and/or educational backgrounds in engineering and technology. To promote STEM careers, a partnership among university engineering faculty, practicing engineers, and secondary schools is necessary; it is important to demonstrate to young potential STEM professionals the relevance of STEM activities. In addition to interacting with practicing professionals, authentic experiential learning activities for students in secondary education can promote STEM careers. Recently, the authors were awarded a National Science Foundation (NSF) grant as part of the Innovative Technology Experiences for Students and Teachers (ITEST) program to develop such partnerships and activities.

As part of this ITEST project, the field of building automation was chosen as the focus area for all planned activities. This decision was made for a couple of reasons. First, with the exposure of the engineering grand challenges and the issues associated with global warming in the national and global media, today’s youth are acutely aware of the need for renewable energy, green resources, and energy efficiency in their daily lives. Second, building automation is an area with numerous engineering opportunities exist that tie these concepts together, touches most people’s lives, and makes an easy-to-understand environment for exploring STEM concepts. This work-in-progress paper will present the ongoing work for this project, including the concept of using building automation to introduce teachers and students to STEM concepts, a novel summer workshop for secondary education teachers, the development of a simple building automation platform that can be deployed in secondary education classrooms, and the development of educational partnerships with the building automation industry to introduce and excite secondary education students about the STEM opportunities available in the field of building automation.

Citation
Format

Porter, J. R., & Morgan, J. A., & Johnson, M. (2017, June), Building Automation and IoT as a Platform for Introducing STEM Education in K-12 Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27987

TY  - CPAPER
AB  - There is growing concern in the United States about the lack of interest and aptitude in science, math and, in particular, technology and engineering disciplines. Certainly one reason for this could be the lack of true engineering experiences available to students when they are in junior high and high school.  This is in part due to the fact that while most teachers are well versed in math and science through their formal education, very few have experience and/or educational backgrounds in engineering and technology.  To promote STEM careers, a partnership among university engineering faculty, practicing engineers, and secondary schools is necessary; it is important to demonstrate to young potential STEM professionals the relevance of STEM activities.  In addition to interacting with practicing professionals, authentic experiential learning activities for students in secondary education can promote STEM careers. Recently, the authors were awarded a National Science Foundation (NSF) grant as part of the Innovative Technology Experiences for Students and Teachers (ITEST) program to develop such partnerships and activities.

As part of this ITEST project, the field of building automation was chosen as the focus area for all planned activities.  This decision was made for a couple of reasons.  First, with the exposure of the engineering grand challenges and the issues associated with global warming in the national and global media, today’s youth are acutely aware of the need for renewable energy, green resources, and energy efficiency in their daily lives. Second, building automation is an area with numerous engineering opportunities exist that tie these concepts together, touches most people’s lives, and makes an easy-to-understand environment for exploring STEM concepts. This work-in-progress paper will present the ongoing work for this project, including the concept of using building automation to introduce teachers and students to STEM concepts, a novel summer workshop for secondary education teachers, the development of a simple building automation platform that can be deployed in secondary education classrooms, and the development of educational partnerships with the building automation industry to introduce and excite secondary education students about the STEM opportunities available in the field of building automation.

AU  - Jay R. Porter
AU  - Joseph A. Morgan
AU  - Michael Johnson
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Building Automation and IoT as a Platform for Introducing STEM Education in K-12
UR  - https://peer.asee.org/27987
DO  - 10.18260/1-2--27987
ER  -