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K-12 Engineering Education: Priorities, Research Themes, and Challenges

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Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Standards and K-12 Engineering

Tagged Division

K-12 & Pre-College Engineering

Page Count

14

Page Numbers

25.869.1 - 25.869.14

Permanent URL

https://peer.asee.org/21626

Download Count

62

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Paper Authors

biography

Eugene F. Brown Virginia Tech

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Eugene Brown is a professor of mechanical engineering at Virginia Tech. He has worked with ONR and DoD since 2001 on educational outreach-related work-force
development issues. He teaches undergraduate and graduate courses in thermodynamics and fluid mechanics and is the author of many papers and reports describing his research in the areas of computational fluid dynamics, fluid mechanics, and his work in educational outreach.

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Larry G. Richards University of Virginia

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Larry G. Richards is a professor in the Department of Mechanical and Aerospace Engineering at the University of Virginia. He is a Fellow of ASEE, was General Chair for FIE 2010 - the 40th Frontiers in Education Conference, and serves as the UVA Campus Representative. For the past nine years, Richards has brought Engineering Teaching Kits (ETKs) into middle school science and math classes through the Virginia Middle School Engineering Education Initiative. These ETKs introduce the engineering design approach to problem solving and teach key science and math concepts using guided inquiry.

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Elizabeth A. Parry North Carolina State University

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Elizabeth Parry is an engineer and consultant in K-12 STEM (science, technology, engineering, and mathematics) Curriculum and Professional Development and the Coordinator of K-20 STEM Partnership Development at the College of Engineering at North Carolina State University. For the past 15 years, she has worked extensively with students from kindergarten to graduate school, parents, and pre-service and in-service teachers to both educate and excite them about engineering. As the Co-PI and Project Director of a National Science Foundation GK-12 grant, Parry developed a highly effective tiered mentoring model for graduate and undergraduate engineering and education teams, as well as a popular Family STEM event offering for both elementary and middle school communities. Current projects include providing comprehensive professional development and program consulting for multiple K-8 STEM using engineering schools, serving as a regional partner for the Museum of Science, Boston’s Engineering is Elementary curriculum program, and participating in the Family Engineering project. She currently serves as the Chair of the American Society for Engineering Education K-12 and Pre-college Division. Other professional affiliations include the International Technology Education Association, the National Council of Teachers of Mathematics and the National Science Teachers Association and serving on the Board of Directors for the Triangle Coalition for STEM Education. Prior to joining NCSU, Parry worked in engineering and management positions at IBM Corporation for ten years and co-owned an informal science education business.

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Malinda S. Zarske University of Colorado, Boulder

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Malinda Zarske is a is a former high school and middle school science and math teacher with advanced degrees in teaching secondary science from the Johns Hopkins University and in civil engineering from the University of Colorado, Boulder. She is a First-year Projects Instructor at CU, Boulder, on the development team as well as a content editor for the TeachEngineering.org digital library, and the immediate past Chair for ASEE's K-12 and Pre-college Division. Her primary research is on the impacts of project-based service-learning on student identity, recruitment, and retention in K-12 and undergraduate engineering.

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Stacy S. Klein-Gardner Vanderbilt University and Harpeth Hall School

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Stacy Klein-Gardner’s career focuses on K-12 science, technology, engineering, and mathematics (STEM) education, particularly as it relates to increasing interest and participation by females. Klein-Gardner serves as the Director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, Tenn. Here, she leads professional development opportunities in science, technology, engineering, and mathematics (STEM) for K-12 teachers and works to Identify and disseminate best practices from successful K12, university and corporate STEM programs for females. This center also leads a program for rising ninth- and 10th-grade girls that integrates community service and engineering design in a global context. She continues to serve as an Adjoint Professor of the Practice of Biomedical Engineering at Vanderbilt University where she runs NSF-funded programs such as Research Experiences for Teachers (RET), one of the most long-standing RET programs in the U.S. She has served as the Associate Dean for Outreach in the Vanderbilt School of Engineering from 2007-2010. She established the Metropolitan Nashville Public Schools (MNPS) engineering pathway from K-12 with Race to the Top funding in 2010-2011.

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Abstract

Abstract At ASEE 2010 in Louisville, Kentucky, the K – 12 Workshop featured a special plenarysession: K-12 Engineering Outreach: Programs and Issues organized by Eugene Brown(Virginia Tech) and Larry G Richards (University of Virginia). This session included presentationsfrom a panel of leaders in K12 Engineering Education: Robert George (Woodside MagnetSchool in Newport News, VA), Bill Rodriguez (University School of Nashville), and Ray Haynes(DaVinci School in Hollyglen, CA) along with University STEM Specialists Gail Hardinge (Williamand Mary) and Elizabeth Parry (North Carolina State University). After the panel presentations, the participants (over 200 teachers in the audience of 300plus) divided into groups to discuss the development, implementation, and assessment of K12engineering outreach programs and how to sustain such programs. Each group focused onone of four areas (Establishing, Implementing, Sustaining, and Evaluating); and addressedsome of the following questions: where to find K 12 engineering outreach programs; how to getadministrative buy-in; engineers as classroom mentors—who needs them and why?; working withlocal colleges and universities—merits and methods; how to avoid teacher burnout; how to keepthe programs affordable; what are the characteristics of effective programs?; and how do we knowwe are having the desired effect? Several groups were free to choose their own topics. Thediscussions were enthusiastic and productive; the participants shared their experiences andinsights and recommended guidelines for successful practice, as well as possible problems. At the end of the session, results from selected focus groups were reported to theaudience. In addition, written summaries were captured from each table. This papersummarizes the main conclusions from the plenary session and discusses their policyimplications.

Brown, E. F., & Richards, L. G., & Parry, E. A., & Zarske, M. S., & Klein-Gardner, S. S. (2012, June), K-12 Engineering Education: Priorities, Research Themes, and Challenges Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21626

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