Frady, K. K., & Ezealah, I. Q., & Ciuca, C., & Stoyanoff, M. M. (2017, June), Selecting and Designing Assessment to Measure Early Engineering Curriculum Impact on Application of Engineering Design and Attitudes Toward STEM  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28814

\bibitem{asee_peer_28814}
  Frady, K. K., \& Ezealah, I. Q., \& Ciuca, C., \& Stoyanoff, M. M. (2017, June), \emph{Selecting and Designing Assessment to Measure Early Engineering Curriculum Impact on Application of Engineering Design and Attitudes Toward STEM}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28814

Kristin Kelly Frady, Ikenna Q. Ezealah, Christopher Ciuca, and Meghan M. Stoyanoff.  "Selecting and Designing Assessment to Measure Early Engineering Curriculum Impact on Application of Engineering Design and Attitudes Toward STEM".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28814 Internet.  18 Apr, 2024

\bibitem{asee_peer_28814}
  Kristin Kelly Frady, Ikenna Q. Ezealah, Christopher Ciuca, and Meghan M. Stoyanoff.
  "Selecting and Designing Assessment to Measure Early Engineering Curriculum Impact on Application of Engineering Design and Attitudes Toward STEM".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28814 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_28814
author = "Kristin Kelly Frady, Ikenna Q. Ezealah, Christopher Ciuca, and Meghan M. Stoyanoff"
title = "Selecting and Designing Assessment to Measure Early Engineering Curriculum Impact on Application of Engineering Design and Attitudes Toward STEM"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28814}
number = {10.18260/1-2--28814}
}

TY  - CPAPER
AB  - STEM education is vital to the future of our country, state, and children. In fact, the United States Department of Commerce has reported that Science, Technology, Engineering and Math (STEM) jobs are growing at a rate of 17%, while other occupations are growing at only 9.8%. Engaging students early in STEM education is critical to building motivation and interest in STEM educational and career pathways. Programs providing early enrichment, engagement and support have been proven to be ideal gateways into interest and development of STEM career pathways.
SAE International’s “A World in Motion (AWIM)” program provides students and teachers with innovative experiential learning opportunities, in the classroom, that require students to transfer academic knowledge and experience to solving real-world engineering challenges.  More than 75,000 curriculum challenge kits have been provided with over 5 million students and 35,000 volunteers having participated.  The AWIM program, aligned with K-8 national standards, incorporates integrated STEM learning experiences through hands-on activities that reinforce classroom STEM learning.
New curricula in STEM education, such as AWIM, provide opportunities to examine an experiential learning curriculum's impact on early elementary through middle school students specifically in areas of student (1) application of engineering design as an engineering approach in STEM education and (2) knowledge of and attitudes towards STEM- related fields, careers, and educational opportunities.
This paper examines a process by which assessment tools were selected and designed to measure early engineering curriculum impact on application of engineering design, attitudes, and motivations toward STEM.

AU  - Kristin Kelly Frady
AU  - Ikenna Q. Ezealah
AU  - Christopher Ciuca
AU  - Meghan M. Stoyanoff
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Selecting and Designing Assessment to Measure Early Engineering Curriculum Impact on Application of Engineering Design and Attitudes Toward STEM
UR  - https://peer.asee.org/28814
DO  - 10.18260/1-2--28814
ER  -