Lang, L. L. (2015, June), Teaching Creative Problem Solving  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. 10.18260/1-2--17101

\bibitem{asee_peer_17101}
  Lang, L. L. (2015, June), \emph{Teaching Creative Problem Solving}
  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington.
  10.18260/1-2--17101

Laura Lee Lang NBCT.  "Teaching Creative Problem Solving".  2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/17101 Internet.  07 Dec, 2024

\bibitem{asee_peer_17101}
  Laura Lee Lang NBCT.
  "Teaching Creative Problem Solving".
  \emph{2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/17101 Internet.  07 Dec, 2024

@INPROCEEDINGS{asee_peer_17101
author = "Laura Lee Lang NBCT"
title = "Teaching Creative Problem Solving"
booktitle = "2015 ASEE Workshop on K-12 Engineering Education"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17101}
number = {10.18260/1-2--17101}
}

TY  - CPAPER
AB  -                        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) Lang      Laura             Sauk Prairie High School2) Last        First           Affiliation3) Last        First           AffiliationContact Person’s Name: Laura LangContact Person’s Email: laura.lang@saukprairieschools.orgContact Person’s Phone: (608) 963-6850Contact Person’s Alternate Phone: (608) 643-59262015-ASEE-K12-Proposal-Form.docx         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) Laura Lang is a National Board Certified Teacher who began her career as achemical engineer at Dow Chemical Company. She has used this valuable experienceto teach and model engineering practices while problem solving or during labs with herphysics students at Sauk Prairie High School where she has taught for the past 30years. She is also currently teaching a University Physics course at Madison College.2)3)                               WORKSHOP INFORMATIONProposed Title: Teaching Creative Problem SolvingAbstract: 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.When engineers are faced with the challenge of developing new technology to solve aproblem, they need to establish the specifications for the device, provide detailedinstructions for construction, and determine appropriate methods to evaluate the finalproduct. Laura Lang, former chemical engineer and current physics teacher oftraditional high school, Advanced Placement, and college students, will describe howher Advanced Placement Physics students have used engineering practices to designdevices during laboratory activities. Participants will have an opportunity to use some ofthose engineering practices to design their own devices to solve a specific problem.Laura will share her ideas for other engineering challenges that can be used inchemistry, biology, and Earth science classes, and then participants will brainstorm tocreate a list of additional ideas.2015-ASEE-K12-Proposal-Form.docx         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 | WAWorkshop 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 staffThe Teaching Creative Problem Solving workshop is designed to help teachers answerthe question of how to teach creative problem solving within the structure and time limitsof a science classroom.Laura Lang will give a step-by-step description of how her Advanced Placement Physicsstudents have used engineering practices to design devices in laboratory activities.Participants will have an opportunity to use some of those engineering practices todesign their own devices to solve a specific problem. Laura will share her ideas for otherengineering challenges that can be used in chemistry, biology, and Earth scienceclasses and then participants will brainstorm to create a list of additional ideas.Learning Objectives:      A. Students will practice the following Engineering Habits:            a. Being creative            b. Working and negotiating in teams            c. Adopting optimistic mindsets when problem solving and designing            d. Considering the ethical nature of engineering and its products      B. The following NGSS standards will be addressed:            a. Design a solution to a complex real-world problem by breaking it down                into smaller, more manageable problems that can be solved through                engineering.            b. Evaluate a solution to a complex real-world problem by breaking it                down into smaller, more manageable problems that can be solved                through engineering.      C. The following NGSS Practices will be used:            a. Asking questions and defining problems            b. Developing and using models            c. Using mathematics and computational thinking            d. Constructing explanations and designing solutions            e. Engaging in argument from evidence      D. The following NGSS Cross Cutting Concepts will apply:2015-ASEE-K12-Proposal-Form.docx         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 | WA              a. Cause and effect              b. Scale, proportion and quantityParticipants in this workshop will be given the following engineering task:          Scenario: Ms .Curie teaches in a large classroom which includes a laboratory                      and a workroom with storage area in the back of the classroom.                      She would like know when someone enters the door in the front of                      the classroom while she is busy preparing for labs in the back                      workroom and/or storage area.            Challenge: Create a device that will automatically alert Ms. Curie when                       Someone enters her classroom.            Materials    Available: paper, cardboard, string, wire, pipe cleaners, clay, lead                         sinkers, pulleys, springs, aluminum foil, plastic wrap, rulers,                         scissors, wire cutters, buzzers, light bulbs, sinkers, pulleys, other                         miscellaneous itemsParticipants will take home a collection of scenarios of engineering challengesthat require the development of a device. Each scenario can be modified in lengthand difficulty by teachers or outreach staff to meet the needs of their ownstudents.2015-ASEE-K12-Proposal-Form.docx         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):Engineers are often faced with the challenge of developing new technology designed tosolve a specific problem. They need to establish a need for the technology anddetermine the importance of the many potential characteristics of the devices theydesign. Collaboration among engineers results in more productive brainstorming fornew ideas. Once a device is designed it must be evaluated and the results compiledand presented. Science teachers can use engineering practices to teach creativeproblem solving and inspire their students to become our future engineers. Using thesteps outlined below, Laura Lang been successful in providing her students withexperience in creative problem solving using engineering practices.Step 1: Establish a need for a device to be created.      A. Explain the engineering challenge including the reason a new device needs to          be designed.Step 2: Determine device specifications.      A. Brainstorm characteristics that can be used to evaluate devices.             a. First individually shared small groups and then with entire class.             a. All ideas are recorded.             b. Determine which characteristics to use.             c. Rank importance of characteristics.             d. Determine how characteristics will be scored.Step 3: Design device      A. Agree on design of device.      B. Draw design of device.      C. Write instruction for constructing device.2015-ASEE-K12-Proposal-Form.docx         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 | WA      D. Submit order for materials of construction.      E. Each group member creates box from written instructions.      F. Modify instructions and order of materials      G. Measure and record box specifications.Step 4: Evaluate device      A. Each group evaluates a box from all other groups recording results.      B. Results are complied and the rank of boxes meeting specs is determined.Step 5: Create Scale-up of Device      A. Use same instructions for construction to create a larger box.Step 6: Determine how to evaluate of device while being used.Step 7: Create apparatus to evaluate device in use.Step 8. Test all devices in selected apparatusStep 9: Present results to customerDiversity. 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):Creating a classroom involving collaboration to complete an authentic task where avariety of skills are necessary for success is crucial to providing a safe and welcomingenvironment for a diverse student body. This aspect of the engineering problem solvingprocess will be discussed during the workshop.Are 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.)           No       x    Yes       Please describe:       I will need a projector to present my information from my laptop.2015-ASEE-K12-Proposal-Form.docx         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 | WAGrade Level Target Audience (check all that apply):  Primary (EC–2)  Elementary (3–5)x 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.”n/a                                        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.docx         Page 7 of 7
AU  - Laura Lee Lang NBCT
CY  - Seattle, Washington
DA  - 2015/06/13
PB  - ASEE Conferences
TI  - Teaching Creative Problem Solving
UR  - https://peer.asee.org/17101
DO  - 10.18260/1-2--17101
ER  -