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U233·SUNDAY WORKSHOP: Teachers Talking about Engineering: How to Incorporate Engineering in K-12 Classrooms
Workshop · Pre-College Engineering Education Division
Sun. June 26, 2016 9:00 AM to 12:00 PM
Room 265, New Orleans Convention Center
Session Description

Ticketed event: $35.00
Many K-12 educators are underprepared to adapt their instructional practices to include engineering. At the same time, university faculty/staff and engineering professionals struggle to make connections with K-12 educators to support and receive their outreach efforts. This workshop will provide a unique opportunity for educators who attend the K-12 Workshop on Saturday to interact with ASEE conference attendees, including university faculty/staff and engineering professionals. The interactive nature of the workshop will allow attendees to share and learn from others who have already incorporated engineering into K-12 classrooms. These interactions will inspire attendees and equip them with resources related to engineering education. In addition, this workshop will serve as an avenue to introduce K-12 educators who would normally only attend the Saturday workshop to additional offerings of the ASEE Annual Conference. ASEE is supporting this workshop by allowing attendees of the K-12 Workshop on Saturday to attend the Sunday workshops without registering for the full ASEE Annual Conference.

  1. Dr. Jennifer Keshwani

    University of Nebraska, Lincoln

    Jenny Keshwani is an Assistant Professor of Biological Systems Engineering and Science Literacy Specialist in the Institute of Agriculture and Natural Resources at the University of Nebraska-Lincoln. Dr. Keshwani teaches undergraduate courses in biomedical engineering and engineering properties. Her main focus is promoting science and engineering education in both formal and informal settings. Dr. Keshwani is actively engaged in several cross-disciplinary regional and national efforts related to STEM education and outreach. Most recently, she was part of a team that received NSF funding to engage youth in STEM through wearable technologies (NSF I-TEST).

  2. Dr. Stacy S Klein-Gardner

    Vanderbilt University

    Dr. Stacy 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 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 high school girls that integrates community service and engineering design in a global context. She continues to serve as an adjunct professor of the Practice of Biomedical Engineering Vanderbilt University.

  3. Dr. Cheryl Carrico P.E.

    Virginia Tech

    Cheryl Carrico is a postdoctoral researcher in Engineering Education at Virginia Tech. Dr. Carrico researches STEM career pathways, with an emphasis on the ā€œEā€, in particular in Appalachia and low SES regions and research related to conceptual understanding in engineering. Dr. Carrico participates in local, regional, and national STEM programs in roles that vary from being a board member to being a workshop leader. Dr. Carrico also owns a consulting business that focuses on research evaluations and industry consulting related to aerospace composites processing and manufacturing operations.

  4. Ms. Sharlene Yang

    City of Cambridge (MA)

    Sharlene Yang has been active with STEM education for over fifteen years. Prior to her role as principal consultant at SY|STEM Education, she held the positions of Director of Professional Development and Director of Partnerships for the Engineering is Elementary project at the Museum of Science, Boston. In addition, Sharlene has experience as both a science educator and researcher that includes teaching biology to at-risk and under-served populations, environmental outreach education, and research in biopsychology. Sharlene has focused much of her work on: developing K-12 STEM programs that are learner-centered and problem-based; creating and conducting teacher professional development that teaches content through modeling inquiry-based and open-ended learning; and developing and writing STEM curriculum that effectively integrates across disciplines through engineering design.

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