@inproceedings{bottomley_2021, title={A New Change Model for Recruitment and Retention of Underrepresented Groups in STEM}, url={http://dx.doi.org/10.18260/1-2--36062}, DOI={10.18260/1-2--36062}, abstractNote={Abstract Engineers tend to understand the world by making models. We design a model bridge and test it with heavy loads or put a model house through a simulated hurricane. We use Matlab to define a communications link and test it under various conditions with different input data. Our ability to draw accurate conclusions from these tests is tied directly to how good our models are. When we think about women and underrepresented minorities in STEM, and how we are going to increase their numbers, the model that we typically use is that of a pipeline. The pipeline has shown up many times in papers from the psychology literature to ACM, IEEE and ASEE. This model has led us to suppose that the necessary approach to diversification is to work in the K-12 space to do more to fill the pipeline. But, in fact, for the last twenty years, there has been an army of ASEE members doing just that. And doing it well. Then, when talking about women and girls, we came up with the idea of the "leaky" pipeline. Leaky pipes are repaired with duct tape. That means we just find the leaks and stop them up by having programs at key juncture points for young people. This model has shaped everything we do and led us to develop programs very much about getting kids excited and then equipping them with the tools they need to weather the journey through the pipe. History has shown, however, a consistent deficit in the percentages of women and folks from certain ethnicities. There have been discussions of pathway models, highways with entrance and exit routes to account for transfer possibilities, but no model has led to any great epiphany that has effected great change. Women remain at some 20% of engineering students and underrepresented minorities around 10%. What if this is the wrong model? It has led us to develop programs that apply "treatments" to the students and potential students, depending on our objectives. We essentially conduct programs with the aim of changing the students so that they will fit into the engineering world in one way or another, whether that is learning sufficient math or learning how to deal with bias and harassment. Suppose, rather than a pipeline, we consider the diversification of STEM through the lens of a garden. This paper will discuss a new model that leads to different types of programming that can have a significant effect on increasing diversity and inclusion.}, booktitle={2021 CoNECD Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura}, year={2021}, month={Jan} }
 @inproceedings{bottomley_emery_chapman_2021, title={Creating a Bridge to Sisterhood}, url={http://dx.doi.org/10.18260/1-2--36076}, DOI={10.18260/1-2--36076}, abstractNote={Abstract Despite considerable efforts the representation and inclusion of white women and women of color in STEM both in the academy and in industry remains low and in positions of leadership even lower. On the surface, it would seem that, working together as allies, women of color and white women could enact significant change. Yet, creating these alliances is challenging and we suggest that as a result progress is limited. In June of 2019, a unique event was held at the National Academy of Sciences. This event brought together approximately forty white women and forty women of color to discuss the issues that both linked and divided them. The previous day, the participants had met separately as a group of white women and a group of women of color. Our efforts are informed by several theoretical frameworks: (1) internalized oppression (2) self-efficacy and resilience (3) transformative change; (3) thought mapping for action; and (4) building alliances for policy reform. The conference included leaders from a variety of arenas, including academia, government and industry. The participants came from across the fields of science, technology, engineering, mathematics and medicine. Some of the participants were experts in the fields of research associated with women in STEMM fields, and some had little experience with social research. The discussions were chosen to invoke thought and to be challenging, with attention to creating deliberate safe spaces that were judgement free. This paper will discuss the results of an assessment conducted in parallel with the events and as a follow up.}, booktitle={2021 CoNECD Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Emery, Crystal and Chapman, Valeria}, year={2021}, month={Jan} }
 @inproceedings{bug_bottomley_2023, title={Designing Professional Development to fit your Audience (Other)}, url={https://doi.org/10.18260/1-2--42996}, DOI={10.18260/1-2--42996}, abstractNote={Professional development for engineering education in the precollege space can vary widely for many reasons.One of the most compelling reasons for differentiation is the learning needs of the audience.A workshop for teachers who have immediate need for activities to incorporate in their classroom looks different from a workshop for counselors who are guiding students through career choices.This paper looks at the design considerations for professional development workshops by using two workshops conducted in 2022 with 56 participants as examples.The first workshop was for a group associated with 9 North Carolina State University College Advising Corps (CAC) members, recent college graduates who may or may not have a STEM degree.These CAC advisors with high school students in rural parts of the state to advise them along career pathways.The second workshop was for 49 teachers in a K-8 STEM school needing to understand integrated STEM instruction and get ideas for nearly immediate implementation in their classrooms.Both groups needed orientation with regards to authentic engineering for K-12 students, as well as an understanding of engineering careers.Both workshops included hands-on engineering activities, discussion of engineering habits of mind, and comparisons between science, math, and engineering.Yet both workshops could not be identical, due to the unique needs of each audience.The paper includes a description of the content of both workshops, observations of the participants as they engaged in engineering design challenges, and evaluation results of each workshop.Also included is a discussion of the realities of providing professional development as the K-12 outreach and engagement team at The Engineering Place @ NC State University College of Engineering versus the theoretical optimum approach and how to deal with the constraints of working with fund-and time-limited groups of professionals.}, author={Bug, Leah and Bottomley, Laura}, year={2023}, month={Jun} }
 @inproceedings{bottomley_pender_2023, title={Do Short-Term Diversity Trainings Have Lasting Effects?}, url={https://doi.org/10.18260/1-2--43194}, DOI={10.18260/1-2--43194}, abstractNote={Abstract The desire to institute diversity trainings for large organizational populations is common, but the opportunities may be limited, particularly in the case of university student, faculty, and staff in a large College of Engineering. In this time in history, when incidents related to bias against diverse populations, whether that diversity is racial, ethnicity, gender, sexuality, or ability-based, the desire to inculcate attitudinal and skill-based sensitivity to diversity is particularly important. NC State University has established diversity training for faculty, staff, and students. The training is online and provided by a well-recognized organization, EverFi. Training for undergraduate students is optional. For faculty and staff, the University has set in place a required DEI Training Component for performance plans, which can include EverFi training, among other activities. The NC State College of Engineering desired to provide additional attention to the importance of diversity for engineers. Desiring to maximize effectiveness, in-person training was desired, despite the difficulty of enforcing a required in-person training for thousands of students. As a first step, a diversity, equity, and inclusion module was designed for use during new student orientation. This module consisted of a 45 minute session led by engineering DEI professionals. It was implemented through a short discussion followed by facilitated role plays. The module was implemented and tested on a smaller scale for testing before its use with the large incoming student population. This paper presents assessment results from three implementations of the module, done after six months. The first was as training for engineering students hired as leaders for engineering summer programs. The second was for a group of college advisors working with high school students. The final implementation was as a part of new student orientation for 1800 new first year students.}, author={Bottomley, Laura and Pender, Kimberly}, year={2023}, month={Jun} }
 @inproceedings{bottomley_2018, title={Enhancing Diversity through Explicitly Designed Engineering Outreach}, url={http://dx.doi.org/10.18260/1-2--29533}, DOI={10.18260/1-2--29533}, abstractNote={Abstract A large university outreach program was founded in 1999 and grew as an extension of the Women in Engineering Program with the desire to attract more women to engineering by reaching out to younger students. It was soon evident any efforts to attract women to engineering would also be beneficial for underrepresented populations and all students. Working in the preK-12 space also highlighted the need to inform the public about the true nature of engineering, to promote and support educational improvements in the way that math and science are taught in K-12 schools and to place importance on 21st century skills for all students. Using these dual goals as a starting place, the outreach programs grew to serve more than 15,000 students and 2,000 teachers face-to-face each year. University outreach in engineering is not uncommon, but the techniques used to scaffold success in meeting diversity goals are not obvious and not always discussed. This paper will describe the research-to-practice design approach of a comprehensive outreach program, making the elements designed to enhance the appeal of engineering to a diverse audience explicit. As a example, a common activity used in engineering outreach is building a robot. Because this might be construed as appealing more to male students, some groups might, instead, propose an activity to design high heeled shoes. The outreach program described in this paper seeks to design activities that are neither male OR female linked, that use authentic constraints and relate to real-world problems. Other examples included in the paper will be how programs are advertised, budgetary considerations in low socioeconomic areas and more. This approach to preK-12 outreach has contributed to a sharp increase in the diversity of a large College of Engineering.}, booktitle={2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura}, year={2018}, month={Apr} }
 @inproceedings{bottomley_daniel_pender_2021, title={The Effect of a Deliberately Merged Program for Women and Minorities in Engineering}, url={http://dx.doi.org/10.18260/1-2--36128}, DOI={10.18260/1-2--36128}, abstractNote={Abstract Approximately five years ago, the College of Engineering at a large, public institution merged its programs for women and for minorities in engineering. The result of this merger has been to leverage commonalities among the groups while enabling the partnership to address differences in ways that have led to changes in the climate of the College. One of the great advantages of this structural change to the way the College works toward diversity and inclusion is that intersectionality is naturally now a part of the design considerations for programming. Previously, women of color were put in a situation where they had to define which of their multiple identities they most identified with in order to decide which programs to attend. The minority engineering director was the mentor for students who aligned with their identity as a person of color most and the women in engineering director for those who identified more strongly as a woman first. This circumstance is limiting for both the program directors and for the students. Now, the WMEP works as a team with ALL students who identify in the space, including a number of majority male students. Inclusion is not just a word but a lived ideal. This paper will outline the programmatic efforts in the light of a new model used to completely change the traditional approaches of Women and Minority Engineering programming. Theories of self-efficacy, social capital, systemic change, belonging and identity creation were used to establish the suite of activities and drive the assessment process. Data on participation, impact and climate will be presented, together with the results of interviews of current and previous students.}, booktitle={2021 CoNECD Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Daniel, Angelitha and Pender, Kimberly}, year={2021}, month={Jan} }
 @inproceedings{parry_bottomley_1999, title={The Physics Of Sports}, url={http://dx.doi.org/10.18260/1-2--7887}, DOI={10.18260/1-2--7887}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 1380 The Physics of Sports Laura J. Bottomley, Elizabeth A. Parry North Carolina State University/Science Surround Physics is probably the most used and the least appreciated science. As soon as we are born, we begin to experiment and discover physical laws. But sometime before we reach adulthood, we frequently develop the idea that physics comprises some mysterious set of principles that we are ill equipped to understand. As part of an effort to reach out to children of ages three through twelve, we have developed a "physics" class relating several physical principles to sports. In the class we cover aerodynamics, elastic and inelastic collisions and projectile motion. Each topic is explored using a series of experiments performed by the children in the class. Through the hands-on experience, we hope to not only teach the children about the principles of physics involved, but also to enable them to feel competent and excited about science. The lasting impression we hope to leave is that science is fun and easy to understand. Most children of any age will have had a chance to play with balls, so we start the class by examining a basket of balls. We look at the balls inside and out and discover what makes a ball bounce. We then ask the children to consider the design of each kind of ball and to analyze why different balls are composed of different materials put together in different ways. We even make a ball out of a rock. From there we discuss the concept of air resistance and, using a fan with streamers attached, allow the children to discover the aerodynamic design of each ball. The final portion of the class examines projectile motion. Using a hose, we use a stream of water to illustrate the path of a projectile. We then ask the children to guess which balls will make the best projectiles and how they must be thrown. Through a series of experiments, the children then have an opportunity to test their hypotheses. The class is fun, familiar, and quite intuitive for children of each age with whom we have worked. Through sports and balls, many of these children have had their first physics class--one which we hope will exert a positive influence on their science education for a long time to come. The following sections of the paper are written in the conversational style in which the class is taught. This is done for several reasons. It makes the paper easier to read, but most importantly illustrates for the reader the style, which the authors find most appropriate for the delivery of the information to the intended audience of the class:}, booktitle={1999 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth A. and Bottomley, Laura}, year={1999}, month={Jan} }
 @inproceedings{bottomley_2024, title={Toward a Theoretical Model of a Successful Women and Minority Engineering Program (work in progress)}, url={https://doi.org/10.18260/1-2--48160}, DOI={10.18260/1-2--48160}, abstractNote={Abstract With the emergence of engineering education programs, there is at last a structure and approach to train engineering professors for the university and college levels. But engineering diversity administrators generally learn their job as they do it. The first women in engineering program was founded at Purdue in 1969, and programs for minority engineers or multicultural engineering in the 1970's. The leaders of these programs come from a variety of backgrounds, including disciplinary engineering and higher education. But, to date, there is no program specifically designed to train engineering diversity program directors. As a result, new program directors typically learn from reading what others have done in the literature, participating in groups like the National Association of Multicultural Engineering Program Advocates (NAMEPA) and Women in Engineering Pro-Active Network (WEPAN), and engaging in conferences like Collaborative Network for Engineering and Computing Diversity Conference (CONECD) and the American Society of Engineering Education annual conference (ASEE). In some instances, a new director may have the opportunity to learn from a previous director, or they may have been the product of such a program. In neither case, however, is it possible for new directors to understand and learn every aspect of planning and strategy. Even if the previous director desires to impart all that they know, it is possible that there is knowledge or meta-knowledge that they, themselves, are unaware they possess. Another challenge is the lack of widespread understanding of the state of the art in diversity, equity, inclusion, and belonging from a practitioner standpoint. The community exists in a state of functional dichotomy between those designated as researchers and practitioners. In addition, there are many members of the academic community who are not aware of either the current state of practice OR research. This disconnect frequently results in exhortations that reflect the past and ignore the progress that has been made to date. This paper comprises a case study of a successful and long-standing Women and Minority Engineering Program from the perspective of the program director. It will discuss a theoretical framework for the components of a complete program and how the various pieces of the framework map to practice.}, author={Bottomley, Laura}, year={2024}, month={Jun} }
 @inproceedings{bottomley_bauerle_torres-gerald_hall_2023, title={Using a Framework to Define Ways of Integrating Ethics across the Curriculum in Engineering}, url={https://doi.org/10.18260/1-2--44560}, DOI={10.18260/1-2--44560}, abstractNote={Using a Framework to Define Ways of Integrating Ethics across the Curriculum in EngineeringEthics are an important part of engineering and computer science education for many reasons, ABET accreditation being only one.Historically, engineering ethics have been taught as a part of a specific class, often outside of the engineering and computer science disciplines.Additionally, ethics is an important part of education in other disciplines, including medicine and law.Movements for teaching ethics across the curriculum emerged in these fields before comparable movements in engineering that became more common in the early 2000's.Integration of ethics across the engineering and computer science disciplines remains isolated, with examples most common in biological and biomedical engineering.It is possible that, despite the availability of ethics workshops and other resources, many teachers of engineering and computer science are limited in their ability to fit ethics into their classes.After all, engineering statics or circuits do not immediately present themselves as easy courses to insert ethical case studies.Because of this, ethics remains, in many cases, confined to external courses or to senior design.What constitutes an ethical issue in engineering is typically defined loosely, by looking at professional codes of ethics and concomitant case studies.This paper presents an alternative approach based on an ethical framework developed at James Madison University as a part of an ethics across the curriculum effort.The framework was used as a basis for work at an NSFsponsored workshop on the future of STEM education by a small group of researchers.During the workshop, the group focused on application of the framework to biology.After the workshop, they re-visioned the outcome to apply to engineering and computer science.The framework is presented together with a tool developed to guide any instructor at the college level to select ways to insert ethical considerations into their class.These insertions could come from case studies, every day examples, or even instructional approaches.}, author={Bottomley, Laura and Bauerle, Cynthia and Torres-Gerald, Lisette and Hall, Carrie}, year={2023}, month={Jun} }
 @inproceedings{granger_parker_bottomley_2024, title={Work-in-Progress: Introduction of a Computational TA Role to Support Undergraduate Training in Computational Thinking Strategies for Chemical Engineering Applications}, url={https://doi.org/10.18260/1-2--48547}, DOI={10.18260/1-2--48547}, abstractNote={Abstract The modern engineering landscape relies heavily on computational tools such as Excel, MATLAB, and Python. Although many students begin their chemical engineering curriculum already confident in various types of software and coding languages, others have minimal experience and feel hesitant to use such tools in their assignments. While some training is provided in introductory courses, addressing the needs of students with vastly differing levels of experience can be challenging in the classroom setting. The present project seeks to address the gap in computational skill and confidence by introducing a dedicated computational teaching assistant (CTA) to provide individualized support to undergraduate students and to help faculty develop course resources that offer consistent and accessible practice with these tools. The goals of this project are to (1) promote consistent use of computational tools in undergraduate courses via a collaboration between the CTA and teaching faculty, (2) develop the materials and resources for program continuity, and (3) organize methods to assess and adapt the program as departmental needs evolve over time. Before expanding to cover higher level courses, this program is first focusing on the introductory course on mass and energy balances. The CTA responsibilities include working with instructors to set specific computational learning objectives that can be practiced in course assignments, such as numerically solving nonlinear equations of state or efficiently solving large systems of material and energy balances. Students are expected to setup problems and equations themselves or with the help of the course instructor/TA, and the CTA subsequently helps students translate their written equations into the relevant software package, using this opportunity to also emphasize more generalized computational skills such as typical troubleshooting procedures, understanding software documentation, debugging techniques, and limitations of common numerical methods. The success and sustainability of the program relies on the development of resources for faculty and future CTAs. Course-specific examples are being designed to encourage continuous practice in the context of course topics. Reference materials for the CTA – such as troubleshooting guides for common problems and summaries of methods/concepts – are also being developed to aid in training and transitions. Program assessment will incorporate student performance on computational-focused assignments as well as survey feedback from students and faculty. Student attendance in CTA office hours and workshops will also be recorded to monitor program participation. By providing individualized support for students and resources for faculty, this program is designed to minimize student apprehension in learning computational skills and ensure they are equipped to be successful in chemical engineering courses regardless of their previous experience.}, author={Granger, Leah and Parker, William and Bottomley, Laura}, year={2024}, month={Jun} }
 @article{bottomley_2022, title={A Garden Not a Pipeline}, journal={ASEE Prism Magazine}, author={Bottomley, Laura}, year={2022}, month={Jul} }
 @book{bottomley_2022, title={Electrical Engineering for Everyone}, url={https://www.thegreatcourses.com/courses/electrical-engineering-for-everyone}, journal={The Great Courses}, author={Bottomley, Laura}, year={2022} }
 @book{bottomley_thomas_qaquish_marshall_2021, title={Creating a Better World: Innovation, Ingenuity, and Engineering}, publisher={Great River Press}, author={Bottomley, L. and Thomas, K. and Qaquish, O. and Marshall, L.}, year={2021} }
 @article{bottomley_catete_mbaneme_daniel_pender_reynolds_marshall_2021, title={Developing Sustainable, Mutually Collaborative, Global Partnerships}, DOI={10.1109/WEEF/GEDC53299.2021.9657357}, abstractNote={We examine partnerships between a United States university and K-12 schools in Rwanda. Our program uses an engineering-outreach model to qualitatively explore global student experiences and through collaborative efforts, how integration and dissemination of knowledge has occurred. The developed educational model emphasizes problem-solving and critical-thinking over sophisticated materials. The national curriculum aligned activities are designed to be accessible to classrooms with limited resources. Through this multi-year partnership, our team derived a series of lessons learned regarding contextualized diversity, culturally situated learning, and pathways for sustained mentorships.}, journal={2021 WORLD ENGINEERING EDUCATION FORUM/GLOBAL ENGINEERING DEANS COUNCIL (WEEF/GEDC)}, author={Bottomley, Laura and Catete, Veronica and Mbaneme, Veronica and Daniel, Angelitha and Pender, Kimberly and Reynolds, Kanton and Marshall, Lisa}, year={2021}, pages={82–87} }
 @inproceedings{kendall_bottomley_d'amico_2020, title={A Study of the Attitudes and Practices of K-12 Classroom Teachers who Participated in Engineering Summer Camps (Evaluation)}, url={http://dx.doi.org/10.18260/1-2--29727}, DOI={10.18260/1-2--29727}, abstractNote={Abstract The Engineering Place at North Carolina State University has hosted engineering summer camps in various forms for nearly twenty years. The design of these camps employs K-12 teachers in partnership with University faculty and staff engineers, undergraduate engineering students, and high school students for several reasons; K-12 Teachers are invaluable for their professional skills in classroom facilitation, instruction, and management and the opportunity to provide engineering educational information indirectly to another group of students, the teacher’s classroom students. However, the program also hypothesized that teacher's participation in these camps might have longer-term influence on their classroom practice and attitudes toward STEM teaching. This paper reports on the results of a survey sent to past teacher-participants in which they were asked to self-report about their experience of receiving training on engineering educational concepts and then applying what they learned while participating in our engineering summer camps, and the impact that had on their subsequent behavior. These surveys build upon previous participant assessments at our organization and work by Sun and Strobel on the Elementary Engineering Education Adoption and Expertise Development Framework. Follow-up interviews and classroom visits were used to provide observational and narrative accounts, and further explore and explicate these impacts on individual teachers. Our expectation is that through this experience there has been a positive impact on the teachers’ understanding of the meaning and scope of engineering, an improvement in their confidence to try new concepts in their classrooms, and an incorporation of engineering habits of mind into their overall course curriculum.}, booktitle={2018 ASEE Annual Conference & Exposition  Proceedings}, publisher={ASEE Conferences}, author={Kendall, Amber and Bottomley, Laura and D'Amico, Susan}, year={2020}, month={Sep} }
 @inproceedings{albers_bottomley_spolarich_wilson_ganson_2011, title={A Two-Year Case Study: Assessing the Impact of Active Learning on Elementary School Students during GK-12 Outreach Administered Energy Clubs}, url={http://dx.doi.org/10.18260/1-2--17400}, DOI={10.18260/1-2--17400}, abstractNote={majoring in chemical engineering with a concentration in}, booktitle={2011 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Albers, Lynn and Bottomley, Laura and Spolarich, Amber and Wilson, Clair and Ganson, Laura}, year={2011}, month={Sep} }
 @inproceedings{lavelle_bottomley_kendall_stimpson_2020, title={An Engineering Grand Challenge-focused Research Experience for Teachers (RET) Program: Purpose, Outcomes, and Evaluation (Evaluation)}, url={http://dx.doi.org/10.18260/1-2--32059}, DOI={10.18260/1-2--32059}, abstractNote={Abstract This paper provides details on administering a NSF-funded Research Experiences for Teachers (RET) Site grant. The experience was organized with stratified laboratory research teams solving Engineering Grand Challenge-focused problems. Described here are the research questions and outcomes related to the development and impetus behind stratified teams, and how literature from a variety of disciplines suggests diversity of thought and viewpoint are strongly correlated to high function teams. Detailed also are the types of research activities the teams participated in, the content and focus of the professional development activities, and an overview of the developed lesson plans.}, booktitle={2019 ASEE Annual Conference & Exposition  Proceedings}, publisher={ASEE Conferences}, author={Lavelle, Jerome and Bottomley, Laura and Kendall, Amber and Stimpson, Matthew}, year={2020}, month={Sep} }
 @inproceedings{titus-becker_rajala_bottomley_raubenheimer_cohen_bullett_grant_cobb payton_kirkman_kirby_et al._2007, title={An Integrated Living And Learning Community For First And Second Year Undergraduate Women In Science And Engineering}, url={http://dx.doi.org/10.18260/1-2--2611}, DOI={10.18260/1-2--2611}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract An Integrated Living and Learning Community for First and Second Year Undergraduate Women in Science & Engineering Abstract The Women in Science and Engineering (WISE) Village combines a group living experience with resident, upper-class mentors who assist in the transition to university life. Programs for the WISE community are designed to promote academic success, foster the formation of lasting relationships with fellow students, professors and mentors, and provide out-of-classroom experiences. The WISE Village is a supportive environment in which women engage in focused inquiry within their disciplines and develop the skills and talents necessary to become successful students and professionals in STEM fields. When the WISE Village began in 2003, it was as a partnership with University Housing, the College of Engineering (COE), and the College of Physical and Mathematical Sciences (PAMS). The Village has since expanded to include the College of Agriculture and Life Sciences (CALS), the College of Natural Resources (CNR) and the College of Textiles (COT) and has grown from 56 participants in 2003 to 250 participants this academic year 2006-07. Currently, 60% of the women are freshmen, 35% are sophomores and 5% are juniors (mentors). This paper will present an update on the WISE Village, a review of the program’s goals, in terms of assessment results from the first three years, and a discussion of the evolving plans of the Village, including the implementation of a sophomore track within the program. Introduction Women only account for 24% of all science and engineering workers, although they comprise 46% of all workers (Graham & Smith, 2005).1 Moreover, women and minorities continue to be underrepresented in science, technology, engineering and mathematics (STEM) at both the undergraduate and graduate levels. For example only 20% of engineering baccalaureate degrees are awarded to women (NSF, 2004).2 Interest in science and engineering majors by female freshmen has not changed significantly in the past 25 years (NAP, 2006).3 Women are still found to leave science and engineering majors in greater percentages than men (Graham & Smith, 20051; Schroeder, 19984; Seymour and Hewitt, 1997).5 One study in engineering found that only 29% of top women stayed in the major whereas 82% of top men stayed (Schroeder, 1998).4 In an effort to reverse these trends, North Carolina State University (NCSU) developed the Women in Science and Engineering (WISE) Village, a living learning community of scholars for first and second year women. Encouraging and supporting more women to major in STEM fields in college “remains the single most important way to increase the representation of women in science and engineering occupations” (Graham & Smith, 2005, p.352) therefore the WISE Village was created to address these needs. 1}, booktitle={2007 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Titus-Becker, Katherine and Rajala, Sarah and Bottomley, Laura and Raubenheimer, Dianne and Cohen, Jo-Ann and Bullett, Kala and Grant, Susan and Cobb Payton, Fay and Kirkman, Adrianna and Kirby, Barbara and et al.}, year={2007}, month={Sep} }
 @misc{bottomley_carter_2020, title={Assessment of the Effects of Participation in a Summer Bridge Experience for Women}, url={http://dx.doi.org/10.18260/1-2--36013}, DOI={10.18260/1-2--36013}, abstractNote={Abstract The ESCape program was started in 2008 as a bridge program for incoming women students in the College of Engineering [1]. The program was first outlined in 2009 at the ASEE Annual Conference. When the program was started, admitted students with the lowest math SAT scores were invited to attend. This decision was taken, because internal research indicated that math performance was predictive of engineering retention, and it was desired to increase the retention of engineering students who identify as female. Over time, the SAT scores of admitted engineering students have increased significantly. Additionally, the activities designed to instill confidence in mathematics were determined through assessment to have little effect. Therefore, the activities of the camp were redesigned to focus more on community-building and connection-making with Engineering faculty and industry partners. More emphasis has been placed on introducing students to engineering in both academic and industrial settings. In 2016 a change was made to invite all admitted female-identifying engineering students and institute a selection process that values an essay about what the student anticipates they would get from participation in the bridge program. The tenth anniversary of the program was in the summer of 2018, so a more comprehensive longitudinal study of outcomes for participants has been undertaken. As a living program that has been evolved based on formative assessment, the same essential goals of increasing the retention, success (measured by GPA) and graduation of women engineering students have been retained. The outcomes for student cohorts over the years compared to the general engineering student population of women who did not attend the program and of men have been collected. This paper presents some of the results for eight cohorts of fifty students each from the longitudinal study for student retention, graduation rates and GPA.}, journal={2020 ASEE Virtual Annual Conference Content Access Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Carter, James}, year={2020}, month={Sep} }
 @inproceedings{hollebrands_smith_albers_parry_bottomley_2010, title={Attitudes Towards And Support Provided For Mathematics Learning Reported By Parents Of Students Involved In A Gk 12 Program}, url={http://dx.doi.org/10.18260/1-2--16544}, DOI={10.18260/1-2--16544}, booktitle={2010 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Hollebrands, Karen and Smith, Ryan and Albers, Lynn and Parry, Elizabeth and Bottomley, Laura}, year={2010}, month={Sep} }
 @inproceedings{parry_bottomley_2000, title={Beyond The Classroom Walls:  Relating Science To Children’s Everyday Lives}, url={http://dx.doi.org/10.18260/1-2--8183}, DOI={10.18260/1-2--8183}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 3280 Beyond the Classroom Walls: Relating Science to Children’s Everyday Lives Laura J. Bottomley, Elizabeth A. Parry North Carolina State University/Science Surround Abstract Children have a natural tendency to investigate and explore the world around them. They do not usually interpret this as being scientifically aware. Through a series of classes that illuminate the science in the kinds of activities and play they engage in regularly, we help children to see that science is a part of their daily life. Placing science firmly in this context enables them to explore and learn without fear. This paper describes a series of hands-on classes designed to accomplish this objective with children ages four to twelve. 1.0 Introduction Children have a natural love of discovery and investigation, and science is a natural subject of excitement for kids. Unfortunately, science is not a subject emphasized heavily in elementary schools. In some states, like North Carolina, elementary teachers are judged primarily on reading and math test scores. Bonuses and even employment rely heavily on these end-of-grade tests. Science, therefore, becomes a subject taught when time allows. This paper describes a series of classes that expose children ages four to twelve to the science in their everyday play worlds. Taking science beyond the classroom walls puts it in the kids’ point of view. Activities that allow children to see the science in their everyday lives will help them to realize that science, like math and reading, is a subject not to be reserved for specially allotted class time, but something that can be explored at will everyday. 2.0 Implementation These ideas are implemented through a series of one to two hour classes. Nearly any childhood area of interest can be adapted to a science lesson, and children are often amazed to see the science in those play areas they love1,2. These classes have been used in the context of extracurricular science camps, and some have been used as a part of public school outreach programs. Example sessions include Bubble Reasoning, the Science of Pirates, the Wild West, amusement parks, toys and candy. A brief description of each session follows.}, booktitle={2000 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth A. and Bottomley, Laura}, year={2000}, month={Sep} }
 @inproceedings{bottomley_d'amico_kendall_bates_mccoy_2020, title={Board 118: Implementation of an Engineering Summer Camp for Early-Elementary Children (Work in Progress)}, url={http://dx.doi.org/10.18260/1-2--29891}, DOI={10.18260/1-2--29891}, abstractNote={Abstract In 2017, The Engineering Place at North Carolina State University began hosting a summer camp for rising kindergarten through second grade students (approximate ages 4-8). Of the myriad engineering camps offered each summer, either at this organization itself or elsewhere, most do not target early-elementary students. This echoes the general trend of focusing on the later grades in engineering education and missing an opportunity to introduce engineering to students who are full of creativity and curiosity, and who are open to all the developmental possibilities that engineering concepts can provide. This endeavor is a work-in-progress and our paper describes how the design of the camp was informed by both the theoretical foundation of early-elementary engineering education, and the practical methods adapted from work with older audiences, to introduce engineering related concepts like an engineering design process and engineering habits of mind to younger children. Elements of the camp include the use of literature to contextualize daily design challenges and provide bridges between activities, the use of scaffolding for activities to “level the playing field” for students with diverse backgrounds and skill-sets and to assist with shortcomings in fine motor skills, and the identification of strategies for developing student confidence and positive attitude toward failure. This paper also discusses the stratified structure of teams for camp management and content delivery, and the importance of K-12 teachers partnered with engineering undergraduate students in the implementation of the camp, as well as lessons learned by each of the constituencies. Preliminary assessment results include informal surveys and focus groups, coupled with observations of camp and video clip analyses.}, booktitle={2018 ASEE Annual Conference & Exposition  Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and D'Amico, Susan and Kendall, Amber and Bates, Daniel and McCoy, Whitney}, year={2020}, month={Sep} }
 @inproceedings{bottomley_lavelle_martin-vega_2010, title={Broadening The Appeal By Changing The Context Of Engineering Education}, url={http://dx.doi.org/10.18260/1-2--16576}, DOI={10.18260/1-2--16576}, abstractNote={The diversity of the engineering student body as well as engineering professional populations has not changed significantly over the past twenty-five years.Although many efforts have been put in place, and have been shown to have a positive effect, the percentages of females and underrepresented minorities have not increased significantly.This paper proposes an approach to engineering pedagogy starting in K-12 that presents engineering as a series of connected world challenges rather than a set of disconnected curricular areas.We create a structure to map the standard K-12 course of study to the National Academy of Engineering Grand Challenges for Engineering in the 21st Century.This framework allows engineering as a discipline to be used as an integrator in the learning of key engineering skills (mathematics, science, humanities, social studies, culture, design, etc.) rather than an add-on topic.Such a framework helps us improve how we talk about engineering among ourselves and to the general public.By expanding the realm of engineering into fundamental engineering skill areas, we are able to improve interest, excitement and pursuit of engineering as a plan of study and career in new ways.This effect is particularly needed among historically under-represented populations in engineering.}, booktitle={2010 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Lavelle, Jerome and Martin-Vega, Louis}, year={2010}, month={Sep} }
 @inproceedings{bentow_blais_bottomley_didion_fortenberry_vogt_2007, title={Building Gender Equity Into Existing Programs: Perspectives From Professional Engineering Associations}, url={http://dx.doi.org/10.18260/1-2--2550}, DOI={10.18260/1-2--2550}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Building Gender Equity into Existing Programs: Perspectives from Professional Engineering Associations Abstract The Center for the Advancement of Scholarship on Engineering Education (CASEE) of the National Academy of Engineering (NAE) will examine how engineering associations can successfully integrate principles of gender equity into their existing programs. The American Society of Mechanical Engineers (ASME), the Institute of Electrical and Electronics Engineers, Inc. (IEEE), and Project Lead The Way (PLTW) are part of CASEE’s Engineering Equity Extension Service (EEES) project that is a comprehensive research-based effort to enhance gender equity in engineering education programs. The goal of EEES is to increase the number of women who graduate from baccalaureate engineering programs. The panel, which includes members of ASME, IEEE, and PLTW, will share their experiences working within their organizations to incorporate gender research into a variety of programs provided for their members. They will discuss why gender equity is important to their organization and provide details on how they have transformed some of their programs using gender research. Examples of programs that will be discussed include the review of outreach programs developed by associations for their members to visit local schools; the inclusion of gender sensitivity into teacher training; and how to engage senior leaders of associations in their efforts. In addition, a representative of NAE will provide information on how an electronic clearinghouse (the Virtual Support Network or VSN) has been an effective tool in the dissemination of information to members of the engineering associations and has a facilitated collaboration as well as provided web-based resources and training. The panel will provide a forum for sharing effective mechanisms for incorporating gender equity into existing programs. Panelists will focus on examples that are relevant to the engineering education community and can easily be replicated. Overview The purpose of the Gender Equity Extension Service Project is to increase the enrollment, retention, and graduation of women as baccalaureate-level engineers. The Center for the Advancement of Scholarship on Engineering Education (CASEE) of the National Academy of Engineering (NAE) is leading NAE’s effort on this project. In 2005 19% of the bachelor’s degrees awarded in the United States were awarded to women.i NAE, the Institute of Electrical and Electronics Engineers, Inc. (IEEE), the American Society of Mechanical Engineers (ASME), and Project Lead the Way (PLTW) are working together to provide training to their members. Each collaborating organization has chosen a targeted population for training. ASME is focusing on mechanical engineering faculty and what they can do to retain students in their programs. IEEE is working with volunteer members and concentrating on their outreach activities to pre-college students and how they can better engage all students in their projects. PLTW is working with their master teachers and equipping them to help PLTW teachers encourage diverse students to consider pre-college engineer courses. The training for each organization focuses on how more female students can be encouraged and retained in their programs. The integrative approach to training should work well, not only for female students, but for all students. This training is designed to engage many traditional players in the engineering community and to work within existing structures to increase gender equity in a variety of current programs. The training methods and results will be disseminated by a variety of Web-based tools. The Gender Equity Extension Service is unusual in that it brings expertise in both gender studies and research on science and engineering education to bear on the academic preparation of students from middle school to the sophomore year of college. The project will also assess the impact of in-class social environments and instructional styles on the attrition of female}, booktitle={2007 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bentow, Amy and Blais, Richard and Bottomley, Laura and Didion, Catherine and Fortenberry, Norman and Vogt, Christina}, year={2007}, month={Sep} }
 @inproceedings{bottomley_parry_hollebrands_2007, title={Community And Family Math Nights As A Vehicle For Mathematics Success}, url={http://dx.doi.org/10.18260/1-2--2393}, DOI={10.18260/1-2--2393}, abstractNote={Mathematics is an important basis for many aspects of the engineering curriculum, and, whether we like it or not, can also be a discouraging factor for students who would make excellent engineers. Many students whose parents did not themselves experience math success in school will be similarly burdened by a lack of support and understanding at home. In addition, mathematics curricula have changed and continue to change from those of the years that babyboomers were in elementary and middle school. Many parents are not well equipped to support their children in math classes, and mathematics attitudes and impressions are formed early, with the student (especially those from underrepresented groups) following the parents’ lead. This paper will describe the creation, implementation and assessment of successful community and family math nights, which to date have served over 3000 people. These events bring parents, students and teachers together with university engineering students and teachers to experience inquiry-oriented math lessons that reinforce both basic and critical thinking skills. The activities are fun for the kids and instructive for the parents and are meant to be done together with simple supplies. Parent workshops as well as detailed information on how to help their children solve problems and apply math are provided. Family Math Nights are designed and implemented to alleviate math anxiety, in part by having university students and professors working with the families as they explore the mathematics curriculum in grades K-8. At many community math nights, a large percentage of the parents in attendance had never before attended a school event.}, booktitle={2007 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Parry, Elizabeth and Hollebrands, Karen}, year={2007}, month={Sep} }
 @inproceedings{bottomley_2005, title={Creating Effective Teacher Partnerships: Characteristics Of Teachers Who Choose To Participate In A K 16 Partnership}, url={http://dx.doi.org/10.18260/1-2--14510}, DOI={10.18260/1-2--14510}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Creating Effective Teacher Partnerships: Characteristics of Teachers who Choose to Participate in a K-16 Partnership Laura Bottomley, Karen Hollebrands, and Elizabeth Parry North Carolina State University Do teachers who apply to participate in a K-16 partnership, like an NSF GK-12, display any common characteristics? The RAMP-UP (Recognizing Accelerated Math Potential in Underrepresented People) program is a mathematically focused K-16 partnership program, funded by the NSF GK-12 program and the GE Foundation. Teachers at nine schools in Wake County, North Carolina applied to work with NC State Colleges of Engineering and Education and Shaw University to enhance the teaching of mathematics in their school through inquiry, with an ultimate goal of increasing the numbers and diversity of students taking algebra by eighth grade and calculus by twelfth. In this paper we analyze self-reported mathematical teaching practices, mathematics preparation, learning styles, and teacher attitudes towards math. We are interested in discovering whether teachers who apply to participate display any commonalities in these areas and, ultimately whether these characteristics could be used as a predictor of successful implementation of such partnership programs elsewhere. This paper will include a discussion of variables to be used to determine successful implementation. Mathematics Teacher Questionnaire Prior to the beginning of the 2004 Fall semester, teachers, university fellows, administrators, and project staff met for a project meeting during which the goals of the project were described, surveys were administered, and inquiry-based mathematics lessons were presented and discussed. One of the surveys that was administered was a mathematics teacher questionnaire that was modified from the 2000 National Survey of Science and Mathematics Education mathematics teacher instrument1 developed and administered by Horizons Research, Incorporated (http://2000survey.horizon-research.com/). The survey focused on teachers’ preparation in mathematics content and pedagogy, their goals for mathematics instruction and the activities they currently use to achieve those goals, and the extent to which teachers’ practices reflected the recommendations of the National Council of Teachers of Mathematics Principles and Standards for School Mathematics . Our results focus on specific questions included in the questionnaire that are directly related to the goals of the RAMP-UP project. A total of 33 elementary teachers teaching grades 3-5, and 4 middle school teachers teaching grades 6-8 provided responses to this survey. A second survey that was administered was the Felder-Soloman Index of Learning Styles assessment2, used in a variety of applications to identify learning styles of individuals as active versus reflective, sensing versus intuitive, visual versus verbal and sequential versus global. Finally, a third survey, the Modified Fennema- Sherman Attitude Scale3 was administered to partner teachers to measure, among other things, Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, Copyright © 2005, American Society for Engineering Education}, booktitle={2005 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura}, year={2005}, month={Sep} }
 @inproceedings{bottomley_parry_2013, title={Creating a STEM School Using Engineering Connections}, url={http://dx.doi.org/10.18260/1-2--19360}, DOI={10.18260/1-2--19360}, abstractNote={Creating a STEM School Using Engineering ConnectionsRecent attention in K-12 education (and post secondary as well) has been focused on increasing emphasis on science, technology, engineering and mathematics (STEM).Efforts to create STEM schools are wide-spread, but there is no single paradigm under which this development is taking place.Some schools emphasis one part more than another, while others have a more integrated approach, even bringing in other subject areas such as arts and the humanities.The state of North Carolina represents a microcosm of the rest of the country in terms of these efforts.Many county school systems are implementing their own definitions of STEM, even as the state Department of Public Instruction defines its own definitions of STEM schools.This paper will discuss how the Colleges of Engineering and Education at a public institution have worked with a set of schools to define themselves as STEM.The paper will discuss how the schools addressed their look and feel, as well as how they defined their curricular approaches, even writing some of their own curriculum.The role of engineering in the various approaches will be highlighted.The STEM rubrics from the state of North Carolina will be used to evaluate the various schools and their approaches.}, booktitle={2013 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Parry, Elizabeth}, year={2013}, month={Sep} }
 @inproceedings{bottomley_clark_2003, title={Defining Engineering As A Career}, url={http://dx.doi.org/10.18260/1-2--11374}, DOI={10.18260/1-2--11374}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2793 Defining Engineering as a Career: the States Career Clusters Initiative Aaron Clark, Laura J. Bottomley North Carolina State University Abstract Communicating to high school teachers, students and parents about engineering as a career is a complex task that has not necessarily been well defined or standardized. The States Career Clusters Initiative was an effort to define the knowledge and skills necessary to pursue a given career pathway. A panel of experts drawn from interested industry, government and academia nationwide compiled the lists with strong reference to national education standards in science, math and technology. The state of North Carolina took on the task of defining engineering and science careers. This paper describes the results of the North Carolina panel on engineering. The knowledge and skills identified form a strong basis for learner success whether the learner is a student in high school, college, technical training, an apprenticeship program or in the workplace. Introduction Technological advances and a changing global market have transformed the nature of work. Jobs in the future will require students to have better skills, more knowledge, and the ability to be flexible in any occupational area. Students must also be prepared to work in ever changing environments with abilities to continually update their knowledge and skills. The above statement is one that is heard today throughout occupational education in every state. Public institutions, especially secondary education, have a mission to meet both current and future needs of employers with the graduates they produce. Not only do students need to have current skills, but have the ability to grow these skills in new and exciting areas. Knowledge about a given occupational area in no longer the norm when starting a career but more is needed in areas of technology, technical literacy, and computing. Given these statements about the future of education, the National Association of State Directors for Career and Technical Education Consortium (NASDCTEc) and the Department of Education Office of Vocational and Adult Education (OVAE) set forth an agenda to meet these demands for the future of our workforce in America. In January of 2001, the Department of Education (OVAE), under the direction of State Supervisors (NASDCTEc), developed a strategy to update current curricula to meet future needs of employers. This movement was funded by the US government and called the “Career Clusters Project.” This joint effort by states throughout the US was to develop curricula guidelines that could be used in future curricula development to ensure that the products will meet future needs of employers. The project was designed for both secondary and post-secondary education, but emphasis was placed on secondary education, as high schools work to Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright (c) 2003, American Society for Engineering Education}, booktitle={2003 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Clark, Aaron}, year={2003}, month={Sep} }
 @inproceedings{bottomley_parry_2013, title={Defining Engineering in K-12 in North Carolina}, url={http://dx.doi.org/10.18260/1-2--19381}, DOI={10.18260/1-2--19381}, abstractNote={A great deal of national attention has recently been focused on STEM (science, technology, engineering, and mathematics) education as an educational innovation.The truth is that science and mathematics have always been taught.Technology, in the sense of instructional tools, has found its way into some places and not into others, and most STEM educational efforts really exclude engineering.More recent conversation has centered on so-called I-STEM, or integrated STEM, with the implication that the four involved subjects are not stand-alone but really have some interdependencies.Some groups want to use the term STEAM to officially recognize the important role of the arts.What is needed going forward is not a debate on semantics, but a true paradigm shift in education.This is the role that engineering can play in K-12 and beyond, using knowledge and experience to solve problems.The state of North Carolina has had a history of leadership in educational matters.In the state of North Carolina, courses covered by the division of career and technical education (CTE) already address many of the engineering topics that can be so critical to teaching children to think.Unfortunately, CTE courses do not extend into elementary school and are severely limited in some middle schools for budgetary reasons.CTE courses in high school have a distinguished history.Here, however, the teaching of engineering-related topics has become strongly linked to specific engineering content classes.Other CTE courses and other programs throughout the curriculum do not contain engineering content.In addition, courses offered as career and technical education are elective courses, frequently not selected by students who are already underrepresented in STEM careers.Since engineering in North Carolina schools has appeared only in a career-linked capacity, thinking of engineering, not as a discipline but as an integrator and bringer of relevance to any class, represents a true paradigm shift.This paper describes a recent effort to write educational standards for the state of North Carolina that define engineering in the K-12 space.The intent is for engineering to be integrated throughout K-12 education, not as stand-alone classes, but as a part of any class.The effort to develop a description of what all students should know and be able to do with respect to engineering began with the various standards in use in other states and incorporated information from NAE publications, the NAEP Technological and Engineering literacy framework and the original States Career Clusters work.Over twenty separate sources were used to craft the outline of these standards.The standards themselves will be defined as well as how they are incorporated as a set of connections for other, tested, subjects in the Standard Course of Study for North Carolina, which includes the Common Core.}, booktitle={2013 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Parry, Elizabeth}, year={2013}, month={Sep} }
 @inproceedings{ernst_bottomley_parry_lavelle_2011, title={Elementary Engineering Implementation and Student Learning Outcomes}, url={http://dx.doi.org/10.18260/1-2--17831}, DOI={10.18260/1-2--17831}, abstractNote={Abstract Elementary Engineering Implementation and Student Learning Outcomes AbstractK-12 schools across the nation are implementing or considering implementingvarious curricula that use engineering. From high school curricula that are fairlycomprehensive (i.e. Project Lead the Way) to textbooks intended for middle or highschool courses (i.e. Survey of Engineering from Great Lakes Press) to elementaryschool after school clubs based on activities from engineering societies and morecomprehensive sets of activities (i.e. Engineering is Elementary from the Museum ofScience, Boston), enthusiam for engineering in K-12 is increasing. These curricularactivites have different foci from increasing technological literacy to encouragingstudents to pursue engineering. Although those who are engineers are enthusiaticabout this trend, to date, there is only cursory assessment data available to indicate theefficacy of any of these approaches to meeting their respective goals. Consequently,there is no guarantee that the overall effect on the fields of engineering will not benegative, if these activities become nothing more than an educational “fad.” Solidresearch on the abilty of engineering curricula to support solid student learning isneeded. This manuscript describes a project designed to comprehensively assessstudent learning with an elementary school curriculum (Engineering is Elementary)and a comprehensive implementation in math, science, language arts, social studiesand technological literacy. North Carolina State University Colleges of Engineeringand Education have partenered with two North Carolina public elementary schoolsand the Museum of Science, Boston to support existing implementations ofengineering magnet elementary schools. The pilot test implementation at an initialtest site has been researched with regards to student learning in design, engineering,and science; student attitudes toward STEM content; and teacher implementation andeffectiveness.}, booktitle={2011 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Ernst, Jeremy and Bottomley, Laura and Parry, Elizabeth and Lavelle, Jerome}, year={2011}, month={Sep} }
 @inproceedings{parry_bottomley_2002, title={Engineering Alive: A Summer Camp For Middle School Students And Teachers}, url={http://dx.doi.org/10.18260/1-2--10112}, DOI={10.18260/1-2--10112}, abstractNote={Middle school is a crucial time for kids deciding on possible career paths.Especially in the state of North Carolina, kids are expected to have their career decisions ready by the time they enter high school, so sixth, seventh, and eighth grade are critical times for contact with the fields of engineering from a recruiting perspective.This paper describes a summer camp held in conjunction with Centennial Middle School in Wake County, North Carolina.The first week of the camp consisted of a teacher week, where teachers came to NC State University College of Engineering to work side by side with engineering faculty to plan and test camp activities.Additional enhancement experiences were incorporated to help provide ideas and enrichment for the teachers in other areas covered by their science, math and social studies goals.One longterm objective was that the teachers use some of the material they learned to change the way they teach various subjects during the school year.An evaluation was done six weeks after the camp.During the second week of the camp, fifty middle school students came to the campus of Centennial Middle School.The camp was co-led by the middle school teachers, engineering faculty and some engineering students.Areas covered by the camp activities included generic problem solving, aerospace engineering (designing and building an airplane to fly), civil engineering (testing various building materials for earthquake resistance), and chemical engineering (studying the components and manufacturing processes of various consumer products-like diapers and cookies).Various competitions were integrated throughout the camp activities and an award ceremony was held at the end of each day.Creative recruiting was used to ensure a diverse student population, but gender and ethnicity were not taken into account during the application process.The student population was onethird female and about one half underrepresented minorities.Student and parent evaluations were 100% positive.}, booktitle={2002 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth and Bottomley, Laura}, year={2002}, month={Sep} }
 @inproceedings{washburn_hossain_parry_meyer_bottomley_2000, title={Engineering Students In K 12 Schools}, url={http://dx.doi.org/10.18260/1-2--8351}, DOI={10.18260/1-2--8351}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 1692 Engineering Students in K-12 Schools Laura J. Bottomley, Elizabeth A. Parry, Sara Washburn, Amy Hossain, Rachel Meyer North Carolina State University Abstract There is a wealth of knowledge and information to be shared between elementary, particularly K-5, students and college engineering students. Increasingly, children are deciding on those subjects they like and dislike (and therefore do and don’t do) as early as elementary school. Anecdotal evidence suggests that females, in particular, lose interest in math and science in mid- elementary school. An innovative new program in North Carolina’s Wake County is attempting to influence the academic choices of the elementary student, particularly young girls and underrepresented minorities. This is the pilot year of an NSF funded program that places college of engineering students as resources at public elementary schools. By using graduate and undergraduate engineering students as science resources, the children are exposed early to the idea of science, math and/or engineering as a college, and therefore career, choice. The engineering students benefit as well, learning valuable communication skills that will enhance their marketability upon graduation. The ability to explain complex science to children requires confidence and technical knowledge. The ability to impart this knowledge in a useful way is a much sought after skill in the workplace. The school benefits from the early exposure to SMET, and teachers benefit by their participation in workshops and training sessions on incorporating science into daily lessons. An additional unique aspect of the program lies in its addressing the topic of teaching of science to special needs children. Special needs in our population include ESL (English as a second language), hearing impaired and visually impaired students. Incorporation of these special needs in teaching SMET is a key part of our program. Benefits to the K-12 schools include curriculum that integrates science, technology, and engineering topics with math, reading, and writing. Benefits to the Fellows include improved communication skills and self-image.}, booktitle={2000 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Washburn, Sara and Hossain, Amy and Parry, Elizabeth A. and Meyer, Rachel and Bottomley, Laura}, year={2000}, month={Sep} }
 @inproceedings{bottomley_titus-becker_smolensky-lewis_2009, title={Escape To Engineering: A Summer Bridge Program For Women In Engineering}, url={http://dx.doi.org/10.18260/1-2--5254}, DOI={10.18260/1-2--5254}, abstractNote={The ESCape program is designed to support incoming female engineering students as they make the transition from high school to college in a number of ways.Some of the elements that may inhibit the retention of a female engineering student include lack of support from home, feelings of inadequacy with regards to mathematics performance, feelings of isolation, homesickness, and lack of connection within a large university.Incoming first year female engineering students are invited to attend the ESCape camp based on math SAT scores.The desired attendance is approximately fifty students, so students with lower scores are invited to apply.The week long camp includes elements of how to succeed in college math, three dimensional visualization skills, trips to local manufacturing plants and visits with their entire female engineering staff, parent programs, social programs, introduction to the campus computing environment and more.Reunions are held throughout the year, and the students are tracked in terms of academic performance, campus involvement, retention and other factors.This paper will present detailed camp content together with the supporting research and assessment data.}, booktitle={2009 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Titus-Becker, Katherine and Smolensky-Lewis, Heather}, year={2009}, month={Sep} }
 @inproceedings{parry_bottomley_1998, title={Exciting Children About Science And Engineering: The Science Of Playgrounds}, url={http://dx.doi.org/10.18260/1-2--7113}, DOI={10.18260/1-2--7113}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 0492 WS/1 Exciting Children About Science and Engineering: The Science of Playgrounds Laura J. Bottomley, Ph. D., Elizabeth A. Parry North Carolina State University/Science Surround This paper describes a variety of hands-on demonstrations for use in the K-12 classroom which connect science to a venue familiar to most children: a playground. We have designed these experiments to be fun and easy to do and to have the kind of appeal for children that will make the science involved seem easy, exciting and fun. The experiments are deliberately designed to use readily available and inexpensive materials. The purpose of these demonstrations is many- fold, but primarily to excite kids about science and engineering. They illustrate various basic principles from physics and can be used to easily discuss various aspects of mechanical engineering. Many of the experiments are useful for differentiating science from engineering as well. We also find that the hands-on approach to learning increases the understanding and retention of the scientific principles under study. The demonstrations deal with various equipment found on typical playgrounds. The demonstrations themselves have been used with children as young as three years and as old as college freshmen. Three basic centers are used: an inclined plane, a pendulum and a balance center (see picture). The children are allowed to experiment freely at each center after a short introduction and demonstration by the teacher. We point out that science supplies the basic physical principles that allow the playground equipment to operate, while it is the responsibility of the engineer to apply those principles to make the playground fun and safe.}, booktitle={1998 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth A. and Bottomley, Laura}, year={1998}, month={Sep} }
 @inproceedings{parry_bottomley_miars_day_2008, title={Gearing Up For The Future: A K 12/University Partnership To Create An Engineering Magnet Elementary School}, url={http://dx.doi.org/10.18260/1-2--4010}, DOI={10.18260/1-2--4010}, abstractNote={This paper will describe the genesis of a new engineering themed magnet school in New Hanover County, North Carolina.A parent choice school assignment plan was adopted by the school system two years ago, immediately creating several extremely high needs schools in the downtown area.One of these schools, Rachel Freeman Elementary, gets the majority of its students from a nearby subsidized housing project.This year, the school is over 85% African American and over 75% of the students qualify for the federal free}, booktitle={2008 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth and Bottomley, Laura and Miars, Elizabeth and Day, Lizette}, year={2008}, month={Sep} }
 @inproceedings{bottomley_hollebrands_parry_2006, title={How Does High School Mathematics Prepare Future Engineers?}, url={http://dx.doi.org/10.18260/1-2--1119}, DOI={10.18260/1-2--1119}, abstractNote={Laura Bottomley, North Carolina State University LAURA J. BOTTOMLEY is the Director of the Women in Engineering and Outreach Programs at North Carolina State University, co-owner of Science Surround, a science education business for children, and is serving as the Division Chair for 2005-2006 for the ASEE K-12 and Precollege Division. Dr. Bottomley received her Ph.D. in electrical engineering from North Carolina State University in 1992, and her MSEE and BSEE from Virginia Tech in 1984 and 1985, respectively. She has worked at AT&T Bell Labs and Duke University.}, booktitle={2006 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Hollebrands, Karen and Parry, Elizabeth}, year={2006}, month={Sep} }
 @inproceedings{parry_bottomley_2001, title={Illuminating Engineering}, url={http://dx.doi.org/10.18260/1-2--9338}, DOI={10.18260/1-2--9338}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2480 Illuminating Engineering Laura J. Bottomley and Elizabeth A. Parry North Carolina State University/Science Surround Abstract Engineering is a difficult profession to explain to the average person, much less student, and is probably one of the most frequently misunderstood. The session described in this paper was developed to put engineering in common terms for the lay person, as well as provide an interesting and fun way to explore different concentration areas of the profession. The demonstration has been given to children as young as six years old, to parents of incoming engineering freshman and to emeritus engineers for the purpose of highlighting how the profession has changed. Little adaptation is needed, surprisingly enough, for these diverse audiences. Many of the demonstrations involve basic science as a way of illustrating the application of science to the solution of engineering problems. The session is heavily dependent on audience participation, making use of active learning. A sense of humor is also a necessary component of the presentation; it seems to help the audience become receptive to the ideas that are being presented. For the purposes of the demonstration the working definition of engineering is as a creative profession that uses math and science as tools to solve problems. The wide range of potential work areas is hinted at, as is the essential integrated nature of the various engineering disciplines. Introduction What does an engineer do? To most people, even professionals who have worked in the field for years, this question is a challenge to answer. Simply put, engineers use math and science to solve problems. Even the kindergartner can understand this succinct definition. But what does it really mean? As part of its outreach program, the College of Engineering at North Carolina State University takes engineering to the K-12 campus to demonstrate the kind of work engineers perform. The session is appropriate for all ages, requiring only that the depth of the explanations be tailored to age appropriateness. The intent of the program is to inform, versus educate, about the engineering profession. The tone is light and a sense of humor is mandatory to help dispel preconceived notions about the field. Indeed, the tone of this paper is written in the manner best suited for the presentation itself, in a straightforward, approachable way. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Copyright 2001, American Society for Engineering Education}, booktitle={2001 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth and Bottomley, Laura}, year={2001}, month={Sep} }
 @inproceedings{parry_bottomley_2002, title={K 12 Redux:  Sending College Students Back (In)To Schools}, url={http://dx.doi.org/10.18260/1-2--10378}, DOI={10.18260/1-2--10378}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Main Menu Session 2480 K-12 Redux: Sending College Students Back (In) to Schools Elizabeth Parry, Dr. Laura J. Bottomley Science Surround, NC State University/NC State University Abstract: The purpose of this paper is to communicate effective ways graduate and undergraduate college students, particularly those in science and engineering, can be utilized as resources in K-12 schools. Recruitment at middle and high schools is a tried and true way for university students to enhance an engineering college’s appeal. But there are a number of other ways the engineering student can be a significant resource to both K-12 students and teachers, all the while improving their own marketability to prospective employers. A great need for math, science and technology expertise exists in public schools today. Especially in the general math and science areas of the K-8 arena, instructional effectiveness is widely variable. In the early grades, teachers are fairly comfortable in the life science areas they teach. However, when students move on to the areas of physics (motion, energy, etc), the teacher’s comfort level drops considerably. Engineers are taught from day one that integration of math and science into problem solving is necessary. Therefore, engineers bring to t he classroom this natural ability to integrate subject areas together. The engineering student’s strengths partner quite effectively with the teacher’s more familiar areas of expertise such as language arts and social studies, to give the student’s an integrated, “big picture” view of curriculum areas. This paper discusses the experiences gained through operation of an NSF GK-12 grant, as well as other community service programs administered by the North Carolina State University College of Engineering Outreach department. Specific ideas and their implementation will be discussed, and the benefits to the university, the public schools and the engineering student will be clearly identified. Introduction: In today’s technologically competitive world, it is more important than ever to educate our students well in the areas of critical problem solving and subject integration. 1 Paradoxically, K- 12 students are often taught various core subjects in isolation, i.e. they have a language arts class, then mathematics, then social studies and finally science. In the state of North Carolina, the situation is even more critical due to high stakes testing in grades K-8 in language arts and mathematics only. That leaves science and social studies to be taught when t here is time, a luxury not often present in today’s public schools. Aside from the time issue, K-8 teachers in particular graduate with little experience in “hands-on, minds on” science instruction, instead learning science as taught from textbooks. In lower elementary grades, the curriculum consists primarily of life science subjects such as plants/seeds, life cycles, habitats, etc. The more abstract subjects of physics beginning in grade three are harder to teach, especially with the limited science training the teacher usually possesses. The combination of testing pressure and a Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright (c) 2002, American Society for Engineering Education Main Menu}, booktitle={2002 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth and Bottomley, Laura}, year={2002}, month={Sep} }
 @inproceedings{brigade_deam_coley_linck_kidwell_goodson_robinson_parry_bottomley_2001, title={Lessons Learned From The Implementation Of A Gk12 Grant Outreach Program}, url={http://dx.doi.org/10.18260/1-2--9513}, DOI={10.18260/1-2--9513}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 1692 Lessons Learned from the Implementation of a GK-12 Grant Outreach Program Laura J. Bottomley, Elizabeth A. Parry, Scott Brigade, La Toya Coley, Laura Deam, Elizabeth Goodson, Jan Kidwell, Jessica Linck, and Brent Robinson North Carolina State University/Washington Elementary School Abstract This paper describes the lessons learned from the implementation of a National Science Foundation GK-12 grant in North Carolina Public Schools. Nine engineering students, both undergraduate and graduate, have worked with two elementary schools and one middle school as science, math, and technology resources and co-teachers. They have worked with over 1500 elementary and middle school students and over 100 teachers to date. Introduction The outreach program at the College of Engineering at NC State includes a GK-12 grant from the National Science Foundation aimed at using engineering students from the university level to enhance math, science and technology instruction. The grant was written and put in place as a response to two perceived problems. First, national reports indicate that U. S. students in K-12 schools currently lag behind their peers in other countries in math and science achievement1. And second, recruitment efforts directed toward women have stagnated for many Colleges of Engineering at a mere twenty percent of incoming classes for the past several years. The problem seems to lie at the time when students are making decisions about their careers. Most students decide as early as middle-school but primarily during high-school. Outreach efforts are usually directed at these ages, but the expected increase in interested students does not occur. These phenomena point to a need to change traditional methods at both the university and K-12 levels. We have chosen to implement this grant at the elementary and early middle school level. The original grant proposal included four goals2: • Integration of science, technology and engineering topics with math, reading and writing • Encouragement of underrepresented groups in science, math, engineering and technology (SMET) through role models and particular teaching techniques • Teaching SMET content to diverse populations, including hearing-impaired students, students for whom English is a second language, and others Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Copyright 2001, American Society for Engineering Education.}, booktitle={2001 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Brigade, Scott and Deam, Laura and Coley, La Toya and Linck, Jessica and Kidwell, Jan and Goodson, Elizabeth and Robinson, Brent and Parry, Elizabeth and Bottomley, Laura}, year={2001}, month={Sep} }
 @inproceedings{smith_parry_bottomley_albers_2010, title={Middle School Sustainable Outreach? Fun Activities In Math And Engineering: A 2 Year Case Study}, url={http://dx.doi.org/10.18260/1-2--16823}, DOI={10.18260/1-2--16823}, abstractNote={It has been well documented that out-of-time STEM programs positively impacts the students and facilitators involved.However, we have yet to understand the sustained impact of middle school afterschool programs on its stakeholders.RAMP-UP (Recognizing Accelerated Math Potential in Underrepresented People), a National Science Foundation funded GK-12 outreach program at North Carolina State University (NCSU) has established the Fun Activities in Math and Engineering (FAME) at a local inner-city middle school.The facilitators of FAME were undergraduate and graduate Fellows and middle school math teachers.The objectives of this program were to reenforce basic math concepts learned in the classroom and to expose the students to several fields of engineering while involving in hands-on engineering activities.For example, the activities incorporated understanding the key principles of engineering design, mathematical estimation and extrapolation, and how to appropriately collect data -skills which are clearly cross-disciplinary.The FAME program was conducted weekly on a semester basis for 2 years (Fall 2007 through Spring 2009).Quantitative data in the form of surveys were collected at the end of each semester for the students involved.In addition, qualitative assessment data from the facilitators has been collected.In this paper we use the FAME program as a case study to evaluate the sustained impact of middle school after-school programs.This study reveals the positive relationship between the students and facilitators, and improved student and facilitator attitudes towards STEM fields throughout the 2-year period.}, booktitle={2010 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Smith, Althea and Parry, Elizabeth and Bottomley, Laura and Albers, Lynn}, year={2010}, month={Sep} }
 @inproceedings{parry_bottomley_2004, title={Partners In Time: Key Steps To Establishing An Effective Partnership Between The University And The K 12 Community}, url={http://dx.doi.org/10.18260/1-2--13338}, DOI={10.18260/1-2--13338}, abstractNote={Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 1692 Partners in Time—Strategies for Establishing an Effective Partnership between the University and the K12 Community Elizabeth A. Parry, Laura J. Bottomley, Jan Kidwell North Carolina State University/Wake County Public School System Abstract Today’s funding environment makes it imperative for institutions of higher education to actively solicit and maintain a positive ongoing relationship with the K12 community. Government and private dollars are often offered with the caveat that the universities engage local school districts in some part of the efforts. The K12 community, while under constant budget pressure itself, and therefore welcoming of additional resources, faces high stakes testing and accountability demands, teacher shortages and a myriad of other issues that might make starting, or maintaining, a relationship with the university less attractive. The key to establishing a symbiotic, long term relationship with interaction at all levels is forming programs that benefit both constituencies in a way that is not perceived to add to current workload. From the university’s standpoint, obtaining the funding to complete its primary task, usually research, is the key driver. In the K12 community, it is incorporating new programs and ideas in a manner sensitive to the district’s current climate and workload. The College of Engineering (COE) at North Carolina State University (NCSU) has, over the past five years, developed such a relationship with the local Wake County Public School System (WCPSS). WCPSS is the 25th largest school system in the country, with 127 schools and over 108,000 students. Engineering faculty and staff are actively involved in all grade levels and have developed a trusting, productive working relationship with WCPSS central office personnel. The result of this relationship is the university has a willing partner when seeking funding for research and growth opportunities, and the school system has a responsible collaborator on its initiatives. The end result is that this partnership is a winning proposition for the full K16 community. The Importance of the University-K12 Partnership The need to establish a symbiotic relationship between these two entities is apparent. In today’s economy, funding agencies are especially concerned with the ‘bang for the buck’ for their investment dollars. Increasing the spectrum of the population benefiting from this investment makes both economic and public relations sense. Science, technical and engineering pipelines at universities are under constant recruiting pressure, challenging enough for the general population but especially so for under-represented groups and women in these fields of study. In addition, universities have a vested interest in the rigor of the K12 curriculum so that incoming freshmen are well prepared for the demands of collegiate academics. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2004, American Society for Engineering Education}, booktitle={2004 ASEE Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Parry, Elizabeth and Bottomley, Laura}, year={2004}, month={Sep} }
 @inproceedings{ernst_clark_deluca_bottomley_2013, title={Professional Development System Design for Grades 6-12 Technology, Engineering, and Design Educators}, url={http://dx.doi.org/10.18260/1-2--22373}, DOI={10.18260/1-2--22373}, abstractNote={high school, undergraduate and graduate level technology education in his 27 years as a teacher and researcher.He has extensive research and curriculum development experience in STEM disciplines.His research includes the study of thinking processes, teaching methods, and activities that improve technological problem-solving performance and creativity.He has expertise in developing technology education curriculum that integrates science, technology, engineering and mathematics (STEM) concepts.Currently, Dr. DeLuca's research includes projects to develop curricula to teach STEM concepts associated with renewable energy technologies by providing a living laboratory of performance data from numerous renewable energy systems.The overarching goal of the project is to develop middle school, high school and undergraduate students' higher-order thinking}, booktitle={2013 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Ernst, Jeremy and Clark, Aaron and DeLuca, Vincent and Bottomley, Laura}, year={2013}, month={Sep} }
 @inproceedings{albers_bottomley_2012, title={Six Hands-on Activities Designed to Improve Student Achievement in and Attitude Towards Learning Fluid Mechanics}, url={http://dx.doi.org/10.18260/1-2--21916}, DOI={10.18260/1-2--21916}, abstractNote={Abstract Six Hands-On Activities Designed to Improve Student Achievement in and Attitude Towards Learning Fluid MechanicsAbstractSix, hands-on activities were designed to supplement an existing mechanical engineeringcurriculum for fluid mechanics with the goal of creating a new instructional method centeredaround activity based learning. Replacing lecture time with activity based learning positivelyaffects university students by reinforcing concepts learned during lecture, visually teaching newconcepts and providing an outlet where the students are free to interact more casually with theinstructor and their peers. Results of this are higher student achievement, a more thoroughunderstanding of the material and a more positive attitude towards learningThis paper first describes the hands-on activities, which were designed to help the student graspthe concepts and improve the overall learning experience. The four activities titled RainbowLayer Cake ©, Marshmallow Madness (Control Volume Analysis) ©, Twist and Turn (FluidFlow) ©, and Construction Function (Pipe Flow) © were original ideas developed for the classby the author. The activity, Foil Boat, Float, Float was an original idea created through theuniversity’s GK-12 Outreach Program and modified for use in the junior level class. Sink orSwim (Bowling Balls and Soda Cans in Water) was a demonstration borrowed from the physicsdepartment and augmented with a worksheet.To assess whether the activities resulted in higher student achievement, a control group andexperimental group were created. Students in the experimental group performed the activitieswhile students in the control group did not. Both groups received the same assessments and acomparison of exam scores was performed to assess the impact on student achievement. Theseresults and a statistical analysis are presented in this paper. In addition, students in theexperimental group were given a survey assessing their perception of how helpful the activitieswere in learning fluid mechanics and math. The results of the survey are also presented in thispaper.}, booktitle={2012 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Albers, Lynn and Bottomley, Laura}, year={2012}, month={Sep} }
 @inproceedings{idries_romero-berube_tilly_bottomley_reeves_davis_2020, title={Supporting Freshman Design with an Extracurricular Resource}, url={http://dx.doi.org/10.18260/1-2--33324}, DOI={10.18260/1-2--33324}, abstractNote={Abstract The Engineering Place Resource Room at North Carolina State University, which serves as the material headquarters for the College of Engineering outreach programs, provides tools, materials, workspace, mentorship, and a working environment to first year engineering students for Freshman Engineering Design Day (FEDD) projects. The purpose of this study is to determine the impact of this classroom-unaffiliated resource on students’ project experience and understanding of the Engineering Design Process. From fall 2016 data, a total of 372 students utilized the Resource Room, making up 21% of FEDD students. In 2017, this outreach increased to 46% of FEDD students. These data suggest interest and need among first year engineering students for a project resource of this form. Users of the Resource Room are immediately exposed to a wide material and tool inventory and encouraged through thought processes and project ideas by Resource Room staff. Motors, voltmeters, ball bearings, mesh, hot glue guns, and LED’s are among the most checked-out tools and materials for these projects, indicating the need for access to both basic and more sophisticated materials throughout the project process. This study looks at additional data from student surveys of the Resource Room’s effect on their FEDD project experiences, including innovation, teamwork, project completion ability, satisfaction with project results, and Engineering Design Process application. This assessment can help provide information on the degree to which outside nerve centers of engineering resources and innovation improve the project experience for first-year engineering students.}, booktitle={2019 ASEE Annual Conference & Exposition  Proceedings}, publisher={ASEE Conferences}, author={Idries, Asma and Romero-Berube, Akira and Tilly, Rachel and Bottomley, Laura and Reeves, Raegan and Davis, Miles}, year={2020}, month={Sep} }
 @inproceedings{bottomley_osterstrom_2010, title={Teaching Engineering To Elementary Education Majors}, url={http://dx.doi.org/10.18260/1-2--16555}, DOI={10.18260/1-2--16555}, abstractNote={The elementary education teacher preparation program at North Carolina State University is a STEM-focused program that requires a course in engineering and technology called Children Design, Invent, Create.For the fall 2009 semester, the course was taught by a faculty member of the College of Engineering from an engineering perspective.Although only one set of assessment data is available, presentation of this data is quite timely, because this course is unique among offerings across the country.The pre-service teachers in the class represented a variety of backgrounds, but generally displayed lower self-efficacy than engineering students of their age.The general lack of understanding of such students with regards to engineering, including the differences and similarities among the various STEM disciplines as well as their own feelings of fear and/or inadequacy when faced with problem solving tasks may represent a significant barrier to the potential recruiting success of future engineering students.This paper will describe the results of self-efficacy assessments, the methods used in presentation of the course material and the ways in which the students were challenged and motivated throughout the course.In addition a partnership with a local elementary school class that illustrated actually classroom learning as a means of modeling lessons will be described.}, booktitle={2010 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Osterstrom, Justin}, year={2010}, month={Sep} }
 @inproceedings{bottomley_parry_2015, title={Teaching Sound in Elementary, Middle and High School Physical Science Using Engineering Design}, url={http://dx.doi.org/10.18260/1-2--17121}, DOI={10.18260/1-2--17121}, abstractNote={Abstract 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: 2Presenter Name(s):1) Bottomley Laura Affiliation NC State University2) Parry Elizabeth Affiliation NC State UniversityContact Person’s Name: Laura BottomleyContact Person’s Email: laurab@ncsu.eduContact Person’s Phone: 919-515-3263Contact Person’s Alternate Phone: 919-349-85102015-ASEE-K12-Proposal-Form 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) Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and ElementaryEducation, is also the Director of Women in Engineering and The Engineering Place at NC StateUniversity. She has been working in the field of engineering education for over 20 years. She isdedicated to conveying the joint messages that engineering is a set of fields that can use all typesof minds and every person needs to be literate in engineering and technology. She is an ASEEFellow.2) Elizabeth Parry is an expert in engineering education, especially elementary, havingtransitioned from an industry job at IBM over 20 years ago. She is a partner for the Engineeringis Elementary Curriculum from the Museum of Science, Boston. She is well known for coachingschools as they transform themselves to engineering magnets or as they use engineering as avehicle for teaching the curriculum. Liz is the chairperson of an ASEE Board Committeelooking at making strategic plans for ASEE’s involvement in K-12 Engineering. WORKSHOP INFORMATIONProposed Title:Teaching Sound in Elementary, Middle and High School Physical ScienceAbstract: 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.This workshop uses an engineering design challenge to teach about the aspects of sound,including its wave nature, how it transfers energy, how it has frequency and intensity and howhumans make use of the nature of sound for our own interests. Participants are challenged tobuild a device that will reduce the volume of a Bluetooth speaker without distorting its sound.The workshop makes use of IPad apps and a decibel meter to measure sound intensity andfrequency spread.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives The workshop learning objectives include teaching participants how to use a deeply integrated STEM activity to teach the learning standards outlined below. Participants2015-ASEE-K12-Proposal-Form 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 | WA will also learn classroom management techniques for use in an open-ended design challenge with students from grades K-12. The workshop will be differentiated appropriately and customized to those in attendance. Participants will also learn how to use the activity with both hearing and hearing impaired students to teach the same standards. b. Hands-on activities and interactive exercises: The workshop will include multiple hands-on activities. Participants will construct a resonance chamber and use it to learn about the wave nature of sound and how sound waves change frequency and intensity. The main design challenge will ask participants to use the engineering design process to solve the problem of reducing the sound coming out of a Bluetooth speaker playing music for a classroom activity. They will be challenged to use what they have already learned about sound in the resonance chamber activity to reduce the sound volume without distorting the music. c. Materials that participants can take with them: Participants will receive the activity write-up (attached to this proposal), materials list and suggestions and several writings about classroom management and pedagogy for encouraging deep learning in STEM activities implemented as engineering design challenges. d. Practical application for teachers and outreach staff The activity fits equally well inside and outside of the classroom. The activity itself has practical applicability, as the scenario is very engaging to students of all ages. Careful choice of the music played can make it quite fun!Related standards:NGSS: Grade K-2 Physical Science: Sound can make matter vibrate, and vibrating matter can makesound.Grade 6-8 Physical Science: A simple wave model has a repeating pattern with a specificwavelength, frequency, and amplitude, and mechanical waves need a medium through whichthey are transmitted. This model can explain many phenomena including sound and light. Wavescan transmit energy.Grade 9-12 Physical Science: The wavelength and frequency of a wave are related to oneanother by the speed of the wave, which depends on the type of wave and the medium throughwhich it is passing. Waves can be used to transmit information and energy.Grade K-2 Engineering: K-2- Ask questions, make observations, and gather information about a situation people2015-ASEE-K12-Proposal-Form 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 | WAETS1-1. want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of anETS1-2. object helps it function as needed to solve a given problem. K-2- Analyze data from tests of two objects designed to solve the same problem to compareETS1-3. the strengths and weaknesses of how each performs.Grade 3-5 Engineering: 3-5- Define a simple design problem reflecting a need or a want that includes specifiedETS1-1. criteria for success and constraints on materials, time, or cost. 3-5- Generate and compare multiple possible solutions to a problem based on how wellETS1-2. each is likely to meet the criteria and constraints of the problem. 3-5- Plan and carry out fair tests in which variables are controlled and failure points areETS1-3. considered to identify aspects of a model or prototype that can be improved.Grade 6-8 Engineering: Define the criteria and constraints of a design problem with sufficient precision to MS- ensure a successful solution, taking into account relevant scientific principles andETS1-1. potential impacts on people and the natural environment that may limit possible solutions. MS- Evaluate competing design solutions using a systematic process to determine how wellETS1-2. they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design MS- solutions to identify the best characteristics of each that can be combined into a newETS1-3. solution to better meet the criteria for success. MS- Develop a model to generate data for iterative testing and modification of a proposedETS1-4. object, tool, or process such that an optimal design can be achieved.Grade 9-12 Engineering:HS-ETS1A. Defining and delimiting engineering problemsHS-ETS1B. Developing possible solutionsHS-ETS1C. Optimizing the design solutionCCSS MathematicsGrades K-5: Represent and interpret data.Grades 6-12 Mathematical Practices: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically.2015-ASEE-K12-Proposal-Form 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 | WA Attend to precision.Standards for Technological LiteracyGrades K-12 Design:  Students will develop an understanding of the attributes of design.  Students will develop an understanding of engineering design.  Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.Authentic 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: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind 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):The workshop requires the use of the EDP to solve the problem given. The participants definethe problem, brainstorm solutions, build models to solve those solutions, test the models, takedata, analyze the data and iterate until they have a solution that they bring to the final test andanalysis stage. Each of the habits of mind (as defined by the NAE) is discussed in the course ofthe workshop as the facilitators highlight as the participants apply them: optimism in persisting,systems thinking in combining many materials that each have different effects on the sound,ethics as they share materials, communication as they pitch their solutions, collaboration as theywork on a team to develop a solution to the problem, and creativity as they use materials thatthey have likely never used for the purpose at hand before. The engineering practices are allused, as outlined in the links to standards above. Finally, the facilitators will outline theconnections to electrical engineering, materials engineering and mechanical engineering.Diversity. 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 equity2015-ASEE-K12-Proposal-Form 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 | WAin 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):The activity has been specifically designed to appeal to students of any gender equally, due tothe topic of the problem. During the workshop, the facilitators will outline teaching methods toensure that both boys and girls participate equally.One unique aspect of this workshop on sound is the way in which it has been designed to appealto both hearing and hearing impaired students. At each stage of the workshop, the sound is madevisible. For younger (and even older) students, the resonance chambers illustrate the way thatsound vibrations change with pitch and intensity. The use of the IPad Visible Sound App showshow energy is distributed among different frequencies and literally makes the sound visible toeach student.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 Yes Please describe:Grade Level Target Audience (check all that apply):The activity has been done with students in each of the grade bands. Primary (EC–2) Elementary (3–5) Middle School (6-8) 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.2015-ASEE-K12-Proposal-Form 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 | WAAll 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 Page 7 of 7}, booktitle={2015 ASEE Workshop on K-12 Engineering Education Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Parry, Elizabeth}, year={2015}, month={Sep} }
 @inproceedings{ernst_bottomley_parry_2012, title={Term Analysis of an Elementary Engineering Design Approach}, url={http://dx.doi.org/10.18260/1-2--22030}, DOI={10.18260/1-2--22030}, abstractNote={Abstract Term Analysis of an Elementary Engineering Design Approach AbstractThe two-year National Institutes of Health funded project, Engineering Design Models inElementary Schools, consisted of a pilot test1 and a field test phase. Both project phasesused engineering design as a fundamental segment of a complete educational day. Thisfully integrated approach combined basic engineering associated processes, basic design-based content, and targeted technological competencies with the inclusive study ofscience, language arts, social studies, and mathematics in an elementary schoolenvironment. The primary separation between the project pilot test and the project fieldtest was the lengh of the term in which student participants were exposed to engineeringdesign as part of a full educational model. Assessment procedures for the field testconsisted of data collected over the course of one academic year (August though May),specifically measuring student learning in design, engineering, and science; studentattitudes toward STEM content; and teacher implementation and effectiveness. Uponanalysis of data, a major finding of the field test investigation was that the term ofexposure and expansion of the curricular treatment period are both influential variablesconcerning outcome. In both project phases (the pilot test and field test) outcomes weremeasured through paired pre-assessment and post-assessment student participant science,engineering, and design cognitive achievement scores. These findings, paired with pilottest outcomes and specific teacher implementation and effectiveness insights obtainedthrough the project has contributed to a data-informed educational model for the deliveryof integrated and authentic engineering, design, and science content that is inprogrammatic alignment with the North Carolina Standard Course of Study.}, booktitle={2012 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Ernst, Jeremy and Bottomley, Laura and Parry, Elizabeth}, year={2012}, month={Sep} }
 @inproceedings{albers_lindsay_hemric_bottomley_tucker_hollebrands_parry_2010, title={The Impact Of Active Learning During Out Of School Time (Ost) Energy Clubs On Elementary School Students}, url={http://dx.doi.org/10.18260/1-2--16550}, DOI={10.18260/1-2--16550}, abstractNote={Active learning during out-of-school time Energy Clubs, can positively affect students in grades 3-5 by improving their understanding of technology, what engineers do, the engineering design process, and how to improve a windmill.RAMP-UP assessed the impact through a pre-and posttest from the Engineering is Elementary workbook, "Catching the Wind."[2]After completing one activity where the students built windmills out of milk cartons, there were positive improvements in their understanding of technology, what engineers do and the engineering design process ranging from 3% to 8%.Significant gains (p < 0.05) were made in understanding how to improve a windmill where all the clubs had double-digit growth with an overall improvement of 26%.}, booktitle={2010 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Albers, Lynn and Lindsay, Karen and Hemric, Janice and Bottomley, Laura and Tucker, Jade and Hollebrands, Karen and Parry, Elizabeth}, year={2010}, month={Sep} }
 @inproceedings{albers_bottomley_2011, title={The Impact of Activity Based Learning, a New Instructional Method, in an Existing Mechanical Engineering Curriculum for Fluid Mechanics}, url={http://dx.doi.org/10.18260/1-2--18852}, DOI={10.18260/1-2--18852}, abstractNote={Abstract The Impact of Activity Based Learning, a New Instructional Method, in an Existing Mechanical Engineering Curriculum for Fluid MechanicsAbstractReplacing lecture time with activity based learning positively affects university students inundergraduate fluid mechanics by reinforcing concepts learned during lecture, visually teachingnew concepts and providing an outlet where the students are free to interact more casually withthe instructor and their peers. Results of this are higher student achievement, a more thoroughunderstanding of the material and a more positive attitude towards learning. We will show theimpact of activity based learning through comparison of exam scores of students in control vs.experimental classes and through surveys and observations.Activity based learning is a new instructional method applied to an existing mechanicalengineering curriculum for fluid mechanics. The new instructional method involves students inhands-on activities that are originally designed or modified from existing activities by thegraduate instructor, student presentations, instructor demonstrations and projects. Fluidmechanics is one of the more disliked courses in the engineering curriculum due to the difficultyof the material. The goal of the activities, that address the same objectives of the course, is tohelp the student grasp the concepts and improve the overall learning experience.}, booktitle={2011 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Albers, Lynn and Bottomley, Laura}, year={2011}, month={Sep} }
 @misc{stimpson_lavelle_bottomley_2020, title={The Use of Engineering Notebooks in an RET Experience}, url={http://dx.doi.org/10.18260/1-2--35379}, DOI={10.18260/1-2--35379}, abstractNote={Abstract Abstract: The use of research notebooks in engineering and science is a long-standing practice. Researchers, students, and lab assistants use notebooks to catalog the progression of experiments, take notes on successes and failures, sketch ideas, and brain-storm new areas of interest and focus. Given the rich and vibrate data in a research notebook, these documents provide a structure from which the evolution of ideas and knowledge can be studied. The Research Experience for Teachers (RET) program is a grant funded initiative of the National Science Foundation (NSF), where teachers are placed in university research laboratories and engage in engineering-focused research. Parallel to the lab experience, teachers participate in pedagogical instruction and are encouraged to bridge laboratory activities with professional development activities to create ways in which engineering concepts can be infused in curricula. Participants in our NSF-funded RET grant, who serve as the sample for this study, were part of stratified teams that included teachers, engineering students, education students, and community college faculty. Participants in our RET were provided research notebooks to catalog both their lab work and overall experiences over the course of the six-week summer lab assignment. Participants also used the notebooks to record notes and ideas related to the development of an engineering informed lesson plan to take back their respective K-12 and community college classrooms. The purpose of this paper is to investigate the ways in which participants used their research notebooks during the NSF-RET experience to catalog ideas, progression of research, and the development of lesson plans. Specifically, we answer the following research questions: 1. How do participants use research notebooks to record and catalog research activities? 2. How do participants use research notebooks to record and catalog potential pedagogical practices related to using engineering concepts? 3. How do the notebooks reflect participants incorporating engineering concepts into the development of engineering informed lesson plans? Theoretically, our research is grounded in constructivism, as we seek to examine how participants made sense of the experience, extracted new knowledge and information, and then applied that new knowledge and information. Constructivism, as a learning theory, focuses on how individuals construct knowledge for themselves within their individual context (Pritchard & Wollard, 2010). We analyze the data using thematic analysis. Thematic analysis involves use and development of codes that are then systematically grouped into findings (themes). The identification of themes can occur through identification of linked codes and ideas, prevalence of codes, and framing of relationships between codes (Guest, MacQueen, & Namey, 2012). References Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Sage: Thousand Oaks, CA. Pritchard, A., & Woollard, J. (2010). Psychology in the classroom: Constructivism and social learning. Routleddge: New York.}, journal={2020 ASEE Virtual Annual Conference Content Access Proceedings}, publisher={ASEE Conferences}, author={Stimpson, Matthew and Lavelle, Jerome and Bottomley, Laura}, year={2020}, month={Sep} }
 @inproceedings{smith_hollebrands_parry_smith_bottomley_albers_2009, title={The Ways In Which K 8 Students’ Participation In A Gk 12 Program Affects Achievement In And Beliefs About Mathematics}, url={http://dx.doi.org/10.18260/1-2--5265}, DOI={10.18260/1-2--5265}, abstractNote={To evaluate the effectiveness of a program whose goal is to increase the number and diversity of students enrolled in upper-level mathematics courses, an analysis was conducted comparing the standardized achievement test scores of program participants to similar nonparticipants.Results indicate that significant gains occur when students participate in the program for two years.In addition, program participants were surveyed to measure students' confidence about their abilities in mathematics, students' beliefs about mathematics as a male domain, and students' perceptions of their teacher's beliefs about their ability to learn mathematics.Analyses indicate that at least one significant mean difference occurred for all three between subject factors (gender, ethnicity, school type) for all three measures of attitudes and beliefs about mathematics.}, booktitle={2009 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Smith, Ryan and Hollebrands, Karen and Parry, Elizabeth and Smith, Althea and Bottomley, Laura and Albers, Lynn}, year={2009}, month={Sep} }
 @inproceedings{collins_wiebe_bottomley_2012, title={Using a Campus-wide Community of Practice to Support K-12 Engineering Outreach}, url={http://dx.doi.org/10.18260/1-2--22171}, DOI={10.18260/1-2--22171}, abstractNote={Abstract MISO (Maximizing the Impact of STEM Outreach through Data-driven Decision-Making) is a campus-wide project, funded by the Nation Science Foundation, at North Carolina Sate University. This projectseeks to both better understand and support the collective impact of K-12 STEM outreach efforts of theuniversity. The project arose out of a campus-wide ad-hoc committee organized by the office of extensionand engagement. Initial findings from the committee pointed to a large number of activities across campus,but no organizational network to provide a community of practice to facilitate communication and supportamong the different groups involved in this work.One of the key strategies of the MISO project is to support data-driven decision-making by outreachproviders. To do so, experts in educational evaluation have worked with project leaders to deviseevaluation strategies with two, synergistic goals. First, this data will both allow individual outreachprograms to better understand the impact of their strategies on STEM learning and engagement in theirparticipants. Second, the collective pooling of data across outreach programs will allow the campus-widecommunity of practice to better understand which practices are demonstrating the highest efficacy inparticular contexts and populations.The project is also aimed at evaluating students and teachers involved in STEM education outreachprograms in an effective, longitudinal manner. To do so, a common STEM Outreach Evaluation Protocolwas developed that has common survey instruments used by outreach providers, matched with longitudinaldata from state-wide public instruction databases. The goal will be to be able to track students acrossmultiple years, through multiple STEM outreach experiences and, eventually matriculation to colleges anduniversities (including NCSU).The new data-driven assessment tools will be used for MISO project research, and will be available to anySTEM outreach campus program. In this way, any STEM outreach project affiliated with NCSU, big orsmall, will have access to a valid tool in order to evaluate the impact of their project, as well as MISOresearch results. In order to support the campus-wide community of practice, projects will have theopportunity to work collaboratively during twice yearly workshops, providing a venue for opportunities forcommunication and the sharing of evaluation theories, issues, approaches, and practices in extension andinformal education.In the latter part of the MISO project, results and evaluation methods will be shared with other institutionsin the University of North Carolina system, therefore giving them the ability to evaluate their own STEMimpact through outreach and extension programs via our replicable model.A central part of STEM outreach efforts at NCSU includes K-12 engineering. To this end, MISO haspartnered with the Engineering Place. The mission of the Engineering Place is to educate, both directly andindirectly, the citizens of North Carolina, particularly K–12 students, about the true nature of engineeringand the opportunities and careers within engineering through hands-on, inquiry- and problem-basedprograms and informational workshops and tools.Faculty and staff from the Engineering Place has worked collaboratively with MISO, participating in theproject’s advisory board and agreeing to be part of the pilot phase of the MISO project during the summerof 2011.This paper will describe how MISO and the Engineering Place have, to date, worked together to enhancethe data-driven decision-making capacity of their engineering outreach projects. In addition, future plansand how these collaborations at NCSU might be replicated at other colleges and universities with K-12engineering outreach activities will be addressed.}, booktitle={2012 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Collins, Tracey and Wiebe, Eric and Bottomley, Laura}, year={2012}, month={Sep} }
 @inproceedings{bottomley_2018, title={Essential Components Found in K-12 Engineering Activities Devised by Engineering Educators}, url={http://dx.doi.org/10.18260/1-2--28292}, DOI={10.18260/1-2--28292}, abstractNote={Abstract Engineering activities used in the K-12 classroom arise from a variety of sources. As engineering has the opportunity to penetrate farther into K-12, through the implementation of Next Generation science standards or through integrated STEM instruction, the proliferation of activities assigned the engineering moniker has increased tremendously. This paper describes a meta-analysis of activities from a variety of sources. The activities are categorized as to pedagogical technique, content standards addressed, engineering content taught, and other elements extracted from the literature. The goal of this analysis is two-fold: to determine trends with respect to content and type of activities that are being proposed and to perform a gap analysis. The sources used to locate activities are NAE, ASEE, and IEEE, as well as educator exchanges and related origins.}, booktitle={2017 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura}, year={2018}, month={May} }
 @article{chance_bottomley_panetta_williams_2018, title={Special Issue on Increasing the Socio-Cultural Diversity of Electrical and Computer Engineering and Related Fields}, volume={61}, ISSN={["1557-9638"]}, DOI={10.1109/TE.2018.2871656}, abstractNote={Universities and colleges struggle to achieve their diversity goals in disciplines including electrical engineering, computer science, and computer engineering. Even if entering students are sufficiently diverse, programs are challenged to provide appropriate support and develop engagement opportunities that enable these students to succeed. Some students from minority populations may have had schooling less well funded than that of their mainstream peers, and while capable of succeeding, may be differently equipped than their peers. This special issue asks: How can efforts to increase success of minority students be designed and implemented? How can programs help faculty to understand challenges diverse students face? How can they change their teaching methods?}, number={4}, journal={IEEE TRANSACTIONS ON EDUCATION}, author={Chance, Shannon M. and Bottomley, Laura and Panetta, Karen and Williams, Bill}, year={2018}, month={Nov}, pages={261–264} }
 @article{carrier_faulkner_bottomley_2016, title={Walking the Walk: An Integrated STEM Project for Elementary Teachers}, volume={1}, ISSN={2474-7432}, url={http://dx.doi.org/10.46767/kfp.2016-0003}, DOI={10.46767/kfp.2016-0003}, abstractNote={Preparing effective STEM (science, technology, engineering, mathematics) education teachers has become a priority of national economic importance (National Research Council [NRC], 2007) and this goal depends on teachers who understand content and possess effective teaching practices that impact student learning true integration of STEM will require significant changes in classroom practices, shifting away from traditional instruction and begin with teacher preparation. The present article originates from an interdisciplinary STEM project within an elementary teacher preparation program that has a stated and explicit STEM focus for undergraduate pre-service elementary teachers, yet this investigation also applies to practicing teachers interested in STEM integration. The investigation aims to blur the rigid boundaries that traditionally separate school subjects. Here we highlight a unified investigation project that spans not only disciplines and courses but also pre-service teachers’ (PSTs’) mindsets.}, number={1}, journal={Journal of Interdisciplinary Teacher Leadership}, publisher={Kenan Fellows Program for Teacher Leadership}, author={Carrier, Sarah J. and Faulkner, Valerie N. and Bottomley, Laura}, year={2016}, month={Jul}, pages={25–29} }
 @article{denson_lammi_white_bottomley_2015, title={<p>Value of Informal Learning Environments for Students Engaged in
            Engineering Design</p>}, volume={41}, ISSN={1541-9258 1071-6084}, url={http://dx.doi.org/10.21061/jots.v41i1.a.5}, DOI={10.21061/jots.v41i1.a.5}, abstractNote={A focus group study was conducted with purposefully sampled student participants solving an engineering design challenge during a one-week engineering summer camp held at a research-intensive university in the southeast. The goal of the study was to further understand the student experience and ascertain the perceived value of an informal learning environment for students engaged in an engineering design challenge. Emergent themes are provided to illustrate the primary challenges related to the engineering design challenge and the aspects of the engineering summer camp that were beneficial to the student participants. It is anticipated that the results of this study will constructively add to the literature on learning and teaching in engineering design across informal and formal learning environments.}, number={1}, journal={Journal of Technology Studies}, publisher={Virginia Tech Libraries}, author={Denson, Cameron and Lammi, Matthew and White, Tracy Foote and Bottomley, Laura}, year={2015}, month={Jan}, pages={40–47} }
 @misc{bottomley_2015, title={Assessing the GRIT of Incoming Engineering Students}, url={http://dx.doi.org/10.18260/p.23588}, DOI={10.18260/p.23588}, abstractNote={Abstract Assessing the GRIT of Incoming Engineering StudentsIn the fall of 2014, the College of Engineering at _____________ University surveyed 1500incoming engineering students with the twelve question GRIT assessment originated by AngelaDuckworth1. The qualities associated with GRIT have been publicized recently in the popularliterature, including the New York Times2. Previous research with other types of populationshave indicated a correlation between measured GRIT and persistence in school-basedachievements. This paper describes the results of this survey correlating measured GRIT withgender, origin (rural, suburban, urban) and ethnicity. GRIT scores are also correlated withvariables used to accept students to the College of Engineering, such as SAT scores and highschool grades. This GRIT survey was administered as the beginning of a longitudinal study tocompare the correlation of GRIT with retention to graduation with the correlation of admissionsvariables to retention to graduation. Admissions variables were originally selected because theypredict retention, the study will examine whether GRIT is more, less or additionally predictive ofstudent success.1 Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance andpassion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.2 Tough, P. (September 14, 2011). What if the Secret to Success Is Failure? New York Times.}, journal={2015 ASEE Annual Conference and Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura}, year={2015}, month={Jul} }
 @misc{bottomley_titus-becker_2015, title={Assessing the Success of Programs for Women in Engineering}, url={http://dx.doi.org/10.18260/p.23594}, DOI={10.18260/p.23594}, abstractNote={Abstract Assessing the Success of Programs for Women in EngineeringMost professionals working in the field of diversity at a College of Engineering are aware thatthe nationwide percentage of females in engineering has been relatively stagnant. With amplehighly qualified students at the high school level, colleges and universities are yet challenged torecruit those students to their engineering programs, and keep them there. Many efforts havebeen and are underway to make a difference in this regard. The National Academy ofEngineering document, “Changing the Conversation,” suggests several approaches to changingthe view of the identity of engineering both as a field of study and a field of work. (nameredacted) University has had in place a Women in Engineering Program (WIE) for 15 years anda Women in Science (WISE) Living and Learning Community for seven years. This WISEcommunity has played an integral role in the strategy to increase the percentage of women in theCollege of Engineering through both recruitment and retention. In addition to WISE, certainother select recruitment strategies have also been put in place, such as a bridge program forincoming female students, a revision of recruiting materials, and others. This paper will describesome of the assessment data collected to determine the effectiveness of these strategies withregards to both recruitment and retention of female students. Data provided will includeperformance and retention data for women participating in various programs, such as WISE,versus non-participating females and males. Also described will be specific, innovativestrategies that have been put into place, such as a department head workshop and specificdepartment partnerships aimed at retention. All of these strategies have resulted in an elevenpercentage point increase in women in engineering and a retention rate for females that exceedsthat of males.}, journal={2015 ASEE Annual Conference and Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Titus-Becker, Katherine}, year={2015}, month={Jul} }
 @misc{bottomley_lavelle_d'amico_laporte_2015, title={Engineering Summer Programs: A Strategic Model}, url={http://dx.doi.org/10.18260/p.23982}, DOI={10.18260/p.23982}, abstractNote={Abstract Engineering Summer Programs: A Strategic ModelXXXX is the umbrella program for all engineering K-12 outreach, extension and engagementactivities at XXXX University. Operating under the Office of Academic Affairs this unit lastyear had over 10,000 touches with K-12 students, parents and teachers across (state). XXXX isXXXX University’s K–20 education and resource headquarters for exploring engineering.Through hands-on summer camps, in-school mentoring, dynamic volunteer programs, topicalworkshops and much more, XXXX builds excitement around engineering for students andteachers.The XXXX and the College of Engineering have offered summer camps for almost 20 years.Over time the focus, purpose and strategy associated with the planning and executing the campshas matured to support the current 37 camps per summer, offered to students in grades 2-12 andat various locations across the state. Several design elements of the XXXX summer camps areparticularly unique. A few of these include: the staff for the camps is assembled from acombination of engineering educators, K-12 educators, engineering undergraduate students, andhigh school students in a tiered mentoring arrangement that has had long term impact on all ofthe participants, as supported by data. The camps are designed to be financially self-supporting,including provision for at least five percent scholarships. The camp curriculum is linked tocutting edge research activities in the College, with specific attention to the tenets put forward inthe NAE document, Changing the Conversation. The attendance at the camps averages 30-40%female and 35-40% underrepresented ethnic minorities with no specific targeted recruiting.This paper describes the details of the design of the summer programs, how partnerships aredeveloped, and give assessment results from more than fifteen years of camps.}, journal={2015 ASEE Annual Conference and Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Lavelle, Jerome and D'Amico, Susan and LaPorte, Landon}, year={2015}, month={Jul} }
 @inbook{o'brien_karsnitz_van der sandt_bottomley_parry_2014, title={Engineering in Pre-Service Teacher Education}, ISBN={9781557536914}, booktitle={Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices}, publisher={Purdue University Press}, author={O'Brien, S. and Karsnitz, J. and Van Der Sandt, S. and Bottomley, L. and Parry, E.}, editor={Purzer, S. and Strobel, J. and Cardella, M.E.Editors}, year={2014} }
 @book{bottomley_parry_shaw_payne_2013, title={Designing a School with Engineering Underpinnings}, journal={Scaling STEM: Strategies that Engage Minds}, author={Bottomley, Laura and Parry, Elizabeth and Shaw, Nancy and Payne, Rebecca}, year={2013}, month={Mar} }
 @inproceedings{albers_bottomley_parry_2013, title={The creation, evolution and impact of a GK-12 outreach model}, booktitle={Proceedings of the American Society for Engineering Education}, author={Albers, Lynn and Bottomley, Laura and Parry, Elizabeth}, year={2013} }
 @inproceedings{albers_bottomley_2013, title={The heart of a successful education - one journey through graduate school}, booktitle={Proceedings of the American Society for Engineering Education}, author={Albers, L. and Bottomley, L.}, year={2013} }
 @inproceedings{matheson_bottomley_townsend_parry_2012, title={Bringing Relevance to the Precollege Classroom Through the National Academy of Engineering’s Grand Challenges for Engineering}, booktitle={World Engineering Education Forum}, author={Matheson, Robert and Bottomley, Laura and Townsend, Pam and Parry, Elizabeth}, year={2012} }
 @book{bottomley_parry_shaw_payne_marcus_2012, title={Engineering Connections to K-12 Education}, institution={North Carolina Department of Public Instruction}, author={Bottomley, Laura and Parry, Elizabeth and Shaw, Nancy and Payne, Rebecca and Marcus, Tina}, year={2012}, month={Dec} }
 @inproceedings{bottomley_parry_2012, title={Integrated STEM Education in Elementary Schools Using Engineering: Every Teacher, Every Student}, booktitle={World Engineering Education Forum}, author={Bottomley, Laura and Parry, Elizabeth}, year={2012} }
 @inproceedings{bottomley_2008, title={A Train the Trainer Module for Pre-University Engineering Outreach Programs}, booktitle={IEEE Educational Activities Board}, publisher={IEEE Educational Activities Board}, author={Bottomley, Laura J.}, year={2008} }
 @book{bottomley_mcclung_mohla_o'neil_2007, title={Role of Standards in Electrical Power Systems}, institution={IEEE Educational Activities Board and IEEE Standards Association through the joint IEEE Standards Education Committee}, author={Bottomley, Laura J. and McClung, Bruce and Mohla, Daleep and O'Neil, John}, year={2007} }
 @misc{vogt_bottomley_2007, title={Work in progress - teaching measured along two-dimensions: interpersonal rapport and teaching skill}, ISSN={0190-5848}, url={http://dx.doi.org/10.1109/fie.2007.4418011}, DOI={10.1109/fie.2007.4418011}, abstractNote={Approximately 40% of those who begin college with the intention of undertaking engineering do not complete their programs of undergraduate studies indicating that in the case of engineering studies, a central problem is one of persistence. In these classrooms and lecture halls, faculty may, or may not, realize the critical role they play in a student's decision to persist in engineering studies. Undoubtedly, classroom dynamics may exert tremendous influence on students' academic persistence or willingness to sustain the necessary effort to excel in their subjects. In Seymour and Hewitt's book, the high attrition rates for science, math and engineering students is linked to the intimidating nature of the classroom, the dullness of the lecture model and inadequate faculty guidance. To test this previous research, we measure two aspects of effective teaching, interpersonal rapport and teaching skills, on self-efficacy and academic confidence. In the future research, we will build and test a structural equation model to show the relationship of these variables on student performance.}, journal={2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports}, publisher={IEEE}, author={Vogt, Christina M. and Bottomley, Laura}, year={2007}, month={Oct} }
 @inproceedings{rajala_bottomley_parry_cohen_grant_thomas_doxey_perez_collins_spurlin_2004, title={The North Carolina State University women in science and engineering program: a community for living and learning}, booktitle={American Society for Engineering Education}, author={Rajala, S. A. and Bottomley, L.J. and Parry, E. A. and Cohen, J. D. and Grant, S. C. and Thomas, C. J. and Doxey, T. M. and Perez, G. and Collins, R. E. and Spurlin, J. E.}, year={2004} }
 @inproceedings{bottomley_rajala_porter_1999, title={Engineering outreach teams: K-12 outreach at North Carolina State University}, volume={3}, url={http://dx.doi.org/10.1109/fie.1999.840331}, DOI={10.1109/fie.1999.840331}, abstractNote={The Women in Engineering Program at NC State University (USA) coordinates visits to elementary, middle and high schools by students and faculty of the College of Engineering. An "on-call" team is maintained that can travel to schools upon request. Recruiting is a goal of the teams, but not the major goal. The primacy focus is to educate and excite students about engineering, science and mathematics, building a base in the community for grater appreciation and understanding of these important disciplines. A special emphasis is placed on women and minorities by including on the teams a majority of women and/or minority students and faculty. This enables the team members to serve as role models for the children with which they come in contact. This modeling will be accomplished in a passive way; no mention is made at the time of the visits, or before or after, about why the teams are composed the way they are. The teams present engineering to students through active, hands-on workshop activities. Previous experience has shown these types of presentations to be particularly effective in accomplishing the desired goals. After the first year of implementation, the teams enjoy a measurable success: they are being invited back to the same schools that they visited last year! Evaluation of team performance and effectiveness is accomplished primarily through feedback from students, teachers and administrators at the visited institutions. The letters from students saying things like, "I was going to be a ballet dancer, but I think I will be an electric scientist like you now," are particularly nice to receive! A file of such evaluations is maintained. The teams "debrief" after each visit to determine an internal measure of effectiveness.}, booktitle={FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011}, publisher={Stripes Publishing L.L.C}, author={Bottomley, L.J. and Rajala, S. and Porter, R.}, year={1999}, month={Jan}, pages={13A7/14-13A7/17} }
 @article{bottomley_jones_2003, title={Lifelong education}, volume={9}, ISSN={["1077-2618"]}, DOI={10.1109/MIA.2003.1195678}, abstractNote={Electrical-safety training should be discussed and taught to people from early childhood throughout their careers. Effective electrical-safety training is a "soft" technology that is never complete. As knowledge is generated, the new information should be offered to the entire community for acceptance or rejection. Effective electrical-safety training is a critical element of an effective electrical-safety program. One of the most effective learning processes is emulation-watching someone else and then imitating the observed practice. Emulation serves as the basic principle upon which apprentice programs are based. When a "student" observes an unsafe practice, the "teacher" has some responsibility for any injury that might result. This article offers experience-based thoughts related to breaking that chain.}, number={3}, journal={IEEE INDUSTRY APPLICATIONS MAGAZINE}, author={Bottomley, LJ and Jones, RA}, year={2003}, pages={16–22} }
 @inproceedings{porter_fuller_bottomley_rajala_1999, title={Longitudinal assessment of a freshman engineering orientation course}, volume={1}, url={http://dx.doi.org/10.1109/fie.1999.839257}, DOI={10.1109/fie.1999.839257}, abstractNote={The authors describe how an engineering orientation course, pilot-tested in 1996, has improved the freshman engineering student's introduction to disciplinary thinking and problem solving. They detail, however, that it has not yet resulted in improved matriculation rates.}, booktitle={FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011}, publisher={Stripes Publishing L.L.C}, author={Porter, R.L. and Fuller, H. and Bottomley, L.J. and Rajala, S.A.}, year={1999}, month={Jan}, pages={12A1/12} }
 @inproceedings{bottomley_spurlin_parry_2003, title={The view from here: how the freshman experience looks to young women at NC State University}, booktitle={American Society for Engineering Education}, author={Bottomley, L. and Spurlin, J. E. and Parry, E.}, year={2003} }
 @inproceedings{bottomley_rajala_porter_1999, title={Women in engineering at North Carolina State University: an effort in recruitment, retention, and encouragement}, volume={1}, url={http://dx.doi.org/10.1109/fie.1999.839101}, DOI={10.1109/fie.1999.839101}, abstractNote={This paper describes the approaches the authors are taking in the Women in Engineering Program at North Carolina State University (USA) to ensure the success of women students. The Women in Engineering Program is dedicated to an umbrella approach to success for all women. The efforts of the program start at the elementary/middle school level, with school visits designed to encourage girls to view math and science as fun disciplines for which they have ability and to continue through high school with more overt recruiting. Summer and early freshman year experiences are designed to bridge from high school to college. Mentoring and other support-oriented programs and career fairs aim to effect a bridge to post-undergraduate work experiences. Many of these programs either parallel or are directly connected to similar efforts aimed at minority engineers.}, booktitle={FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011}, publisher={Stripes Publishing L.L.C}, author={Bottomley, L.J. and Rajala, S. and Porter, R.}, year={1999}, month={Jan}, pages={11A5/1-11A5/3} }
 @article{ayedemir_bottomley_coffin_jeffries_kiessler_kumar_ligon_marin_nilsson_mcgovern_et al._2001, title={Two tools for network traffic analysis}, volume={36}, ISSN={1389-1286}, url={http://dx.doi.org/10.1016/s1389-1286(00)00188-2}, DOI={10.1016/s1389-1286(00)00188-2}, abstractNote={Abstract This paper explores two tools for evaluating irregular sequences of numbers occurring in the operation of computer networks. The time series might be interarrival times, packet lengths, or IP destination addresses. The tools were developed because there is a need for network designers and administrators to understand network traffic, an understanding not provided by conventional statistical methods. An application of the tools would be comparison of real and synthetic sequences; should a synthetic sequence not yield the same outputs as a real sequence, then use of the synthetic sequence in modeling would be questionable. The first tool is a modification of fractal dimension work in other fields, notably radar research. Its application is limited to data for which a numerical comparison makes sense, such as time lengths. The second tool essentially discovers the same thing as the first, the existence of data points that are visited frequently. However, the second tool does not rely upon a metric and so can be applied to data such as addresses.}, number={2-3}, journal={Computer Networks}, publisher={Elsevier BV}, author={Ayedemir, M. and Bottomley, L. and Coffin, M. and Jeffries, C. and Kiessler, P. and Kumar, K. and Ligon, W. and Marin, J. and Nilsson, A. and McGovern, J. and et al.}, year={2001}, month={Jul}, pages={169–179} }
 @inproceedings{weinberg_bottomley_2000, title={A Novel Freshman Engineering Honors Project}, booktitle={ASEE Annual Conference}, author={Weinberg, Gary A. and Bottomley, Laura J.}, year={2000}, month={Jun} }
 @inproceedings{mitchell_bottomley_hunt-lowery_robbins_2000, title={Design, Implementation and Evaluation of a Year Long Engineering Acclimation Model for Enhancing Student Diversity}, booktitle={Proceedings, 2000 International Conference on Engineering Education}, author={Mitchell, T.L. and Bottomley, L.J. and Hunt-Lowery, A. and Robbins, M.C.}, year={2000}, month={Aug} }
 @inproceedings{mitchell_bottomley_rajala_robbins_2000, title={North Carolina State University Center for Minority Engineer Development}, booktitle={Proceedings, 2000 International Conference on Engineering Education}, author={Mitchell, T.L. and Bottomley, L.J. and Rajala, S.A. and Robbins, M.C.}, year={2000}, month={Aug} }
 @inproceedings{bottomley_washburn_1999, title={A Mentoring Program for Women in Engineering}, booktitle={1999 ASEE Annual Conference Proceedings}, author={Bottomley, Laura J. and Washburn, Sara}, year={1999}, month={Jun} }
 @inproceedings{bottomley_1999, title={The Women in Engineering Program at North Carolina State University}, booktitle={1999 ASEE Annual Conference Proceedings}, author={Bottomley, Laura J.}, year={1999}, month={Jun} }
 @article{bottomley_nilsson_1996, title={Traffic Measurements from Working Networks}, journal={Hungarian Journal of Telecommunications}, author={Bottomley, Laura J. and Nilsson, Arne A.}, year={1996} }
 @inproceedings{bottomley_trivedi_wang_1995, title={Measurement and Modeling of ATM Network Arrival Processes}, booktitle={ITC Mini-Seminar on Teletraffic and Network Management: Modeling Status and Critical Issues}, author={Bottomley, Laura J. and Trivedi, Kishor and Wang, Sandy}, year={1995}, month={Mar} }
 @inproceedings{bottomley_hunter_nilsson_trivedi_1995, title={Traffic Measurements from a Working ATM Network}, booktitle={Third Workshop on Performance Modelling and Evaluation of ATM Networks}, author={Bottomley, Laura J. and Hunter, Steve and Nilsson, Arne and Trivedi, Kishor}, year={1995}, month={Jul} }
 @inbook{kuo_nilsson_winkelstein_bottomley_1993, title={Traffic Measurements on Hippi Links in a Supercomputing Environment}, ISBN={9781461362319 9781461528449}, url={http://dx.doi.org/10.1007/978-1-4615-2844-9_17}, DOI={10.1007/978-1-4615-2844-9_17}, booktitle={Asynchronous Transfer Mode Networks}, publisher={Springer US}, author={Kuo, Hung-Chang and Nilsson, Arne and Winkelstein, Dan and Bottomley, Laura}, year={1993}, pages={199–224} }
 @inbook{bottomley_nilsson_1992, title={Traffic Characterization in a Wide Area Network}, ISBN={9781461365273 9781461534501}, url={http://dx.doi.org/10.1007/978-1-4615-3450-1_16}, DOI={10.1007/978-1-4615-3450-1_16}, booktitle={High-Speed Communication Networks}, publisher={Springer US}, author={Bottomley, Laura J. and Nilsson, Arne A.}, year={1992}, pages={213–224} }
 @inproceedings{bottomley_nilsson_1992, title={Traffic Measurements on a Wide Area Network}, booktitle={5th Triangle Conference on Computer Communications}, author={Bottomley, Laura J. and Nilsson, Arne A.}, year={1992}, month={Feb} }
 @inproceedings{bottomley_nilsson_blatecky_1991, title={Traffic Measurements on a Working Wide Area Network}, booktitle={International Teletraffic Congress 13}, author={Bottomley, Laura J. and Nilsson, Arne A. and Blatecky, Alan J.}, year={1991}, month={Jun} }
 @inproceedings{bottomley_nilsson_blatecky_1990, title={Traffic Measurements on a Wide Area Network}, booktitle={3rd Triangle Conference on Computer Communications}, author={Bottomley, Laura J. and Nilsson, Arne A. and Blatecky, Alan J.}, year={1990}, month={Mar} }