She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education-all from Clemson University. Until 2012, she was the director of the Savannah River Environmental Sciences Field Station. Dr. Simmons has nearly fourteen years of engineering and project management experience working with public utility companies, a project management consulting company, and a software company. She is a registered professional engineer, project management professional and LEED accredited professional.. Her research interests are in investigating students' development of leadership skills and other professional competencies and in student involvement in co-curricular activities. Dr. Simmons is a NSF CAREER award winner for her research entitled, "Investigating Co-Curricular Participation of Students Underrepresented in Engineering." Ms. Glenda Young, Virginia Tech Glenda Young is a PhD student in the Department of Engineering Education at Virginia Tech. She received a masters of Industrial and Systems Engineering from Auburn University and a bachelors of science in Industrial Engineering from Mississippi State University. Glenda is a Gates Millennium Scholar and her growing research interest include co-curricular involvement, student outcomes, workplace readiness, and diversity.

is the newly appointed Executive Director of the National Society of Black Engineers (NSBE), a 18,000 plus student-governed association in Alexandria, Virginia whose mission is to increase the number of culturally responsible black engineers who excel academically, succeed professionally and positively impact the community. He is the author of "Working Smarter, Not Just Harder: Three Sensible Strategies for Succeeding in College...and Life." Dr. Reid came to NSBE from the United Negro College Fund where he served as senior vice president of research, innovation and member college engagement. Prior to joining UNCF, Dr. Reid was Associate Dean of Undergraduate Education and Director of the Office of Minority Education at the Massachusetts Institute of Technology (MIT).Dr. Reid earned both his Bachelor's and Master's of Science degrees in Materials Science and Engineering from MIT, and his Doctorate of Education from the Harvard Graduate School of Education. His research interests include exploring the relationships between racial identity and self-efficacy, and their influence on the academic achievement of African American males in higher education.

executive director of the National Society of Black Engineers (NSBE) since June 2, 2014, is a leading advocate for increasing college access, opportunity and success for low-income and minority youth. He is the author of "Working Smarter, Not Just Harder: Three Sensible Strategies for Succeeding in College. . . and Life." A graduate of the Massachusetts Institute of Technology (MIT), where he earned bachelor's and master's degrees in materials science and engineering, Dr. Reid came to NSBE from the United Negro College Fund (UNCF), where he was senior vice president for research, innovation and member college engagement. Before his service at UNCF, he worked in positions of progressive responsibility to increase diversity at MIT, last serving as associate dean of undergraduate education and director of the Office of Minority Education. He also earned his Doctor of Education at Harvard University during his employment with MIT. Dr. Reid served as NSBE's highest-ranking officer, the national chair, in 1984-85.

Reuben F. Burch V received his Ph.D. in Industrial and Systems Engineering from Mississippi State University in 2014. He has also received a Master of Engineering Management in Industrial and Manufacturing Systems Engineering from Kansas State University and a Bachelors of Science in Computer Engineering from Mississippi State University. Dr. Burch's work history largely consists of research and development in the virtual reality space where he consulted for NASA, Naval departments from multiple countries, and the Department of Defense and Energy. Recently, his Research and Development (R&D)expertise has expanded to include logistics and industry. He currently serves as a faculty consultant and logistics and technology advisor for numerous universities and multiple Fortune 100 companies around the world. He is also an elected official for a small municipality in western Tennessee where he works with local entrepreneurs to build a better ecosystems for creativity with the goal of growing a stronger community and workforce. Dr. Burch's primary research interests center around human factors, ergonomics, and future generations of technologies. He is particularly interested in the design of and human interaction with rugged mobile tools, robotics, and contextual awareness within the industrial workplace. Other work includes studying the current demographic shift in the global workforce and what new expectations from a self-actualized generation of workers mean for the future of all industrial technology. Dr. Burch has a number of publications regarding ruggedized handheld devices in the industrial work environment and has filed a number of potential new intellectual properties and inventions as part of his research.

National dialogue and scholarly research illustrate the need for science, math, technology, and engineering (STEM) innovations in K-12 environments [1] . President Barack Obama affirms this need by stating, "… Leadership tomorrow depends on how we educate our students todayespecially in STEM." In response, there has been an increased use of technology in the K-12 classroom setting to stimulate interest in STEM fields, e.g. [2] . One way technology is introduced in the K-12 classroom is through collaborations with post-secondary education. In engineering, faculty and graduate students often engage in outreach activities with K-12 to increase student exposure and understanding of engineering to promote the engineering career pathway.Considering the breadth and depth of engineering, various technologies have been introduced to enhance content delivery and further improve the student learning experience. One application of technology that has been used in K-12 settings is augmented reality (AR). AR technologies project virtual objects onto real world scenes. For example, Construct3D is an application designed to deliver mathematics and geometry concepts to high school students through augmented construction scenarios. Although Construct3D researchers cited improvements in students' spatial skills, robust conclusions about the impact on learning could not be drawn because the application lacked a theoretical basis in educational research. Similarly current AR application literature highlights researchers attempts to evaluate and measure student learning in AR applications with little basis in learning science or educational psychology literature [3] . Research is needed to better understand how different learning theories can be used to inform implementation of AR applications in K-12 environments. Doing so, allows researchers to consider the teacher's and student's role when evaluating the usefulness of AR applications.One explanation for the design of AR applications with little basis in learning theory is the disciplined focused training of post-secondary engineers. Engineering faculty and students have great technical depth in an engineering discipline but sometimes lack training in educational research. This knowledge differential may lead to the design of technology interventions that are not embedded in concepts of knowing and learning. It is important to acknowledge that as the field of engineering education matures, post-secondary engineering faculty are gaining more exposure to educational research studies guided by various learning theories. Even so, because there is a great deal of focus on bringing technology into the classroom and engineering faculty are involved in curriculum design and engineering outreach content, it is crucial that the instructional design supported by AR applications be based on learning theory [4] .Engineering education researchers, Newstetter and Svinicki [4] , offer engineering faculty and graduate students a "primer" of three conceptual frameworks that present learning theory t...