As part of the usual end of year meeting that has been a feature of the National Center for Engineering and Technology Education (NCETE) project, a conference intending to provide a forum for young voices in an outside of the Center was organized. The basic model for the gathering was borrowed from track and field. This was to be an intellectual conference meet, to which teams of scholars and their coaches/mentors would come, drawn from university programs where scholars worked at the intersection of engineering education and technology education, to share ideas and to engage each other. The conference theme was to be Research in Engineering and Technology Education (RETE). These proceedings summarize ideas from the presentations made during the day. One group of papers focused upon exploring "teachers' knowledge and dispositions to" science, technology, engineering, and mathematics (STEM) curriculum and instruction. A second set of papers focused upon "dealing with ill-defined problems and complex systems." A third set of papers "examine problem solving predisposition in children and adolescents." Three of the papers explore student interest in STEM careers. Beyond papers that cluster thematically are a few that pursue interesting lines that were influenced by cognitive and creativity considerations. This publication presents the following papers: (1) Engineering byDesign[TM] Professional Development Evaluation Summary Report (Jenny Daugherty); (2) Knowing What Engineering and Technology Teachers Need to Know: A Content Analysis of Pre-service Teachers' Engineering Design Problems (Todd D. Fantz); (3) Strategies for Integrating STEM Content: A Pilot Case Study (Fred Figliano); (4) High School STEM Educators' Self-Efficacy Beliefs at Various Career Stages (Brent Holt); (5) Investigating Middle School Teachers' Engineering Subject Matter and Pedagogical Content Knowledge (Morgan Hynes); (6) Examination of Engineering Design in Curriculum Content and Assessment Practices of Secondary Technology Education (Todd R. Kelley); (7) Comparing Question Posing Capability Across High School Curricula: A Research Proposal (Benjamin Franske); (8) The Efficacy of Cross-discipline Representations for Ill-defined IAS Concepts (Steven Rigby); (9) Complex Systems in Engineering and Technology Education: A Mixed Methods Study Investigating the Role Software Simulations Serve in Student Learning (Douglas J. Walrath); (10) Effects of Metacognitive Journaling on Academic Achievement of High School Students (Katrina M. Cox); (11) Aspects of Problem Solving in Children Prekindergarten to Ninth Grade: Focus on Functional Fixedness (Michael Nehring); (12) Divergent Thinking Skills in Science and Engineering: Influence of Gender and Grade Level (Leah C. Roue); (13) Design Twice, Build Once: Teaching Engineering Design in the Middle and High School Classroom (Shawn Jordan and Nielsen Pereira); (14) Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education (Nathan Mentzer); (15) A Study of Factors Affecting Career Decision-Making Self-Efficacy and Engineering Related Goal Intentions Among African American High School Students (Chandra Austin); (16) Impact of Mentorship Programs on African-American High School Students' Perceptions of Engineering (Cameron D. Denson); (17) Student Interest in STEM Careers: Development of Instrument for High School STEM-Based Programs (Mark Patrick Mahoney); (18) Children's Multiple Representations of Ideas in Science (Brian Gravel); (19) The Cognitive Processes and Strategies of an Expert and Novice in the Design of a Wireless Radio Frequency Network (Matthew D. Lammi); and (20) Perceptions of Creativity in Art, Music and Technology Education (David Stricker). Individual papers contain tables, figures, footnotes and references.