Displaying all 6 results
- Conference Session
- Inspiring Future Engineers: Targeted Summer Programs for Diverse STEM Pathways
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Xi Wang, Drexel University; Lingzi Wu, University of Washington; tianjiao zhao, East Carolina University; Yinhai Wang, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
Paper ID #45731Engaging High School Students in a DOT-Funded Summer Camp to PromoteTransportation Engineering Majors and CareersDr. Xi Wang, Drexel University Dr. Xi Wang is an Assistant Teaching Professor at Drexel University. She received her Ph.D. and M.Eng both in Civil Engineering, from the University of Kentucky and Auburn University. She is licensed as a Professional Engineer and LEED Green Associate. She is teaching a range of courses in construction management and will be assisting capstone design projects that directly serve regional construction firms. Her research interests include technology adoption in
- Conference Session
- Expanding STEM Access and Belonging: Programs and Practices for Inclusive K–12 Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Mohammad Motaher Hossain, Texas A&M University - Kingsville; Marsha Sowell, Texas A&M University - Kingsville; Benjamin Turner, Texas A&M University - Kingsville; Hui Shen, Texas A&M University - Kingsville; Xiaoyu Liu, Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
trust, mutualrespect, and camaraderie.Conclusion Two summer research programs for teachers in middle, junior high, and high school wereenacted in the patterns described above. They involved the provision of research training andexperience in a manner that involved other HIPs besides research engagement, collaborativeassignments, mentoring, a learning community, and a capstone project. The projects completedinvolved planning, conducting, and presenting findings from a research undertaking and usinglearning from that process to create new curricular material for use with the participants’ studentsin the coming school year. Evidence gathered indicates that the process increased teacherconfidence in multiple areas related to understanding
- Conference Session
- Harnessing AI and Collaborative Platforms to Personalize and Innovate K-12 STEM Curriculum
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jutshi Agarwal, University at Buffalo, The State University of New York; Siddharthsinh B Jadeja, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Carolyn S Giroux, Wentworth Institute of Technology; Shanna R. Daly, University of Michigan; A Lynn Stephens
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
addressing these challenges. Front-end design deals withthe highly open-ended nature of the design process such as problem framing, need finding, and ideation. Given thisopen-endedness, it can be particularly hard to implement in K-12 settings. This NSF-funded project seeks to supportteachers in engaging secondary students in front-end design where they explore and define problems; and thengenerate and review design ideas that combine scientific, technical engineering, social and contextualconsiderations. The project takes a design-based research approach in developing curriculum and a web-basedplatform. The platform enables collaborative content generation, sharing, sketching tools, and scaffolding for ideageneration. We present preliminary results
- Conference Session
- Expanding STEM Access and Belonging: Programs and Practices for Inclusive K–12 Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Maricruz Zepeda - Wilson, The University of Arizona, College of Engineering; Cori Dennis, The University of Arizona, College of Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
completion of the course • Significantly reduced tuition rate for non-degree seeking high school studentsOn the high school campus, students attend class for approximately 275 minutes (about 9 hours)a week compared to 100 minutes (about 2.5 hours) a week. ENGR 102HS is a year-long courseat all but three participating high schools, which offer it as a semester-long course. During theadditional contact minutes, high school students work on assignments typically assigned ashomework in the university setting. For ENGR 102HS, there is an expectation that each sitesupplements the curriculum with engineering projects and challenges beyond the corecurriculum. DCCs choose supplemental projects such as Engineering Projects in CommunityService (EPICS) [2
- Conference Session
- Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- S. Shailja, Stanford University; Thomas John Williams, University of California Merced; Ayush Pandey, University of California Merced
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
, artificialintelligence pipelines, and their applications in biomedicine and healthcare. The weekly scheduleconsisted of four 75-minute lectures, two 3-hour lab sessions, and a 3-hour research mentoring ses-sion. The course was delivered by three graduate students, with additional staff who managed theprogram logistics. A total of 30 students participated in this track. The primary expectation for thestudents was to present a Capstone project at the end of the course, demonstrating the applicationof AI techniques that they learned to a biomedical or healthcare dataset. The reader is referred toour previous publication [21] for a more detailed analysis of the components of the program, itsoutcomes, and the analysis of students’ comprehension of the topics that
- Conference Session
- Innovations and Inclusion in Pre-Service and Pre-College STEM Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany; Gesche Neusel, Bonn-Rhein-Sieg University of Applied Sciences; Steven McAlpine, University of Maryland Baltimore County; Jamie R Gurganus, University of Maryland Baltimore County
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
, Engineering, and Individualized Study programs at UMBC. He has been teaching role playing game design and leading campus wide RPG events for the past ten years. He also leads the multidisciplinary sustainable design course entitled INDS 430: The Kinetic Sculpture Project, which won the grand prize in the 2015 Baltimore Kinetic Sculpture race.Dr. Jamie R Gurganus, University of Maryland Baltimore County Dr. Jamie Gurganus is a Teaching Assistant Professor in the Engineering and Computing Education Program and the Associate Director of STEMed Research in the College of Engineering and Informational Technology. She also directs the Center for the Integration of Research, Teaching and Learning (CIRTL) in the graduate