Displaying all 6 results
- Conference Session
- Track: Pre-college - Technical Session I
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Cheryl Beauchamp, Virginia Tech; Cherie D. Edwards, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Glenda D. Young Collins, Mississippi State University
- Tagged Topics
- Diversity, Pre-College
teamwork efforts and as the literature suggests, this could differentially influencelearning, self-efficacy, and continued STEM interest.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DRL-1614710, 1614739, and 1615143. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.ReferencesAAUW. (1998). Seperated by Sex: A critical look at single-sex education for girls. Washington, DC: American Association of University Women Educational Foundation.Achilles, C. M., & Hoover, S. P. (1996). Exploring problem-based
- Conference Session
- Track: Pre-college - Technical Session 4
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder
- Tagged Topics
- Diversity, Pre-College
assignments. CAD software was accessible online to accommodate the independent coursework and to provide flexibility for students to complete these assignments. As students learned these engineering skills, the engineering design instructor lectured them about the ways in which their newly acquired skills would aid them in designing and creating their search and rescue assistants (S.A.R.A.’s). The students synthesized these skills in the engineering design process and when physically creating their final S.A.R.A.’s in their engineering design class.Figure 3: Updated Conjecture Map with Integrated Engineering Design and Spatial Visualization Figure 3 illustrates the updated conjecture map
- Conference Session
- Track: Pre-college - Technical Session 7
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, California State Polytechnic University, Pomona
- Tagged Topics
- Diversity, Pre-College
for Education Statistics, “Indicator 24: STEM Degrees,” 2017. [Online].Available: https://nces.ed.gov/programs/raceindicators/indicator_reg.asp[3] National Science Foundation, “Women, minorities, and persons with disabilities in scienceand engineering. Field of degree: Women,” 2017. [Online]. Available:https://www.nsf.gov/statistics/2017/nsf17310/digest/fod-women/engineering.cfm[4] S. Cheryan, A. Master, and A. N. Meltzoff, “Cultural stereotypes as gatekeepers: Increasinggirls’ interest in computer science and engineering by diversifying stereotypes,” Frontiers inPsychology: Hypothesis and Theory Article, vol. 6, no. 49, February 2015. [Online]. Available:DOI: 10.3389/rpsyg.2015.00049[5] A. Master, and A. N. Meltzoff, “Building bridges
- Conference Session
- Track: Pre-college - Technical Session 3
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Whitney Gaskins, University of Cincinnati; Darryl Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth-Womack, Purdue University, West Lafayette; Delano White, The Gaskins Foundation
- Tagged Topics
- Diversity, Pre-College
to enroll in the program. Each session lasts two hours, generally from 9 – 11am. The first hour of each session is spent using the “Assessment and LEarning in Knowledge Spaces” (ALEKS) web-based instructional software. Students work through the program individually with monitoring from volunteers. For the 2nd hour of the session, the students participate in hands-on and/or group projects that 1) help reinforce the lessons learned in their classroom and ALEKS and 2) help increase student excitement and efficacy towards learning STEM concepts. Students enter the program at the beginning of their 3rd grade year. These students are grouped as a cohort. The first cohort in West Lafayette launched in 2017. The first cohort for
- Conference Session
- Track: Pre-college - Technical Session 6
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton
- Tagged Topics
- Diversity, Pre-College
testing and analysis. c American Society for Engineering Education, 2019 The Effectiveness of Engineering Camps as Pre-College Recruitment Tools Author Name(s) Malle Schilling and Dr. Margaret Pinnell School of Engineering University of Dayton Dayton, Ohio 45469 Email: schillingm3@udayton.eduABSTRACT The purpose of this study was to explore the effectiveness of the college recruitment ofsummer engineering camp participants. Summer engineering camps hosted by colleges anduniversities have been in existence since the middle of the 20th century. These
- Conference Session
- Track : Pre-College - Technical Session 10
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder
- Tagged Topics
- Diversity, Pre-College
aid, first-generation college-attendance and socioeconomic status.Research Question: Is there a critical threshold (minimum) for high school grade point averageand standardized test score(s) that accurately predicts underrepresented minority student success,defined as six-year graduation, in engineering? Does the threshold vary by higher educationinstitution? We investigated whether the data supports using a singular combined threshold usingboth high school grade point average (HSGPA) and standardized test scores, or whether the datasuggests using another model for predicting success in engineering as measured by a six-yearengineering graduation rate.Background: During 2005-2015, 81% of all U.S. undergraduate engineering degrees wereawarded