Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Ming C. Tomayko, Towson University

Tagged Divisions

Pre-College Engineering Education

Paper ID #25482Kindergartners Planning in the Design Process: Drawn Plans and how theyRelate to First Try Design Attempts (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple formal and informal settings. As a K- 8 pre-service teacher educator, she

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

Paper ID #26657Designing NGSS-Aligned Lesson Plans During a Teacher Professional Devel-opment Program (Fundamental)Mr. Sai Prasanth Krishnamoorthy, NYU Tandon School of Engineering Sai Prasanth Krishnamoorthy received his BSEE from Amrita University and M.S in Mechatronics from NYU Tandon School of Engineering, Brooklyn, NY. He is currently a Ph.D. student in Mechanical En- gineering at NYU Tandon School of Engineering, serving as a research assistant under NSF-funded RET Site project. He conducts research in Mechatronics, Robotics and Controls Laboratory at NYU and his research interests include swarm robotics, computer

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School

Tagged Divisions

Pre-College Engineering Education

pipeline of future scientists and engineers.Through the RET program, teachers are immersed in the Center’s research and innovationecosystem, exploring a variety of topics including: wearable sensors, electronics, integration ofsensors/electronics into textiles, energy harvesting modalities for battery-free operation, systemslevel design, data management, and human factors in engineering design.During the program teachers create and implement lesson plans that integrate the informationthey have learned from their RET experience into the classroom, focusing on the EngineeringDesign Process used in the Center research environment. Giving teachers the hands-onexperience of working in a university lab environment enables them to bring relatable

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda C. Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Ruben Dario Lopez-Parra, Purdue University-Main Campus, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University-Main Campus, West Lafayette (College of Engineering); Barbara Fagundes, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education

identified six reflective decision-makingelements related to initial planning and redesign. It was developed using the Engineering isElementary curriculum [17] and was developed with data from upper elementary school agestudents engaged in an engineering design challenge. The six elements of reflective decisionmaking included: Articulate multiple solutions, evaluate pros and cons, intentionally selectsolution, retell performance of solution, analyze solution according to specific evidence, andpurposefully choose improvements. These decisions were framed by the structure of thecurriculum used for that study and therefore elements from that framework such as the notion ofidentifying decisions points, provided a starting point for this work . However

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

understanding of computation, mainlywhen programming tasks are not present, is less defined or non-existent. ComputationalThinking (CT) generally refers to knowledge and skills apart from, and possibly a precursor to,the ability to write computer programs, yet is commonly measured through the quality ofprogramming. Are there ways of qualifying CT ‘maturity’ outside of programming tasks?This study looks at the intersection of CT and CS in first-grade learners who are developingcomputational solutions involving literacy tasks. Students retell a story by animating charactersin Scratch Jr. by breaking down the story, creating an animation storyboard, and finallyimplementing the plan in Scratch Jr. For most of the participants, this is their first time

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sylvia W. Thomas, University of South Florida; Scott W. Campbell, University of South Florida; Manopriya Devisetty Subramanyam, University of South Florida; Cheryl R. Ellerbrock, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, mathematically, and technologically literate populace” is the effective integration oftechnology and engineering in K-12 curricula. Key to this process is current teachers, and evenmore critical, future teachers (pre-service). This work is particularly interested in the engineeringtraining of pre-service teachers during their engagement with middle school students, theirunderstanding of their role in strengthening the engineering pipeline, and their development ofSTEM lesson plans. Engineering faculty instruct pre-service teachers to explore STEM issues ina capstone course entitled “Contemporary STEM Issues”. Successes and challenges of the courseare presented relative to 1) pre-service teachers’ preparation (through a capstone course) toeffectively

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

-rects K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over1,000 students annually. c American Society for Engineering Education, 2019Designing Robotics-based Science Lessons Aligned with the Three Dimensions of NGSS-plus-5E Model: A Content Analysis (Fundamental)1. IntroductionLesson planning is a cognitive process which entails deliberative thinking about issues concerningthe objective of student performance, extent of planned activities, logical organization of content,types of instructional processes to be deployed, and strategies for assessing students at the end ofthe lesson [1,2]. Among a myriad of factors requiring consideration in contemplating to plan

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Zahra Shahbazi, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

education undergraduates. During thisprogram, 79% of Engineering Ambassadors were engineering majors who had first-handexperiences with engineering concepts. The remaining 21% were math or science educationmajors whose expertise included developing lesson plans and teaching to the needs of middleand high school students.The second group comprises middle and high school students. Career choices begin formingtoward the end of middle and beginning of high school. When students demonstrate an interestand talent in STEM, it is important to encourage these students in their pursuit of this interest. Tomeasure the success of the encouragement, one must begin asking some valuable questions.Which lesson plans were most successful? Did the students seem

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University

Tagged Divisions

Pre-College Engineering Education

an Assistant Professor in Diagnostic Radiology at UT MD Anderson Cancer Center, where she conducted research on nonviral gene therapy systems. At Rice University she has developed and taught courses in The Department of Bioengineering includ- ing Numerical Methods, Pharmaceutical Engineering, Systems Physiology, Biomaterials and Advances in BioNanotechnology. c American Society for Engineering Education, 2019Water Sustainability: Science & Engineering Activities for the High School Classroom (Resource Exchange)The goal of this resource exchange is to disseminate over 27 lesson plans, research posters, and educational videos created by K-12teachers conducting summer internships in the field of

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada, Las Vegas; Jenny Valdez, Las Vegas Academy of the Arts

Tagged Divisions

Pre-College Engineering Education

toweight each criterion based on its importance. Next, students are given a list of materials and their associatedcost. Teams must come up with several different solutions and then evaluate the solutions. After selecting thebest design, the group constructs it. A pegboard base serves as the platform for constructing the thermal panel.Once built, the team tests its performance. Finally, the group optimizes the design and tests it again. Solar Water Heater with Commercial Thermal Panel Pegboard Base for Thermal Panel Construction Unit plan and other solar kit lessons available at

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University; Amber L. M. Kendall, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

types of research activities the teams participated in, thecontent and focus of the professional development activities, and an overview of the developedlesson plans.1. IntroductionAs an aspect of the extensive K-12 outreach and extension activities of The Engineering Place inthe College of Engineering at NC State University the authors submitted and were awarded anNSF Research Experiences for Teachers (RET) Site[1] grant. The grant concept involves stratifiedlaboratory research teams working on aspects of NAE Engineering Grand Challenge[2]-focusedproblems including: sustainability (solar/renewable energy), health (biomechanics), security(computer network security), and joy of living (personalized learning). Each research teamincludes one

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Annmarie Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Paige Huschka, Playful Learning Lab; Hannah French; MiKyla Jean Harjamaki, Playful Learning Lab; Maria Baklund, University of St. Thomas; Esmée Verschoor, Playful Learning Lab

Tagged Divisions

Pre-College Engineering Education

designed to solve the same problemto compare the strengths and weaknesses of how each performs.1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials canmake sound and that sound can make materials vibrate.2-PS1-1 Plan and conduct an investigation to describe and classify different kinds ofmaterials by their observable properties.2-PS1-2 Analyze data obtained from testing different materials to determine whichmaterials have the properties that are best suited for an intended purpose.*4-PS4-3 Generate and compare multiple solutions that use patterns to transferinformation.5-PS1-3 Make observations and measurements to identify materials based on theirproperties.MATERIALS

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Murad Musa Mahmoud, Wartburg College; Jessica Marie Faber, Wartburg College; Luke G. Grzech, Wartburg College; Kurt Henry Becker, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

coded based on the four themes: Educational Activates, Hobbies and Interests,Future Plans and Relationships. During this cycle of coding, the coders and faculty advisorfound and discussed the sub-themes which was used in the second cycle of coding. During boththe first and second cycles of coding, the coders met to arbitrate the results until agreement wasmade on the codes. The target was an interrater reliability Cronbach’s Alpha of 0.8 [14].The results from coding the qualitative data was then interpreted in conjunction with those fromthe quantitative portion. This was completed according to recommendations from the literatureabout mixed methods research, such as Creswell’s book, Designing and Conducting MixedMethods Research [15

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

component is to prepare the Scholars for successful acquisition of an internship and eventually a full-time position. It also provides the Scholars with an opportunity to begin establishing a network, understand the components of a high- quality resume and online professional profile, and evaluate internship opportunities. By participating in this activity prior to entering college, the Scholars are expected to be able to start planning a career path during their first year. A total of three one-hour sessions are scheduled during the two-week program, and are facilitated by professional staff from the university career center. 3.2. WorkshopsThe SBP programming includes a variety of informational and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Pre-College Engineering Education

to workon engineering-related lesson plans that would then be implemented in the following school year.The participating STEM teachers were also given materials including simple ROV (RemotelyOperated Vehicles) submarines they had assembled on the first day of the camp and quadrotordrones that they could then use in their own science or math classes to do the same or similaractivities that were done at the camp with their own students. The embedded workshops alongwith the student-centered engineering activities from the camp served as an integratedprofessional learning experience for the STEM teachers. The goal of the professional learningexperience was to help the teachers incorporate engineering standards from NGSS and theframework for K-12

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

experiences that are relevant to the current technicaldevelopment. Teachers receive an immersive experience working alongside faculty andgraduate students as well as undergraduate students participating as part of the NSF REUSite: Internet of Things [14].Running Head: Project CoMET RETProject goals and objectivesThe Research Experience for Teachers (RET) site program was developed to involve 10 teachersover 8 weeks in summer with 1 week in the following year. This model, used in Year One, wasadjusted in Year Two to involve 12 teachers for 6 weeks with the follow-on training untouched.Teachers are selected to develop RET inspired lesson plans, which they implement in theirclassroom the following school year. Recruitment includes mailings (electronic

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

student learning and performance combineactive engagement in authentic practices of science and engineering with applications ofcrosscutting concepts to elucidate core disciplinary ideas. The aforementioned national standarddocuments proposed the following eight integral science and engineering practices (SEPs), whichrepresents a significant departure in reformulating the various levels of U.S. educational system:(1) ask questions and define problems; (2) develop and use models; (3) plan and carry outinvestigations; (4) analyze and interpret data; (5) use mathematics and computational thinking; (6)construct explanations and design solutions; (7) engage in argument from evidence; and (8) obtain,evaluate, and communicate information. To ensure that

Conference Session

Best Practices in Research & Assessment Tools for Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Purdue University, West Lafayette; Anastasia Marie Rynearson, Campbell University; Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Annwesa Dasgupta, Indiana University-Purdue University, Indianapolis; Barbara Fagundes, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

organizing the data collectors and collected data. This is particularly true when working inclassroom settings. Large-scale data collection across multiple schools and classrooms in P-12settings has its own unique set of challenges. To begin with, identifying potential schools andteachers as adopters can be difficult (Back et al., 2015). Schools have schedules and professionaldevelopment commitments; planning for simultaneous implementation for multiple schoolsneeds to be carried out months in advance (Nadelson et al., 2013). Letters of commitment areoften needed from any potential collaborating institutions. P-12 schools may require only a letterof collaboration from the principal, or an in-depth vetting process involving specific

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Emily Fuller, Tufts University; Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

students identified engineer as a primary choice, which students identified engineeras a secondary choice, and which students identified other career options. By primary choice, wemean that a student indicated that becoming an engineer was their first-choice career or one oftheir top choices. By secondary choice, we mean that a student indicated that becoming anengineer was a backup plan if their first plan didn’t come to fruition. Table 2, below, showsexamples of our classification of student statements. For this table, we selected examples torepresent a range of students’ responses.Table 2. Sample quotes illustrating student career choices Engineer as Primary Choice Engineer as Secondary Choice Other Career Choice I

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU Tandon School of Engineering; Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Creation in Figure 1.On July 13, facilitators presented their lessons to other members of their team and the educationand engineering faculty mentors and solicited their feedback. The facilitators then modified theirlesson plans based on the ensuing discussions. This is referred to as Feedback Round 1 in Figure1. This phase of the PD resulted in the creation of four NGSS-plus-5E lessons, whose details areprovided in Table A.1 in Appendix A.Phase II – Teacher PD: Participants for Phase II, labeled as the teacher PD, were selected from agroup of NYC teachers who had previously attended a LEGO robotics related PD at NYU Tandon.Potential participants (≈45) were contacted by email and informed of the opportunity four monthsbefore the start date of the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lynn A. Albers, Hofstra University; Richard J. Puerzer, Hofstra University

Tagged Divisions

Pre-College Engineering Education

willplace out of their equivalent computer programming class for engineers.The above is based on the old model of the course which includes teaching sequentially from Dr.Craig Lent’s book, “Learning to Program with MATLAB; Building GUI Tools,” and giving threeexams provided by the university at the end of the course. If the student passed the exams withan 80% or better, then they would receive the credit and official transcript from the university.The teachers created the lesson plans and taught the course at their respective schools.Second Stage of the Course DevelopmentThe new model of the course being developed and taught at the university includes teachingglobally using an active learning environment fostering computational and visual thinking

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

’ confidence in chemistry, engineering andcomputer skills increased as a result of the course. The most significant increases were observedin engineering skills because initial confidence levels in this area were low. A majority ofstudents reported increased interest in STEM fields and 100% of students (during the 2018cohort) reported that increasing their confidence in science, math and engineering contributed tothis intensified interest. This program evaluation reviews the program’s objectives, format,teaching tools, student feedback and plans for future programming and assessment.IntroductionThe need for STEM-educated workers is long-standing and well-established [1, 2]. The USgovernment has responded by encouraging the development of a STEM

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Hayaam Osman; Carson Ohland, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

instruction wall is a physical play structure.Children can enter the structure and climb between three levels, delivering colored balls to tubeslabeled with each of the three animals. Robot costumes allow children to be further immersed inthe role of a robot. The children are meant to weigh the benefits of different paths through the maze-likestructure, eventually choosing and “delivering the medicine” to the three animals along theoptimal route. On a station separated from the rest of the exhibit, labeled “Plan It!” on one sideand “Test It!” on the reverse, two-dimensional maps of the play structure can be used to plan andtest a route before physically entering the structure. To the right of the play structure, the exhibitfeatures a wall of

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU’s Tandon School of Engineering; Sheila Borges Rajguru, NYU’s Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

-teachers who worked on planning and implementing lessonscollaboratively. Both co-teachers participated in the summer PD. This class met with the teachersevery school day of the week.Classroom B: 6th grade ProgrammingClassroom B with 21 students (12 male and 9 female) was an ICT class. It was allotted a doubleperiod (90 minutes) and was taught by a lead teacher who participated in the summer PD. He wasassisted by a co-teacher during the second half of the class. As the class was primarily roboticsbased, the lead teacher planed and implemented the lessons while the co-teacher assisted inmaintaining discipline and providing students with one-on-one support. This was also an Englishas Second Language (ESL) classroom, and all written instructions were

Conference Session

Best Practices in Research & Assessment Tools for Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susheela Shanta, Governor's STEM Academy @ the Burton Center for Arts and Technology - Center for Engineering

Tagged Divisions

Pre-College Engineering Education

Paper ID #25424Developing and Assessing Authentic Problem-Solving Skills in High SchoolPre-Engineering StudentsDr. Susheela Shanta, Governor’s STEM Academy @ the Burton Center for Arts and Technology - Center forEngineering Susheela Shanta earned her bachelor’s degree in Civil Engineering from India, a Master of Urban Plan- ning degree from the SUNY at Buffalo, NY and more recently, a doctoral degree in Curriculum and Instruction: I-STEM Ed from Virginia Tech. With ten years of experience in municipal planning in Philadelphia, PA, and Harrisburg, PA, and ten years in community development, planning, financing and

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julie Fogarty, California State University, Sacramento; Corinne Lardy, California State University, Sacramento

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

students enrolled in the After School STEM Practicum Course duringthe Spring 2018 semester participated in this study. All participants were enrolled asundergraduates in a large public university in the Western region of the United States, but variedin their academic year (2 sophomores, 4 juniors, and 11 seniors). Participants were primarilyfemale (16 female, 1 male) and liberal studies majors (16 liberal studies majors; 1 engineeringmajor). A majority of the students (11) stated on the first day of the semester that they hadalready planned to apply to a multiple subject (elementary) teaching credential program aftergraduation and the rest reported that they were considering teaching as a career.The course was taught during this semester by one of

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

George J. Delagrammatikas, Cooper Union; Estuardo Rodas, Cooper Union

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Tokamak at Columbia University, and created a full-scale model of NASA’s Mars Rover for Honeybee Robotics. He is especially interested in design elements and the mechanics of failure. Prof. Rodas is currently planning a workshop course in universal design for disability. c American Society for Engineering Education, 2019 Teaching Hands-On Racecar Design in a Summer Pre-College ProgramAbstractCompetitive motorsports at the undergraduate level has become an increasingly popular extra-and co-curricular activity at universities throughout the world. The importance of theseexperiential, industry-centered projects has long been understood by serving as a true provingground for students while giving

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Corey T. Schimpf, The Concord Consoritum; Sherry Hsi, Concord Consortium

Tagged Divisions

Pre-College Engineering Education

projects powered and controlledby microcontrollers. The DIY microcontroller is one component of teaching creative engineering withPaper Mech to make and control paper-based machines using accessible computationally-enabledpapercrafts. This design approach emphasizes the use of familiar materials, transparency, low-cost, andrelatively light ecological footprint to support creativity and problem-solving. Students engaged in PaperMech projects experience a cycle of design from planning, sketching, prototyping, testing,troubleshooting, and communicating projects with others.To be able to control the paper machines, microcontrollers are used with servomotors, sensors andswitches. The paper-based microcontroller can be assembled using a very low-cost

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeannine Finton, American Society Of Civil Engineers; Keliann LaConte, STAR Net/Space Science Institute ; Jennifer Jocz, Education Development Center

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

volunteer engineers.After the fourth month of programming, librarians and ASCE volunteers completed a survey andinterviews. All library staff and nearly all ASCE representatives agreed that collaborating with their partnerlibrary or ASCE branch benefited their organization. ASCE volunteers valued librarians’ expertise inworking with youth and appreciated that they took the lead in planning program activities and logistics,which made it easier for volunteers to participate in outreach. Librarians acknowledged the dedication andenthusiasm of their ASCE partners and valued their content knowledge both because it exposed theirpatrons to real-life engineers, but also because it made library staff feel more comfortable presenting thistype of program

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giti Javidi, University of South Florida; Ehsan Sheybani, University of South Florida

Tagged Divisions

Pre-College Engineering Education

competitions, and to raise parent and community awareness of securityissues through k-12 schools. It is our hope that the activities planned and presented inthe model will pave the path for reaching our ultimate goal of increasing the number ofstudents interested in pursuing cybersecurity as a future career.2. Cybersecurity Education in K-12In response to the gap in cybersecurity workforce and talent, colleges and universitieshave started offering cybersecurity degrees [2]. However, it is our belief that a long-term solution to the cybersecurity workforce is to start educating students about thosetopics at early age. Surely the K-12 cybersecurity program should provide students withvaluable learning experiences. One of the shortcomings in K-12