Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

Integrated STEM Instructional Leadership (PreK-6) Post-Baccalaureate Certificate Program at TU. She currently serves as the Chair of the Pre-College Engineering Education Division of ASEE, and is a member of the ASEE Board of Directors Committee on P12 Engineering Education.Ms. Elizabeth A. Parry, North Carolina State University Elizabeth (Liz) Parry Elizabeth Parry is an engineer and consultant in K-12 Integrated STEM through Engineering Curriculum, Coaching and Professional Development and a Coordinator and Instructor of Introduction to Engineering at the College of Engineering at North Carolina State University. For the past sixteen years, she has worked extensively with students from kindergarten to graduate school

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

S. Jimmy Gandhi, California State University - Northridge; Vidya K Nandikolla, California State University - Northridge; George Youssef, San Diego State University; Peter L. Bishay, California State University - Northridge

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

-12 school districts, community colleges, four-year universities andcommunity-based workforce investment boards. The overall goal is to bridge the gap betweenindustry-needed skills and those obtained through formal education. The expected outcome is thetransition of students into industry after high school, transfer into a community college, or seek afour-year college degree. Regardless of the career pathway outcome, the WFD programinculcates hands-on, practical skills in participants. These skills were included based on industryfeedback about the gap between current graduates’ skills and those expected in the field ofpractice. The skills were also echoed in the ‘Engineer of 2020’ report by the National Academyof Engineering. As a result, the

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda Whipker, The Forge Initiative; Robert A. Mackie, The Forge Initiative; Lynn A. Albers, Campbell University

Tagged Divisions

Pre-College Engineering Education Division

students operates the robot; competing innumerous matches over a two or three day period to earn ranking points and ultimatelyqualifying for higher level (state or world) competitions.The 2016 FIRST Robotics Competition (FRC) season was filled with excitement, a challengingcompetition design, FIRST Stronghold, and many talented youth, mentors, and leaders. Part ofthe excitement is the opportunity to drive the robot in competition. Unfortunately, this privilegeis usually reserved for just a few students due to the nature of the competition. Different teamsview the roles and responsibilities of the drive team through their own lens. Drive teamcomposition is defined by the game rules each year. In 2016, the game called for four students tomake up one

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Laura Meszaros Dearolf, The Perry Initiative ; Amy C Bucha, The Perry Initiative; Lisa L Lattanza MD, University of California San Francisco

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

% - forstudents initially entering as engineering majors [4,5], with both climate and lack of context for thebroader impact of the field being cited as reasons for attrition. The retention rates are evenbleaker for underrepresented groups in engineering, such as women and minorities [6,7]. Over50% of women graduates with professional engineering degrees leave the field within 5 years [8],and, in some part, narrow job focus, lack of creativity, and minimal societal impact of theprofession have been cited as deterrents for recruitment and retention of young people in theengineering [9,10]. As a field, it remains essential not only to recruit the highest caliber ofstudents but also to keep these students in the field. Engineering, as a discipline