Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Devlin Montfort, Washington State University; Shane Brown, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

understands theconcept of engineering in terms of their conceptual ecologies. This, in turn, will illuminate onhow the concept may changes or resists change. 1. How do these high school students understand the concept engineering? a. How do they define it in their own words? b. How does this definition interact with their level of interest in becoming an engineer? 2. What conceptual ecology does the concept engineering exist in? a. What types of cognitive entities do students use to define it? b. How might this conceptual ecology interact with their learning about engineering?MethodsResearch SettingThis research was performed in a small, rural high school

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University; Belle Wei, San Jose State University

Tagged Divisions

K-12 & Pre-College Engineering

Computer Brigade initiative, the CoE received support from theNational Science Foundation (NSF) for a one-year pilot program for Hispanic students from theSan Jose East Side Union High School District. The first segment of the HCB program was theSilicon Valley Computer Camp (SVCC). This paper describes the design, operation, andpreliminary results of the SVCC.IntroductionThe U.S. does not produce enough engineering talent to drive the next wave of innovation tocreate new jobs and maintain its global leadership in technology.1 Today, the averageengineering student is either: (1) a Caucasian man, (2) an Asian man, or (3) a foreign-bornstudent.2 There is a significant under-representation of women, African-Americans, andHispanics in Science

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Ethan Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

-0423059; seewww.LEGOengineering.com)resulting in the new Robocart curriculum. The previous curriculumhadbeenshown effective in addressing middle-school engineering standards12, where teacherswere successfully implemented it with studentsin after-school programs. The pedagogical model (see table 1 below) was used in developing the instruction andactivities for the Robocart curriculum, which sharesmany features of Bybee’s 5E pedagogicalmodel6. By building upon and improving thepreviouscurriculum, the development of theRobocart curriculum focused on making strong connections with STEM concepts, integrating theRoboBook’s data collection and display capabilities, and building formative assessmentstrategies seamlessly into the RoboBooks

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

learnedengineering design concepts in an after-school studio setting with mentor/facilitators and acollaborative ICT-embedded environment. The driving research questions guiding theinvestigation were: 1. How are students’ perceptions of their abilities shaped by learning engineering design with an information communication technology (ICT) component in an afterschool setting? 2. How are students’ attitudes toward engineering, science, and computer technologies impacted by the intervention? 3. How are the actions of the teachers and other facilitators related to the motivation students have to learn engineering and participate in the design activities?These research questions were well suited to the theoretical framework of social

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Todd Kaiser, Montana State University; Peggy Taylor, Montana State University; Carolyn Plumb, Montana State University; Howard Tenenbaum, La Jolla High School, San Diego Unified School District; Seth Hodges, St. Michael Indian School, St. Michaels, AZ

Tagged Divisions

K-12 & Pre-College Engineering

is accomplished byrepeating four basic steps: thin film deposition, photolithography, etching and doping (Figure 1).These steps are repeated numerous times to build up the functional solar cell. Film deposition isdone in many different methods. This course focuses on two of the simplest ways to produce thinfilms: thermal growth of silicon dioxide and evaporation of aluminum. Photolithographytransfers a pattern that is generated on a mask to a photosensitive film that covers the top surfaceof the wafer. A mask aligner is used to position the mask relative to the wafer so that maskpattern is aligned with previous processing steps. Etching selectively removes material that is notprotected by the photosensitive film. This transfers the pattern

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Beverly Mire, Cambridge Youth Programs; Trent Ramsey, Cambridge Youth Programs; Karen Gareis, Goodman Research Group; Emily Davidson, MIT; Elizabeth Jones, MIT; Michelle Slosberg, MIT; Rafael Bras, MIT

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Jade Mitchell-Blackwood, Drexel University; Manuel Figueroa, Drexel University; Chatchai Kokar, Drexel University; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

aremade in major sectors of the economy and can potentially enhance economic performance inothers. Therefore, in order to ensure U.S. engineering capabilities, a competent andtechnologically literate workforce is imperative.1 In the wake of the 2001 attacks on the U.S.,establishing and maintaining a strong domestic technical workforce has also become a pressingmatter of national security. The demand for engineering professionals is expected to increase.Concurrently, engineering has been identified as being more susceptible to globalization thanother professions. In 2003, 46% of master‘s degrees and 57% of doctoral degrees were awardedto foreign nationals.1 The ratio of science and engineering degrees awarded annually to thecollege aged population

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tuere Bowles, North Carolina State University; Christine Grant, North Carolina State University; Pamela Martin, North Carolina State University; Eric Carpenter, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

that there is a leaky pipeline in all stages of women’s career trajectory inengineering. As early as at six-years of age gender stereotyping occurs in the treatment ofchildren, which shapes their perceptions of STEM related opportunities.1, 2 It is in middle school,however, that girls begin to show lower levels of confidence and interest in engineering relatedfields than those of boys. 1, 3, 4 Additionally, it has been found that girls do not participate in asmany science and engineering relevant activities as boys outside of school; hence, extracurricularactivities have been suggested as a method of intervention to remedy this lack of experience.A report by The Level Playing Field Institute (LPFI) entitled, Increasing the Representation

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

engaged with EiE curriculum (called EiE or test below) were comparedto responses from a control sample. Both the test sample and the control sample received scienceinstruction after completing the pre-assessments and before completing post-assessments. Thetest sample completed the EiE curriculum in addition to their regular science curriculum.Surveys were collected from students in California, Florida, Massachusetts, New Hampshire andRhode Island (see Table 1). The largest number of surveys was collected from Massachusetts.Most of the surveys were completed by grade 4 and grade 5 students. A total of 1056 studentsurveys were analyzed; 678 were completed by EiE (test) students, and 378 by control.Table 1. Engineering Attitudes Survey: Sample Size

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

N. Nezamuddin, Valparaiso University; Anurag Pande, Cal Poly, San Luis Obispo

Tagged Divisions

K-12 & Pre-College Engineering

(American Society of Civil Engineers). He also has significant experience in statistical analysis of transportation safety data. He is recipient of the Young Researcher Award from the Transportation Research Board Committee on Safety Data, Analysis, and Evaluation. He has co-authored more than 25 manuscripts that have been either published or are forthcoming in peer reviewed journals such as AAP, TRR, and IEEE transactions on ITS. Page 24.1402.1 c American Society for Engineering Education, 2014 1 Workforce of the Future: Ideas for Improving K-12 Outreach by Transportation 2

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

array of industries, Page 24.1408.2yet the general public has a limited perspective of these careers.[1] Research has linked K-12students’ limited knowledge and/or negative image of engineering careers to the shortage in thenumber of college graduates receiving degrees in engineering.[2,3] Students’ images ofengineering, also referred to as stereotypes, frequently identify engineers as car mechanics,construction workers or train operators.[4,5] Other stereotypes include: engineering is boring,engineers work alone or at a computer, and engineers help society.[4,5,6]Students’ images of engineering stem from a variety of different sources: knowing

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD

Tagged Divisions

K-12 & Pre-College Engineering

engagement in theclassroom. Given that, we selected the following criteria based on guidelines provided byBuilding Engineering and Science Talent (BEST) Commission, National Science EducationStandards and National Science Resources Center:16 1. Challenging Content/Curriculum 2. An Inquiry Learning Environment 3. Defined Outcomes/Assessment 4. Sustained Commitment/SupportLiftOff allows TSGC to continue to build upon its partnership with the NASA JSC. Forparticipants, visiting a NASA Center, interacting with scientists and engineers, and gainingexpertise in areas where they previously were not comfortable teaching, are all highlights..LiftOff also enhances our partnership with Space Grant Consortia in those other states thatchoose to

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elise K. Morgan, Museum of Science Boston, Engineering is Elementary; Erin M. Fitzgerald, Museum of Science; Jonathan D. Hertel, Engineering is Elementary, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

, and mathematics are critical skills for our modern world. Inorder to understand this world, it is vital to foster engineering and technological literacy amongall people, starting with young children. Technology and engineering are new fields at theelementary school level; however, this is where such education needs to start. Just as it isimportant to begin science instruction in the primary grades by building on children’s curiosityabout the natural world, it is crucial to begin technology and engineering instruction inelementary school by fostering children’s natural inclination to design and build things, and totake things apart to see how they work.1 It is during primary school that students establish firstimpressions of possible career

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

include 1) many high school students being unfamiliar with engineering and notknowing any engineers and 2) students who are considering a career in engineering (but notdecided) not reporting an interest in engineering as a career choice. Recommendations forstakeholders are provided based on the findings.IntroductionResearch on persistence in Science, Technology, Engineering, and Math (STEM) fields suggeststhat factors such as role models, exposure to STEM careers, and interests in STEM fieldsinfluence K-12 students toward career choices in these fields. Of these, interests have beenbroadly cited as a particularly important influence on STEM career choices (e.g., 1, 2). However,research focused specifically on underrepresented groups often reports

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

professions listed, behind teacher, doctor, lawyer and business, andthat only 29% of girls compared to 51% of boys say engineering would be a good or very goodprofession for someone like them.Six curriculum units based on four Grand Challenge themes have been developed and piloted atsix Wisconsin public middle schools: • Health Care: Biomedical Imaging • Water Resources: Drinking Water Quality • Improving Aging Infrastructure: o Bridge Restoration o Seismic Retrofitting • Solar Energy: o Solar Cookers o Photovoltaics for LightingEach unit is structured to emphasize the following five elements of engineering practice: 1)iterative design process, refinement of design, 2) societal context, 3

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Pam Van Dyk, Evaluation Resources

Tagged Divisions

K-12 & Pre-College Engineering

project are to: 1) Provide an innovative network of support and communications among University-based outreach project directors and educational evaluation experts, creating a learning community to promote sharing of best practices and innovation that will deepen the impact of NCSU’s pre-college STEM programs on students’ future academic and career choices. 2) Develop and demonstrate a system of data-driven planning and analysis guided by best practices to facilitate longitudinal assessment of participant outcomes through development of a common STEM Outreach Evaluation Protocol as well as a database integrating records of NCSU K-12 outreach participants with NC Department of Public Instruction

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

high-quality trade book. The challenge involves designing a water storage tank for families on Popa Island in Panama. " Lesson 3 – Lesson 4 – Lesson 1 – Lesson 2 – Lesson 5 – Data Analysis & What are Biomimicry Volume Plant Adaptations Volume Adaptations? Book: Nature Got Book: For Good Book: Our World of Book

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

failure. The findings section is divided into five major sections: 1) teachers’reactions to the words failure or fail, 2) teachers’ perspectives on allowing students to fail and/orrevise their work, 3) teachers’ perspectives on avoiding failure, 4) teachers’ perspectives onlearning from failure, and 5) teachers’ reported use of the words failure or fail in theirclassrooms. Following the findings section, the paper concludes with three key conclusions from Page 24.980.2the study, implications for them, and directions for future work.  Theoretical Background: Failure in Engineering, Education, and Engineering EducationFailure in Engineering

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chelsea J. Andrews, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

two design challenges; the pair of students that is the focus of this paper, composed oftwo boys named Marco and Vincenzo, was the only group to choose the wind tunnel task. Thegoal of the wind tunnel task is to create an object out of craft materials that will hover in a plastictube set above a vertically-oriented fan (see Figure 1) for about ten seconds without flying outthe top or falling to the bottom. Because Marco and Vincenzo were the only group working onthe wind tunnel task, they had nearly exclusive access to the testing station. Page 24.981.4 Figure 1: The test setup for the wind tunnel taskFor this task

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Meagan McKinney, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

involves leveraging local opportunities, structures, experts, and features(e.g., the environment, civic attractions, science centers, industries, and businesses) to situatelearning locally and provide context and reason for learning 1, 2. The justification and researchon placed-based education have found support in environmental education 2; however, there arealso proponents of a place-based approach to address economic, cultural, and civic issues 3. Therationale for a place-based approach to learning has been established on the notion that studentswill be more engaged in learning, develop deeper understanding of content, and retainknowledge to a great degree, when the content that they learn is connected to their localcommunity and/or environment

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

each subject (e.g., life science and physical sciences), for eachschool level (e.g., middle and high school). NGSS sets performance expectations for eachdisciplinary core idea based on age level appropriate Science and Engineering Practices,Disciplinary Core Ideas (previous building blocks), and Crosscutting Concepts (Figure 1, left).Figure 1. On left, NGSS Science and Engineering Practices associated with a core disciplinaryidea. On right, the top-level page of the Minecraft Wiki, showing its main topics.MinecraftMinecraft is a first-person free to play indie PC/Mac game with crafting, building andexploration at its center6,7. Its dynamic virtual worlds consist of LEGO-like blocks that representnatural resources. Players can combine blocks to

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Crehan, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

importanceplaced on each stage by the students both pre and post their engagement with a semi-opendesign task.ParticipantsThis study was undertaken with year one students participating in both of the initial teachereducation (I.T.E.) courses outlined. As part of the syllabus for semester two, year one, onboth I.T.E. programmes, students participate in a module where the focus is on studentsdeveloping fundamental practical skills, developing theoretical knowledge and challengingstudents epistemological beliefs regarding the value of design based education. One elementof the module assessment engages students in a semi-open design task. The design-basedproject comprises of a number of important features: 1. The students are issued with a semi-open design

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, The Ohio State University; Xi Zhan, Department of Educational Studies, The Ohio State University; Anika Anthony, The Ohio State University; Paul E. Post, The Ohio State University; Andrew James Parkhurst, Ohio state university

Tagged Divisions

K-12 & Pre-College Engineering

in engineering and preparing practicing teachers and engineering students tointroduce middle school students to the engineering design process. This paper describes theTEK8 university-school partnership and presents results from a preliminary study conducted toexamine the partnership’s effectiveness for preparing teachers and engineering students tointerest middle school students in engineering. Data were collected using interviews,observations, and a teacher self-efficacy survey. The survey was appropriated to focus onteachers’ and engineering students’ self-efficacy to interest middle school students inengineering. Methods of analysis included discourse analysis, the constant comparative method,and the nonparametric 1-tailed Wilcoxon

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norman F. Robinson III, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mike Ryan, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Jessica D. Gale; Beth A. Kostka, Georgia Institute of Technology; Nancy Anna Newsome, Georgia Tech - Center for Education Integrating Science, Mathematics, and Computing; Brian Douglas Gane, University of Illinois, Chicago; Jayma Koval, Georgia Tech, CEISMC; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

LEGOMindstorm NXT™ robotics as the instructional manipulative.The SLIDER curriculum is comprised of two 3-4 week units that together develop standardsfrom all three of the NGSS dimensions. The main science concept focus of Unit 1 is Energy(e.g., transfer of mechanical energy, kinetic and potential energy relationship, law ofconservation of energy). Unit 2 focuses on Force and Motion (e.g., force, balance of forces,changes in motion, speed, acceleration, mass and inertia relationship).The SLIDER curriculum was designed forclassrooms where students work in teams ofthree students, with each team having its owndedicated LEGO NXT robot that the team doesnot share with any other students. Most of theactivities, however, can be accomplished inschools that

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tess Anne Hegedus, The University of North Carolina, Greensboro; Heidi B. Carlone, The University of North Carolina, Greensboro; Aundrea D. Carter, University of North Carolina, Greensboro

Tagged Divisions

K-12 & Pre-College Engineering

and pathways not afforded to those deemed “struggling” (by thesame measures). Cultural meanings of smartness are problematic for other reasons. “Doingschool” (compliance) is often conflated with “being smart”1. Narrow performances of getting theright answer or displaying knowledge are often privileged over critical thinking, creativity, andproblem solving2. In a longitudinal study3 of scientifically talented boys, research indicatedscientific interest and abilities were helpful, but not a necessary component of getting recognizedas someone with scientific promise. Likability and institutional markers of academic ability (likeAcademically Gifted status) were much more influential in others recognizing the boys asscientific. Students

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Cyber Innovation Center; Joshua M Coriell, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

etc.) are being developed to provide schools with multiple module options.318-257-2319Example ModuleFigure 1 is the engineering design process graphic that guides studentsthrough each module. Annotated by each step in the process is a Because the school mascot is the medieval knights, the 7thsample of the STEM Discover Catapult module in which students build a graders have been asked to build trebuchets to throw prizes into the crowd at pep rallies and sporting events.trebuchet. Additionally, a creative writing opportunity is included (betweenSteps 5 and 6); students

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Harpeth Hall School and Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

. Parents were specifically engaged at two points during the program: ahomework assignment designed to have parents and daughters brainstorm about the Lwaladesign challenges and an invitation to parents to participate in the engineering design projectpresentations on the last day.The Parents’ Engineering Awareness Survey (PEAS)1 was administered to all consented parents(one per participant) prior to and following the SSI. The PEAS survey includes knowledge,attitude, and behavior aspects; only the knowledge and attitude aspects were hoped to beimpacted by this program due to the short intervention time between implementations of thissurvey. The Draw an Engineer Test (DAET) (Knight and Cunningham, 2004) was administeredto all consented student

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint; Pattabhi Sitaram, Baker College, Flint; Tom Spendlove, Baker College, Flint

Tagged Divisions

K-12 & Pre-College Engineering

to stimulate and increase interest, as well as confidence, inpursuing a STEM or engineering career among young people, including under-representedminorities. This is a very important goal as STEM based occupations are expected to increase inthe future2, while the enrollment in STEM programs in the United States continues to lagbehind3. Another objective of summer camps is to introduce students to the campus of theuniversity or college offering the camp and to help with future student recruitment.A good grouping of various summer camps is provided by Robert Fletcher in a paper presentedat the ASEE Annual Conference and Exposition in 20104. According to Fletcher there are fourtypes of summer camp programs: “1. introduction to engineering

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Hani Mehrpouyan P.E., California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group

Tagged Divisions

K-12 & Pre-College Engineering

applied to entice the students’ interests in the field of engineering.1 IntroductionIn the academic year 2011-2012, the Department of Electrical and Computer Engineering andComputer Science at California State University, Bakersfield (CSUB) started a summer exploratoryprogram for local high school students interested in Engineering. The main purpose of the work-shop was attracting underrepresented minorities and women to the discipline of engineering. Thiswork in progress is supported by Department of Education grant Y.CSUB is situated in a county with low education achievement and below-average income house-holds with poverty rate at 22%. The university is the only 4-year institution within a 100-mileradius. Statistics shows that in 2008