Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

beenmultiple measure assessments (pre-post). Some were designed to assess understanding of basicengineering and technology content (such as “What is Engineering?”), while others have focusedon measuring STEM learning resulting from student interaction with specific EiE units. Page 15.199.2Theoretical FrameworkThe main goal of the EiE curriculum is to help children to learn engineering and technology—not merely facts from and about these fields of study, but practices, habits of mind, and ways oflooking at the world through disciplinary lenses. At the dawn of the twentieth century, JohnDewey 1 advocated that progressive education should provide

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony; Josh Price; Joe Harris

Tagged Divisions

K-12 & Pre-College Engineering

both microstructureand composition. The third author researched creep strength in alloys with particular interest inwhether there were significant differences in creep performance between a lever arm apparatusand a direct load apparatus.As a result of the RET experience, we each developed a Legacy Cycle module (curriculum unit)that engaged our high school students in (1) a study of metals and ways to increase those metals’ability to withstand high ambient temperatures (in the context of an airplane crash investigation),and (2) a study of creep, stress, and strain tests and how to apply these tests to investigate theproperties of aluminum foil. These modules placed students in the role of an investigator andrequired them to become researchers

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Donna Llewellyn, Georgia Institute of Technology; Caroline Noyes, Georgia Institute of Technology; Robert DeHaan, Emory University

Tagged Divisions

K-12 & Pre-College Engineering

groupsalso provided an opportunity for an in-depth discussion of traditional career paths and theperceived institutional barriers and institutional support for students’ interest in teaching careers.Additionally, surveys were used to elicit beliefs of 1) academic advisors of undergraduatestudents and 2) faculty in the three Colleges who supervise doctoral students concerning theprestige of teaching careers, the characteristics of students pursuing teaching careers, and theirperceived level of preparation for advising students about teaching careers.The results indicate that interest in teaching careers is perceived to be increasing among bothgraduate and undergraduate students in STEM fields, and that faculty and academic advisors donot feel well

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

-trained K-5 teachers and to bring valuable contextualexperiences to our future teachers, and subsequently their K-5 students, through substantialand relevant T&E content. If these goals are achievable then the MST program could have along-term beneficial impact on student outcomes in STEM and non-STEM subjects at theNational level, impacting grades K-5(8), and eventually 9-20+.Many articles have discussed the qualities of effective teachers.1-3 A list of qualities providedby Darling-Hammond is reproduced below. 4 1) strong general intelligence and verbal ability that help teachers organize and explain ideas, as well as to observe and think diagnostically; 2) strong content knowledge- up to a threshold level that relates to what is to

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Joan Barth, Univerity of Alabama; Beth Todd, University of Alabama; Dee Goldston, University of Alabama; R.E. Guadagno, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

John Fitzpatrick, Drexel University; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

‟ knowledge of everyday physicalphenomena and awareness of the engineering discipline.Inquiry and design-based activities have been promoted in the National Research Council‟s Page 15.1316.2National Science Education Standards (NSES), and have garnered favorable support in themiddle and high school settings 1-4. While pure discovery methods of inquiry for learning suchas constructivism have been met with criticism 5-6, inquiry-based activities that provide sufficientsupport, or scaffolding, afford students an opportunity to explore topics that would otherwise betoo complex for their abilities 7-8. As multiple science topics may be supported by a

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Keith Walters; Keisha Walters

Tagged Divisions

K-12 & Pre-College Engineering

delivery includedpresentations by the instructors, student presentations, group projects, and simple experiments.The three-week course schedule is shown in Table 1. Note that during the final week classes didnot meet on Friday, so the total number of class days was 14. Table 1. Course Schedule Day # Lecture Topics/Activities 1 Fluid Mechanics Introduction and Definitions Fluid and Flow Properties Intro to Statics and Dynamics Interest/Concept Inventory Pre-Assessment 2 Fluid Statics 3 Fluid Dynamics First Principles

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

2003 Distinguished Teacher Award. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of NYU-Poly’s Othmer Institute for Interdisciplinary Studies. His scholarly activities have included two edited books, 4 chapters in edited books, 1 book review, 40 journal articles, and 90 conference papers. Moreover, he has mentored 67 high school students, 86 high school teachers, 21 undergraduate summer interns, and 11 undergraduate capstone-design teams, and graduated seven M.S. and four Ph.D. students. Page 15.1032.1© American Society for Engineering Education, 2010

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

Design™. We found that (1) more of theinstructor’s time was spent on class management (non-instructional) tasks—especiallycollecting and grading team project work—than on any other classroom activity, (2) agreater proportion of the total observed instruction time was devoted to skills than toconcepts, and (3) only a small fraction of instruction that linked math concepts toengineering coursework (science concepts were absent in these lessons) made those linksexplicit9.The Importance of Explicit Integration for TransferTransfer of learning or knowledge transfer refers to the ability of a learner to generalizewhat is learned from a particular instance and apply it to novel situations. Since it is notfeasible that students can be exposed to every

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Estrella Mountain Community College; Maria Reyes, Estrella Mountain Community College; Marge Goodman, Intel Corporation

Tagged Divisions

K-12 & Pre-College Engineering

, engineering ortechnology, and the persistence and loss of women in these fields has resulted in someunderstanding of why so few women enter and or persist in the STEM fields.These studies have shown that women’s experiences in engineering, in school as well as theworkplace, were often negative. Henes, Bland, Darby, and McDonald (1995), reported theresults of a University of California Davis survey of 419 male and female engineering studentsindicated five major reasons why women leave or become discouraged with engineering: (1)Isolation (2) Not seeing relevance of highly theoretical basic courses (3) Negative experiences inlaboratory courses (4) The “cold classroom climate” and (5) Lack of role models.3Self-efficacy theory and Best PracticesThe

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Ellen Worsdall, Northwestern University; Jessica Swenson, Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

trends, and compared to the exposure they received to different engineeringdisciplines in the program. Page 15.1147.4Figure 1- Program participants’ response to “If you become an engineer, what would youdo?” composite of both years Compared to national trends, the responses shown in Figure 1 have some similarity towomen engineering students nationwide. Civil, Electrical, and Mechanical engineering, whichmight be considered the three main types of engineering, are all represented in their responses.The relatively low rate of women pursuing electrical engineering nationwide is also reflected inthis collection of responses. Chemical

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

-service teachers of mathematics and science using state-of-the-art virtual design and earthquake engineering technologies. The research places teachers into aintimate workshop-based program that uses engaging experiences to develop content knowledgeand provide connections between education standards and practical application of theoreticalconcepts.IntroductionOne of the most difficult challenges in attracting students to engineering is conveying the ideathat relating theoretical and analytical results to real-world phenomena can be interesting andengaging. Innovation driven by advances in science and technology is a key component of theUS economy.1-2 However, this engine of economic development has multiple threats that willneed to be addressed

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Hay, Boise State University; Pat Pyke, Boise State University; Janet Callahan, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

.© American Society for Engineering Education, 2010 Teaching Inquiry-Based STEM in the Elementary Grades Using Manipulatives: A SySTEMic Solution ReportIntroductionYoung learners come to school holding myriad conceptions about how the world works,particularly in the areas of science, technology, engineering, and mathematics, or STEM .1-3Further, young students’ conceptions are commonly based on fragmented knowledge or naïveperspectives that contribute to the importance of early exposure to and practice with scrutinizingsituations scientifically.1,3 An important part of helping children gain the skills necessary toapproach situations scientifically involves preparing them to conduct scientific inquiry.3 Thedevelopment of

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Beth Spencer, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

StrandsThe Tech to Teaching program focuses on five different infrastructural elements to supportprospective teachers: advising, academic courses, mentoring, immersion experiences, andtransition or induction support. The program also seeks to change the prevalent sentimentvoiced by peers, parents and professors that K-12 teaching is not a career that talented GeorgiaTech students should pursue, and that a high powered Tech education is somehow wasted if analumnus moves into a high school classroom.Strand 1: AdvisingIn the fall of 2007 Georgia Tech created a new position—the Pre-Teaching Advisor—to assiststudents in navigating the often confusing maze of different teacher certification routes, adviseon academic course choices, provide general support

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Quamrul Mazumder, University of Michigan - Flint; Olanrewaju Aluko, University of Michigan-Flint

Tagged Divisions

K-12 & Pre-College Engineering

education, during his keynote speech Charles M. Vest,President of National Academy of Engineering presented data that were not only disappointing,but perhaps shocking, and urged immediate attention by all stakeholders, such as educators,parents, government and businesses1 . Vest‟s data in Table 1 clearly demonstrates our declining Page 15.76.3number of graduates compared to other three leading nations. In 2003, the fraction of collegegraduates with an engineering degree was 20% in Asia, 12% in Europe and 4% in USA. Table 1: Engineering Graduates in Four Different Nations1 Country Engineering Engineering

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Sharnnia Artis, The Ohio State University; Ruth Friedman, The Ohio State University; Glenda LaRue, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

attractiveness to female students as a way ofincreasing the overall number of women in the engineering pipeline.Outside of summer camps in computing and computer science very few reports have been madeon single-discipline and single-sex summer camps in engineering8, 9. As a result, the purpose ofthis paper is three-fold: 1) to provide an overview of the development of a single-discipline,single-sex pre-engineering camp; 2) to discuss a formative evaluation plan for assessing the pre-engineering camp; and 3) to reveal anecdotal lessons learned to assist future camp directors. Inthe next sections, this paper uses CheME & YOU @ OSU as an exemplar single-discipline,single-sex pre-college engineering outreach program designed to attract young women

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

while strengthening the engineering and communication skill sets of theundergraduates. This outreach project provides a unique opportunity for undergraduate studentsto demonstrate their grasp of the subject matter while inspiring children to have a renewedinterest in math, science and technology and the goal of becoming an engineer.Motivation for K-12 outreachOutreach to the K-12 sector is essential for the technological advancement of our society and fordiversity enhancement in engineering. Many children are naturally interested in engineeringtechnology but they may not have the mentorship, educational opportunities, or role modelsneeded to pursue this field of study.1 Further, most technologically rich courses, both at K-12 andundergraduate

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Kimberly Edginton Bigelow, University of Dayton

Tagged Divisions

K-12 & Pre-College Engineering

. Page 15.1024.1© American Society for Engineering Education, 2010 Reflections of College Students Promoting Engineering Through Biomechanical Outreach Activities Indicate Dual BenefitsAbstractRecent work by the National Academy of Engineering revealed that the public has a poorunderstanding of what engineers actually do on a day-to-day basis.1 This issue is compoundedfor non-traditional fields in engineering, such as biomechanical engineering. This is particularlyproblematic as such fields could draw interest from students not interested in traditionalengineering careers, resulting in increased diversity.To address this, mechanical engineering students taking an elective course, BiomechanicalEngineering, were given an outreach

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Michael Hacker, Hofstra University; Marc Devries, University of Technology, Delft; Ammeret Rossouw, University of Technology, Delft

Tagged Divisions

K-12 & Pre-College Engineering

experts whoagreed to participate were asked to generate themes and contexts and rate each one forimportance. The number of experts involved is well over the 20–25 usually involved in a Delphistudy. In our research we have adapted this first round: we provided the experts with a draft listof themes and contexts to rate on a 1–5 Likert scale. We did this because we wanted to clarifythe level of generality we were looking for. In other words, by suggesting such themes as“systems” and “optimization,” we wanted to prevent experts from suggesting themes that weresubstantially less transferable. Area of ETE Expertise Number of Participants Philosophy/History and Communication of Technology

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Michael Hacker, Hofstra University

Tagged Divisions

K-12 & Pre-College Engineering

$27,500). Based on the revised design challenge of the same name, the curriculumwas field tested in middle school classrooms and further revised and refined during the summerof 2008 by a team of middle school ETE teachers with the support of experts in mathematicseducation. The curriculum is considered a hybrid instructional model because it includescomputer simulation as well as physical modeling: the students use Google SketchUp to create a Page 15.97.3virtual design and then construct a hands-on physical model (see figure 1).Bedroom Design incorporates informed design, a validated design pedagogy developed throughNSF projects conducted by the

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Daniel Heersink, Colorado School of Mines; Wanda Dann, Carnegie Mellon University; Barbara Moskal, Colorado School of Mines; Alka Herriger, Purdue; Steven Cooper, Purdue

Tagged Divisions

K-12 & Pre-College Engineering

): students’ confidence and interests in computing and their perception of its usefulness.The computer science instrument was originally designed for a first year college population24and has been adapted here for a high school population. The computer science survey can befound in Figure 1. The information technology survey is displayed in Figure 2 and was adaptedfrom the computer science survey. This investigation reports the results of the informationtechnology survey’s first implementation on a student population.High school was selected as the target population for this investigation because this is a period inwhich students are beginning to form opinions about future majors and careers. Understandinghigh

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2010 Annual Conference & Exposition

Authors

Stacy Klein-Gardner, Vanderbilt University; Marlene Aviles, Dr. Ercel Webb School # 22, Jersey City School District; Jennifer Case, East Middle School; Augusto Macalalag, Stevens Institute of Technology; John Brockway, East Middle School; Christie O'Hara, Colorado School of Mines; Michael Asheim, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Brian Lien, Princeton High School; Eugene Rutz, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

. Page 15.228.2 1 PRE-SCHOOL / ELEMENTARY SCHOOL WINNER Promoting 21st Century Skills Through Science and Engineering Education Marlene Aviles, Dr. Ercel Webb School #22, Jersey City, N.J. Augusto Z. Macalalag Jr., Stevens Institute of Technology, Hoboken, N.J.Program Overview & Partnership StructureIn today’s changing global economy, science and technological literacy are crucial for students tocompete in the 21st century1. The widening gap in achievement and low interest in science,engineering, and mathematics between students in the U.S. and those in other developed countries aremajor

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Aurenice Oliveira, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.670.2of other similar programs.1. IntroductionFor more than a decade, teachers, administrators, and other leaders in education haveagreed that a solid background in science, mathematics, engineering and technology iscritical for students preparing to enter the 21st Century workforce. However, thereremains much to be done. The U.S. educational system is not currently developing theexcellent grounding in science that is needed in the United States to remain competitivein this global economy. In international comparison exams, American students have longlagged behind those in much of Asia and Europe. The gap between engineers neededannually and the number of graduates available to fill positions is wide. Some expertsplace the need as high

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kimberly Edginton Bigelow, University of Dayton; Gail Wheatley, Edheads; David Tomasko, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.610.2engineering as a career between genders.IntroductionIn the 2008 National Academy of Engineering’s report, Changing the Conversation, the materialpresented focused on the concern that many Americans do not truly understand what engineeringis.1 As such, this has led to concern over ability to sustain the U.S. capacity for technologicalinnovation, ability to attract young people to careers in engineering, and ability to improvetechnological literacy.1 Though efforts to promote engineering have been numerous and wide-spread, with hundreds of millions of dollars spent annually on increasing understanding ofengineering, the impact has been minimal.2,3 Research has shown that despite these efforts, K-12students, and teachers, continue to

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Augusto Macalalag, Stevens Institute of Technology; Susan Lowes, Teachers College/Columbia University; Karen Guo, Teachers College/Columbia University; Devayani Tirthali, Teachers College/Columbia University; Mercedes McKay, Stevens Institute of Technology; Elisabeth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

hours of intensive PD during the two week summer institute followed bymonthly classroom support visits (coaching, modeling, curriculum alignment, and planning), andthree full-day workshops during the 2008-2009 school year. A treatment group of 737 studentsreceived instructions from teachers who were in the program. In September 2008, a comparisongroup of 35 teachers with 684 students was selected and matched against the treatment groupbased on schools’ geographic location, demographics, grade level, and subjects taught by theteacher.Our research questions for the second year of the program were: (1) Does the professionaldevelopment enhance the teachers’ content knowledge in targeted science and engineeringtopics? (2) Does the PD result in

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

practice1. 1) Active Learning: Teachers are involved indiscussion, planning, and practice, 2) Coherence: Activities are built on what they are learningand lead to more advanced work, 3) Content Focus: Content is designed to improve andenhance teachers’ knowledge and skills, 4) Duration; Professional development for teachersextend over a two-year period, and 5) Collective Participation: Teachers meet in discipline andgrade level groups to discuss strategies and content, and to develop approaches that they presentto their peers.The goals for the implementation of teacher professional development programs should be toenhance teachers’ skills and knowledge, improve their classroom practice(s) and increase studentlearning. How to accomplish theses goals

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Paul Chanley, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

. They were supported bythe lead teachers and the community college faculty as they prepared to integrate a unit of EiEinto their classrooms over the next two academic years: 2009-2010 and 2010-2011.Description of the Participating Lead TeachersBefore starting the Teacher Educator Institute, each of the lead teachers filled out a participantsurvey. Tables IX and X tabulate the participant survey responses and reflect the number of yearsthe teachers have been employed in education and their educational backgrounds. Table IX: Number of Years Employed in Education Years in Education 3 3.5 4 5 6 7 8 9 10 13 16 17 20 Number of 3 1 2 2 2 2 2 1 1 1 1 1 1 Teachers Table X

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University-Kingsville; Jianhong Ren, Texas A&M University-Kingsville; David Ramirez, Texas A&M University; Sheryl Custer, Texas A&M University, Kingsville; Joyce Coleman, Academy High School

Tagged Divisions

K-12 & Pre-College Engineering

-depth engineering projects and four engineering activities. The fourengineering projects and one engineering activity carried over from the 2008 summer campwere: bridge building (civil engineering), computer architecture and Bluetooth technology(electrical engineering), river pollution (environmental engineering), and computer-aidedmanufacturing (mechanical engineering), and air pollution measurements (environmentalengineering)1. The three new engineering topics included in the 2009 camp were: robotics(mechanical engineering), hydrostatics (civil engineering), and hybrid car (chemicalengineering). The robotics activity was very popular among the participants. This projectintroduced industry-scale, six-degree-of-freedom Staubli robotic

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Vaneshette Henderson, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Brenda Nixon, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

Tagged Divisions

K-12 & Pre-College Engineering

flyer used foradvertisement can be foundin Appendix A.Fifteen high schoolmathematics and science Figure 1. 2009 Marathon High School Teachers Engineeringteacher pairs, shown in Awareness Participants.Figure 1, were chosen and participated in the 2009 program. Of the 15, five pairs were alsoparticipants in a six-week, National Science Foundation sponsored, Louisiana ResearchExperience for Teachers (RET). The 10 teacher pairs who participated only in the one weekMarathon High School Teachers Engineering Awareness Program were selected from a total of20 pair and six single applicants. Each pair was chosen based on certification, current school,years teaching, previous professional development workshops attended, and

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Karen Hollebrands, North Carolina State University; Ryan Smith, North Carolina State University; Lynn Albers, North Carolina State University; Elizabeth Parry, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

. This paper begins with a description ofthe demographics of survey respondents and then analyzes parent responses’ to questions related Page 15.221.2to communication about, assistance with, and attitudes towards mathematics.Demographics. An overwhelming number of female parents (78%) completed the survey.However, it is interesting to note the proportion of females who completed the survey differed byrace. An analysis of gender versus race (See Table 1 and Figure 1) indicates that of AfricanAmerican parents who responded, 91.4% of the surveys were completed by females while forAsian parents only 53.2% were returned by females. Table 1