Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Noel Kathleen Hennessey, Program Coordinator; Sanlyn Buxner, University of Arizona; James C. Baygents, The University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

as an assistant professor in 1991, the same year he received a Ph.D. in chemical engineering from Princeton University. He also holds an M.A. (Princeton, 1981) and a B.S. (Rice, 1980) in chemical engineering. Jim has received the Arizona Mortar Board Senior Honor Society award for outstanding faculty service and the College of Engineering Award for Excellence at the Student Interface. In 1997, he was awarded an International Research Fellowship by the National Science Foundation for study at the University of Melbourne. Jim is head of the ENGR 102 HS team that was recognized in 2014 by ASEE for best practices in K-12 University partnerships. He is a member of Phi Beta Kappa, Tau Beta Pi and Phi Lambda Upsilon

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

engineering lab, under the guidanceof an assigned mentor (usually a graduate student) and supervision of a faculty member. In thelab setting, students work on an authentic research project. Participants also attend a weeklyscientific communications class, weekly seminars, and social events. At the culmination of theexperience, students present a research talk to the research community and participate in a postersession at the university-wide Undergraduate Research Symposium. Students receive a $5,000stipend for participation in the program. Each lab that hosts a summer student receives $500 forsupplies and each student’s primary mentor receives $500 to support their travel to a conference.The YSP is funded by the National Science Foundation

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Quality Evaluation Designs; Martin L. Tombari, University of Texas, Austin; Sheri D. Sheppard, Stanford University; Kaye Storm, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

trips) that give students hands-on experiences or enable them to see and/or experience science and engineering in action, and in ways that relate directly to their personal lives; 2) Bringing STEM professionals to class or providing other means by which students can talk directly to professionals with STEM careers; 3) Sharing science and engineering anecdotes and personal experiences in class and when meeting with students in one-on-one and small group interactions; and 4) Alerting students to STEM-oriented programs within and outside of school in which they (students) can participate. After exploring how teachers influence students towards STEM, we asked them tospeculate why they believe that the mechanisms of

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

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

Paper ID #9370Middle School Curricular Materials on Grand Challenges for Engineering:Impact on Efficacy and Expectancy BeliefsDr. Kimberly A.S. Howard, Boston University Dr. Kimberly Howard is an Associate Professor in Counseling Psychology in the Boston University School of Education.Mr. Jacob William Diestelmann, University of Wisconsin - MadisonTsu-Lun HuangLauren E AneskavichMr. Kevin ChengBenjamin Bryan Crary, University of Wisconsin - MadisonJean DeMerit, UW–MadisonTam Mayeshiba, University of Wisconsin-Madison Tam Mayeshiba is a National Science Foundation Graduate Research Fellow/graduate student in the Ma- terials

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sunni H. Newton, Georgia Institute of Technology; Tristan T. Utschig, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

to be served effectively, it iscritical for us to know something about them. This paper will use detailed demographic datacollected on all Tech to Teaching participants to date in an effort to answer the following primaryresearch questions, with a specific focus on undergraduate and graduate engineering students: • What is the level of interest in STEM teaching careers among engineering students? • What is the most prevalent set of demographics, or “profile” among those interested in STEM teaching careers?1.1.2 Preview of what’s in the paper Page 22.32.3

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Regina Middleton, University of Massachusetts, Amherst; Shelly Perdomo, University of Massachusetts Amherst

Tagged Divisions

K-12 & Pre-College Engineering

Engineering at the University of Massachusetts Amherst were polled as a follow up todetermine if attending Career day influenced their decision to attend the College of Engineeringat UMass Amherst. Data was entered and complied in an excel spreadsheet for organizationalpurposes.Data CollectionThe primary purpose of this study was to evaluate the effectiveness of WEP Career Day andexamine it as a possible model for success in recruitment of female students in the field ofengineering. Furthermore, this study will also explore and assess the perceptions of femalestudents and high school counselors of the WEP Career Day at UMass Amherst. The datacollected from this study is based on completed student and counselor/teacher evaluations.The student

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Michele Strutz, Purdue University; Matthew Ohland, Purdue University; Erin Bowen, Purdue University; Eric Mann, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

, integrating engineering conceptsand engineering college education and career options into the K-6 curriculum are a necessarychange.One way to determine if engineering is a good fit is for a student to use a self-assessmentinstrument. A self-assessment tool helps an individual discover more about him/her self55. Inmaking career choices, an assessment of one’s skills, interests, personality, and values influencescareer decisions9. Exploration of the literature reveals that an instrument for self-assessment ofyoung engineering talent, interest, and fit does not exist.The purpose of this research is to create an instrument to help fifth and sixth grade studentsidentify themselves as having engineering interest and potential. The purpose of this

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; Mary Virnoche, Humboldt State University; Lonny Grafman, Humboldt State University; Forrest Stamper, Hoopa Valley High School; Laura Atkins, Humboldt State University; Rebecca Raymond, Humboldt State University; Katie Mills, Humboldt State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-1116: IMPROVING EARLY INTEREST AND CONFIDENCE INENGINEERING: CREATING PARTNERSHIPS BETWEEN UNIVERSITIES, K-12TEACHERS, THEIR STUDENTS, AND ENGINEERSElizabeth Eschenbach, Humboldt State University Beth Eschenbach is a Professor of Environmental Resources Engineering at Humboldt State University. Beth left civil engineering as an undergraduate at UC Santa Cruz, and graduated with honors in mathematics and in psychology. She obtained her MS and PhD at Cornell in Environmental and Water Resources Systems Engineering. She completed a postdoc at the Center for Advanced Decision Support in Water and Environmental Systems (CADSWES) at UC Boulder. Beth’s career goals include increasing the

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

LaRuth McAfee, Case Western Reserve University

Tagged Divisions

K-12 & Pre-College Engineering

demonstrations illustrate general polymerscience concepts, as well as describe the student’s project. They additionally serve as long-termrecruiting tools for PEP. PEP students are expected to do at least one demonstration eachsemester they are in the program. Such demonstrations serve as ways to empower students asadvocated by Elmesky9.While PEP is a means of directly impacting a select group of high school and middle schoolstudents, the organizers recognize that it is important for the program to touch a larger number ofpeople. Parents and guardians of the participants are expected to attend an evening event in thespring that welcomes the incoming class of Polymer Envoys, provides facility tours, introducesthem to faculty and graduate mentors, and

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard H. Crawford, University of Texas, Austin; Christina Kay White, University of Texas, Austin; Chandra L. Muller, University of Texas, Austin; Anthony J. Petrosino Jr., University of Texas, Austin ; Austin B. Talley P.E., University of Texas, Austin ; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

UT Austin undergraduate students who act asmentors and role models for the students. Additional, industry mentors are recruited to providetechnical support as well as STEM career information. Page 25.647.32.1 Underlying Principles of Our CurriculumBeyond Blackboards is founded on design-based learning, which incorporates differentiatedcurricula with active learning. It is an instructional methodology in which students are engagedin solving socially-relevant community, regional, national, and global challenges. Our approachis based on a five step cycle that includes: 1. Hands-On Technology Exploration introducing a technical

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Karen J. Krapcho, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

. Targeting women and minority populations to develop an awareness ofengineering is a common practice and has been shown to successfully influence decisions topursue engineering3,4,5. Longer-running camp events and/or those with more involved activitieshas also been shown to positively influence a student’s perception and desire to pursueengineering6 . The College of Engineering at the University runs two summer all-day programs. First, isthe HI-GEAR (Girls Engineering Abilities Realized) program for female high school students3. Itis a 5-day camp subsidized by private donations, camper fees, faculty grants and the College.There is an application process that requires prospective campers to write a personal statement,and provide letters of

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W. Richerson, University of Utah; Cynthia Furse, University of Utah; Amy Aldous Bergerson, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

Fellow of the IEEE.Amy Aldous Bergerson, University of Utah Amy Aldous Bergerson, Ph.D. is an Associate Professor and Director of Graduate Studies in the Depart- ment of Educational Leadership and Policy at the University of Utah. Dr. Bergerson’s research focuses on college choice and college student retention. In particular, Dr. Bergerson is interested in exploring how underrepresented student populations (i.e., students of color, women, and first-generation college students) make the decision to attend college, and how institutions can improve persistence rates for these students. This research agenda has provided Dr. Bergerson with the opportunity to present papers at the Association for the Study of Higher

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yair Joseph Mega P.E., Northeastern University; Claire Duggan, Northeastern University; Daniel Sullivan, Northeastern University; Lauren Horn, Northeastern University; Charles A. Dimarzio, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

force behind the success ofthe program; by creating a nurturing research environment, the students become comfortablewith the networking and interpersonal skills involved in STEM careers.Networking during the program is accomplished through brown bag lunches, field trips, socialactivities, and homeroom activities. The group sizes for the YSP programs are small andconducive to networking and social interaction. The brown bag lunch events are a way forstudents to investigate other research projects, and the students and faculty associated with thevarious lines of work. Career exploration seminar series introduce the students to other facultyand graduate student research on a variety of subjects.The program staff keep alumni connected and up to

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Victoria Forssen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Alka R. Harriger, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

], female students enjoy using software to createstories and to communicate their ideas. The goal of using the Alice software in this studywas not to convince students to become programmers but rather to demonstrate that theAlice software may be used as a tool to convey information, much like Microsoft Word,Publisher, and PowerPoint are used. Students were given the task of creating an Aliceworld that either illustrated a popular story or described a personal career goal.Students also completed a pre and post program Concept Exam, which assessed basicunderstanding of programming commands in Alice. SPIRIT’s goal was to show studentshow to use Alice as a tool to develop interactive, animated stories, not to learnprogramming. As such, SPIRIT

Conference Session

Innovative K-12 Engineering Programs

Collection

2007 Annual Conference & Exposition

Authors

Dewey Spangler, Virginia Tech; Olga Pierrakos, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

The first-third of GSEN focuses on the engineering profession and quantitative methods.The last two-thirds of GSEN focuses on the instruction of statics of rigid bodies using vectoralgebra and calculus. University statics courses have traditionally been used to increase attritionin engineering programs. Often, students who complete such courses do not develop a properfoundation for additional engineering coursework. Many have to repeat this course or take it at alocal community college that offers an atmosphere more conducive to learning. Some universitystudents, frustrated with the pace and lack of personal attention, become disillusioned withengineering and pursue other professions. Providing the opportunity of in-depth engineeringeducation

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University; Monica Elser, Arizona State University; Stephen Krause, Arizona State University; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; James Middleton, Arizona State University; Jay Golden, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

first of thesefocused on eliciting students’ notions of current career goals that were then juxtaposed againstthe multi-faceted aspects of engineering student graduates (females and underrepresentedpopulations). The second of these were facilitated by project directors and were featured on thedifferent Engineering fields. Students and parents explored Engineering Go For It!: Make aDifference, Change the World10 with an interactive presentation from the facilitators. Theexperience started with a review of images from the “Engineering Is…” sections (pp. 4-9) of thepublication that was followed by small group discussions with participants and family members

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ranji K. Vaidyanathan, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

know this was engineering” • “Selection of variables is every thing” • “This is how they design good cars” • “Computers have real uses”Students have written personal notes to the MEP director explaining the value of the SEAprogram in helping them to become engineers. A female student wrote that she wanted tobecome a fighter pilot as a result of attending the SEA program. She wrote: “I would like tothank you very much for helping me to get in to the Summer Engineering camp. This Camp wasvery helpful in my decision to become an Engineer. Everyday I met someone new, that wasinterested in the same great field; Engineering. I really enjoyed the lectures that we attendedalmost every morning. I loved going to computer lab to apply

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona; Jane Hunter, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

and Industrial Engineering, in 1980 and 1979 respectively. He has piloted programs for increasing the number of high quality high school students enrolling in Engi- neering, co-developed and co-taught a freshman success seminar and tutoring program, and co-developed and co-taught mentoring programs for new faculty members and graduate teaching assistantsJane Hunter, University of Arizona Page 22.498.1 c American Society for Engineering Education, 2011 DEVELOPMENT OF THE SUPPLY CHAIN— AN AP ENGINEERING EXPERIENCE FORHIGH SCHOOL STUDENTS AT THE STATE LEVEL

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Letrece Dillihunt, University of Alabama, Huntsville; Derrick Wayne Smith, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville

Tagged Divisions

K-12 & Pre-College Engineering

educators to develop innovative ways to teach mathematics and science.15,22 Inparticular, both the NCTM and NSTA focus on the use of “inquiry-based” and “authenticlearning” experiences that focus the applications of math and science in a “real-world”context.22,20According to Subotnik et al., high school appears to be a key point at which young people’simpressions of science influence their career decisions.30 Brody outlined elements of successfulpre-collegiate STEM programs with an exposure to strong content knowledge in mathematicsand science based on academic instruction and hands-on demonstration as well as anappreciation for the utility of STEM subjects in the workplace.3 Further evidence from Bloom,Pyryt, Subotnik et al., and Tai et al

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

, function to privilege and perpetuate certainunderstandings of the field. Autoethnographic techniques are used to construct three accounts ofthe student’s encounters with an upper level administrator, various members of faculty, and anacademic advisor. Critical analysis of these experiences using a prior evidence-based model ofstories ‘told’ about engineering in the public discourse reveals tensions between the freshmanstudent’s values and career interests and the emergent, dominant discourse he observed in hisundergraduate program. These tensions are described in terms of: i) The prioritization of nationaleconomic recovery and growth over the life and career goals of individuals; ii) A predominantfocus on the quantitative and technical aspects of

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Larry Richards, University of Virginia; Anaïs Miodek, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

Page 11.1179.2social interaction. This approach follows the recommendations of engineering educators fordesigning engaging approaches to engineering curriculum.12 The program uses a set of coreintroductory engineering classes; seminars on topics such as the college admissions and thefinancial aid application processes; lectures by faculty and graduate students on their researchand engineering career options; and an interactive team-based design competition to give acomprehensive introduction to engineering and college life. During the program, ITEparticipants experience many aspects of university life in a supervised atmosphere which isintended to show that both the application process and transition to college are feasible. Theprogram also

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

J. Jill Rogers, University of Arizona; Beau R. Vezino, University of Arizona; James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

the course would offer a diverse group of studentsan introduction to engineering as a possible career without the risk involved in taking the courseat the university or committing to an engineering major. The pilot course was taught by HHSteacher Jim Clark, whose credentials include BS EE, MS EE, a M Edu. and five yearsprofessional engineering experience at Motorola. Twenty HHS students completed the pilotcourse in a full academic year and each received three units of college credit. Of these twentystudents, five joined the UA COE in fall 2009 and to date, all five have graduated with anaverage GPA of 3.34. Of the 2009-10 cohort, 17 students remain in the COE today and most areon target for graduation within the next academic year. Details

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Glenda Kelly, Duke University; Paul Klenk, Duke University; Gary Ybarra, Duke University; Lee Anne Cox, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

University in 1992 and has been on the ECE faculty at Duke University since 1993. In addition to his K-12 outreach work, his research interests include microwave imaging and electrical impedance tomography.Lee Anne Cox, Duke University Lee Anne Cox, B.S., is a second year graduate student in the Pratt School of Engineering at Duke University. She was awarded an NSF funded GK-12 Engineering Teaching Fellowship through the MUSIC Program (Math Understanding through Science Integrated with Curriculum) at Duke. For the past two years, in partnership with K-8 classroom teachers, she has taught hands-on, engaging science and engineering lessons to grades 3, 5, and 6 at Bethel Hill Charter School in

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brant Miller, University Of Minnesota; Tamara Moore, University Of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

.Overview of SDSM&T RET ProgramThe main objective of the South Dakota School of Mines and Technology (SDSM&T) ResearchExperience for Teachers (RET) Site: “Inspiring Educators in Rural America through Research”is to provide an authentic research experience to practicing middle and high school science, math,and technology teachers. As an outcome of the research experience, the teachers take back totheir classroom newly acquired experiences, knowledge, and demonstrations which they willreadily share with their students. The objectives of the SDSM&T RET Site are: 1. to provide ten (10) sixth through twelfth grade teachers (RET Research Assistants) the opportunity to work side-by-side with undergraduate students, graduate students

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

and selection techniques employed by engineers.  Verification – Engineers must verify that their selected concept satisfies the design constraints, requirements, and customer needs.  Communication – Students learn good communication skills and unique aspects of how engineers document and present design ideas and analytical results. Emphasis is placed on creating communication artifacts to ensure accurate interpretation by others (with an eye toward clarity, detail, precision of process, and completeness).  Collaboration – Students learn the importance of working on multidisciplinary teams and understand what type of team member they are. Emphasis is placed on engineering personality

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Karla Korpela, Michigan Technological University; Shalini Suryanarayana, Michigan Technological University; Christine Anderson, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

Page 13.1318.12 • provide advice concerning resources (people, potential partnerships, and funds) for Educational Opportunity programs • provide direction in the development and improvement of the Department’s precollege career explorations • recommend improvements in advertising and marketing strategies for Department programs • provide advice for fine tuning Educational Opportunity business processes The greatest impact the Board has had is in its very presence on campus. It aggressivelyquestions staff, faculty, students and the upper administration about our commitment to diversity.The Board is an advocate that consistently reminds our fairly isolated campus that we must be adiverse university and that we

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Virginia Tech 24-26 workboth directly with FIRST robotics teams as mentors and develop technologies to help teachrobotics concepts to high school FIRST participants. Students from multiple high schools Page 22.1082.5participate in an evening class for elective credit taught by high school teachers and assisted byVirginia Tech students. The program is coordinated by faculty members from MechanicalEngineering and Education. Although not explicitly studied, Kasarda et al. 26 suggest that thisprogram facilitates the development of self-efficacy through mastery experiences in the contextof the mentoring program.Students from Michigan Tech also work with

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

Tagged Divisions

K-12 & Pre-College Engineering

engineering through a two-week residential summer camp. The Summer Engineering Instituteprovides participants an insight into the engineering profession and the engineering educationalsystem through a combination of lectures, hands-on laboratory activities, field trips, workshops,panels, and projects. Among the strategies employed in developing the program are emphasizingall the major fields of engineering and the various paths to an engineering career, including therole of community colleges; targeting first generation students and underrepresented minorities;collaborating with high school faculty and staff through a nomination process to identify andselect potential students; collaboration among community college and university faculty indeveloping

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sheryl Burgstahler, University of Washington; Richard Ladner, University of Washington; Annemarie Poginy, University of Portland

Tagged Divisions

K-12 & Pre-College Engineering

) and Accessible Technology Services at the University of Washington. DO-IT promotes the success of students with disabilities in postsecondary programs and careers, employing technology as an empowering too.Richard Ladner, University of Washington Richard E. Ladner, Boeing Professor in Computer Science and Engineering, graduated from St. Mary's College of California with a B.S. in 1965 and received a Ph.D. in mathematics from the University of California, Berkeley in 1971, at which time he joined the faculty of the University of Washington. Since 1994, as part of the DO-IT Project, he has held a one week summer workshop for disabled high school students encouraging them to pursue college