Displaying results 61 - 90 of 135 in total
- Conference Session
- Professional Development for Pre-Service and In-Service Teachers
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jeremy Dylan Smith M.S., Virginia Tech; Vinod K. Lohani, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
conventional, short-term PD makes a program such as an RET ideal formeaningful curricular change and student growth.Review of RET ProgramsThere are numerous RET programs nationwide, only a few of which are focused on waterresearch. A water project in an engineering-centered “RET-E” program at Rutgers introducesgreen roof design as a project [16]. The RET teachers consider engineering concepts includingwater absorption, mass and weight of the roof, cost efficiency, and thermal conductivity for thedesign exercises. After they’ve designed the roof, the teachers are prompted to amend the designto be usable on an inclined roof. An RET at the University of South Florida titled “RET inEngineering and Computer Science Site: Water Awareness Research and
- Conference Session
- Engineering Design Process Activities with Secondary Students
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jessica D. Gale, Georgia Institute of Technology; Beth Ann White
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #26528The Tiny House Project: Building Engineering Proficiency and Self-Efficacythrough Applied Engineering at the High School Level (Evaluation)Dr. Jessica D. Gale, Georgia Institute of Technology Dr. Jessica Gale is a Research Scientist II at Georgia Tech’s Center for education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on project-based learning, STEM inte- gration at the elementary and middle grades levels, design-based implementation research, and fidelity of implementation. Dr. Gale has a particular interest in project-based engineering in elementary school communities and the
- Conference Session
- Pre-College Engineering Education Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Elena Nicolescu Veety, North Carolina State University at Raleigh; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School
- Tagged Divisions
- Pre-College Engineering Education
● Use mind mapping to brainstorm Day 6 ● State-of-the art, market research, and design proposals Presentation Skills ● Guidance on creating a scientific/engineering poster Day 7 ● Guidance and practice oral presentations or “elevator pitch” Create, Test, and ● Students work on their prototype Day 8/9 Improve ● Daily project updates and feedback for improvement Demonstrate ● Wearable Device Challenge Day 10During the two-week program, we implemented a consistent and well-structured daily schedule.The aim was to keep students engaged and
- Conference Session
- NGSS & Engineering Education
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware
- Tagged Divisions
- Pre-College Engineering Education
in and teachers to identify appropriate learning discipline-specific content. Once teachers formulated a design problem for their assessment curricula, instructional materials, students (third design challenge), teachers worked in small teams to develop instructional and assessment methods. materials and assessment tools such as rubrics for evaluating student performance. E. Alignment to The professional learning institute was developed and implemented by engineering faculty Professional learning for (content experts) and education faculty (educational research and practice experts). As such, research
- Conference Session
- Pre-college Engineering Education Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
.2 in Appendix – A.The program is divided in five conceptual phases: (i) lecture and lab phase: the participants areintroduced in fundamental and some advanced concepts in wireless communications andnetworking; (ii) design phase: the participants inspired by the first phase are called to research onpotential educational NGSS STEM lessons with a hands-on wireless labs (activities) usingcomponents of the ‘COSMOS Educational Toolkit’; (iii) development phase: the teachers co-develop with the researchers their best ideas on how to use the wireless labs for NGSS-alignedSTEM lessons; (iv) implementation phase: teachers and students use the developed lessons in theclass during the school year; (v) feedback phase: teachers provide feedback in order
- Conference Session
- Underrepresented Populations
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne; John Daniel Ristvey Jr., UCAR Center for Science Education; Randy Russell, UCAR Center for Science Education; Tamara Sumner
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
younger youth andthe relatively slow uptake of this technology in formal and informal settings is the way UAVs areperceived as “toys” (see, for example, [13]), rather than as autonomous aerial vehicles with thepotential to revolutionize engineering curriculum [17]. We drew on these prior UAV outreachactivities to understand the types of activities that participants found to be engaging, such asaerial surveys, and to ensure that we were building on recognized practices for ensuring students’safety while learning in the presence of potentially multiple flying objects.Since our goal was to create a relatively long and in-depth STEM program, we also drew onresearch and best practices in STEM curriculum design. Within formal educational settings
- Conference Session
- Energy & Technology in Pre-College Engineering Education
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Daniel Jonathon Douglas, Rensselaer Polytechnic Institute; Ian Scott Steenstra, Rensselaer Polytechnic Institute; Joe H. Chow, Rensselaer Polytechnic Institute; Chien-fei Chen, University of Tennessee, Knoxville; Meng Wang, Rensselaer Polytechnic Institute; Jeffrey Braunstein; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Anne L. Skutnik, University of Tennessee, Knoxville
- Tagged Divisions
- Pre-College Engineering Education
. This commitment emphasizes the goals ofEducating the Engineer of 2020 [5] and reports from PCAST [1] by encouraging greatercollaboration between universities and local K-12 school districts. The Smart Grid summercamp is one of important summer programs that CURENT and RPI host, which also include a 2Research Experiences for Undergraduates (REU) exchange program and a Research Experiencefor Teachers (RET) program. RPI has a long history of holding ERC related summer programs,including the first one held in 2000 and funded by the Center for Power Electronics Systems.Such experience provides best practices to new camp coordinators and allows the sharing ofmany hands-on activities across multiple
- Conference Session
- Pre-college Engineering Education Division Technical Session 4
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- Katherine Dornian, University of Calgary; Mohammad Moshirpour, University of Calgary; Laleh Behjat P.Eng., University of Calgary
- Tagged Divisions
- Pre-College Engineering Education
research interests include designing computer chips, electronic design automation and developing software for computer hardware. She has won several awards for her work on the development of software tools for computer engineering. In addition, Dr. Behjat has a passion for increasing the statues of women in Science, technology, engineering and mathematics (STEM). Dr. Behjat was the recipient of 2015 Association of Professional Engineers and Geoscientists of Alberta (APEGA) Women in Engineering Champion Award. c American Society for Engineering Education, 2020 K-12 Digital Skills Programs as Preparation for Engineering Study: A Systematic Literature
- Conference Session
- Pre-college Engineering Education Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- Elizabeth Ann Moison, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Kelli Paul, Indiana University-Bloomington; Adam Maltese, Indiana University-Bloomington; Jungsun Kim
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #29381Characterizing Engineering Outreach Ambassadors’ Teaching Moves duringEngineering Design Activities (Fundamental)Ms. Elizabeth Ann Moison, Tufts University Center for Engineering Education and OutreachMs. Karen Miel, Tufts University Karen Miel is a PhD student in STEM Education at Tufts University. Karen served as the Director of Research and Innovation at the science center CuriOdyssey and the Education Director of the Palo Alto Junior Museum and Zoo after teaching elementary and middle school. Her research focuses on elementary students’ reasoning and decision-making in collaborative engineering design.Dr
- Conference Session
- Engineering Professional Development using Robotics Activities
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering
- Tagged Divisions
- Pre-College Engineering Education
category Inspiration through Leadership. Moreover, he is a recipient c American Society for Engineering Education, 2019 Paper ID #25285of 2014-2015 University Distinguished Teaching Award at NYU. His scholarly activities have included3 edited books, 9 chapters in edited books, 1 book review, 62 journal articles, and 154 conference pa-pers. He has mentored 1 B.S., 35 M.S., and 5 Ph.D. thesis students; 58 undergraduate research studentsand 11 undergraduate senior design project teams; over 500 K-12 teachers and 118 high school studentresearchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he di
- Conference Session
- Pre-college Engineering Education Division Technical Session 11
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sana M. Syed, Saint Louis University; J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University; Traci Aucoin; Adrienne Enriquez, Oregon GEAR UP; Kelsey Z. Musa, Saint Louis University; Rachel Bultas
- Tagged Divisions
- Pre-College Engineering Education
current curricula and state standards. Carroll et. al [19]highlighted the best practices and lessons learned for planning new programs and discussed howone such STEM initiative evolved over time to focus on the teachers. A partnership with SaintLouis University (SLU) led to the creation of several experiential learning modules, which hassince spread to other GEAR UP programs (e.g. Oregon GEAR UP). The Oregon GEAR UP Program’s primary goal is to increase the number of low-incomestudents who are prepared to enter and succeed in postsecondary programs. The programsupports rural Oregon middle and high schools in their efforts to set high academic expectations,promote early awareness of college opportunities, and engage students in college and
- Conference Session
- Pre-College Engineering Education Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Mary-Kate Sableski, University of Dayton; Todd Bennett Smith, University of Dayton
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
assistant professor in the Department of Teacher Education at the University of Dayton. She teaches undergraduate and graduate courses in children’s literature, literacy methods, and literacy intervention. Her research interests include diversity in children’s literature, struggling readers, and pro- fessional development in literacy.Prof. Todd Bennett Smith, The University of Dayton Assoc. Prof. of Physics c American Society for Engineering Education, 2019 Using Engineering Design to Increase Literacy and STEM Interest Among Third Graders (Work in Progress)ABSTRACTLiteracy is the key to a student’s success as it is a critical skill required for learning all othersubjects, including science
- Conference Session
- Pre-College Engineering Education Division Poster Session
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University; Amber L. M. Kendall, Tufts Center for Engineering Education and Outreach; Daniel Gordon Mendiola Bates, North Carolina State University; Whitney N. McCoy, North Carolina State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
worked as a graduate research assistant with the Center for Engineering Education and Outreach. She graduated from North Carolina State University as a Park Scholar with a BA in Physics, and spent several years teaching physics to high-school freshman. Amber’s primary research interests include K-12 teacher professional development for integrated STEM curricula and elementary student engineering design thinking and prac- tices. When she is not at work, Amber enjoys spending time with her family designing games, building LEGO, and fabricating costumes.Daniel Gordon Mendiola Bates, NCSU STEM Education Daniel is a doctoral student at NCSU, in the STEM Education Department: Technology, Engineering, and Design
- Conference Session
- Pre-college Engineering Education Division Technical Session 17
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Deborah Besser P.E., University of St. Thomas; Karin Brown, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Tami Brass, University of St. Thomas and St. Paul Academy and Summit School; Rebecca Ann Leininger, University of St. Thomas; Annmarie Thomas, University of St. Thomas
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
is the degree to which empathy influenced learners’ motivation in employingengineering design, learning more about engineering and potentially pursuing engineering.Additionally, innovations developed in this low-stakes environment may lead to teaching toolswhich may transfer into traditional classroom settings.Why Empathy, Engineering and Girls?The summer program in which this research takes place has been serving 6 th and 8th grade girlsfor 20 years with the intent of providing girls unique inspiring engineering experiences. Thelongevity of the program has allowed for the emergence of best practices, innovative engagementmechanisms, as well as, evidence of areas which could be enriched. The specific area ofimprovement which is of interest
- Conference Session
- Bridge Programs Connecting to First-Year Engineering
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs, Pre-College Engineering Education
course will include further instruction and explicit feedback on writing.STEM engagement studyIn addition to assessing their competence in course material, students completed a questionnaireat the end of the course designed to measure whether their attitudes towards STEM had changed.Specifically, we were interested in whether students were more interested in STEM relatedtopics, and whether their career choices were impacted by taking the course. The results for thequestions on engagement for the 2018 cohort are shown in Figure 3. The 2017 cohort reportedresponses on a 4-point scale, and 2018 students reported on a 10-point scale, however, resultsfrom the 2017 cohort (not shown) mirrored the trends shown in Figure 3.Figure 3: Results from student
- Conference Session
- Pre-College Engineering Education Division Technical Session 13
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Amber Simpson, State University of New York at Binghamton; Jing Yang, Indiana University Bloomington ; Peter N. Knox, Binghamton University (State University of New York); Adam V. Maltese, Indiana University-Bloomington
- Tagged Divisions
- Pre-College Engineering Education
unique contributions, particularly within aSTEM field that is often misunderstood [4]. Further, the nature and context of learningenvironments was found to impact caregivers’ adoption of various roles and speaks to the valueof purposefully designed and supplied environments to facilitate learning.Related WorkCaregivers play an important role in shaping their children’s STEM experiences, dispositions,identities, interests, and practices [12]–[17]. For example, Vedder-Weis [17] highlighted howfamily negotiations of roles and recognition within everyday interactions around sciencepositioned one child as the science person (i.e., “good” science participant) and another child asthe science antagonist (i.e., uncooperative or a hostile science
- Conference Session
- Robotics
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- S.M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #21615and 11 undergraduate senior design project teams; over 480 K-12 teachers and 115 high school studentresearchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he di-rects K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over1,000 students annually. c American Society for Engineering Education, 2018 Fundamental—Determining Prerequisites for Middle School Students to Participate in Robotics-based STEM Lessons: A Computational Thinking Approach1. IntroductionIncreasing interest in the utilization of robotics in K-12 STEM education has drawn significantresearch interest and curricula development
- Conference Session
- Pre-College Engineering Education Division Technical Session 6
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Matthew Perkins Coppola, Purdue University Fort Wayne
- Tagged Divisions
- Pre-College Engineering Education
do differently the next time?; and (4) Whatis the most important thing you have learned from your experience teaching engineering design? Five themes emerged through the analysis of responses. These included the following: (1)time and time management; (2) selection and properties of materials; (3) classroom management;(4) grouping and teamwork; and (5) improved attitudes toward teaching engineering toelementary students. Implications for future iterations of teacher preparation include theimportance of being a participant, a planner, and a facilitator of engineering design.Introduction Best practices for preparing preservice teachers to integrate engineering design into theK-6 curriculum are still being determined. This paper
- Conference Session
- Pre-College Engineering Education Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Adrianne J. Wheeler, Project SYNCERE; Jason Coleman, Project SYNCERE
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
developing their skills and interest in the STEM fields to ensuretheir success at the post-secondary level and beyond. The fundamental principles of E-CADEMY are based on a combination of best practices from research including: a project-basedlearning (PBL) curriculum, high dosage model, cohort of like-minded peers, engagement withSTEM professionals, and family engagement [4]-[8]. This paper provides an overview of theprogram’s component, student feedback and program model future considerations.II. Program Overview Project SYNCERE has provided equitable hands-on engineering experiences for morethan 20,000 underrepresented students in grades three through twelve since 2011. The goal of theorganization’s work is to create pathways for
- Conference Session
- Pre-College Engineering Education Division Technical Session 11
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Mehmet Emre Bahadir, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Deborah Athas Dardis, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Tireka Cobb Ph.D., Louisiana Office of Student Financial Assistance; Mohammad Saadeh, Southeastern Louisiana University
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #34808Introducing Engineering Principles in a Diverse InterdisciplinaryVirtual Summer Camp for Underrepresented 9th - 12th Graders in RuralLouisiana (Evaluation, Diversity)Dr. Mehmet Emre Bahadir, Southeastern Louisiana University Mehmet Emre Bahadir is an Assistant Professor of Industrial Technology at Southeastern Louisiana Uni- versity. His teaching and research interests are in the field of product design, industrial ecology, sustain- able manufacturing, and additive manufacturing.Dr. Ahmad Fayed, Southeastern Louisiana University Ahmad Fayed is an Assistant Professor of Engineering Technology, a former member
- Conference Session
- Pre-College Engineering Education Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Deborah Athas Dardis, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Mehmet Emre Bahadir, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Mohammad Saadeh, Southeastern Louisiana University; Tireka Cobb, Louisiana Office of Student Financial Assistance
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
-college, interdisciplinary engineering, virtual summer camp,experiential learning, multidisciplinary engineering, hands-on, simulationLiterature ReviewThe popularity of STEM focused summer camps has increased as a result of investments inSTEM workforce development. Early exposure to STEM principles and concepts increasesinterest in and pursuit of STEM careers. (National Research Council, 2011) The need for suchprograms is amplified for underrepresented populations. (Mau & Li, 2018) Underrepresentedpopulations face barriers to STEM access that are self-perceived and institutional. (Grossman &Porche, 2014) Investigations measuring the impact of STEM summer enrichment programs onself-efficacy, interest in STEM careers, and STEM identity has
- Conference Session
- Pre-College Engineering Education Division Technical Session 15
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- 2021 ASEE Virtual Annual Conference Content Access
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- Diane Elisa Golding, University of Texas at El Paso; Heather Kaplan, University of Texas El Paso
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
schoolthat focused on promoting STEM learning for underrepresented populations through makerspaceexplorations bounded in STEAM practices. This paper and research ask, “What do kindergartenmakerspaces look like in the El Paso-Juarez border region?”, “How do engineering and artintersect in kindergarten makerspaces?” and “What occurs, is experienced or learned in theseintersections in a kindergarten makerspace?” We contend that skills and knowledge developed in makerspaces straddle STEM,specifically the design process commonly discussed in engineering education, in relation to theEngineering is Elementary model [3] and studio art practices, described by Hetland et al’s [4]Studio Habits of Mind. Our approach, very much like Lachapelle and
- Conference Session
- Teacher Attitudes, Beliefs, & Self-efficacy
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jessica Lauren Sargent, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Susan R. Bayley, Purdue University, West Lafayette; Anna Veronica Walter, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
offervaluable insight into potential best practices for teacher training programs. Other studies focus specifically on technology, as technology integration courses inelementary education curricula are not uncommon. In one course, project-based learning (PBL)was used to teach pre-service teachers engineering design and fabrication. Such project-basedapproaches allow pre-service teachers to personally engage with project-based learning, a pre-requisite for its use in their future classrooms [5]. Furthermore, the use of hands-on activities canpromote learning and a positive attitude toward the subject [5]. When using a closed-loop PBLmodel for an engineering design activity that also incorporated fabrication technology, it wasfound that
- Conference Session
- Pre-college Engineering Education Division Technical Session 17
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Wendy Roldan, University of Washington; Taryn Shalini Bipat, University of Washington; Jessica Carr, University of Washington; Elena Agapie, University of Washington; Andrew Davidson, University of Washington; Jennifer A. Turns, University of Washington
- Tagged Divisions
- Pre-College Engineering Education
, we shifted our focus to actively trying to concentrate our outreach efforts in those communities and for those young students. A short summary of our outreach efforts may be found in [4].The research reported in this paper is part of our efforts to quantify the value of this work and to understand how we might scale this project up to have a greater impact than it has so far.Research efforts overviewThe intent of this research project was to document the stories of outreach graduate coordinatorsover the past six years. We hypothesized that by capturing the stories of the graduatecoordinators we might be able to paint a linear picture of the outreach efforts of the program overtime. Yet, after hearing stories and
- Conference Session
- Pre-college Engineering Education Division Technical Session 9
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Hitesh D. Vora, Oklahoma State University; Aaron Alexander, Oklahoma State University; Ilchung Park, Oklahoma State University; Chulho Yang, Oklahoma State University; Avimanyu Sahoo, Oklahoma State University; Young Bae Chang P.E., Oklahoma State University
- Tagged Divisions
- Pre-College Engineering Education
engineering summer research program for high school seniors: program overview, effectiveness, and outcomes," Journal of STEM Education, vol. 18, no. 4, 2017.[10] R. Glenn and R. Landis, "Matriculation and summer bridge programs," Improving the retention and graduation of minorities in engineering, pp. 19-25, 1985.[11] C. White, M. W. Curtis, and C. S. Martin, "Pre-freshman accelerated curriculum in engineering (PACE) summer bridge program," age, vol. 6, p. 2, 2001.[12] S. M. Wischusen, E. W. Wischusen, and S. M. Pomarico, "Impact of a short pre- freshman program on retention," Journal of College Student Retention: Research, Theory & Practice, vol. 12, no. 4, pp. 429-441, 2011.[13] J. R. Reisel, M
- Conference Session
- Pre-College Engineering Education Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Mary K. Nyaema, The University of Illinois at Chicago; David G. Rethwisch, The University of Iowa; Mark Andrew McDermott
- Tagged Divisions
- Pre-College Engineering Education
University of Iowa Dr. Rethwisch is a professor of chemical and biochemical engineering at the University of Iowa. His current research interest is assessing the impact of secondary curricula (particularly problem/project based learning curricula) on student interest and performance in science and mathematics, and on their interest in careers in STEM fields.Mark Andrew McDermott American c Society for Engineering Education, 2021A CASE STUDY ON HOW TEACHERS’ KNOWLEDGE AND BELIEFSINFLUENCE THEIR ENACTMENT OF PROJECT LEAD THE WAY CURRICULUM 1AbstractThe purpose of the study aimed at gaining a better
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- Interest & Identity
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Amy Annette Rogers, Delaware State University; J. Jill Rogers, University of Arizona; James C. Baygents, University of Arizona
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
, engineering, and math education and careers for which she recently served two years at the National Science Foundation as a grant adminis- trator. Dr. Rogers provides statistical and methodological consulting on a variety of research, evaluation, and assessment projects.Ms. J. Jill Rogers, University of Arizona J. Jill Rogers is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, dual credit college level, introductory engineering course offered to high school students. In 2014, the ENGR 102 HS program won the ASEE best practices in K-12 and University partnerships award. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational re- search
- Conference Session
- Pre-College Engineering Education Focused on Female Students
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
- tudes and beliefs teachers hold about cultural diversity and teaching culturally diverse students. Past and current projects include designing and teaching undergraduate and graduate-level coursework intended to help teachers develop effective science teaching practices and culturally relevant pedagogy for their classrooms, mentoring pre-service science teachers, working with in-service science teachers to develop and implement integrated STEM curricula, leading STEM integration professional development for in- service science teachers, working with administration and teachers to develop STEM programming in their schools, and developing a K-12 STEM observation protocol that can be used in a variety of educa- tional
- Conference Session
- Girls in Engineering
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Linda S Hirsch, New Jersey Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #23808The Effectiveness of a Multi-year Engineering EnrichmentDr. Linda Hirsch, New Jersey Institute of Technology LINDA S. HIRSCH is the Assistant Director for Research, Evaluation and Program Operations for the Center for Pre-College programs at New Jersey Institute of Technology. Dr. Hirsch has a degree in educa- tional psychology with a specialty in Educational Statistics and Measurement from the Graduate School of Education at Rutgers University. She has been involved in all aspects of educational and psychological research for over 20 years. Dr. Hirsch has extensive experience conducting longitudinal research
- Conference Session
- Pre-college Engineering Education Division Technical Session 15
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
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- Meg E. West, Ohio State University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, Ohio State University; Bruce Wellman, Olathe Engineering Academy at Northwest High School; Todd France, Ohio Northern University
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #31565Evaluation of Engineering Problem-Framing Professional Development forK12 Science Teachers (Evaluation)Miss Meg E West, The Ohio State University Meg E. West is an engineering education graduate student at The Ohio State University. She is a graduate teaching and research associate for the Department of Engineering Education.Dr. J. Blake Hylton, Ohio Northern University Dr. Hylton is an Assistant Professor of Mechanical Engineering and Coordinator of the First-Year Engi- neering experience for the T.J. Smull College of Engineering at Ohio Northern University. He previously completed his graduate studies in