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Middle School Capstone Engineering Projects (Work in Progress)

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kenneth Berry, Southern Methodist University
Tagged Divisions: Pre-College Engineering Education

Paper ID #34262Middle School Capstone Engineering Projects (Work in Progress)Dr. Kenneth Berry, Southern Methodist University Dr. Kenneth Berry is a Research Professor at the Caruth Institute for Engineering Education (CIEE) in the Lyle School of Engineering at Southern Methodist University (SMU). He has worked as an education specialist at NASA’s Jet Propulsion Laboratory until he received his doctorate in Educational Technology in 2001. He then taught at the Michael D. Eisner School of Education at California State University at Northridge (CSUN). In 2009, he moved to Texas to work at the Science and Engineering Education

Relevance Score: 2.3502994

Board 125: Work in Progress: Development of a Project-based, Differentiated Engineering Curriculum (DEC) for High School Students

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: James M. Muscarella, Plymouth Whitemarsh High School; Mi Thant Mon Soe, Drexel University (Eng. & Eng. Tech.); Jessica S. Ward, Drexel University (Eng. & Eng. Tech.)
Tagged Divisions: Pre-College Engineering Education

and implemented in conjunction withengineering PhD students and have been discussed in an earlier paper [14]. As shown in figure 2,students practice the embedded skills in the five core themes multiple times per course. The finalcourse of the sequence allows students to select a capstone project. The five core engineeringthemes are the underlying structure to all major projects, quick builds and capstone projects. Figure 2. Design challenges covered within the 3 coursesThe engineering design and project management themes (Figure 1) are generally new to moststudents and therefore do not require significant differentiation. The remaining themes ofengineering analysis, technical communication, fabrication and prototyping are

Relevance Score: 0.525343

Board 127: A Project-Based Approach to Develop Engineering Design Process Skills Among High School Students (Work in Progress)

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Mi Thant Mon (Thant) Soe, Drexel University; Robert Shultz, Drexel University; James M. Muscarella, Plymouth Whitemarsh High School; Jessica S. Ward, Drexel University (Eng. & Eng. Tech.); Adam K. Fontecchio, Drexel University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

theculmination of the second course, students will have applied the EDP to a minimum of 4 projectsand 6 Quick-Builds, allowing them to refine their EDP skills. In Honors Engineering III, studentswill tackle extremely complex problems, implementing sophisticated techniques and tools such as3D printing, electrical sensors, and microcontroller-driven control systems. This course willculminate in a capstone project requiring multiple iterations of testing and re-design.Quick-Build Module DevelopmentEach module was based on an engineering sub-discipline and was divided into 2 periods: 1)brainstorming and 2) building and testing. Fellows consulted with the high school teacher aboutthe design challenge that they wished to introduce to the students. This was

Relevance Score: 0.5228239

Contemporary STEM Issues: Engineering Training of Pre-Service Teachers for Middle School STEM Curriculum Development (Evaluation)

Conference Session: Professional Development for Pre-Service and In-Service Teachers
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Sylvia W. Thomas, University of South Florida; Scott W. Campbell, University of South Florida; Manopriya Devisetty Subramanyam, University of South Florida; Cheryl R. Ellerbrock, University of South Florida
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

the College of Arts and Sciences. Over the course of this grant, he advised over 500 individual calculus students on their course projects. He was given an Outstanding Advising Award by USF and has been the recipient of numerous teaching awards at the department, college, university (Jerome Krivanek Distinguished Teaching Award) and state (TIP award) levels. Scott is also a co-PI of a Helios-funded Middle School Residency Program for Science and Math (for which he teaches the capstone course) and is on the leadership committee for an NSF IUSE grant to transform STEM Education at USF. His research is in the areas of solution thermodynamics and environmental monitoring and modeling.Ms. Manopriya Devisetty Subramanyam

Relevance Score: 0.031527393

Board 113: Teaching Hands-On Racecar Design in a Summer Pre-College Program

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: George J. Delagrammatikas, Cooper Union; Estuardo Rodas, Cooper Union
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

their desire about whatprofession they would want to explore in college.IntroductionUndergraduate student competitions have proven to be effective learning tools for many yearsand have introduced themselves in college-level engineering curricula in a variety of formats.These authentic engineering experiences regularly appear in senior capstone design courseswhich include projects that generally focus on electro-mechanical systems design andoptimization. For over three decades, the most commonly described competitions in theengineering education literature are FormulaSAE (FSAE) [1], BajaSAE [2][3], Supermileage,Steel Bridge, Solar Decathlon, and Concrete Canoe, with abundant ASEE conference papers onthe automotive projects alone.The benefits and

Relevance Score: 0.026629124

Discovery: Transition of an Inquiry-focused Learning Program to a Virtual Platform During the COVID-19 Pandemic (Evaluation)

Conference Session: Pre-College Engineering Education Division Technical Session 14
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Nicolas Ivanov, Institute of Biomedical Engineering, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Neal Callaghan, University of Toronto; Theresa Frost, Toronto District School Board; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co; Patrick Diep, University of Toronto; Guijin Li, University of Toronto; Nancy T. Li, University of Toronto; Corinna Smith, Institute of Biomedical Engineering, University of Toronto; Joshua Yazbeck; Locke Davenport Huyer, Johns Hopkins University; Dawn M. Kilkenny, University of Toronto
Tagged Divisions: Pre-College Engineering Education

in capstone-style projects. These projects are performed in teaching lab spaces oncampus under the mentorship of undergraduate and graduate students [17]-[20]. Graduatestudents develop and deliver projects motivated by current challenges in biomedical engineering.Curriculum is designed in collaboration with classroom teachers to meet Ontario STEM learningoutcomes while promoting the global competencies of scientific investigation and careerexploration skills. Discovery deliverables are assessed by teachers and comprise 10-15% of therespective final course grade. To date, student grade data and survey responses support thebenefits of Discovery participation to student engagement and interest in STEM [17]. RemoteDiscovery programming is unique

Relevance Score: 0.025260651

Impact of an Engineering Service Learning Program on Dual Credit High School Student Interests in Engineering (Evaluation)

Conference Session: Program Evaluation Studies
Collection: 2018 ASEE Annual Conference & Exposition
Authors: J. Jill Rogers, University of Arizona; Amy Annette Rogers, Delaware State University; James C. Baygents, University of Arizona
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

unit as part of their ENGR 102 HS program are free toapproach the EPICS curriculum as they see fit. Some teachers operate one classroom project fortheir whole group, and some do many. Some schools allow students to select their own projectsin the community and many require students to stay on school grounds. Each school approachesthe EPICS project time management in their own way. Some schools develop the communityservice projects at the end of the school year as a capstone while other schools operate long-termprojects that students work on all school year and then continue to support in subsequent years.This wide-ranging teacher/student flexibility in project type, group size, and project managementis important to the success of both programs

Relevance Score: 0.023052726

WIP: Development of a Mobile Application That Supports Less-obtrusive Peer Assessment in K-12 Engineering Education Using an Engineering Epistemic Frame

Conference Session: Pre-college Engineering Education Division Technical Session 8
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Tamecia R. Jones, North Carolina State University
Tagged Divisions: Pre-College Engineering Education

collection. These interactions are less often for assessmentpurposes. This project describes the development of a tool that can be used in formal andinformal spaces which capitalizes on behaviors students already do to capture data that mightotherwise be overlooked in engineering K-12 environments. For the purposes of less obtrusivepeer assessment (LOPA), students record themselves (or others) during class presentations orstudio critiques and assess each other after having been trained to identify elements of a K-12engineering epistemic frame (EEFK12).IntroductionEngineering design is a process and interpretive practice[1], and traditional assessments oftenfail to assess higher order thinking skills[2]. STEM content knowledge is assessed more often

Relevance Score: 0.022708364

WIP: Understanding Impact of a Design-thinking Intervention on Students’ Resilience

Conference Session: Pre-college Engineering Education Division Technical Session 10
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kristin Maria Repchick, Industrial/Organizational Psychology Consultant; Lauren Q. DiBianca Frye, Forsyth Country Day School; Elise Barrella P.E., Wake Forest University
Tagged Divisions: Pre-College Engineering Education

Paper ID #31053Understanding Impact of a Design Thinking Intervention on Students’Resilience (Work in Progress)Dr. Kristin Maria Repchick , Industrial/Organizational Psychology Consultant Dr. Kristin Repchick completed her Ph.D in Industrial/Organizational Psychology at George Mason Uni- versity (GMU) where she also obtained her Masters degree. She currently works as an independent consultant and has partnered with various agencies in the DC metro area on projects requiring HR ana- lytics or talent management strategies. Kristin has several years of experience analyzing workforce data, creating and validating assessments

Relevance Score: 0.02155466

Board 119: Innovative Mars Exploration Education and Technology Program: Development of an Informal Learning Curriculum (Work in Progress)

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Srujal Patel, Georgia Institute of Technology; Maria-Isabel Carnasciali, University of New Haven; Melissa L. Whitson, University of New Haven; Daniel Patrick Schrage, Georgia Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

Paper ID #22797Innovative Mars Exploration Education and Technology Program: Develop-ment of an Informal Learning Curriculum (Work in Progress)Mr. Srujal Patel, Georgia Institute of Technology Mr. Srujal Patel serves as the research faculty at Guggenheim School of Aerospace Engineering (AE) at Georgia Institute of Technology. Mr. Patel earned his dual M.S. degrees in Aerospace Engineering and Applied Mathematics at Georgia Tech with specialization in Applied Numerical Analysis and Computa- tional Fluid Dynamics/Aerodynamics. After joining as the research faculty, Mr. Patel worked as project manager for the Manufacturing

Relevance Score: 0.020546816

Equity in Collaboration: My Ideas Matter, Too! K-12 Students' Negotiation of Social Status in Collaborative Engineering Teams (Fundamental Research)

Conference Session: Underrepresented Populations
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

an attempt to better align the curriculum and instruction with the practices ofprofessional engineers [1] - [4]. Within higher education, collaborative learning first manifestedas senior design capstone projects then expanded to include team-based design projects in first-year engineering courses and informal in-class collaborative activities. In each of theseclassroom interventions, students are expected to work together with a diverse group of theirpeers (e.g., cultural upbringings, race, gender, ability, and more) to solve a problem. Researchsuggest that students learning through collaborative engagement can result in positive influenceson student achievement [3], [5], [6], [7], [8], [9], [10], [15], persistence [8], [9], [10], [11], [12

Relevance Score: 0.020260457

Expanding Literacy’s Boundaries in K-12 with Cloud Literacy (Work in Progress)

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr., Miami Dade College
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

-world problemsolving (Figure 7). Figure 7. College Credit Certificate in Cloud ComputingThe majority of the students enroll in this certificate in conjunction with their associate orbachelor’s program in the computing/IT field. Although the COVID-19 pandemic interrupted forsome of them their learning, so far 10 out of 15 dual enrollees registered in cloud infrastructurecourse earned their AWS Solutions Architect – Associate certification and 15 enrollees completedtheir enterprise cloud capstone projects followed by a summer internship. This initiative hasproduced some of the first, and youngest, certified solutions architects in the country.Based on the pilot success, AWS Academy has extended an invitation to a handful of

Relevance Score: 0.019515658

IBBME Discovery: Biomedical Engineering-based Iterative Learning in a High School STEM Curriculum (Evaluation)

Conference Session: PCEE Biomedical Engineering
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Locke Davenport Huyer, University of Toronto; Neal I. Callaghan, University of Toronto; Rami Saab, University of Toronto; Daniel Smieja, University of Toronto; Andrew Effat; Dawn M. Kilkenny, University of Toronto
Tagged Divisions: Pre-College Engineering Education

research opportunities thatexist during the post-secondary experience when they are considering their major of study, or even oncethey have begun their first year of post-secondary [4].One strategy to better inform students is immersion within STEM curriculum to engage in real-worldproblem solving, internships, and/or capstone-type projects. These studies suggest that high schoolstudents, when given opportunity and support, successfully complete rigorous STEM programs [5].Conversely, other studies have shown no significant differences in participation rates in advancedsciences and mathematics for students at STEM focused schools compared to their peers [6].Fortunately, this suggests that academic background may be irrelevant when students are

Relevance Score: 0.01915963

Use of a Design Canvas in a Robotics Workshop and Analysis of its Efficacy (Fundamental)

Conference Session: Engineering Professional Development using Robotics Activities
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Abhidipta Mallik, 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

, where he is serving as a research assistant under an NSF-funded ITEST project.Dr. Sheila Borges Rajguru, NYU Tandon School of Engineering Dr. Sheila Borges Rajguru is the Assistant Director of the Center for K-12 STEM Education, NYU Tandon School of Engineering. As the Center’s STEAM educator and researcher she works with engi- neers and faculty to provide professional development to K-12 STEM teachers with a focus on social justice. She is currently Co-Principal Investigator on two NSF-grants (senior personnel of one) that pro- vide robotics/mechatronics PD to science, math, and technology teachers. In addition, she is the projects director of the ARISE program. This full-time, seven-week program includes: college

Relevance Score: 0.018936774

Creation of an Engineering Epistemic Frame for K-12 Students (Fundamental)

Conference Session: Best Practices in Research & Assessment Tools for Pre-College Engineering Education
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Tamecia R. Jones, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

journals, storyboards, and traditional assessments, in situ videorecordings captured decisions and evolution of projects differently. To further investigate thepotential of ongoing interactions as spaces for demonstrating engineering thinking and ideas, aframework was created to analyze in situ video clips. An epistemic frame [2-6] was developedto capture skills, knowledge, identity, values, and epistemologies of engineering relative to K-12formal and informal spaces. First, this paper will describe the development of an engineeringepistemic frame for K-12 students and its synthesis using literature, local contexts, and nationalpolicy directives and its application to one pilot set of data as a case study. The context of thecase study was final

Relevance Score: 0.017816395

Youth Attitudes Towards Assessment Tools in After-school Informal Learning and Employment Training Programs

Conference Session: Makerspaces
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Foad Hamidi, University of Maryland, Baltimore County; William Easley, University of Maryland, Baltimore County; Stephanie Grimes, Digital Harbor Foundation; Shawn Grimes, Digital Harbor Foundation; Amy Hurst, University of Maryland, Baltimore County
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

create andupdate an online open portfolio in the form of a small website with descriptions of their finalcourse projects (referred to as capstone projects). In their portfolios the youth includedescriptions of their design processes, as well as, the failures and challenges they faced. Thewebsites are usually media-rich and include images and videos. Instructors often view thesewebsites during the courses and afterwards and provide the youth with feedback. Asrecommended by previous research [17], this usage of open portfolios is a form of qualitativeassessment that incorporate learning, self-reflection and self-expression as part of theassessment.Another key activity at DHF that supports the youth’s self-reflection and self-expression is

Relevance Score: 0.017285425

Evaluation of Engineering Problem-framing Professional Development for K-12 Science Teachers

Conference Session: Pre-college Engineering Education Division Technical Session 15
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: 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

Math Education, First Year Engineering Education conference and American Society for Engineering Education conference.Mr. Bruce Wellman, Olathe Engineering Academy at Northwest High School Bruce Wellman is a National Board Certified Teacher (NBCT, Chemistry) who teaches Engineering Chemistry as part of Engineering Academy at Olathe Northwest High School in Olathe, KS and serves as a Co-Principal Investigator on an NSF funded (DR K-12) research project entitled ”Building Informed Designers”. Wellman is a member of ASEE’s Board of Directors’ Committee on P-12 Engineering Educa- tion. Wellman completed his B.S. degree in general science (focus in chemistry) at Penn State University and his M.S. in Education at the

Relevance Score: 0.016665764

Investigation of Pre-Service Teacher Self-Efficacy for Teaching Engineering

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

to teach engineering, only their personalunderstanding of what engineering is. In another study, teachers were taught about engineering,engineering design, and technology integration [9]. Data from these teachers and their studentswere collected; however, results are not publicly available for privacy reasons [9]. Of particular interest is a study on practicing teachers taking a graduate course onbridging engineering and education. The specific purpose of this course was to improve the self-efficacy of the teachers for teaching engineering through discussion of readings, working insmall teams on engineering activities, and a final design capstone project [8]. For the women inthe course, their self-efficacy in tinkering and technical

Relevance Score: 0.01652024

Designing NGSS-Aligned Lesson Plans During a Teacher Professional Development Program (Fundamental)

Conference Session: Engineering Professional Development using Robotics Activities
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Sai Prasanth Krishnamoorthy, 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

Paper ID #26657Designing NGSS-Aligned Lesson Plans During a Teacher Professional Devel-opment Program (Fundamental)Mr. Sai Prasanth Krishnamoorthy, NYU Tandon School of Engineering Sai Prasanth Krishnamoorthy received his BSEE from Amrita University and M.S in Mechatronics from NYU Tandon School of Engineering, Brooklyn, NY. He is currently a Ph.D. student in Mechanical En- gineering at NYU Tandon School of Engineering, serving as a research assistant under NSF-funded RET Site project. He conducts research in Mechatronics, Robotics and Controls Laboratory at NYU and his research interests include swarm robotics, computer

Relevance Score: 0.015805904

Broadening the Participation of Rural Students in Engineering: Exploring Community Perspectives

Conference Session: Pre-college Engineering Education Division Technical Session 11
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on

Relevance Score: 0.015272282

Effects of High School Dual-Credit Introduction to Engineering Course on First-year Engineering Student Self-efficacy and the Freshman Experience

Conference Session: Pre-college Engineering Education Division Technical Session 15
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona
Tagged Divisions: Pre-College Engineering Education

Engineering at the Uni- versity of Arizona. His primary responsibilities include academic affairs, recruitment, admissions and retention programs, and introductory and interdisciplinary capstone engineering design courses. Bay- gents is a member of the Department of Chemical & Environmental Engineering (ChEE) and the Program in Applied Mathematics at the UA. He joined the Engineering faculty 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. Baygents has received the Arizona Mortar Board Senior Honor Society award for outstanding faculty service and the College of