Displaying all 11 results
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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