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

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Pre-College Engineering Education

togetherto make electricity as they investigate how motors work. Squishy circuits are an electrical circuitanticipatory set. Opening questions include “where do you use electricity in your life?” and“what are some ways that your life would change without electricity?” Inquiry on the art botsallows for a deeper understanding on how electricity travels and how off-set motors function. Anempathetic connection is focused on boy who had developed acute flaccid myelitis and needsassistance with coloring projects [20]. Engineering of the art bot then led to students naming anddecorating their bots while keeping their stakeholder in mind. Returning the shared conversationto the boy allowed for learners to reconsider their purpose. Play included in the

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Molly Roche, University of St. Thomas; Esmée Julia Verschoor, Playful Learning Lab; Hannah French; Alyssa Marie Eggersgluss, Playful Learning Lab; MiKyla Jean Harjamaki, Playful Learning Lab; Mary Fagot; Jeff Jalkio, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Collin John Goldbach, Playful Learning Lab; Deborah Besser P.E., University of St. Thomas; Abby Bensen, University of St. Thomas

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Pre-College Engineering Education

engineering education standards: What are the opportunities? Whatare the barriers? He argues that “students should learn concepts such as systems, optimization,and feedback; they should develop the abilities of engineering design and habits of mind [1],”which is exactly what OK Go Sandbox strives to support by connecting learning to theengineering of OK Go’s music videos. The rise of engineering education stemmed fromstandards-based reform; however, common standards across the United States for technology andengineering have not yet been adopted like the Common Core State Standards (mathematics andEnglish language arts) that are used throughout the OK Go Sandbox resources. He adds that “thepower of national standards lies in their potential capacity

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Jennifer Whitfield, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

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Pre-College Engineering Education

engineering from Texas A&M University. His educa- tion and research interests include project management, innovation and entrepreneurship, and embedded product/system development. c American Society for Engineering Education, 2020 A Study of Secondary Teachers’ Perceptions of Engineers and Conceptions of EngineeringAbstractPeople’s personal beliefs and perceptions can be explored and interpreted byinvestigating the mental images that they draw with regards to a specific subject. Withthis in mind, many researchers utilize the Draw-An-Engineer Test (DAET) instrument toevaluate students’ and teachers’ perceptions of engineers and engineering throughdrawings. Previous research shows that

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

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Pre-College Engineering Education

relevance of those ideas, and ● The number of relevant ideas used providing accommodating feedback to (mind map, outline teams of students. Idea generation will prepare students for the next phase of the engineering design cycle. ● The ratio of student-generated vs. teacher-generated potential The teacher will facilitate classroom consequences compared to the BOY. activities that account for the social and ● Percent of positive and percent

Conference Session

Pre-college Engineering Education Division Technical Session 1

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2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Wilson-Lopez, Utah State University; Jorge Americo Acosta Feliz

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Pre-College Engineering Education

practices, appliedscientific and mathematical content, and engineering habits of mind that working high schoolyouth engaged in while they were at work in different locations. Accordingly, the researchquestion guiding this study was: What engineering-related practices, scientific ormathematical content, and engineering habits of mind did high school youth engage inwhile at work? By identifying engineering-related practices, bodies of knowledge, and habits ofmind derived from youth’s workplaces, the purpose of this study was to lay the groundwork forthe development of educational programming which can leverage youth’s workplace-derivedskills and bodies of knowledge toward future engineering careers. Literature

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas

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Pre-College Engineering Education

a product by the end of the lesson. Students will need to  be able to determine a community need in addition to designing and creating a smaller-scale example of their solution. They will need to  keep in mind ​who t​ hey are designing for; it is not for themselves! Once complete, students will present their projects in an engineering  exhibit, and evaluate each other’s solutions. Looking for more inspiration?​ You can prompt your students to design something more specific. For example: Have your students design a shelter for victims of natural disasters or political conflict. Have your students design a library for small villages without access to this resource. The possibilities are endless! Project Checklist: What are you trying

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

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Pre-College Engineering Education

Paper ID #31028A Situative Understanding of the NGSS Science and Engineering Practices(Fundamental)Mr. Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering) Richard J. Aleong is a Ph.D. candidate in the School of Engineering Education at Purdue University. He received his M.A.Sc. and B.Sc.E in Mechanical and Materials Engineering from Queen’s University, Kingston, Canada. His research interests are focused on integrative thinking and design, interdisciplinary collaboration, and educational development to support students’ personal and professional learning and growth.Dr. Robin Adams

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

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Pre-College Engineering Education

Radford University. She received her doctorate in instructional design and technology from Virginia Tech.Dr. Marlena McGlothlin Lester, Virginia Tech Marlena McGlothlin Lester is the Director of Advising for the Department of Engineering Education at Virginia Tech. She leads the undergraduate advising team and oversees the advising process for all General Engineering students. She is responsible for the development of a hands-on, minds-on orien- tation model for all first-year engineering students, the creation of a comprehensive engineering major exploration tool, Explore Engineering, and enhancement of the academic planning resources available for first-year engineering students. Marlena strives to transform the

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Suzanne Eyerman, Fairhaven Research and Evaluation; Trina L. Fletcher, Florida International University; Araceli Martinez Ortiz, Texas State University; Michael A. Soltys, University of Colorado, Boulder

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Diversity

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Pre-College Engineering Education

likethemselves; they appreciated spending several intensive days with girls who also valued learningmore about Engineering and were also planning projects to reach out to younger girls. “During the conference, all the [Ambassadors] were able to really grow close with each other.”Three Ambassadors reported that the younger girls in their projects/club were able to make newconnections with their peers. Some girls had known each other previously, but many of the girlswent to outreach clubs/programs run by the Ambassadors without knowing the otherparticipants. Ambassadors reported that they enjoyed helping younger girls to find like-minded(i.e., engineering-interested) peers. “They had never talked to each other or anything, but they made

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

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Pre-College Engineering Education

learn as they perform reflection-in-action[20, 21]. Though educators must be mindful about training students appropriately, research hasshown that students’ peer assessment ratings can be highly correlated to teachers’ ratings [22]. Ifwe viewed engineering and design as performance, performance ratings are highly related tostudent’s self-efficacy in evaluating peers’ work and improving work based on peers’ comments[22].Peer assessment helps students reflect on their learning through organization and engagement[23]. Research shows that peers can potentially be good at wrestling with cognitive conflict [24].It supports scaffolding and error management via cognitive model of competent performance[25]. Learners improve their communication skills as

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

undergraduatestudent outcomes have been varied and at times inconclusive. Pre-college engineering experiences havebeen shown to positively influence high school students’ decision to pursue a degree in engineering,increased awareness of engineering and the work of engineers, provided context for mathematics andscientific knowledge and applications, helped in the development of engineering habits of mind andincreased technological literacy [10]. However, looking for relationships between academicperformance and pre-college engineering experiences like FIRST Robotics and Project Lead the Way,Salzman & Ohland found no significant correlation [11]. Other studies have looked for connectionsbetween pre- college engineering and undergraduate retention

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A. Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota, Twin Cities

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Pre-College Engineering Education

whatever we want. anything your mind thinks up. I love engineering, being honest. I think it's so I think it's really cool since a cool that you get these opportunities at school to lot of people put their make all these new creative things, then you get creativeness into it, and think to take them home and show your families and about all the ways to do stuff. use them in the future. And with engineering, that's When we engineer, I feel that it’s more creative fun and stuff. than what some schools get to do. Because I've

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael S. Rugh, Texas A&M University; Donald Joseph Beyette, Texas A&M University; Mary Margaret Capraro, Texas A&M University; Robert M. Capraro, Texas A&M University

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Pre-College Engineering Education

- ing Landscapes, Special Issue: Mind, Brain and Education, Journal of Mathematical Behavior, European Journal of Psychology of Education, The Journal of Mathematical Sciences and Mathematics Education, Urban Review, Journal of Urban Mathematics Education, Educational Researcher, Cognition and Instruc- tion, Educational and Psychological Measurement. He recently was awarded a $400,000 dollar grant - - continued support by the Texas Higher Education Coordinating Board to continue his work with develop- mental education bringing his total external funding to ˜31 million. American c Society for Engineering Education, 2020 Using Computer

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glenn W. Ellis, Smith College; Jeremiah Pina, Smith College; Rebecca Mazur; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia Ellis, Smith College, Springfield Technical Community College; Crystal M. Ford, Smith College; Kate Lytton, Collaborative for Educational Services; Kaia Claire Cormier, Smith College

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Pre-College Engineering Education

a Multimedia Learning Environment that Engages Children Through Narrative. Paper presented at the American Society for Engineering Education Annual Conference and Exposition, Seattle, WA.14. Judson, Gillian, and Egan, Kieran. (2015, December). Imagination and the Engaged Learner: Cognitive Tools for the Classroom. Teachers College Press.15. Judson, Gillian. (2010, July). A New Approach to Ecological Education: Engaging Students’ Imaginations in Their World. International Academic Publishers.16. The Imaginative Education Research Group (2010). Available on-line at www.ierg.net.17. Egan, K. An Imaginative Approach to Teaching. (2005, February). San Francisco: Jossey-Bass.18. Egan, K. (1997). The Educated Mind: How Cognitive Tools

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Perihan Fidan, Tennessee Tech University; Stephanie L. Wendt, Tennessee Tech University; Jeremy Wendt, Tennessee Tech University; Ismail Fidan, Tennessee Tech University

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Pre-College Engineering Education

due to the complexity of designing, time management,and money constraints. 3D pens offer a lower cost alternative that provide immediate gratification for users. Inthis project, instructors demonstrate how 3D pens can be used to teach biomedical engineering in middleschool classrooms.This STEM lesson will use hands-on/minds-on materials while walking students through the EngineeringDesign Process: Ask, Imagine, Plan, Create, Improve (Museum of Science Boston, 2020). During the unit, thestudents integrate each of the STEM disciplines (Science, Technology, Engineering, and Math) in a fun andaccessible way by using 3D pens to create models. LEARNING GOALS: Students will effectively design and construct a prototype prosthesis using a 3D pen

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Jennifer Whitfield, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

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Pre-College Engineering Education

articulate what engineersdo [12]. These results were echoed by many researchers [6, 13-17].Teacher Summer WorkshopThe teacher workshop took place at Texas A&M University in summers of 2017 and 2018. Thisteacher workshop was one component of a three-year NSF-funded project. The aim of the projectis to foster junior high and high school student interest, skills, knowledge, and career aspirationsin engineering through authentic engineering design activities related to building automation andIOT technologies. With this in mind, participating teachers were invited to an engineering-focused summer workshop that was designed to use the transformational and excitingtechnologies of connected devices, commonly referred to as the Internet of Things (IoT

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malle R. Schilling, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., Cheryl Carrico Consulting, LLC; Holly Larson Lesko; Gary R. Kirk, Dickinson College

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Pre-College Engineering Education

Paper ID #30032Changes in Teacher Self-Efficacy Through Engagement in an EngineeringProfessional Development Partnership (RTP)Malle R Schilling, Virginia Tech Malle Schilling is currently pursuing a PhD in Engineering Education from Virginia Tech. Malle gradu- ated in 2018 with a Bachelor’s degree in Mechanical Engineering from the University of Dayton. Her re- search interests include broadening participation in engineering, K-12 STEM education, and engineering identity. She has previously researched engineering camps and their effects on participants’ engineering self-efficacy, promotion and tenure policies, and the use

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University

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Pre-College Engineering Education

Paper ID #29694Embedding Teacher Professional Learning into the Student-Focused GEARUPEngineering Summer Camp (Evaluation)Ryan Barlow, Utah State University Ryan Barlow obtained his Bachelor’s Degree in Mechanical Engineering from the University of Utah in 2012 and his Master’s Degree in Science Education from the University of Maryland in 2016. He is currently a PhD candidate in Engineering Education at Utah State University where his research focuses on continuing professional development of engineering educators.Dr. Max L Longhurst, Utah State University Dr. Longhurst is an Assistant Professor of Science Education in

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Mohammad Moshirpour, University of Calgary; Laleh Behjat P.Eng., University of Calgary

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Pre-College Engineering Education

Paper ID #30272K-12 Digital Skills Programs as Preparation for Engineering Study: ASystematic Literature ReviewMrs. Katherine Dornian, University of Calgary Katherine Dornian is a Masters student in Electrical and Computer Engineering at the Schulich School of Engineering, University of Calgary. Their interests are in the intersection of informal engineering educa- tion, digital skills, and diversity in engineering. They are currently looking at pre-university audiences and how the development of digital skills in under-represented groups in engineering can improve diversity as well as technology.Dr. Mohammad

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

D'andre Jermaine Wilson-Ihejirika P.Eng., BrainSTEM Alliance

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Diversity

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Pre-College Engineering Education

Paper ID #29514Teaching ’Diversity in Design and the Design Thinking Process throughhands-on in-classroom prototyping (Resource Exchange, Diversity)D’Andre Jermaine Wilson-Ihejirika P.Eng., BrainSTEM Alliance D’Andre Wilson-Ihejirika completed her B.Eng in Chemical Engineering at McGill University and her MASc. from the Centre for Management of Technology and Entrepreneurship (CMTE) at the University of Toronto. She worked for several years as a Professional Chemical Engineer in the Athabasca Oil Sands, before taking a Project Management role in Research & Innovation at York University. D’Andre is the founder the STEM

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannes Strobel, University of Missouri; Alexander Franz Koch, University of Teacher Education, Fribourg, Switzerland; Hao He, University of Missouri-Columbia

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Diversity

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Pre-College Engineering Education

Paper ID #31155Valued Defiance - Teachers’ View on STEM and Students (fundamental,diversity)Dr. Johannes Strobel, University of Missouri Dr. Johannes Strobel is Full Professor, Information Science & Learning Technologies at the University of Missouri where he leads a maker initiative and conducts research in engineering education. His research focuses on engineering learning through hands-on activities; defiance, empathy, care and worldviews in engineering. Dr. Strobel has been PI, Co-PI and key personnel of grants totaling $30MM in the USA and Canada. He co-authored 160 papers and co-edited four books. Dr. Strobel is

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Leigh Boice, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine N. Patel, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education

inspired by their own interests. Additionally, the Summer Accelerator’s affiliationwith a university affords participants a glimpse into the real world of engineering, with studentsinteracting with graduate-level engineering students, touring the university Invention Studio, andworking with tools used by real engineers as they prototype their designs. Despite the differencesbetween Camp Invention and the Summer Accelerator, the positive evaluation findings fromCamp Invention suggest that week-long summer programs related to invention can demonstratepositive outcomes for students that mirror those seen in other STEM summer camps, as well asin year-long invention programs. With these findings in mind, the evaluation of the 2019Summer Accelerator was

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tianshi Fu; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

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Pre-College Engineering Education

Entrepreneurial Engineering from the University of Illinois and PhD in Engineering Education from Purdue University.Prof. Holly M Golecki, University of Illinois at Urbana-Champaign Holly Golecki is a Teaching Assistant Professor in Bioengineering at the University of Illinois Urbana- Champaign. Prior to the move to Illinois, Holly spent 5 years as a teacher and director of robotics at a K12 private school. While there, she started a soft robotics research group for high school students. Now at the University of Illinois, she studies impacts of such pre-college engineering programs with the perspective of the classroom teacher in mind. Holly received her BS and MS in Materials Science and Engineering from Drexel University and

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Adena Moulton, Digital Harbor Foundation; Shawn Grimes; Stephanie Grimes; Andrew Coy, Digital Harbor Foundation

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Pre-College Engineering Education

- anStats Project studying violence against women, the Woodrow Wilson International Center for Scholars studying the 2011 Arab Uprisings, and Brigham Young University’s Political Science Department study- ing marriage and family practices of the Middle East. She graduated with a Bachelor’s Degree in Middle Eastern Studies and Arabic from Brigham Young University where she received the Middle East Stud- ies/Arabic Student Research Award in April 2017.Shawn Grimes, Unaffiliated Shawn Grimes has nearly 20 years of experience as a technologist in a variety of fields including mobile app development, cyber security, and software engineering. Through his passion for working with and serving youth, he served as the Director of

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Claire Duggan, Northeastern University; Jennifer Ocif Love, Northeastern University; Nicolas Leo Fuchs, Northeastern University; Emily Chernich; Brittany Fung, Northeastern University

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Pre-College Engineering Education

. The blades are then fit tothe wind turbine, driven by a household box fan, andeither generate electricity via a direct current (DC)motor or perform work by lifting a weight (box ofcrayons) via a drive shaft (Figure 2).Both options can be used to calculate energy (watts) Figure 2. Students testing cardboard windgenerated by the students’ blades and the speed that the turbine blade designs.turbine generates mechanical energy. By adjusting thesize (area) of the blades, the shape, angle, and length of arm (radius), students can analyze whichdesigns work more efficiently. Students design their turbines with the engineering design processin mind. They brainstorm their ideas and make decisions based on observation and analysis.Students redesign and

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Murad Musa Mahmoud, Wartburg College; Trinity Borland, Wartburg College; Ripken Gehrig Holst, Wartburg College; Kurt Henry Becker, Utah State University

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Diversity

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Pre-College Engineering Education

Paper ID #30743Pilot evaluation of a summer camp to Attract Middle School Students toSTEM (Work in Progress)Murad Musa Mahmoud, Wartburg College Murad is an Assistant Professor at the Engineering Science Department at Wartburg College. He has a Ph.D. in Engineering Education from Utah State University. Research interests include recruitment into STEM, diversity in STEM as well pedagogy and instruction.Ms. Trinity Borland, Wartburg CollegeMr. Ripken Gerhig Holst, Wartburg CollegeProf. Kurt Henry Becker, Utah State University - Engineering Education Kurt Becker is the current director for the Center for Engineering Education

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline A. Zeiber, New Mexico State University; Tamara Elise Stimatze, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University

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Pre-College Engineering Education

at asouthwestern university. This program aimed to expose its students, those in grades 6 through12, to the field of engineering and provide them with a basic foundation of knowledge that wouldbe useful to them should they pursue a collegiate degree in engineering. Participating in thisprogram also allows students the opportunity to experience life on a university campus, gain self-confidence, refine their self-identity, collaborate with like-minded individuals, and increase theirknowledge of engineering. In order to do so, NM PREP utilized hands-on activities, field trips,opportunities for group work, and lectures that revolved around a variety of engineeringdisciplines including Aerospace, Chemical, Civil, Electrical, Geomatics/Survey

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Jason Weinberg Weinberg, Oakland University

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Pre-College Engineering Education

principally been in the field of engi- neering. He is interested in ways of characterizing and developing disciplinary practices (e.g., mechanistic reasoning) in K-12 classrooms in order to promote and support disciplined inquiry. He has published his research in the Journal of Pre-College Engineering Education Research (J-PEER), Cognition and Instruc- tion, and ZDM: The International Journal on Mathematics Education. In addition, Dr. Weinberg has coauthored a book, The First-Year Urban High School Teacher, focusing on the challenges of support- ing teaching and learning in the nation’s highest poverty schools and districts. He has recently begun a research study that will supports mechanistic reasoning through

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arif Sirinterlikci, Robert Morris University; John M. Mativo, University of Georgia; Johnny Thien Pham, Robert Morris University

Tagged Divisions

Pre-College Engineering Education

using Labo’s cardboard ones. The effort allowedundergraduate engineering students to develop games, and 3D VR equipment yielding excellentresults where the educational games developed had to work with the VR equipment they alsodesigned and built.Conclusion and Future WorkThe summer workshop engaged the participants effectively in learning game development andVR technology. Three critical observations from the workshop include: 1) a limitation ofimmersion time into the program. Participants observed that the 2-day time frame wasinsufficient for them to learn what was expected. Authors concur and have doubled the workshopto 4 days for similar workshops in the future. 2) inability to ascertain whether the workshopchanged some students minds to

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge H. Kurita, Universidad Nacional de Asunción; Derlis Ortiz Coronel; Lucas Domingo Moreira Bogado, Universidad Nacional de Asunción; Blas Fernando Vega, Universidad Tecnológica Nacional Unidad de Formación Superior

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Diversity

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Pre-College Engineering Education

Paper ID #31648CanSat Pico-satellite building workshop as an effective tool for STEAMeducation, a case studyDr. Jorge H Kurita, Universidad Nacional de Asuncion Dr. Jorge Kurita attended Universidad Nacional de Asuncion in Paraguay, where he got his BS in Elec- tromechanical Engineering. After graduation, he spent some time in academia working as faculty. During this tenure he taught courses on heat transfer, fluid mechanics and physics. In 2004 Dr. Kurita was granted the Fulbright scholarship to attend a graduate program on Mechanical Engineering at Michigan Techno- logical University. He has finished his MS and then