Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University ; Catherine E Milne, New York University; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

Paper ID #15165Middle School Teachers’ Evolution of TPACK Understanding through Pro-fessional DevelopmentMr. Anthony Steven Brill, New York University Anthony Brill received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently a M.S. student at the NYU Tandon School of Engineering, studying Mechanical Engineering. He is also a fellow in their GK-12 program, promoting STEM education. He conducts research in the Mechatronics and Controls Laboratory, where his interests include using smart mobile devices in closed loop feedback control.Colin Hennessy Elliott, New York

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

for laboratory activities deemed “scary” ordangerous by teachers because they required the use equipment the teachers feared or were unfamiliarwith, e.g., blowtorch, acid, etc. Anecdotal reports by the teachers credit the program with changing theirteaching practice. These results were not uniformly distributed among the teacher participants. Datacollected during this period was insufficient to demonstrate that the program led to the perceived changesin teacher practice, and it did not indicate what changes the teachers made. At this point in the programthe primary focus of the data collection was teacher and student learning. Measuring changes in teacherinstructional practices was of secondary interest. The overwhelming anecdotal data

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics and Control Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a GK-12 Fellows project, and a DR K-12 research project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and control system technology. Under Research Experience for Teachers Site and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six philanthropic foundations, he has con- ducted significant K-12

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

first part, the model development, students are guided (usuallythrough carefully crafted laboratory experiences) to develop concepts and gain familiarity withthe associated representations for those concepts. The students become accustomed to referringto their laboratory data as the authority on scientific relationships. In the deployment phase thatfollows, students apply the model to a variety of situations and test the limits of the model, oftenthrough problem solving and sometimes via lab practica. Incorporating engineering applicationsin the deployment provides the ideal structure for seeing the relationship between fundamentalscientific understanding and well-planned engineering.The Ohio State University has offered a series of Modeling

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clemente Izurieta, Montana State University; Michael Trenk, Montana State University; MacKenzie O'Bleness, Montana State University; Sharlyn Gunderson-Izurieta, Montana State University

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Diversity

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Pre-College Engineering Education Division

as possible. This paper is organized as follows. We initially provide an overview of the SoftwareFactory approach that is used with selected K-12 students. We then provide an overview of thecase study, followed by descriptions of the case study phases –selection, instruction andimplementation. We then describe the outreach component and the legal considerations whenworking with external partners. We conclude with outcomes, address threats to validity, andaddress future improvements to include additional K-12 students.The Software Factory The Software Factory is a pedagogical laboratory under the Software EngineeringLaboratory in the Computer Science (CS) Department at MSU, and is an educational facility forundergraduate

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Michele Miller, Michigan Technological University; Mo Rastgaar, Michigan Technological University

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Pre-College Engineering Education Division

Paper ID #15598Engaging Students in STEM Learning through Co-Robotic Hands-On Activ-ities (Evaluation)Saeedeh Ziaeefard, Michigan Technological University Saeedeh Ziaeefard is a PhD student and research assistant with Nonlinear and Autonomous Systems Laboratory (NASLab) in the Department of Mechanical Engineering-Engineering Mechanics at Michigan Technological University. Her research interests include engineering education, control and navigation of autonomous underwater vehicles.Dr. Nina Mahmoudian, Michigan Technological University Dr. Nina Mahmoudian is an assistant professor in the Mechanical Engineering-Engineering

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University; Catherine E. Milne, New York University; Vikram Kapila, New York University

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Pre-College Engineering Education Division

Paper ID #15169Professional Development through Situated Learning Techniques Adaptedwith Design-Based ResearchMr. Matthew Moorhead, New York University Matthew Moorhead received his B.S. degree in Mechanical Engineering from the University of Nevada, Reno, in 2014. He is currently pursuing a M.S. degree in Mechanical Engineering at NYU Tandon School of Engineering, Brooklyn, NY, where he is a teaching fellow in their GK-12 program. Matthew also conducts research in the Mechatronics and Controls Laboratory with an interest in robotics and controls.Colin Hennessy Elliott, New York University Colin received his B.S. in

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Heidi A. Tremayne, Earthquake Engineering Research Institute; Thalia Anagnos, San Jose State University; James Mallard, UC San Diego

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Pre-College Engineering Education Division

design competition.2.1. 4th Grade Curriculum2.1.1. Initial lesson development at NEES@BerkeleyThe EERI SESI outreach program leverages curriculum for 4th grade students that was developedover a span of approximately seven years (from 2007-2014) at the University of California,Berkeley. As part of the Network for Earthquake Engineering Simulation (NEES) education andoutreach program, the structural laboratories at UC Berkeley (NEES@Berkeley) receivedfunding from the National Science Foundation to develop meaningful programs for students inthe local communities surrounding the university and its off-site laboratories. Building on staffexpertise at NEES@Berkeley and its focus on structural engineering, the outreach activities weredesigned and

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

also provided students with the opportunity to learn moreabout TTU and served as a recruitment opportunity. Laboratory courses are a part of offereddegree programs, making an introduction to lab safety another opportunity for participants toexperience components of an engineering major.Recreational time Participants were provided time to explore recreational facilities and themed social events tobalance out technical and information sessions. Time in the evenings was important forhighlighting the social aspect of university life. Recreational time also provided a casual settingfor participants to ask counselors questions about their experiences in an undergraduateengineering program. Overall, the relationships developed during recreational

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael E. Edley, Drexel University; Stephanie Owens, Science Leadership Academy; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

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Pre-College Engineering Education Division

Laboratory at the Jet Propulsion Laboratory. Dr. Fontecchio received his Ph.D. in Physics from Brown University in 2002. He has authored more than 90 peer-reviewed publications. c American Society for Engineering Education, 2016The Recipe for a Gourmet Snack: NGSS, NAE, and STEaMAbstract At an urban high school in Philadelphia, a teacher-engineer team questioned if a project-based learning unit using Next Generation Science Standards (NGSS), National Academy ofEngineering (NAE), and Understanding By Design (UBD) frameworks could be designed andexecuted to successfully teach students about macromolecules. Molecular gastronomy (MG) is abranch of food science that studies the physical and chemical

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

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Engineering Physics & Physics, Pre-College Engineering Education Division

Paper ID #16886Using Engineering Design Notebooks to Evaluate Student Understanding ofPhysics Concepts in a Design ChallengeDr. Pamalee A. Brady, California Polytechnic State University - San Luis Obispo Pamalee Brady is an Associate Professor at California Polytechnic State University, San Luis Obispo. She teaches courses in structural systems, concrete, steel and wood design as well as structural engineer- ing courses for architecture and construction management students. Prior to joining the faculty at Cal Poly she worked in applied research at the U.S. Army Construction Engineering Research Laboratory in Champaign

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; LaDawn Partlow, Morgan State University

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Diversity

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Pre-College Engineering Education Division

Master of Engineering in Electrical Engineering from Morgan State University. Mrs. Partlow currently serves as the Program Director of the Verizon Minority Male Maker Program, which focuses on providing minority middle school boys with hands-on learning experiences using advanced technology, app development software, 3-D design techniques, and entrepreneurship skills. Mrs. Partlow also serves as the Lab Manager of the Engineering Visualization Research Laboratory (EVRL) where she helps to advise students on undergraduate electrical engineering research projects ranging from smart lighting technologies to cyber security. She has also served as an online course development specialist responsible for the creation

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona

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Diversity

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Pre-College Engineering Education Division

high school [15].ENGR 102 HS was modeled after the on-campus ENGR 102: Introduction to Engineeringcourse. The survey course introduces the undergraduate student to various fields of engineeringthrough a main lecture and laboratory sections. The primary project in the university course isthe iterative design, test and build of a solar oven. This framework is foundational to the highschool version of ENGR 102.A core curriculum, including the solar oven project, excel training and design of experiment(DOE) activities are presented to high school students in much the same way as the universitycourse. This core content takes about 12 weeks to deliver in the high school classroom andassures continuity across the two programs. The key difference

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Marie Anne Aloia, Bayonne High School; Laurent Simon, New Jersey Institute of Technology

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Diversity

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Pre-College Engineering Education Division

at the New Jersey Institute of Technology. He received his Ph.D. in Chemical Engineering from Colorado State University in 2001. His research and teaching interests c American Society for Engineering Education, 2017 Paper ID #19223involve modeling, analysis and control of drug-delivery systems. He is the author of a series of educationaland interactive modules (Laboratory Online), available at http://laurentsimon.com/. c American Society for Engineering Education, 2017 The Long-Term Impact of Including High School Students in an Engineering

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

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Diversity

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Pre-College Engineering Education Division

robot fingers or grippers with varying designs. on the right.We needed to test fabrication materials and steps in classroom contexts since the processes wereadapted from research laboratory settings. This was done through several pilot tests with 1) anundergraduate engineering and technology teacher education course at Purdue University, 2) alocal afterschool program, 3) our own families, 4) a local high-school technology classroom, and5) a summer camp program where the soft robot experience was implemented. The yearculminated with leading a teacher professional development experience for partner teachers whowould implement in the fall.Soft Robot Design ExperienceFor the final version of the soft robot lesson we decided to engage students

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dominic Guri, Tufts University; Merredith D. Portsmore, Tufts University; Vivian Zhong, Tufts University; Erica Cherry Kemmerling, Tufts University

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Diversity

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Pre-College Engineering Education Division

FlowGo.FlowGo will also be disseminated through existing workshops at Tufts Center for Engineering Educationand Outreach and the CEEO’s online course program (okee.tufts.edu).The second expansion goal for FlowGo is to make the toolkit into a cost-effective laboratory tool for under-graduate fluid mechanics and heat transfer classes. It is difficult for most tertiary educational institutions tooffer hands-on labs in fluid mechanics and heat transfer because the majority of experiments in these fieldsare expensive to manufacture, difficult to calibrate, and large and heavy enough that they require permanentlab space. We hope to add quantitative flow measurement components to FlowGo such that undergradu-ates could use the toolkit to learn fluid mechanics

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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Diversity

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Pre-College Engineering Education Division

Mingyu Lu received the B.S. and M.S. degrees in electrical engineering from Tsinghua University, Bei- jing, China, in 1995 and 1997 respectively, and the Ph.D. degree in electrical engineering from the Uni- versity of Illinois at Urbana-Champaign in 2002. From 1997 to 2002, he was a research assistant at the Department of Electrical and Computer Engineering in the University of Illinois at Urbana-Champaign. From 2002 to 2005, he was a postdoctoral research associate at the Electromagnetics Laboratory in the University of Illinois at Urbana-Champaign. He was an assistant professor with the Department of Elec- trical Engineering, the University of Texas at Arlington from 2005 to 2012. He joined the Department of

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

Mechanical Engineering at NYU Tandon School of Engineering, Brooklyn, NY. She is serving as a research assistant under an NSF-funded DR K-12 project.Dr. Vikram Kapila, New York University, Tandon School of Engineering Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics, Controls, and Robotics Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a DR K-12 research project, and an ITEST re- search project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and con- trol

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

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Pre-College Engineering Education Division

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Diversity

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Pre-College Engineering Education Division

: Teachers learn aboutprogram, Center faculty and graduate students host lab tours, give Center research during a nanofabrication facility tourpresentations about their research, and engage teachers in hands-on projects and activities related to current research. A fewexamples include building and testing a thermoelectric harvesting watch (Fig. 5), motion capturefor activity tracking, tours of the NC State Nanofabrication Facility (Fig. 6), AnalyticalInstrumentation Facility, and laboratories in the College of Textiles. During the school year,teachers can share these experiences with their students as well as organize field trips forstudents to visit these facilities

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, University of California, Irvine

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Diversity

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Pre-College Engineering Education Division

to align with UCI’sselection criteria for freshmen admission. California resident must receive a 3.0 GPA or higher inacademic subject requirements, also called “A-G” requirements during grades 10 and 11. Theserequirements include: a) two years of history/social science; b) four years of English; c) threeyears of mathematics; d) two years of laboratory science; e) two years of a language other thanEnglish; f) one year of visual and performing arts; and g) one year of college preparatoryelectives. An unweighted GPA was also used to reduce the chance of overlooking applicantsfrom disadvantaged schools that may have limited honors and advanced placement (AP) courses.Recruitment: The program targets students from underrepresented groups in STEM

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, Texas A&M University, Kingsville; Muhittin Yilmaz, Texas A&M University, Kingsville; Faruk Yildiz, Sam Houston State University; Shah Alam P.E., Texas A&M University, Kingsville; Farzin Heidari, Texas A&M University, Kingsville

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Pre-College Engineering Education Division

(Callaghan, McCusker, Losada, Harkin & Wilson, 2009),effectively allowing a safe training environment for participants, e.g., high school students, whomight not have sufficient resources for necessary training to be around the laboratory equipmentduring potential STEM outreach collaboration with K-12 educational institutions. Propercollaboration and associated curriculum service learning activities, prospective K-12 students arebetter engaged in universityactivities, better connected to the college culture, and are in aposition to acquire deeper understanding of STEM disciplines. The effective college and K-12partnerships are shown to be the likely instrumental reason for the student knowledgeacquirement (Fonseca et al., 2016). In addition, the

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Kenan Hatipoglu, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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Diversity

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Pre-College Engineering Education Division

, power system control, renewable energy resources and power electronics.Dr. Mingyu Lu, West Virginia University Institute of Technology Mingyu Lu received the B.S. and M.S. degrees in electrical engineering from Tsinghua University, Bei- jing, China, in 1995 and 1997 respectively, and the Ph.D. degree in electrical engineering from the Uni- versity of Illinois at Urbana-Champaign in 2002. From 1997 to 2002, he was a research assistant at the Department of Electrical and Computer Engineering in the University of Illinois at Urbana-Champaign. From 2002 to 2005, he was a postdoctoral research associate at the Electromagnetics Laboratory in the University of Illinois at Urbana-Champaign. He was an assistant professor with

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria G. Bill, New York University; Yosef Skolnick, Cooper Union

Tagged Divisions

Pre-College Engineering Education Division

increase confidence thatthese students can study and enter STEM fields.In addition to the course specific lectures and laboratory work, the Summer STEM Program includedseveral seminars and workshops for all sections to teach students about patent law, technical writing andpresentation skills, college admissions, and careers in engineering and STEM. There was also a generalmid-way assembly featuring a panel on Women in STEM and inclusion.Literature ReviewTeaching the engineering design process with a project based course can be a good introductionto engineering concepts for high school students. From the Next Generation Science Standards(NGSS) on engineering design, “students are expected to be able to define problems – situationsthat people wish

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guo Zheng Yew, Texas Tech University; Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Audra N. Morse P.E., Texas Tech University

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Diversity

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Pre-College Engineering Education Division

included a pump designactivity. Finally, the petroleum engineering lesson allowed students to use laboratory simulatorshighlighting fluid flow, the role of proppants in maintaining fracture openings, and the effect ofpermeability on production of hydrocarbons. The learning objectives for each discipline aresummarized in Table 1. Table 1: Lesson learning objective for six disciplines Discipline Lesson Learning Objectives • Describe moment of inertia and how it relates to bending of structural Civil members • Describe the distribution of forces over an area • Describe the consequences of constructing structures and infrastructure without proper foundations

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackie L. Foos, University of Oklahoma; Randa L. Shehab, University of Oklahoma; John K. Antonio, University of Oklahoma

Tagged Divisions

Pre-College Engineering Education Division

Processes Make, build Industry, Improving, production efficiency Business, Systems Design, company create Don’t know: 9 (17%) Don’t know: 7 (30.4%)Table 6 illustrates that students in both camp years had a similar proportion of students havingsome idea about the nature of the chemical engineering discipline. However, students in 2014seemed to have stronger perceptions of the discipline as laboratory-based while students in 2015were more focused on the products developed by chemical engineers.Table 6. Language used to describe chemical engineering 2014

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

volunteers to network with the professional volunteers during the camp; (b) Recruit volunteers from other than the “usual suspects” groups (that is, look for ways to include other professional women who might not have the opportunity through their work and professional networks to do similar outreach activities).It is also clear that the student volunteers saw their involvement as a professional developmentopportunity in which they fully engaged. This can be built upon more intentionally withpreparation and follow-on activities in the future.AcknowledgmentsWe gratefully acknowledge the financial support of the Society for Women EngineeringSouthwest Idaho section, the Micron Foundation, Idaho National Laboratory, the

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University

Tagged Divisions

Pre-College Engineering Education Division

microfluidic trapping array. Part of the outreach activities described inthis paper were supported by an award from the National Science Foundation CBET 1509713 toAM.Bibliography1. Berthier, E., E. Young, and D. Beebe, Engineers are from PDMS-land, Biologists are from Polystyrenia. Lab on a Chip, 2012. 12(7): p. 1224-1237.2. Sackmann, E., A. Fulton, and D. Beebe, The present and future role of microfluidics in biomedical research. Nature, 2014. 507(7491): p. 181-189.3. Kovarik, M., et al., Micro Total Analysis Systems: Fundamental Advances and Applications in the Laboratory, Clinic, and Field. Analytical Chemistry, 2013. 85(2): p. 451-472.4. Berthier, E. and D. Beebe, Gradient generation platforms: new directions for

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Terrance Denard Youngblood, Texas Tech University; Ibrahim H. Yeter, Texas Tech University; Casey Michael Williams, Texas Tech University; Hansel Burley, Texas Tech University

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Pre-College Engineering Education Division

the chemistry laboratory: A pilot project to reform science teaching and learning. Journal of College Science Teaching, 31(5), 322- 326.24. Hidi, S., & Renniger, K. (2006). The four-phase model of interest development. Educational Psychologist. 41(2), 111-127.25. Schreiber, J., Nora, A., Stage, F., Barlow, E., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research. 99(6), 323-336.26. Jackson, D., Gillaspy, J., & Purc-Stevenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23.AppendixThe Rocket Program- AY15post © 2015

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

the textbook or guide, design and layout shouldbe developmentally appropriate and students did not like reliance on the textbook, so programdevelopers should deliver content in an innovative manner. Students prefer adequate class timefor project work, and might attend meetings before or after school to have more access to freetime. Perhaps students could be allowed an EPICS study hall or laboratory option in theirschedule. Students want engagement with other communities doing similar projects. Theywanted “more communication between groups working on similar projects.” They also wantedto interact with EPICS alumni who are “now living an engineering lifestyle.” We have not yetresponded to either of these suggestions with program level changes