Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin R. Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University

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Pre-College Engineering Education Division

. c American Society for Engineering Education, 2017 Implementation and Evaluation of an Engineering-Focused Outreach Program to Improve STEM Literacy (Evaluation)AbstractThis paper presents implementation and evaluation of an engineering-focused outreach programgeared towards exposing the middle and high school student population, especiallyunderrepresented and underserved groups, to science, technology, engineering, and mathematics(STEM) fields and careers. The STEM Academy project is a partnership between NASA,Elizabeth City State University (ECSU), school districts, state agencies, and other STEMenrichment programs. The program adopted a well-established NASA STEM curriculum withproblem-based learning at its core and

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

American Society for Engineering Education, 2017 Design, Code, Build, Test: Development of an Experiential Learning Summer Engineering and Computer Science Outreach Program for High School Students (Evaluation)AbstractThe Science, Technology, Engineering, and Math (STEM) “pipeline” that is imagined to guidestudents from middle school into successful STEM careers implies a single path. This path oftenrequires students to develop an interest in STEM by middle school, choose particular math andscience courses in middle- and high-school, and gain experience and exposure in STEMactivities through their high school tenure. While successful for approximately 7% of studentswho entered 9th grade in 2001, this system has

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

, E.I.T., successfully defended her dissertation research Spring 2016 and will begin a career in the water/wastewater reuse treatment. Paula has led multiple outreach summer programs at TTU and provides support to student organizations within the college of engineering. Her technical research focuses include; anti-fouling and scaling RO technology and pharmaceutical and personal care product screening to predict environmental exposure from passive treatment discharges.Aimee Cloutier, Texas Tech University Aimee Cloutier is a Ph.D. student studying Mechanical Engineering at Texas Tech University. She earned her B.S. in Mechanical Engineering from Texas Tech in 2012. Her research interests include biomechan- ics

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Manuela Restrepo Parra, The Perry Initiative

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Pre-College Engineering Education Division

, science, physics, andanatomy concepts to orthopaedic case studies of patients with musculoskeletal injuries.The BMEC lessons aim to inform students of careers in biomedical engineering andorthopaedic surgery. As part our research and development, we piloted BMEC lessonswith high school students from different schools and in different science courses. Ourgoal was to help students gain confidence with related math and science skills and bemore compelled to consider STEM careers.Research Questions The purpose of this study was to investigate what changes, if any, occurred instudents’ knowledge, engagement and perceptions of their engineering skills as a resultof participating in Biomedical Engineering Curriculum (BMEC). 1) To what extent did

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado - Boulder; Maia Lisa Vadeen, University of Colorado - Boulder; Janet Y. Tsai, University of Colorado - Boulder; Jacquelyn F. Sullivan Ph.D. , University of Colorado - Boulder; Denise W. Carlson, University of Colorado - Boulder

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Pre-College Engineering Education Division

pathway through engineering prepares aworkforce of secondary teachers capable of high-level teaching in multiple STEM subjects—either engineering coupled with science (biology, chemistry or physics), or engineering coupledwith mathematics. These engineers are motivated and inspired to pursue two career routesbecause they find value in, and passion for, both professions. The teacher licensure pathwaythrough engineering fosters students that develop engineering mindsets alongside theircommitments to give back through secondary teaching.The research reported in this paper investigates if and how students in the engineering plus (e+)teaching pathway, CU Teach Engineering, identify themselves as both engineering and teachingstudents, and what benefits

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Nicole Elfer, Tulane University

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Pre-College Engineering Education Division

=(0.0259) 7. I am interested in a career in a STEM field. (SD=3.52) t(7)= -1.71, p=(0.1318) 8. I am knowledgeable about the variety of STEM career opportunities available to me. (SD=3.81) t(7)= -3.90, p=(0.0059) 9. I feel confident that my time in college will let me explore things I am interested in. (SD=4.38) t(7)= -1.29, p=(0.2371) 10. I feel knowledgeable about the different opportunities available to me in college (ex: honors colleges, study abroad, undergraduate research). (SD=2.93) t(7)= 2.93, p=(0.0222) 11. I believe the skills/knowledge I will gain at TSSP will be useful later in life. (SD=6.3) t(7)= -.28, p=(0.7871)Only five questions met requirement for a p-value of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Mo Rastgaar, Michigan Technological University; Saeedeh Ziaeefard, Michigan Technological University; Amy Joy Patterson, Michigan Technological University; Jacob Bailey, Nonlinear Autonomous Systems Laboratory

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Pre-College Engineering Education Division

director of the Nonlinear and Autonomous Systems Laboratory (NASLab). She is a recipient of 2015 National Science Foundation CAREER award and 2015 Office of Naval Research YIP award.Dr. Mo Rastgaar, Michigan Technological University Mo Rastgaar received the Ph.D. degree in mechanical engineering from Virginia Polytechnic Institute and State University, Blacksburg, VA, USA, in 2008. He is currently an Associate Professor in mechanical engineering and the Director of the Human-Interactive Robotics Lab. His present research focuses on assistive robots by characterizing the agility in the human gait. Dr. Rastgaar is a recipient of 2014 NSF CAREER Award.Saeedeh Ziaeefard, Michigan Technological University Saeedeh

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tony McClary, New Mexico State University, College of Engineering; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University; Luis Antonio Vazquez Ph.D., New Mexico State University; Karen Trujillo, New Mexico State University ; John Kulpa, New Mexico State University; Germain Degardin, New Mexico State University

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Pre-College Engineering Education Division

program for high school students— NM PREP Academy—had a measurable effecton student confidence (a subcomponent of self-efficacy) and content knowledge. We also aimedto gain a greater understanding of how similar short-term intervention programs could be used toincrease interest, participation, and persistence in STEM-related careers, as well as to understandwhich specific portions of the program were most closely related to the students’ gains in eitherknowledge or confidence. Our research questions were as follows:1. Did the confidence and/or content knowledge of the students change as a result of engagement in the pre-engineering program?2. Was there a relation between changes in student confidence and knowledge?3. Was there a relation

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

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Pre-College Engineering Education Division

P Okoye, Connecticut Department of Transportation Sharon Okoye is a senior engineer with professional experience in transit asset plan management, federal- aid program development and implementation, major corridor feasibility studies and roadway intersection design. Sharon is also Director of Connecticut’s Transportation and Civil Engineering (TRAC) program, and is currently working with state universities and the Department’s Office of Equal Opportunity & Di- versity to provide a 1-week summer program to introduce underrepresented high school students to college level transportation courses, as well as transportation careers, through the FHWA’s National Transporta- tion Summer Institute grant program

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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Pre-College Engineering Education Division

for curriculum, pedagogy, and projects. Middle and high schools have historically facedchallenges introducing engineering into the curriculum in an inclusive and authentic manner.Because these students are still flexible about their career decisions3,4, programs that peakinterest can still influence students’ college and career plans. An inclusive approach could havesignificant impact on the diversity of the engineering workforce.A large public university implemented EPICS (Engineering Projects in Community Service) forundergraduates in 19955,6. The approach has been successful in preparing students professionallyas well as addressing compelling needs locally and globally. The program has also shown that itis an inclusive approach to

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A. Douglas, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its power for student learning. Tamara Moore received an NSF Early CAREER award in 2010 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2012. c American Society for Engineering Education, 2017 Engineering Notebooks for Formative Assessment (ResourceExchange) TargetGradeLevel:4-8 E n g rT E AM SEngineering to Transform the Education of Analysis, Measurement, &

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tasha Tiffany Tardieu, University of Michigan; Shanna R. Daly, University of Michigan

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Diversity

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Pre-College Engineering Education Division

Caribbeannations. This needs to change as Trinidad and Tobago is one of the leading developing nations inthe Caribbean and there is an important link between science and engineering, and regionaleconomic development3. Reynolds et al. found that “introducing engineers to children as peoplewho solve everyday problems has been correlated with interest in engineering careers, anexperience using engineering design to solve everyday problems appears to reinforce thatperception and increase interest in engineering careers”4.Thus, the goal of our study was to evaluate interest and potential benefits of exposing secondaryschool students to practical engineering experiences. We investigated current knowledge ofengineering at the secondary school level in Trinidad

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

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Pre-College Engineering Education Division

Engineering Undergraduates Concurrently Seeking K-12 STEM Teacher Licensure: Fuels the Soul or Too Many Barriers?IntroductionThe benefits of infusing K-12 education with engineering—specifically engineering design anddesign habits of mind—is well established; engineering design is a powerful vehicle for scienceand math education [1]. Engineering education research suggests that students who are exposedto engineering topics during their elementary and secondary years are more motivated to enrolland succeed in advanced science, technology, engineering and mathematics (STEM) courses inmiddle and high school, as well as eventually pursue engineering and other STEM careers [1, 2].Moreover, students who enter undergraduate engineering programs

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne Lori Berliner Heyman, New Jersey Institute of Technology; Rosa M. Cano, New Jersey Institute of Technology

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Pre-College Engineering Education Division

influencing their perceptions of engineers and attitudes towardengineering as a career. Subsequent evaluations comparing single-gender vs mixed-genderprograms including male-only programs had mixed results. The current study is a more rigorousexamination of gains in content knowledge and takes a closer look at the issues of self-efficacy,gender equity and qualitative perceptions of engineers using the Middle School Attitudes towardEngineering and Knowledge of Engineering Careers Survey and the Draw an Engineering Testin equivalent post 4th grade female-only, male-only and mixed-gender programs. Previousevaluations included higher-grade programs with some returning students that had alreadyparticipated in other program(s) so they had some prior

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, University of Maine; Paige Elizabeth Brown, Bangor High School

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Pre-College Engineering Education Division

, approximately 18%. However, UMaine’s newly developedBioengineering and Renewable Engineering programs have a relatively high female enrollment atmore than 35%. We also surveyed first-year female students regarding their choice of major.When asked what type of jobs they see themselves in, our female students who were accepted intoengineering but decided to go to a non-engineering field, often responded that they wanted to bein people-engaged and environmentally responsible careers. They felt engineering would confinethem in solitary cubicles working alone with machines—a common stereotype of engineering.While the stereotyping factor can only be resolved when there are more female engineers in theworkforce, the environmental- and people

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

Alison Haugh Nowariak, University of St. Thomas; Olivia Lang, University of St. Thomas ; AnnMarie Polsenberg Thomas, University of St. Thomas; Debra Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

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Pre-College Engineering Education Division

and STEM related careers; 5. Encourage campers to learn about engineering and the engineering design process; 6. Increase understanding of what engineers do at work; and 7. Allow for campers to visualize themselves succeeding in a college setting.The researchers measured the success of meeting these goals through anonymous pre- and post-surveys from 70 of the 99 camp participants on the days they attended the camp. These surveysincluded ranking, short answer, and multiple choice questions. Goals 1, 2, 4, 6, and 7 wereaddressed using these anonymous surveys, but after reviewing the 2015 camp, it has beendetermined that goal number 3 was not explicitly addressed.The 2015 STEPS camp featured a variety of changes from the last 15 years

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

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Pre-College Engineering Education Division

successfully recruited a group of mathematics, science, and special educators,and engaged them in professional development they find valuable. The Teacher Efficacy andAttitudes toward STEM (T-STEM) survey revealed that professional development successfullyincreased participating teachers’ confidence to teach engineering design, their confidence thatthey can influence their students’ STEM performance, and their knowledge of STEM careers, aswell as the amount they expect to utilize technology and instructional approaches aligned withSTEM best educational practices.Diagnostic Teacher Assessments in Mathematics and Science (DTAMS) for middle schoolshowed that participating teachers initially did poorly outside of their content area focus. Closerinspection

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline F. Handley, University of Michigan; Elizabeth Birr Moje, University of Michigan; Jerome Peter Lynch, University of Michigan; Katherine A. Flanigan, University of Michigan

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Pre-College Engineering Education Division

Stanford, Dr. Lynch received his B.E. in Civil and Environmental Engineering from the Cooper Union in New York City. His current research interests are in the areas of wireless cyber-physical systems, cyberinfrastructure tools for management of structural monitoring data, and nanoengineered thin film sensors for damage detection and structural health monitoring. Dr. Lynch has been awarded the 2005 ONR Young Investigator Award, 2009 NSF CAREER Award, 2009 Presidential Early Career Award for Scientists and Engineers (PECASE), 2012 ASCE EMI Leonardo da Vinci Award and 2014 ASCE Huber Award.Katherine A. Flanigan, University of Michigan c American Society for Engineering Education, 2017 Using

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Steve E. Watkins, Missouri University of Science & Technology

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Pre-College Engineering Education Division

University of Texas at Austin (1989). c American Society for Engineering Education, 2016 Work in Progress – Pre-college Engineering Activities with Electronic CircuitsAbstract Projects involving engineering experimentation, design, and measurement can be effectivecontent for pre-college STEM outreach. Such applications-oriented activities can promoteliteracy and interest in technical topics and careers and have the added benefit of showing therelevance of science and mathematics. Exposure to electrical engineering concepts is discussedusing the 555 timer integrated circuit. This low-cost device can be used for modular activitiesinvolving the production of light, sound, and

Conference Session

K-12 & Pre-College Engineering Division: Curriculum and Resource Exchange

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Sebestik, University of Illinois, Urbana-Champaign; Samantha Lindgren, University of Illinois, Urbana-Champaign

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Pre-College Engineering Education Division

economical power delivery. The project seeks to involve families learning together while crea ng interest in STEM disciplines and careers. The project website offers a series of hands‐on and virtual energy related ac vi es and challenges. credc.mste.illinois.eduInves gate Renewable Power SourcesRepurpose the solar panel andrechargeable ba ery from asolar path light. The path lightis designed so that the solarpanel charges a ba ery duringdaylight hours and the ba erypowers the LED when it’s dark. Inves gate the components and circuitry. Use the solar panel to power the LEDs in the windows of one of the house s ckers. Can

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

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Pre-College Engineering Education Division

aninternational competition with over 400,000 participents3 is a good example of an organizationthat has worked to interest K-12 students of all sexes in robotics. Many teams are part ofextracorricular activites offered by their middle and high schools. There is evidence in the literature that participation in extracurricular activities and campscan impact student’s career and college major choice 4-7. However, few papers show whether thebenefits of participation extend to performance and retention once the student has started college.This study is focused on students who in high school participated in extracurricular activities orcamps related to science, computer science, math or engineering (including robotics).Specifically, this study

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

Reagan Curtis, West Virginia University; Darran Cairns, West Virginia University; Johnna Bolyard, West Virginia University; David Luke Loomis, West Virginia University; Kelly Leigh Watts, RESA 3; Sera Mathew, West Virginia University; Michael Theodore Carte, George Washington High School

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Pre-College Engineering Education Division

coach. Mr. Carte moved to Riverside High School (Belle, WV) in August 2005 and undertook the challenge of starting an Advanced Placement chemistry program. Following the implementation of an AP program and a seven-year stint at Riverside, Mr. Carte took a chemistry position in August 2012 at George Washington High School in Charleston, West Virginia. c American Society for Engineering Education, 2016 Paper ID #16151Mr. Carte has received several professional honors and service opportunities during his career. He wasnamed to Who’s Who Among American Teachers in 2001 and 2005. Moreover, during the 2003-2004school

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jason Richard Power, Michigan Technical University; Sheryl A. Sorby, Ohio State University; Norma L. Veurink, Michigan Technological University; Kinnari Atit, Northwestern University ; Martha Carr, University of Georgia

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Pre-College Engineering Education Division

preconceptions. This is particularly relevantwhen considered alongside Newcombe [8] who highlights these factors as beinginfluential in the selection of STEM career paths. A study by Britner and Pajares[9] examining the beliefs of middle school students relative to science furtheremphasizes the influence of self-efficacy, one's belief in one's ability to succeed inspecific situations, in terms of performance but also self-direction. This suggeststhat positive outcomes resulting from completion of the spatial skills intervention,previously observed with University student cohorts, have the potential toincrease STEM career path selection by females who have completed theintervention at the pre-college level. While the next round of the current study

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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Pre-College Engineering Education Division

encouraging them to follow theirlove of science and math later in life while choosing a career. Students also participated in a weeklong project where they were asked to give a PowerPointpresentation on what they learned during the camp. The competition served to boost teamworkskills and bring the concepts and lessons students learned together in a cohesive way. Moreover, parents were invited to attend a picnic and the girls’ presentations on the last dayof the camp. A range of information related to STEM majors (such as job opportunities andavailability of scholarships) was provided to the parents and the parents are expected to play amore constructive role when their daughters choose college majors. Agenda of the Summer STEM Camp is shown in

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

Michael T. Frye, University of the Incarnate Word; Sreerenjini C. Nair, University of the Incarnate Word; Angela Meyer, Rawlinson MS

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Pre-College Engineering Education Division

opportunities to the students from underservedcommunities in San Antonio. Finally we selected a total of 27 students from NorthsideIndependent School District (NISD), San Antonio Independent School District (SAISD), andNortheast Independent School District (NEISD).We named the camp ‘miniGEMS 2015: Roaches and Robots!’. Each day of the camp wasdesigned to emphasize a particular theme in robotics: ground, air, and underwater robots. Ourintention was to help the students to be accustomed to robots, computer programming, and mostimportantly, to introduce the field of engineering to the miniGEMS students. One of the mainlearning objectives was that the students would understand the field and career of Engineering bylearning the importance of studying STEM

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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Pre-College Engineering Education Division

1991.Ms. Marie Anne Aloia, Bayonne High School Marie is an alternate route teacher with an educational background in math, physics, chemical engineering and computer science. As the first girl in her family to go to college, and maybe to prove the point, she earned two bachelor’s degrees, one from Montclair State University by day, and 8 years later, one from New Jersey Institute of Technology, by night, while working full time by day at Exxon Research and Engineering. While a traditional female career, like teaching, was the last thing on her mind, she was drawn to educational outreach because she herself had received so little career advice. She eventually ran the educational outreach program at Exxon. After 25

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

Cariana Cornel, Brigham Young University; Caralea M. Cornel, Brigham Young University; Dale C. Rowe, Brigham Young University; Samuel Moses, Brigham Young University

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Pre-College Engineering Education Division

for years 9 through 12 that was primarilyplanned and hosted by female undergraduate students. With 38 attendees, student mentors andfaculty prepared a series of workshops, seminars and activities designed to educate and inspiregirls to consider potential career paths in cybersecurity. Due to the success of this project, weare planning a bigger and more significant event for the summer of 2016 along with asupplemental series of workshops for STEM teachers at middle and high-schools.In this paper we discuss the methods and implementation of our 2015 summer camp. We look atthe perceived strengths and weaknesses of our approach to identify successful aspects andrecommend improvements for the coming year. By including data from entry and exit

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Susan Haag

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Pre-College Engineering Education Division

utilize standard assessment and evaluation practices that align with college andcareer readiness outcomes. Since 2007, researchers in Arizona have been evaluating andassessing FIRST® robotics programs across the state. The purpose of evaluation was to indicatethe 1) overall success and program impact on students, teachers and mentors; 2) the impact ofhands-on learning to interest students in STEM subjects; 3) the impact of developing workplaceskills that can be transferred to the classroom; and 4) impact on career choice. In addition tocompiling data to understand increasing students' technical skills, research methods embeddedABET student outcomes in the assessment of AZ FIRST® programs. This paper will present anoverview of FIRST programs and

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Siddhartha Gupta, Texas Tech University; C. Kalpani Dissanayake; Paula Ann Monaco, Texas Tech University; Susan A. Mengel, Texas Tech University; Audra N. Morse P.E., Michigan Technological University

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Pre-College Engineering Education Division

before joining the PhD program at Texas Tech. His current research interests include microfluidics, machine learning, holography and biomedical instrumentation.Mrs. Chamila Kalpani DissanayakeDr. Paula Ann Monaco, Texas Tech University Dr. Paula Monaco, E.I.T., successfully defended her dissertation research Spring 2016 and began a career as a wastewater consultant with Alan Plummer Associates. Paula has led multiple outreach summer programs at Texas Tech University and provides support to student organizations within the college of engineering.Dr. Susan A. Mengel, Texas Tech University Susan Mengel, Texas Tech University Dr. Susan Mengel is an associate professor in the Computer Science Department of the Edward E

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brynn Kasper, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Noah Kasper, University of St. Thomas; Brett D. Gunderson, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

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Diversity

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Pre-College Engineering Education Division

. These goals include: • Create challenging yet entertaining activities appropriate for the demographic, • Develop the students’ understanding of what engineers do, • Change negative attitudes about engineering careers and grow positive attitudes about the profession, • Build student self-confidence and critical thinking skills as they relate to engineering • AND; help students draw connections between their interests, passions and engineering professions [5].To achieve these goals, the team provided exposure to new ways of thinking about engineeringand design challenges. These after-school modules were designed to engage the students andmotivate them to learn more about science, technology, engineering and math