Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Brett Doudican, University of Dayton; Ahsan Mian; Raghavan Srinivasan, Wright State University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

the professional development. (2) Within the LSC compositeregarding attitudes towards teaching, participants’ reflected statistically significant improvement(p = 0.01) regarding their being able to engage students in inquiry oriented activities. Thus,participants’ comfort in planning activities that involved inquiry based learning received thelargest improvement at a p level of 0.01.Thus, preliminary assessment results noted above suggest the leveraging of existing academic,professional and social support services for teachers via experiential learning about thecapabilities available in the Dayton region in materials and manufacturing related fields promotestudent success by the improvement of engineering design instructional materials

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Monica H. Lamm, Iowa State University; Sriram Sundararajan, Iowa State University; Kristina Maruyama Tank, Iowa State University; Anne T. Estapa, Iowa State University

Tagged Divisions

Pre-College Engineering Education Division

, includingproblem identification, criteria and constraint setting, synthesis, analysis, and iteration. Weexpected it to address the NGSS, and to provide exposure to the applications of fundamentalengineering principles to analyze systems as part of the engineering design process. We alsointended to provide students with experience using spreadsheet programs to solve engineeringproblems and present engineering solutions. We identified four key course outcomes, with thefirst three directly derived from the NGSS, as follows: (1) Define a problem; (2) Synthesize andevaluate solutions; (3) Perform tests and analyze results; and, (4) Clearly explain whatengineering is and what engineers do.As we delved into course planning, concerns about faculty and student

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Scott A. Pattison, Institute for Learning Innovation; Monae Verbeke, Institute for Learning Innovation; Marcie Benne, Oregon Museum of Science and Industry; Pam Greenough Corrie MS, Mt. Hood Community College

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

specifically focus on parent-child interactions because of role that early interest(Maltese & Tai, 2010) and parents (Mannon & Schreuders, 2007) play in the occupationalchoices of populations traditionally underrepresented in STEM (Eccles et al., 1999).HSE project launched in October 2016 and began offering programming and resources forfamilies in December. For the first two years of the project, the team has worked with teachers atone Head Start location to plan, gather input from families, and test new programs and activities.In the fall of 2016, the team offered two full-day professional development workshops for staff,during which teachers learned about engineering, explored examples of engineering and designin their own lives, tested new

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brett Doudican, University of Dayton; Margaret Pinnell, University of Dayton; Brian Lawrence LaDuca, University of Dayton

Tagged Divisions

Pre-College Engineering Education Division

experience was used to create curriculum development teams and to ideate possiblelesson topics and engineering problems to incorporate into their curriculum.Impact of the ACTlab on the Curriculum DevelopmentAs part of the external evaluation process for the NSF-RET program, the teachers were requiredto respond to a weekly evaluation regarding specific programming that occurred that week aswell as their overall experience. Through this evaluation, the teachers reported engaging inactivities in the ACTlab, such as the ‘Speed Dating’ and ‘Bag of Improbable Materials’ whichthey would use in their classrooms. One teacher commented:“There are so many parts to the lesson plan that are crucial to make sure that the STEMeducation the students are receiving

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

Tagged Divisions

Pre-College Engineering Education Division

research skills and enhance their knowledge of science and engineering concepts13.Teachers worked side-by-side with university research faculty, graduate students, andundergraduate students (participating in a parallel Research Experience for Undergraduates,REU site program) in discovery-based, hands-on research projects.Teachers were provided with the guidance to translate their research experience into classroompractice and develop lesson plans relevant to their area of research14. As part of the programteachers developed instructional modules they could use to integrate into their classroomteaching15. The project also focused on helping the teachers refine their instructional planningskills and providing them with an effective protocol for

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

break down the problemstatement aloud to her children and describing in a way that helps them define the scope ofthe criteria to her children. She then starts the the problem better. In particular, Johnconversation below: identifies the fence and the toys as the twoMother: so, what is your plan John? major components of the task (ProblemJohn: I’m gonna build a fence and then toys. Scoping-Problem Decomposition). InMother: what the fence is gonna look like? addition, we see that John is able to imagineJohn ; A large rectangle or may be a circle. the playground in a yard and focus on featuresMaybe, I can use this [pointing to a circular that are common for

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilla Arlina Nix, Drexel University ; Jared Andrew Ruddick, Girard Academic Music Program; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

and serving as the Program Manager for 5 awarded STEM edu- cation grants totaling more than $12M. She has collaborated with University offices and College faculty and professional staff in the facilitation of recruitment strategies to increase the quality and quantity of undergraduate and graduate enrollment, including supervising the planning and implementation of Open House and other recruitment events. Jessica now manages the day-to-day operations of the DragonsTeach program, including supporting the development of programs of study, student recruitment, fundraising and grant-writing, hiring and supervising staff and student workers as well as coordinating program eval- uation.Dr. Adam K. Fontecchio, Drexel

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

A. Leyf Peirce Starling, The Engineering Place, North Carolina State University; Diane Brauner, Perkins School for the Blind

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Diversity

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Pre-College Engineering Education Division

with undergraduate and graduate students withdisabilities, and acquire accessible technology skills helpful in navigating a college campus andclasses. This transition focus provided additional support to increase student confidence inapplying for a college program. Third, this camp facilitated networking within the VIBcommunity and between these students and potential mentors. Through interacting with graduatestudents with VIB, engineering faculty and local engineering professionals, the students wereable to gain a better understanding of potential STEM career paths.While the pilot program proved successful based on anecdotal information, additional data needsto be collected utilizing more comprehensive assessments. We plan on incorporating

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Laura Meszaros Dearolf, The Perry Initiative ; Amy C Bucha, The Perry Initiative; Lisa L Lattanza MD, University of California San Francisco

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

;0.05). The career trajectories of program alumnae are as follows (Table 1). Of those surveyrespondents who are still in high school, 98% plan to enroll in a 4-year college or university, and97% intend to major in STEM, with 32% in engineering and 81% biology or bioscience(multiple selections permitted). There are similar findings for the alumnae who are presently incollege. 100% are enrolled in 4-year programs, with 93% in STEM majors; 64% are biology orbiosciences; and 23% are engineering majors. 56% of the alumnae in college are intending to goto medical school, and 23% are “very interested” in pursuing orthopaedics as a career choice. Forthe 6 alumnae presently in medical school, 5 are “very likely” (n=2) or “likely” (n=3) to

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

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

actionable components 6. Guide students in refining problems X 7. Guide students in planning investigations to better understand X different components of problems 8. Provide opportunities for students to gather information about X problems or issues of importance 9. Provide students with opportunities to explore multiple X solution pathways for problems 10. Guide students in weighing the pros and cons of different X solution pathways 11. Provide opportunities for students to test their solution X pathways 12. Guide students in evaluating the results of their solution X pathways 13. Provide

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

sixgroups by less than 5 degrees; much less than the control box. The winning group’s design wonbased on both temperature change and cost. Figure 1. Design specifications for the base Figure 2. Planning, measuring, and structural unit, a 6” by 12” box (part 1) beginning to build (part 2) Figure 3. Building a house prototype that Figure 4. Testing and gathering data (part 2 focuses solely on convection (part 2) & 3) Figures 5-7. Examples of final designs with data analysis (part 3)Participants. The study was conducted with a single teacher, Janice (pseudonym), whoparticipated in a one-day professional development (PD) workshop. During this PD workshopJanice was exposed to, interacted with, and learned

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

implications andfuture work.Literature ReviewThe Normality of Failure within Engineering Engineers design and analyze technologies via an engineering design process (EDP).EDPs typically include: defining the engineering problem via a problem statement or goal,constraints, and criteria; conducting background research about the problem and how others havetried to solve it; brainstorming multiple possible design ideas; selecting an idea to implement (adesign) and creating a plan for that design; testing the design against criteria; analyzing testresults to see where the design failed and succeeded against design criteria; planningimprovements for the next design; and iterating, i.e., repeating parts of the design process todevelop subsequent, and

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

changes to design without planning or Engaging in failure analysis thinking carefully Focusing on improvement Staying with the original failed design Working effectively as a team Engaging in negative team dynamics Seeking help from peers and looking at other Focusing on competition (worrying about teams’ designs performing less well than other teams) Using the EDP to guide next steps Ignoring background information that could inform Referencing background information to inform

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Curriculum (BMEC) is a unique, hands-on curriculum formiddle and high school STEM classrooms that presents real-world challenges fromorthopaedic surgery and biomedical engineering. BMEC features five stand-alonelessons (Table 1). Each interactive lesson presents a unique case study. Students mustconduct clinical and biomechanical experiments to determine the best treatment for thepatient. Each lesson consists of a PowerPoint presentation, student worksheet to collectdata and carry out an analysis, and a hands-on model on which the testing isperformed. Complete instructor professional development materials are also included.These materials consist of written lesson plans, student worksheet solution keys, andtraining videos of example lessons and in

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lana Plumanns M.Sc., RWTH Aachen University; Sebastian Reuter P.E., RWTH Aachen University; Kristina Lena Lahl, RWTH Aachen University; Rene Vossen, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

school students.Since its foundation, it has served as a highly successful extracurricular learning venue.Through active experimentation with robots in application scenarios and based on researchfrom aeronautical, space, energy and transport fields, students have had the opportunity toreceive an insight into different scientific disciplines and carry out hands-on experiments. Thefindings of this research suggest that the visit to the DLR_School_Lab RWTH Aachenenhanced the participants’ interest in studying STEM fields. The results are under discussionand further steps, which take the results of these findings into account, are being planned. 1. IntroductionAn increasing number of robotic systems are finding their way into our daily life and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Osman Yasar, State University of New York, Brockport; Jose Maliekal, State University of New York, Brockport; Peter Veronesi, State University of New York, Brockport; Leigh J. Little, State University of New York, Brockport

Tagged Divisions

Pre-College Engineering Education Division

practices and crosscutting concepts todeepen understanding of content as well as cognitive processes that permeate the fields ofboth science and engineering. These recommended practices are listed below.27 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating informationClearly, one of the principals of science and engineering education is to cultivate

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jafar F. Al-Sharab, Northwestern State University; Curtis Paul Desselles Jr., Northwestern State University of Louisiana; Mauricio J Escobar Medina; Robert Dalling; William Spencer Heitman; Ariell Nashalette Shield

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

,theMakersClubstudentswillmakedemonstrationsandwillbeengagedtoinspireunderprivilegedstudents.ThiscanbeconductedbyeitherinvitingstudenttoNSU-LSMSAfacility or our Makers Club participants will make visits to the schools in theunderprivilegedareas.OneofthefutureplansoftheNSU-LSMSAMakersClubistodevelopawebsiteforthecluband incorporate online modules where students can review materials on their own andcomeprepared.Inaddition,thewebsitewilldemonstratetheachievementsoftheclubandpostusefulinformationtothecommunityandotherinterestedgroups.On the financial side, the future plan for the NSU-LSMSA Makers Club to target STEMrelated grants from the National Science Foundation (NSF) and other organizations topurchase scientific equipment to support research and learning activities for the Makers

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

SfT initiative provides more than 15 hours ofprofessional development for all of the instructors involved in the program. All instructorsadditionally have access to lesson plans and video tutorials the SfT initiative’s website(www.scientistsfortomorrow.org).Each session includes 10 weekly, 90-minute classes exploring the modules. In each module,the participants develop a final product they can take home, e.g. in “Alternative Energies,” theparticipants build a solar-powered car and in “Physics of Sound and Mathematics of Music”the participants build a monochord with a Pythagorean scale, a major chord wind-chime and awell-tuned Diatonic Xylophone. After the 10 meetings, each out-of-school-time organizationdevelops its own end-of-module

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Helen Meyer, University of Cincinnati

Tagged Divisions

Pre-College Engineering Education Division

challenges planned for their classrooms. While some of the supplies wereconsumables materials, teachers were also encouraged to use some of the supply budget topurchase equipment which could be used annually in their classrooms if they chose to repeat theengineering design challenges beyond their participation in the project. Generally speaking, two types of teachers applied to participate in CEEMS. The first typeconsists of enthusiastic teachers who love to learn and apply new strategies in their classrooms.However, this project also provided generous stipends to the participants, as well as scholarshipfunds to cover 20 graduate credit hours of coursework, which could be applied to a master’sdegree in Curriculum & Instruction at UC. As a

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Cayton, North Carolina State University; M. Gail Jones, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

outcomes: Longitudinal assessments of individual, social, and cultural influences, 171-192.Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), 79-122.Liben, L. S., Bigler, R. S., & Krogh, H. R. (2001). Pink and blue collar jobs: Children’s judgments of job status and job aspirations in relation to sex of worker. Journal of Experimental Child Psychology, 79, 346–363.Magnuson, C. S., & Starr, M. F. (2000). How early is too early to begin life career planning? The importance of the elementary school years. Journal of Career Development, 27(2), 89- 101.Miller, P

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

was used for its flexibility in assembly andconfiguration, easy operation, and suitability of its functions in explaining the middle schoolscience and math content. In summer 2016, the project team held a three week long professionaldevelopment (PD) workshop for the participating teachers. Through the PD workshop, using theLEGO kits, the teachers learned myriad robot-related tasks, such as assembly, programming,actuation, motion planning, sensor integration, operations, and troubleshooting. Figure1: LEGO Mindstorms EV3 base robot.3. Developing Robotics-Focused STEM Lessons and the Targeted Student and Teacher PopulationThe project team and participants of the PD workshop collaborated to plan and develop robotics

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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Diversity

Tagged Divisions

Pre-College Engineering Education Division

2 3D modeling 1 Boring 1Conclusions and Future WorkWe plan to offer the robotics program to more students in the coming summers. In this firstsummer of camps and data collection, we learned about the types of students that roboticsprograms attract. Most already have very high interest in STEM subjects. This coming summer,we will recruit more students with no previous robotics experience and lower STEM interest.Then, it will be possible to measure whether the program has a positive impact on STEMinterest, thus addressing one of our research questions.In terms of the research question about engagement, building was the most engaging activity formost students last summer

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

of this potential program that students will be moreinformed about the engineering profession and promote interest in pursuing an engineering andtechnology career in the future.Bibliography1 Ali, R. (2015) Trinidad and Tobago: Education Reform and Societal Mobilization. Accessed January 24th, 2016from http://www.coha.org/trinidad-and-tobago-education-reform-and-societal-mobilization/#_ftn12 Kassim, H., A.Dass, and T.Best (2015). Higher Education and Statistical Review: Issues and Trends in HigherEducation, 2013. The University of the West Indies, University Office of Planning and Development. AccessedJanuary 26th, 2016 from http://www.uwi.edu/sf-docs/default-source/uopd---general/hesr2013--issues-and-trends-in-higher-education-march2015

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Marjorie B. Bequette, Science Museum of Minnesota; Lauren Causey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Partner interviews, we heard them talk about their work in ways that suggest thatboth scientific and engineering habits of mind, like observing, trying out different plans todetermine which is best, weighing different tradeoffs while developing a prototype, all as part oftheir making processes. These weren’t simply mindless activities, or things that people weredoing in the same way at all times; they were tinkering, experimenting, and working out the bestmethods to develop the best products possible given the materials they had on hand.Discussion: (M)aking vs (m)akingIn this paper, we have argued that while the Making has great potential to provide pathways toscience and engineering careers for many audiences, the ways in which the Maker

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

. Pose a research hypothesis 5. Break down a problem into sub-problems 6. Apply math and science skills to solve a research problem 7. Formulate a research plan, design experimental setup or numerical simulation 8. Conduct research, draw conclusions, and document results (figures, tables, plots, images) 9. Ability to learn from past mistakes and avoid future ones 10. Challenging/correcting mentor/peer who may have made a mistake 11. Communicate results to a diverse audience (mentor/peers/family members) 12. Report results in a written report/technical paperConsultation with research mentors as well as consideration of students’ secondary schooleducation level led to the elimination of four items (1, 3, 4, 10) and

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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Diversity

Tagged Divisions

Pre-College Engineering Education Division

these 34 students rated the statement higher afterparticipating in the NM PREP program than they did before participating. Additionally, 69% ofthe students said they would continue to participate in STEM activities in the future, and 76%stated an interest in returning to another NM PREP program. Finally, 87% of the students wouldrecommend the program to a friend, which indicates an affinity for the program.Another goal of the NM PREP program is to enhance students’ awareness about engineeringcareer opportunities and possibilities. Once again, the program showed potential in this regard,with 74% of the students interested in pursuing a degree in STEM. In addition, 64% of thestudents planned to participate in STEM-based extra-curricular

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada; Hasan Deniz, University of Nevada; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada

Tagged Divisions

Pre-College Engineering Education Division

assessment based on objectives for studentlearning, a final report, and a final presentation. EDP assignments, as mentioned in the previousparagraph, included: a problem statement, a list of criteria and constraints aligned to the problemstatement, an evaluation matrix, descriptions and drawings for three possible solutions, and anexplanation of why the chosen design was deemed the best. Reflection questions were intendedas a metacognitive activity for the teachers to prepare how to instruct the EDP to their students.The final report and presentation were designed to demonstrate the teachers’ understanding ofthe EDP and solar energy concepts and to assess their plans for using EDP in their class. Mastery grading: Course products were graded

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the camp was well received by the participating girls and their parents. The idea of having agirl only camp was also well received. As an example, one girl said she had originally planned toattend a co-ed STEM Camp, but changed her mind when she heard about this camp for girls. “Inengineering and science fields you’re always going to be outnumbered by guys, so I liked how itfocused more on the impact that women can have and the job opportunities women have,” shecommented. In the post workshop survey we asked the participants the following question “I think whatwe are studying about science and math in STEM Girls camp is useful for me to know” withfollowing seven answer options (a) Strongly Disagree, (b) Disagree, (c) Somewhat Disagree, (d

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

Tagged Divisions

Pre-College Engineering Education Division

dirty water. Again, supplies were given andtime for brainstorming was given; teams were formed and a competition was constructed to seewhose filter could clean the water the best. The following Table 3 outlines each engineeringchallenge along with its supplies and objective defined in our lesson plan for that day.Table 3: Supplies and Engineering Challenge Objective Defined in Lesson Plans Engineering Challenge Supplies Given Objective Paper To relay the scientific concept of air Tissue Paper Parachute Design Challenge

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Lee Kerzmann, Robert Morris University; John Howard Walker, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education Division

essential that education techniques stay ahead ofthe curve. As a result this study set out to implement project based learning (PBL) techniquesin order to grab students’ attention and teach critical issues within engineering - energy andsustainability.As sustainability becomes an increasingly vital component in all fields of engineering, it hasbecome increasingly important to implement it into engineering curricula. Furthermore, currentresearch shows that education methods that address the affective domain of students proves tobe more effective than methods that otherwise do not [2].With this knowledge, the research team planned to implement and assess a curriculum thatconsists of engineering design projects to teach sustainability and energy all