Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

John E. Post P.E., Embry-Riddle Aeronautical University - Prescott

Tagged Divisions

Pre-College Engineering Education Division

summer terms provides the opportunity to repurpose laboratory spaceto support K-12 outreach activities. Additionally, most college faculty are on 9-month contractswhich provides the opportunity to engage in K-12 outreach during the summer. Finally, Prescottis located at an elevation of 5000 feet above sea level which makes for a temperate climate forengaging in summer activities as compared with the rest of the state of Arizona.In order to understand how this summer experience fits in as an outreach activity, it is worthreviewing the taxonomy of K-12 outreach approaches. Jeffers et al. argues that K-12 outreachapproaches can be grouped into one or more of the following categories1: 1. Develop classroom material including Web-based resources

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

So Yoon Yoon, Texas A&M University; Johannes Strobel, University of Missouri

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

) is one of the pathways to achieve the STEM endorsement (next to Mathematics, Scienceand Computer Science). The goal for House Bill 5 is to provide students with earlier exposure toa coherent course sequence and to increase preparedness and sustain interest in STEM careers.Given the increase in messaging on the value of STEM, we don't know how well the message isacted upon by high school students and as we barely understand students’ choices before theendorsement requirement, we need to set a baseline. Therefore, this study attempts to set out thebaseline through analyses of trends in several years of CTE-STEM course enrollment in TX priorto House Bill 5.We chose to focus on the CTE-STEM pathway out of two reasons: (1) The CTE-STEM

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

Cathy P. Lachapelle, Museum of Science; Christine M. Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

assessment for measuring elementary students’ engineering skills andunderstanding-in-use. Finally, we describe the time needed to score the assessments, and discussits utility for larger-scale research studies.IntroductionThe Next Generation Science Standards[1] calls for all American students to learn engineering inaddition to science in grades K-12. The NGSS places particular emphasis on students learningengineering practices and an understanding of engineering design. At the earliest grades, childrenlearn about engineering as solving problems that people want solved. “Emphasis is on thinkingthrough the needs or goals that need to be met, and which solutions best meet those needs andgoals” [1 Appendix I]. Throughout elementary school, students

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

Tagged Divisions

Pre-College Engineering Education Division

undergraduate environment and curriculum.Research DesignResearch questions guiding our work included: 1) To what extent are secondary school studentsin Trinidad and Tobago exposed to engineering as part of their school curriculum?; 2) How doesthe current level of exposure relate to students’ interest in undergraduate engineering studies?;and 3) How well do current engineering undergraduates who attended secondary school inTrinidad and Tobago think their education prepared them for engineering?Participants in the study included a sample of secondary school students in Trinidad and Tobagoand students from Trinidad and Tobago who pursued engineering degrees (Table 1).Table 1. Participant Demographics Students who pursued Engineering

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

David Crismond, City College of the City University of New York; Michal Lomask

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

),  influenced  our  efforts  to  develop  the  teaching  standards  used  for  this  project.  In  addition,  a  framework  that  articulates  what  informed  design  thinking  entails  –  students  using  design  strategies  effectively;  making  knowledge-­‐driven  decisions;  conducting  sustained  technological  investigations;  working  creatively;  and  reflecting  upon  their  actions  and  thinking  –  was  another  foundation  upon  which  this  work  was  built  (Crismond  &  Adams,  2012).  The  final  set  of  the  design  teaching  standards  (see  Table  1  for  details)  created  for  this  project  is  organized  around  three  dimensions:      Dimension  I  –  STEM  Concepts  –  Teachers’  understanding  of  science,  technology

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

andengineering concepts. Many of the activities for these outreach activities engaged participantsin a 3-tiered energy challenge by designing and fabricating prototypes that demonstrate: (1)Energy generation and conversion, (2) Increased energy efficiency, and (3) Energy usemonitoring and control.The design and physical modeling that was employed in the outreach events using energytechnologies requires students and teachers to practice high-level thinking (e.g. analysis,synthesis, evaluation) in teams while building a culture geared toward energy technologyinnovation. The participants were introduced to concepts from traditional engineering curriculasuch as thermodynamics, fluid mechanics and dynamics, while working with principles ofrenewable and

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret F. Bennewitz, University of Pittsburgh; Ruben Hartogs, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education Division

. Students will develop theircreativity and problem solving skills through the scaffold design and testing process.Materials:• K’NEXTM toy construction sets• Foam cubes• Cardboard tubing• Weights (0.5, 1, 2.5, 5 lbs)• RulerThe K’NEXTM toy sets are used to mimicthe cortical bone which supports andprotects. Foam represents trabecular boneor spongy bone. Cardboard tubingrepresents healthy bone. Time required for the activity: 1-1.5 hoursLearning goals:1) Designing and creating a scaffold that meets mechanical specifications • Criteria: The bioscaffold must hold 10 pounds but fail soon after additional weight. • Rationale: A bone scaffold that is too weak will collapse under the patient’s weight. A

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

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, screen brightness, features, shape, etc., whileworking under a budgetary constraint of $200. Once the students’ submit their designthey are notified if they have achieved the sales goals of the client. Successful groupsprinted out their results and submitted them to the PI during their field experience. Figure 1. Edheads Students built upon this experience by learning and developing 3-D modelingskills using a popular solid modeling software. As an introduction to solid modeling, thedesign team’s first challenge is to model an Apple iPhone™. This phone was chosen dueto students’ familiarity with the model and the relative unsophistication of the phonesoutward features. The design features a basic sketch (rectangle), and extrusion (to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

- cluded 3 edited books, 8 chapters in edited books, 1 book review, 55 journal articles, and 126 conference papers. He has mentored 1 B.S., 17 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 60 graduate GK-12 Fellows. Moreover, he di- rects K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over 1,500 students annually. c American Society for Engineering Education, 2016 Impact of Engineering Curricula and Student Programming on STEM Attitudes among Middle and High

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

Matthew Dickens, Arizona State University; Shawn S. Jordan, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Pre-College Engineering Education Division

science and technology centers, have been adopting makingactivities for floor programs and some have created maker spaces. In our ongoing research intoYoung Makers in the Maker Community, the roles of parents to engage in and support suchactivities has emerged as an interesting part of the informal science and making ecosystem.In his 2009 address to the National Academy of Sciences, President Obama called for thosepresent to begin inventing new ways to “engage young people in science and engineering… to bemakers of things, not just consumer of things“1. The next year, a report written by the President’sCouncil of Advisors on Science and Technology (PCAST) stated that research showed studentsin the United States have a “lack of interest in STEM

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

evaluation.EvaluationThe summer began with 24 students in each of the single gender programs (male-only andfemale-only) and 23 students in the mixed gender program, 11 females and 12 males (N=71total). Table 1 is a summary of the ethnic diversity of each group. Due to sporadic absenteeismon the days that the pre and post measures were taken most analyses are based on approximately22-23 students per program (N=69 or 68 for most analyses). Table I Ethnicity by Program ------ Program ------ Male-only Female-only Mixed gender Caucasian 2 4

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University - Bakersfield; Charles Lam, California State University - Bakersfield; Hani Mehrpouyan P.E., California State University - Bakersfield; Ronald Hughes

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

interest inattending CSUB increased as a result of participating in the activity. Students demonstrated astrong gain of engineering knowledge as a result of participating in the activity. The engineeringknowledge gain was greater for concepts that were directly reinforced by the hands-on activitiesin the program.1 IntroductionFour years ago, the Computer and Electrical Engineering and Computer Science (CEE/CS)Department of California State University, Bakersfield (CSUB) began an outreach programtargeted towards high school students interested in engineering. This program was created as partof the grant activities for one of CSUB’s grants from the U.S. Department of Education MinorityScience and Engineering Improvement Program (MSEIP) [1

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

Pre-College Engineering Education Division

teacher's use of the EDP and STEMlearning concepts in the classroom.[4,6,7,8,9,15] This work in progress focuses on the followingquestions:1. How does the Educators in Industry program change teaching practices to increase the classroom use of STEM learning concepts?2. How does the Educators in Industry program change teaching practices to increase the classroom use of the engineering design process?Program DescriptionThe Educators in Industry program places K-12 classroom teachers into a 4-week summerindustry work experience. This program is a collaboration between North Dakota StateUniversity, the Greater Fargo-Moorhead Economic Development Corporation, the NDDepartment of Commerce, and regional industry businesses. During the experience, the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware

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Pre-College Engineering Education Division

;JuliaPaganucci3;GemmaCiabattoni3;JenniM. 1 2,4 Buckley1,3,4 1ProfessionalDevelopmentCenterforEducators,UniversityofDelaware,Newark,DE 19716 2DepartmentofBiomedicalEngineering,UniversityofDelaware,Newark,DE19716 3DepartmentofMechanicalEngineering,UniversityofDelaware,Newark,DE197164ThePerryInitiative,SanFrancisco,CA94117,USA Trauth-Nareetal.,FindYourCenter

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

Miles J. Mabey, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University

Tagged Divisions

Pre-College Engineering Education Division

concepts in their projects for Maker Faires?These research questions are derived from a larger study on young makers and their motivations,knowledge and thought processes. This paper analyzes their responses applicable to science fairsand what they learned from their projects.Research MethodsThe study began by selecting young makers by the criteria that they are pre-18 and identifiedthemselves as Makers. These selected individuals where then sought out at Maker Faires andasked to participate in this study. 36 agreed to be interviewed and 6-15 minute interviews wereconducted in person at flagship Maker Faires3. Participant interviews were conducted at flagshipMaker Faires as listed in the Tables 1 and 2. Table 1: Numbers of

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

address the NGSS standards MS- ETS1: Engineering Design and MS-LS2: Ecosystems: Interactions, Energy and the crosscutting concept Stability and Change (NGSS Lead States 2013). The following disciplinary core ideas can be taught to extend the unit or after the unit: Ecosystem Dynamics, Functioning, and Resilience (MS- LS2.C) or Biodiversity and Humans (MS-LS4.D). Unit Summary The STEM unit can be implemented in middle school life-sciences classes. See Table 1 for the overview of the unit. The first lesson introduces students to American white pelicans and helps to build the context for the engineering challenge. Students read an actual newspaper article about a farmer who destroyed a pelican colony by

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James F. Nowak Jr., Rensselaer Polytechnic Institute; Tyler Parker Graf, Rensselaer Polytechnic Institute; Lucas M. Dvorozniak, Rensselaer Polytechnic Institute; Tyler Sterling Brown, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Johnson Samuel, Rensselaer Polytechnic Institute

Tagged Divisions

Pre-College Engineering Education Division

LegoTM-based Desktop-factory Concepts (Evaluation)1. IntroductionIn 2011, the President’s Council of Advisors on Science and Technology (PCAST) Report onadvanced manufacturing identified biomanufacturing as one of the key pathways to revitalize theeconomy in the United States (US) [1]. While the field of biomanufacturing has seen significantresearch growth over the years, the fact remains that student interest in manufacturing-centeredcareers has been on the decline in the US [2-4]. This trend has been primarily attributed to theirview of manufacturing as a "dirty, dark, dangerous, and declining" field, which is the wrongperception of the advanced manufacturing sector in the US [4]. In order to address this criticalhuman resource shortage faced

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

Fail Words after Teaching Engineering for Two YearsIntroduction The inclusion of engineering design within elementary education, motivated mostrecently via the Next Generation Science Standards (NGSS),1 introduces opportunities forstudents to not only solve a problem, but to also likely experience design failure in the process.Practicing engineers acknowledge failure as a normal and expected outcome as a part of theiterative nature of designing solutions to problems, although the end goal is that the solution(hereafter, the “design”) is not intended to fail. Since the introduction of aspects of engineeringdesign in the NGSS, pre-kindergarten through grade 12 (P12) teachers have begun to tackle thedichotomy of failure as: 1) a normal

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

Tagged Divisions

Pre-College Engineering Education Division

) frameworks. The National ResearchCouncil (NRC) and the American Association for the Advancement of Science (AAAS) releasedthe seminal framework for K-12 science standards over 20 years ago. As technology hasadvanced, so has the world. Students are no longer asked to memorize and regurgitate low levelcontent facts; they are asked to clarify the relationships about integrated science themes.1 NGSShave taken into account advancements in science and technology. According to NGSSframework leaders, nations that lead the world in STEM education were found to, “haveintegrated science standards rather than grade-level, subject-specific courses in grades 6-9/10(International Science Benchmarking Report 2010).” The standards give teachers researchbased, best

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

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Diversity

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Pre-College Engineering Education Division

, the Making Connections project hasthree goals: 1) to better understand the perceptions people of color may hold about Making; 2)to better understand the culturally-embedded making practices that people of color may engagein, and 3) to leverage the themes identified in parts 1 and 2 to develop a range of museum-basedMaking activities that may be more inclusive of, and engaging for, members ofunderrepresented communities. In this paper, we focus on the first two goals of the project, andpresent preliminary findings from our exploratory data.Theoretical FrameworkWithout doubt, the ubiquity of creation and innovation across cultures positions Making as anactivity with nearly boundless potential to connect people from all communities to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

developed toward this goal such as Galileo Project at University of Connecticut [1],Engineering ambassadors program at Pennsylvania State University [2] and engineering ambassadors’network [3].Engineering ambassadors program at Penn State was established in 2009 [4]. The program became anetwork when United Technologies Corporation (UTC), University of Connecticut, RensselaerPolytechnic Institute, and Worcester Polytechnic Institute formed a partnership. The partnership hasexpanded to include over 20 universities and increased industries attention to include Chevrolet, RockwellAutomation, and other companies. UTC in addition to Chevrolet and Rockwell Automation were able tosupply financial support and provide internship opportunities to selected

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University; Paul A. Cobine, Auburn University; Allen L. Landers, Auburn University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

from teachers from mostly low-achieving schools who engaged in aprogram focused on introducing S&E Fairs at their schools. Our research questions included: (1) Do teachers perceive S&E Fairs as effective educational tools? (2) What professional development activities are effective in encouraging S&E Fair implementation? (2) What benefits do teachers perceive from introducing S&E Fairs to their school? (3) What challenges do teachers face in introducing S&E Fairs to their school?Past research on science fairs There is a gap in the literature on the impact of S&E fairs on student achievement,particularly knowledge of scientific methods and research design.6 Yasar and Baker conductedone of the few studies

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

S. Jimmy Gandhi, California State University - Northridge; Vidya K Nandikolla, California State University - Northridge; George Youssef, San Diego State University; Peter L. Bishay, California State University - Northridge

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Diversity

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Pre-College Engineering Education Division

both careerpathways.IntroductionAccording to The National Career Pathways Network, a career pathway is defined as, “ … acoherent, articulated sequence of rigorous academic and career/technical courses, commencingin the ninth grade and leading to an associate's degree, baccalaureate degree and beyond, anindustry recognized certificate, and/or licensure.”1 Thus, Career Pathways are developed,implemented, and maintained in partnership among secondary and postsecondary educationalinstitutions in addition to local industries and community-based workforce development centers.The inclusion of industries and their lobbyists is motivated by a skills gap that exists betweennew graduates and the practice of a profession, which was highlighted in recent

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

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, Erebus Labs

Tagged Divisions

Pre-College Engineering Education Division

misconceptions4. The LASSI PDfocused on astronomy contexts – and used CS - as a vehicle to explicitly model problem-basedlearning, engineering design-based approaches, context-rich problem solving strategies, and real-world applications. All of the foci were ideally suited for helping K-12 teachers learn theinterdisciplinary integrated STEM concepts now called for in the K-12 standards3,5,7. Anillustration of the integrated STEM concepts are shown in Table 1, and the example showcasesthe STEM pieces.Table 1: NGSS3 integrated STEM example (Energy topic)ProblemSTEM education is of utmost importance6, highlighted by the standards initiatives such as theCommon Core Mathematics5, the NGSS or Next Generation Science Standards3 and the ISTE orInternational

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

identical items to gauge students’ perceptions of their: (1) knowledge of BME,(2) interest in BME, (3) ability to interpret trends in a data set, (4) confidence in makingclaims based on empirical data, (5) understanding of how doctors and engineers workcollaboratively, and (6) knowledge of the application of mathematics to medicalproblems. Additionally, the post- survey included five items related to students’ attitudestowards the five lessons. A pre-intervention baseline was not obtained since these post-intervention items related directly to students’ levels of interest based on theirparticipation in lessons. Results from Pilot implementation of BMEC, 2Introduction According to the National

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

Tagged Divisions

Pre-College Engineering Education Division

activities are described in detail in this section. The associated circuit layouts are shown inFigure 1. The example output involves the production of light, sound, and motion that are relatedto the operation of everyday devices, e.g. telephone, appliances, and toys. a) b) Figure 1. a) Flashing LED Circuit with Buzzer Output; b) Switching Circuit with Motor OutputA. Activity: Flashing LEDLight emitting diodes (LEDs) are used in several products as indicators to let the user know thatsomething is happening, such as the device is on. The 555 timer outputs a 3-Hz square wave thatcauses an LED to flash at a rate of 3 flashes per second while power is applied. This activity hasthree parts: 1) base circuit

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahid Linés Rosado Lausell, University of Illinois, Urbana-Champaign; Kevin Pitts, University of Illinois, Urbana-Champaign; Jana Sebestik, University of Illinois, Urbana-Champaign; George Reese, University of Illinois, Urbana-Champaign; Adam Poetzel, University of Illinois

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

,engineering and math (STEM) fields over the last several years. Nationally, some positive trendshave been observed, but a significant race/ethnicity gap still remains. While engineeringbachelor’s degrees grew by 6% from 2013 to 2014, degrees to Hispanic students increased byonly 0.8% and those awarded to African American students decreased by 0.8%1. Moreover,while African American and Latino workers represent 29% of the general workforce, theyrepresent only 15% of the computing workforce, and 12% of the engineering workforce2. Notonly does this lack of diversity in the STEM workforce place African American andHispanics/Latinos(as) at a disadvantage, it also gives way to a very homogeneous environment,which could be disadvantageous for those who take

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

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Diversity

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Pre-College Engineering Education Division

) and male (n=873) high school studentresponses. Specifically, we explored the landscape of female ENGR 102 HS high school studentself-efficacy in engineering to include attitudes towards failure, and mindset. Resultsdemonstrated that female ENGR 102 HS students possessed a significantly lower engineeringself-efficacy than male students. With respect to mindset and fear of failure, male and femalestudents showed no statically significant difference.1. IntroductionDespite attention to improving student engineering self-efficacy, high school and universityengineering programs still struggle to attract and retain women into the engineering degreepipeline. Treatments such as female mentorship programs, all girls afterschool STEM programs,women’s

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis, Northern Arizona University; Anna Danielle Newley, Sonoran Science Academy - Phoenix; Erdogan Kaya, University of Nevada - Las Vegas

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Diversity

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Pre-College Engineering Education Division

skills.Schools around the country are striving to prepare students for the competitive and demandingjob market after college. As a way to assist students for this shift, there are in-depth discussionsabout the benefits of project-based learning, methods for teaching all subject-areas, and extra-curricular clubs.In this paper, a detailed account of the methods and practices used in an extracurricular roboticsclub at a culturally diverse, low-socioeconomic Title 1 School is provided. As studentscollaborate within the team and compete against other schools in FIRST Robotics’ FIRST TECHChallenge ® (FTC), they gain experience in problem solving, programming, fundraising,documentation, and community outreach. The aim of this paper is to evaluate the premise

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College

Tagged Divisions

Pre-College Engineering Education Division

structures of their own; identify tension andcompression in the structures; and begin to feel how tension and compression work together tostabilize structures.Materials: In order to build a 3-dowel and 6-dowel tensegrity structure each student will need 9wooden dowels (~1/8” in diameter and 4-6” in length) and 9+ rubber bands (size #32 bands workwell). These materials will be provided to workshop participants.Procedure: Step by step instructions for creating 3-dowel and 6-dowel tensegrity structures areprovided on the following pages. Videos discussing tensegrity in general and how to build basictensegrity structures are available here: https://www.youtube.com/watch?v=SP3JSw3TPrM andhttps://www.youtube.com/watch?v=xdoJEyDhnyQ.3-dowel Tensegrity