Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph E. Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

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Pre-College Engineering Education Division

Paper ID #16242Observing and Measuring Interest Development Among High School Stu-dents in an Out-of-School Robotics CompetitionJoseph E. Michaelis, University of Wisconsin - Madison Joseph E Michaelis is a Ph.D. student in Educational Psychology in the Learning Sciences area at the University of Wisconsin - Madison. His research involves studying interest in STEM education, focusing on the impact of learning environments, feedback, and influence of social constructs and identities. This research includes developing inclusive learning environments that promote interest in pursuing STEM fields as a career to a broad range

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

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Diversity

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Pre-College Engineering Education Division

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.Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering) Dr. Guzey is an assistant professor of science education at Purdue University. Her research and teaching focus on integrated STEM Education.Mr. Kyle Stephen Whipple, University of Minnesota c American Society for Engineering Education, 2017 Middle School Students’ Engineering Discussions: What Initiates Evidence-Based Reasoning? (Fundamental)Introduction and literature reviewAs part of an effort to remain internationally competitive, the United

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

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Pre-College Engineering Education Division

affiliated with science, technology, engineering and mathematics.This attraction was also pronounced in the female sample. Over 79 percent of the participantsintended on starting their future career in this sector as a result of the rewarding experiencesthey had had in the Lab. 6. DiscussionThe main aim of the study was to evaluate the status of the courses offered to students usingexperiments. Our results clearly indicate the positive effects that the various experiments hadon participants during their visit, which in turn is seen to affect the participants’ desire tostudy STEM fields in the future. The visits have had positive impacts on students and haveaffected their future career plans.Over the past couple of years, a great deal of effort has

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, Florida Advanced Technological Education Center of Excellence; Richard Gilbert, University of South Florida

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Diversity

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Pre-College Engineering Education Division

Paper ID #14607Twelve Years of Growth and Success at Douglas L. Jamerson ElementarySchool Center for Mathematics and EngineeringDr. Marilyn Barger, Florida Advanced Technological Education Center of Excellence Dr. Marilyn Barger is the Principal Investigator and Executive Director of FLATE, the Florida Regional Center of Excellence for Advanced Technological Education, funded by the National Science Founda- tion and housed at Hillsborough Community College in Tampa, Florida since 2004. FLATE serves the state of Florida as its region and is involved in outreach and recruitment of students into technical career pathways

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

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); Hillary E. Merzdorf, Purdue University; Tingxuan Li, Purdue University; Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

centered on the integration of STEM concepts in 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.Hillary Elizabeth Merzdorf, Purdue UniversityTingxuan Li, Purdue UniversityMiss Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering) c American Society for Engineering Education, 2017 From Standards to Classrooms: A Content Analysis of How Engineering is

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Diversity

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Pre-College Engineering Education Division

University.Prof. Nassif E. Rayess, University of Detroit Mercy Nassif Rayess is an associate professor at University of Detroit Mercy (UDM), He teaches design, in- novation and entrepreneurship. He received his Ph.D. from Wayne State University and joined UDM in 2001. c American Society for Engineering Education, 2017Using Design Thinking Principles to Develop New Community Centered Engineering Educational Initiatives for High School Students (A Work in Progress)IntroductionThe pathways of a typical high school student towards careers in engineering are fraughtwith obstacles; chief among them is a misconception that engineering is a singularlytechnical pursuit devoid of human interests

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University; Jamie Glass

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Diversity

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Pre-College Engineering Education Division

c American Society for Engineering Education, 2017Middle school girls as “experts” to elementary students: A coding trial.The objective of this “work is progress” is to allow middle school girls to become the “experts”,rather than the students, in computer science and engineering outreach. The hypothesis is thatleading outreach will cause middle school girls to self-identify in STEM while acting as rolemodels for the younger students. Although the number of women in STEM fields has beensteadily growing, this has not been true in computer science. Over the past 20 years, thepercentage of women earning computer science degrees has decreased from 28% to 18%.i This isa problem not only because these women are missing out on a lucrative career

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

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

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Pre-College Engineering Education Division

engineering faculty to form a partnership to createdynamic lesson plans that promote inquiry in the classroom. The stigma very often placed on themath and science classroom is that the content is difficult and uninteresting. By providingmultiple professional development sessions, constant communication with the engineeringprofessors, and peer review with other teachers within the program, teachers developed lessonplans that helped not just one, but all teachers interested in bringing engineering to life in theirclassrooms. When presenting math or science content at the middle and high school level, these initialexperiences could potentially be the catalyst to drive students toward a career in these essentialfields. The goal of persuading

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

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Diversity

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Pre-College Engineering Education Division

materials (harvesting and storage), flame retardant polymers, nanocompsite materials, and advanced materials characterization. He is an active member of professional organizations related to his research interests. He has authored more than 40 technical papers.Mr. Curtis Paul Desselles Jr., I am the Engineering Laboratory Coordinator at Northwestern State University of Louisiana (NSULA). My specialty is robotics and building and designing scientific devices. My experience is as follows: Retired U.S. Navy Medical Laboratory Technologist and Physician’s Assistant (P.A.). I worked as a Research Fellow at National Center for Preservation Technology and Training (NCPTT) following my career in the Navy. I also work as a

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

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Pre-College Engineering Education Division

think about the NOS and how to teachscience, this study aims to explore the connection between teacher’s view of NOE and theirviews and goals of teaching the science.MethodsContext. This research study was done in the context of a grant-funded program for secondaryscience, technology, engineering, and math (STEM) teachers. In this program, mid-career,middle and high school teachers in complete a master’s degree in teaching and teacher educationwhile also participating in summer industry work experiences in a variety of STEM industries.The purpose of the program is to provide teachers with experience in industry to learn howscience, technology, engineering, and math are applied in the real world, so they can bring backmeaningful experiences to

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Tiffany Wild, The Ohio State University; Se Jeong Yang, The Ohio State University

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Pre-College Engineering Education Division

on student success and retention, her research interests included regulation of intracranial pressure and transport across the blood-brain barrier in addition to various ocular-cellular responses to fluid forces and the resulting implications in ocular pathologies.Dr. Tiffany Wild, The Ohio State University Dr. Tiffany Wild began her education career as a middle school science and math teacher. Her interest in visual impairment began when students with visual impairments were placed in her classroom without any support. Those students inspired Dr. Wild to become a Teacher of Students with Visual Impairments (TVI). As a TVI, she has worked as a teacher’s aide for students with visual impairments in an early

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Pre-College Engineering Education Division

University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Assistant Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?” He has

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

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Senay Purzer, Purdue University, West Lafayette; Muhsin Menekse, Purdue University; Sean P. Brophy, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering.Prof. Tamara J. Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM Integration in the INSPIRE Institute at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in 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

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

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Pre-College Engineering Education Division

;  Iterate  –  Use   provide  timely  feedback,  and  1.e  Resources  &  Materials  –   adjust  daily  instruction.  Explore  efficient  use  of  limited   feedback  from  tests  and  ideas  resources  appropriately  while   from  others  to  refine  and   3.f  Use  Summative  learning  about  materials  and   improve  the  prototype   Assessments  –  Use  their  properties.   iteratively.   assessments  and  performance  1.f  Engineering  &  Careers  –   2.g  Communicate  &  Reflect

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

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

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Diversity

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Pre-College Engineering Education Division

designed to consist of four sections. The traditional PBL teachingstrategies are utilized with some expansion in key areas that we felt were missing in the long termgoals of most summer STEAM programs, specifically, making the connection to a job, career,major, or field of study. Based on this thinking, a learning block is composed of the followingsections as can be seen below:Learning blocks are then strung together to create a much more dynamic program for a week longsetting such as the one seen below:The order of a learning block is important. The first portion is specifically tailored to give realworld careers, jobs, majors, fields of study that engage the learner upfront. These examplesdemonstrate what concepts we are about to teach and how

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

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

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Pre-College Engineering Education Division

, understanding gifted and talented student experiences in talent development programs in and out of school, and conceptual and measurement issues in the identification of gifted and talented populations.Dr. Jeffrey David Tew Ph.D.Mr. Devaatta Nadgukar KulkaerniProf. Karthik Ramani Karthik Ramani is a Professor in the School of Mechanical Engineering at Purdue University. He earned his B.Tech from the Indian Institute of Technology, Madras, in 1985, an MS from Ohio State University, in 1987, and a Ph.D. from Stanford University in 1991, all in Mechanical Engineering. Among his many awards he received the National Science Foundation (NSF) Research Initiation Award, the NSF CAREER Award, the Ralph Teetor Educational Award from the

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

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Diversity

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Pre-College Engineering Education Division

Tajvidi P.E., Utah State University Moe Tajvidi is a PhD candidate in engineering education at Utah State University. His BS and MS degrees are in structural engineering and he has a sixteen year long career experience in structural engineering along with four years of instruction of civil engineering courses. In his teaching experience he has been committed to introducing real life engineering problems to the learning environment. The subjects he has taught include engineering mechanics (statics, dynamics, and mechanics of material), structural analysis and design, soil mechanics and foundation engineering. His research areas of interest include: use of computer simulation in engineering education, project-based

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

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Pre-College Engineering Education Division

, electric power and electronics for technology students, senior design, as well as a long-standing residential/online graduate course on the fundamentals of biorenewable resources and technology. He has leveraged this interest into over $10M in teaching-related grant funding over his career and has contributed broadly to the literature in areas of curriculum, student risk characterization, and mentoring. He believes well trained, curious, thoughtful people are crucial to a university’s research effort, and similarly to the function and survival of society. For this reason, the overarching goal of his teaching is to impart the core content needed by the students, and to do so while encouraging inquisition and higher

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chanel Beebe, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

not available to differentiate student perceptions by age, it is importantto note that difference in perceptions of engineering could have also be attributed to varyingdegrees of awareness of the various career choices possible. Additionally, data on the students’familiarity with mechanical engineering (like if they had mechanical engineers in their family)was also unavailable and could have affected variations in student perceptions as well.Conclusions and Implications This study was positioned to inform a larger study of student experiences with possibledata on what students were expecting of their experience of mechanical engineering. If we wereable to uncover that say, African American young girls had some trend in how they

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

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Pre-College Engineering Education Division

,’no matter where they live, what educational path they pursue, or which field they choose towork.”10 This understanding paired with shocking data regarding the lagging achievement of USstudents in STEM, resulted in a major overhaul of educational science standards that ultimatelyled to the development of the Next Generation Science Standards (NGSS).11 The NGSS includeengineering and technology as learning goals and focus on the impact that engineering can haveon humans.11-13 However, many K-12 teachers do not have a good understanding of engineeringpractices, applications or careers.4, 14 Furthermore, most undergraduate teacher educationprograms do not include engineering concepts or engineering design practices in theircurriculum.14-16 As

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)

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Pre-College Engineering Education Division

learning of different disciplines, increasetechnological literacy, and boost student interest towards engineering (National Academy ofEngineering, 2009). In line with that, in 2009 the National Academy of Engineering (NAE 2009)released a document emphasizing three critical areas for pre-college engineering education:teaching engineering design, incorporating effective methods such as “computational methods”for developing different content knowledge skills, and promoting engineering habits of mind.Therefore, developing computational thinking is helpful in learning and strengthening pre-college engineering.Additionally, due to the growth of engineering-related careers, many current K-12 students willend up working in fields that involve computing

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trina L. Fletcher, Purdue University, West Lafayette (College of Engineering); Monique S Ross, Florida International University; Christopher Alexander Carr, National Society of Black Engineers; Brittany Boyd, National Society of Black Engineers

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Diversity

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Pre-College Engineering Education Division

serve low-income and minority children at a greater rate thanthe general population and provides an opportunity for undergraduate and graduate students andpeople of color to serve as mentors [1]. OST-based programs provide services to 15% of thenational school-aged population which is 24% African American, 21% Hispanic, and 16% ofNative Americans; a total of 61% for URMs [2,3,4]. According to the Learning in Informal andFormal Environments Center (LIFE), children only spend 81.5% of their waking hours outside ofthe formal education environment [5,6]. From an outcomes standpoint, OST programs have beenfound to improve students’ attitudes toward STEM classes, increase interest in STEM careers,and boost academic achievement. As encouraging as this

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

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Pre-College Engineering Education Division

will be graduating in February 2017 with a teaching certification for grades 5-12 in New York State and a B.S. in Education and Chemistry. Her passion for teaching began in her high school chemistry class with Mrs. Merante, after seeing just how valuable a talented and determined teacher was to future STEM fields. Kathleen enjoys teaching tennis over the summer to students ages 8-16 and is looking forward to her graduation to begin her career. c American Society for Engineering Education, 2016Engineering Ambassadors: Bridging the Gap between Engineering and Education Undergraduates and Middle and High School StudentsAbstractEngineering Ambassadors program at Manhattan

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Danilo Garbi Zutin, Carinthia University of Applied Sciences; Michael E. Auer, Carinthia University of Applied Sciences; Christian Kreiter MSc, Carinthia University of Applied Sciences

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Diversity

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Pre-College Engineering Education Division

physical equipment that are available through the Internet – are an important part ofthis phenomenon and are constantly gaining motion in the higher education scenario.However, remote laboratories can also be effective assets in pre-university education. Severalinitiatives and projects have been or are being carried out worldwide aiming at exploring theuse of remote and virtual laboratories by secondary school students. For example, theEuropean Commission funded project Go-Lab (http://www.go-lab-project.eu/) is building afederation of Online Laboratories and tools to embed these labs in the lectures of secondaryschool teachers to serve as a motivation for students to pursue a career in STEM subjects.However, most of these projects treat students

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

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; John Chen, California Polytechnic State University - San Luis Obispo; Danielle Champney, California Polytechnic State University - San Luis Obispo

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Pre-College Engineering Education Division

to society offer a highly effective vehicle for motivatingstudent interest in engineering and other STEM fields. Additionally current science standards –Next Generation of Science Standards (NGSS)1 - incorporate engineering design into thelearning objectives of science in grades K-12. However few classroom teachers have had thebenefit of exposure to engineering design before beginning their teaching career. Just like theirstudents, early exposure in the undergraduate curriculum that enriches future teachers’knowledge of engineering and technology and its relationship to the world would benefit thesecandidates.Project based learning (PBL) and the engineering design process are a natural pedagogical fit.PBL is focused on knowledge and

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

” course offered through The Ohio State University and taught by Dr. Polasik (~45 hours),four face-to-face sessions at a local career technical school (24 hours) , and classroom mentoring (8 – 10hours depending on teacher need), and Saturday “demonstration” sessions led by materials science masterteachers (~12 hours). Through the camp teachers are immersed in materials science in inquiryexperiences, experiments, and materials science content. Throughout the program explicit curriculumconnections are made so that teachers can connect materials science concepts to the foundational sciencecontent they teach. Teachers are given opportunities to share their classroom practices, supporting oneanother as they discuss what works, how they can tweak

Conference Session

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

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

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Diversity

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Pre-College Engineering Education Division

to STEM careers are enhanced in Appalachia and West Virginia(WV) 1-2. WV is far below the national average in percentage of STEM degrees (21% vs. 30%).17% of adults over 25 in WV have a Bachelor’s degree (lowest nationally); many communitieshave much lower rates 3. Thirteen of 55 WV counties are “low education counties” where “25percent or more of residents 25-64 years old had neither a high school diploma nor GED.”4.Project TESAL is a three year Math Science Partnership providing proximal context fordeveloping the model described here. Structurally, Project TESAL involved two weeks ofprofessional development each summer, two days each semester, and classroomobservations/support (see Figure 1). Participating teachers remained in the program

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

student engagement may not be enhanced ifthere is no student motivation, as important informal learning aspects were discussed and weresaid to be associated with skill developments in urban planners and architects (Gray, Nicosia &Jordan, 2012). It has been observed that high school student experiences on the college educationprepares the students for a professional career environment and for following their potential rolemodels in STEM fields (Dakeev, Heidari &, Elukurthi, 2016). Moreover, knowledge is oftenacquired via collaboration, and people become learners and teachers alike (Banks, Au, Ball, Bell,Gordon, Gutierrez & Heath, 2007), indicating another appeal for a curriculum service learningtype activity that is efficient for both

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Te'Airra Monique Brown , Virginia Tech; Glenda D. Young Collins, Virginia Tech

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Pre-College Engineering Education Division

increased use of technology in the K-12classroom setting to stimulate interest in STEM fields, e.g. [2]. One way technology is introducedin the K- 12 classroom is through collaborations with post-secondary education. In engineering,faculty and graduate students often engage in outreach activities with K-12 to increase studentexposure and understanding of engineering to promote the engineering career pathway.Considering the breadth and depth of engineering, various technologies have been introduced toenhance content delivery and further improve the student learning experience. One applicationof technology that has been used in K-12 settings is augmented reality (AR). AR technologiesproject virtual objects onto real world scenes. For example

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University

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Pre-College Engineering Education Division

use of microfluidics requires an understanding of several STEM topics, thusthe demonstration required the students to learn about polymers (and polymer chemistry), masstransfer, chemical reactions, and teamwork. This was accomplished by a combination of lectureand hands-on demonstrations. First, the students were split into groups of 2-4 (depending on thesize of the group) and tasked with coming up with (1) a definition of chemical engineering and(2) career options for chemicalengineers. This initial activity helpedto break the ice and get the studentsinvolved in the session in addition togetting them to think about whatexactly a chemical engineer does.Next, the students were introduced tothe topic of polymers, which includedquestions like