Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dimitra Michalaka P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Susan Marie Engelhardt, South Carolina Governor’s School for Science and Mathematics

Tagged Divisions

Pre-College Engineering Education Division

, Executive Summary PISA 2006: Science Competencies for Tomorrow’s World, in The Programme for International Student Assessment (PISA), 2007, OECD.13. Schreiner, C. and S. Sjøberg, eds. Science education and youth’s identity construction - two incompatible projects? The Re-emergence of Values in the Science Curriculum, ed. D. Corrigan, J. Dillon, and R. Gunstone, 2007. Sense Publishers: Rotterdam.14. Civil Engineering Body of Knowledge for the 21st Century, Preparing the Civil Engineer for the Future, Second Edition, Committee on Academic Prerequisites for Professional Practice, American Society of Civil Engineers, Reston, VA, 2008.Criteria for Accrediting Engineering Programs, 2016 – 2017. The Accreditation Board for Engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

keep girls in the science pipeline: Outcome differences by ethnic status. Journal of Research in Science Teaching, 40 (4), 393–414 (2).3. Lyon, G. H., Jafri, J., & St. Louis, K. (2012). Beyond the pipeline: STEM pathways for youth development. Afterschool Matters, 16, 48–57.4. Watt, H. M. G., Eccles, J. S., & Durik, A. M. (2006). The leaky mathematics pipeline for girls. Equal Opportunities International, 25 (8), 642–659.5. U.S. Census Bureau (2000). http://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf Accessed April 1, 2016.6. National Science Foundation, National Center for Science and Engineering Statistics. 2015. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2015. Special Report NSF

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

Engineering Programs. Paperpresented at the 2006 Annual Conference & Exposition.2. Chesler, N.C. & Chesler, M.A. (2002). Gender-informed mentoring strategies for women engineering scholars:On establishing a caring community. Journal of Engineering Education, 91. 49-55.3. Darwin, A., & Palmer, E. (2009). Mentoring circles in higher education. Higher Education Research andDevelopment, 28, 125-136.4. Kram, K.E., & Isabella, L.A. (1985). Mentoring alternatives: The role of peer relationships in careerdevelopment. Academy of Management Journal, 28, 110-132.5. Bhatia, S., Asce, M. & Amati, J. P. (2010). “If these women can do it, I can do it too”: Building womenengineering leaders through graduate peer mentoring. Leadership &

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University

Tagged Divisions

Pre-College Engineering Education Division

an established microfluidic technology. Lab on a Chip, 2014. 14(17): p. 3241-3247.5. Wu, J., X. Wu, and F. Lin, Recent developments in microfluidics-based chemotaxis studies. Lab on a Chip, 2013. 13(13): p. 2484-2499.6. Zheng, G., et al., An integrated microfluidic device in marine microalgae screening application. Marine Pollution Bulletin, 2013. 72(1): p. 231-243.7. Mazutis, L., et al., Single-cell analysis and sorting using droplet-based microfluidics. Nature Protocols, 2013. 8(5): p. 870-891.8. Teh, S., et al., Droplet microfluidics. Lab on a Chip, 2008. 8(2): p. 198-220.

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

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

%) reported that they intend toattend college. Of those intending to attend college, (57%) plan to major in a STEM discipline.Following the camp, students were asked about their academic interests. Student participantsreported their degree of interest in Language Arts, Social Studies, Mathematics, and Science on a6‐point Likert scale (1 = Not Interested at All, 6 = Very Interested). The student participantswere most interested in Science (M = 5.43, SD = 1.03), followed by Mathematics (M = 4.38, SD= 1.56), Social Studies (M = 4.09, SD = 1.68), and Language Arts (M = 2.86, S = 1.42).When trying to look at motivation of students to participate in STEM disciplines, the internalevaluation team developed instrumentation to measure the impact of project

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

experience. However, the schoolcannot easily create that holistic experience by itself. Nor can it accomplish thatintegrated engineering education mission with good but standalone or isolatedengineering lessons and activities.The engineering education community must get involved in the integration process andthose engineering faculty member(s) must have a long-term commitment to the targetschool. Initially, that commitment will be a very large time, talent, and tenacityinvestment on the engineers’ part. Big hurdles included the elementary educator’s lack ofengineering knowledge as well as their typically weak math backgrounds; finding theright materials to support the engineering challenges; building meaningful hands-onactivities with learning

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah A. Lange, Carnegie Mellon University; Donna M, Beck, Carnegie Mellon University; Judith R. Hallinen, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; Annette M. Jacobson, Carnegie Mellon University; Alicia Angemeer, Carnegie Mellon University; G. Lynn Berard, Carnegie Mellon University

Tagged Divisions

Pre-College Engineering Education Division

consumables?  How did the program assess its success?  Were some willing to share specifics about building their kits, including potential copyright issues?At North Dakota’s Grand Forks Public Library (GFPL), grant monies from IEEE and the NDState Library allowed for the purchase of materials for their STEM kits. Worth noting is thattheir STEM library activities are made possible through cooperation with the Dakota ScienceCenter (module developers) and the University of North Dakota College of Engineering and1 Brophy, S., Klein, S., Portsmore, M., Rogers, C.; Advancing Engineering Education in P-12 Classrooms; Journal ofEngineering Education, 2008.2 Committee on Standards for K-12 Engineering Education; Standards for K-12 Engineering

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division