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

collegestudents, female professors, and female professionals (invited as guest speakers). They also metMs. Carolyn Long (President of WVU Tech), Ms. Robin Anglin-Sizemore (Science Coordinatorof Office of Secondary Learning, West Virginia Department of Education), and Ms. MillieMarshall (President of Toyota Motor Manufacturing West Virginia Inc., primary sponsor of thecamp), who shared their personal stories about how females excel in STEM fields with theparticipants. The participating female high school students stayed on university campus duringthe Summer STEM Camp. Figure 1: Participants of the Summer STEM Camp held in June 2015.Relevant work U.S. Census Bureau’s 2011 American Community Survey1 indicates that females aresignificantly

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Grubbs, Baltimore County Public Schools; Greg J. Strimel, West Virginia University

Tagged Divisions

Pre-College Engineering Education Division

research designed to examine the cognitive processes of K-12 students while engagedin an engineering design task. Table 1 provides a summary of coding scheme elements identifiedthrough an examination of those studies. A significant difference between these coding schemesis found in the focus and intent of what is expected to be captured. General Engineering Design Process. Two of the coding schemes (Welch & Lim, 2000;Wilson, Smith, & Householder, 2013) adopt what is referred to in this study as a generalengineering design process (GEDP) model to document the amount of time students performeach of the steps. Though both coding schemes were identified by their authors as beinggrounded in research related to engineering design, both

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Sin Ming Loo, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

addressingthe following research questions: 1) How does the combination of programming and electronics exercises and design activities affect student engagement when learning programming concepts? 2) How does learning about the relationship between programming and electronics influence students’ understanding of commonly encountered technologies like smartphones and computers?MethodThe outreach activities described in this paper took place in the Spring of 2015 at South MiddleSchool, an economically and racially diverse school serving the residents of Boise, Idaho. Theactivities were carried out in two 8th grade and one 9th grade technology classes. We worked withthe school’s Technology and Engineering teacher to integrate the

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

number of females enrolled in theUIW Engineering Program is less than 5%. The same trend follows in several other STEMprograms offered by the neighboring educational institutions in southwest Texas. There has beennumerous studies in education that emphasize the importance of teaching and learning science inmiddle school classes.1 By having an early exposure to the fundamental aspects of science at theelementary or middle school levels, the students and their parents can make an informed decisionabout pursuing a university education in STEM.2,3 The authors’ discussions with various fundingagencies and many professionals in K-12 STEM education point to the fact that there needs to bemore emphasis given to the students and their parents regarding

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division

ofeach step in the Engineering Design Process used in the engineering courses developed. The EDPdeveloped and used for this work is shown in Figure 1, below. As there is not one universallyaccepted EDP, there is also not one universally accepted approach for each of the steps in theEDP. For example, ‘ideation’ is generally understood to be a step about brainstorming differentpossible design concepts, but there are many different ideation and brainstorming strategiesadvocated by various members of the design community. It was necessary to provide scaffoldingfor students to provide clear evidence of their design process while still being authentic andflexible. The EDP log is not a replacement of a full engineering or design notebook; rather, it

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the cybersecurity discipline. A longerterm objective is to increase female enrollment in higher-education cybersecurity majorsalthough for now, this is beyond the scope of this paper.The Information Technology (IT) industry demand for skilled cybersecurity analysts isincreasing. The “employment of information security analysts is projected to grow 37 percentfrom 2012 to 2022, much faster than the average for all occupations”1. Today, “women representjust 10 percent of the cybersecurity workforce”. 2 In the same article, David Shearer, CEO of theInternational Information Systems Security Certification Consortium (ISC2) stated: “Theinformation security field is expected to see a deficit of 1.5 million professionals by 2020 if wedon’t take

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

years, the University of St. Thomas School of Engineering has offered STEPScamps which stand for Science, Technology, and Engineering Preview Summer camp 1 2 3. Thissummer camp is aimed at introducing middle school students from various backgrounds to basicaspects of engineering with hands-on, engaging materials and methods. At the 2015 STEPScamp, participants were a mix of rising 7th-grade male and female students who expressed aninterest in learning science and/or engineering concepts on their application form. At each of thefive 13-hour camp sessions offered, 20 students worked in two small groups learning aboutcircuits and vector drawings, this was followed by a trip to the University of St. Thomasengineering labs. The camp educators and

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

Tagged Divisions

Pre-College Engineering Education Division

role of the student notebooks in the engineeringdesign activities. In this study we pose two questions: • In what ways do notebooks structure engineering design activities? • What roles do the engineering notebooks play in helping student engage in engineering practices?Educational intervention and study contextData for this analysis were collected as part of a large-scale efficacy study of the Engineering isElementary curriculum. Engineering is Elementary (EiE) is an elementary engineeringcurriculum that fosters engineering literacy in students in grades 1-5. Each of the twenty EiEunits engages students in a particular field of engineering that is related to a science topic theyare already learning about in school, ultimately

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

fluent in ASL. One other engineering major is ASL-proficientand familiar with Deaf culture. The remaining two instructors have very little ASL skills butwere able to communicate with the deaf students through an ASL interpreter and by using othernon-verbal communication techniques.President Barack Obama’s 2009 Educate To Innovate STEM Initiative caught the researchteam’s attention regarding the growing need for engineering-based science lessons [1]. InSeptember 2010, the President’s Council of Advisors on Science and Technology published areport titled Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math(STEM) For America’s Future [2]. The report was intended to provide a way to improve K-12STEM education in the

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

introducing the concept of robots as co-explorers in everyday life. Neu-pulator is a human-interactive robot that uses electrical activityof human muscles to move a manipulator. It introduces students to assistive robots, which are aclass of co-robots that amplify or compensate for human capabilities. Curricular content has beendeveloped along with the hardware platforms [1]. During WIE and SYP, students did thefollowing: 1) Learned about robotic technology and potential application of robots. 2) Experienced the design process and learned basics of engineering design software. 3) Gained knowledge about production and assembly processes. 4) Programmed their robots using an Arduino kit (including basic electrical components, breadboard

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric Iversen, Start Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

widely discussed. The National Academy of Engineering’sproject, “Changing the Conversation,” lays out effectively all the dimensions of this problem.1 It detailsthe major facets, from misinformed public perceptions of the field to the lack of diversity to engineers’poor communications practices to the global competitiveness concerns. And it offers solutions forpeople to test out in their own communications environments.In recognition of this “image” problem, colleges and universities have gone heavily into the business ofengineering outreach. “Engineering Outreach on Campus” is a report on the current state of theseoperations. Engineering outreach at colleges and universities takes many forms, with many differentkinds of activities, run at many

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guo Zheng Yew, Texas Tech University; Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Audra N. Morse P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

included a pump designactivity. Finally, the petroleum engineering lesson allowed students to use laboratory simulatorshighlighting fluid flow, the role of proppants in maintaining fracture openings, and the effect ofpermeability on production of hydrocarbons. The learning objectives for each discipline aresummarized in Table 1. Table 1: Lesson learning objective for six disciplines Discipline Lesson Learning Objectives • Describe moment of inertia and how it relates to bending of structural Civil members • Describe the distribution of forces over an area • Describe the consequences of constructing structures and infrastructure without proper foundations

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the STEM fields—science,technology, engineering and math—womenhave been historically underrepresented inengineering more than any other STEMfield. Over the last twenty years, thenumber of B.S. degrees conferred towomen in engineering has been about 18%of all B.S. engineering degrees, and lessthan 1/3 and 1/2 of their respective ratios inbiological sciences and mathematic 1 ; seeFigure 1. The fact that the percentage offemale degrees in mathematics is more thantwice that of engineering suggests thatfemales’ ability in mastering mathematicsis not a factor. A recent study 2, tracking Figure 1. Percentage Females with B.S. Degrees.about 1,500 college-bound students over a decade, has found that

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

support for the belief that high schoolcontext is a crucial factor in determining future plans to pursue STEM.6,9 Currently, only 13% ofhigh school females express interest in STEM,16 and only 1%-4% express interest inengineering,8 but the gender gap can be reduced by 25% or more in schools which support girls’interests in STEM.9 Further, it has been shown that outreach programs targeting certain factorshave been effective for the recruitment of women to STEM.7 In literature, attempts to identify factors influencing recruitment and retention of women inSTEM have converged to several themes. The first major issue is that of actual versus perceivedability in STEM. Although mathematical abilities are now roughly equal for male and femalestudents

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

assessed through a nine item measure; iSTEM perceptions. Participants respondedto a nine-item iSTEM scale developed and validated by the authors in a previous study, tomeasure student perceptions of the interconnections between mathematics, science, andengineering; and STEM clubs. Participants responded “Yes” (1) or “No” (0) to the questionregarding their involvement in extracurricular STEM club.Hierarchical linear modeling (HLM) was used in this analysis because it distinguishes variabilityin scores at the student-level (i.e., level-1) from variability in scores at the classroom level (i.e.,level-2), which results in correctly estimating standard error. Therefore, HLM was used toconduct multilevel-paired sample t-tests. Further, all analyses were

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

Tagged Topics

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

Tagged Topics

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

Tagged Divisions

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