Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Camp) which was supported by the University of Wisconsin-Stout STEPS program5. The initial offering of the STEPS Camp at the University of St. Thomas(UST) was driven by the desire to educate, motivate, and inspire young girls about the STEMdisciplines. For the first fifteen years of the camp, students were resided on campus and attendedclasses which culminated in model plane building. By 2014 the program's goals no longeraligned with reports which highlighted race, gender, and income disparities in STEM.Recognizing this, members of the engineering faculty determined that a camp that does notreflect the target demographic of students in its staff nor accommodate for low-income families,was an ineffective way to reach students falling on the

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

Tagged Divisions

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

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pam Page Carpenter; Adam Stevens, North Carolina State University; Erik Schettig, Wake County Public School System; Landon K. Mackey, North Carolina State University; Catherine M. McEntee, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

. Congress Joint Economic Committee, 2012). It iscritical to provide high school students and the K-12 community of teachers and students withmultiple opportunities in STEM to learn about content, relevant courses and skills and careers.Additionally, technological literacy “is the ability to use, manage, assess, and understandtechnology” (Standards for Technological Literacy, p. 9) and further states that a technologicallyliterate person can understand a specific technology, its creation and evolution and the impact onsociety along with being capable of making an informed decision about the technology. Whilenot all students will pursue STEM fields, it is significant that students as future citizensunderstand engineering design and technologies

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Siddhartha Gupta, Texas Tech University; C. Kalpani Dissanayake; Paula Ann Monaco, Texas Tech University; Susan A. Mengel, Texas Tech University; Audra N. Morse P.E., Michigan Technological University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Movie and Recreation Presentation 8:00 PM Game Night Center Practice 8:30 PM Throughout the week, participants attended classes taught by faculty and graduate studentsfrom the six engineering disciplines involved in this program. While the goal was partially toprovide students with a realistic college classroom experience, the classes were intended to behighly active and generally consisted of a short introductory discussion of the concepts involved,followed by an activity allowing students to explore the concepts more deeply or encouragingthem to solve a small, open-ended design

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

yearsaway from the present. Looking forward is always uncertain, and pragmatically, these studentsmay lean towards the side of what enables them to keep their options open. Coupled with theprevalent attitude that engineering is more rigorous and difficult than education, at least on theundergraduate level, it follows that students anticipate to start with what seems “harder” to getinto (an engineering career) before “coming back” to the “easier” or more accessible teachingpathway.Notably, two interviewees plan to teach immediately following graduation. Kat describes her“goal is to always teach and never do engineering,” with engineering as “a nice fallback,” due toa trajectory-changing experience working as a summer science camp counselor

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

- out-of-school activities.A key component in the development of the out-of-school-time framework is that theseprograms should generate a positive atmosphere, conducive to learning and exploring, thatdoes not resemble or look like the traditional school setting where students spend the vast partof their day [9]. For many students, as presented in the report on the “2009 High SchoolSurvey of Student Engagement,” in-school framework is not the place where they want to beand learn. More than 66% of the surveyed students asserted that they are bored every day. Atrend identified in this survey was that an open-ended question, Question 35, resulted innegative feedback. “Negative comments about schools were quite common in response toQuestion 35

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

- St. Louis Section. He has eight years of formal experience with K-12 engineering education.Dr. Shannon M. Sipes, Indiana University Shannon M. Sipes is an instructional consultant in the Center for Innovative Teaching and Learning at IU. In this role she provides professional development and individual consultation services for faculty with questions regarding their own teaching and student learning. Prior to her current role, she has served as the director of assessment helping faculty members with SOTL projects and classroom assessment. Shannon holds B.S. and M.A. degrees in psychology and a Ph.D. in curriculum and instruction with a focus on higher education.Mr. Jacob W. Benton, Primoris Services Corporation