research work is mainly focused on two areas, (a) designing novel materials for electronic and energy applications using ab-initio Density Functional Theory (DFT) which is imple- mented using Quantum espresso package (b). Designing computational tools for engineering education using Python/Matlab.Dr. Binh Q. Tran, Marian University Dr. Binh Q. Tran is the founding dean for the E.S. Witchger School of Engineering at Marian Univer- sity in Indianapolis. He has bachelor’s and master’s degrees in mechanical engineering from U.C. San Diego and San Diego State University, respectively, and received his doctorate in biomedical engineering from the University of Iowa. His research interests are related to applications of
per fiscal year depending on their grant contribution. Typically, this funding alignswith the company’s philanthropic mission or community outreach goals, and also provides amechanism for employee volunteerism. Industry partners are highlighted throughout the eventand are often guest speakers. They have the option to invite engineers and other STEMprofessionals to interact with the students, serve as panelists for the Q&A session, and model theSTEM activity alongside the students. Everyone supporting the event goes through intensivevolunteer training where they learn their roles and responsibilities, receive access to the kitguides, and learn the science behind the STEM kit. This allows volunteers to better instruct thestudent
system to signfamilies up and their main branch for distribution of kits. Our team responded to all participantinquiries, provided weekly online Q&A sessions, and replenished used materials in the kits. Weoffered four separate kits to families: Roller Coaster, Squishy Circuits, Trendy Tennies, andWatercolor Bots. Registration was opened for each kit individually and was capped at 35families per kit. Families checked out the kits and completed them at home.This study focuses on the Watercolor Bot kit. Each kit contained a set of instructions (child), afacilitation guide (caregivers), video links that provided more information and examples, avariety of materials (e.g., Q-tips, cotton balls), two lithium coin cell batteries, and two
initially hesitant to engage with us on this project due to the logistics of kitcirculation and concerns with how kits would fit within their existing structure of their summerreading program. To allay the library’s concerns, we worked out a plan to utilize their existingactivity registration system to sign families up and their main branch for distribution. Our teamresponded to all email inquiries from the participants, provided weekly online Q&A sessions,and restocked used materials in kits. The library maintained control over registration andcommunication with families, including all personal identifying information. Our library partnersnoted that they appreciated that we worked within their parameters of lead time for planning ofthe summer
Sign-In/Team Assignmentsworkshop participants to a series of 9:00 AM Introductions/Team Icebreaker Activityengineering activities and careerpaths. Through the SWEET 9:30 AM Overview of Engineering Disciplines PresentationProgram, middle school-aged girls 10:00 AM Activity 1were exposed to the exciting andmeaningful career possibilities in 11:00 AM Lunch/Engineering Facilities Tourengineering from the perspectives of 12:00 PM Q&A with SWE Professional Membersfaculty, current students, and women 12:30 PM Activity 2in the industry. Workshopparticipants
to discuss their researchareas with clear application to the K-8 classroom. As with the teachers, we met with theresearchers a week prior to the workshop and asked them to prepare an 8 minuteteacher-practice-friendly presentation about some of their research that would directly apply toclassrooms. The structure of this session was as follows: • 8 minutes for researcher presentation • 5 minutes of table talk within small groups in the audience • 5 minutes Q& A between the audience and researcher (influenced by the table talk)The researchers’ topics included negative impacts of gender stereotypes in K-8 CS education,scaffolding CS curriculum for K-8 students, and strategies to include students with disabilities inK-8 CS
, 2011.[10] J. Gerlach, “Is STEM interest fading with students?” Everfi.com. https://everfi.com/infographic/k-12/is-stem-interest-fading-with-students/ (accessed December 1, 2022).[11] R. H. Tai, C. Q. Liu, A. V. Maltese, & X. Fan, “Planning early for careers in science,” Science, vol. 312, no. 5777, pp. 1143-1144, 2006.[12] A. Martinez Ortiz, L. Rodriguez Amaya, H. Kawaguchi Warshauer, S. Garcia Torres, E. Scanlon, & M. Pruett, “They choose to attend academic summer camps? A mixed methods study exploring the impact of NASA academic summer pre-engineering camp on middle school students in a Latino community,” Journal of Pre-College Engineering Education Research, vol. 8, no. 2, Article 3, 2018
literature,” Hisp. J. Behav. Sci., vol. 43, no. 3, pp. 174–203, 2021.[3] National Academies of Sciences Engineering and Medicine, The integration of the humanities and arts with sciences, engineering, and medicine in higher education: Branches from the same tree. Washington, D.C.: National Academies Press, 2018. doi: 10.17226/24988.[4] C. G. Velez-Ibanez and J. B. Greenberg, “Formation and Transformation of funds of knowledge among U.S.-Mexican households,” Anthropol. Educ. Q., vol. 23, no. 4, pp. 313– 335, 1992.[5] L. C. Moll, C. Amanti, D. Neff, and N. Gonzalez, “Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms,” Theory Pract., vol. 31, no. 2, pp. 132–141, 1992.[6] A. C. Barton, E
, pp. 220-243, 2012.[28]. A. P. Rehmat, H. Ehsan, and M. E. Cardella, M. E. “Instructional strategies to promote computational thinking for young learners. J. Digital Learn. Teach. Edu. Vol. 36, no. 1, pp. 46–62, 2020. doi:10.1080/21532974.2019.1693942[29]. H. Ehsan, T. Dandridge, I. Yeter, and M. E. Cardella, "K-2 students’ computational thinking engagement in formal and informal learning settings: A case study” Proceedings of the ASEE Annual Conference & Exposition, Salt Lake City, UT, 2018 https://peer.asee.org/30743[30]. T. Bell, P. Curzon, Q. Cutts, V. Dagiene, and B. Haberman, “Overcoming obstacles to CS education by using non-programming outreach programmes,” in Informatics in
. Lecture Notes in Computer Science, E. Barendsen, and C. Chytas, Eds., Springer, 2021, vol. 13057, pp. 95-108. https://doi.org/10.1007/978-3-030-90228-5_8[18] G. Anton and U. Wilensky, “One size fits all: Designing for socialization in physical computing,” Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 2019, pp. 825-831. https://doi.org/10.1145/3287324.3287423[19] A. G. Chakarov, Q. Biddy, C. H. Elliott, and M. Recker, “The data sensor hub (DaSH): A physical computing system to support middle school inquiry science instruction,” Sensors, vol. 21, no. 6243, pp. 1-16, 2021. https://doi.org/10.3390/s21186243[20] M. Przybylla, F. Henning, C. Schreiber, and R. Romeike, “Teachers’ expectations and