Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Al Rudnitsky, Smith College; Rebecca Mazur, Collaborative for Educational Services; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Divisions

Educational Research and Methods

be reduced solely to the question of how much development, butrather the more challenging question of how much of what kind of development could beoccurring.Impetus for developing the assessment instrumentThis paper describes the process by which we developed an assessment instrument to measurestudents’ interpretive understanding of engineering design concepts as nascent indication ofdeveloping expertise in the middle school engineering education context. We had multipleinterrelated goals for this project. In part, we realized the need to create a new alternativeassessment as one of several means by which we might evaluate student learning outcomesrelated to a narratively-based engineering curriculum aligned to the Next Generation

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Educational Research and Methods

for the future to see at what pointone becomes an expert in the design process.Next Steps and Future WorkFrom the research that has been complete, new questions were raised that need answers. Theteam would like to continue to look at education curriculum at [university] and see the designprocess from the eyes of a second- and third-year student to compare to that of the freshman andsenior to see at what points all the pieces of the design process come together. We would alsolike to look at the instructors/professors version of the design process to see how that affects theirstudents’ design processes.Faculty, as well, have (more developed) models for engineering design activity. In addition,textbooks can capture and reflect yet another set of

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #34046Low-Income, High-Achieving Students and Their Engineering IdentityDevelopment After One Year of Engineering SchoolJanet Aderemi Omitoyin, The University of Illinois at Chicago Janet Omitoyin is a PHD student in the Department of Curriculum and Instructions, University of Illinois at Chicago (UIC). An astute scholar, Janet’s quest for a solution to the problems of mathematics learning based on her experience as a student and later as a teacher is at the root of her enrollment for a PHD program at UIC with a view to be part of the solution to the systemic problems emanating from inadequa- cies in the

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

metacognitive framework for monitoringand regulating their discussion and reflection afterward [31]. The observed changes from pre topost within the three data sources explored in this study supports our contention that problemtypology can provide an instructional scaffold to facilitate ill-structured problem solvingexperiences. We see two implications for concurrent implementation and further research. First, itmight provide a consistent instructional reference across the curriculum that may help to overcomecurricular integration issues [17]. Consider three possibilities: 1) To initiate students into thinking about different types of problems, we envision implementation of different types of problems, at varying levels of difficulty, for

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

mechanical engineering [18], computer science[19], and electrical engineering [20]. Also, flipped classroom methods often include PL [21].However, this literature search did not yield any results dealing with PPPL or GGPL methods,except for our previous work [22 and 23]. There, PPPL is first defined, then implemented in a labproject, and compared to a PL only learning method, all in an f2f environment. Here, some of theresults from [22 and 23] are compared to PPPL as implemented in a cyberspace lab environment.Curricular Context The lab project described here is a part of a required one-semester three credit-hourundergraduate senior-level Computer-Integrated Manufacturing (CIM) course taught inmechatronics and industrial engineering. The

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

c Society for Engineering Education, 2021 Design of CAIR Assessment Monitoring DisplayAbstractThis work in progress (WIP) paper describes the conceptual design of an informationvisualization display. Earlier the authors proposed a 6-item coding scheme for the evaluation ofengineering problem-solving skills. The coding scheme is called CAIR which stands forConstructive Alignment Integrated Rating system. CAIR can offer insight into the abstractionsand depth of errors present in the solution to any closed-ended engineering problem. However,on its own, CAIR cannot communicate the grading styles of teaching assistants or problem-solving abilities of students in aggregate for a test, course, courses, and so on. The

Conference Session

Mechanics & Mechanics Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Tagged Divisions

Mechanical Engineering

Paper ID #33503Incorporating a Mid-semester Project to Evaluate Communication, andLeadership Skills for Undergraduate Engineering Students in theStatics/Strength of Materials Course: A Comparative Assessment Beforeand During COVID-19Dr. Eleazar Marquez, Rice University Eleazar Marquez is an Assistant Teaching Professor in the Department of Mechanical Engineering at Rice University.Dr. Samuel Garcia Jr., NASA EPDC Dr. Samuel Garc´ıa Jr. is an Education Specialist at NASA’s Kennedy Space Center. Dr. Garc´ıa helps fa- cilitate professional development to both formal and informal STEM educators utilizing NASA resources with a

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Kyle Luthy; William N. Crowe; Lindsey J. Gray, Wake Forest University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

students required whole-class assistance.Importantly, pre- or co-requisites of the course include Physics 1, Chemistry 1, MultivariableCalculus, Linear Algebra and Differential Equations as well as the Freshman and SophomoreEngineering courses. Not required are Physics 2 (essentials of electricity, magnetism, optics) orany pre-requisite programming experience. This is an important feature in the department coursestructure, as the Engineering curriculum was designed to be as inclusive as possible.Subsequently, the pre-requisite structure versus what could be covered in the core curricula wascarefully considered. In the context of the authors’ course, this meant the course had toaccommodate students with no programming background or basic electrical

Conference Session

Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen T. Frezza, Gannon University; Justin Michael Greenly, Franciscan University of Steubenville

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

community. He is an active member and volunteer for both the Institute of Electrical and Electronic Engineers (IEEE) Computer Society and the American Society for Engineering Education (ASEE). He has published numerous conference papers and journal articles on innovations in Software Engineering curriculum development and Philosophy of Engineering & Computing.Dr. Justin Michael Greenly, Franciscan University of Steubenville Associate Professor of Engineering, Franciscan University of Steubenville PhD, Chemical and Biomolec- ular Engineering, Cornell University, 2014 MS, Chemical and Biomolecular Engineering, Cornell Uni- versity, 2012 BS, Chemical Engineering, Bucknell University, 2008

Collection

2010 North Midwest Section

Authors

Eric S. Musselman; Andrea J. Schokker

to ensure the basics required for the FE exam are still covered.The result is a curriculum that allows additional credits of lab while still providing sufficientelectives.The objective of sustainability is not as directly apparent within the curriculum though it is justas integral of a component. Sustainability is integrated into all of the courses, most notablyIntroduction to Civil Engineering, Project Management, and Senior Design. In each of theseclasses the sustainability (typically related to the LEED rating system) is included as animportant aspect of the final project for the class. In addition, there is an upper level electiveclass dedicated to the topic of sustainability that is available for the students to

Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohamed Elzomor, Florida International University; Piyush Pradhananga, Florida International University; Rubaya Rahat, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

curriculumreform focuses on disseminating recent advanced practices while fostering the development ofcritical skills among CM students. To achieve this, approximately 59 undergraduate and graduatestudents are introduced to an advanced contract delivery module on ways of gaining competitivebenefits during procurement and construction project delivery of infrastructure projects. Aquestionnaire survey evaluated the necessity of integrating recent, novel, and advancedconstruction practices in the curriculum. The obtained data is analyzed through Ordinary leastsquare regression analysis by utilizing machine learning techniques such as Pearson’s correlationheat map, train-test split, and cross-validation to develop a logistic regression model. The

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

as curriculum development, contextualization of fundamental engi- neering sciences and integrating social justice into engineering education. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College.Dr. Joel Alejandro Mejia, University of San Diego Dr. Joel Alejandro (Alex) Mejia is an assistant professor in the Department of Integrated Engineering at the University of San Diego. His research has contributed to the integration of critical theoretical frame- works and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia’s work also examines how asset-based models impact the validation and

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Divisions

Engineering Ethics

, and the hidden curriculum captures the beliefsand values that are implicitly transmitted through the learning environment [29]. Structuralelements, like the formal curriculum, codify and communicate the values of the educationalsetting [18]. The findings in this study indicated that the inclusion of ethics in courses outside ofthe engineering curriculum, such as Bible seminar and ROTC program, demonstrated theimportance of ethics in what it means to be a Christian and officer, respectively. This integration,however, appeared decoupled from engineering and thus what it means to be an engineer.Students across the three focus groups described limited exposure to ESI in their engineeringcourses, which speaks to the null curriculum. There are many

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

that responsibility should bedistributed across the entire . . .curriculum” (Perelman, p. 65). 5The Technical Communication Community Adds Specificity to the Evaluation Criteria byDistinguishing Among Different Models of Integration In the same year as Liberal Education for Twenty-First Century Engineering waspublished, Reave (2004) published a survey of technical communication instruction at top-ranked U.S. and Canadian programs. Although several organizations and journals are devoted totechnical communication, we highlight Reave’s paper because it takes an approach that isvaluable but seldom pursued: going beyond a single course

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Student

graduate students and hidden curriculum in engineering.Dr. Diana Chen, University of San Diego Dr. Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She joined the Shiley-Marcos School of Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. Additionally, her scholarship includes topics such as curriculum development, contextualization of fundamental engi- neering sciences and integrating social justice into engineering education. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Levenick Shirey, EduKatey

Tagged Divisions

Pre-College Engineering Education

Paper ID #32800A Student Groupwork Spectrum for Engineering Design CollaborationDr. Katherine Levenick Shirey, EduKatey Dr. Katey Shirey’s work stems from her combined interests in science, art, and education. Dr. Shirey graduated from the University of Virginia with bachelor’s degrees in physics and sculpture. She received her master’s in secondary science education, also from Virginia, and taught Physics at Washington-Liberty High School in Arlington, VA. Dr. Shirey received her Ph.D. in 2017 from the University of Maryland in Curriculum and Instruction with a focus on teacher challenges and productive resources for

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Julia D. Thompson, University of San Francisco; Amalia Kokkinaki, University of San Francisco; Jes Parker, University of California, Berkeley; Hana M. Böttger, University of San Francisco; N. Jeremy Kasdin, University of San Francisco

Tagged Topics

CoNECD Paper Submissions, Diversity

years,students will choose one of three concentrations: environmental engineering, sustainable builtenvironments engineering, or electrical and computer engineering. These concentrations buildon the expertise and resources that already exist on campus.Each year, the entire cohort will take an interdisciplinary project course that integrates thecontent that students are learning that year, and builds necessary skills in project management,communication skills, working in teams and working with communities or other stakeholders.Additionally, we have planned the curriculum for students to be able to travel abroad during theFall of their Junior year, to work with communities in different cultures and settings, and expandtheir perspectives in

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

graduate students, but rather begins at the precollege level because“innovative methods to develop critical thinking, ethical sensitivity, and moral reasoning willprovide a strong foundation for students who might later pursue science as a profession, andbuild on that foundation for more experienced scientists” [1]. Although neuroethics is not a topicthat is regularly integrated into curriculum at the pre-college level, learning standards for scienceand technology education do provide an opportunity for these topics to be included in science,engineering, and technology classrooms.Ethics in the Next Generation Science Standards. Science teachers in the U.S. are directed byThe Framework for K-12 Science Education, the Next Generation Science

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christy Wheeler West, University of South Alabama; Eric J. Steward, University of South Alabama; Joseph D. Richardson, University of South Alabama

Tagged Topics

NSF Grantees Poster Session

completed an associate’s degree. The reason for thisextended time to degree completion is that each curriculum has one or two sophomore-levelengineering courses that are not usually available at the community colleges. Because thesegateway courses are pre-requisites for the third-year curricula which operate on an annualschedule, new transfer students were not ready to join the third-year cohort in the fall.A pathway to a bachelor’s degree through community college is an accessible opportunity forfinancially challenged students and is seen as a means of achieving a more diverse engineeringworkforce.[1] Reducing time to graduation is a common institutional objective in highereducation, but it has specific economic importance for low-income transfer

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University; Maeve Drummond Oakes, Purdue University; Allison Godwin, Purdue University

Tagged Topics

NSF Grantees Poster Session

this process is beingdone manually, we are currently improving the system to create these diagrams automaticallyfrom a database of students’ information.ResultsWe followed the path of students participating in CISTAR summer programs from the summerof 2018 until the summer of 2020, represented below in a Sankey diagram (Figure 1).Figure 1. Sankey diagram representing the path of summer program participants, starting in thesummer of 2018 until 2020. These paths include Young Scholars (YS), Research Experiences forUndergraduates (REU), Research Experience and Mentoring (REM), High School (HS),participants integrating an undergraduate program (Undergrad), participants integrating agraduate program (Grad), and participants working in industry

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cheryl Carrico P.E., E4S, LLC; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Gary R. Kirk, Virginia Polytechnic Institute and State University; Malle R. Schilling, Virginia Polytechnic Institute and State University

Tagged Topics

NSF Grantees Poster Session

Engineering Education, 2021 Partnering Middle School Teachers, Industry, and Academia to Bring Engineering to the Science ClassroomIntroductionDespite limited success in broadening participation in engineering with rural and Appalachianyouth, there remain challenges such as misunderstandings around engineering careers,misalignments with youth’s sociocultural background, and other environmental barriers. Inaddition, middle school science teachers may be unfamiliar with engineering, may not know howto integrate engineering concepts into science lessons, or may not have the time or resources todevelop such curriculum. With good intention, the resulting attempts to broaden participationmay be single activities such as a professional

Collection

2008 GSW

Authors

Marwan Al-Haik; Zayd Leseman; Claudia Luhrs; Mahmoud Reda Taha

. Undergraduate research studentshave been an integral part of this curriculum development project. During this class students gainedhands-on experience operating a Nano Test Systems, atomic force microscopes (AFM), andfabricating nanocomposites based on ceramic nanoparticles.During these module students from Mechanical and Chemical Engineering were involved inapplying three dental fillers (silver, ionomer and epoxy) to cavity in human teeth using theassistance of a local dentist. Students prepared the sample (cutting, polishing) and ran severalnanoindentation tests to examine the hardness and modulus for these materials. Students also carriedout nano-fatigue tests to test the integrity of the filler/dentine interface. Upon submission the abstractof this

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Learning Opportunities. Through this grant entrepreneurial learning has been integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs. Faculty development on entrepreneurial minded learning is a part of this effort.Dr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is an Assistant Provost for Program Assessment and Effectiveness at the Uni- versity of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the De- partment of Mechanical and Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech and her Bachelors of Engineering from MIT. She has over 12 years of experience in

Conference Session

Learn About Assessment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William W. Tsai, California State University Maritime Academy; Amber Janssen, California State University Maritime Academy

Tagged Divisions

Mechanical Engineering

Paper ID #33333Information Fluency Instruction as a Continuous Improvement ActivityDr. William W. Tsai, California State University Maritime Academy Dr. William W. Tsai is an associate professor in the Mechanical Engineering Department at California State University, Maritime Academy (Cal Maritime). His research background is fluid mechanics and heat transfer. In engineering education, he is involved in the incorporation of information literacy into the engineering curriculum. He is also involved in his program’s assessment, ABET accreditation activities, and the Institution-Wide Assessment Council. Before Cal Maritime

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Yasser Mahgoub, Department of Electrical Engineering, The University of Texas at Tyler; Prabha Sundaravadivel, The University of Texas at Tyler

classroom setting. In this paper,integrating problem-based learning (PBL) as an assessment tool in the EENG 3306 ElectronicsCircuit Analysis I course is discussed as a strategy to promote student engagement. This coursewas taught as an online and hybrid course at the University of Texas at Tyler, in both the Tylerand Houston campuses. The analysis of the data collected in the assessment reflect increasedstudent engagement and enthusiasm in the curriculum. IntroductionRecruiting, retaining, and engaging students in STEM disciplines have always been a majorconcern. As per the reports of the President’s Council of Advisors on Science and Technology(PCAST) [1], with the help of targeted funding programs for

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Dennis A. Silage, Temple University

, dynamics, nature and properties of materials, andthermodynamics [3].The rapid development of microelectronics, digital communication and control and themicroprocessor in the 1970s shifted the extent of the EE curriculum away from these courses.The result is that most, if not all, EE curricula today do not feature any substantive courses inME [4].The ME discipline often requires a single course and laboratory in direct and alternatingelectrical circuits, electrical power and analog and digital electronics. Subsequent and limitedelective courses in the ME discipline may include sensor integration and processing andelectromechanical machinery. The result is again that most, if not all, ME curricula today do notfeature any substantive courses in EE [4

Collection

2007 North Midwest Section Meeting

Authors

Michele H. Miller; Kari L. Jordan

, pp. 190-197.[11] Al-Holou, N., N. M. Bilgutay, C. Corleto, J. T. Demel, R. Felder, K. Frair, J. E. Froyd, M. Hoit, J. Morgan and D. L. Wells, "First-year integrated curricula across engineering education coalitions," Proceedings of Frontiers in Education Conference, 1998, pp. 177-197.[12] Tonkay, G. L., R. Sause, L. A. Martin-Vega and H. G. Stenger, "Integrating design into freshman engineering: a Lehigh experience," Proceedings of Frontiers in Education Conference, 1997, pp. 1115-1119.[13] Nelson, J. and S. Napper, "Ramping up an integrated engineering curriculum to full implementation," Proceedings of Frontiers in Education Conference, 1999, pp. 13C12/12-13C12/17.[14] Morgan, J. R. and R. W. Bolton, "An

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Huiru Shih P.E., Jackson State University

agencies. The grants from Nuclear Regulatory Commission andDHS have allowed the EMT program to provide students with a diverse and newly developed setof courses and course modules as well as an integrated laboratory environment. Students canparticipate in the activities through coursework, laboratory exercises, professional developmentworkshops, and research, and will later attend conferences to present research results. The EMTprogram will be continually revamping the curriculum to meet society’s expectations bysupplying qualified technologists who have extensive practical skills and hands-on experience totackle all phases of emergencies, disasters, and catastrophes. Curriculum EnhancementThe primary goal of the

Collection

2010 North Midwest Section

Authors

Deborah Nykanen; Ashley Rehder

Bringing Engineering Concepts into the Kindergarten Classroom Deborah Nykanen, Associate Professor, Mechanical & Civil Engineering Minnesota State University, Mankato, MN Ashley Rehder, Kindergarten Teacher Hoover Elementary School, North Mankato, MN Corresponding Author: Deborah Nykanen, deborah.nykanen@mnsu.edu, 507-389-3200AbstractThis paper focuses on the K in the K-12 pipeline for engineering education. It will describe theexperiences of the partnership of an engineering professor and elementary teacher in bringingengineering activities into a kindergarten classroom. It will discuss how the activities wereadapted for the kindergarten level and will provide suggestions on how to integrate them

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Casey Lynn Haney, Purdue University at West Lafayette (COE); Claudio Freitas, Purdue University at West Lafayette; Gregory John Gage, Backyard Brains; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Submissions, Diversity

Education at Purdue University (USA). Claudio received his Bachelor of Science degree from the Higher Education Institute of Amazonia, in Brazil, in 2011. In 2014 he received his Master of Science degree in Electrical Engineering from the State University of Campinas in Brazil. In May 2020, he completed his Ph.D. at Purdue University. His research interests lie in the area of educational technology and digital learning in diverse settings.Dr. Gregory John Gage, Backyard Brains Dr. Gregory Gage is a Neuroscientist and the Co-Founder and CEO of Backyard Brains. Greg is an Adjunct Assistant Professor in the Molecular & Integrative Physiology department of the University of Michigan. His research focuses on