A Engineering Discipline Awareness Workshop for Pre-Service STEM Teachers

Fernando Garcia Gonzalez; Gerardo Javier Pinzon; Anju Gupta; Pablo Biswas

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Beyond Students: Issues of Underrepresentation among Parents and Professionals
Tagged Division: Minorities in Engineering
Page Count: 23
Page Numbers: 24.45.1 - 24.45.23
DOI: 10.18260/1-2--19937
Permanent URL: https://peer.asee.org/19937
Download Count: 471

Paper Authors

biography

Fernando Garcia Gonzalez Florida Golf Coast University

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Dr. Fernando Gonzalez joined FGCU as an Assistant Professor in the Computer Engineering Program in the fall of 2013. Previously he was an Assistant Professor within the Engineering, Math, and Physics Department at Texas A&M International University in Laredo, Texas. Prior to that he was a Technical Staff Member (researcher) for the U.S. Department of Energy at Los Alamos National Laboratory in Los Alamos, New Mexico. Dr. Gonzalez was also a faculty member in the Electrical and Computer Engineering Department of the University of Central Florida. Dr. Gonzalez graduated from the University of Illinois in 1997 with a Ph.D. in Electrical Engineering. He received his Master’s degree in Electrical Engineering and his Bachelor’s degree in Computer Science from Florida International University in 1992 and 1989. Dr. Gonzalez research interest includes the intelligent control of large scale autonomous systems, autonomous vehicles, discrete-event modeling and simulation and human signature verification. While at UCF Dr. Gonzalez founded the University of Central Florida Robotics Laboratory and was director until he moved to New Mexico. He was also a member of the faculty senate at UCF. Dr. Gonzalez has numerous conference and journal publications.

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Gerardo Javier Pinzon PE Texas A&M International University

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Mr. Pinzon is the STEM Advisor and Laboratory Manager at Texas A&M International University (TAMIU). He is currently pursuing a PhD in Environmental Engineering. He holds a Master of Environmental Engineering from Texas A&M University at Kingsville (TAMUK), a Master of Business Administration from the University of Texas at Austin and a Bachelor of Science in Mechanical Engineering from the University of Texas at Austin. He is also a Professional Engineer registered in the State of Texas.

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Anju Gupta Rochester Institute of Technology (COE)

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Pablo Biswas Texas A&M International University

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Dr. Pablo Biswas received Ph.D. and M.S. in in Industrial Engineering from Louisiana State University, Baton Rouge, Louisiana, and B.S. in Mechanical Engineering Bangladesh University of Engineering and Technology, Dhaka, Bangladesh. He is an Assistant Professor of Engineering at Texas A&M International University, Laredo, TX. Dr. Biswas’s research interest is in supply chain management, inventory control, lean production systems, and information systems.

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Abstract

A Engineering Discipline Awareness Workshop for Pre‐Service STEM Teachers The Engineering Discipline Awareness Workshop for Pre-Service STEM Teachers was designedfor future high school teachers in STEM field to provide awareness of the different engineeringdisciplines. The goal is to create engineering interest among the students graduating from highschool and entering higher education. The strategy is to create engineering awareness in the localhigh school STEM teachers so that they in turn pass that interest onto their own students. Thisworkshop is part of the ___ University Engineering Experiment Stations (TEES) OutreachStrategy Team’s Pilot Program. Situated on the border with Mexico, __ University (_U), aMember of the __ University System serves predominantly Hispanic population by providingacademic services to a high number of economically disadvantaged and first-generation students.The majority of the teachers in __ received their education from _U, targeting the pre-serviceteachers at _U will expand our future teachers’ knowledge of the different engineeringdisciplines, and aid in __ Engineering recruitment program.Several professors from different engineering disciplines each provided an entire day curriculumdedicated to their particular discipline. Each presentation was divided into three modules, anintroduction to the particular engineering field, some basic engineering theory and a hands-onengineering exercise. In this paper we present details of three engineering disciplines presentedto the participants which include chemical, electrical and systems engineering.The highlights of the Chemical Engineering section of the workshop were: 1) familiarize the pre-service teachers with the chemical engineering curriculum and the profession, 2) introduce theconcepts of basic processes and their flow diagrams, material balances and 3) engage them in ahands-on laboratory activity to produce their own biodiesel from store-bought soybean oil, andwaste oil obtained from the _U diner.The Electrical Engineering workshop started with an introduction to the type of work electricalengineers typically do and their salary expectations. The hands-on session was divided into twoparts. First the students were given an electric circuits experiment kit suited for children from 8years of age, the Snap Circuits PRO SC-500. They learned how this product, considered a toy,can introduce their future students to the basic concepts of electrical engineering at a very lowcost with minimal knowledge from the teacher. In the second part the students built a simplecircuit consisting of a light emitting diode and a resistor. They used the professional bread boardsthat our university students use. This allowed them to see how actual electrical engineers work.In the Systems Engineering workshop the students were introduced to the wide variety of jobsthese types of engineers can have and the type of work they do. In the hands-on part the studentslearned how to build a DVD rental system from scratch using Microsoft Access.

Citation
Format

Gonzalez, F. G., & Pinzon, G. J., & Gupta, A., & Biswas, P. (2014, June), A Engineering Discipline Awareness Workshop for Pre-Service STEM Teachers Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--19937

TY  - CPAPER
AB  -        A Engineering Discipline Awareness Workshop for Pre‐Service STEM                                     Teachers The Engineering Discipline Awareness Workshop for Pre-Service STEM Teachers was designedfor future high school teachers in STEM field to provide awareness of the different engineeringdisciplines. The goal is to create engineering interest among the students graduating from highschool and entering higher education. The strategy is to create engineering awareness in the localhigh school STEM teachers so that they in turn pass that interest onto their own students. Thisworkshop is part of the ___ University Engineering Experiment Stations (TEES) OutreachStrategy Team’s Pilot Program. Situated on the border with Mexico, __ University (_U), aMember of the __ University System serves predominantly Hispanic population by providingacademic services to a high number of economically disadvantaged and first-generation students.The majority of the teachers in __ received their education from _U, targeting the pre-serviceteachers at _U will expand our future teachers’ knowledge of the different engineeringdisciplines, and aid in __ Engineering recruitment program.Several professors from different engineering disciplines each provided an entire day curriculumdedicated to their particular discipline. Each presentation was divided into three modules, anintroduction to the particular engineering field, some basic engineering theory and a hands-onengineering exercise. In this paper we present details of three engineering disciplines presentedto the participants which include chemical, electrical and systems engineering.The highlights of the Chemical Engineering section of the workshop were: 1) familiarize the pre-service teachers with the chemical engineering curriculum and the profession, 2) introduce theconcepts of basic processes and their flow diagrams, material balances and 3) engage them in ahands-on laboratory activity to produce their own biodiesel from store-bought soybean oil, andwaste oil obtained from the _U diner.The Electrical Engineering workshop started with an introduction to the type of work electricalengineers typically do and their salary expectations. The hands-on session was divided into twoparts. First the students were given an electric circuits experiment kit suited for children from 8years of age, the Snap Circuits PRO SC-500. They learned how this product, considered a toy,can introduce their future students to the basic concepts of electrical engineering at a very lowcost with minimal knowledge from the teacher. In the second part the students built a simplecircuit consisting of a light emitting diode and a resistor. They used the professional bread boardsthat our university students use. This allowed them to see how actual electrical engineers work.In the Systems Engineering workshop the students were introduced to the wide variety of jobsthese types of engineers can have and the type of work they do. In the hands-on part the studentslearned how to build a DVD rental system from scratch using Microsoft Access.
AU  - Fernando Garcia Gonzalez
AU  - Gerardo Javier Pinzon PE
AU  - Anju Gupta
AU  - Pablo Biswas
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - A Engineering Discipline Awareness Workshop for Pre-Service STEM Teachers
UR  - https://peer.asee.org/19937
DO  - 10.18260/1-2--19937
ER  -