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A University-designed Middle School Remote Summer Engineering Academy

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

14

DOI

10.18260/1-2--36628

Permanent URL

https://peer.asee.org/36628

Download Count

305

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Paper Authors

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Zahraa Krayem Stuart Stony Brook University

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Zahraa Krayem Stuart received Bachelor of Engineering in Electrical Engineering from Stony Brook University in 2016. In 2017, she joined the PhD program in Electrical Engineering Statistical Signal Processing. Zahraa designs, develops, and instructs engineering teaching laboratories for both high school and middle school students since 2016.

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Monica Bugallo Stony Brook University Orcid 16x16 orcid.org/0000-0003-2963-1474

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Mónica F. Bugallo is the Vice Provost of Faculty Affairs and Diversity, Equity & Inclusion and Professor of Electrical and Computer Engineering at Stony Brook University. She received her B.S., M.S, and Ph. D. degrees in computer science from University of A Coruña, Spain. She joined the Department of Electrical and Computer Engineering at Stony Brook University in 2002. Her research interests are in the field of statistical signal processing, with emphasis on the theory of Monte Carlo methods and its application to different disciplines including biomedicine, ecology, sensor networks, and finance. In addition, she has focused on STEM education and has initiated several successful programs with the purpose of engaging students at all academic stages in the excitement of engineering and research, with focus on underrepresented groups. She has authored and coauthored two book chapters and more than 185 journal papers and refereed conference articles.

Bugallo is a senior member of the IEEE, serves on several of its technical committees and is the current vice chair of the IEEE Signal Processing Society Signal Processing Theory and Methods Technical Committee and the chair of the EURASIP Special Area Team on Theoretical and Methodological Trends in Signal Processing as well as an elected member of the IEEE Signal Processing Society Sensor Array and Multichannel Technical Committee. She has been part of the technical committee and has organized various professional conferences and workshops. She has received several prestigious research and education awards including the State University of New York (SUNY) Chancellor's Award for Excellence in Teaching (2017), the 2019 Ada Byron Award of the Galician Society of Computer Engineers (Spain) for a successful professional career path that inspires women to engineering study and careers, the Best Paper Award in the IEEE Signal Processing Magazine 2007 as coauthor of a paper entitled Particle Filtering, the IEEE Outstanding Young Engineer Award (2009), for development and application of computational methods for sequential signal processing, the IEEE Athanasios Papoulis Award (2011), for innovative educational outreach that has inspired high school students and college level women to study engineering, the Higher Education Resource Services (HERS) Clare Boothe Luce (CBL) Scholarship Award (2017), and the Chair of Excellence by the Universidad Carlos III de Madrid-Banco de Santander (Spain) (2012).

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Kathleen Dinota Stony Brook University

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Kathleen Dinota received her B.S. in Marine Science and M.S. in Secondary Education, retiring in 2017 after teaching in public schools on Long Island, NY for 31 years. During the course of her career, she taught earth science, biology and chemistry as well as science research. Kathleen has also worked in test development at NY State Education Department as an Education Specialist for the Regents Physical Setting Chemistry exam for the past 20 years. She is a former NYS Master Teacher. Kathleen currently serves as the Engineering Education Project Director and Outreach Coordinator at Stony Brook University. She helped to develop the Engineering Academy, ensuring alignment to state education standards and use of appropriate pedagogy and managed all logistics related to the camp. Kathleen continues to work with school districts and the University to provide high-quality experiences that expose students to various disciplines of engineering.

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Hechuan Wang Stony Brook University

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Hechuan Wang received his B.S. degree in Automation from Hefei University of Technology, China, in 2014 and is currently a Ph.D. candidate at Stony Brook University. During his Ph.D. study, he actively participated in the university outreach program, where he designed two remote STEM academies that taught Electrical Engineering to 6-8th grades online. His educational interest is in exposing young students to engineering according to the Next Generation Science Standards (NGSS) and converting the traditional in-lab experiments into remote activities offered online.

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Amanda Esposito Stony Brook University

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Abstract

University-designed Middle School Virtual Engineering Summer Camp

The K-12 education platform has drastically taken a different route since the emergence of the COVID-19 global pandemic. With the classroom being transitioned online, educators are presented with many challenges to keep their class engaged. The curriculum of Science, Technology, Engineering, and Mathematics (STEM) is yet the toughest to virtually adapt given that students no longer have access to a school lab or school STEM resources. Moreover, science and engineering in-person outreach programs are now unfeasible given the pandemic and one cannot help but question whether the adoption of the Next Generation Science Standards (NGSS) will be maintained. Faculty and graduate students at a research university developed a unique, remote, yet hands-on engineering opportunity for middle school students over the course of five 2-hours sessions of synchronous learning. Asynchronous learning was also available through a website populated with detailed manuals and short videos demonstrating the activities and office hours helped students to clarify questions and finish their designs and prototypes. Through the camp experience, students (N=90), from different geographic areas, were exposed to real-world applications of 3D printing and electrical and material engineering, as well as the engineering design process. Engineering questionnaires were administered pre and post every session to assist students’ engineering literacy while post camp surveys were collected to analyze both students’ engineering self-efficacy and knowledge. Future science and engineering curricular efforts may utilize and replicate the learned best practices to ensure a sustainable implementation of the NGSS via online learning.

Krayem Stuart, Z., & Bugallo, M., & Dinota, K., & Wang, H., & Esposito, A. (2021, July), A University-designed Middle School Remote Summer Engineering Academy Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36628

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