Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Dylan Smith M.S., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

: Assessment with Concerns-Based Adoption Model (RTP) J.D. Smith and V.K. Lohani smithjer@vt.edu, vlohani@vt.edu Department of Engineering Education Virginia TechAbstractIn 2008, the US National Academy of Engineering (NAE) announced fourteen Grand Challengesin engineering that require solutions in the 21st century. A Research Experiences for Teachers(RET) site at Virginia Tech (VT) is motivated by this Grand Challenge and aims to educate localteachers (and through them their students) about the interdisciplinary aspects of water research tomake them aware of water-related issues, and to

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camille Msall, Northwestern University; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Pre-College Engineering Education

engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and practicing engineers. c American Society for Engineering Education, 2020 Implementation of a Spatial Skills Curriculum in Grade 7: Analysis of the Teachers’ Concerns (Evaluation)IntroductionDevelopment of spatial skills during K-12 education is one way to better prepare students forentering and persisting in engineering and other STEM fields. Research indicates spatial skills

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Manzano, California Polytechnic State University, San Luis Obispo; Emma Della; Gerome Cacho; Drew Miller; Dennis Derickson, California Polytechnic State University, San Luis Obispo

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Diversity

Tagged Divisions

Pre-College Engineering Education

start of the program to ensure they were prepared foreach new lesson.Ability to directly email/zoom message MEP participantsMany of the MEP participants were using school issued devices to participate in the EPICprogram. On these school issued devices participants can only log in using their school emailaddresses. In addition there are various other school district restrictions such as who they can getemails from, which zoom meetings they can attend, what programs they can download etc. One ofthe main concerns with this was that the participants were unable to reach the instructors. Onzoom, the participants could only message their MEP teacher who was host of the zoom and wereunable to message the instructors on the chat. Outside of the zoom

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

Engineering from NITK, Surathkal, India. She is currently a Ph.D. student in Mechanical Engineering at NYU Tandon School of Engineering, Brooklyn, NY. She is serving as a research assistant under an NSF-funded DR K-12 project.Dr. Sheila Borges Rajguru, New York University Dr. Sheila Borges Rajguru is the Assistant Director at the Center for K12 STEM Education, NYU Tandon School of Engineering. As the Center’s STEM Educator and Researcher she works with engineers and faculty to provide professional development to K12 science and math teachers. In addition, she conducts studies that looks at embedding robotics and technology in K12 schools. As a former Adjunct Professor at Teachers College, Columbia University and

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; S.M. Mizanoor Rahman, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

, human factors/ergonomics, en- gineering psychology, virtual reality, artificial intelligence, computer vision, biomimetics and biomechan- ics with applications to industrial manipulation and manufacturing, healthcare and rehabilitation, social services, unmanned autonomous vehicle (aerial and ground, indoor and outdoor) systems and STEM education.Dr. Sheila Borges Rajguru, New York University Dr. Sheila Borges Rajguru is the Assistant Director at the Center for K12 STEM Education, NYU Tandon School of Engineering. As the Center’s STEM Educator and Researcher she works with engineers and faculty to provide professional development to K12 science and math teachers. In addition, she conducts studies that looks at

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, Brooklyn, NY, where he is serving as a research assistant under an NSF-funded ITEST project.Dr. Sheila Borges Rajguru, New York University Dr. Sheila Borges Rajguru is the Assistant Director at the Center for K12 STEM Education, NYU Tandon School of Engineering. As the Center’s STEM Educator and Researcher she works with engineers and faculty to provide professional development to K12 science and math teachers. In addition, she conducts studies that looks at embedding robotics and technology in K12 schools. As a former Adjunct Professor at Teachers College, Columbia University and biomedical scientist in Immunology, Dr. Borges balances the world of what STEM professionals do and brings that to STEM education in order to

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pooneh Sabouri, New York University; Shramana Ghosh, New York University Tandon School of Engineering; Abhidipta Mallik, New York University Tandon School of Engineering; Vikram Kapila, NYU’s Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

Paper ID #29575The Formation and Dynamics of Teacher Roles in a Teacher-StudentGroupwork during a Robotic Project (Fundamental)Pooneh Sabouri, New York University Pooneh Sabouri received her Ph.D. in Teaching and Learning, focusing on science education at New York University. She has a master’s degree in mathematics education and statistics from The University of Texas at Austin and earned her bachelor’s degree in Electrical Engineering from Sharif University of Technology in Iran. Pooneh is interested in teacher learning and how to co-develop theoretical tools with teachers to inform and expand their teaching practices

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

-curricular and experiential learning, and the equity and accessibility of education.Prof. Paul R. Chiarot, State University of New York at Binghamton Dr. Chiarot received the BASc, MASc, and PhD degrees in Mechanical Engineering from the University of Toronto and was a post doctoral research associate at the University of Rochester. He has published over twenty papers in peer-reviewed journals and conference proceedings and has one issued US patent. Dr. Chiarot joined the Department of Mechanical Engineering at the State University of New York at Binghamton in 2011 where he directs the Microfluidics and Multiphase Flow Laboratory. Dr. Chiarot was the recipient of the NSF CAREER Award in 2016

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanner J. Huffman, College of New Jersey; Greg J. Strimel, Purdue Polytechnic Institute; Michael Grubbs, Baltimore County Public Schools

Tagged Divisions

Pre-College Engineering Education

Paper ID #21953Determining the Engineering Knowledge Dimension: What all High SchoolStudents Should Know to be Engineering Literate (Fundamental)Dr. Tanner J. Huffman, College of New Jersey Tanner Huffman is an assistant professor in the Department of Integrative STEM Education, School of En- gineering at The College of New Jersey (TCNJ). Before joining the faculty at TCNJ, Dr. Huffman was the Director of Research, Assessment and Special Projects at the International Technology and Engineering Educators Association (ITEEA). While at ITEEA, he secured funding from the National Science Foun- dation, the Kuwait Foundation for

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth J. Reid, University of Indianapolis; Tina Marie Griesinger, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

this program tackled the issue to the best oftheir ability, but the pandemic exacerbated preexisting, much larger issues.Our initial cohort was intentionally part of a Community of Practice, and we found that thisarrangement allowed teachers to help and support each other, even with vastly differentchallenges at the local level. The entire cohort of nine teachers stated unequivocally that theywould have taught this new curriculum, even considering the disruption. This implies a value ofthe community support and a value of the class as viewed through the lens of the teacher.The e4usa teachers were able to inform the development of our online professional developmentprogram as a result of their own remote teaching experiences.Further work

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Smith Brooks, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Lawrence Chu, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Christina L. Baze, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education

and Teacher Advisory Council, Division of Behavioral and Social Science and Education, ​Science Teachers Learning: Enhancing Opportunities, Creating Supportive Contexts. Committee on Strengthening Science Education through a Teacher Learning Continuum,​ Washington, DC: The National Academies Press, 2015.[5] B.A. Crawford, “From inquiry to scientific practices in the science classroom,” in Handbook of Research in Science Education​, N. Lederman & S.K. Abell, 2nd ed., New York, N.Y.: Routledge, 2014, pp. 515-541.[6] R. Duschl, “Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals,”​ Review of Research in Education,​ vol. 32, issue 1, pp. 268-291, 2008.[7

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Shari Weaver, Worcester Polytechnic Institute; Gretchen Fougere, STEM Leadership Advisors

Tagged Divisions

Pre-College Engineering Education

education and technology development. In education, she is the Engineering director of research alliances for Northeastern University’s Roux Institute. The Roux Insti- tute is creating an innovation hub in Portland, ME, based on applied research and graduate education. Dr. Fougere works across NU to create teams of faculty who partner with corporate and nonprofit or- ganizations to fulfill strategic needs. Previously, she was the inaugural Associate Dean of Outreach and Diversity in the College of Engineering at Boston University. Over the 6+ years, she launched and spear- headed a nationally-impactful initiative called the Technology Innovation Scholars Program, where a cadre of highly-trained engineering undergraduates

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU Tandon School of Engineering; Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

field notes taken by the facilitators during Phases II and III ofthe PD. The facilitator and teacher reflections were collected online by the education mentor, whothen anonymized the data using aliases. The teachers were also asked to anonymously complete apre- and post-survey (created by the facilitators and research and faculty mentors) regarding theirknowledge of NGSS. Data analysis was conducted in two stages: (i) ongoing, to modify the PDcontent to best support participants’ in their conceptualization of NGSS-plus-5E robotic lessonsby addressing concerns expressed in reflections and focus groups, and (ii) summative, usinggrounded theory [10] as a method to identify categories by coding all data sources and findingthemes. The research team

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehmet Emre Bahadir, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Deborah Athas Dardis, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Tireka Cobb Ph.D., Louisiana Office of Student Financial Assistance; Mohammad Saadeh, Southeastern Louisiana University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. Manyonline tools were used to facilitate the delivery of the contents including Moodle LMS, YouTube,Google forms, TinkerCAD platform, and Kahoot!Fixed groups of 8-10 students attended a new mini-camp each day over a two-week period, therebyrotating through every experience. A typical day consisted of a morning and afternoon session.Student campers, faculty and student mentors began and ended each day with a group discussionon logistics and other pertinent items including surveys and challenge activities. Surveys weredesigned to gain understanding of expectations and experiences while challenge activities weredesigned to measure pre and post content knowledge. The mini-camps were designed asexperiential learning encounters, consisting of a

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deborah Athas Dardis, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Mehmet Emre Bahadir, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Mohammad Saadeh, Southeastern Louisiana University; Tireka Cobb, Louisiana Office of Student Financial Assistance

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. Manyonline tools were used to facilitate the delivery of the contents including Moodle LMS, YouTube,Google forms, TinkerCAD platform, and Kahoot!Fixed groups of 8-10 students attended a new mini-camp each day over a two-week period, therebyrotating through every experience. A typical day consisted of a morning and afternoon session.Student campers, faculty and student mentors began and ended each day with a group discussionon logistics and other pertinent items including surveys and challenge activities. Surveys weredesigned to gain understanding of expectations and experiences while challenge activities weredesigned to measure pre and post content knowledge. The mini-camps were designed asexperiential learning encounters, consisting of a

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

.”Other community members were concerned about rural students transition to Virginia Tech andmeeting the needs of nontraditional students. For example, several community members believedthat Virginia Tech should partner with local higher education centers or community colleges tocreate two-year or four-year degree programs associated with Virginia Tech that students couldcomplete locally. This would benefit nontraditional students who need to stay in their localcommunity and motivate community college students to engage in their coursework. Anothercommunity college faculty member shared their concern about how nontraditional studentswould transition to a larger four-year university: “The students at the community college level, for a lot of

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanne Baltazar Vakil, Ohio State University; Paul E. Post, Ohio State University

Tagged Divisions

Pre-College Engineering Education

degree in technologyeducation.” By feeding a potential recruit into the technology teacher education system, Ndahiand Ritz suggest that “we could eradicate the technology education teacher shortage in a four-year time frame” [20].As a means to improve working conditions, administrative and community support, and theretention of female teachers through mentoring [14], [24], schools need to provide incentives fortheir technology education faculty to become more aware of these issues, learn more about thestate standards, community resources, and best practices for mentoring new as well as futureteachers. Respondents to this study reported low percentages of professional conferenceattendance. Future studies should assess what the impact technology

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

communities and in STEM fields overall[16], [18], [19].The engineering design process offers teachers a way to integrate engineering concepts anddiverse ways of thinking through plain language and engaging activities. This iterative cycle ofquestioning, imagining, planning, creating, and improving pushes students and teachers toproblematize their surroundings and to design solutions for common good [20], [21]. Figure 1depicts the Engineering Design Cycle that we share with teachers and teacher candidates.Figure 1. Engineering Design CycleThe engineering design process supports students’ and teachers’ access to critical thinkingstrategies for sustainability problems, ecological issues, and community-based concerns [21]-[23]. As students engage in the

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Pre-College Engineering Education

identifying themes [23, 24]. Note that in this study the researchers defined ethics toinclude both microethics and macroethics. Thus engineering ethics, environmental, and societalimpacts (EESI) is a key construct. However, previous research with engineering faculty in highereducation determined that many were unfamiliar with the term macroethics, and somedistinguished between ethics and environmental/societal impacts [25] (reflecting the previousdistinction within ABET between ethics outcome f and impacts outcome h [13]). Teachers mayor may not have included environmental and societal impacts as ethical issues. In addition, ateacher may have answered “no” to incorporating ethics, however provided follow-up examplesthat were believed to be valid

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Wendy Wakefield, Arizona State University; Mia Delarosa, Arizona State University; Clark Miller, Arizona State University; Carlo Altamirano-Allende

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

have avoided somepitfalls by considering policy and governance issues earlier in the design process.Research Question 1: What did the Youth Scholars learn about engineering as a socio-technical endeavor?Analysis related to Research Question 1 was concerned with how students were exhibitingknowledge (e.g., accurate conceptions or examples), lack of knowledge (e.g., misconceptions,questions), a direct application to their community energy project, or a focus on the technicalside of engineering. Comparison of the Youth Scholar’s pre-post data related to theirinterrogation of the SVEM model shows that these students gained new understandings of socio-technical aspects of engineering through their program experience. Table 4 shows the number

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

TriUPartnership, including engineering college deans, faculty, and college recruitment and outreachstaff from Arizona State University, Northern Arizona University, and the University of Arizona,was formed as an outgrowth of a National Science Foundation, INCLUDES project [2]. One ofthe aims of this project was to increase engineering awareness and interest amongst a broadpopulation of the state and thereby enhance entry into the state’s four-year university engineeringprograms.The TriU Partnership served 96 high school students from 4 different states in a virtualeducational event offered in June 2020. Twenty-five teams of students were asked to considerthe challenges their high schools faced in achieving a safe reopening in a pandemic. Over sixdays

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education

comfort in creating problems withmultiple solutions. This finding seems to address the issue raised by Custer & Daugherty [28]concerning the need to explicitly include instructional strategies, critical analysis and reflectionon pedagogy during curriculum development. The impact of RET programs on teachingpractices is also confirmed in the literature. For example, Silverstein et al. [16], in a study of 32New York City public high-school science teachers who participated in Columbia University'sSummer Research Program, found that 96% increased hands-on classroom activities and/orintroduced new laboratory exercises, 93% developed new or revised content to lessons and/orlaboratories, 83% introduced new technologies in their class and laboratory

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nick Lux, Montana State University - Bozeman; Blake Wiehe ; Rebekah J. Hammack, Montana State University - Bozeman; Brock J. LaMeres P.E., Montana State University - Bozeman; Paul Gannon, Montana State University - Bozeman

Tagged Divisions

Pre-College Engineering Education

, with a focus on STEM teaching and learning, technology integration, online course design and delivery, program evaluation, and assessment. Dr. Lux’s current research agenda is STEM teaching and learning in K-12 contexts, technology integration in teacher preparation and K-12 contexts, educational gaming design and integration, and new technologies for teaching and learning.Blake WieheDr. Rebekah J. Hammack, Montana State University - Bozeman Rebekah Hammack is an Assistant Professor of K-8 Science Education at Montana State University. Prior to joining the faculty at MSU, she served as an Albert Einstein Distinguished Educator Fellow in the Di- vision of Research on Learning in Formal and Informal Settings at the

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Neal I. Callaghan, University of Toronto; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co, University of Toronto; Nicolas Ivanov, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Jonathan Rubianto, University of Toronto; Locke Davenport Huyer, University of Toronto; Dawn M. Kilkenny, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

(IBBME), University of Toronto. In addition to instruction, she has acted as the Associate Director, Undergraduate Programs at IBBME as well as the Associate Chair, Foundation Years in the Division of Engineering Science. Currently an Associate Professor, Teaching Stream, she serves as faculty supervisor for the Discovery program and is program co-director for the Igniting Youth Curiosity in STEM Program. Dawn was a 2017 Early Career Teaching Award recipient at U of T and was named the 2016 Wighton Fellow for excellence in development and teaching of laboratory-based courses in Canadian UG engineering programs. c American Society for Engineering Education, 2020 Discovery

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lawrence Chu, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Christina L. Baze, University of Texas at Austin; Hannah Smith Brooks, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Director of the Center for STEM Education Department of Cur- riculum and InstructionDr. Todd L. Hutner, University of Texas at AustinDr. Stephanie Rivale, University of Texas at Austin Stephanie Rivale is a research faculty member at the Center for STEM Education at the University of Texas. She received her Ph.D. in STEM Education at the University of Texas. She received her B.S. in Chemical Engineering at the University of Rochester and her M.S. in Chemical Engineering at the University of Colorado. She has collaborated on engineering education research with both the VaNTH Engineering Research Center, UTeachEngineering, and the TEAMS Program at the University of Boulder. Dr. Rivale’s research uses recent advances in

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vahideh Abdolazimi, Drexel University; Jared Andrew Ruddick, School District of Philadelphia; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University; Richard Edward Giduck, Drexel University

Tagged Divisions

Pre-College Engineering Education

STEM (ExPERTS) program. During her tenure at Drexel University, Ms. Ward has successfully coordinated with multiple faculty members in the submission of approximately 600 grant proposals, including co-writing, editing and serving as the Pro- gram Manager for 8 awarded STEM education grants totaling more than $13M. She has collaborated with University offices, faculty and staff in the facilitation of recruitment strategies to increase the quality and quantity of undergraduate and graduate enrollment in STEM programs. Ms. Ward now manages the day- to-day operations of the DragonsTeach and ExPERTS programs, including supporting the development of programs of study, student and teacher recruitment, fundraising and grant

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the College of Education. After 19 years in university administration and 50 years in education, Bob is dedicating his encore ca- reer to working with non-profits and funders interested in community-level collective impact. Through All Kids Alliance, Bob helps organizations pay particular attention to effective collaborative action and commitment to continuous quality improvement. Bob graduated from Yale University and taught in public schools in St. Louis County, Missouri. Following doctoral work at the University of Chicago, he joined the faculty at Tulane University and later moved to the University of New Orleans. Bob has been at the University of Houston since 2000. Bob was a founding member of the

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glenn W. Ellis, Smith College; Jeremiah Pina, Smith College; Rebecca Mazur; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia Ellis, Smith College, Springfield Technical Community College; Crystal M. Ford, Smith College; Kate Lytton, Collaborative for Educational Services; Kaia Claire Cormier, Smith College

Tagged Divisions

Pre-College Engineering Education

Amherst. McGinnis-Cavanaugh focuses on developing meaningful educational strategies to recruit and retain a diverse student body in engineering and designs innovative learning environments at all levels of the engineering pipeline. Her work in these areas is particularly focused on full inclusion and equity for community college women in engineering and related STEM fields. Professor McGinnis-Cavanaugh is the 2014 Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Massachusetts Professor of the Year and recipient of the 2015 Scibelli Endowed Chair for Faculty Excellence and 2018 Outstanding Faculty Member Award.Isabel Huff, Springfield Technical Community College

Conference Session

Computing -- Increasing Participation of Women and Underrepresented Minorities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Dillon, Michigan State University; Maureen Doyle, Northern Kentucky University; Linda Ott, Michigan Technological University; Wendy Powley, Queen's University; Andrea E Johnson, Spelman College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering, Pre-College Engineering Education, Women in Engineering

ACM,NCWIT and CS-CAN/INFO-CAN, organizations that they may join, contribute to, and benefitfrom in the future.Each year CAN-CWIC holds a faculty meeting for female faculty from across Canada. Facultyget to know one another and discuss common issues and concerns. These meetings have led topartnerships and initiatives such as building a tool to track enrollments and research in CSdepartments across Canada. Our "Inclusive Teaching" workshop is a chance for faculty to meetand mingle with high school teachers and to share and learn new ideas for ensuring thatclassrooms at all levels are inclusive to everyone.Professionals attending CAN-CWIC serve as role models, encouraging and mentoring morejunior women, and also meet professionals from other

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giti Javidi, University of South Florida; Ehsan Sheybani, University of South Florida

Tagged Divisions

Pre-College Engineering Education

education is thatstudents are taught to use various technologies, but they are not introduced to the threatsthey face while using them [3]. Cybersecurity awareness, education and training asdefined by the National Institute of Standards and Technology (NIST) [4] are allimportant components of our model. NIST [4] defines “awareness” as teaching studentsabout security concerns and threats and teaching them to respond accordingly. It alsodefines “training” as teaching necessary security skills to tackle security issues, and“education” as combining all the skills to gain an understanding of the concepts andaccumulating knowledge to respond to security issues. Simply put, education isanticipated to provide long-lasting foundational skills, while