Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

STEM. After our experience in 2015Girls academy where we worked mostly with the latter group (girls who are already interested inSTEM) we changed our target group and worked with the former group. Our success storyresulted through this change in directions is described in our result section.ImplementationsThe Summer STEM Camp includes the following nine technical sessions. The technical sessionsare divided in two major categories, Science and Engineering. In the Engineering sessions wehave covered five different fields of Engineering as provided below.(1) Computer Engineering: Playing with Robots(2) Civil Engineering: Traffic Signals(3) Mechanical Engineering: Gears(4) Chemical Engineering: Battery and Fuel Cell Technologies(5) Electrical

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

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Diversity

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Pre-College Engineering Education Division

well supported by government agencies, the host university,and local professional associations. Different entities play special and meaningful roles, presentingan integrated approach to stimulating high school students' interests in STEM. More specifically,participating faculty at CCSU offer their technical expertise in a spectrum of subject matters;designing their sessions with the targeted audience in mind. The FHWA Division Office providestimely guidance on implementation of the program, in addition to financial support. CTDOTliaisons provide guidance on program design, recommend activities and speakers, and assist withthe coordination of field trips, the bridge design competition session, the visit to CTDOTheadquarters, and graduation

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

TTU to provide a holistic design experience to expose students to a higher educationenvironment. The program consisted of interactive discipline specific lessons, a multidisciplinarygroup project, professional development sessions, and recreational activities. The goals anddesign of the summer program, Engineering – Get Into Real Learning (E-GIRL), aimed tointerest and recruit junior and senior high school females to pursue engineering by introducingsix engineering disciplines through interactive, problem-based learning. Further, the camp aimedto provide female students with a positive experience and a chance to develop personal,interpersonal and technical engineering skills. Using a flipped classroom structure, students weregiven

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Laura Meszaros Dearolf, The Perry Initiative ; Amy C Bucha, The Perry Initiative; Lisa L Lattanza MD, University of California San Francisco

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

, medical students, andclinicians (orthopaedic surgeons, physical therapists, and general practitioners). Each programcan accommodate up to 40 students. Students are recruited through STEM non-profit affiliates,e.g., Project Lead The Way, Girl Scouts, and via social media and contacting large, urban schooldistricts. Students apply online through the program’s website and are selected based on thequality and composition of two essays. Academic performance, e.g., GPA, class rank, or APcoursework, is purposefully not considered in the application. Racial information is collected atthe time of application; however, it is blinding during the selection process and only analyzedafter students are notified of their acceptance to the program. Results of

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

camp.1 In designing the camp, theneeds and interests of teenage girls were identified first. Our planning team identified these topthree factors: 1) they (teenage girls) had little contact with women in engineering fields, 2) theyare flocking to professions where they feel they can make meaningful contributions to society,medicine, justice, and prosperity, and 3) they do not want to work in a cubicle, isolated fromother people. Taking into account the general needs and interests, four message themes weredeveloped as guiding principles: 1) Engineers help the world, 2) Engineers think creatively, 3)Engineers enjoy working with others, and 4) Engineers earn a good living. Finally, methods toachieve the messages were selected that included

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

, women and underrepresentedstudents were found to perceive a “lack of inclusion” in engineering environments23. This resultwas thought to be attributed to negative social cues by fellow students and faculty.Studies on mixed-gendered teams in freshman engineering courses also show that femalesexperience isolation and take on stereotypical roles during projects and team presentations25,26,27.In one study, males were found to take on more active, technical roles and had better outcomesthan their female counterparts26,27. On equal and male-dominated teams, male students weremore likely to answer technical questions and appear more knowledgeable. Females were foundto perform better when on all-female groups or when paired with other females than when

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Kenan Hatipoglu, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Experience for Girls (SEE)” at Carnegie MellonUniversity3, and “Robocamp” at University of North Texas4.Implementation of the summer STEM camp The photo in Figure 1 was taken at the camp with all the camp participants. The mainobjective of this project is to inspire female high school students' interests in STEM disciplinesand to encourage them to choose STEM as their college majors. The technical topics covered atthe camp span computer science, electrical engineering, computer engineering, mechanicalengineering, civil engineering, chemical engineering, chemistry, pharmacy and biology.Faculties of WVU Tech were the instructors at the Summer STEM Girls Camp. In addition totechnical sessions, the Summer STEM Girls Camp also included a few special

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison Haugh Nowariak, University of St. Thomas; Olivia Lang, University of St. Thomas ; AnnMarie Polsenberg Thomas, University of St. Thomas; Debra Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

Tagged Divisions

Pre-College Engineering Education Division

years, the University of St. Thomas School of Engineering has offered STEPScamps which stand for Science, Technology, and Engineering Preview Summer camp 1 2 3. Thissummer camp is aimed at introducing middle school students from various backgrounds to basicaspects of engineering with hands-on, engaging materials and methods. At the 2015 STEPScamp, participants were a mix of rising 7th-grade male and female students who expressed aninterest in learning science and/or engineering concepts on their application form. At each of thefive 13-hour camp sessions offered, 20 students worked in two small groups learning aboutcircuits and vector drawings, this was followed by a trip to the University of St. Thomasengineering labs. The camp educators and

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brett Doudican, University of Dayton; Margaret Pinnell, University of Dayton; Brian Lawrence LaDuca, University of Dayton

Tagged Divisions

Pre-College Engineering Education Division

have an experiential learning experience in EDP and also demonstratedhow the EDP could be applied to solve problems in a variety of contexts.26 It is important to notethat with a pilot program of 18 teachers this work has an impact on approximately 2250 students.A critically important step of the EDP is ideation. True innovation requires robust ideageneration which is a highly creative endeavor, but can also be challenging.27-30 Challenges withideation have been observed in both engineers and teachers through past NSF-RET programs asthey tried to employ the EDP for curriculum generation.27, 30 In an effort to address thischallenge, a structured ideation session was added to the curriculum development process andpiloted with the teachers. This

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Murad Musa Mahmoud, Utah State University; Kurt Henry Becker, Utah State University; Max L. Longhurst, Utah State University

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Diversity

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Pre-College Engineering Education Division

shows each activityand the corresponding interest rating. Figure 1: Rating of the various activities out of 100Similarly, the teachers were given a survey at the end of the workshop to gauge their perceivedlevel of knowledge gained from the professional development sessions and how they rated it.The survey question was in the form of: “Please answer the following questions about theprofessional development”. The responses were on a Likert scale from strongly agree to stronglydisagree. This is shown in Figure 2 below. Figure 2: Professional Development EvaluationResultsResults showed a very high overall satisfaction with the camp activities by the students. Thesurvey results also show the success of

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Monica H. Lamm, Iowa State University; Sriram Sundararajan, Iowa State University; Kristina Maruyama Tank, Iowa State University; Anne T. Estapa, Iowa State University

Tagged Divisions

Pre-College Engineering Education Division

time commitment for afull-semester course surfaced. We began to consider using a workshop (or short course) formatinstead, in part because in a variety of short (ca. 1 h) interactions with primary and secondaryschool teachers over the years, we had observed that significant progress could be made in shortamounts of time. Additional potential benefits of a workshop format included enabling greaterparticipation at lower total time investment of students and faculty, as well as providing insightinto how to structure a full-semester course in the future.Based on an informal assessment of our availability, as well as on knowledge of studentavailability, we constrained the short course to three half-day sessions, to be offered consecutiveSaturdays

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

” course offered through The Ohio State University and taught by Dr. Polasik (~45 hours),four face-to-face sessions at a local career technical school (24 hours) , and classroom mentoring (8 – 10hours depending on teacher need), and Saturday “demonstration” sessions led by materials science masterteachers (~12 hours). Through the camp teachers are immersed in materials science in inquiryexperiences, experiments, and materials science content. Throughout the program explicit curriculumconnections are made so that teachers can connect materials science concepts to the foundational sciencecontent they teach. Teachers are given opportunities to share their classroom practices, supporting oneanother as they discuss what works, how they can tweak

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Approach to Robotics in EducationRobotics content can support a host of educational outcomes including electronics,programming, problem-solving, and design thinking 1. The growing number of robotics toolsfurther enables their use for education: Arduino, Raspberry Pi, LEGO Mindstorms,Fischertechniks, and new crowd-funded options are surrounded by educational tutorials andcontent. In general, robotics activities are diverse and provide solutions to many instructionalneeds. Soft robots are made from soft, deformable gels, liquids, or polymers2 and represent anemerging type of robotics design. We believe soft robotics may enhance student interest andconfidence for STEM to a greater degree than traditional “hard” robotics, made from wood ormetal

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Brett Doudican, University of Dayton; Ahsan Mian; Raghavan Srinivasan, Wright State University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

incorporated problem-based learning into her lectures, lab- oratories, and outreach activities to engage students and the community in the STEM education process.Dr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff Development in the school of engineering and associate professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton. She teaches undergraduate and graduate materials related courses including Introduction to Ma- terials, Materials Laboratory, Engineering Innovation, Biomaterials and Engineering Design and Appro- priate Technology (ETHOS). She was director of the (Engineers in Technical Humanitarian Opportunities of Service

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Mueller, Tufts University; David Alsdorf, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

digital fabrication machines and maker spaces in schools can be used to teach pre-college students engineering.Mr. David Alsdorf, Tufts University c American Society for Engineering Education, 2017 MakerGames:   A  Board   Game   to   Help   Facilitators   Maximize   the   Educational  Potential   of   Project   Based   Learning   (Works   in   Progress)  I.   Introduction Teachers   are   looking   for   new   ways   to   bring   engineering   into   their   classes   as   they   adapt   their curriculum   to   include   new   content   from   the   next   generation   science   standards [1]   and   the   less tangible   “21st   century   skills” [2] .   Tufts   University   Center   for   Engineering

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Richard Douglas Stock; Vanisa Turney

Tagged Divisions

Pre-College Engineering Education Division

the culturally appropriate readingmaterials.IntroductionA child’s ability to read by the end of third grade is a critical predictor of their future successincluding high school graduation, earning potential and general productivity.1 Many states havepassed legislation requiring schools to identify at-risk readers and provide interventions to helpincrease the reading scores of these students.2, 3 For example, Ohio has the Third Grade ReadingGuarantee which requires that students achieve a minimum score on the Ohio AchievementAssessment (OAA) in order to advance to the fourth grade. Schools are using a variety ofdifferent intervention strategies to improve the reading skills of at risk readers. One suchstrategy is afterschool literacy programs

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Marie Anne Aloia, Bayonne High School; Laurent Simon, New Jersey Institute of Technology

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Diversity

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Pre-College Engineering Education Division

. Hirsch has extensive experience conducting longitudinal research studies and is proficient in database management, experimental design, instrument development, psychometrics and statistical programming.Dr. Howard S. Kimmel, New Jersey Institute of Technology HOWARD KIMMEL is Professor-Emeritus of Chemical Engineering and Retired Executive Director of the Center for Pre-College Programs at New Jersey Institute of Technology. Dr. Kimmel has continued to provide his services, as needed, for Teacher Training, Curriculum Development and technical services with a focus on alignment of teaching practices with the Common Core State Standards and the Next Generation Science Standards. He has spent over forty years designing

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University; Paul A. Cobine, Auburn University; Allen L. Landers, Auburn University

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Diversity

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Pre-College Engineering Education Division

attitudes towards S&E fairs on a rating scale of 1 (stronglydisagree) to 4 (strongly agree), teachers generally had strong positive attitudes (M=3.31, SD =0.28) towards S&E fairs. Of the 16 survey items, the 6 items with the highest and lowestagreement are shown in Figure 1. Among the lowest average scores: Teachers varied in theiropinion about whether S&E fairs taught lessons that could be more effectively taught by regularinstruction. They also varied in whether they believed that students would be discouraged if theydidn’t have access to the same resources as others or if the projects would be more successfulwith a scientist mentor. Among the highest average scores and most consistent positive ratings:Teachers consistently agreed

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clemente Izurieta, Montana State University; Michael Trenk, Montana State University; MacKenzie O'Bleness, Montana State University; Sharlyn Gunderson-Izurieta, Montana State University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

of general steps for using Git and Github to push and pull updates to code bases.They then practiced these steps by sharing each sorting method implementation. This practicebecame invaluable as development on the application began, and students worked on separatefeatures in sometimes colliding files.Implementation Phase The implementation phase consisted of design cycles, technical research, andimplementation. During this phase, the team met three times a week for group sessions. Therewere two, two-hour weekday sessions, followed by one three-hour weekend session. Together,the students and mentors created an initial design at the beginning of the phase; which served asa wireframe for the project. The basic framework of the application

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tasha Tiffany Tardieu, University of Michigan; Shanna R. Daly, University of Michigan

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

undergraduate environment and curriculum.Research DesignResearch questions guiding our work included: 1) To what extent are secondary school studentsin Trinidad and Tobago exposed to engineering as part of their school curriculum?; 2) How doesthe current level of exposure relate to students’ interest in undergraduate engineering studies?;and 3) How well do current engineering undergraduates who attended secondary school inTrinidad and Tobago think their education prepared them for engineering?Participants in the study included a sample of secondary school students in Trinidad and Tobagoand students from Trinidad and Tobago who pursued engineering degrees (Table 1).Table 1. Participant Demographics Students who pursued Engineering

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Steve E. Watkins, Missouri University of Science & Technology

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Pre-College Engineering Education Division

University of Texas at Austin (1989). c American Society for Engineering Education, 2016 Work in Progress – Pre-college Engineering Activities with Electronic CircuitsAbstract Projects involving engineering experimentation, design, and measurement can be effectivecontent for pre-college STEM outreach. Such applications-oriented activities can promoteliteracy and interest in technical topics and careers and have the added benefit of showing therelevance of science and mathematics. Exposure to electrical engineering concepts is discussedusing the 555 timer integrated circuit. This low-cost device can be used for modular activitiesinvolving the production of light, sound, and

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Marjorie B. Bequette, Science Museum of Minnesota; Lauren Causey

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Diversity

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Pre-College Engineering Education Division

, vehicles, and robots.How, then, do we as an engineering education community begin to return to a broader definitionof Making? One that is not necessarily as codified by MAKE Magazine, but one that is morealigned with the creative and generative processes found within and across all cultures17? In thefirst stage of the Making Connections project, we begin to address one aspect of this challengeby seeking to better understand how people underrepresented groups perceive and define“making”, and how these perceptions may align, or not, with how MAKE Magazine defines“Making”. Therefore, the research questions guiding this early inquiry are: 1) How do people of color describe and identify making practices and products? 2) How similar or

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Danilo Garbi Zutin, Carinthia University of Applied Sciences; Michael E. Auer, Carinthia University of Applied Sciences; Christian Kreiter MSc, Carinthia University of Applied Sciences

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

study their preferences and therefore acquire knowledge to build age appropriate userinterfaces to control the Online Laboratory in order to make these more attractive andtherefore improve the learning experiences.Together with national and international partners we are carrying out a project that placesstudents of technical secondary schools in Austria in the role of remote laboratory developersunder the supervision and tutoring of the project staff. Students are actively involved in thescientific process and actively participate in the acquisition of knowledge.The project pursues three main objectives: 1. Studies on age-appropriate requirements for the use of Online Laboratories at secondary schools. 2. Peer feedback to improve the

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

A. Leyf Peirce Starling, The Engineering Place, North Carolina State University; Diane Brauner, Perkins School for the Blind

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Diversity

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Pre-College Engineering Education Division

directlyimpacts the number of students with disabilities that go into STEM careers. Informal learningopportunities, such as summer camp experiences, provide students an opportunity to continue togrow and reinforce their interest in STEM. Previous K-12 summer engineering and sciencecamps designed for the general education population yielded an improvement in student attitudetowards science2. Additionally, data collected from previous camps designed to make scienceand robotics accessible to students with disabilities also demonstrated that these studentsincreased their interest in science3,4. However, while a few science and robotics campsspecifically for students with VIB have emerged in the past 5 years, little data has been publishedon the efficacy of

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

Tagged Divisions

Pre-College Engineering Education Division

teachers.Limitations of the study include that the current participant pool is limited to 22 participants(with only 20 data participants), all of whom self-selected participation in the two-week paid PD.The group of participants came largely from the same general STEM teaching population. Theparticipant pool, while evenly split between elementary, middle and high school teachers camemostly from the same school district. Additionally, the PD lasted two summer weeks with sixfollow-up sessions during the school year (total of 120 hours), which while desirable for a PD,was short to teach novices a new technical content area. The STEM content focused almostexclusively on CS, and further studies are required to generalize these results to otherdisciplinary PDs. The

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Crismond, City College of the City University of New York; Michal Lomask

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

),  influenced  our  efforts  to  develop  the  teaching  standards  used  for  this  project.  In  addition,  a  framework  that  articulates  what  informed  design  thinking  entails  –  students  using  design  strategies  effectively;  making  knowledge-­‐driven  decisions;  conducting  sustained  technological  investigations;  working  creatively;  and  reflecting  upon  their  actions  and  thinking  –  was  another  foundation  upon  which  this  work  was  built  (Crismond  &  Adams,  2012).  The  final  set  of  the  design  teaching  standards  (see  Table  1  for  details)  created  for  this  project  is  organized  around  three  dimensions:      Dimension  I  –  STEM  Concepts  –  Teachers’  understanding  of  science,  technology

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

Tagged Divisions

Pre-College Engineering Education Division

observation adescriptive label using one of the categories in the protocol. In order to identify the changes indesign thinking for students who improved their design qualities, we examined the group ofstudents with the highest increase in design quality from Marshmallow Challenge trial 1 to trial 2in Workshop1. Using NVivo, we generated graphs to visually present the students’ designbehaviors throughout the sessions.ResultsDevelopment in Self-efficacy BeliefsUsing paired sample t-test, we found that students’ self-efficacy beliefs in engineering sketching,design, prototyping, and collaboration changed significantly from before to after attending theworkshop. Specifically, for participants who attended the first session Workshop1, the self-efficacy

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Siddhartha Gupta, Texas Tech University; C. Kalpani Dissanayake; Paula Ann Monaco, Texas Tech University; Susan A. Mengel, Texas Tech University; Audra N. Morse P.E., Michigan Technological University

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Diversity

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Pre-College Engineering Education Division

role of chemical engineering in improving the qualityof human life. Subsequent topics included the carbon cycle, chemical processes of CO2generation, and a description of technical principles dealing with capture andsequestration/conversion of CO2. The discussion of CO2 capture and sequestration technologies focused on three maintechnologies, namely, CO2 scrubbing using absorption, membrane-based gas-selectiveseparation, and adsorption8. The three technologies were described in terms of their chemicaloperations and machinery to communicate the concepts of flow, pressure, temperature andchemical reaction and the applied nature of chemical engineering design. Thereafter, the entireprocess of on-site CO2 generation and capture was explained

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Diversity

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Pre-College Engineering Education Division

have taught earth science, physical science, astronomy, and chemistry. I have been married to Leslie Harris Lamberth of Elizabeth City, NC since August 2014. In the summer of 2014 I was accepted into the Kenan Fellows Program to work with and learn about Dr. Gail Jones and Dr. Jess Jur’s work at the ASSIST (Advanced Self-Powered Systems of Integrated Sensors and Technologies) Center at North Carolina State University as an RET 1 (Research Experience for Teachers.) The ASSIST Center’s goal is to create a wearable, self-powered, multi-modal health moni- toring device. The following year I was brought back as an RET 2 to work with Hannah Elliott, Dr. Elena Veety, and Dr. Jess Jur to design, market, and implement

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lynn A. Albers, Campbell University; Jenna P. Carpenter, Campbell University; Marie E. Hopper, FIRST North Carolina

Tagged Divisions

Pre-College Engineering Education Division

Engi- neering Education and Energy Engineering. In addition, she has been lead mentor of FRC Team SUM #6003 for the past two years.Dr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is Chair of the ASEE Long-Rangge Planning Committee and the ASEE Strategic Doing Governance Team. She is a past Vice President of Professional Interest Councils for ASEE and past President of WEPAN. Currently Chair of the National Academy of Engineering Grand Challenge Scholars Program Steering Committee and an ASEE PEV for General Engineering, Dr. Carpenter regularly speaks at the national level on issues related to the success of women in engineering and innovative