Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); William Oakes, Purdue University at West Lafayette (COE); Eric Holloway, Purdue University at West Lafayette (COE)

post-graduation. In each case, wewill be taking a sequential mixed-methods approach consisting of surveys followed byinterviews. The five research questions are: (1) What professional competencies do alumniidentify as most developed through their EWB-USA experiences as undergraduates? (2) What isthe nature of how undergraduate participation in EWB-USA may bridge the experiences offormal post-secondary engineering education and professional practice? (3) How do variations inthe nature of involvement with and/or the structure of EWB-USA programs impact the aboveelements? (4) How are Alumni of EWB-USA perceived by other members of industry, relativeto their peers? (5) How do the above elements vary between female versus male students

Conference Session

Supporting Teachers and Students in STEM+C Learning Beyond the Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuqing Pan, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

]. However, the data reveal systemic barriers that extend beyond individual adaptability.Teachers’ reliance on self-directed learning to navigate AI tools or hybrid assessmentsunderscores a gap between policy aspirations and on-the-ground support. While national policiesadvocate for STEM integration[15], the absence of localized professional developmentframeworks leaves teachers ill-equipped to implement interdisciplinary pedagogies[8]. Thismisalignment mirrors findings from De Neve and Devos (2017), which argue that teacherautonomy without structured collaboration risks fragmented innovation[5]. The strategicalignment of projects with government priorities, while securing resources, inadvertently narrowsthe scope of student inquiry, a dilemma

Conference Session

Supporting Teachers and Students in STEM+C Learning Beyond the Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leyli Nouraei Yeganeh, Binghamton University; Amber Simpson, Binghamton University State University of New York; Nicole Scarlett Fenty, Binghamton University State University of New York

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

between our research team and a local library, whichhosted the sessions in its well-equipped maker space. This partnership offered students access totools, materials, and resources that supported hands-on engineering exploration. The library’scommunity-focused environment also provided an inviting space where students couldcollaborate, share ideas, and engage in creative problem-solving. During each session, studentswere introduced to foundational engineering concepts through tasks that combined creativity,technical skills, and critical thinking. The activities included: ● Makey-Makey Piano: Students used Makey-Makey kits to create a piano using everyday objects like bananas or aluminum foil. This task introduced them to basic circuits and

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

value it inrelation to their future [35], [36]. Engineering interest typically focuses on the emotional orfeelings aspect of interest and includes whether or not a student likes or enjoys the subject [7],[24]. This interest is initiated through a situational interaction between a person and momentary,environmental stimuli. This interest may or may not persist over time and develop into anindividual interest. An individual interest is an interest that exists separate from the initiatingstimuli and describes an abiding desire to engage with the content over time [35]. For this work,engineering and disciplinary interests are interpreted as an established, individual interest sinceparticipants made decisions extending beyond a situational

Conference Session

ENT-3: Transforming Engineering Curriculum through Entrepreneurial Approaches

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blake Everett Johnson, University of Illinois at Urbana - Champaign; Irene Reizman, Rose-Hulman Institute of Technology; Liping Liu, Lawrence Technological University; Mary Lauren Benton, Baylor University; John Peponis, Lawrence Technological University; Maysam Nezafati, Georgia Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Jonathan Rylander, Baylor University; Mitchel Daniel, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

to explain theresearch process and the impact of research in society.Background and MotivationUndergraduate research (UGR) is a high-impact practice in undergraduate education, with someof the benefits of UGR include helping students to understand their career options in science andengineering, including gaining a greater understanding of the many roles needed in the sciences[1], developing a professional identity within those roles [1]–[3], understanding the balancebetween independent work and collaboration [4], and helping students to set their own careergoals [5]. With respect to furthering their education, UGR has been shown to help students gainresilience to persist through failure [3], [6], improve their research practices and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

Institute. (n.d.) Implicit bias. Retrieve from .https://perception.org/research/implicit-bias/https://perception.org/research/implicit-bias/Sentell, W. (2019 August 3). Louisiana public schools still struggle in national rankings; 'Lookat where we started. The Advocate.https://www.theadvocate.com/baton_rouge/news/politics/elections/article_e1ca45a8-b2e5-11e9-a5a6-1b94dfeccfff.html.Siller, T. R., Rosales, A., Haines, J., & Benally, A. (2009). Development of UndergraduateStudents' Professional Skills. Journal of Professional Issues in Engineering Education andPractice 135(3), 102-108.Stephens, C., & Friesen, K. L. (2015). Building Piece by Piece: Teaching EngineeringLeadership through Integrated Modules. Paper presented at the ASEE Annual

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samantha Splendido, Pennsylvania State University, University Park; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Divisions

Educational Research and Methods Division (ERM)

rely on the growth of technology to improve their researchcapabilities and further their findings within studies. Qualitative research fields, specifically, havebenefitted from growing technology, especially relating data collection (e.g. audio/visualrecordings, transcription services) and analysis (e.g. statistical software packages, word processingtechnology) [1]. However, an area that is underutilized by qualitative researchers is artificialintelligence (AI). AI and its sub-fields present a space for qualitative researchers to build uponexisting research to enhance future studies through computational methods and modeling. In thispaper we will focus on the potential for agent-based modeling (ABM), one such sub-field of AI,to contribute to

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Randy Craig Hurd, Brigham Young University; Kip Schafer Hacking, Brigham Young University ; Tadd T Truscott, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

becauseit provides an educational medium students find both interesting and exciting [6]. From aSTEM perspective, robotics are also quite diverse, meaning students must generally learnabout topics from various branches of STEM in order to build a successful robot. In factall four subjects (science, technology, engineering, and mathematics) play a critical role[7], for example in many Lego Mindstorm applications math is used in the programmingto calculate angles to move the robots, and various principles of science are used forunderstanding thrust, velocity, amplitude, acceleration, and much more), making roboticsvaluable beyond their initial shelf appeal. Additionally, robotics programs have alsoproven to be effective in peaking student interest in

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Tech Cheryl Carrico is a research faculty member for Virginia Tech. Her current research focus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. Dr. Carrico owns a research and consulting company specializing in research evaluations and industry consulting. Dr. Carrico received her B.S. in chemical engineering from Virginia Tech, Masters of Engineering from North Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).Dr. Veronica van Montfrans Postdoctoral Associate in the Department of

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Papini Warren, Maui Economic Development Board; Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

the GIS softwarefrom ESRI, the industry standard ArcGIS 9.3. This became official in March 2009 and thelicense is valid through 2014. This is the result of an agreement between Women in Technology,the Hawaii Department of Education and ESRI, and provides an incredible opportunity toschools to ramp up their use of geospatial technologies.Hawaii is the first state in the nation to have statewide GIS access from K -16, and leads thenation in student access to GIS software. Women in Technology is the point of distribution forthe software through: http://www.womenintech.com/GISDistributionCenter/ .ConclusionThe modern engineering industry needs a workforce skilled in geospatial technologies. It hasbeen the work of Women in Technology to help

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

engage in what was labeled as“precursors to engineering behavior”.1-3 These precursors include asking questions/stating goals,explanations, construction, problem solving and evaluating design.4 However, as “children” growup and enter undergraduate engineering courses, many of these behaviors are now absent, untildeveloped again through the undergraduate engineering curriculum and professional workexperience.5Recently, several design process models have been developed for younger children, includingthose put forth by the Next Generation Science Standards (NGSS)6, the PBS television showDesign Squad 7 and the Museum of Science in Boston’s Engineering is Elementary curriculum8 (toname a few). Within NGSS, engineering design is integrated throughout

Conference Session

Assessing URM Programs Targeting the K-16 Continuum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Kelly J. Cross, Virginia Tech; Andrea M. Ogilvie P.E., Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

process.AcknowledgementsFirst, we would like to thank Susan Arnold-Christian, assistant director for the Center for theEnhancement of Enginering Diversity (CEED), for her support of this project. In particular, wethank her for discussing each step in the benchmarking process with the lead author in detail. Wewould also like to thank Dr. Eileen Van Aken of the Virginia Tech Department of Industrial &Systems Engineering for her support during the initial phase of this study.References1. A. T. Jeffers, A. G. Safferman and S. I. Safferman, Understanding K-12 engineering outreach programs, Journal of professional issues in engineering education and practice, 130(2), 2004, pp. 95-108.2. J. F. Sullivan, S. E. Davis, J. L. Degrazia and D. W. Carlson, Beyond

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Birdy Reynolds, University of Pittsburgh; Matthew Mehalik, University of Pittsburgh; Michael Lovell, University of Pittsburgh; Christian Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

engineering projects through presentations or the observation ofothers performing research. This approach may give the impression that teachers are capable ofdeveloping curricular materials, but only engineers are capable of solving authentic engineeringproblems. This “look but don’t touch” model potentially only reinforces the belief, “if I can’t dothis, my students sure can’t.” With this RET model, participants are likely to gain a limitedperspective on authentic engineering practices and less likely to able to convey to their studentswhat engineers actually do.Figure 1: Models of RET sitesWe believe that our RET site has been successful because we have focused on directly linkingthe teachers’ summer engineering research experience with their K-12

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Sharnnia Artis, The Ohio State University; Ruth Friedman, The Ohio State University; Glenda LaRue, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

related career fields.Role of pre-college engineering outreach interventionsPre-college engineering outreach interventions are vital to the maintenance of the engineeringpipeline and to the continued success of the engineering profession as a whole. In addition tocombating the decline in the number of U.S. engineers, these programs seek not only to increaseengineering enrollment but also to diversify the field of engineering6. To meet these objectives,outreach programs introduce K-12 students to engineering through fun and engaging, hands-onactivities and interactions with engineers, scientists, and students in engineering.At The Ohio State University (OSU), pre-college engineering outreach interventions play animportant role in attracting women

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Conceptual Framework for Engineering Design Experiences in High SchoolAbstractThe infusion of engineering design into high school settings can help develop students’ criticalthinking skills and expose them to engineering careers at an early age. However, since theadvent of engineering design in pre-college milieus, researchers, educators, and curriculumdevelopers alike have been brooding over ways to introduce this equivocal subject into the k-12realm. Due to its interdisciplinary nature engineering design has also struggled to find a home inclassroom settings moving between technology education, to science classrooms and eveninformal learning environments. These factors considered it is our belief that the science

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julianna Sun Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

academic achievement. Seligman, considered oneof the founding fathers of Positive Psychology, has found that the skills to build personalstrengths differ from those that mitigate weaknesses (Seligman, 2013). Under this premise,interventions that buffer against student failure differ from those that support students to buildthe range of cognitive and personal outcomes valued in engineering.With the goal of broadening success metrics for undergraduate engineering students beyond justacademic competencies, we define and operationalize “engineering thriving” as a series ofcompetencies relevant to engineering student success and optimal functioning. We operationalizeengineering thriving through a novel conceptual framework that includes more

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Jordan-Bloch, Clayman Institute for Gender Research at Stanford University; Shoshanah Cohen, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Paper ID #23088Engagement in Practice: Infusing the STEM Pipeline Through CommunityEngaged LearningSara Jordan-Bloch, Clayman Institute for Gender Research at Stanford University Sara Jordan-Bloch is a sociologist and the Director of Leadership Research and Programs at the Clayman Institute for Gender Research at Stanford University. She is a core team member of the Voice & Influence program, designed to help men and women be as effective as possible and create workplaces where all people can thrive. Jordan-Bloch also leads the Seeds of Change initiative, which aims to provide young women and girls with frameworks

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

Page 11.396.4 Active participation of youth is essential to reenergizing and sustaining the civic spirit of communities. Through skill development in the areas of collaboration and leadership, and the application of these capacities to meaningful roles in community, youth can play a fundamental role in addressing the social issues that are destined to impact their lives and those of future generations.9Third, InnoWorks is structured on the belief that college-age mentors are ideal role modelsbecause of their similarities in age and experience with the middle-school students. Theirknowledge of and passion for science and engineering can provide InnoWorks youth withpositive influences throughout and beyond the program.The national call for

Conference Session

Broadening Participation through Access, Equity, Inclusion in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yufang Jin, The University of Texas at San Antonio; Yanxia Jia, Arcadia University; Cate Wengelnik, The University of Texas at San Antonio; Frances Matos, University of Texas at San Antonio; Mason Cole Conkel, University of Texas at San Antonio; Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Jessica Gonzales, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

% expected to spend 3-6 hours, 5%expected to spend 6-12 hours, and 5% were uncertain about the exact time commitment required.The analysis of the faculty survey results suggests that, despite faculty members’ awareness ofthe DEI concepts and general willingness to implement DEI activities in the classroom, we donot observe strong evidence of concrete actions taken in DEI training and actual DEI practices inthe classroom, as well as a time commitment beyond three hours to prepare and carry out DEIpractices.We have observed that faculty members who participated in DEI workshops are slightly moreinclined to incorporate DEI activities in their courses (8 out of 10) than those who did notparticipate in such workshops (7 out of 9). Additionally, faculty

Conference Session

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stacy Kastner, Mississippi State University ; Sarah B. Lee, Mississippi State University; Tori Holifield, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

impact adolescents’ successfulpathways to computing experiences, curricula, and professions and the relationship betweengender and race with regards to those variables.7 Thus, this paper reports on residential summercomputing camps, focusing on curricular implementation as well as preliminary analyses ofsurvey data collected from middle and high school students addressing what drew them to applyfor and attend a computer camp as well as what kinds of courses and tools will retain theirinterest and curiosity beyond an extracurricular summer experience.Camp OverviewIn 2015, 80 out of 154 applicants were invited to attend the camps. 18 middle school (MS) boys,21 high school (HS) boys, 20 middle school (MS) girls, and 18 high school (HS) girls (77

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

identifycommunity needs and community-driven solutions [2-5]. It goes beyond documentaryphotography, a method rooted in systems of oppression, by providing participants the ability tonarrate their own experiences and co-construct knowledge [6-9].Related WorkPrior work by Waisome et al. explored the experiences of minoritized engineering undergraduatestudents at a predominantly white institution through photovoice. The work identified sixcommon themes among students: (1) finding comfort, (2) building community, (3) fitting in, (4)experiencing frustration, (5) overcoming imposter syndrome, and (6) valuing mentorship [10].Prior work by Henderson et al. across several studies has examined engineering identity, as wellas facilitators and barriers to student

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; G.B. Cazes, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

students. The Cyber Discovery model goes beyond project-based curricula that simply instructs teachers on how to deliver a project. Rather, the modelutilizes project-driven curricula that empowers teachers with the fundamentals to teach STEMand encourages the use of projects to drive the fundamentals home. These lessons and the otherskills developed through the program can later be applied in the classroom. High Schoolteachers are encouraged to provide feedback throughout this process, as they know theirstudents’ capabilities and interests best.Additionally, workshops serve as an opportunity for the university faculty and the high schoolteachers to collaborate and to develop a mentoring relationship. The mutual respect and spirit ofcollaboration

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

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

Integrated STEM Instructional Leadership (PreK-6) Post-Baccalaureate Certificate Program at TU. She currently serves as the Chair of the Pre-College Engineering Education Division of ASEE, and is a member of the ASEE Board of Directors Committee on P12 Engineering Education.Ms. Elizabeth A. Parry, North Carolina State University Elizabeth (Liz) Parry Elizabeth Parry is an engineer and consultant in K-12 Integrated STEM through Engineering Curriculum, Coaching and Professional Development and a Coordinator and Instructor of Introduction to Engineering at the College of Engineering at North Carolina State University. For the past sixteen years, she has worked extensively with students from kindergarten to graduate school

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

Engineering Education (IACEE) Council and serves as the Vice President for Products and Services on the IACEE Executive Committee. Additionally, she is a member of the National University Telecommunications Network (NUTN) Advisory Board.Mr. Edward G. Borbely, University of MichiganDr. Nelson C. Baker, Georgia Institute of Technology Page 25.1093.1 c American Society for Engineering Education, 2012 Quality Standards for Continuing Professional Development Organizations and Quality Management through Self-Assessment and BenchmarkingAbstractCPD administrators

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

teachers to theproject. Next, the Dean of Undergraduate Academics provided an introduction to NYU-Poly.Moreover, the director of an outreach center discussed NYU-Poly’s diverse array of educationaland outreach activities geared towards the K-12 educators. Finally, an Associate Dean ofUndergraduate Admissions discussed various opportunities for teachers to enhance theirstudents’ educational experiences through lab tours, college credits, etc. Following the Welcome Breakfast, the teachers were introduced to the participatingengineering research labs and lab safety. In addition, experimental demonstrations of a variety ofeducational and research projects were given to stimulate teachers’ interest in the RET summerworkshop. Finally, teachers

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Bruce D. Oestreich, Rowan University; Scott Duplicate Streiner, Rowan University; Kevin D. Dahm, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

University, a mid-size Mid-Atlantic public university, we set out to foster anEntrepreneurial Mindset in our first-year engineering students by modifying the ProductArchaeology framework that was first developed by K. Lewis, et al. [1]. In our implementation,we allowed student teams to choose from a bank of products and guided them through the fourphases of product archaeology (preparation, excavation, evaluation, and explanation). For theevaluation phase, each team developed and executed three or more qualitative experiments fortheir product. At the conclusion of the project, students wrote a report that addressed the fourphases of product archaeology, including the results of their quantitative experiments. Eachreport was graded using an

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

takes the form of evidence-based reasoning (as opposed to being rooted inopinion or without reference to evidence). The recently published Framework for K-12 ScienceEducation: Practices, Crosscutting Concepts, and Core Ideas identified eight key practices inscience and engineering.3 One of those, “Engaging in Argument from Evidence,” is described asfollows for engineering: In engineering, reasoning and argument are essential for finding the best solution to a problem. At an early design stage, competing ideas must be compared (and possibly combined) to achieve an initial design, and the choices are made through argumentation

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sonja Turner, North Carolina A&T State University; Narayan Bhattarai, North Carolina A&T State University; Dhananjay Kumar, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

gaps in knowledgebetween science, technology, engineering, and math is a desire most teachers have. Usingunique ways to introduce information to their students through labs, and demonstrations, is a taskproviding teachers the opportunity to utilize their creativity. This demonstration is an example ofways in which teachers assists their students in making connections between advances in STEMand everyday life activities. This demonstration will also help students understand theimportance of the collaboration between different disciplines. The technique discussed in thispaper is one that is utilized by scientists and engineers to design new materials with newfunctionality that assists doctors in repairing tissue in the human body. One

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Juanita Jo Matkins, College of William and Mary; John A. McLaughlin, McLauglin Associates; Eugene Brown, Virginia Polytechnic Institute and State University; Gail Hardinge, College of William and Mary; Nancy West, College of William and Mary; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division; Kirk Jenne, Office of Naval Research

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-2810: EVALUATING A COMPREHENSIVE MIDDLE SCHOOLOUTREACH PROGRAM—THE RESULTSJuanita Jo Matkins, College of William and Mary Juanita Jo Matkins is an Assistant Professor of Science Education at the College of William and Mary. She was a K-12 teacher for 18 years, and the Virginia recipient of the 1995 Presidential Award for Excellence in Secondary Science Teaching. She has written and published several papers and reports on various issues in teacher education, including assessment, gender and multicultural issues in science education.John A. McLaughlin, McLauglin Associates John McLaughlin is a senior consultant in strategic planning, performance measurement, and program

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

Paper ID #43141Addressing Societal Challenges through Graduate-level Community-engagedDesign Projects (Traditional Research Paper) ˜ George Mason UniversityDr. Samuel A Acuna, Samuel Acu˜na is a research professor in the Department of Bioengineering at George Mason University. He is a biomechanical engineer interested in rehabilitation engineering and human-centered product design. He develops new technologies to address movement disorders that develop after injury, such as stroke, amputation, or traumatic brain injury. He is particularly interested in solving engineering problems for the hospital &