Displaying all 4 results
- Conference Session
- Instructional Showcase
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Aaron Richardson, University of Connecticut; Todd Campbell, University of Connecticut; Marina A. Creed, UConn Health and UConn School of Medicine; Kristina M. Wagstrom, University of Connecticut
- Tagged Topics
- Diversity, Professional Interest Council (PIC)
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
can directly impact students’ lives and communities to inform the direction of the unit plan. It is his hope that these and the future curricula he will work on will help to include and empower more diverse students to see themselves in the fields of science and engineering, as well as see themselves as advocates for change and innovation in their communities. Aaron Richardson is a trained horticulturist with fifteen years of experience in the field dating back to his time in the National FFA Youth Organization, and has gone on to acquire Bachelor’s degrees in Horticulture, Ecology & Evolutionary Biology, and Biology Education from the University of Connecticut (UConn). Aaron is currently a Master’s student
- Conference Session
- Instructional Showcase
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tiffany Davis; Nea Sann; Mia Dubosarsky, Worcester Polytechnic Institute; Shakhnoza Kayumova, University of Massachusetts Dartmouth; Katherine C. Chen, Worcester Polytechnic Institute
- Tagged Topics
- Diversity, Professional Interest Council (PIC)
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
pedagogy (CRP) with othersubjects. The IMPACT RPP also developed questions that help educators determine whethertheir lessons follow CRP and CT practices. Computational Thinking Culturally Responsive Pedagogy1. In what ways does the learning experience 1. In what ways is the context of the experience ask students to engage in Abstraction, i.e. connected to your students’ cultural and removing unnecessary detail and identifying linguistic backgrounds? common features? 2. In what ways are students encouraged to2. In what ways does the learning experience make connections to their home/community ask students to engage
- Conference Session
- Instructional Showcase
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Soo Won Shim, Illinois State University; Anthony Lorsbach
- Tagged Topics
- Diversity, Professional Interest Council (PIC)
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
imagined use scenarios. Share designs with users and implement imagined use scenarios. Receive feedback from both users and peers. Share the ideas for improvement. Reflect: Refine your design. Recognize what you learned from others. Revise the designs based on feedback. Reflect on the lessons students learned from users and peers, the impacts of their designs, and their contributions to the solutions. DESIGN BRIEF Goal: Design a piece of playground equipment for community people by understanding various users’ needs and values. Criteria: Adaptability: Consider a group of
- Conference Session
- Instructional Showcase
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Julian Andrew Schmitt; Marlene Urbina, Illinois State University; Alexander Michael Perhay; Orla Maire Sheridan; Chance William Tyler, Illinois State University; Jeritt Williams, Illinois State University; Matthew Aldeman, Illinois State University; Jin Ho Jo, Illinois State University; Allison Antink-Meyer, Illinois State University
- Tagged Topics
- Professional Interest Council (PIC)
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
undergraduates from Illinois State University havedesigned informal, after-school engineering-related activitiesfocusing on robotics, green energy, and automation. An emphasisis placed on activities and partnerships that promote knowledge,engagement, and interest in STEM fields in underserved schoolsand communities. To learn more about SUPERCHARGE, pleasevisit: https://about.illinoisstate.edu/supercharge/.This resource exchange presents activities from the final unit of theprogram's first year. In this project, high school students will buildand experiment with a smart wireless weather station (Figure 1)and indoor climate console (Figure 3) with the goal of collectingand analyzing data to learn about the climate in their community