Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

“brainstormingwith yo-yos” can be fully developed not only as a recruiting tool, but also as a robust Page 23.1381.8pedagogical tool to help students develop a deep and better understanding of physics concepts.Bibliography[1] Committee on Highly Successful Schools or Programs in K-12 STEM Education, National Research Council, 2011, Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics, The National Academies Press, Washington, DC.[2] Machi, E., McNeill, J. B., Marshall, J. A., Lips, D., and Carafano, J. J., 2009, Improving U.S. Competitiveness with K-12 STEM Education and

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keeshan Williams, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander, Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

, the three questions of pre-lessonassessment survey were repeated in the post-lesson assessment survey. For the survey questionsthat required descriptive answers, students’ responses were analyzed and categorized as eitherPositive or Negative (EPr/o1) and Liked, Disliked, or No Response (EPo4 and EPo5). Illustrativeexamples of students’ descriptive responses are provided in the Discussion and Conclusionssection.Table I: Evaluation questions. Pre-lesson assessment survey evaluation questions EPr1 What gets you excited about science? EPr2 If you were given the chance to create this lesson which method would you use: a. lecture; b. read textbook; c. watch movie; d. conduct hands- on activity; e. research

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Lourdes Gazca, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

. We have developed, implemented and evaluated educational materials (simple andinexpensive experiments and ETKs that utilize easy-to-obtain materials) and pedagogicalpractices designed jointly with P-12 teachers. Alimentos Divertidos major goal is to transformhow students view, think about, understand, apply and do science and engineering. Amongprogram objectives are to develop, implement, and evaluate: a) educational materials, b)pedagogical practices designed jointly with P-12 school teachers, c) workshops designed to helpteachers incorporate the experiments and pedagogical practices, and d) teacher learningcommunities; as well as to apply and evaluate the use of foods as a tool to facilitate engineeringand science learning. Alimentos

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, University of Pittsburgh; Ross Higashi, Carnegie Mellon University; Christian D. Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

provide their students with a positive experience working withrobots, not to win the competition. It appears, though, that by using mathematics in the roboticscompetition, attitudes toward math itself may benefit as well. Page 22.1246.14(a) (b)(c) (d) Figure 4: Focus Teams Survey Results on Students’ Change in Attitudes About Robots and MathConclusionTo summarize the results, only a few teams used math explicitly in their design solutions. Theuse of math was found to have a highly variable relationship with

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chung Hyuk Park, Georgia Institute of Technology; Ayanna Howard, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

object located in front of the robot (Primitive: Objective distance feedback)4) Sense of whether the robot has reached a goal or not (Primitive: Bump feedback)5) Sense of whether the robot has bumped into an obstacle (Primitive: Goal feedback) a) b) c) d) e) f) Fig. 6. Notes for audio feedback: a) travel forward, b) turn left, c) turn right, d) object detected, e) goal achieved, and f) bump. Page 23.492.7Using these sensory elements, the five feedback primitives were designed to provide in

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Akim Faisal, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 25.1439.3 This paper reports on the implementation and outcome of an active learning activityperformed in a New York City (NYC) school with fourth grade students to allow them to bridgethe gap between (a) what they learned in class through the common methods mentioned above(teacher-directed, memorization, and practicing procedures) and (b) developing theirunderstanding of learned concepts through active engagement. LEGO robotics was employed asa tool to accomplish active engagement among students in sense-making and developingunderstanding. Use of robotics to teach science, technology, engineering, and math (STEM)concepts is not a new idea; in fact, literature on this subject covers a wide array of topics fromelementary to graduate

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Muldoon, Polytechnic Institute of NYU; Paul T Phamduy, Polytechnic Institute of New York University; Raymond Le Grand, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

on the robot’s front, back, or middle asshown in Figure 2. Then the students again perform the aforementioned activity to determine theresponse time of their robot against objects placed at 100cm and 200cm distances from the robot.They analyze their results within each group and share their answers with all the groups. (a) (b) (c)Figure 2: LEGO NXT robots used in the activity with the ultrasonic sensor mounted on the: (a) back, (b) middle, and (c) front of the robot Page 23.329.93.1.6. Evaluation The students obtain qualitative data on their synthesized robot

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce Blandino P.E., Virginia Military Institute; Jon-Michael Hardin, Virginia Military Institute

Tagged Divisions

K-12 & Pre-College Engineering

. 11. Hubelbank, J., Demetry, C., Nicholson, S.E., Blaisdell, S., Quinn, P., Rosenthal, E., Sontgerath, S. (2007) Long-Term Effects of a Middle School Engineering Outreach Program for Girls: A Controlled Study. Proceedings of the 2007 ASEE Annual Conference and Exposition, Honolulu, HI, June 24-27, 2007. 12. Gooden, F., Borrego, M., Edmister, W., Waller, T., Watford, B. (2010). An Assessment of Long-Term Impacts of Three On-Campus K-12 Enrichment Programs. Proceedings of the 2010 ASEE Annual Conference and Exposition, Louisville, KY, June 20-23, 2010. Page 26.249.913. McCormick, J.R., Talbert

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, The University of Texas - Austin; Taylor Martin, Utah State University; Jennifer Rudolph; Noel Hector Ramos, Department of Defense Dependent Schools

Tagged Divisions

K-12 & Pre-College Engineering

  School   School   School   Minority   #  of  students   student   setting   population   population   participating   population   economically   of  school   in  study   disadvantaged     A   ~2900   ~15%   ~46%   24   B   ~1600   ~65%   ~83%   18   urban   C   ~1800   ~43%   ~58

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

protect Clucky’s eggs from Foxy. In both the preliminary and follow-upphases the intended height of the tower was held constant through comparison with aplant (see Figure 1a) and a picture of a fox (Figure 2). Page 26.648.3 a) Dyad building a tower with foam blocks b) Dyad building a tower with Dado Squares Figure 1. The two design challenges adult-girl dyads engaged in.Table 1. Activity prompts for the two design challenges. Activity 1 - Foam Blocks Activity 2 - Dado SquaresPreliminary Phase Build a tower higher than this Build a tower as high as you plant

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

and Braun (2010) observed that many dyslexicstudents innately approach problems from a three-dimensional perspective2. So when a dyslexicstudent is presented with an unfamiliar object, he may have a natural ability and predisposition toexamine the object from various angles and perspectives in his mind, without ever movinghimself or the object. The ability to reason three-dimensionally may lead a dyslexic student to beable to view the opposite side of an object in his mind, based on observations concerning thefront of the object and his previous knowledge. This special reasoning skill is extremely usefulin engineering. Language, however, is two-dimensional; the tendency to reason in threedimensions can lead a “b” to look like a “d”, “p” or “q

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Venkat Chandrasekhar, Northwestern University; Marcel Grdinic, Glenbrook North High School; Nathan Unterman, Glenbrook North High School; R.P.H. Chang, Northwestern University; Emma Tevaarwerk, Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

works may helpstudents to better appreciate and understand the atomic nature and structure of matter,relevant for high school chemistry classrooms. Instructional Learning Goal(s) Standards Link New Nano-concepts materials Section Activity 1: A Many ways to measure NSES/5-8/B/3,a, c A nano-nose can be used to detect Sense of Distance distance other than with eyes NSES/9-12/B/3, c, d small amounts of vapors. and ruler; concept of reference NSES/9-12/B/4, a, b A nano-ear can be used to listen to 2061/6-8/12B/5 small vibrations. Activity 2

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melanie R. Ford, Pennsylvania State University, Erie; Vibhuti Dave, Pennsylvania State University, Erie; Kathryn Holliday-Darr, Penn State Erie, The Behrend College

Tagged Divisions

K-12 & Pre-College Engineering

compete for a slot, take a college course and attend workshops thatshowcase STEM majors. Students earning a B or higher in their college course are automaticallyaccepted to Penn State Behrend. In 1996 a one day event was started for 7th and 8th grade girlscalled Math Options Career Day. Last year 38 and 243 students respectively attended theseevents. Also during this time period, engineering faculty would visit public schools as requestedby teachers. It was in 2006 that Penn State Behrend‟s outreach program blossomed. The majorityof the events developed focus on middle school and high school females. Students participate invarious hands-on activities that demonstrate to them how they could positively impact thesociety and community by choosing a

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Cathy Lachapelle, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

engineers in evaluating landscapes as sites for structures. b. (Lesson 2) Students will be able to identify and explain the role of geotechnical engineers in evaluating landscapes to decide how and where to build foundations for structures. 2. Design challenge: choosing sites and preparing foundations a. (Lesson 1) Students will be able to identify factors affecting whether a site is a good choice for building a structure and explain why these factors are important. b. (Lesson 1) Students will be able to identify and explain ways that a structure is affected by its site. c. (Lesson 2) Students will be able to explain the role of pier foundations in anchoring a building, and

Conference Session

Engineering in Elementary Schools

Collection

2007 Annual Conference & Exposition

Authors

Kate Hester, Museum of Science, Boston; Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

, teachers can choose those that are best suited for their students. If the lesson plans are written for beginning students, suggestions are included throughout the lesson plans for slight modifications that make the lesson more applicable for advanced students. If the lesson plans are written for advanced students, the reverse is true (suggestions are provided for teaching the unit with beginning students). Similarly, each lesson contains two levels of student handouts—beginning (labeled “B”) and advanced (labeled “A”). Teachers can choose which set best fit the capabilities of their students.c. Engineering Field: An engineering field (e.g., mechanical, materials science, environmental) is the unifying theme for each unit

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Holden, University of Wisconsin, Platteville; Kristina M Fields, University of Wisconsin, Platteville

Tagged Divisions

K-12 & Pre-College Engineering

Education Review B, 2(6b), 572-577.7. Vernier Products. (2012). Retrieved December 17, 2012 from www.vernier.com8. Parker, P. J. (Unpublished manuscript, September 2012). Assessing the Effectiveness of the Sky's the LimitOutreach, 7th-12th Grade Program. Page 23.965.9AppendixAppendix 1 – Final Assessment ReportAssessment ProcessThe outreach programs were assessed using surveys. The surveys were administered at the endof the weekend programs and a 100% return rate was achieved. The survey consisted of 20questions; some of these questions had multiple parts, and thus a total of 55 responses wereobtained from each participant. The creation of the survey was based on a

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.689.11This program can be easily replicated, in that labor costs are almost nonexistent. The programuses a small materials budget, mileage reimbursement of volunteers, and a modest staffingbudget for 6-8 hours a week of personnel time (for clubs organization and activity preparation).For most of the program’s history, personnel time included a CU-Boulder program staff personand an undergraduate student coordinator . b When possible, materials are reused.Although some programs report a difficulty “getting in” with a school, our experience is thatschools are ripe for extracurricular enrichment if the context is appropriate and little planning isrequired on the school’s part. It has taken time to foster a working relationship with the

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Natalie Tran, California State University, Bakersfield; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Al Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

generated by theresearch team and conducted a reliability analysis. Using the results generated by a reliabilityanalysis, we described seven summary constructs representing different dimensions of teacherbeliefs about engineering education. Third, we generated a descriptive analysis of the vignettesto gain an understanding about the factors used by teachers to advise students and predict studentsuccess in engineering studies and careers.ResultsFrequency DistributionsPrior to conducting the empirical analysis, we computed proportions of teachers who reportedthat they often or almost always carried out the following activities (with construct labels from Athrough G): A) using student academic abilities to inform their instructions; B) integrating

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

 T.D., & Won, S. (accepted, in press).Studio STEM: Looking for learning in all talented team of graduate and Featuring the Save the undergraduate research assistants.the right places in after-school spaces.Submitted to Research in Science Education. Animals Engineering Teaching Kits forSchnittka, C.G., Brandt, C., Jones, B., &Evans, M.A. (2012). Informal engineering Grades 6-8education after school: A studio model formiddle

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andres Cornel Chavez, California State University Northridge; Stephanie Marie Jaco, California State University Northridge; Alejandro Roldan, California State University Northridge; Matthew Ferrer, CSUN; Joyceanne Sim; George Youssef, California State University, Northridge

Tagged Divisions

K-12 & Pre-College Engineering

. The batteryprovides electrical current that travels through the wire into the coils thus magnetizing the EM.Once the EM is temporarily magnetized, the hammer is then attracted to the EM andsimultaneously strikes the bell. Once the hammer has made contact with the EM, the circuit isthen opened due to the discontinuity between the bell and metallic ring, and the EM is no longermagnetized enough to hold the attraction of the hammer, thus the hammer returns to its originalposition, re-closing the circuit and starting the whole process over again. a b c Figure 1: Electric bell. (a) Underlying circuit (b) Conception (c) RealizationThe current module, i.e. the tunable

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Suzanna Schmeelk, Rutgers University; Robert Sigley, Rutgers University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-5379: NEW TOOLS FOR RESEARCH: USING THE VIDEO MO-SAIC COLLABORATIVEDr. Suzanna Schmeelk, Rutgers University Suzanna Schmeelk is a Research Associate at the Robert B. Davis Institute for Learning at Rutgers Uni- versity, where she completed an Ed.D. in mathematics education. Her research interests include represen- tation research and evidence research of students’ understanding of mathematical content.Robert Sigley, Rutgers University Robert Sigley is a researcher at the Robert B. Davis Institute for Learning at Rutgers University, as well as a Ph.D. student in mathematics education. His research interests include developing computer supported collaborative learning environments for mathematics education and

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

student learning gains in science, mathematics and technology/engineering.The pre-assessment was comprised of 30 multiple-choice questions – 10 each in science,mathematics and technology/engineering. Experts in each discipline wrote a bank of 20questions for both the middle school and the high school levels, and 10 questions in each subjectwere chosen for the pre-assessment. (See Tables 5 and 6 for student performance results andAppendix B for sample questions.) Page 24.1180.8It was realized late in the pilot year that some of the items on the high school pre- and post-testswere incorrect. Pilot teachers were notified of the mistake, but

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Kay Gallagher, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

: Sample questions from workshop participant content assessment Module Question A wave has a wavelength of 50 m and is traveling at 2500 m/s. What is itsSound frequency? a. 250 Hz b. 50 Hz c. 2550 Hz d. 125,000 Hz Which property concerning electric flow is true?Electricity a. Electrons move toward the positive terminal of the circuit b. Electricity flows fast if the circuit is an open loop, not a closed

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas Higher Education Coordinating Board

Tagged Divisions

K-12 & Pre-College Engineering

through the use of LEGO-based engineering robotics. The motivation forthis study was derived from Schunn‟s work but is different in that the measurement ofproportional reasoning was purposefully planned and included a sample size of thirty students,including a control group.Norton (2006) used a LEGO-robotics context to investigate the mathematics learning of 46seventh grade students. He found that (a) the LEGO-robotics activities afforded learningopportunities that also reinforced social relationships, (b) explicit scaffolding was needed bysome students to achieve the mathematics learning, and (c) many students were able todemonstrate greater than expected mathematics and science learning. The assessmentinstruments used by Norton included a

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ronald H Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Thomas Michael Tylutki, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

; Yowell, J. (2004). “Teachers Teaching Teachers: Linking K-12Engineering Curricula with Teacher Professional Development”. Proceedings of the 2004ASEE Annual Conference,Salt Lake City, UT, June.[5] Boettcher, B., Carlson, B., Cyr, M., and Shanbhag, S. (2005) “Engineering Implementation in Grades 6-12:Evaluation of the Effectiveness of a Workshop Model”. Proceedings of the 2005 ASEE Annual Conference,Portland, OR, June.[6] Conlin, M. (2003). The New Gender Gap. Business Week, May 26, 74-83.[7] Koppel, N., Cano, R., & Heyman, S. (2002). An attractive engineering option for girls, Proceedings of the 32ndASEE/IEEE Frontiers in Education Conference, Boston, MA, November.[8] Gibbons, M. (2006). Women in engineering, ASEE Prism, 15(5), January 2006

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph D. Steinmeyer, Massachusetts Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

tape and providing hookup diagramscustomized for each lab exercise in order to streamline student experience as shown inFigure 6. Second, the lack of readily accessible audio output from the board preventedstudents from integrating audio or music into their projects (audio output only being Page 26.1272.10accessible via HDMI, and we could not generate a functional breakout of this due to timeconstraints). Third, and by far the most frustrating, was the sensitivity of the BeagleBone (A) (B)Figure 5. An web-browser accessible Python and engineering automated tutor, CAT-SOOP, was adapted to

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Kjolsing P.E., University of California, San Diego; Yael Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

(a) developstructural models using free computer software, (b) calculate structure dependent seismic loads,(c) iterate their designs to ensure sufficient structural capacity, (d) construct and test a physicalmodel, and (e) optimize a performance index. The capstone modules total duration is twenty in-class hours and can be executed at aunit cost of $2 per student (this does not include the cost of the shake table). The modulecontains vetted handouts and supplements (a teacher’s guide, all necessary student handouts,PowerPoint presentations for instructor use, design examples, software tutorials, fabrication tips,grading rubrics, and videos of an engineer presenting the module) that permit an instructor whomay not have an engineering

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

), stakeholder B. Planning Brainstorming C. Modeling Iteration/revision, D. Evaluation Optimization (tradeoffs, prioritization, efficiency), Negative feedback2. Adult-child A. DirectingInteractions B. Asking questions C. Prompting reflection-on-action D. Following lead E. Providing affirmation/encouragement F. Having conflict/disagreement G. Explanation

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Korey L. Sewell, University of Michigan, Ann Arbor; Jeff Ringenberg, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

students to be as creative as they liked to develop their own mobileapplication. Groups of 2 or 3 students submitted project brainstorming and project proposalworksheets to begin their projects. After instructor approval, students used the remaining labtime to work with their group to complete the mobile application. Some of the notableapplications that the students created were a Coloring Book featuring their favorite cartoncharacters, a GPS-Aware Tour-Guide application, and extensions to pre-made video games (e.g.the Wack-A-Mole game was modified to Wack-A-Celebrity featuring their favorite pop-culturefigures). Appendix B contains a listing of sample project ideas for future iterations of theseprograms

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Karen Davis, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

) Individual brainstorming on pipe layout design; (b) completed design on CAD layout.3. Vision and Precision Allison Mayborg graduated from the University of Cincinnati in June of 2009 with a degree inMechanical Engineering. During her co-op terms at three different companies, she worked in variousindustries, roles, and locations. At L'Oreal USA Manufacturing, Allison worked in the packaging areafor shampoo and conditioner, running time studies and starting up a new packaging line. She then wentto work for Duke Energy in the generation maintenance service group. She provided technical supportfor capital projects at the coal fired power plants in the Midwest region. Her next assignment with DukeEnergy took her to Charlotte, North Carolina where she