Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

of the author and do notnecessarily reflect the views of the National Science Foundation.ReferencesCapobianco, B. M., Diefes-Dux, H. A., & Mena, I. B. (2011). Elementary school teachers' attempts at integrating engineering design: Transformation or assimilation? In Proceedings of the 118th American Society for Engineering Education Annual Conference and Exposition, Vancouver, British Columbia.Charyton, C., Jagacinksi, R. J., Merrill, J. A., Clifton, W., & DeDios, S. (2011). Assessing creativity specific to engineering with the revised creative engineering design assessment. Journal of Engineering Education, 100(4), 778-799.Forbes, C. T. (2011). Preservice elementary teachers’ adaptation of science

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University Office of Educational Partnerships

Tagged Divisions

K-12 & Pre-College Engineering

: Comparison of regional electricity emission factors for CO2New York State has abundant water resources and has harnessed the power of several majorrivers (Niagara, St. Lawrence) and many smaller rivers to produce hydroelectric power. Thereare also several nuclear power plants that operate with nearly negligible greenhouse gasemissions. NYS clearly relies less on fossil fuel, especially coal, than the Nation (on average)and far less than Denver (Figure 2). Nuclear (~28%) and hydroelectric power (25%) are muchmore important than coal in NYS. Page 23.928.6These differences in the electricity generation mix are reflected in variable GHG emissions(Figure

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Zdanna Tranby; Scott K Van Cleave, Science Museum of MN; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

) and do not necessarily reflect theviews of the National Science Foundation. Page 23.1334.6References1. Clark, C. 1999. The autodriven interview: A photographic viewfinder into children’s experience. Visual Sociology 14:39-50.2. Smith, A. B., Taylor, N. J., & Gollop, M. M., 2000. Children's voices: Research, policy and practice. Pearson Education, New Zealand.3. Tizard, B & Hughes, M. 1984. Young children learning, talking and thinking at home and at school. Fontana Press, London.4. Epstein, I., Stevens, B., McKeever, P., Baruchel, S., & H. Jones 2008. Using puppetry to elicit children’s talk for research

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Gail Gotham, SLL BOCES; James Carroll, Clarkson University; Peter Turner, Clarkson University; Douglas Bohl, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Michele Dischino; Manjit Khosla, HALS Academy; Patrick Foster, Central Connecticut State University; Carol Shields, Stevens Institute of Technology; Dan Fagan, Wallace Primary School; Martha Cyr, Worcester Polytechnic Institute; John Staley, Doherty Memorial High School

Tagged Divisions

K-12 & Pre-College Engineering

incorporate additional elements into ourprogram such as field trips, including a trip to the CCSU campus, as well as guest speakers fromindustry and stronger assessment tools. Requiring the pre-service teachers to conduct their lessons and activities with two separatebut similar groups of middle school students worked very well both during and after school. Thisallowed time for the CCSU students to reflect on their teaching methods and make modificationsaccordingly. This technique also allowed for all HALS students to participate in every activitywhile keeping class and group sizes manageable.Conclusions Our collaboration can serve as a model for additional partnerships within our local district aswell as for university and K-12 educators in

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sheryl Burgstahler, University of Washington; Richard Ladner, University of Washington; Annemarie Poginy, University of Portland

Tagged Divisions

K-12 & Pre-College Engineering

disseminate the workshop model and key properties to other colleges and Page 11.1293.2universities so that engineering and computer science may attract a more diverse population. Weprovide evidence regarding the success of the workshop through students’ work, a case study,and analysis of program evaluation data.1. IntroductionEngineers and computer scientists build products for use by a diverse population; therefore, it issensible and necessary that engineers form a diverse population. Unfortunately, thedemographics of US students earning engineering degrees and those practicing as professionalengineers do not reflect the US population1. Among the

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

approach reflects a foundationalmisalignment in educational philosophies resulting in what might provocatively be characterizedas “bait-and-switch.” The bait-and-switch characterization reflects a mismatch between theengagement logics embedded in most K-12 engineering education and the exclusionary logicsunderlying most university engineering education. While we acknowledge from the start thatuniversity engineering programs are increasingly emphasizing student engagement, the rapidexpansion of K-12 engineering programs has outpaced reforms in higher education aroundengagement, thereby magnifying the problems associated with engineering bait-and-switchexplored in this paper.In popular vernacular, bait-and-switch is often associated with fraud or

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

or who lack maturity commonly takeadvantage of group-based work and ‘hitchhike’ on the efforts of their teammates.22 At the other Page 26.1266.3end of the spectrum, students who do not trust the capabilities of their teammates and feel a needto control situations often dominate their groups, taking on more of a role than is appropriate anddisallowing other members an opportunity to fully participate.23Students typically view overall group grades as unfair, and these grades must be adjusted forindividual performance.22 If grades do not reflect individual efforts, students cannot be heldaccountable, hard-working students may resent others, and

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Nancy Anna Newsome, CEISMC - Georgia Tech; Marcela Nicole Moreno, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

and challenges of using robotics, in this case LEGOMindstorms NXT kits, as a manipulative to teach science content within the core scienceclassroom, particularly within less-than-optimal, but very common, types of school settings. Itwill cover the issues of materials management and constraints, resource and time requirements indifferent settings, the effects of variability in student prior knowledge, and the necessaryscaffolding of robotic-based activities to ensure that students focus adequately on science content.Data sources include design reflections and documentation, classroom observations, projectcommunications, teacher surveys and interviews, and teacher reports of curriculum enactment.IntroductionScience Learning Integrating Design

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

. • Part 2 focuses on the students’ experience, reflecting on how engineering is included in the Next Generation Science Standards. • Part 3 discusses forms of assessment required when students do open ended creative work, and the new relationship the teacher must have with the students. • Part 4 describes the next step, the many possibilities in the Engineering course, for students who successfully finish Intro to Engineering. • Part 5 describes the next frontier for this program, a preparation for younger students prior to Intro to Engineering.The story this program tells, like engineering itself, is very dynamic, so elements from all fivesections are subject to continuous improvement.Part 1 The design of a

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Larry Richards, University of Virginia; Anaïs Miodek, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

School of Engineeringand Applied Science. Initially, the MITE program was intended to serve as a preparation andrecruitment program for first-generation college students and minority groups in engineering,defined as: women, African-Americans, Hispanics and Native Americans. In 2002, the programwas renamed the Introduction to Engineering, reflecting a conscious decision to make theprogram more overtly inclusive of all demographic groups. The OMP continued to run theprogram and was officially renamed the Center for Diversity in Engineering (CDE) in 2004. Inaddition, in 2003, a new emphasis on hands-on engineering was introduced and material frominteractive engineering teaching kits was incorporated into the ITE program. This included theadoption

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Sibel Uysal, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Chell Roberts, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

hedid not sustain the students’ interest with several hands-on design activities, such as building anairplane, a tower, a bridge, guest speakers, field trips, readings about the design process, andteam presentations, Mr. Q. was not able to pay enough attention to some aspects of the classwhich inhibited the success of the program. For example, the video presentations or activitieswere selected to reflect the interests of the students, as indicated by student questions ordiscussions. Gender and minority interests were not explicitly taken into consideration. Forexample, most videos focused on disasters resulting from engineering mishaps videos that mightshow the relevance of engineering to society. Furthermore, difficulties were encountered

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina; Erica Pfister-Altschul, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

results of the second survey constitute thebulk of this study, and are discussed below.Second Survey ParticipantsFifty five survey responses were complete enough to be used. The distribution of participants byyear of participation, gender, and major field is shown in Table 2. These reflect the changingnature of the participant pool. Science Fellows began participating in 2005 and the largestcohorts occurred in years 2005-2010. We compared the demographics of all original GK-12Fellows to those who participated in the second survey, and found that the percentages of thesurvey participants were approximately the same (see Table 3). Therefore, the survey sample isconsidered to be representative of participants in our GK-12 program. Table 2

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Keith Walters; Keisha Walters

Tagged Divisions

K-12 & Pre-College Engineering

scores for statements 4, 5, and7. The second goal—encouraging students to pursue science and engineering careers—isindicated by interest evaluation responses to statements 1-3, and by the follow up contacts withthe student participants. The third goal of increasing students’ knowledge and understanding offluid mechanics is indicated by interest evaluation statement 6, and by the results of the pre- andpost-course concept inventories. These conclusions are also supported by the student responseson the course evaluations.Recommendations for Course ImprovementBased on the student feedback, post course assessment, and the instructors’ own observations,the course was a success. However, upon reflection, a number of potential improvements

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

with the highestcode density and variety to obtain a teacher’s best example of instructional practice, (b) maintainthe proportion of the before, during, and after segments to reflect the overall structure of theentire unedited lesson, and (c) maintain the continuity of the lesson so that segments were neverless than two minutes in length. As an example of this editing process, if a teacher’s entire 40minute lesson consisted of 15 minutes of before activity, 20 minutes of during, and 5 minutes ofafter activity, the 20 minute edited version would consist of 7.5, 10, and 2.5 minutes from eachrespective activity. To retain continuity, additional video was selected, if needed, to providenecessary context and/or to reach the minimum of a two-minute

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.1470.7their value to the teacher/classroom/students.Fellows’ Journals. All SLIDER Fellows were required to journal throughout their participationin the program. This started during the summer training program when they were asked toreflect about the effectiveness of the summer training and how prepared they felt to enter theclassrooms at the start of the school year. Throughout the fall semester, the fellows wereinstructed to post a weekly journal entry on our online collaborative platform (T-Square, basedon the sakai program) about their experiences at the school and their reflections about whatsuccesses they were having and the areas in which they hoped to improve. Fellows were alsoencouraged to read each others’ posts and to comment

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

the foundations course Digital Electronics ™ asimplemented in an urban high school. The lessons observed covered two project areas:programming a basic stamp robot (3 hours) and the creation and troubleshooting ofcircuits using the computer program Multisims and breadboards (4 hours).First, the videotapes were digitized and entered into Transana21(see www.transana.org), acomputer application for discourse analysis that integrates the video, transcript text andcodes. Classroom sessions were segmented into clips, and clips were coded to reflect thepoints of interest noted in our research questions, in a manner similar to Nathan et al.,200922.Coding FrameworkOur coding framework delineates four different dimensions: A. Instruction time codes

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Joyce Palmer Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

. Am. Ed. Res. Jour., 38: 915-945.8. Jeanpierre, B., Oberhauser, K., & Freeman, C., 2005. Characteristics of professional development that effect changed in secondary science teachers’ classroom practices, J. of Res. in Sci. Teaching, 42: 668-690.9. Supovitz, J.A. & Turner, H.M., 2000. The effects of professional development on science teaching practices in the professions, Jossey-Bass, San Francisco, CA.10. Geddis, A.N.., 1993. Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching. Intnl. J. of Sci. Ed. 15: 673-683.11. Keys, C. & Bryan, L.A., 2001. Co-constructing inquiry-based science with teachers: Essential research for lasting reform, J

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Andres Goza, Rice University; David Garland, Rice University; Brent Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

American 11.0% 12.5% White 14.8% 3.7% Hispanic Hispanic Hispanic 81.0% 82.5% 74.1% Figure 1: Demographics of DREAM mentees from spring 2009 The demographics of the participants are never pre-determined by the program, and as such theDREAM mentee demographics largely reflect the school demographics. At Austin High School(AHS), African Americans and Hispanics make up, on average, 96% of the participants in

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Beverly Mire, Cambridge Youth Programs; Trent Ramsey, Cambridge Youth Programs; Karen Gareis, Goodman Research Group; Emily Davidson, MIT; Elizabeth Jones, MIT; Michelle Slosberg, MIT; Rafael Bras, MIT

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhao Chad Kong; Angie Martiza Bautista-Chavez, Rice University; Andres J Goza, Rice University; Rachel Jackson, Rice University; Kurt Kienast, Rice University; Sam Oke; Juan A Castilleja, The Boeing Company; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

22.814.3on anecdotal evidence from teacher feedback to improve students’ understanding of fundamentalengineering concepts8,9,10. The Integrated Teaching and Learning (ITL) Program at theUniversity of Colorado at Boulder developed a Creative Engineering course for students at anearby high school. This course focused on hands-on design based engineering in conjunctionwith the high school curriculum and demonstrated that students had increased confidence in theuse of engineering methods to solve problems11.Research on learning styles reflects the positive impact of integrating kinesthetic learningenvironments with traditional learning structures. A recent study showed that learning is aconglomeration of a variety of interactions12. The results

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

and students improveand adjust their learning.32, 33, 34In the Generate Ideas (GI) stage, students try to create solutions to a novel and challengingproblem. It provides practice with the cognitive and affective sides of creative problem solvingand is the primary step where innovation is developed.35Since students reflect on what they know and determine what they need to learn, the GI stageexercises metacognition.36 When working in teams, the students share ideas and developdifferent perspectives on the problem.37 If students attempt to understand and solve the problembefore they receive instruction, it can help their learning30 and increase the probability that theywill create guiding questions.38Frequently, college engineering students are

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Can Saygin, University of Texas, San Antonio; Timothy T. Yuen, University of Texas, San Antonio; Heather J. Shipley, University of Texas, San Antonio; Hung-da Wan, University of Texas, San Antonio; David Akopian, University of Texas, San Antonio

Tagged Divisions

K-12 & Pre-College Engineering

possible in order to obtain significant amount of data in terms ofthe effectiveness of the 5-Step ALC model. 4. ConclusionsIn this paper, we share our experiences related to the development of teacher workshops andstudent camps focused on educational robotics based on an active learning model. Ourconclusions can be summarized as follows:  Understanding a concept entails having a mental model that reflects the structure of the concept and its relationship to other concepts. Therefore, presenting organized knowledge through concepts that are combined to form propositions that show the relationship among concepts is essential.  Learning is an active and continual process, where knowledge is constructed, continually updated, and

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Brudigam, Lake Travis High School; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

textbook.The text was written to follow the sequence needed to develop 3-D spatial skills.3 In thebeginning of the course, students were introduced to the need for spatial visualization skills andprimarily focused on isometric and orthographic sketching. The curriculum built upon this skillwhile adding various application problems, discussing engineering drawings, and focusing onpattern development. Approximately half way through the curriculum, students were exposed towireframe geometry as they concentrated on two and three coordinate drawings. Transformationsbecame integral at this point as students used translations, dilations, rotations, and reflections toview objects as they are rotated about axes and investigated cross-sections.3 Data

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

which enhance overall student learning byaffirming that students’ contributions and ideas have value.‘You’re Hired!’ is designed to be a series of short term interventions that give students authenticexperiences that can later be built on in the classroom. During the activity teachers are availablefor student support, but also have the opportunity to stand back and observe student learning.This allows teachers to see gaps within students’ ability to utilize educational material and takenotes. In the following days in the classroom, teachers now have a personal experience forstudents to reflect on while revisiting key material. For example, an English teacher at oneschool realized that while students had learned about citations, many of the

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

-educated women have increased their share ofthe overall workforce”1. The gender gap in STEM employment is not an anomaly; it reflects thedisparity in the relative numbers of men and women pursuing STEM education, of which the K-12 years, particularly high school, are this paper’s focus.Female high-school students are more likely to aspire to attend college than are their malecounterparts, and young women enroll in college, persist, and graduate from it at higher rates aswell2. So why does this STEM-specific gap exist? This paper employs the tools of “genderanalysis” to address this question.Gender analysis provides a framework for thorough analysis of the differences between women’sand men’s “gender roles, activities, needs, and opportunities in a

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Forster D Ntow, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

. In the K-12 setting, engineering can help students learn to use informed judgment to make decisions, which can lead to informed citizenry. Students must be empowered to believe they can seek out and troubleshoot solutions to problems and develop new knowledge on their own. Engineering requires students to be independent, reflective, and metacognitive thinkers who understand that prior experience and learning Engineering from failure can ultimately lead to better solutions. Students must also learn to manageThinking (EThink) uncertainty, risk, safety factors, and product reliability. There are additional ways of

Conference Session

Engineering in High Schools

Collection

2007 Annual Conference & Exposition

Authors

Ramzi Bualuan, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

women,and one for underrepresented minorities. In 1998, IEP was open to all students who arerising seniors in high school. In 2001, a web site was set up to accept online applications.The program’s web page 6 remains the most effective way to get information out. Itmaintains all the information about the program, contains a FAQ, and was used veryfrequently as a means to contact us with questions. It is via the web page that the studentsapply to the program.An important aspect of the program is the selection of counselors. They usually numberseven to ten, and most are engineering students. The majority are former IEP studentsthemselves. The male/female ratio of counselors is chosen to reflect that of the students,usually in the order 2 to 1