Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Lisa Benson, Clemson University; Michelle Cook, Clemson University; Leigh Martin, Clemson University

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #18778Developing Teaching Internships for Science and Engineering Undergradu-ate Students and Project Team Reflection (Evaluation)Dr. Marian S. Kennedy, Clemson University M.S. Kennedy is an Associate Professor within the Department of Materials Science & Engineering at Clemson University. Her research group focused on the mechanical and tribological characterization of thin films, coatings and biological materials. She also contributes to the engineering education community through her research relating to student identity, motivation and undergraduate research programs.Dr. Lisa Benson, Clemson University

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #18779Elementary Student Reflections on Failure Within and Outside of the Engi-neering Design Process (Fundamental)Dr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Associate Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple informal settings. As a pre-service teacher educator, she includes engineering in her

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #16801Impromptu Reflection as a Means for Self-Assessment of Design ThinkingSkillsMiss Avneet Hira, Purdue University, West Lafayette Avneet is a doctoral student in the School of Engineering Education at Purdue University. Her research interests include K-12 education and first year engineering in the light of the engineering design process, and inclusion of digital fabrication labs into classrooms. Her current work at the FACE lab is on the use of classroom Makerspaces for an interest-based framework of engineering design. She is also inter- ested in cross-cultural work in engineering education to promote

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

Paper ID #15016Elementary Teachers’ Reflections on Design Failures and Use of Fail Wordsafter Teaching Engineering for Two Years (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Associate Professor of Science Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple informal settings. As a pre-service teacher educator, she includes

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joyce Seifried, The College of New Jersey ; Manuel Alejandro Figueroa, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education Division

education community that is developinglessons and activities specifically designed for K-12 educators [3]. Nanoscale science has beenrecognized as truly interdisciplinary and oftentimes reflects modern science better than thetraditional science disciplines [4]. Previous reports demonstrate that introducing NSE modules ina high school engineering classroom can leave students with positive perceptions aboutnanotechnology [5] and allows students to delve into science content across multiple size scales[6] . Furthermore, just having a firm understanding of what objects look like at the nanoscale canhelp students gain a better understanding of concepts in related scientific fields [7].On the other hand there are challenges in implementing NSE lessons

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the uncertainty of divergent problems byconstructing multiple problem spaces and then engaging in reflective practice or reflectiveconversation as they interpret and evaluate alternatives. These metacognitive strategies enableengineers to deal with uncertainty by continuously engaging in acts of self-evaluation, self-monitoring and reflection as they work through the engineering design process.10, 13 The use of acollaborative environment has been found to help engineers reduce and manage uncertainty.10, 14Shin and his colleagues14 explain that working in teams allows engineers to reduce ambiguity bydistributing the knowledge and skills and collectively making decisions. The ability to logicallyand persuasively argue for or against a decision

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, Tufts University; Kristen B. Wendell, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

a responsive teaching approach looks like in engineering and how teachers might enter intothis approach. Our study is also intended to highlight some of the challenges that teachers face inresponsive teaching in engineering.In this research study we analyze interviews with six elementary teachers who had at least twoyears of experience with Novel Engineering, an approach to teaching engineering designdeveloped at Tufts University that uses narrative texts as the basis for design problems.14 In thesesemi-structured interviews we discussed the implementation of Novel Engineering in theirclassroom and showed them a short video of some of their students working on the project. Weasked teachers to reflect on these students’ work, drawing on the

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

Tagged Divisions

Pre-College Engineering Education Division

reflect the recommended timeframefor curriculum delivery.Data screening was conducted based on recommendations from Tabachnick and Fidell45 formultivariate statistics including: inspecting univariate descriptive statistics, evaluating anddealing with missing data, considering linearity and homoscedasticity, identifying and dealingwith multivariate outliers, and evaluating for multicollinearity. In dealing with missing data,cases were retained for listwise completion at the subscale level because each survey waspresented as its own page. This led to a greater number of students having completed theEngineering Design Self-Efficacy instrument (see Table 1) and a varying number of studentsbeing included in each statistical test. (We have taken care

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division

currently leads up a team of educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learning c American Society for Engineering Education, 2016 The Engineering Design Log: A Digital Design Journal Facilitating Learning and Assessment (RTP)AbstractStudents engaging in design and engineering processes are frequently encouraged to keep anotebook, journal, or log containing their drawings, reflections, decisions, and justifications. Inthe professional world, such a notebook is primarily for the benefit of the designer, to keep trackof important ideas

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

componentadditions. Tailoring activities for pre-college pedagogy and grade-level appropriateness can bereadily done3. Also, an introduction to this IC facilitates understanding of related onlinehobbyists resources and can be a good transition to other IC hardware.Modular Resources Six modular activities were developed for a two-day outreach experience – four involvingcircuit manipulation and two involving reflection. The activities are modular so that they can bedone separately, expanded or contracted (time), or tailored to available components or studentability. For example, advanced students can engage in extra challenges that involve exploringdeeper relationships. Students work in pairs during circuit manipulation activities. Two of thecircuit

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

, motion and energy.  Teams were required to document their design and construction processes in an electronic engineering notebook. The notebooks were examined for evidence of student understanding and communication of the engineering design process, reflective learning, and kinematic principles as well as the level of participation of each individual in the team. Integrating engineering into math and science courses is new to many in­service teachers and research has documented that science teacher efforts focus more on engineering practices such as teamwork and communication rather than the application of the math and science concepts that are important to engineering problem solving. The research objective was to identify tools and practices

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada; Hasan Deniz, University of Nevada; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada

Tagged Divisions

Pre-College Engineering Education Division

research: To what extent did the teacher’s NOEviews improve after exposure to a NGSS-aligned engineering design challenge course? Howsuccessful was the teacher in executing the engineering design process as taught through anengineering design challenge? We provide here a single case analysis for one teacher as a pilotstudy for future research. The paper provides a brief overview of our case study research inregards to data, methods, and preliminary results. Our data sources include pre/post NOEassessment, in-service teacher written reflections, and assignments.Curriculum design Learning goals and overview: The three-credit master’s level course was for in-servicescience teachers and focused on the EDP through an engineering design challenge

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; John Chen, California Polytechnic State University - San Luis Obispo; Danielle Champney, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Pre-College Engineering Education Division

for Engineering Education, 2016 Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning CourseAbstract: This paper documents new engineering focused curricula for an undergraduate LiberalStudies course directed at future K-12 teacher candidates. The engineering design process isintroduced to students within the context of a Project-Based Learning environment. Students arepresented with engineering design challenges for which they must generate possible solutions,ask questions, seek information, reflect on project directions, and finally develop an artifactrepresenting their design solution. Course learning objectives are centered on applying theengineering design process

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire Duggan, Northeastern University; Maureen D. Cabrera, Center for STEM Education; Madeline Jean Leger

Tagged Divisions

Pre-College Engineering Education Division

similar summer research programs offered at universitiesaround the country. The framework of the supporting features of Northeastern University’sprogram is what enables participants to succeed in the labs, build self-efficacy in STEM andprepare them for their academic journey into college. The weekly schedule is supported throughmorning homerooms during which a variety of topics and activities are introduced, in addition tolunchtime technical seminars, and field trips to local companies and research facilities. Utilizingformative evaluations, such as weekly reflections to inform program design and implementation,allows staff to make adjustments that might be necessary to ensure a high level of participant andfaculty satisfaction with the program

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christie Jilek, West Ada School District; Noah Salzman, Boise State University

Tagged Divisions

Pre-College Engineering Education Division

FridayInstitute1 aimed measuring perception toward STEM related fields and study. Surveys wereadministered before and after engineering lessons.Along with student perceptions toward STEM content, we will describe the journey and thoughtprocess throughout the 8-week period from the implementing teacher’s point of view. We willdetail the implementation process, reflect on student success and struggles, describe perceptionsof student achievement based on student responses and completed work, as well as present anoverarching reflection on the author’s journey throughout the process. Through the study andreflection others can learn how to bring engineering design into the classroom. It is also our goalthat this process and study, including implementation, will

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

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

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa

Tagged Divisions

Pre-College Engineering Education Division

peers on anengineering design project.6-8 Yet, there is a gap in the literature about how that communicationis perceived by the students themselves. Little is known about middle school designers’perspectives on their own communication challenges or their perspectives on peers’communication challenges. Further, few studies report on interventions aimed at improvingyoung students’ ability to negotiate communication challenges during collaborative designsessions.In previous analysis of students’ self-reported data related to communication challenges duringengineering design teams, we found that middle school designers grew in their metacognitiveawareness of their group’s communication patterns across an engineering design-reflect-designprocedure

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Te'Airra Monique Brown , Virginia Tech; Glenda D. Young Collins, Virginia Tech

Tagged Divisions

Pre-College Engineering Education Division

AR raised students’ interest whichincreased the majority of participants learning of science concepts. Still, the majority of currentAR literature reflects the prior point: researchers’ attempts to evaluate and measure studentlearning in AR applications has little basis in learning science or educational literature. Webelieve our guide will add to the literature by designing AR applications within the situatedlearning environment.Situated LearningSituated learning theory is based in the situative conceptual framework and examines howlearners gain knowledge through social contexts and interactions with materials and people.When discussing theory, it is important to understand the nature of knowing and consequentlywhat signifies learning and

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

this program is a work in progress, only preliminary data from the first two cohorts areavailable for program evaluation. Current evaluation efforts were based on participantreflections, pre- and post-program Local Systemic Change (LSC)11 surveys, participation inacademic year follow-up activities, as well as data collection and reflection during the follow-upacademic year. These sources were aggregated to describe the impact of the participants’summer experiences for primary investigators leading the program, materials and manufacturingresearchers, in addition to the NSF funding agency. The evidence collected regarding the nineobjectives based on the three research topics are listed in Table 1 including progress andrecommendations for the

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

learners receive and process information. The FSLM incorporates someelements of the Myers-Briggs model and the Kolb’s model. The main reasoning for its selection inthe DLMS evaluation is that it focuses on aspects of learning that are significant in engineeringeducation.The FSLM consists of four dimensions, each with two contrasting learning styles: Processing(Active/Reflective); Perception (Sensing/Intuitive); Input (Visual/Verbal); and Understanding(Sequential/Global). The details of the dimensions can be found in Ref.6. In order to determine anindividual’s specific learning style, Felder and Soloman13developed the Index of Learning Style(ILS) survey. Each of the 44 questions within the survey is designed to place the learner’spreference within

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna Colleen Sage, University of Wisconsin, Milwaukee; John R. Reisel, University of Wisconsin, Milwaukee

Tagged Divisions

Pre-College Engineering Education Division

.-Checklist Template (see below)ACTIVITY:-Ask Students to brainstorm things they see every day that consume energy. Create a list of student ideas (i.e. therefrigerator).- Play BrainPop’s Conserving Energy video and discuss key concepts. (Note: The quiz that goes along with thevideo can be taken as a pre-test and then retaken after the video as a means of assessment for objective 1.)- Refer back to the list of student ideas of thingsthat consume energy. Ask students to brainstormways in which we could use less energy witheach item.-Assign the Sustainable energy checklist to becompleted at home that assesses several simpleareas of energy efficiency. After completing thechecklist, have students write a short reflection ofways they could improve their

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lana Plumanns M.Sc., RWTH Aachen University; Sebastian Reuter P.E., RWTH Aachen University; Kristina Lena Lahl, RWTH Aachen University; Rene Vossen, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

insectoid robots, etc.). This relaxed introduction to robotics reduces anyreservations that the students might have about the field of robotics. After a welcome phase, ashort lecture is given introducing some of the main themes of robotics and the core researchareas studied by the scientists and robotic engineers at DLR and RWTH Aachen University.A small group size of four to six persons allows for active participation in the six practicalexperiments, of which each group carries out four, and the necessary concentration forhandling the high-tech equipment. Each experiment is followed by a short break, allowing thestudents reflection time to discuss the experiments with their peers. Each experiment startswith a clarification of the educational

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

learners construct newunderstanding by building on what they already know [8]. We see approaches that connect toculture as a critical extension of such teaching; culturally relevant pedagogy connects tostudents’ cultural experiences and understanding [9-13]. In such approaches, students’ “funds ofknowledge” are leveraged, using the resources students bring from their experiences in home andother culturally-specific out-of-school settings [14]. Such approaches reflect a range of student-centered teaching, including using students’ strengths to introduce new instruction, supportingcollaborative learning spaces, adapting curriculum, engaging in social justice and communityengaged learning, etc. [15]. These approaches align to engineering education

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

triggered a decrease in confidence inSTEM learning among entering college students. This can be illustrated by the fact thatenrollment in U.S. institutions of higher education has grown steadily at all levels rising from14.5 million students in 1994 to 20.7 million in 2009, but such a growth is not fully reflected inscience and engineering. Institutions of higher education in the United States granted engineeringdegrees in the mid-2000s at a lower rate than in the mid-1980s. The number of Americanstudents earning bachelor’s degrees increased by 16% over the past 10 years, however, thenumber of bachelor’s degrees earned in engineering decreased by 15%. Nationally, less than50% of the students who enrolled in engineering curriculum complete the

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Tiffany Wild, The Ohio State University; Se Jeong Yang, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

an issue not only with competency,but also with a lack of self-efficacy in math, science, and engineering which creates anxiety. According to Beck-Winchatz and Riccobono (2007), the majority of students with VI arefollowing general education curricula. However, less than 30 individuals with VI earned ascience and engineering research doctorate on average each year from 2001 to 2009 compared to25,600 people without a disability on average per year during the same time period (NSF, 2012).Lack of higher level degrees in the science and engineering fields do not reflect the fact thatstudents with VI have the same spectrum of cognitive abilities as sighted peers (Kumar,Ramasamy, & Stefanich, 2001) and with appropriate accommodations can

Conference Session

K-12 & Pre-College Engineering Division: Curriculum and Resource Exchange

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

applications with opportunities for students to exploreelectrical experimentation, measurement, and re-design. The activities are appropriate tosupplement physical science and algebra courses at the 9th-grade level and beyond.Pedagogical Context and ActivitiesElectronic devices are ubiquitous and deeply embedded in everyday life and students oftenwonder how they work. Thus, the “Electronics of Everyday things” teaching resource aims toanswer students burning questions about “what makes a light blink?”, “what makes a buzzersound?”, or “what happens internally when you push a button on a device?” through hands-onactivities and reflection exercises. The target grade level is 9th-grade through 12th-grade.The 555 timer IC is a highly stable device for

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

African American, eight were White or Caucasian, two were mixed race,and one was Hispanic. The STEM/Literacy afterschool program met twice a week from 4-5:30pm at Kiser PK-8 School from October through April. The program was facilitated by two KiserSTEM instructors and two undergraduate engineering students from the University of Dayton.Although the engineering activities were initially designed to be facilitated in a single, 30-60minute classroom session, the addition of the literacy component and incorporating more timefor reflection and redesign made it such that a single activity was generally facilitated over four,90 minute sessions. On the first day of the activity, the students engaged in a read aloud andengagement activity focusing on the

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

bridge, full-scale bakery, etc.  Emphasize the importance of iteration and the acceptability of failure  Ensure that there is reflection time each period to discuss how the content of the day might be incorporated into the math or science classroom.The summary plans for each day were as follow: Day 1: Pre-assessment. What Do EngineersDo? Similarities, differences, and synergisms between engineering and science. Bridge Building– defining and working toward criteria, and within constraints. Day 2: Baking Like an Engineer.What to do when the answer’s not in the book: test engineer approaches; simple experimentalapproaches; data presentation; data analysis. Day 3: That Bridge Again – returning to anengineering problem with more context

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

focuses on evaluating methods of effective practice of an engineering design summerprogram for middle school students. The paper reflects on findings and observations regardinggender groupings in STEM, and how they affect student learning and confidence. In 2009,President Obama's Administration implemented the "Educate to Innovate" program to emphasizeSTEM (science, technology, engineering, and math) education. Women and men hold nearlyequal professional positions in the biological sciences, and close to that in math, yet womencomprise less than 30% of the science and engineering workforce as a whole.1 Students as youngas kindergarten express the belief that fields of study such as science and math are “boysubjects.”2 The societal norm that males

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

and how project-based learning (PBL)takes the center stage in this strategy. We assert that building a camp or even a lesson plan fromlearning blocks creates a totally immersive and engaging environment for the learner and makes itmuch more plug-and-play for the designer/instructor.Our paper will also focus on implementing these learning blocks in a K-12 mixed environment (allgrade levels, male and female participants) versus a much more homogenous cohort (all highschool, all female) type of camp. A showcase of student products (from reflective pieces to actualcreations) will be discussed along with how “check-ins” are built into the learning blockchallenges; the latter as a means to embed assessment into the project workflows dynamically