Minneapolis, MN
August 23, 2022
June 26, 2022
June 29, 2022
12
10.18260/1-2--41343
https://peer.asee.org/41343
297
Stacie Ringleb is a professor in the department of Mechanical and Aerospace Engineering at Old Dominion University.
Dr. Ayala received his BS in Mechanical Engineering with honors (Cum Laude) from Universidad de Oriente (Venezuela) in 1995, MS in 2001 and PhD in 2005, both from University of Delaware (USA). Dr. Ayala is currently serving as Associate Professor in the Engineering Technology Department at Old Dominion University.
Prior to joining ODU in 2013, Dr. Ayala spent 3 years as a Postdoc at the University of Delaware where he expanded his knowledge on simulation of multiphase flows while acquiring skills in high-performance parallel computing and scientific computation. Before that, Dr. Ayala held a faculty position at Universidad de Oriente where he taught and developed courses for a number of subjects such as Fluid Mechanics, Heat Transfer, Thermodynamics, Multiphase Flows, Hydraulic Machinery, as well as different Laboratory courses.
Additionally, Dr. Ayala has had the opportunity to work for a number of engineering consulting companies, which have given him an important perspective and exposure to the industry. He has been directly involved in at least 20 different engineering projects related to a wide range of industries. Dr. Ayala has provided service to professional organizations such as ASME, since 2008 he has been a member of the Committee of Spanish Translation of ASME Codes.
Dr. Ayala has published over one hundred journal and peer-reviewed conference papers. His work has been presented in several international forums in Austria, the USA, Venezuela, Japan, France, Mexico, and Argentina. Dr. Ayala has an average citation per year of all his published work of 42.80.
Min Jung Lee is a postdoctoral fellow at Old Dominion University. She received her B.S. in chemistry in South Korea and M.S. and Ph.D. in Science Education from Teachers College, Columbia University. Her research interests include formal and informal STEM education and teacher education, specific to their knowledge, belief, and self-efficacy.
This work-in-progress paper describes engineering students’ experiences in an NSF-funded project that partnered undergraduate engineering students with pre-service teachers to plan and deliver robotics lessons to fifth graders at a local school. This project aims to address an apparent gap between what is taught in academia and industry’s expectations of engineers to integrate perspectives from outside their field to solve modern societal problems requiring a multidisciplinary approach. Working in small teams over Zoom, participating engineering, education, and fifth grade students designed, built, and coded bio-inspired COVID companion robots. The goal for the engineering students was to build new interprofessional skills, while reinforcing technical skills. The collaborative activities included: (1) training with Hummingbird BitTM hardware (e.g. sensors, servo motors) and coding platform, (2) preparing robotics lessons for fifth graders that explained the engineering design process (EDP), and (3) guiding the fifth graders in the design of their robots. Additionally, each undergraduate engineering student designed a robot following the theme developed with their preservice teacher and fifth grade partners. The intervention took place in Spring 2021 amidst the COVID-19 pandemic, necessitating the investigators to make critical decisions to address challenges of implementing the intervention in an online setting. This paper describes those decisions as it investigates how the cross-disciplinary, mixed-aged collaboration with preservice teachers and fifth graders impacted undergraduate engineering students’ learning and investment during the design process of their robots. Preliminary results of a regression analysis revealed a relationship between the engineering students’ robot rankings and post-scores on the design process knowledge survey (r = 0.92). Consistencies and a few anomalies in this pattern were explained using qualitative reflections which were analyzed to determine students’ level of investment in the project, overall perceptions, and the extent to which they focused on the fifth graders’ ideas in their designs. In general, robot quality was linked to both undergraduate engineering students’ level of investment and whether they focused on the fifth graders’ ideas in their designs. Engineering students’ overall perceptions of the project were generally positive, appreciating the role of cross-disciplinary and mixed-aged collaborations in their learning to brainstorm innovative solutions and interact effectively with professionals outside of engineering as they embark on tackling societal problems in the real world.
Kaipa, K., & Kidd, J., & Noginova, J., & Cima, F., & Ringleb, S., & Ayala, O., & Pazos, P., & Gutierrez, K., & Lee, M. J. (2022, August), Can We Make Our Robot Play Soccer? Influence of Collaborating with Preservice Teachers and Fifth Graders on Undergraduate Engineering Students’ Learning during a Robotic Design Process (Work in Progress) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41343
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