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Second Year of the Development and Implementation of an Introduction to STEM Course for Dual-Enrollment Programs

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Developing Young MINDS in Engineering: Part I

Tagged Division

Minorities in Engineering

Page Count

17

Page Numbers

22.1281.1 - 22.1281.17

Permanent URL

https://peer.asee.org/18887

Download Count

17

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Paper Authors

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Horacio Vasquez University of Texas, Pan American

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Dr. Horacio Vasquez is an Assistant Professor in the Mechanical Engineering Department at the University of Texas-Pan American (UTPA), in Edinburg, Texas. His current research interests are in the areas of control systems, mechatronics, measurements and instrumentation, renewable energy, and engineering education.

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Arturo A. Fuentes University of Texas, Pan American

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Robert A. Freeman University of Texas, Pan American

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Dr. Robert A. Freeman has been on the faculty of The University of Texas System for over 25 years and is currently Professor and Chair of the Department of Mechanical Engineering at UTPA. His research interests include; Kinematic and dynamic modeling, analysis, design and control of multi-rigid-body linkage systems; Robotics; Biomechanics; and Engineering education.

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Abstract

Second Year of the Development and Implementation of an Introduction to STEM Course for Dual-Enrollment Programs AbstractAn Introduction to Science, Technology, Engineering, and Mathematics (STEM) coursewas improved and taught for the second time during the summer in 2010 to dual-enrollment college students at South Texas College (STC). The new Introduction toSTEM course was developed in collaboration between STEM Faculty members at theUniversity of Texas-Pan American (UTPA) and STC to create, support, and strengthenSTEM pathways for students in the Dual-Enrollment Engineering Academy (DEEA) andother dual-enrollment or similar programs. The course was offered to 4 groups of about15 students each, at two different campuses in the DEEA program at STC. DEEAstudents take college courses to accomplish an associate degree in Engineering by the endof their senior year of high school. Challenge-based instruction (CBI) was implementedin this new course; challenges, lecture and handout materials, hands-on activities, andassessment tools were developed in the areas of basic electronics, renewable energy,mechatronics, statics, dynamics, chemistry, reverse engineering, and forwardengineering. This paper describes the improvements made to the challenges implementedin the summer of 2009 and the modifications made to the course in order to improvestudent engagement and motivation. The results of the assessments and affect surveys arepresented and compared to the results of the previous year of this project. Based on thepositive results, it is argued that the instruction materials and tools developed for the newcourse could be modified and adapted in other engineering and science courses at UTPA,STC, and other institutions to increase and improve educational challenges and hands-onactivities in the curricula to support recruiting and retention programs and/or activities.

Vasquez, H., & Fuentes, A. A., & Freeman, R. A. (2011, June), Second Year of the Development and Implementation of an Introduction to STEM Course for Dual-Enrollment Programs Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18887

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