Maloney, P. A., & Cong, W., & Zhang, M., & Li, B. (2020, June),  The Broader Impacts of an Additive Manufacturing Course at Three Large Universities   Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33958

\bibitem{asee_peer_33958}
  Maloney, P. A., \& Cong, W., \& Zhang, M., \& Li, B. (2020, June), \emph{ The Broader Impacts of an Additive Manufacturing Course at Three Large Universities }
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--33958

Patricia Ann Maloney, Weilong Cong, Meng Zhang, and Bingbing Li.  " The Broader Impacts of an Additive Manufacturing Course at Three Large Universities ".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/33958 Internet.  11 Feb, 2025

\bibitem{asee_peer_33958}
  Patricia Ann Maloney, Weilong Cong, Meng Zhang, and Bingbing Li.
  " The Broader Impacts of an Additive Manufacturing Course at Three Large Universities ".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/33958 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_33958
author = "Patricia Ann Maloney, Weilong Cong, Meng Zhang, and Bingbing Li"
title = " The Broader Impacts of an Additive Manufacturing Course at Three Large Universities "
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33958}
number = {10.18260/1-2--33958}
}

TY  - CPAPER
AB  - This paper documents the effects of an additive manufacturing course on two sets of students: (1) the undergraduates who took the course and (2) the middle and high school students who visited our labs.  At the time of the conference, nine semesters of data (three years at three schools) will have been collected, as well as data from the middle and high school students who visited our labs.  Overall, our research questions were: (1) what is the effect of this course on the content knowledge of (a) enrolled undergraduates and (b) middle and high school students? And (2) what is the effect of this course on the attitudes towards engineering and self-efficacy in engineering for (a) enrolled undergraduates and (b) middle and high school students?  To determine the answers, our longitudinal matched-pairs data collection was conducted.  In short, as measured by t-test, all students improved on content knowledge (p less than .01), but female students improved slightly more than male students (+9.89 versus +9.01, respectively).  Undergraduates did not change their minds about the factors that are important in engineering, although they did significantly change their self-efficacy ratings in some skills because of the course.  In particular, undergraduates rated themselves higher in teamwork, creativity, and technical skills, which reflect the content and focus of the course. Additionally, we brought multiple field trips of middle and high school students into our labs for outreach.  Using a simplified version of the metric described above, we can see that all students improved on content knowledge.
AU  - Patricia Ann Maloney
AU  - Weilong Cong
AU  - Meng Zhang
AU  - Bingbing Li
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  -  The Broader Impacts of an Additive Manufacturing Course at Three Large Universities 
UR  - https://peer.asee.org/33958
DO  - 10.18260/1-2--33958
ER  -