Enhancing 3D Modeling with Augmented Reality in an After-school Engineering Program (Work in Progress)

Publications

3D printing is increasingly being used in manufacturing and engineering design processes. To be able to design and 3D print a feasible product it is essential to learn how to 3D model. Using 3D modeling software, students can build and iterate on their 3D designs. While these technologies make just-in-time manufacturing of designs and components feasible, they also raise new cognitive challenges: students need to develop visualization and evaluation skills to assess the feasibility of their 3D models during iterative design processes. 3D modeling software alone does not help in developing

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From Toys to Tools: UAVs in Middle-school Engineering Education (RTP)

Publications

The National Center for Education Statistics reports that 52% of students in US K-12 public schools were eligible for free and reduced lunch during 2013-2014, up from 38 percent in 2000-2001. Research is needed to better understand how to create engaging and effective informal learning environments for this changing youth demographic. For instance, what are their interests? How can they be provided with experiences commensurate with peers who have greater opportunities? What are the aspirations of young people in middle-school who will be tomorrow’s leaders? To answer these questions, we

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Zipping to STEM: Integrating Engineering Design in Middle School Science

Publications

This 3-year ITEST project focuses on integrating engineering design concepts and practices in the middle school physical sciences curriculum.The goal is to increase students’ interest in STEM and expand their access to opportunities to experience integrated STEM activities. Our work focused on middle school students as research shows that interest in STEM decreases through middle school. The planned intervention is based on existing theory and research on motivation, as well as the emerging body of literature on integrated STEM instruction. Research shows that relevance is essential to student

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Impact of an Authentic Environment on Learning of Math and Science

Publications

The paper provides details of a teacher professional development workshop on an authentic learning environment incorporating lessons based on hands-on activities on a flight simulator. The workshop design was based on best practices for teacher Professional Development (PD). The attitudes of teachers towards the use of technology were measured during the PD and are shared in this paper. Subsequently, a summer camp using the same learning environment was conducted for middle school students to learn selected math and science concepts. The results of the impact on the student participants of the

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Fundamental: Analyzing the Effects of a Robotics Training Workshop on the Self-Efficacy of High School Teachers

Publications

The NGSS are national standards developed by educators, teachers, and scientists across the nation to address and enhance STEM education. NGSS highlights the importance of including science and engineering practices in K-12 classrooms. However, teacher certification and professional development (PD) programs require significant support to facilitate integration of engineering and technology in K-12 schools. Many teachers report having low self-efficacy in their ability to teach science, which in turn affects students’ science learning. The development of self-efficacy relies on four key

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Assessing the Effects of Authentic Experiential Learning Activities on Teacher Confidence with Engineering Concepts

Publications

There is a growing concern in the US about the lack of student interest and aptitude in science, technology, engineering and math (STEM) disciplines. Research indicates that engineering and technology integration in K-12 improve students’ content understanding and skill development, understanding of interactions among the STEM disciplines, and interest in STEM careers. Many in-service STEM teachers have limited experience and/or educational background in engineering and technology. These teachers have limited confidence to incorporate engineering and technology in their classroom.At a

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IoT-based Building Automation and Energy Management

Publications

As part of a NSF-funded ITEST grant, the ETID Department at Texas A&M University is developing a STEM Teacher Education initiative that helps secondary education math and science teachers to better understand advanced technology concepts. This new initiative will be presented to approximately twelve teachers for three consecutive summers to create a cadre of educators who are able to excite high school students and motivate them to choose engineering/technology career paths as they enter their undergraduate degree programs. This paper presents an overview of and results from the two-week

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Strengthening the STEM Pipeline for Elementary School African Americans, Hispanics, and Girls by Scaling Up Summer Engineering Experiences

Publications

With the rapid growth of science, technology, engineering, and mathematics (STEM) jobs in the United States, stakeholders are investing more resources to expand participation in these fields in terms of overall numbers as well as representation across demographics. Although there has been a steady stream of federal and corporate investments in STEM programs, reaching and engaging youth from underrepresented communities remains a challenge. Attempting to disrupt this trend, the National Society of Black Engineers (NSBE) is leveraging over ten years of experience to further develop and expand

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Investigating the Fit Between Students’ Personal Interests and Their Perceptions of Engineeringin a National Society of Black Engineers (NSBE) Pre-college Summer Workshop (Fundamental Research)

Publications

Concern over the underrepresentation of women and certain minority populations in engineering has been a concern for the last few decades. Government agencies, non-profit organizations, and private companies have invested significant money and resources to address this concern (Committee on Equal Opportunities in Science and Engineering (CEOSE), 2017; Gibbin & Davis, 2002); however, the numbers of women and underrepresented minorities participating in engineering remains dismal (National Science Foundation & National Center for Science and Engineering Statistics, 2017). Much of this money has

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Board 98: Findings from the First Year of a Project that Partners Engineers and Educators in Rural Schools

Publications

One significant barrier to broadening participation in engineering and recruiting future engineers is the pervasive lack of understanding or even misunderstanding of what engineering is and what engineers do. The challenges to broadening participation in engineering are further complicated as underrepresented groups often report constructs, such as cultural milieu and outcome expectations, as more important than interest in influencing career choices. Addressing such issues is difficult and single exposure interventions are unlikely to make engineering careers seem more relevant or attainable

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