Peckens, C. A., & Lynch, J. P. (2012, June), Deepening Math and Science Skills in Middle School Students using Civil Engineering-based Learning Modules  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21138

\bibitem{asee_peer_21138}
  Peckens, C. A., \& Lynch, J. P. (2012, June), \emph{Deepening Math and Science Skills in Middle School Students using Civil Engineering-based Learning Modules}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21138

Courtney A. Peckens and Jerome Peter Lynch.  "Deepening Math and Science Skills in Middle School Students using Civil Engineering-based Learning Modules".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://strategy.asee.org/21138 Internet.  09 Jun, 2024

\bibitem{asee_peer_21138}
  Courtney A. Peckens and Jerome Peter Lynch.
  "Deepening Math and Science Skills in Middle School Students using Civil Engineering-based Learning Modules".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://strategy.asee.org/21138 Internet.  09 Jun, 2024

@INPROCEEDINGS{asee_peer_21138
author = "Courtney A. Peckens and Jerome Peter Lynch"
title = "Deepening Math and Science Skills in Middle School Students using Civil Engineering-based Learning Modules"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/21138}
number = {10.18260/1-2--21138}
}

TY  - CPAPER
AB  -    Deepening Math and Science Skills in Middle-School Students using Civil                   Engineering-based Learning ModulesThe lack of racial diversity in undergraduate engineering programs is a growing concern in theUnited States. According to a study released by NACME in 2008, only 4% of underrepresentedminorities that are graduating from high school have taken the necessary math and scienceclasses to be qualified for admission to such engineering programs [1]. As a result, considerableefforts have been made to improve the pre-college STEM programs such that minority studentshave more opportunities for success in college engineering programs. This paper focuses on anongoing study that involves an in-depth introduction of civil engineering concepts to middleschool students from historically underrepresented groups. Throughout this five day program thestudents are introduced to environmental engineering, surveying concepts, structural engineeringand strength of materials engineering. Though each week focuses on a different component ofcivil engineering, the main academic focal point of the program is to introduce students to basicconcepts of trigonometry, while using them in interesting engineering applications. By doingthis, the concept will either be reinforced to the student, if they had previously learned it in theirclasses, or help to give the student a slight competitive edge over their fellow students when theydo learn it. Additionally, the activities associated with the new concepts help to foster interest incivil engineering and demonstrate to the student how techniques learned in the classroom can beapplied to engineering problems. The program has currently been implemented for one sessionand the success of the program was assessed through pre-program and post-program surveys.Overall, the program was deemed successful through increased comprehension of trigonometricproperties and increased interest in engineering in general.[1] National Action Council for Minorities in Engineering (NACME). Confronting the “New”American Dilemma”. 2008.
AU  - Courtney A. Peckens
AU  - Jerome Peter Lynch
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Deepening Math and Science Skills in Middle School Students using Civil Engineering-based Learning Modules
UR  - https://strategy.asee.org/21138
DO  - 10.18260/1-2--21138
ER  -