GC DELI: A Collection of Online/Hybrid Modules for an Introduction to Engineering Course, Developed for High School and University-level Students (Evaluation)

J. Jill Rogers; Noel Kathleen Hennessey; Sanlyn Buxner; James C. Baygents

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Evaluation: Exploring High School Engineering Education Initiatives
Tagged Division: K-12 & Pre-College Engineering
Page Count: 27
Page Numbers: 26.811.1 - 26.811.27
DOI: 10.18260/p.24148
Permanent URL: https://strategy.asee.org/24148
Download Count: 469

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Paper Authors

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J. Jill Rogers University of Arizona

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J. Jill Rogers is the program coordinator for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, college level, introductory engineering course offered to high school students. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational research, developed engineering curricula for formal and informal education venues, and developed robotics outreach programs for children’s museums and K-12 schools. Rogers is a certified teacher and holds a Master’s of Science in Education. Her Master’s thesis topic examined middle school student attitudes towards robotics and focused on gender differences. She is a member of the National Science Teachers Association, Philanthropic Educational Organization (P.E.O) and American Society for Engineering Education. She has long been an advocate for improving K-12 STEM education. Her interest lies in the K-12 pipeline to engineering and ways to bring young people, particularly under represented populations, into STEM careers.

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Noel Kathleen Hennessey Program Coordinator

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Sanlyn Buxner University of Arizona

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Sanlyn Buxner is an assistant professor of research in Teaching, Learning, and Sociocultural Studies at the University of Arizona. Her research includes undergraduate teaching reform, science literacy, quantitative literacy, and the impact of industry and research experiences on pre-service and in-service teaching practice.

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James C. Baygents The University of Arizona

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James C. Baygents is the associate dean of the College of Engineering at the University of Arizona. His primary responsibilities include academic affairs and recruitment, admissions and retention programs. Baygents is a member of the Department of Chemical & Environmental Engineering (ChEE) and the Program in Applied Mathematics at the UA. He joined the Engineering faculty as an assistant professor in 1991, the same year he received a Ph.D. in chemical engineering from Princeton University. He also holds an M.A. (Princeton, 1981) and a B.S. (Rice, 1980) in chemical engineering. Baygents has received the Arizona Mortar Board Senior Honor Society award for outstanding faculty service and the College of Engineering Award for Excellence at the Student Interface. In 1997, he was awarded an International Research Fellowship by the National Science Foundation for study at the University of Melbourne. Baygents is head of the ENGR 102 HS team that was recognized in 2014 by ASEE for best practices in K-12 University partnerships.

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Abstract

GC DELI: A collection of online/hybrid modules for an introduction to engineering course, developed for high school and university level students (Evaluation)AbstractThe Grand Challenges: Discover, Explore, Learn and Imagine (GC DELI) project at theUniversity of ------- was developed with a National Science Foundation (NSF), TransformingUndergraduate Education in STEM (TUES), grant. Inspired by the 14 Grand Challenges forEngineering, as defined by the National Academy of Engineering, the goal of the onlinecurriculum modules is to give freshmen engineering and prospective engineering students anopportunity to explore the broad and socially relevant topics a career in engineering offers. GCDELI module topics include: Exploring Better Human Health and Providing Access to CleanWater. Students enrolled in the College of Engineering course, Introduction to Engineering(ENGR 102) choose from five online modules and study at a self-guided pace. GC DELImodules provide students with information about engineering topics that interest them at thiscritical time in their academic career.The GC DELI project, now in its third year, has recently been adapted for ENGR 102 HighSchool (HS) students. ENGR 102 HS is a three unit, college course taught by high schoolteachers, to high students. With a similar core curriculum as the on campus version, ENGR 102HS classrooms have piloted GC DELI modules over the past two years. Early classroom trialsrevealed that a purely online approach was not appealing to high school students nor theirteachers. Therefore, a hybrid version for four of the GC DELI modules was developed,providing high school students and their teachers with supplemental hands on projects and otherscaffolding. Pilot versions of the hybrid modules were tested in Fall 2013, and in academic year2014-15, four hybrid GC DELI modules were rolled out to 10 ENGR 102 HS classrooms. Thispaper will include detailed information about the progress of the GC DELI project on campusand in high schools as well as data from the 120 student evaluations collected after delivery ofthe hybrid GC DELI modules.

Citation
Format

Rogers, J. J., & Hennessey, N. K., & Buxner, S., & Baygents, J. C. (2015, June), GC DELI: A Collection of Online/Hybrid Modules for an Introduction to Engineering Course, Developed for High School and University-level Students (Evaluation) Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24148

TY  - CPAPER
AB  -                 GC DELI: A collection of online/hybrid modules for an           introduction to engineering course, developed for high school and                      university level students (Evaluation)AbstractThe Grand Challenges: Discover, Explore, Learn and Imagine (GC DELI) project at theUniversity of ------- was developed with a National Science Foundation (NSF), TransformingUndergraduate Education in STEM (TUES), grant. Inspired by the 14 Grand Challenges forEngineering, as defined by the National Academy of Engineering, the goal of the onlinecurriculum modules is to give freshmen engineering and prospective engineering students anopportunity to explore the broad and socially relevant topics a career in engineering offers. GCDELI module topics include: Exploring Better Human Health and Providing Access to CleanWater. Students enrolled in the College of Engineering course, Introduction to Engineering(ENGR 102) choose from five online modules and study at a self-guided pace. GC DELImodules provide students with information about engineering topics that interest them at thiscritical time in their academic career.The GC DELI project, now in its third year, has recently been adapted for ENGR 102 HighSchool (HS) students. ENGR 102 HS is a three unit, college course taught by high schoolteachers, to high students. With a similar core curriculum as the on campus version, ENGR 102HS classrooms have piloted GC DELI modules over the past two years. Early classroom trialsrevealed that a purely online approach was not appealing to high school students nor theirteachers. Therefore, a hybrid version for four of the GC DELI modules was developed,providing high school students and their teachers with supplemental hands on projects and otherscaffolding. Pilot versions of the hybrid modules were tested in Fall 2013, and in academic year2014-15, four hybrid GC DELI modules were rolled out to 10 ENGR 102 HS classrooms. Thispaper will include detailed information about the progress of the GC DELI project on campusand in high schools as well as data from the 120 student evaluations collected after delivery ofthe hybrid GC DELI modules. 
AU  - J. Jill Rogers
AU  - Noel Kathleen Hennessey
AU  - Sanlyn Buxner
AU  - James C. Baygents
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - GC DELI: A Collection of Online/Hybrid Modules for an Introduction to Engineering Course, Developed for High School and University-level Students (Evaluation)
UR  - https://strategy.asee.org/24148
DO  - 10.18260/p.24148
ER  -