Exchange: Experiential Earthquake Engineering Education for High School Students Through the California State Summer School for Mathematics and Science

Lelli Van Den Einde; Samuel Lee

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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: Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering
Tagged Division: K-12 & Pre-College Engineering
Page Count: 18
Page Numbers: 22.668.1 - 22.668.18
DOI: 10.18260/1-2--17949
Permanent URL: https://strategy.asee.org/17949
Download Count: 439

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Paper Authors

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Lelli Van Den Einde University of California, San Diego

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Lelli Van Den Einde is a Lecturer (LPSOE) in the Department of Structural Engineering at UC San Diego's Jacobs School of Engineering. Dr. Van Den Einde's research has evolved from large-scale experimentation in earthquake engineering with primary focus on reinforced concrete bridges, to research in engineering education focusing on introducing cyberinfrastructure and technology into engineering curriculum.

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Samuel Lee University of California, San Diego

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Structural Engineering

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Abstract

Exchange - Experiential Earthquake Engineering Education for High School Students through the California State Summer School for Mathematics and ScienceThe California State Summer School for Mathematics and Science (COSMOS) program is afour-week residential opportunity where motivated high school students work alongsideuniversity researchers and faculty in order to explore topics that extend beyond the typical highschool curriculum. COSMOS courses concentrate on hands-on activities in laboratory settingsthat highlight current research at the University of California. The objective of the cluster at theUniversity of California, San Diego, “Earthquakes in Action,” is to present basic concepts in thefields of Geophysics and Structural Engineering. It employs hands-on and interactive activities,experimental investigations, relevant site visits, and research-based group projects, all of whichare integrated with lectures. The goals of the program are to introduce students to the impact ofseismic activity on our physical surroundings, to foster creative problem-solving techniques withan emphasis on working in teams, and to encourage students to pursue math- and science-intensive college majors at in-state institutions.This paper presents a sample of some of the innovative instructional methods based onexperiential learning theory that have been implemented in the course. The students are firstintroduced to an Earthquake Engineering concept (e.g. tuned mass damper) through lectures andhands-on demonstrations. In teams, the students research and observe the physical concepts andcollaborate to conceptualize and build physical models of what they observed. They then conductexperiments on an instructional shake table in an attempt to validate and ultimately improve theirconceptual designs.During Summer 2010, student comprehension and retention of course material was qualifiedthrough pre- and post-program surveys. This paper discusses the applicability of experientialeducation practices in high school and college environments, and provides recommendations fornew components to be implemented in future years of the COSMOS program. The curriculumexchange will focus on the lecture material, hands-on demonstrations and student researchprojects related to the mitigation of structural response such as tuned-mass dampers and baseisolation systems. However, demonstrations and activities that present more basic concepts suchas truss bridge forces, confinement, spring stiffness and period will also be discussed andpresented. The authors conclude that these experiential practices have successfully presentedEarthquake Engineering material to high school students and increased student interest inpursuing STEM degrees. The COSMOS program philosophy of hands-on learning can beextended to high school and college classrooms in order to enhance to effectiveness ofengineering education.

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Van Den Einde, L., & Lee, S. (2011, June), Exchange: Experiential Earthquake Engineering Education for High School Students Through the California State Summer School for Mathematics and Science Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17949

TY  - CPAPER
AB  -          Exchange - Experiential Earthquake Engineering Education for           High School Students through the California State Summer                      School for Mathematics and ScienceThe California State Summer School for Mathematics and Science (COSMOS) program is afour-week residential opportunity where motivated high school students work alongsideuniversity researchers and faculty in order to explore topics that extend beyond the typical highschool curriculum. COSMOS courses concentrate on hands-on activities in laboratory settingsthat highlight current research at the University of California. The objective of the cluster at theUniversity of California, San Diego, “Earthquakes in Action,” is to present basic concepts in thefields of Geophysics and Structural Engineering. It employs hands-on and interactive activities,experimental investigations, relevant site visits, and research-based group projects, all of whichare integrated with lectures. The goals of the program are to introduce students to the impact ofseismic activity on our physical surroundings, to foster creative problem-solving techniques withan emphasis on working in teams, and to encourage students to pursue math- and science-intensive college majors at in-state institutions.This paper presents a sample of some of the innovative instructional methods based onexperiential learning theory that have been implemented in the course. The students are firstintroduced to an Earthquake Engineering concept (e.g. tuned mass damper) through lectures andhands-on demonstrations. In teams, the students research and observe the physical concepts andcollaborate to conceptualize and build physical models of what they observed. They then conductexperiments on an instructional shake table in an attempt to validate and ultimately improve theirconceptual designs.During Summer 2010, student comprehension and retention of course material was qualifiedthrough pre- and post-program surveys. This paper discusses the applicability of experientialeducation practices in high school and college environments, and provides recommendations fornew components to be implemented in future years of the COSMOS program. The curriculumexchange will focus on the lecture material, hands-on demonstrations and student researchprojects related to the mitigation of structural response such as tuned-mass dampers and baseisolation systems. However, demonstrations and activities that present more basic concepts suchas truss bridge forces, confinement, spring stiffness and period will also be discussed andpresented. The authors conclude that these experiential practices have successfully presentedEarthquake Engineering material to high school students and increased student interest inpursuing STEM degrees. The COSMOS program philosophy of hands-on learning can beextended to high school and college classrooms in order to enhance to effectiveness ofengineering education.
AU  - Lelli Van Den Einde
AU  - Samuel Lee
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Exchange: Experiential Earthquake Engineering Education for High School Students Through the California State Summer School for Mathematics and Science
UR  - https://strategy.asee.org/17949
DO  - 10.18260/1-2--17949
ER  -