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1.
2021 ASEE Virtual Annual Conference, ASEE 2021 ; 2021.
Article in English | Scopus | ID: covidwho-1695438

ABSTRACT

Aspects of society and culture that encompass the response to COVID-19 have impacted all lives, including those of K-12 students and their families. The ongoing COVID-19 pandemic offers a complex context in which students can experience ambiguity with an engineering design challenge as an iterative process of divergent-convergent thinking while focusing on the big picture. Students can learn with an emphasis on systems thinking, making decisions in a collaborative team environment;and managing uncertainty in social processes [1]. The conversations around how schools could function during the pandemic offered a unique opportunity to engage students in problem solving about a situation that they are experiencing themselves. In the US Southwest, three state universities came together during the early stages of the 2020 pandemic lockdown to create a virtual design competition for high school students. The TriU Partnership, including engineering college deans, faculty, and college recruitment and outreach staff from Arizona State University, Northern Arizona University, and the University of Arizona, was formed as an outgrowth of a National Science Foundation, INCLUDES project [2]. One of the aims of this project was to increase engineering awareness and interest amongst a broad population of the state and thereby enhance entry into the state's four-year university engineering programs. The TriU Partnership served 96 high school students from 4 different states in a virtual educational event offered in June 2020. Twenty-five teams of students were asked to consider the challenges their high schools faced in achieving a safe reopening in a pandemic. Over six days, participants attended online seminars, consulted with experts and worked with engineering undergraduate mentors to come up with creative engineering solutions for protective equipment, hallway traffic patterns, bell schedules and social distancing in various high school settings. Final submissions included a detailed engineering notebook, a live online presentation, and interviews with a team of expert judges. The expert judge panel was composed of engineering faculty and industry partners. Teams also submitted prototypes and, in some cases, complete CAD drawings. In this paper, we tell the story of the TriU engineering partnership, share the logistics of the virtual design challenge, talk about lessons learned and share results. Data sources include student survey responses, daily exit tickets, and materials produced such as their final presentation, notebooks, and solutions. The TriU Partnership will continue each summer with each university taking the lead, in turn to offer the design challenge as part of their normal outreach efforts. © American Society for Engineering Education, 2021

2.
2021 ASEE Virtual Annual Conference, ASEE 2021 ; 2021.
Article in English | Scopus | ID: covidwho-1695437

ABSTRACT

This paper evaluates an approach for training and improving high school students' Spatial Visualization skills. Using touchscreen devices from home, 45 high school juniors and seniors enrolled in an educational application consisting of nine lessons on drawing orthographic and isometric figures. As part of their remote instruction during the COVID 19 pandemic, engineering students downloaded the application onto their cell phone or tablet and completed a series of auto graded exercises that were assigned in their high school course. The application included gamification features such as stars for rewards and hints to encourage student persistence. The Purdue Spatial Visualization Test: Rotations (PSVT:R) was administered before the treatment and the mean score for the participant group was 74.0% Regardless of their pretest score, participants were required to complete all nine lessons in the application. After course completion, a post-test of the PSVT:R was administered and the mean score for the participant group improved by 6.3%. Results showed that students who were classified in the at risk low performing group and had a pre-test of 70% or lower improved on their post-test score by 15.6%. Sex differences were examined, with female students improving their post-test score on average by 10.7%. Of the nine female participants, five started in the low group and three out of those five ended up moving out of this at-risk group. Additionally, a 15 question evaluation survey was administered to gather student opinions about their user experience. © American Society for Engineering Education, 2021

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