2024 ASEE Annual Conference & Exposition

Sparking Engineering Passion: Hands-on Science and Engineering Adventures for Diverse Future Innovators

Presented at Fostering Diversity and Innovation in Engineering Education

This inquiry explores the role of discipline-specific engineering interventions in enhancing engineering exposure among middle and high school students from the Fresno Unified School District. Adopting a mixed-methods research design, this paper examines the influence of educational activities related to environmental, geotechnical, and optical engineering within STEM curricula. The interventions, tailored to each engineering field, aimed to enhance students' self-efficacy, identity, and knowledge in engineering through active participation in the Engineering Design Process. Findings indicate significant gains in students' engineering knowledge post-intervention, with qualitative assessments of worksheets substantiating their engagement, alongside their content and conceptual understanding. These results suggest that targeted, field-specific engineering experiences may help to cultivate an engineering mindset, particularly within underserved populations. This paper emphasizes the potential of such focused interventions to bridge the educational gap and inspire future innovation in engineering among diverse youth groups.

Authors

Bianca Estella Salazar University of California, Merced [biography]

Bianca earned her Bachelor of Science in Biology from California State University, Channel Islands, and is currently pursuing her Ph.D. in the Quantitative Systems Biology program at the University of California, Merced. Her research investigates the impact of non-verbal communication on cognitive processes within collaborative learning settings.
Melissa Almeida University of California, Merced [biography]

Melissa Almeida, a Ph.D. student in Cognitive and Information Sciences at the University of California, Merced, is deeply engaged in the intersection of learning, cognitive science, and STEM education. Her research evaluates the impact of classroom interventions, focusing on embodied cognition and the educational use of augmented and virtual reality technologies. Moving beyond initial feasibility, her work aims to evaluate the educational outcomes and psychosocial benefits of embodied learning pedagogies in general, as well as those afforded via these technologies.
Her solid academic foundation includes a Master’s degree from the University of California, Merced, and a Bachelor’s degree in Psychology from California State University, Stanislaus. Her approach to innovating STEM education is informed by a seasoned background in business information technology and management. This unique blend of skills and experiences drives her research and dedication to developing inclusive educational environments and advancing the integration of empirically beneficial technological pedagogies in the classroom.
Through her work, Melissa aims to contribute meaningful insights into the effective integration of technology in education, aspiring to shape the future of STEM learning environments to be more engaging and accessible for all students.
Zenaida Aguirre Munoz Ph.D. University of California, Merced [biography]

Dr. Zenaida Aguirre-Muñoz is a Professor of Cognitive Science and Quantitative Systems Biology at UC Merced. She holds a bachelor’s degree in Psychology and in Spanish from UC Santa Barbara as well as a Ph.D. in Psychological Studies in Education from the UC, Los Angeles. Dr. Aguirre-Muñoz’s research integrates cognitive science, linguistics, learning sciences, and model-based assessment applied to the following areas: (a) STEM education and identity development; (b) model-based assessment and instruction; (c) the impact of opportunity to learn on learning and achievement; and (d) discipline-based education research for culturally and linguistically diverse students.
Maribel Viveros University of California, Merced

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For those interested in:

1st Generation
Broadening Participation in Engineering and Engineering Technology
engineering
Pre-College
race/ethnicity
Socio-Economic Status