Abstract
A hybrid pre-engineering student enrichment program was designed to integrate algebra and engineering activities in Spanish for a group of middle school students in Honduras. The intervention curriculum was assembled, and professional development was provided to the support team in Honduras who ran this pilot program with twenty students. A research case study presented in this paper explores the following questions: A) What elements of a hybrid program are most valued by the local organization of teachers and facilitators? B) To what extent do students employ algebraic concepts when working on their engineering design activities? And C) What was the impact of peer mentors and career video vignettes developed exclusively for this community-based pre-engineering program?
Presenters
Araceli Martinez OrtizMicrosoft Endowed Professor of Engineering Education, Biomedical and Chemical Engineering , The University of Texas at San Antonio, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Engineering Education,STEM,Integrated Algebra, Active Learning,Career Mentors, Honduras,Community Learning
