Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Manzano, California Polytechnic State University, San Luis Obispo; Emma Della; Gerome Cacho; Drew Miller; Dennis Derickson, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #32486Evaluation on a New Virtual Program Format: How Does an EngineeringSummer Program Evolve and Adapt to Meet the Needs of an IncreasinglyDiverse Student Population During a Pandemic? (Evaluation, Diversity)Mrs. Maria Manzano, California Polytechnic State University, San Luis Obispo Maria Manzano is the Director of Engineering Special Programs and EPIC program where she works to develop programs to reach out to pre-college students to encourage them to pursue engineering in college. She is involved with a variety of diversity and inclusion efforts in the college of Engineering ranging from student support programs

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

to think more aboutengineering (Jones, 2009). Also, principals, can make better policy and implementation decisionswithin their high schools to support their students’ outcome expectations. Accordingly, the purpose of this qualitative study is to explore teachers’ and principals’perceptions of students’ postsecondary career outcome expectations in two Virginia highschools. This study stems from a National Science Foundation (NSF) funded project on studyingsystemic gatekeepers and how they may influence students’ decision to pursue engineering. Weground this particular study within the Social Cognitive Career Theory (SCCT) (Lent et al.,1994) to answer the following research question (RQ): How do teachers and principals in twoVirginia

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ivanov, Institute of Biomedical Engineering, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Neal Callaghan, University of Toronto; Theresa Frost, Toronto District School Board; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co; Patrick Diep, University of Toronto; Guijin Li, University of Toronto; Nancy T. Li, University of Toronto; Corinna Smith, Institute of Biomedical Engineering, University of Toronto; Joshua Yazbeck; Locke Davenport Huyer, Johns Hopkins University; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

Toronto District School Board. Teachers of both classes werefamiliar with Discovery and had previously participated in multiple in-person program offerings.Discovery-related deliverables graded by class-specific teachers made up 10-15% of final coursegrades.Discovery mentors were volunteer undergraduate and graduate students from the University ofToronto Faculty of Applied Science and Engineering. Prior to student interaction, mentors wereprovided a pedagogical approach “cheat sheet” that included technical specifics of the projectsand was compiled based on the experience of previous Discovery mentors and teachers.Program OutcomesEvaluation of the Fall 2020 offering of Discovery was completed using a combination of studentgrade data, student

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sabina A. Schill, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Pre-College Engineering Education

ofmentoring were the program coordinator’s alone, without interference from the imposedperceptions of the authors.The authors also recognize that their positionality affected the research. Schill is a white womanwho had favorable experiences in K-12 STEM outreach as a graduate student; survey questionswritten by Schill may have unintentionally been presented in such a way that attractedcoordinators of programs similar to Schill’s experience. Bielefeldt is a white woman who hasparticipated in K-12 outreach activities as a faculty member, but not to a significant degree.Additional limitations stem from the COVID-19 pandemic. The large distractions of initialshutdowns and moves to remote learning alongside email overload in March-May 2020 duringthe

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

ongoing COVID-19 pandemicoffers a complex context in which students can experience ambiguity with an engineering designchallenge as an iterative process of divergent-convergent thinking while focusing on the bigpicture. Students can learn with an emphasis on systems thinking, making decisions in acollaborative team environment; and managing uncertainty in social processes [1]. Theconversations around how schools could function during the pandemic offered a uniqueopportunity to engage students in problem solving about a situation that they are experiencingthemselves.In the US Southwest, three state universities came together during the early stages of the 2020pandemic lockdown to create a virtual design competition for high school students. The

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell, Arizona State University; Kristi Lynn Eustice, Arizona State University; Carolyn Aitken Nichol, Rice University; Kristen Jaskie, Arizona State University; Andreas S. Spanias, Arizona State University; Kimberly Farnsworth, Indiana University-Bloomington; Jennifer M. Blain Christen, Arizona State University; Mi Yeon Lee, Arizona State University

Tagged Divisions

Pre-College Engineering Education

conducting lab experiments with materials sent directly to their homes, somecompleting their experience fully online, and some completing portions of lab work in person oncampus. Each teacher developed an engineering lesson plan based on the corresponding center’sresearch to be implemented either in person or virtually during the 2020-2021 academic schoolyear. Research posters, created with support from graduate student and faculty mentors, werepresented to industry partners, education partners, center members, and the NSF. Support for theteachers as they implement lessons, present posters, and disseminate their developed curricula,has continued throughout the year. Common survey and interview/focus group protocols,previously designed specifically