Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Collins, National Society of Black Engineers; Rochelle L Williams, Northeastern University

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Diversity

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Pre-College Engineering Education Division (PCEE)

ways that make their success more likely [4].In engineering, there are different ways in which self-efficacy is measured. Three categories ofself-efficacy measures used are: 1) general academic self-efficacy, 2) domain-general self-efficacy, and 3) self-efficacy measures for specific engineering tasks or skills [5]. Generalacademic self-efficacy scales broadly assess engineering students’ beliefs in their capabilities toperform academically or perception of their competence to do the work [5]. The second, adaptedfrom general academic self-efficacy, domain-general self-efficacy asks students to rate theirgeneral confidence within a particular subject area of engineering [5]. Third, task- or skill-specific self-efficacy asks students to evaluate

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Miracle Moonga, Montana State University - Bozeman; Rebekah J. Hammack, Montana State University - Bozeman; Ibrahim H. Yeter, Nanyang Technological University

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Pre-College Engineering Education Division (PCEE)

thatthe M-EDSI is reliable for measuring students’ EDTE.DiscussionWhile previous research explores the topic of engineering teaching efficacy, the present studyoffers a novel perspective by specifically addressing Engineering Design Teaching Efficacy 5(EDTE). This is important because engineering design is a major part of the NGSS [3] and islinked to students’ enhanced learning [20]. The findings show that the intervention did not justsignificantly improve participants’ EDTE but also their EDE. Mastery experiences is a primarysource of self-efficacy development [21]. Therefore, PSTs’ improved EDE could be attributed totheir active engagement in

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University at Raleigh; Leah Bug, North Carolina State University at Raleigh

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Pre-College Engineering Education Division (PCEE)

identities, epistemologies and values. Volume 2 : engineering education and practice in context. Cham, Switzerland ; Heidelberg, Germany : Springer International Publishing, 2015.[29] Y.-h. Liu, S.-j. Lou, and R.-c. Shih, "The investigation of STEM self-efficacy and professional commitment to engineering among female high school students," South African Journal of Education, vol. 34, no. 2, pp. 1-15, 2014.[30] D. Kiran and S. Sungur, "Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference," Journal of Science Education and Technology, vol. 21, no. 5, pp. 619-630, 2012, doi: 10.1007/s.[31] T. P. Robinson, "THE DEVELOPMENT OF AN INSTRUMENT TO MEASURE THE SELF

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Geoffrey Knowles, Bryan College; Jung Han, Purdue University; Todd Kelley, Purdue University at West Lafayette (COE)

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Diversity

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Pre-College Engineering Education Division (PCEE)

interaction, network density, network bridging, and networkreach at the school, district, state, and national/international community level, using 18statements. This instrument uses social network analysis (SNA) with visual network scales(VNS) to visualize and quantify characteristics of the CoP and then relates this to the constructsof self-efficacy and identity [24]. Preliminary results measured before and after the PD areshown below from our initial group of TRAILS 2.0 teachers (COP) Network Survey (n = 7). • Overall CoP Network size increased at the 95% confidence level (p < 0.05). • CoP Network size at the national/international level increased at the 95% confidence level (p < 0.05) • CoP Network sizes at the school

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Geniene K. Minkus, Geniene Minkus Consulting; Meagan C. Pollock, Engineer Inclusion

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Diversity

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Pre-College Engineering Education Division (PCEE)

-based assessments, presentations, and reflections. Thesesections were distilled using a combination of classroom experience and research. Eachof these elements is powerful on its own but added together they create opportunitiesfor students to build self-efficacy, belonging, and inclusion. These qualities then lead toclassrooms that can foster students who can find resilience and joy in diversity andcreate equitable spaces. The framework I developed is visualized in Figure 1 below. Iwill describe each of these elements and the research that went into them.Before the Framework: While doing research around actionable science DEIB strategies, I encounteredand studied social-emotional learning (SEL). While the tenants of following theframework

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dyanne Baptiste Porter, Georgia Tech Center for Education, Integrating Science, Mathematics, and Engineering (CEISMC); Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Talia Capozzoli, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

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Pre-College Engineering Education Division (PCEE)

identity development in middle school students experiencing engineering curricula[4], scaffolding knowledge at this level is an important aspect of continuing to build students’interest in studying engineering [5]. Such experiences help to improve student self-efficacy andattitudes toward STEM and facilitate students’ understanding of engineering during a crucialperiod of integrated scientific inquiry and engagement. The Science, Technology, Engineering,and Mathematics Innovation and Design (STEM-ID) Curricula developed at the Georgia TechCenter for Education Integrating Science, Mathematics and Computing (CEISMC) integratefoundational mathematics and science in an engineering context through challenges thatintroduce students to advanced

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christina Anlynette Alston, Rice University; Faiza Zafar, Rice University; Scott Currier; Krystle Dunn; Milton Johnson; Selene Verhofstad; Carolyn Nichol, Rice University

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Diversity

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Pre-College Engineering Education Division (PCEE)

IntroductionThere is substantial evidence that most K-12 science and math teachers who aim to incorporateengineering design processes into their courses acquire these skills through extracurricularprofessional development (PD) programs or self-directed learning [1-4]. Research has shownthat PD programs are valuable in increasing teachers' engineering self-efficacy and thelikelihood of implementing engineering processes in the classroom [5-7]. These programs offerflexibility in introducing engineering design to teachers in diverse formats (e.g., in-person versusvirtual) [8], using various theoretical frameworks [9]. They often provide participation incentivessuch as stipends [9, 10]. However, despite the value of these PD programs, teachers areusually

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 14:Robotics and Careers

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Ricardo Medina, Golecki Group; Jaylynn Kim, University of Illinois at Urbana - Champaign; Katelynn Ohk; Dominique Kisantear; Jorge Jimenez; Gavin Tian; Conor Walsh P.E., Harvard University; Holly M Golecki, University of Illinois at Urbana - Champaign

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Diversity

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Pre-College Engineering Education Division (PCEE)

report using the search term “STEM outreach”[2].Despite efforts to recruit more underrepresented students to engineering, overly difficultengineering tasks and courses can serve as a barrier to recruiting students to the engineeringworkforce. Research shows that negative STEM experiences such as “weed out” courses, orcourses that are purposefully difficult, cause low STEM persistence in first-generation collegestudents [3]. A separate study on outreach events geared towards female elementary schoolstudents stated that decreases in STEM self-efficacy occur around young elementary age [4]. Tomitigate negative experiences, there is a need to focus on creating positive STEM experienceswhich can increase student engagement and increase the likelihood

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 8: Assessment, Framworks, Standards, Oh My!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Filiz Demirci, Purdue University at West Lafayette; Senay Purzer, Purdue University at West Lafayette (COE)

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Pre-College Engineering Education Division (PCEE)

/978-94-6091-821-6.Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching: Examing pedagogical content knowledge, Eds.: Gess-Newsome, J., Lederman, N. G., Kluwer Academic Publishers, Doordrecht, Hollanda, 95-132.Maine Department of Education [MDE] (2019). Standards & instruction–science & engineering. https://www.maine.gov/doe/learning/content/scienceandtech.Marquis, S. D. (2015). Investigating the influence of professional development on teacher perceptions of engineering self-efficacy. Ph.D. Thesis, The University of Southern Maine, Portland, USA.Massachusetts Department of Elementary and Secondary Education [MDESE] (2016). 2016

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Aldeman, Illinois State University; Jeritt Williams, Illinois State University; Allison Antink-Meyer, Illinois State University; Jin Ho Jo; Maria Luisa Zamudio

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Diversity

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Pre-College Engineering Education Division (PCEE)

-related higher education programs, and STEM-related career pathways.Research to determine the impact of the program on students' interest, understanding, and self-efficacy towards STEM careers, as well as teachers and undergraduate students’ understandingof promoting change, will also be conducted. The Partnerships in Education and Resilience(PEAR) Common Instrument for students and teachers, and interviews with stakeholders arebeing used to support data gathering and program feedback. These data sources will be used forprogram assessment and future research.Introduction An interdisciplinary team of faculty, staff, and students at Illinois State University (ISU)is collaborating with Chicago Public Schools (CPS) and non-profit Community

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 14:Robotics and Careers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University and A&M College; Adam T. Melvin, Louisiana State University and A&M College

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Diversity

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Pre-College Engineering Education Division (PCEE)

engineers do. These questions were crafted as the authors had previously observed thatmiddle school students abandoned the idea of becoming an engineer either because of lack ofself-confidence in succeeding as an engineer or lack of understanding of what engineers do (e.g.,more than build bridges, make cars, and work at chemical plants). The survey began with a set ofLikert-type statements to determine students’ interest and self-efficacy in engineering with thechoices: yes, a lot; yes, a little bit; not sure; probably not; and no way (see Appendix B). Thenext question was open-ended and directed students to list as many types of engineering as theycould. The last question consisted of a list of 14 things and instructed students to answer

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Deanna Drako; Andrea D. Beattie; Ashleigh Tierney; Enrique Guzman; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

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Diversity

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Pre-College Engineering Education Division (PCEE)

academic competency but also comfortability, self-efficacy,and awareness [6]. Early exposure to different STEM career paths increases the chance of astudent choosing STEM as their career destination. More specifically, Dou et al. found thatinformal STEM experiences including “science consumption” through STEM activities at homeand conversations with family and friends about science “were predictive of STEM identity incollege” [7]. Further, research shows that social capital is key to broadening participation inSTEM; Saw suggests that a student’s social capital is “derived from families, peers, teachers, andprofessional networks” and supports their academic performance in STEM subjects as well astheir career trajectory in STEM pathways [8

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jubie Tan, State University of New York at Binghamton; Amber Simpson, State University of New York at Binghamton; Peter N. Knox, University of Vermont; Sawsan Werfelli, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington

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Pre-College Engineering Education Division (PCEE)

engineeringliterate students, and as argued by others [11]-[12], can be seamlessly integrated into thecurriculum to support young children’s learning development. Additionally, some prior researchsuggests that practicing and prospective educators may have difficulty planning, designing, andimplementing lessons and activities that develop and promote children’s HoM as engineers [12]-[13]. This may be due to several reasons such as lack of readiness to teach engineering [14], lowengineering self-efficacy and low teacher efficacy related to engineering pedagogical contentknowledge [15], lack of engineering pedagogical content knowledge [16], and misconceptionsregarding the field of engineering [17].Out-of-school learning environments may be an alternative

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter N. Knox, University of Vermont; Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University-Bloomington

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Diversity

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Pre-College Engineering Education Division (PCEE)

]. In turn, the nature of this engagement mayimpact children’s levels of self-efficacy in a task or concept, subsequently influencing theirinterest or perseverance in learning [13].Failure, Frustration and LearningSan Juan and Murai [21] note that frustration and failure are not synonymous. Rather, they arerelated constructs, with failure or perceptions of failure often developing into emotionalresponses such as frustration or dissatisfaction [22]. While both frustration and failure are oftenviewed as negative emotions or responses [23], [24], both can be catalysts for motivation orframed to support more positive cognitive-affective states [25], [26]. Experiences withfrustration while learning can shape an individual’s level of motivation and

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 7: Partnerships Making It Real! II

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts Lowell; Adam St. Jean, University of Massachusetts Lowell

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Diversity

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Pre-College Engineering Education Division (PCEE)

underrepresented populations in engineering whohad an interest in STEM fields and would benefit most from hands-on experience and student-ledinquiry. The goal was to increase self-efficacy in vulnerable populations. Teachers identified apossible participant pool of 50 students. 24 students decided to participate, 88% fromunderrepresented populations. In the first week, students met on AMSA’s campus to developteam-work capacity and plan what prosthetic prototype they would like to 3D print to respond toan issue or problem they identified within the field of prosthetics. In the second week, they wentto the university’s campus and 3D printed their design. They also created posters and developedtheir final presentation for friends and family. The

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 8: Assessment, Framworks, Standards, Oh My!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jose Capa Salinas, Purdue University; Morgan R Broberg, Purdue University ; Danielle N. Wagner, Purdue University; Joshua Carpenter, Purdue University

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Pre-College Engineering Education Division (PCEE)

paper evaluates the effectiveness of strategies geared toward encouragingcreativity and innovation in conjunction with the engineering design process during a one-weekcivil engineering summer course. The evaluation methodology used three assessment tools toevaluate creativity and innovation: class surveys, student artifacts, and instructor feedback. First,pre-and post-course surveys were administered to measure the effectiveness of the pedagogy onstudents’ understanding of creativity and innovation in relation to engineering design.Additionally, an analytic scoring rubric was used to assess creativity, innovation, andengineering design process application in student artifacts. Instructor feedback was also analyzedto illustrate the student’s

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell; Sandra Staklis; Kevin A Jordan

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Diversity

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Pre-College Engineering Education Division (PCEE)

. Freire studied theconcept of empowerment in school environments and educational settings 50 years ago[19]. Hefound that an educational system can either liberate marginalized students or maintain systems ofoppression that fail to give students a voice and opportunity to control their educational destiny.Intrapersonal student empowerment is predicted by equitable power use, positive teacher-studentrelationships, and a sense of community in the classroom[20]. Empowering students entailsbuilding their self-efficacy, agency in their learning, and resilience in schools[21].Inclusive refers to classrooms or school settings where educators are aware of and responsive tothe ways that students are marginalized by our current education system and

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Etahe Johnson, University of Maryland Eastern Shore; Willie L. Brown Jr., University of Maryland Eastern Shore; Mere Serea

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Pre-College Engineering Education Division (PCEE)

-college STEM students.OverviewUnderrepresented groups in STEM gives a benefit to pre-college STEM education initiativesusing PBL as a tool for at learning and scientific innovation. Mentorship provides opportunityfor accessibility, increase self-efficacy and STEM degree completion of learners. In STEMprofessions, the mentorship practices allow for a transformative STEM interdisciplinary mindsetfor industry careers. For students in the STEM fields, mentoring is essential for matriculation,retention, and graduation. Mentoring in STEM promotes the formation of a STEM identity andoffers knowledge of industry trends, technical expertise, and professional networking. Mentoringprovides STEM students with setting goals and expectations, building

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 7: Partnerships Making It Real! II

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeanette Chipps, Johns Hopkins University; Stacy S. Klein-Gardner, Vanderbilt University

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Pre-College Engineering Education Division (PCEE)

thatschool teachers and leaders both found ways to implement integrated STEM within their schoolsystems as a result of participation in the professional development offered on STEM integration.Additionally, the authors found that participants increased their self-efficacy for STEMintegration, but the emphasis of the work from Havice et al. (2019) was on classroomimplementation and teacher experiences. Therefore, while administrators were included in theprofessional development and the study data for some measures, they were excluded formeasures of classroom implementation and there was a lack of measures directly related toadministrator outcomes specifically, suggesting a need to explore administrator experiencesfurther as they seek to bring STEM

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Alexandra A. Towner, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marc Weissburg

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Pre-College Engineering Education Division (PCEE)

development, and student learning in integrated STEM environments. Dr. Alemdar is currently PI and co-PI on various NSF funded projects. Her expertise includes program evaluation, social network analysis and quantitative methods such as Hierarchical Linear Modeling, and Structure Equation Model- ing. She received her Ph.D. in Educational Policy, with a concentration in Research, Measurement, and Statistics, from Georgia State University.Dr. Michael Helms, Georgia Institute of Technology Dr. Michael Helms is a Research Scientist at the Georgia Institute of Technology. He received his Ph.D. in Computer Science from the Georgia Institute of Technology, where his research focused on improving design creativity.Dyanne Baptiste

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erik James Schettig, North Carolina State University at Raleigh

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Pre-College Engineering Education Division (PCEE)

partnerships. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, and L. D. English, Handbook of Research on STEM Education. Routledge, 2020.(pp. 152- 165). New York, NY: Routledge. [2] L. Fogg-Rogers and T. Moss, “Validating a scale to measure engineers’ perceived self-efficacy for engineering education outreach,” PLOS ONE, vol. 14, no. 10, p. e0223728, Oct. 2019, doi: 10.1371/journal.pone.0223728. [3] International Technology and Engineering Educators Association (ITEEA), “Standards for technological and engineering literacy: The role of technology and engineering in STEM education,” 2020. [Online]. Available: http://www.iteea.org/STEL [4] E. Council, “Optimizing stem industry-school partnerships: inspiring

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 4: Engaging Authentic Engineering Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University; Rachel E. Higbee, Purdue University at West Lafayette (PPI); Hillary E. Merzdorf, Texas A&M University; Siddika Selcen Guzey, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (COE)

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Pre-College Engineering Education Division (PCEE)

, teachers reinforceautonomy, contribute to increased intrinsic motivation in their students, and positively affectstudent engagement and feelings of competence [17] [18]. Students with self-efficacy who knowthey have successfully solved problems in the past believe in themselves and are more likely tosucceed in future problem-solving opportunities [19]. The integrated STEM curricula developedfor middle school students for the current study aim to support student autonomy andcompetence needs by giving students structured opportunities to make choices and reflect upontheir decisions in an engineering design project [5]. By helping students feel independent andcompetent, we support students' intrinsic motivation. The curriculumdesigners' motivation

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 1: Partnerships Making It Real!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine Lynn Biesecker; Justin McFadden; Thomas Tretter, University of Louisville; Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville

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Pre-College Engineering Education Division (PCEE)

-Year Interest in Engineering via a Makerspace-Based Introduction to Engineering Course,” ASEE 127th Annual Conference & Exposition, Virtual, June 21-25, 2020.[20] Hawkins, NA, Robinson BS, & Lewis JE. “Employment of Active Learning Pedagogy Throughout a Makerspace-Based, First-Year Introduction to Engineering Course,” ASEE 127th Annual Conference & Exposition, Virtual, June 21-25, 2020.[21] Lewis JE, Robinson BS, & Hawkins, NA. “First-Year Engineering Student Perceptions in Programming Self-Efficacy and the Effectiveness of Associated Pedagogy Delivered via an Introductory, Two-Course Sequence in Engineering,” ASEE 127th Annual Conference & Exposition, Virtual, June 21-25, 2020.[22] Robinson, B

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mark Povinelli, Syracuse University

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Pre-College Engineering Education Division (PCEE)

students ending their studies in 2012 were higher than in previous years [2].The study also highlighted an increase in four-year graduation rates from 29 percent in 2006 to33 percent in 2011. However, the graduation rate dropped to 22 percent in 2015, and surveyresponses from colleges were inconsistent, making it difficult to determine the exact rate in thatyear.Numerous studies have researched the factors influencing retention rates in engineeringprograms. In a 2013 Geisinger and Raman analyzed fifty studies on attrition rates in engineeringeducation at the postsecondary level and found broad factors driving students to leaveengineering including “classroom and academic climate, grades and conceptual understanding,self-efficacy and self

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria Perez-Piza, University of Texas at El Paso

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Diversity

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Pre-College Engineering Education Division (PCEE)

andEngineers in Rural School", or PEERS. PEERS is a four-years-study-project. They started toidentify the student conception of engineering and then support different activities involvingseveral social and economic factors like community belief and local industry activity [43], [45].The papers of this review focused on the following specific fields: Engineering activities,careers, components, support, work, practice, design, process, workforce, manufacturingfacilities, industry-community, career pathways, and local engineering plant. There were fewresearchers in the studies of engineering education that took a sociocultural perspective prior torecent years [34]. Grohs’ research [44] used the words: students' self-efficacy in engineering,hands-on

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine Wagner, University of Notre Dame; Gina Navoa Svarovsky, University of Notre Dame; Mia Lettau, University of Notre Dame; Kimberly Marfo; Andrea Lorena Ortiz, Pontificia Universidad Católica de Chile; Delaney Ryan; Scott A. Pattison; Smirla Ramos-Montañez; Viviana López Burgos; Sabrina De Los Santos Rodríguez; Maria D. Quijano; Amy R Corbett

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Diversity

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Pre-College Engineering Education Division (PCEE)

measurements" to the little character, person, or community doggy as she's making his house that informs the design during the Doggies activity. challenge, process, or solution. (F13R3, min 16-17) The characters or persons can be real or imaginary, but they must be a “user” of the design and not just a reflection of personal preference.Secondary Analysis of Qualitative DataFollowing the extensive retrospective analysis of Round 3 data completed by the full REACH-ECE research team, a secondary analysis of the Round 1 and Round 2 video data was conducted.The first two authors of the present paper led a