Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

Tagged Divisions

K-12 & Pre-College Engineering

and implementing the curriculum; engaging industry partners and engineeringprofessionals; and encouraging family involvement in program activities. Program outcomesassessments include pre- and post-program student surveys that measure student interest inpursuing an engineering degree, academic self-efficacy and motivation, attitudes and enthusiasmof participants towards the program activities, knowledge of specific engineering topics, andawareness of resources and skills needed for success in engineering. A follow-up survey has alsobeen developed to track changes in student attitudes, interests, and educational plans years afterparticipating in the program. The paper presents the results and lessons learned from five yearsof implementation of

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, The Ohio State University; Xi Zhan, Department of Educational Studies, The Ohio State University; Anika Anthony, The Ohio State University; Paul E. Post, The Ohio State University; Andrew James Parkhurst, Ohio state university

Tagged Divisions

K-12 & Pre-College Engineering

in engineering and preparing practicing teachers and engineering students tointroduce middle school students to the engineering design process. This paper describes theTEK8 university-school partnership and presents results from a preliminary study conducted toexamine the partnership’s effectiveness for preparing teachers and engineering students tointerest middle school students in engineering. Data were collected using interviews,observations, and a teacher self-efficacy survey. The survey was appropriated to focus onteachers’ and engineering students’ self-efficacy to interest middle school students inengineering. Methods of analysis included discourse analysis, the constant comparative method,and the nonparametric 1-tailed Wilcoxon

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

135Male 235 130White 315 192Hispanic/Latino 72 30African American 64 29Asian/Pacific Islander 11 11Native American 0 1Multi-racial or Other 1 2Low Income 221 121Not Low Income 242 144Middle School Self-Efficacy Scale (MSSE). At present, no validated engineeringefficacy/outcome expectation measures exist that are appropriate for use with middle school-aged youth. Further, measures of social cognitive variables focus on individuals

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; George Edward Turner Jr., Auburn University; Randall William Colvin, Auburn University; Mary Lou Ewald, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

mathematical concepts in the context of engineering design challenges, teacherswork in teams on design projects that involve constraints, optimization, and predictive analysis.In this study, we measure not only changes in science content knowledge, but changes inattitudes toward engineering and changes in self-efficacy to teach engineering. Theoretical Framework Learning is not an individual, isolated process; it involves the interchange of ideas Page 24.106.6   5  between teacher and student and among peers

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

engineering using a mixed-methods approach grounded in Social Page 24.826.2Cognitive Career Theory (SCCT)26. SCCT has its roots in Bandura’s Social Cognitive Theory(1997, 2001)27-28, which posits that personal characteristics, behaviors, and environment all playimportant roles in an individual’s academic and career choices. These choices are influenced bythree main factors: self-efficacy, outcome expectations, and personal interests. Brown andLent (1996)29 found that people choose not to follow certain career paths because of faultybeliefs they may hold about their own self-efficacy or faulty outcome expectations aboutacademic endeavors and/or

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suzanne L. Berliner -Heyman, New Jersey Institute of Technology; Rosa M. Cano, NJIT; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

programs47.Increased self-efficacy is important for continued learning and persistence when learningbecomes more complex or students have difficulty. A classroom environment that supportscollaboration and positive interactions among students is also important. Unfortunately,insignificant changes in objective measures of students’ learning and attitudes toward STEM areoften found with high-achieving students such as those who attend enrichment programs35-36, 46and in a case like this suggest there may be no academic benefit to single-single programs. Morequalitative measures of changes in students’ cognitions and/or perceptions that more adequatelycapture these types of latent measures are necessary. Preceptions of Engineers through DrawingsPrevious

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

, Self-Efficacy, and Project Impact when compared to the end-of-the-year post-survey.Both pre- and post-survey questions with the allowed categorical responses are listed in Table 1.Attitudes towards Engineering questions (#1-7) relate to direct attitude and perception about thefield of engineering and the interest in becoming an engineer. Self-Efficacy questions (#8-9)were chosen to measure the student’s attitude in regards to his/her understanding of the conceptof the engineering design process and ability to successfully work with or lead a team to aneffective solution. Project Impact questions (#10-12) were used to gain insight into the students’perspective on the overall project

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Quality Evaluation Designs; Martin L. Tombari, University of Texas, Austin; Sheri D. Sheppard, Stanford University; Kaye Storm, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

much earlier than those that influencedmen’s decisions. Dick and Rallis also found differential influences for young men as comparedto young women, but these effects were mitigated by math and science preparation. 5 In light of Trusty’s results, Betz and Hackett6 provide an interesting contrast. They foundthat math self-efficacy beliefs among college undergraduates were correlated with choice ofscience major. In this study, women’s self-efficacy for math was statistically lower than that ofmen, and this correlated with choice of major, even though, according to Trusty (above), highschool math course-taking patterns predict women’s selection of a math or science major. Theseand other studies6 explore a diverse range of variables that

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Cross, Carnegie Mellon University; Emily Hamner, Carnegie Mellon University

Tagged Divisions

K-12 & Pre-College Engineering

supporting curriculum andmethods to identify and support students with latent STEM talents. We are collaborativelyrefining the existing Arts & Bots robotics kit to better reveal student abilities and createenrichment activities to allow teachers to cultivate these talents in their classes. Finally, we are Page 24.685.3refining and implementing tools to support the summative and formative evaluation of theprogram including assessing teacher student-talent identification skills, teacher technologyattitudes, student self-efficacy and student attitudes towards engineering and technology.Talent Recognition and TrainingThis partnership’s primary

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9250Effects of Continuous Teacher Professional Development in Engineering onElementary TeachersDr. So Yoon Yoon, Texas A&M University So Yoon Yoon, Ph.D., is a post-doctoral research associate at Texas A&M University. She received her Ph.D. and M.S.Ed.in Educational Psychology with the specialties in Gifted Education and Research Methods & Measurement, respectively, from Purdue University. Her work centers on the development and validation of instruments, particularly useful for P-16 STEM education settings (e.g., the Revised PSVT:R, the Teaching Engineering Self-efficacy Scale [TESS], the extended

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.890.4activities.”(p. 17) Within SCCT, interest items typically address interests in activities that relateto the career and consider the age and experience appropriate level for the participants, i.e. highschool versus college. In addition, interests can be assessed as a continuum, for example, fromstrongly dislike to strongly like an activity. SCCT posits that interests directly influence careergoals and are mediated by one’s self-efficacy (perceived ability to perform a task or negotiate anobstacle) and outcome expectations (e.g. consequences of trying a career choice).Environmental, or contextual, influences are divided into background (distal) and proximalwithin SCCT. The background context is modeled as an eventual influence of

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Foy, L&N STEM Academy, Knox County Schools; Chien-fei Chen, University of Tennessee, Knoxville; Erin James Wills, University of Tennessee, Knoxville

Tagged Divisions

K-12 & Pre-College Engineering

level languages are more thoroughly understood. This paperdescribes a high school STEM education curriculum that provided sophomores hands-onopportunities to learn and understand microcontrollers through assembly language projects. Thecourse assessment evaluated the students’ computer science knowledge, course expectations,learning perspectives, creativity, and future field of study interests. Initial results indicate thatstudents have a greater breadth of knowledge, a stronger positive perception of computerscience, and a greater self-efficacy while at least maintaining student interest and creativity.Observations of the students indicate that the investigative nature of programming withmicrocontrollers is motivating the students to seek

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Kip Hacking

Tagged Divisions

K-12 & Pre-College Engineering

learning activity. The authors surveyed the participants pre and post participation. The survey instrument assessed each student’s interest and self- efficacy in STEM. This paper highlights the process of development and implementation, and shares a few of the key insights aggregated through the survey.Background The impetus for this study resulted from the Naval STEM Forum in 2011. At this forum Dr.Truscott was inspired by the Sponsoring Scholars in Science Funding Initiative in which seven majorchallenges were issued. One of the topics “Designing affordable sensors for the SeaPerch RemotelyOperated Vehicle” was extremely applicable to his previous experience with the SeaPerch program

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Barta, Sweet Briar College; Bethany Brinkman, Sweet Briar College

Tagged Divisions

K-12 & Pre-College Engineering

found to increase ormaintain students’ confidence and interest in STEM subjects and sense of empowerment.13-16Researchers have noted, however, that that sustaining this interest beyond the observed activityis critical.13 In a long-term study, Tyler-Wood et al. found that even younger girls (4th and 5thgraders) in an ongoing afterschool science program with female high school students as mentorsshowed stronger self-efficacy in STEM fields well into high school and college.17 More importantly, the study may reflect that when engineering and technology arepresented as gender neutral or even as feminine, girls are free to explore engineering withoutgrappling with the traditional gender stereotypes associated with engineering or

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

Education, 10,(2), 123-140.Sherin, M. G & van Es., E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37Weilan, I., Rogers, M. P., Akerson, V., & Pongsanon, K. (2010). Proposing a video-based measure of preservice teachers' abilities to predict elementary students' scientific reasoning. Paper presented at the annual conference of the Association for Science Teacher Education.Yoon, S. Y., Evans, M. G., & Strobel, J. (2012). Development of the teaching engineering self-efficacy scale (TESS) for K-12 teachers. In Proceedings of the 119th American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

networking technologies have the potential to expandthe range of outcomes (e.g., progressions of integrated STEM learning) that can be measured.The expertise of educators working in classrooms and in after-/out-of-school settings is a keyfactor—some would say the key factor—in determining whether integrated STEM education canbe done in ways that produce positive outcomes for students. One limiting factor to teachereffectiveness and self-efficacy is teachers’ content knowledge in the subjects being taught. Forexample, most K-12 science and mathematics teachers have taken fewer courses in the subjectarea(s) in which they were prepared than recommended by their respective teacher professionalassociations and many have taken few courses in other areas

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Meagan McKinney, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

the College of Education at Boise State University. She is pursuing a Master’s of Science in STEM Education. In the future she plans on incorporating her knowledge and experience with STEM education into her own classroom. Her research interests include elementary science education, self-efficacy, and teacher professional development. Page 24.983.1 c American Society for Engineering Education, 2014 Place-based STEM: Leveraging Local Resources to Engage K-12 Teachers in Teaching Integrated STEM and for Addressing the Local STEM PipelineAbstractBusiness, industry, parks

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

facilitate student learning and involvement. Rather than actingas the primary source of information, teachers provide access to information, so to foster self-efficacy and a sense of fascination as students strive to develop their own knowledge and skill-sets related to club topics. Moreover, teachers assist in determining a curriculum based onstudent interest, so to foster intrinsic motivation and stimulate the passion to learn. Adopting therole of the student, teachers gain new knowledge alongside their students, actively participating Page 24.1057.9in activities and lessons while encouraging students to put forth their own best efforts.Community

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Alexander Danial Manasseh, Prometheus Education, Inc; Asher Michael Smith; William Miceli, Embry-Riddle Aeronautical Univ., Daytona Beach; Shiv D Panjwani; Cierra Sparks; Joseph Anthony Alequin; Joshua Lee Dankson, Embry Riddle Aeronautical University; Cody David Clarke; Nicholas James Maskiell; Nathalie Vazquez, Embry-Riddle Aeronautical University; Marco Alan Schoener, SENAET

Tagged Divisions

K-12 & Pre-College Engineering

numerous documented projectsand studies, where impacts on student literacy, awareness, interest, self-efficacy and attitudestowards STEM disciplines are shown. The range of project contexts is understandably broad,however many projects employing contexts related to electronics, microcontrollers, and roboticscan be found with encouraging results. Many of these instructional interventions are problem-and/or project-based, hands-on, active, and can allow K-12 students to relate to experiences andcontexts with which they are familiar. Embry-Riddle student-teachers on this project reviewedthe articles below to gain insight on successful and impactful K-12 STEM outreach programsand to determine prescriptions to apply to their own project.Student

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

, in Computers & Education 54, 1145-1156.7 Terlecki, M., Brown, J., Harner-Steciw, L., Irvin-Hannum, J., Marchetto-Ryan, N., Ruhl, L., Wiggins, J., 2011, Sex differences and similarities in video game experience, preferences, and self-efficacy: Implications for the gaming industry, in Current Psychology 30, 22-33.8 Burge, J. E., Gannod, G. C., Doyle, M., Davis, K. C., 2013, Girls on the go: a CS summer camp to attract and inspire female high school students, Proceeding of the 44th ACM technical symposium on Computer science education, ACM, pp. 615-620.9 Sewell, K. L., Ringenberg, J., 2012, Accelerating K-12 Interest in Computer Science using Mobile Application-Based Curriculums, American Society for Engineering