Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Jamie Mikeska

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Pre-College Engineering Education Division (PCEE)

Paper ID #46181Middle School Preservice Teachers’ Discussion Prompts to Help a StudentAvatar Overcome Idea Fixation during Brainstorming (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has authored

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xingchen Wei, Vanderbilt University; Jialing Wu, The Ohio State University; Stacy S Klein-Gardner, Vanderbilt University

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Pre-College Engineering Education Division (PCEE)

Jialing Wu is a first-year PhD student in Engineering Education at the Ohio State University. She earned her M.Ed. in International Education Policy and Management at Vanderbilt University, Peabody College, and also holds a bachelor’s degree in Mechanical Engineering from China. Her research interests encompass computational social science, international engineering education, pre-college engineering in Engineering Education Research (EER).Dr. Stacy S Klein-Gardner, Vanderbilt University Dr. Stacy Klein-Gardner serves as an Adjunct Professor of Biomedical Engineering at Vanderbilt University. She is the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project and now the Executive Director of

Conference Session

Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Stacy S Klein-Gardner, Engineering for US All

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Pre-College Engineering Education Division (PCEE)

Mason University, and her M.Ed. from Regent University. Her research interests include computer science and cybersecurity education, student and faculty motivation in STEM education, teamwork, and online learning design.Dr. Stacy S Klein-Gardner, Engineering for US All Dr. Stacy Klein-Gardner serves as an Adjunct Professor of Biomedical Engineering at Vanderbilt University. She is the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project and now the Executive Director of e4usa, the non-profit company. Dr. Klein-Gardner is a Fellow of ASEE. ©American Society for Engineering Education, 2025 Programming as an Engineering Tool in K-12: e4usa

Conference Session

Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

S. Shailja, Stanford University; Thomas John Williams, University of California Merced; Ayush Pandey, University of California Merced

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Pre-College Engineering Education Division (PCEE)

Paper ID #48694Self-efficacy of high school students after an AI-focused pre-college program:A two year impact study (Fundamental)Dr. S. Shailja, Stanford University Shailja is a post-doctoral fellow at Stanford University. She completed her Ph.D. in the Electrical and Computer Engineering (ECE) Department with interdisciplinary emphasis on College and University teaching at the University of California, Santa Barbara (UCSB) in 2024. She graduated with a bachelor’s degree from the Electrical Engineering Department at the Indian Institute of Technology, Kharagpur in 2016. Shailja received the Winifred and Louis

Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Duncan H Mullins, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Mary McVee

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Diversity

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Pre-College Engineering Education Division (PCEE)

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alex Gonce, Texas A&M University; Abigail Tran, Texas A&M University; Advay Bhattacharya, Texas A&M University; Meet Mahesh Gamdha, Texas A&M University; Michael S Rugh, Texas A&M University

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Pre-College Engineering Education Division (PCEE)

-impact applications in education and healthcare. His technical expertise includes machine learning, web development, and cloud technologies, with hands-on experience deploying tools using PyTorch, Hugging Face, PostgreSQL, and AWS. Meet has also contributed to award-winning projects such as Connections AI, a machine learning solution for puzzle solving, and has led data optimization efforts for large-scale industrial challengesDr. Michael S Rugh, Texas A&M University Dr. Michael S. Rugh is an Associate Research Scientist at the LIVE Lab at Texas A and M University and Director of STEM Education Research for the Aggie Research Program. He leads interdisciplinary research teams investigating game-based learning and

Conference Session

Harnessing AI and Collaborative Platforms to Personalize and Innovate K-12 STEM Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University at Buffalo, The State University of New York; Siddharthsinh B Jadeja, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Carolyn S Giroux, Wentworth Institute of Technology; Shanna R. Daly, University of Michigan; A Lynn Stephens

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Pre-College Engineering Education Division (PCEE)

thinking into curricula to foster creativity, problem-solving skills.Dr. Corey T Schimpf, University at Buffalo, The State University of New York Corey Schimpf is an assistant professor in the Department of Engineering Education at University at Buffalo. He is the Past Division Chair for the Design in Engineering Education Division (DEED) for the American Society of Engineering Education. His research interests include engineering and human-centered design, advancing research methods, and technology innovations to support learning in complex domains. He has a PhD from Purdue University in Engineering Education.Dr. Carolyn S Giroux, Wentworth Institute of Technology Carolyn Giroux is an instructional designer at Wentworth

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Weber, National Center for Women & Information Technology ; Lyn Ely Swackhamer, NCWIT/University of Colorado

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Diversity

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Pre-College Engineering Education Division (PCEE)

Director of Aspirations Evaluation at NCWIT for the past 9 years. ©American Society for Engineering Education, 2025TeachEngineering.orgLevel up on pre-collegeengineering educationand outreachTeachEngineering.org is a free digital library of over T H E T E AC H E N G I N E E R I N G C U R R I C U L U M I S :1900 classroom-tested, standards-aligned K-12 AC C E S S I B L E S TA N DA R D S - A L I G N E Dengineering resources created in collaboration with Free hands-on K-12 engineering resources that use low-cost, Most of our

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bárbara Fagundes, Purdue University; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE)

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Pre-College Engineering Education Division (PCEE)

of theNational Science Foundation.References[1] A. Sullivan and Z. Beers, "Early exposure to computational thinking concepts in K-12education," Journal of STEM Education, vol. 19, no. 3, pp. 45-52, 2018[2] T. A. Signorella, R. Frieze, and J. Hershey, "Single-sex versus mixed-sex classes and genderschemata in children and adolescents: A longitudinal comparison," Journal of EducationalPsychology, vol. 85, no. 2, pp. 386-394, 1993[3] S. Metz, "Attracting the engineering of 2020 today," Journal of Engineering Education, vol.96, no. 3, pp. 1-4, 2007[4] C. Steele, "A threat in the air: How stereotypes shape intellectual identity and performance,"American Psychologist, vol. 52, no. 6, pp. 613-629, 1997[5] P. Davies, J. Spencer, and C. Steele

Conference Session

Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Bredder, University of Virginia; Sarah Catherine Lilly, University of Virginia; Kimberly Wilkens, University of Virginia; Camilo Vieira, Fundacion Universidad del Norte

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Pre-College Engineering Education Division (PCEE)

enablecommunication between engineers and educational stakeholders who use these technologies with students. This framework will then support the transition of designing affordable robotics technology fromresearch to practice in K-12 education.References: Pedre, S., Nitsche, M., Pessagc, F., Caccavelli, J., & De Cristóforis, P. (2014). Design of a multi-purpose low-cost mobile robotAhmed, H., & La, H. M. (2019, March). Education-robotics symbiosis: An evaluation of challenges and proposed for research and education. In Advances in Autonomous Robotics Systems: 15th Annual Conference, TAROS 2014

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Marc Weissburg

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Diversity

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Pre-College Engineering Education Division (PCEE)

-solving skills to prepare them for the challenges of this evolving world.Dr. Michael Helms, Georgia Institute of TechnologyDr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is s Associate Director and Principal Research Scientist at Georgia Institute of Technology Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education through research on curriculum development, teacher professional development, and student learning in integrated STEM environments. Dr. Alemdar currently serves as PI and co-PI for research on various NSF funded projects that focuses on engineering education, teacher networks and STEM learning environments. Her

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yash Ajay Garje, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE)

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Pre-College Engineering Education Division (PCEE)

= 104 n = 48 and Robotics education in formal and informal education Records centered around Records excluded for not being Robotics Education journal articles n = 56 n=7 Comparison: Traditional Records excluded for: curricula v/s AI, Robotics 1. Not being relevant or Eligibility enriched

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Cathy P. Lachapelle, STEM Education Insights; Kenneth Reid, University of Indianapolis; Vedika Vinayak; Katie McKeown, Engineering for US All (e4usa™)

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Diversity

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Pre-College Engineering Education Division (PCEE)

feedback and suggestions. Every newacademic year, teachers had access to an improved version of the curriculum, materials and guideas compared to the prior year. As previously noted, the results focus on the latest teacher feedbackfrom 2023-24, offering the most current insights.CurriculumFig. 1 shows curriculum rating by the teachers. With the v5.0 in 2024 the largest percentage ofteachers rated the curriculum as “very good” (43.3% in 2024, 31.7% in 2023, and 38.2% in 2022).That same year the percentage of teachers who rated the curriculum “excellent” dropped slightlybut both 2024 and 2023 were significantly higher than 2022’s rating (33.3% in 2024 vs. 34.1% in2023 vs. 20.6% in 2022). While the percentage rating for “fair” remained fairly

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Anabel Acurio Cerda, University of Nebraska - Lincoln; Sourav Sutradhar, University of Nebraska - Lincoln; Oghenetega Allen Obewhere, University of Nebraska - Lincoln; Rajesh Keloth, University of Nebraska - Lincoln; Moses Dike, University of Nebraska - Lincoln; Jodi Lynn Sangster, University of Nebraska - Lincoln; Shudipto Konika Dishari, University of Nebraska - Lincoln

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Diversity

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Pre-College Engineering Education Division (PCEE)

Foundation (NSF) CAREERAward. Phase 1 featured qualitative interviews of selected high school teachers, which informeda statewide survey in Phase 2 targeting all high school science teachers in Nebraska.Findings from this statewide study [25] revealed key deficiencies in the infrastructure, with 57%of teachers feeling unprepared to teach energy STEM topics due to limited professionaldevelopment, resources, and hands-on activity guidance aligned with Nebraska College andCareer Ready Science Standards (NCCRS-S) and the Next Generation Science Standards(NGSS) [26],[27]. Financial and travel constraints further limited access to in-person training,particularly for remote schools, emphasizing the need for alternative engagement modes. Thisstudy

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy Brothers, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Mary Ann Weitnauer, Georgia Institute of Technology; Martta Sareva; Kristen Lyle; Kayla Henderson-Simms, Georgia Institute of Technology

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Pre-College Engineering Education Division (PCEE)

marginalizedcommunities. Through our four-year collaboration, we have demonstrated how creative, hands-on activities incorporating art and design can expand young students' perceptions of engineeringand help them envision themselves as future engineers. By leveraging the enthusiasm andexpertise of university faculty, undergraduate mentors, and elementary school teachers, we havedeveloped sustainable programming that integrates into the elementary classroom while inspiringboth students and educators alike. Through this relationship, we have documented key pragmaticlessons to help bring two educational communities together.References1. A. Master, S. Cheryan, A. Moscatelli, & A. N. Meltzoff, “Programming experience promotes higher stem motivation among

Conference Session

Innovations and Inclusion in Pre-Service and Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine Liebe, Colorado School of Mines; Sabina Anne Schill, Colorado School of Mines; C. Estelle Smith, Colorado School of Mines; Jesan Ahammed Ovi, Colorado School of Mines

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Pre-College Engineering Education Division (PCEE)

://onlinelibrary.wiley.com/doi/pdf/10.1111/ejed.12599. [Online]. Available: https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12599 [3] J. G. Meyer, R. J. Urbanowicz, P. C. N. Martin, K. O’Connor, R. Li, P.-C. Peng, T. J. Bright, N. Tatonetti, K. J. Won, G. Gonzalez-Hernandez, and J. H. Moore, “ChatGPT and large language models in academia: opportunities and challenges,” vol. 16, no. 1, p. 20. [Online]. Available: https://doi.org/10.1186/s13040-023-00339-9 [4] W. F. Foundation, “ChatGPT used by teachers more than students, new survey from walton family foundation finds.” [Online]. Available: https://www.waltonfamilyfoundation.org/chatgpt-used-by-teachers-more-than-students- new-survey-from-walton-family-foundation-finds [5] S. Weiner

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wesley Lawson, University of Maryland, College Park; Hamza Shaikh, University of Maryland College Park; Jennifer Kouo, The Johns Hopkins University

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Diversity

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Pre-College Engineering Education Division (PCEE)

List[1] T. Swartz, A. Palermo, S. Masur, J. Aberg, “The Science and Value of Diversity: Closing the Gaps in Our Understanding of Inclusion and Diversity,” The Journal of Infectious Diseases, vol. 220, Issue Supplement_2, pp. S33–S41, Sep 2019. https://doi.org/10.1093/infdis/jiz174[2] M. Haddad, T. Jenkins, B. Solivan, A. Williams, “Enhancing Diversity in STEMM,” in Frontiers in Education, Lincoln, Nebraska, vol. 6, 2021. https://www.frontiersin.org/articles/10.3389/feduc.2021.755758 DOI=10.3389/feduc.2021.755758.[3] Whitehouse, “Best Practices for Diversity and Inclusion in STEM Education and Research: A Guide by and for Federal Agencies,” Biden White House Archives. Accessed: Mar. 22

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Luis E Montero-Moguel, The University of Texas at San Antonio; Guadalupe Carmona, The University of Texas at San Antonio

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Pre-College Engineering Education Division (PCEE)

Center for EducationResearch. Any opinions, findings, conclusions, or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of these institutions. References[1] T. J. Moore, A. C. Johnston, and A. W. Glancy, “STEM Integration,” in Handbook of Research on STEM Education, 1st ed., C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, and L. D. English, Eds., New York: Routledge, 2020, pp. 3–16. doi: 10.4324/9780429021381-2.[2] K. E. Dugan, E. A. Mosyjowski, S. R. Daly, and L. R. Lattuca, “Systems thinking assessments in engineering: A systematic literature review,” Syst Res Behav Sci, vol. 39, no. 4, pp. 840–866, Jul. 2022, doi: 10.1002/sres

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sopheak Seng, Purdue University at West Lafayette (COE); William Samuel Walker

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Pre-College Engineering Education Division (PCEE)

- 9830.2012.tb01127.x.[6] National Research Council, “Engineering in K-12 Education: Understanding the Status and Improving the Prospects.” Washington, DC: The National Academies Press, 2009. [Online]. Available: https://doi.org/10.17226/12635[7] Y.-H. Chien, C.-Y. Liu, S.-C. Chan, and Y.-S. Chang, “Engineering design learning for high school and college first-year students in a STEM battlebot design project,” Int. J. STEM Educ., vol. 10, no. 1, p. 10, Feb. 2023, doi: 10.1186/s40594-023-00403-0.[8] J. Watkins, K. Spencer, and D. Hammer, “Examining Young Students’ Problem Scoping in Engineering Design,” J. Pre-Coll. Eng. Educ. Res., vol. 4, no. 1, pp. 43–53, 2014, doi: https://doi.org/10.7771/2157-9288.1082.[9] N. Crilly and C

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelly Anderson, University of North Carolina at Charlotte; Gretchen Dietz, Western Carolina University

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Diversity

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Pre-College Engineering Education Division (PCEE)

request funding for camp sponsorships and immersiveexperiences. We hope that by providing this model, detailed camp schedule, costs, and logistics,we can inspire camps across the county. In addition, we feel that as the idea grows, we willeventually have multiple summer camps at each of our institutions annually. Reference[1]​ M. Terzian, Ph.D., M.S.W., K. A. Moore, Ph.D., and K. Hamilton, M.A., Effective and promising summer learning programs and approaches for economically-disadvantaged children and youth, ERIC Document No. ED506969, 2009. [Online]. Available: https://eric.ed.gov/?id=ED506969.[2]​ S. A. Phelan, S. M. Harding, and A. S. Harper-Leatherman, "BASE (broadening

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Kristen B Wendell, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach; Chelsea Joy Andrews, Tufts University

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Pre-College Engineering Education Division (PCEE)

-grade classes at two different schools in a small urban city in the Northeast United States,which we call Pepperville. Mr. J taught the course at school A and Mr. S taught the curriculum atSchool B. Mr. J and Mr. S, both white male teachers, have students from ethnically andlinguistically diverse backgrounds. Most of the students spoke English, and many spoke,understood, or were learning another language. At the end of the curriculum, learners made avideo journalism artifact for specific audiences about climate tech in Pepperville. Both siteshosted a screening day to view the students’ final journalism artifacts, which, for the Spring 2024implementation,were journalism videos. This paper focuses on data from two of Mr. J’s classes.In our

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jialing Wu, The Ohio State University; Medha Dalal, Arizona State University; Adam R Carberry, The Ohio State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

. 12, 2025. [Online]. Available: https://www-scopus-com.proxy.lib.ohio-state.edu/record/display.uri?eid=2-s2.0-851061909 29&origin=resultslist&sort=plf-f&src=s&sot=b&sdt=b&s=%28TITLE%28transgender%29 +AND+ABS%28engineering%29%29&sessionSearchId=489192ebf1b727a0671573e86d5 969db&relpos=9[4]​ A. L. Pawley, C. Schimpf, and L. Nelson, “Gender in Engineering Education Research: A Content Analysis of Research in JEE, 1998-2012,” J. Eng. Educ., vol. 105, no. 3, pp. 508–528, Jul. 2016, doi: 10.1002/jee.20128.[5]​ “Education,” US Trans Survey. Accessed: Jan. 13, 2025. [Online]. Available: https://ustranssurvey.org/report/education/[6]​ “Course + Curriculum | Engineering For US All

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University; Geling Xu, Tufts Center for Engineering Education and Outreach; Michael Cassidy; Ethan E Danahy, Tufts University; William Church

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Pre-College Engineering Education Division (PCEE)

#2300433 ​ Design Challenge: Airborne Transport ANALYZING NATURAL INSPIRATIONS (SAMPLE ANSWERS) DESIGN CHALLENGE CONSTRAINTS MATERIALS: TOOLS: TIME: Construction paper, cardboard, Hole punchers, 30 minutes to tissue paper, tracing paper, paper scissors, hot glue build, test, and clips, craft sticks, pipe cleaners, guns, glue sticks, iterate florist wire, tape, balloons, rubber ruler, tape measurebands, foil, paper cups, thumb tack Share your prototypesSHARE-OUT Compare prototype(s) to the original inspiration from nature Tell what you learned about their strengths and

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua Dahl, University of Nevada, Reno; Erik Marsh, University of Nevada, Reno; Landon Wright, University of Idaho; Quinn Joseph Contaldi, University of Nevada, Reno; Daniel Enriquez; Ryan Wagner; Frederick C Harris Jr., University of Nevada, Reno; Barrie Dennis Robison, University of Idaho

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Pre-College Engineering Education Division (PCEE)

,” The Journal of rheumatology, vol. 21, no. 3, p. 454—461, 3 1994. [Online]. Available: http://europepmc.org/abstract/MED/8006888[2] T. Audino, A. Pautasso, V. Bellavia, V. Carta, A. Ferrari, F. Verna, C. Grattarola, B. Iulini, M. D. Pintore, M. Bardelli, and et al., “Ticks infesting humans and associated pathogens: A cross-sectional study in a 3-year period (2017–2019) in northwest italy,” Parasites & Vectors, vol. 14, no. 1, 3 2021.[3] Unity Technologies, “Unity real-time development platform — 3d, 2d vr &; ar engine,” [online]. [Online]. Available: https://unity.com/[4] D. S. D¨uzkaya, G. Bozkurt, S. Ulupınar, G. Uysal, S. Uc¸ar, and M. Uysalol, “The effect of a cartoon and an information video about intravenous

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krista Dulany Chisholm, University of Florida; Emersen Kronsnoble, University of Florida; Kassandra Fernandez, University of Florida; Nancy Ruzycki, University of Florida

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Pre-College Engineering Education Division (PCEE)

, and mathematics (STEM) identity before, during, andafter participation in the 2024 summer programs.This study aims to investigate the impacts of the GGEE summer program on the development ofSTEM identity in middle school student participants. To measure the impacts on the developmentof STEM identity, three validated survey tools were modified to fit the needs and perspectives ofthe summer programs: the single-item STEM Professional Identity Overlap (STEM-PIO-1)measure, Role Identity Surveys in STEM (RIS-STEM), and Student Attitudes toward STEM (S-STEM). These tools focused on different aspects of STEM identity formation: 1) overall STEMidentity formation by measuring how much students feel like they overlap with a scientist orengineer, 2

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Greses Perez, Tufts University; Pragyee Shrestha, Tufts Center for Engineering Education and Outreach; Tajma Cameron, Tufts Center for Engineering Education and Outreach; Noemi Waight, University at Buffalo, The State University of New York; Shakhnoza Kayumova, University of Massachusetts Dartmouth; Ryan Rish, University at Buffalo, The State University of New York; Jennifer Tripp, University at Buffalo, The State University of New York; Fatemeh Mozaffari, SUNY Buffalo State University; Stacy M Scheuneman, University at Buffalo, The State University of New York

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Pre-College Engineering Education Division (PCEE)

gratitude to the STEMcylist team and participating students, theSTEMcyclists mentors and community partners in Buffalo. We also are thankful for the supportof our main bike partners: GObike Buffalo, Slow Roll Buffalo, and the Buffalo United Front,Inc.’s East Side Bike Club-ESBC. Our gratitude goes to the community of the Institute forResearch on Learning and Instruction (IRLI) and the Center for Engineering Education andOutreach (CEEO) at Tufts University, particularly Dr. Caspari and Dr. Wendell for their valuablefeedback. We are thankful to the students who supported the graduate students working on thisproject - Geling, Oluwatoyin, Emmanuel, Ian, Sam, Sophia, Sarah, Nicolette, Anais, Lee,Javierand, Olha and Dr. Miel for their insightful comments

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois Chicago

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Pre-College Engineering Education Division (PCEE)

/0013189X033008003.[2] M. S. Garet et. al., "What makes professional development effective?: Results from a national sample of teachers," American educational research journal, vol. 38, no. 4, pp. 915-945, 2001, doi: 10.3102/00028312038004915.[3] A. Kodey, J. Bedard, J. Nipper, N. Post, S. Lovett, and A. Negreros. "The US Needs More Engineers. What’s the Solution?" https://www.bcg.com/publications/2023/addressing-the-engineering-talent-shortage (accessed 1/14/25.[4] D. Collins, J. D. Olson, M. Kotche, E. Taylor, and J. Mendez, "Transforming Science Teacher Practice through an Intentional Summer Research Opportunity: A Case Study of two Urban Science Educators," presented at the American Educational Research

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Kyle Spence, University of North Carolina at Charlotte; Behnam Shadravan, Florida A&M University

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Pre-College Engineering Education Division (PCEE)

: Mitigation of Climate Change. Contribution of Working Group III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change:[PR Shukla, J. Skea, R. Slade, A. Al Khourdajie, R. van Diemen, D. McCollum, M. Pathak, S. Some, P. Vyas, R. Fradera, M. Belkacemi, A. Hasija, G. Lisboa, S. Luz, J. Malley,(eds.: Cambridge University Press, 2022, p. 503.[3] NSF, "STEM Education for the Future," 2020, Available: https://www.nsf.gov/edu/Materials/STEM%20Education%20for%20the%20Future%20- %202020%20Visioning%20Report.pdf.[4] NSF, "Women, Minorities, and Persons with Disabilities in Science and Engineering " in "National Center for Science and Engineering

Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie Robinson, University of North Dakota; Frank M. Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Adesola Samson Adetunji, University of North Dakota; Adesikeola Olateru-Olagbegi, University of North Dakota

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Tagged Divisions

Pre-College Engineering Education Division (PCEE)

(1977): 191–215. doi:10.1037/0033-295X.84.2.191[8] Palmer, D. H., “Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students”, Research in Science Education, vol. 36, no. 4, pp. 337–353, 2006. doi:10.1007/s11165-005-9007-0.[9] Guzey, S. S., Tank, K., Wang, H., Roehrig, G., and Moore, T. “A High-Quality Professional Development for Teachers of Grades 3 – 6 for Implementing Engineering into Classrooms” 114, no. 3 (2014): 139 – 149. doi:10.1111/ssm.12061[10] Lottero-Perdue, P. and Parry, E. A. “Elementary Teachers’ Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years” 7, no. 1 (2017): 1-College Engineering Education Research.[11

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Casey Eaton, The University of Alabama in Huntsville; Bryan Mesmer, The University of Alabama in Huntsville

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

materialare those of the author and do not necessarily reflect the views of NASA.References[1]​ A. T. Jeffers, A. G. Safferman, and S. I. Safferman, “Understanding K–12 Engineering Outreach Programs,” J. Prof. Issues Eng. Educ. Pract., vol. 130, no. 2, pp. 95–108, Apr. 2004, doi: 10.1061/(ASCE)1052-3928(2004)130:2(95). 6[2]​ L. M. Ihrig, E. Lane, D. Mahatmya, and S. G. Assouline, “STEM Excellence and Leadership Program: Increasing the Level of STEM Challenge and Engagement for High-Achieving Students in Economically Disadvantaged Rural Communities,” J. Educ. Gift., vol. 41, no. 1, pp. 24–42, Mar. 2018, doi: 10.1177/0162353217745158.[3