Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Molly H Goldstein, University of Illinois Urbana-Champaign; Rick Hill, University of Detroit Mercy; Imani Adams, Purdue University – West Lafayette (College of Engineering); Vanessa Blas, University of Illinois at Urbana - Champaign; Victoria Constantine, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University at West Lafayette (COE); Rachel E. Higbee, Purdue University – West Lafayette (College of Engineering); Joshua E. Katz, University of Illinois at Urbana - Champaign; Maxwell Lee Beach, University of Illinois Urbana-Champaign; Deana Lucas, Purdue University at West Lafayette (COE); Christine H. McDonnell, Purdue University at West Lafayette (PWL) (COE); Azizi Penn, Purdue Engineering Education; Brian Povilus, University of Illinois at Urbana - Champaign; Bruce Wellman, Purdue University at West Lafayette (COE); Tugba Abanoz, Visiting Scholar to Purdue University at West Lafayette (COE), Ankara University Faculty of Educational Sciences; JaKobi Burton, Purdue University – West Lafayette (College of Engineering); Anne DeLion, Purdue Engineering Education; Jennifer Heap, Purdue Engineering Education; Rena Ann Sterrett, Purdue Engineering Education

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Paper ID #46992Pre-College Microelectronics Curriculum Units Developed Using an IntegratedMicroelectronics Framework (Resource Exchange)Prof. Tamara J Moore, Purdue University at West Lafayette (PWL) (COE) Tamara J. Moore, Ph.D., is a Professor of Engineering Education and University Faculty Scholar at Purdue University, as well as the Executive Co-Director of the INSPIRE Research Institute for Precollege Engineering. Dr. Moore’s research is focused on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, Institute for Advancing Computing Education; Monica McGill, Institute for Advanced Engineering; Jacob Koressel; Bryan Twarek

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Pre-College Engineering Education Division (PCEE)

Paper ID #45868Can AI Develop Curriculum? Integrated Computer Science As a Test Case(Research to Practice)Dr. Julie M. Smith, Institute for Advancing Computing Education Dr. Julie M. Smith is a senior education researcher at the Institute for Advancing Computing Education. She holds degrees in Software Development, Curriculum & Instruction, and Learning Technologies. Her research focus is computer science education, particularly the intersection of learning analytics, learning theory, and equity and excellence. She was a research assistant at MIT’s Teaching Systems Lab, working on a program aimed at improving equity

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiwon Kim, Purdue University at West Lafayette (COE); Woongbin Park, Purdue University at West Lafayette at West Lafayette; Abigail Erskine, Purdue University at West Lafayette (PWL) (COE); Knic Austin Royer, Purdue University at West Lafayette (COE); Hui-Hui Wang

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Pre-College Engineering Education Division (PCEE)

engagement and learning outcomes. To mitigate suchissues, future iterations of the curriculum should focus on integrating it into the actual coursetaught by regular STEM teachers. Furthermore, providing professional developmentopportunities for STEM educators will equip them with the necessary skills and resources toimplement the BSEE curriculum effectively and consistently.Lastly, the evaluation of the BSEE curriculum was limited to self and peer assessments becauseno data were collected directly from the students. Such a decision was intentional, given that thiswas the first exposure of these students to an integrated STEM curriculum. Our team also soughtto avoid adding additional workload, such as completing surveys or participating in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

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Pre-College Engineering Education Division (PCEE)

of the lived experiences of students and their families in urban settings, and 4) ability to implement culturally responsive teaching strategies.Open-ended prompts follow each survey statement to explain their response. This same surveywas designed to be administered at other points in time along the TPP curriculum (e.g., start ofTPP, before and after student teaching practicum). Our Noyce program evaluator collected thesurvey data and held a focus group with the students at the end of the pilot course.Upon enrollment in the pilot foundational course, TPP students shared that they werecomfortable with teaching in an urban environment that includes a wide range of diversity,verifying that they have had previous experience working with

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nidaa Makki, The University of Akron; Katrina B Halasa Halasa; Donald P. Visco Jr., The University of Akron; Edward A. Evans, The University of Akron; Kristin L. K. Koskey, Binghamton University State University of New York

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Paper ID #49033Developing and Evaluating a High School Summer Research Program in anUrban District Through a University-School Partnership (Evaluation)Nidaa Makki, The University of Akron Dr. Nidaa Makki is a Professor in the LeBron James Family Foundation School of Education at The University of Akron. Her work focuses on STEM curriculum integration and teacher professional development.Dr. Katrina B Halasa Halasa Science and Health Learning Specialist k-12 since July 2006 for Akron Public Schools. She is in charge of professional development, curriculum and assessment development. She taught biology, chemistry, human anatomy

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Karen Flammer, University of California, San Diego; Cindy Mui Perez, University of California, San Diego; Mimi Phùng, University of California, San Diego

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offer opportunities for local high schoolstudents, particularly underrepresented and first-generation students, to take college-equivalentcourses that are otherwise not available to them. The study will focus on five main themes thatwere integral to the course design: strategies used to create a cohesive and engaging learningcommunity, methods employed to help students manage their learning in an online environment,building students' self-efficacy in their engineering abilities, approaches used to maintain studentengagement, learning and motivation in a virtual setting, and the implementation of onlinehands-on laboratory sessions that students completed at home. By examining these themes, thepaper aims to provide insights into the effectiveness

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Doan, frcdesign.org; Jonathan Mi, University of Michigan, Ann Arbor

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Pre-College Engineering Education Division (PCEE)

Paper ID #49378FRCDesign.org - An Open source Advanced CAD and Engineering DesignCourse for Highschool Robotics (Curriculum Exchange)David Doan, frcdesign.orgJonathan Mi, University of Michigan, Ann Arbor Jonathan Mi is a doctorate student in the Robotics department at the University of Michigan, Ann Arbor. His research is focused on hardware and control of soft and tensegrity robots. ©American Society for Engineering Education, 2025FRCDesign.orgAn open source, free, learning coursefor learning advanced computer aidedrobot design for competitive high Makingschool

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Fethiye Ozis Ph.D., P.E., ENV SP, Carnegie Mellon University

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educators, we are challenged to integrate sustainabilityunderstanding not only into civil engineering education but across the curriculum, withinengineering practice, and beyond into K-12 schools and the general public.Resources for integrating sustainability into K-12 education are becoming increasinglypopular. The U.S. Green Building Council offers an online education platform and professionalcertificate program for K-12 teachers focused on sustainability [6]. Penn State University heldtheir first K-12 Sustainability Summit in 2024 [7] and provides links to several resources foreducators through their Center for Global Studies [8]. Vanderbilt University provides resourcesfor teaching sustainability through their Center for Teaching [9]. Also

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yubin Lee, Purdue University at West Lafayette (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Tori Constantine, Purdue University at West Lafayette; Deana M. Lucas, Purdue University at West Lafayette; Emily M. Haluschak, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Morgan M. Hynes, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE)

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Pre-College Engineering Education Division (PCEE)

level, the PLTW curriculum iscalled “Launch” and is designed to engage students in hands-on projects that blends concepts fromcomputer science, engineering, and biomedical science. While the activities within this curriculum cancertainly help develop foundational skills/knowledge related to the field of semiconductors and makes sensefor these VA plans as it provides a place for integration, a concern can be that this curriculum is not designedwith explicit connections to semiconductors. As a result, without buy-in from the teachers to make clearconnections with the industry, students could then miss an introduction to the field and the connectionsacross the grades. This idea can solidify why the VA process is a critical method for integrating

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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Paper ID #45689The Role of Teacher Feedback in Shaping the Curriculum of a Pre-CollegeEngineering Program (Evaluation)Dr. Medha Dalal, Arizona State University Medha Dalal, Ph.D., is an Associate Director of Scholarly Initiatives and Assistant Research Professor of Engineering Education Systems & Design within the Ira A. Fulton Schools of Engineering at Arizona State University. Her career as an engineering educator and researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. Specifically, her research seeks to

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Taylor, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Jennifer Ramos-Chavez, University of Texas at El Paso

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education, Jennifer taught middle school science for 15 years and earned a BS in Biological Sciences and an MS in Environmental Sciences. She led the Creative Engineering Design project to advance the NSF-funded ASPIRE Engineering Research Center’s roadway electrification efforts in the pre-college engineering space.Dr. Nick A. Stites, University of Colorado Boulder Nick Stites is the Director of the Integrated Teaching and Learning Program at CU Boulder and an instructor with the Integrated Design Engineering program. Dr. Stites is the principal investigator (PI) of the Denver-Metro Engineering Consortium, which is a partnership between local community colleges and universities to support engineering pathways for

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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sustainability, risk analysis, cost estimation, and concrete performance. He also has significant expertise in STEM education and research, particularly in innovative teaching methodologies and curriculum development aimed at enhancing student engagement in STEM fields. Dr. Khalafalla has authored numerous peer-reviewed journal articles, conference proceedings, and technical reports. He earned his Ph.D. in Civil Engineering from Auburn University, an M.S. in Civil Engineering from the University of Tennessee at Chattanooga, an MBA from the University of Khartoum, and a Master of Science in Law (MSL) from Northwestern University.Dr. Tejal Mulay, Florida A&M University - Florida State University Dr. Tejal Mulay is a

Conference Session

Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine H. McDonnell, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University – West Lafayette (College of Engineering); Morgan M Hynes, Purdue University at West Lafayette (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Mary K. Pilotte, Purdue University at West Lafayette (COE); Kristina Maruyama Tank, Iowa State University of Science and Technology; Greg J Strimel, Purdue Polytechnic Institute, Purdue University – West Lafayette; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE)

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Pre-College Engineering Education Division (PCEE)

at Purdue University. Emily is interested in leveraging integrated curriculum development in K-12 settings to positively impact underserved populations in the field of engineering. She utilizes past experiences in STEM program evaluation, education policy, and chemical engineering research.Dr. Morgan M Hynes, Purdue University at West Lafayette (COE) Dr. Morgan Hynes is an Associate Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 claSiddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE) Dr. Guzey is a professor of science education

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey D Radloff, SUNY, Cortland

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Pre-College Engineering Education Division (PCEE)

Paper ID #45697Developing and Integrating ’Sustainable Engineering Stories’ for Science TeacherEducation (Work-in-Progress)Dr. Jeffrey D Radloff, SUNY, Cortland Dr. Jeffrey Radloff is an Associate Professor in the Childhood/Early Childhood Education Department at SUNY Cortland, where he teaches elementary science methods, STEM foundations, and critical media literacy courses. He has a background in biology and pre-college engineering education, and he received his Ph.D. in Curriculum and Instruction from Purdue University. Dr. Radloff’s interests are in understanding how to best support pre- and in-service teachers

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Alejandro Gonzalez, Rensselaer Polytechnic Institute; Brandon Costelloe-Kuehn, Rensselaer Polytechnic Institute, Department of Science and Technology Studies; Emily Liu, Rensselaer Polytechnic Institute; James Olson, Rensselaer Polytechnic Institute

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Paper ID #47372Development of a Pre-College Curriculum for Nuclear Science and Engineering(Fundamental)Daniel Alejandro Gonzalez, Rensselaer Polytechnic InstituteBrandon Costelloe-Kuehn, Rensselaer Polytechnic Institute, Department of Science and Technology Studies Brandon Costelloe-Kuehn is an anthropologically-oriented scholar working in the interdisciplinary field of science and technology studies (STS). His research lies at the intersection of community engagement, design research and pedagogy, and environmental justice. His scholarly work on the contexts that enable effective collaboration, communication, and engagement

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bin (Brenda) Zhou, Central Connecticut State University

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Pre-College Engineering Education Division (PCEE)

teenagers,presentations by transportation practitioners, and a few field trips. In addition, a welcomeluncheon, a SAT preparation session, team-building exercises, and a graduation ceremony arevital components of the program. Additional modules are added to the curriculum when theprogram is expanded from one week to two weeks, such as a campus tour, an OSHA safetypresentation, a job shadowing field trip, a visit to a precast concrete plant, geotechnicalengineering, a field trip to a highway construction site, submarine vehicle design andcompetition, engineering surveying, sustainability, visit to a "green building", and aerospaceimpact analysis. To accommodate students who take public transit to the host university campus,one hour in the morning

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert Hayes, Tufts Center for Engineering Education and Outreach; Jennifer Cross, Tufts Center for Engineering Education and Outreach; Elissa Milto, Tufts Center for Engineering Education and Outreach

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of an integrated technology design curriculum,” Educational Technology Researchand Development, vol. 70, pp. 119–147, 2022. DOI: https://doi.org/10.1007/s11423-021-10061-0.[10] L. Cabrera, D. J. Ketelhut, K. Mills, H. Killen, M. Coenraad, V. L. Byrne, and J. D. Plane,“Designing a framework for teachers' integration of computational thinking into elementaryscience,” Journal of Research in Science Teaching, vol. 61, no. 6, pp. 1326–1361, 2024.[11] A. Miyake, N. P. Friedman, M. J. Emerson, A. H. Witzki, A. Howerter, and T. D. Wager,“The unity and diversity of executive functions and their contributions to complex 'frontal lobe'tasks: A latent variable analysis,” Cognitive Psychology, vol. 41, no. 1, pp. 49–100, 2000. DOI:https://doi.org/10.1006

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aysel Guliyeva, The Institute of Education of the Republic of Azerbaijan; Ibrahim H. Yeter, Nanyang Technological University

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Pre-College Engineering Education Division (PCEE)

numeracythrough adaptive learning tools. The potential of AI in education should inspire optimism aboutthe future of learning [6,7,8,9,10,11]. AI has become an integral aspect of contemporary life,prompting governments to prioritize educational advancement on a global scale.Research objectivesIn December 2023, Azerbaijan's Ministry of Education announced plans to establish neweducational standards by mid-2025, including integrating STEAM (Science, Technology,Engineering, Arts, and Mathematics) into the national curriculum [12]. This initiative reflects astrategic response to advancements in information and communication technology (ICT),particularly emphasizing incorporating 3D robotics within technology courses for grade 6 andbeyond. By aligning

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cristian Eduardo Vargas-Ordonez, South Dakota School of Mines and Technology; Yash Ajay Garje, Purdue University at West Lafayette (COE); Shauna N Adams, Purdue University at West Lafayette (COE); Bruce Wellman, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE)

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Education Department at Purdue UniversityDr. Morgan M Hynes, Purdue University at West Lafayette (COE) Dr. Morgan Hynes is an Associate Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 cla ©American Society for Engineering Education, 2025 Introduction to Microelectronics: Integrating Art, Microcontrollers, and Social Awareness to Understand the Lifecycle of MicroelectronicsRecommended Grades: 7-12 Description The Introduction to Microelectronics curriculum is from a 2-week summer program for high

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)

-funded e4usa program was designed and implemented as an effort to provideengineering curriculum “for us all,” with the intention of demystifying and democratizingengineering. The course authentically introduces “engineering,” not with the intent to producemore engineering students, but to improve technological literacy and to allow students todiscover their engineering identity, all while working through the engineering design processesto solve real problems. Students identify community-based problems and design engineeringsolutions while consulting with stakeholders, producing prototypes, and developing test plans.Course outcomes are clustered into color-coded tracks, including red (discover engineering),yellow (engineering in society), blue

Conference Session

Supporting Teachers and Students in STEM+C Learning Beyond the Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leyli Nouraei Yeganeh, Binghamton University; Amber Simpson, Binghamton University State University of New York; Nicole Scarlett Fenty, Binghamton University State University of New York

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Paper ID #46198Exploring Elementary Students’ Emotional States within Engineering DesignTasks in an Afterschool Program (Fundamental)Ms. Leyli Nouraei Yeganeh, Binghamton University Leyli Nouraei Yeganeh is a Ph.D. student in the Ed.D. program at Binghamton University, specializing in the Department of Teaching, Learning, and Educational Leadership. Currently, in her final semester of coursework, her research interests include the integration of immersive technologies such as the Metaverse in education, with a particular focus on STEM learning and students with disabilities.Amber Simpson, Binghamton University State

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)

Paper ID #46925Biomimicry as an Authentic Anchor (Resource Exchange)Ms. Tyrine Jamella Pangan, Tufts University Tyrine Jamella Pangan is a STEM Education PhD student at Tufts University and a Graduate Research Assistant at the Tufts University Center for Engineering Education and Outreach (CEEO). She is interested in integrating social and emotional learning (SEL) in engineering, specifically within the elementary school context. Tyrine hopes to explore how Transformative SEL can be implemented to cultivate socially responsible engineers.Dr. Kristen B Wendell, Tufts University Kristen Wendell is Associate Professor of

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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Paper ID #47630How faculty focused on pre-college engineering education and outreach canleverage this free digital library of engineering resources. (Pre-college Resource/CurriculuExchange)Mrs. Stephanie Weber, National Center for Women & Information Technology https://ncwit.org/profile/stephanie-weber/Dr. Lyn Ely Swackhamer, NCWIT/University of Colorado Dr. Lyn Swackhamer is the PI on the NSF funded Teach Engineering grant. Teach Engineering is a digital library of K-12 engineering education materials. Dr. Swackhamer has a PhD in education innovation with an emphasis on research and evaluation methodology. She has been the

Conference Session

Building Engineering Identity and Practice in Rural and Pre-College Contexts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Natasha Wilkerson, Vivify, LLC; Joanne K Olson, Texas A&M University; Justin Wilkerson, Texas A&M University

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Paper ID #48064Impact of An Engineering Task on Development of Middle School Students’Engineering Design Practices (Fundamental)Dr. Natasha Wilkerson, Vivify, LLC Natasha Wilkerson is co-founder of Vivify STEM and President of the Cosmic Leap Foundation. Natasha specializes in research and development of engineering curricula and programming for K-8 grades. Natasha has a B.S. in Aerospace Engineering and an M.S. and Ph.D. in Curriculum & Instruction from Texas A&M University.Joanne K Olson, Texas A&M UniversityJustin Wilkerson, Texas A&M University ©American Society for Engineering

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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NSF-funded project that aims to support teachers inimplementing front-end design concepts with secondary students. The project is driven bytargeted modifications to an existing web-based platform, CLUE (Collaborative Learning UserEnvironment), that was originally developed to support collaborative project-based learning inother STEM fields. Concurrently, an Earth Science and Environmental Science focusedcurriculum is being developed that integrates front-end design approaches with challenges in thecommunity to develop socio-scientific and design skills among 7th - 11th grade students. Theproject team works in multiple interdisciplinary sub-teams to develop the 1) technology, 2)curriculum, 3) teacher professional development, and 4) research

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krista Dulany Chisholm, University of Florida; Sarah Louise Langham, University of Florida; Kassandra Fernandez, University of Florida; Nancy Ruzycki, University of Florida

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Pre-College Engineering Education Division (PCEE)

and undergraduates through completing all of the activities in theprogram, modeled facilitation strategies, and programmed all activities. Teachers unable to attenda live session or complete an activity were required to complete the session outside the sessions.To ensure facilitators participated and completed the training, they submitted activity assignmentsand artifacts to document their ability to conduct the activities.Figure 1: Process of working with program locations that select their summer program locations and teachers andthe support from the GGEE program in the form of training, curriculum materials and guides, and trainedengineering undergraduate student co-facilitators.2. Study PurposeThe summer programs provide authentic STEM

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; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marc Weissburg

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Pre-College Engineering Education Division (PCEE)

sustainable practices [35]. They learn to createproducts and systems that not only fulfill human needs but also adhere to ecological principles,thereby contributing to the reduction of environmental impacts [35]. In a study by Fried et al.(2020), the authors investigated how integrating biomimicry into a design-based learningcurriculum within an evolution course affected students’ understanding of evolution,sustainability, and design thinking. The authors found that the biomimicry curriculum improvedstudents’ comprehension of evolutionary concepts, such as adaptation, natural selection, andevolutionary processes. Further, it influenced students' awareness and understanding ofsustainability and the potential of nature-inspired solutions to address

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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, management, and research.References 1. J. K. Nagel, R. Pidaparti, C. S. Rose, C. L. Beverly, “Enhancing the pedagogy of bio- inspired design in an engineering curriculum,” Proceedings of 2016 ASEE Annual Conference and Exposition, New Orleans, LA, 2016. 2. Full, H. A. Bhatti, P. Jennings, R. Ruopp, T. Jafar, J. Matsui, M. Estrada, “Eyes toward tomorrow program enhancing collaboration, connections, and community using bioinspired design,” Integrative and Comparative Biology, vol. 61, no. 5, pp. 1966-1980, 2021. 3. M. E. Helms, H. Ehsan, E. Kim, R. Moore, M. Alemdar, C. J. Cappelli, J. Rose, M. Weissburg, “Getting beyond the hairy house: Using structure-function-mechanism to advance biologically inspired design

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Elaine Ott-Monsivais, University of Illinois at Urbana - Champaign; Joe Muskin, University of Illinois Urbana-Champaign

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Pre-College Engineering Education Division (PCEE)

decisions.Evaluations of this curriculum unit have been extremely favorable, with over 80% of 200+participants reporting a significant increase in engineering interest and 95% reporting at leastsome increase.Curriculum Unit Overview Introduction: How does an SLA 3D Printer work? (3 hours) Students familiarize themselves with the SLA 3D printing process and work with a partner to print a part using the provided SLA printer. Activity: 3D Print with the SLA 1.0 Printer. Scan to access the full curriculumArduino Programming and Circuit

Conference Session

Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Daniels, The Johns Hopkins University; Michael L Falk, The Johns Hopkins University; Rachel E Durham, Notre Dame of Maryland University; Alisha Nicole Sparks, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Margo K Williams, The Johns Hopkins University; Karen Watkins-Lewis, Morgan State University; Emily J Yanisko, American University

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Tagged Divisions

Pre-College Engineering Education Division (PCEE)

includes four sections: an‘intro’ session; a ‘play’ session in which students experiment with materials; a ‘learn’ session inwhich students review and practice relevant algebra standards; and a ‘build’ component, inwhich students build a design using algebra skills, following the Engineering Design Process[20]. Example mission topics are technical rescue, machine learning, soundproofing, businessoptimization, and urban heat islands. The course was conceptualized as an Algebra I applicationscourse; each mission integrated relevant Algebra I standards (refer to Appendix A) and built onthe Engineering Design Process (Ask, Research, Imagine, Plan, Create, Test, Reflect, andImprove). Moreover, the course functioned as a survey course to engineering