Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Diana Lynne Ibarra, ISF Academy

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #15646Sustainability-Infused CurriulumMs. Diana Lynne Ibarra, ISF Academy Shuyuan Science and SustainabilityPrograms Manager. BS degrees in Chemistry and Chemical Engineer- ing MS degrees in Management and Environmental Engineering c American Society for Engineering Education, 2016 Sustainability Infused Curriculum (WIP)AbstractA recently established school-wide sustainability policy in 2015, explicitly states, “an experimentally integrated,environmentally and ethically sustainable system of science education and conservation practices based on the 2012 JejuDeclaration of the

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Susan Haag

Tagged Divisions

Pre-College Engineering Education Division

,ethical, health and safety, manufacturability, and sustainability; (e) an ability to identify,formulate, and solve engineering problemsFIRST® strategically promotes problem solving and critical thinking through broadly defined,open-ended scenarios. Participants are engaged in designing systems, components and processesto develop their robots. In addition, team members conduct tests and measurements to analyzeand interpret results (especially through programming). In reading technical reports and oralpresentations, it is apparent that teams (especially FRC teams) are able to apply experimentalresults to improve processes. Though many of the younger students (FLL) participate in trial anderror, coaches and mentors assist teams in analysis of why

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Holly Jr., Purdue University, West Lafayette; Cole H. Joslyn, Purdue University, West Lafayette; Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering and investigating how engineering habits of mind can enhance pre-college students’ learning abilities.Cole H. Joslyn, Purdue University, West Lafayette Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, human- istic education, contemplative and reflective practices, and spirituality) and how they can shape engineer- ing as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing in mathematics education and has worked as an engineer, a pastor, and a high school math teacher.Miss Avneet Hira, Purdue

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

andlabs were matched to align and maximize interests. Students also received formal collegeguidance and training in public speaking during the summer. The program ended with acolloquium, open to the university community and family members of students, whereparticipants gave short talks to present their work.The program includes two courses: Dimensions of Scientific Inquiry (DSI) and Basic Robotics toInspire Scientific Knowledge (BRISK). DSI, taught by a member of the NYU faculty, is adiscussion-based course that covers scientific methods and practice, including their social,cultural, political, and economic contexts; ethical questions surrounding science and technology;and writing, especially as it relates to college application materials and a

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

in-depth research on Engineering Ed- ucation. He is one of two scholarships awarded by NARST (National Association for Research in Science Teach- ing) to attend the ESERA (European Science Education Research Association) summer research confer- ˇ e Budˇejovice, Czech Republic in August 2016. In addition, he has been named as one of 14 ence in Cesk´ Jhumki Basu Scholars by the NARST’s Equity and Ethics Committee in 2014. He is the first and only individual from his native country and Texas Tech University to have received this prestigious award. Fur- thermore, he was a recipient of the Texas Tech University President’s Excellence in Diversity & Equity award in 2014 and was the only graduate

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

of students enrolling in STEM degrees at Louisiana TechUniversity from high schools which participate has been seen 6.Since STEM issues cut across all aspects of our lives, our educational efforts have taken aholistic view in integrating science, mathematics, and engineering with business, humanities andliberal arts, including political science, history, ethics, social sciences, and psychology. Fromprofessional development of high school teachers to research and development, we have fostereda truly collaborative environment that is providing an avenue for the recruitment of students intoSTEM-related fields of study. STEM-Discovery focuses on research in STEM learning as wellas developing and fostering competitive, knowledgeable, and

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Terrance Denard Youngblood, Texas Tech University; Ibrahim H. Yeter, Texas Tech University; Casey Michael Williams, Texas Tech University; Hansel Burley, Texas Tech University

Tagged Divisions

Pre-College Engineering Education Division

Texas Tech University. He is highly interested in conducting research within the Engineering Education frame- work. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his in-depth research on Engineering Ed- ucation. He is one of two scholarships awarded by NARST (National Association for Research in Science Teach- ing) to attend the ESERA (European Science Education Research Association) summer research confer- ˇ e Budˇejovice, Czech Republic in August 2016. In addition, he has been named as one of 14 ence in Cesk´ Jhumki Basu Scholars by the NARST’s Equity and Ethics Committee in 2014. He

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Pre-College Engineering Education Division

the realworld, confronts makers with design constraints that they must think around. The “(c) ability todesign a system, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability,” that ABET calls for in engineers is just an extension of the practical ingenuitythat Makers apply to their personal projects. These characteristics are all in harmony withengineering standards, and are necessary to create successful engineers.Verbal communication and teamwork is something that many Young Makers are familiar with,and is something that many engineering student struggle. The mindset that is an intrinsic part ofmaking is

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Michele Miller, Michigan Technological University; Mo Rastgaar, Michigan Technological University

Tagged Divisions

Pre-College Engineering Education Division

school and high school girls topromote computer science and robotics. 11 His Arts and bots is a combination of crafting andcommon robotics programming that promotes collaborative “expression-focused robots”rather than competition based robotics.12In our work, co-robots are introduced as pedagogical tools to utilize engineering design as amotivator to teach Science, Technology, Engineering, and Mathematics through practicalhands-on activities to students. Engineering education assists development of engineering“habits of mind” including systems thinking, creativity, optimism, collaboration, effectivecommunication, and ethical considerations.13 This paper reports on the first year of a multi-year project to engage middle and high school students

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

compare students’ metacognitiveresponses with those criteria that leaders in engineering and education have determined arenecessary for a sustained and successful engineering workforce. We have pulled the followingskills from the Engineer of 202014: strong analytical skills, practical ingenuity, creativity,communication, business and management, leadership, high ethical standards, professionalism,dynamism, agility, resilience, flexibility, and lifelong learning. We can see from studentresponses that EPICS has impacted their practical ingenuity, creativity, communication, businessand management, leadership, professionalism, resilience, and flexibility from the followingstudent comments (and others previously listed): ● Practical ingenuity

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Senay Purzer, Purdue University, West Lafayette; Muhsin Menekse, Purdue University; Sean P. Brophy, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

habits of mind.Engineering habits of mind refer to the values, attitudes, and thinking skills associated withengineering and include systems thinking, creativity, optimism, collaboration, communication,and an attention to ethical considerations. Wing (2006) also connects computational thinking toengineering thinking, as she defines computational thinking as not simply programming but theoverlap between mathematical thinking and engineering thinking. Likewise, Barr andStephenson (2011) compare computational thinking capabilities across computer science,mathematics, science, social studies, and language arts. For example, learning to implement aparticular algorithm in a computer science context would be analogous to following anexperimental

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Charles Feldhaus, Indiana University - Purdue University, Indianapolis

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #14678The Efficacy of Project Lead the Way: A Systematic Literature ReviewDr. Justin L. Hess, Indiana University - Purdue University, Indianapolis Justin L. Hess received his PhD from Purdue University’s School of Engineering Education along with his Master’s of Science and Bachelor of Science from Purdue’s School of Civil Engineering. Justin is currently a Postdoctoral Researcher in the STEM Education Research Institute at IUPUI. Justin’s research interests include developing pedagogical strategies to improve STEM students’ ethical reasoning skills; exploring the role of empathy within design, innovation and

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Christina Marie Sias, Utah State University; Anne Seifert, Idaho National Laboratory

Tagged Divisions

Pre-College Engineering Education Division

products.7 Engineers in the 21st century also need to beprepared to be socially and culturally aware, innovative, compassionate, ethical, life-longlearners; to have a global perspective; and to be creative, and holistic thinkers responsive to theneeds of society7 and the environment. The combinations of engineering qualities, skills, andknowledge are not typically taught as part of formal K-12 education and yet the development ofthese perspectives and abilities forms early in student’s K-12 education8 based on their learningexperiences. Thus, to address the development of 21st century engineers, K-12 education mayneed to embrace a wide range of educational innovations, such as teaching 21st century skills,STEM practices, and integration of family

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey A. Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W. Glancy, University of Minnesota, Twin Cities; Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

-Mona, I. & Abd-El-Khalick, F. (2006). Argumentative discourse in a high school chemistry classroom. School Science and Mathematics, 106(8), 349–361. http://doi.org/10.1111/j.1949- 8594.2006.tb17755.x18. Latour, B. & Woolgar, S. (1986). An anthropologist visits the laboratory. In Labor life: The construction of scientifc facts (pp. 43–103). Princeton University Press.19. Fink, F. K. (2001). Integration of work based learning in engineering education. In Frontiers in Education Conference, 2001. 31st Annual. Reno, NV: IEEE. http://doi.org/10.1109/FIE.2001.96374720. Jonassen, D. & Shen, D. (2009). Engaging and supporting problem solving in engineering ethics. Journal of Engineering Education, 98(3), 235

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Cafarella, University of Colorado - Boulder; Kevin O'Connor, University of Colorado - Boulder; Jacob (Jenna) McWilliams, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

student groups,” itfalls short of this claim. Beyond the vignette's loose interpretation of “real classroomexperiences,” the vignette allows for a shallow interpretation of the concepts of “funds ofknowledge" and "place-based education.” Moll et al (1992) describe “funds of knowledge” ascultural knowledge and aspects of a student's home life that students bring to classroom. Toclaim that this is present anywhere in this vignette seems to miss the mark. So then, what difference does it make whether Rick introduced the concept of “crushedcans” or not? Beyond the ethics of research, this case study matters because the entire argumentfor the relevance and importance of the “crushed can” metaphor rests on Rick himselfintroducing the concept. If

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

elements from the literature.These elements include: (1) the uncertainty of interpreting the problem, constraints, and goalswithin a complex, open-ended situation;10 (2) the unpredictability of solving divergent problemsthat require the evaluation and judgment of many alternative solution paths;6, 7 (3) the uncertaintyof optimizing a design that satisfies the competing demands and constraints of the client as wellas safety, economical, environmental, and ethical concerns;5, 7 (4) the uncertainty of solvingdynamic problems that require a person to constantly adjust, reevaluate and evolve asunanticipated problems arise;6, 9 and (5) designing solutions within imperfect models andincomplete information that requires all engineers to reason through

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

characteristics of high quality STEM integration, including providing“opportunities for students to learn from failure and redesign.”18 Many in engineering educationpromote the idea of teaching it through the habits of mind, or how engineers think and do theirwork.19 These include: “systems thinking, collaboration, ethical considerations, creativity,communication and optimism.”20 Failure, although not explicitly named, is best exemplified aspart of the habit of mind of optimism. Resilient responses to design failure include an optimisticmindset that the problem can indeed be solved or that the failure can be overcome. Theseresponses are representative of a growth mindset, in which students learn from failure andbelieve that growth is a natural byproduct