Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell Ph.D., Tufts University; Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

curriculum materials to create a learning environment where all students canfully participate in engineering design? What kinds of classroom norms do we need to establishfor productive engineering work to take place? These questions may be especially important inschools where students do not frequently have opportunities to engage with their peers in thekind of collaborative decision-making required by engineering design.    To begin to answer these important questions, we are conducting a multi-year design-basedresearch project investigating engineering language and literacy demands, resources, andsupports in economically disadvantaged urban U.S. elementary classrooms using the EiEcurriculum. This work involves identifying more and less

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

/coding, computer aided design, laser cutting, and 3D printing. Through ASPIRE,students are able to engage with their peers, form networks, and gain a sense of community. Inthe past two summers, 41 students have participated in the program. This paper provides detailson the design and evaluation of the ASPIRE program.IntroductionThe STEM “pipeline” that is imagined to guide Science Technology Engineering and Math(STEM) students from middle school into successful STEM careers has sprung leaks atessentially every junction. In its most common configuration, it implies a single path that oftenrequires students to develop an interest in STEM by middle school, choose particular math andscience courses in middle- and high-school, and gain experience and

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jill Marshall, University of Texas, Austin; Ara Winter, University of New Mexico, Department of Biology; Yang Liu, University of New Mexico, Department of Organization, Information, and Learning Sciences

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

approach to teaching engineering inother commonly taught K-12 disciplines [18-20]. Another common argument is that engineeringskills should now be considered for all students, much as reading, writing and mathematics [21,22], and this is sometimes positioned as an early recruitment tool, with the idea that studentsmust be recruited prior to losing interest in STEM.Figure 1. A synthesis of common high level motivations for, desired outcomes of, barriers to,strategies for, and measures of K-12 engineering education.This paper synthesizes literature on formal and informal engineering education in K-12 settings.Specifically, we focus on outcomes related to (1) developing interest and/or identities inengineering, including in (2) engineering careers

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Mueller, Tufts University; David Alsdorf, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

   to   students   and   pointed   out,   “it   would   have   been   good   to see   more   interrogating   of   student   ideas   and   less   noting.”   Formative   assessment   also   influenced the   game’s   design   because   it   provides   teachers   opportunities   to   meta­cognitively   examine   their ideas   and   goals,   helps   students   reflect   on   their   learning,   and   develop   the   agency   of   other   students as   instructional   actors   (e.g.,   through   peer   to   peer   learning) [7][8] .   Teachers  Students  1.   The   game   sparks   conversations   that   allow   for   a  focused

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna Danielle Newley, Sonoran Schools; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada; Hasan Deniz, University of Nevada

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

school. Mrs. Newley coaches the exploratory robotics club for grades K-8, and the competitive high school robotics team, FTC. She contributed to international pub- lished papers, national proceedings, is the process of writing several children’s books, and has presented a workshop on robotics for elementary school students.Mr. Erdogan Kaya, University of Nevada Erdogan Kaya is a PhD student in science education at University of Nevada, Las Vegas. He is work- ing as a graduate assistant and teaching science methods courses. Prior to beginning the PhD program, he received his MS degree in computer science and engineering. He coached robotics teams and was awarded several grants that promote Science, Technology

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

thinking, encouraged engage in a writing process to support students and teacher students to generate conjectures and arguments with evidence, Work in “Lessons where teachers alternate strategies pairs or small groups, explain their characteristically speak and reasoning or thinking using several students listen are not Student: Engaged in discussions with sentences orally or in writing reformed”. peers, asked questions of peers and/or teacherThe results are shown in

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

valued being active participants in learning,opportunities for collaborating with peers and outside experts around the work of teaching,focusing on subject matter content across mathematics and science and students’ learning of thatcontent, and the sustained ongoing nature of Project TESAL where the work teachers did inprofessional development was fully relevant to their work as classroom teachers. These strengthsalign directly with best practices for professional development and for overcoming thechallenges of professional development specifically on math-science-engineering designintegration and instruction.IntroductionCommon Core middle grades standards include engineering design in the science framework, butthe design process is not easy to

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Hennig, University of Arizona; Daniel Lamoreaux, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

school and college programs.Ms. Amee Hennig, University of Arizona Amee Hennig has her B.S. in physics and creative writing from the University of Arkansas as well as her M.A. in professional writing from Northern Arizona University. She oversees the education and outreach activities for the Center for Integrated Access Networks based out of the College of Optical Sciences at the University of Arizona. At the University of Arizona she manages a number of summer programs for Native American students and educators.Daniel Lamoreaux, University of Arizona Daniel Lamoreaux is a current doctoral candidate in the University of Arizona’s School Psychology pro- gram. While working as a graduate assistant for the education

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Monica H. Lamm, Iowa State University; Sriram Sundararajan, Iowa State University; Kristina Maruyama Tank, Iowa State University; Anne T. Estapa, Iowa State University

Tagged Divisions

Pre-College Engineering Education Division

(BSE) degree programs. Upon arriving at ISU in 2006, he led the development of the BSE program, and this program now enrolls over 100 students. Raman also runs multiple summer research internship programs through his roles in CBiRC and CenUSA – over 200 students have participated in summer pro- grams he directed over the past decade. In his role as Pyrone Testbed Champion for CBiRC, Raman and his students have developed early-stage technoeconomic models of bioprocessing systems. His graduate students have gone on to faculty positions at peer institutions, and to engineering leadership positions at companies including Cargill, Nestle, and Merck.Dr. Monica H. Lamm, Iowa State UniversityProf. Sriram Sundararajan, Iowa

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Lorraine M. Parker, Virginia Commonwealth Universtiy

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

selected for the program, not of the specifics of the project they will be working on,or who they will be working with.The final reveal is performed at our May poster session and graduation ceremony for ourdeparting fellows who completed the program. The new fellows are invited to the poster session,and have the opportunity to talk to their peers who have just completed the program. The postersession culminates with the graduation ceremony for the prior fellows and an initiation ceremonyfor the new fellows. It is at this ceremony that the fellow is paired up with their graduate studentmentor and the faculty advisor. The expectation is that the mentors and advisors will take thetime to get to know the new fellows, talk about the project, and

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International

Tagged Divisions

Pre-College Engineering Education Division

identify, understand, and elevate best practices; facilitate peer learning and deepen knowledge; spark replication and advancement across regions; and inform long-term public investment in talent development through research and educational resources.Mr. Ikenna Q. Ezealah, Clemson UniversityMr. Christopher Ciuca, SAE International Chris Ciuca is the Director of Pre-Professional Education at SAE International. He oversees the strate- gic direction of SAE’s programmatic offerings at the K-16 level, including the National Science Board Award winning A World In Motion and Collegiate Design Series Programing. Chris leads numerous U.S.-based and global initiatives designed to increase science, technology, engineering and math

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

Pre-College Engineering Education Division

diSessa’s p-prims (Louca, Elby, Hammer, & Kagey, 2004),but for this study I am simply identifying various views, habits of mind, and patterns of actionthat seem tethered to decisions in various contexts. My framework states that 1. Teachers haverepertoires of resources that are bigger than what you would see at any given time. 2. Resourcesget “called up” or activated in various combinations due to situational conditions in response toclassroom, contextual, peer or social contexts, and are not necessarily consistently called upevery time. 3. Sometimes co-activated resources may be highly unstable and sometimes theymay be mutually reinforcing.In this paper I’m particularly interested in teacher moves, authority, what counts as knowledgeand

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

mathematics, science, literacy,and engineering design. Teachers collaborate with peers and experts in engineering design,literacy, science, and mathematics education as part of a team moving through learning,development, and implementation cycles. This work is aligned with research in that is ongoing,content-focused, embedded in the work of teaching, and aligned with WV CSOs.National standards documents have made clear that mathematics is an essential tool for scientificinquiry, and science is a critical context for developing mathematics competence 11-12. Mutuallyreinforcing science and mathematics understandings while teaching either discipline is apragmatic and readily available interdisciplinary opportunity 13-14. A Framework for ScienceEducation

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberlyn Gray, West Virginia University Inst. of Tech.; Stephany Coffman-Wolph, West Virginia University Inst. of Tech.

Tagged Divisions

Pre-College Engineering Education Division

experiments orzip-lining with ecology experiments. Mentoring and peer networking opportunities for studentsinclude: (1) positive and encouraging interactions with faculty members who specialize invarious STEM fields, (2) informal interactions with college-age STEM students, and (3) buildingpeer relationships with other students with similar interests.Table 1. Example of a Weekday schedule for program 8:00 AM Breakfast 9:00 AM 10:00 AM Canoe Design Project 11:00 AM 12:00 Lunch PM 1:00 PM Class 1: Civil Engineering 2:00 PM 3:00 PM Class 2: Electrical Engineering 4:00 PM 5:00 PM Dinner 6:00 PM Guest Speaker: Physician 7:00 PM

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

where you’re just like, ‘book work. Here you go. Write it down.’ This actually revved up my mind and made me want to work harder in math and science to make sure it all works.One 8th grade student described how the hands-on STEM-ID course aligned particularly wellwith her learning style: It's hands on and you don't have to sit at a desk all day and do computer work. It actually gives you a chance to experience things. You get to learn up close. I'm a visual learner. I learn from what I see and what I can touch and play around with and it helps me function very well to know that I can do my hands-on work.Finally, as detailed further below, in describing their favorite aspects of the course, manystudents

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah A. Lange, Carnegie Mellon University; Donna M, Beck, Carnegie Mellon University; Judith R. Hallinen, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; Annette M. Jacobson, Carnegie Mellon University; Alicia Angemeer, Carnegie Mellon University; G. Lynn Berard, Carnegie Mellon University

Tagged Divisions

Pre-College Engineering Education Division

observation, experimentation, data collection, analysis,and iteration to improve their designs. This approach is aligned with the Framework forImplementing Quality K-12 Engineering which notes, “Engineers use a variety of techniques,skills, processes, and tools in their work. Students studying engineering at the K-12 level need tobecome familiar and proficient with some of these techniques, skills, processes, and tools.2” Thekits are designed to be used in different contexts, from short term demonstration experiences toactivities which involve students in partial design challenges that require them to collaboratewith their peers to solve a problem or answer a question. Recognizing that engineering hasconnections to science, mathematics and technology

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pam Page Carpenter; Adam Stevens, North Carolina State University; Erik Schettig, Wake County Public School System; Landon K. Mackey, North Carolina State University; Catherine M. McEntee, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the projects. Throughout my graduate studies I have worked with undergraduate engineering and business students, high school students, high school teachers, community college students and many more to aid in develop- ment of a well-rounded professionals. Mentorship is an integral part of the engineer I want to be, through giving back to my peers and fostering a community where we encourage each other to reach their full potential, I know that I am positively impacting my community. c American Society for Engineering Education, 2017 Paper ID #18171Catherine M. McEntee, North Carolina State University

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

elementary and early childhood science methods courses, and has developed engineering education courses for middle school pre-service teachers and practicing ele- mentary teachers. She has provided science and engineering professional development to multiple schools and school systems in Maryland, and has significantly contributed to the writing of many integrated STEM units of instruction used by teachers and school systems. Her research has examined factors that support and those that hinder elementary teachers as they learn to teach engineering, and currently focuses on how children learn to engineer and in the process, learn to fail and productively persist. She is the Director of the Integrated STEM Instructional