Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

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Diversity

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Pre-College Engineering Education Division

Paper ID #20073Lessons Learned in K-12 Engineering Outreach and Their Impact on Pro-gram Planning (Evaluation)Dr. J. Chris Carroll, Saint Louis University Dr. Carroll is an Assistant Professor in the Department of Civil Engineering at Saint Louis University. His experimental research interests focus on reinforced and prestressed concrete, while his engineering education research interests focus on experiential learning at both the university and K-12 levels. Dr. Carroll serves as a voting member on ACI Committee S802 - Teaching Methods and Educational Materials and is Chair of the Career Guidance Committee for the ASCE

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna Colleen Sage, University of Wisconsin, Milwaukee; John R. Reisel, University of Wisconsin, Milwaukee

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Pre-College Engineering Education Division

Paper ID #17963A Student-Developed Lesson Plan for a 4th Grade Energy Module (ResourceExchange)Miss Anna Colleen Sage, University of Wisconsin, Milwaukee Anna Sage is an undergraduate student majoring in Early Childhood Education in the Honors College at the University of Wisconsin-Milwaukee.Dr. John R. Reisel, University of Wisconsin, Milwaukee Dr. John R. Reisel is a Professor of Mechanical Engineering at the University of Wisconsin-Milwaukee (UWM). He serves as associate director of the Center for Alternative Fuels and co-director of the Energy Conversion Efficiency Lab. In addition to research into engineering education

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs Ed.D., Manhattan College; Zahra Shahbazi, Manhattan College; Anthony Scotti, Manhattan College; Kathleen Christal Mancuso, Manhattan College; Alexandra Emma Lehnes, Manhattan College

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Pre-College Engineering Education Division

passion for teaching began in her high school chemistry class with Mrs. Merante, after seeing just how valuable a talented and determined teacher was to future STEM fields. Kathleen enjoys teaching tennis over the summer to students ages 8-16 and is looking forward to her graduation to begin her career.Ms. Alexandra Emma Lehnes, Manhattan College Alexandra Lehnes is a graduate student planning on graduating in 2017 from Manhattan College with a M.S. in Mechanical Engineering and a certificate in aerospace and propulsion. She is also the coordinator of the Engineering STAR Center and Manhattan College and a graduate assistant for the mechanical engi- neering department. She received her B.S. in Mechanical Engineering at

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University

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Pre-College Engineering Education Division

to be used with the very audience for which they are intended.Many projects that are funded by NSF result in the production of lessons and activities. Anexamination of the literature shows that existing rubrics are designed to assess lesson planquality, perhaps as a way to assess the effectiveness of professional development. Another set ofrubrics can be found for lesson plans generated as a part of a preservice teacher program, whichare designed to generate a grade. This paper looks at lesson plans differently, without an attemptto assess quality. Because so many constituencies are creating lessons around engineering, andthose constituencies come from so many different academic backgrounds, the question of howthey get their approach to

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

reasoning tosupport the claim is considered an act of EBR, even if the evidence is incorrect or the reasoningis specious. In EBR, a design decision is also considered a claim, where the underlying claim isthat the design decision meets the client’s criteria and constraints.MethodsThis study uses thematic analysis of video data as the primary source of data. The publishedlesson plans are a secondary source of data used to understand where EBR practices should beexpected throughout the lessons. The two sources are combined for a greater understanding ofhow EBR practices are seen throughout an integrated STEM unit in Kindergarten classrooms.ParticipantsThree Kindergarten classrooms teaching the same integrated STEM unit, ​Designing PaperBaskets​, were

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

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Pre-College Engineering Education Division

time for adequate preparation. We are exploring a solutionto this challenge that will serve to increase the participation of our STEM outreach volunteersand provide the recipients with a more complete STEM experience. The proposed solution is theadvance preparation of stand-alone kits, complete with a scalable lesson plan, that will fit in acontainer with the approximate size of a ‘shoebox’ and will be stored and catalogued in theengineering and science library.The original intent of the kit approach was to facilitate the College of Engineering’s collectiveinclusion of more stakeholders at the university (the library and maker space, for instance). Inaddition, teachers in the local school districts have had valuable input and look forward to

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University; Jamie Glass

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Diversity

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Pre-College Engineering Education Division

already had a chromebook touse for these sessions. The teacher uses Google classroom. The middle school students werebused from the middle school and had to make up the work they missed.Connecting middle school students with teachers.The two middle school girls were interested in reaching out to the elementary school to sharewhat they were learning in coding in the middle school. After reaching out to the elementaryschool principal, they put together a one page proposal about their ideas. The principal thenconnected them with the elementary enrichment teacher who then connect them with a 4th gradeteacher. They scheduled two planning meetings and together they put a plan together about theactivities that would work best with the students and the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

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Diversity

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Pre-College Engineering Education Division

that there werethree main curricular activities within engineering that had the potential to encourage EBR in theclassroom: the report to the client at the end of the unit, the types of questions the teacher askedof the students (i.e., asking students to further explain the “why” or “how” of their answers), andstudent discussions. However, this research did not address actual implementation of thecurricula. Mathis et al.18 explored students’ use of EBR during solution generation of anengineering design challenge in a seventh-grade classroom. The study found that students usedEBR most while planning a design idea and evaluating the tested design solution; also, instancesof EBR were found in student worksheets and group discussions. Both the

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

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Pre-College Engineering Education Division

,and graduate students) held a three week long professional development (PD) workshop at theNYU Tandon School of Engineering for ten pairs of science and math teachers from eight middleschools. During the PD workshop, using the LEGO kits, teachers learned myriad robot-relatedtasks, such as assembly, programming, actuation, motion planning, sensor integration, operations,and troubleshooting.Figure1: LEGO Mindstorms EV3 base robot to be used for STEM lessons.3. A Few Middle School STEM Lessons Developed to Implement Using RoboticsThe project team and the PD workshop participants collaborated to plan and develop robotics-based lessons under the TPACK framework. Specifically, the teachers began by identifying middleschool relevant science and math

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lynn A. Albers, Campbell University; Jenna P. Carpenter, Campbell University; Marie E. Hopper, FIRST North Carolina

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Pre-College Engineering Education Division

Engi- neering Education and Energy Engineering. In addition, she has been lead mentor of FRC Team SUM #6003 for the past two years.Dr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is Chair of the ASEE Long-Rangge Planning Committee and the ASEE Strategic Doing Governance Team. She is a past Vice President of Professional Interest Councils for ASEE and past President of WEPAN. Currently Chair of the National Academy of Engineering Grand Challenge Scholars Program Steering Committee and an ASEE PEV for General Engineering, Dr. Carpenter regularly speaks at the national level on issues related to the success of women in engineering and innovative

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

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Pre-College Engineering Education Division

asked for) support in the form ofready to use lessons and documents (e.g. additional activities) along with leader presence tosupport them in trying their self-created plans situated within the NGSS standards. The actualityof working with NetLogo (and changing functions and code) to present STEM concepts/topicswas both invigorating (it was new for the K12 teachers) and frustrating (it was often hard for theK12 teachers to see connections to content) as teachers moved through expectations andactuality. Implications include planning for structured K12 teacher academic year support inimplementing CS topics for sustainability in classrooms. Keywords: Computer Science Education, Computer Science, STEM, K12 Teachers, Pre-Service Teacher Education

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Diversity

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Pre-College Engineering Education Division

and learn about current research.ImplementationThe program focuses on teachers and students at both the middle and high school level. It startswith the training of teachers through a 5-week intensive research experience in which teacherscomplete the design challenge while simultaneously developing lesson plans they will use toteach the material in their classrooms. Teachers implement the program in their schools and havestudents complete the challenge. Finalist teams from each school present their design at anannual competition. Throughout the process, representatives from the Center make classroomvisits or host tours in order to support the teachers’ implementation. To date over 50 teachershave completed the summer training. Over 400

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

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Diversity

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Pre-College Engineering Education Division

Paper ID #19950An Integrated Approach to Promoting STEM among High School Students(Evaluation)Dr. Bin (Brenda) Zhou P.E., Central Connecticut State University Dr. Zhou is an Associate Professor at the Engineering Department of Central Connecticut State Univer- sity. Her research enthusiasm and expertise lie in quantitative analyses and modeling techniques, with applications in transportation planning and engineering. Recently, she has focused on issues of STEM ed- ucation since planned and directed a Federal Highway Administration (FHWA) funded outreach program: National Summer Transportation Institute (NSTI).Ms. Sharon

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sneha A. Tharayil, The University of Texas, Austin

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Diversity

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Pre-College Engineering Education Division

provide service to meet authentic needs.  Service links through deliberate planning to the subject matter students are studying and the skills and knowledge they are developing in school.  Students reflect on the service they provide.  Service-learning is coordinated in collaboration with the community. (p. 3).To further understand what service learning is, it is also useful to define what it is not. Theliterature appears to consistently distinguish service learning from community service, in thatacademic learning is a fundamental feature of the service learning experience, while it is not anessential component to community service2, 29, 32. Similarly, as noted above, structured time forreflection also sets apart

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; LaDawn Partlow, Morgan State University

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Pre-College Engineering Education Division

. Mathematics: Mathematics instruction was designed to reduce loss in proficiency during the summer and support the 3D modeling and app development curriculum. Topics included geometry, mathematics tricks and shortcuts, division, exponents, square roots and logic. Entrepreneurship: Participants were introduced to entrepreneurial ventures through topics like marketing, financing, business models and visits from local technology entrepreneurs. Final Project: In the fourth week, participant teams were asked to develop an entrepreneurial venture. The teams brainstormed and refined a concept that integrated an app, a 3D model, business plan and a website or social media page. Ventures ideated were a) Customized key chain with GPS locator, b) Online

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Diversity

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Pre-College Engineering Education Division

of the art is planned for future offerings3. The followingtable provides a summary of their responses:DTSCParticipantEvaluations* Item 5 4 3 2 1Becauseofthissummercamp,IcannowemployDesign Thinkingtosolveproblems. 4.25InowbelievethatDesignThinkingisanimportantand beneficialskillforahighschoolstudent. 4.20Thecamphasmetmyexpectations. 3.60 Iwouldhighlyrecommendthiscamptoothers. 3.80

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

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Pre-College Engineering Education Division

with engineering integration reform to help them out.Introduction“Leslie” heaved her lunch onto the table and dumped her body in a chair. (Pseudonyms are usedthroughout and Leslie chose her own pseudonym.) Usually excited during the school day, todayshe was wiped from teaching her first engineering design lesson, a self-planned engineeringdesign challenge to build a catapult and teach free fall. All the mental work she’d been doing haddrained her completely, and now she had 30 minutes to eat, regroup, talk about the lesson, andget ready to do it again after lunch.Leslie started the year with no formal engineering experience but she was hungry for change andinterested in integrating engineering design into her physics teaching. By the end of

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

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Pre-College Engineering Education Division

Presentations that have been refereed. She presents at both the state and national level and has been awarded over $7 million in a variety of grant awards. In her spare time she visits with her 2 children and 2 grandsons. c American Society for Engineering Education, 2017 Middle School Math and Science Teachers Engaged in STEM and Literacy through Engineering Design (Evaluation)We describe a professional development program that supports integration of STEM andLiteracy through Engineering Design for 24 in-service middle school math and science teachersin rural Appalachia. Through this program, teachers experience Engineering Design as learners,develop lesson plans utilizing engineering design

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rohit Dua, Missouri University of Science & Technology

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Pre-College Engineering Education Division

decimal equivalent, thus getting instant feedback, which instillsconfidence in the technique usage and understanding of the negative number binaryrepresentation. Students are encouraged to explore the decimal number range, for an 8-bit binarynumber, for both unsigned and signed number domains.Outreach and Feedback: Since the planned laboratory is still in its infancy, the designed emulators have been fieldtested in informal settings. Below are some survey results for the two emulators, which weredemonstrated at two different events:  Logic Gates Emulator: The device was demonstrated at a Discover Engineering Day event. Users ranging from kids-to-adults used the device to understand the basic functioning of logic gates

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Nicole Elfer, Tulane University

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Pre-College Engineering Education Division

• ENGP 1005: Introduction to Electronics with Laboratory • NSCI 1015: Basic Neuroscience with Laboratory • Physics 1015: Materials Science and Engineering Summer Class • PSYC 1100: Exploring Psychology • SCEN 1015: Computers and Musical CreativityStudents also have the option of living on campus during the course period for additional feesand many extracurricular educational activities are planned outside of the courses to introducethe students to each other and opportunities available at universities.The Purpose of Evaluations: This program offers a unique opportunity in the New Orleans areafor high-achieving students. However, the cost associated with the program is prohibitive tomany Greater New Orleans area residents. While course

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jalil Kianfar P.E., Saint Louis University; Adaline M. Buerck, Saint Louis University

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Pre-College Engineering Education Division

aroadway with bike lanes. This paper builds upon the familiarity of students with thetransportation system and pursues three objectives. First, students learn how math and physicsprinciples can be used to model complex systems, such as a surface transportation system.Second, students are introduced to the decision-making process and before-and-after studies inwhich quantitative measures are used to support a decision. Third, students learn how engineerscan potentially influence city planning and affect communities. In the first steps, students learn how math can be used to model driver behavior and todevelop car-following models. Then, students use traffic simulation software to model the flowon an urban corridor. The software considers

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Annwesa Dasgupta, Purdue University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering); Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

Denise Female 5 Evan Male Erin Female 6 Farrah Female Frank Male 7 Gary Male Genna Female 8 Hal Male Henry MaleContextPictureSTEM incorporates science, mathematics, engineering, technology, literacy, andcomputational thinking into three different lesson plans targeted at Kindergarten, first, andsecond grade students. The curriculum used in this study was the Kindergarten-focused lesson,Designing Paper Baskets. There are six main lessons as seen in Figure 1 in addition to anintroductory lesson that presents the engineering design challenge. The unit is centered aroundthe engineering problem presented by the two clients, Max and Lola. They are avid

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

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Diversity

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Pre-College Engineering Education Division

teaching engineeringconcepts and may perceive a greater benefit from professional development onengineering in the classroom. In addition, rural teachers indicated different priorities forprofessional development. Though teachers overall saw the greatest benefit fromprofessional development on lesson plans that incorporate engineering, rural teachersindicated an even higher benefit just from having access to an expert teacher inengineering.The lower confidence that we see may be indicative of the limited support, community,and resources available to teachers in rural areas who often have a more limited budgetand fewer colleagues to collaborate with. These results make a strong case for thecreation of a professional development program that targets

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

John M. Mativo, University of Georgia; Roger B. Hill, University of Georgia; Theodore J. Kopcha, University of Georgia; Jennifer McGregor, University of Georgia; Seungki Shin, University of Georgia; Ikseon Choi, University of Georgia

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Pre-College Engineering Education Division

to activelylearn about it? Several options were explored but the robot solution was found to be morepractical, that is, it could explore without endangering human life. The special robot can be sentto the volcano to investigate ongoing activities plus it can bring back samples of materials ofinterest. This type of thinking resulted in planning and creating lessons about exploring avolcano using a robot that was required to visit several sites of the volcano while taking theshortest time possible. The lessons are shown in Table 1. Table 1: An overview of eight robotic lessons for 5th gradeLesson Name Driving Question 1 Danger Zone How can scientists study dangerous

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A. Douglas, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

Justifywhytheirdesignsolutionisappropriatebasedonapplicationofcore communicatetheir science/mathematicsconcepts. designsolutionthrough B Justifywhytheirdesignsolutionisappropriatebasedoninformationobtainedin useofevidence-based problemscoping. reasoning. En grTEAMS Projec t i s fu nded by t h e N a t i o n a l Sci e n ce F o u n da t i o n un d er gra nt NSF DUE- 1238140Notebooks in the CurriculaThroughout the design project, each student maintains an engineering notebook in order to take notes, develop ideas,record testing and observations, document decisions, and plan next steps. Each of the 13 units has both commonelements of the notebook and elements that are specific to that unit. The common elements of the notebooks

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

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Diversity

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Pre-College Engineering Education Division

.”)   Day 2: Materials exploration, notebook introduction with “mentor text,” team planning with Ideas cards   Day 3: Building, testing, iterating windmills, documenting with notebook cards   Day 4: Oral presentations and writing task, supported by completed notebooks    Data collection and analysis    Our overall project follows a design-based research approach (Cobb et al., 2003). The particularcase study reported here took place during pilot-testing of supports based on findings from thebaseline phase. At least two members of the research team were participant observers in theclassroom each day. Data sources included researchers’ field notes, digital notebook artifacts,video recordings of

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

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Diversity

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Pre-College Engineering Education Division

mathematics and science. Project TESAL (Teachers Engaged in Science And Literacy)is a three year Math Science Partnership providing proximal context for developing this model.Project TESAL involved two weeks professional development each summer, two days eachsemester, and classroom observations/support. Teachers participated all three years and createdthen implemented and refined two lesson plans per year. Project TESAL involved 24participating teachers from four counties with 41% to 67% low-income students, less than 80%highly qualified mathematics or science teachers, and below average mathematics and sciencetest scores in a state well below the national average.Our model includes the following steps:Step 1: Identify mathematics and science

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

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Pre-College Engineering Education Division

undergraduate careers,2) students who were enrolled in traditional engineering majors before an industry experience(either engineering or education) convinced them to switch into the E+T (or just teaching)pathway, and 3) students who were enrolled in E+T but then left the program for a traditionalengineering major. After Table 4, short narrative statements for each of the interviewees provideadditional detail on how they tell the stories of their E+T involvement. Table 4. Summaries of spring and fall 2016 interview participant trajectories. Trajectory to E+T Status in E+T Plans Immediately Following Student Degree Pathway Program

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Tiffany Wild, The Ohio State University; Se Jeong Yang, The Ohio State University

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Diversity

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Pre-College Engineering Education Division

Visual Impairments (EEVI) is a two-yearprofessional development program for teachers of students with visual impairments (TVIs),targeting grades 5-12 focused around bio-engineering. The overarching program goals are 1)Increase the science, math, and engineering content knowledge for TVIs; 2) Increase TVI’scapacity to teach science, math, and engineering concepts to students with visual impairments(VI); 3) Increase TVIs efficacy in science, math, and engineering; 4) increase TVIs capacity tomake modifications and accommodations for students with VI to pre-existing science, math, andengineering lesson plans; and 5) Improve students’ with VI achievement in science, math, andengineering. To date the TVI professional development, which was intended

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

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Pre-College Engineering Education Division

-Gencturk, Hug, and Lubienski 2013). Classroom observations, on the other hand, are generally moreobjective, but are expensive and time intensive. Several research-based observation protocols have beendeveloped in recent years: Reformed Teaching Observation Protocol (RTOP), Extended InquiryObservation Rubric (EIQR), Science Teacher Inquiry Rubric (STIR), and the Practices of ScienceObservation Protocol (P-SOP) Forbes, Biggers, and Zangori 2013.)For our purposes, we define teacher practices as the behaviors teachers engage in to plan, deliver, andreflect on their teaching. Improvement in teacher practices is being defined by changes in the frequencyand nature of the teachers’ use of guided-inquiry and active learning activities.After researching