Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Foad Hamidi, University of Maryland, Baltimore County; William Easley, University of Maryland, Baltimore County; Stephanie Grimes, Digital Harbor Foundation; Shawn Grimes, Digital Harbor Foundation; Amy Hurst, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

contributed to the youths’ negative attitudes and provided recommendationson how to improve future assessments in this context by making them more relevant andappealing to youth participants. Youth in the professional training program explained that theypreferred a variety of assessment tools, including engaging assessments for re-enforcingtechnical skills and personally meaningful assessments for self-reflection. In addition to theseresults, we present a set of lessons learned that can be applied to the selection and developmentof assessment tools and procedures for youth in similar programs in the future.2. Related WorkMany researchers have underlined key elements in maker courses for success, such as self-directed learning, collaboration with

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, North Carolina State University; Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

gaining experience working with populations of a different age group than their standardclassroom teaching. Additionally, regular feedback and reflection during training and campsensure that teachers have input into what they need in order to be successful for camp, and intowhat activities are enacted during the camps (see below). The program is also sustained, withcamp-specific workshops following general engineering workshops, followed by several weeksof practice.Perhaps most importantly, and what sets it apart from most out-of-school professionaldevelopment experiences, is being contextualized in the summer camp environment. This hassimilarities to a classroom in the typical population of students and schedule similar to a schoolday, but also

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne; John Daniel Ristvey Jr., UCAR Center for Science Education; Randy Russell, UCAR Center for Science Education; Tamara Sumner

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

townsuffering from a natural disaster. Built into the curriculum are numerous opportunities for youthto reflect on the relevance of program activities to their interests and their lives, which priorresearch has suggested help to increase youth interest and persistence in STEM. Here, we reporton the field trial of this program, and examine the efficacy of the program for increasing youthmotivation and aspirations in STEM, enhancing their abilities to engage in engineering designpractices, and for developing their capacity to use UAVs to address scientific and engineeringproblems. We also report on the changes the program had on youth perceptions of UAV/Drones:from considering UAVs as “toys” to realizing they can be used as “tools” to support science

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas; Ezgi Yesilyurt, University of Nevada, Las Vegas; Johana Iglesias, University of Nevada, Las Vegas

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Diversity

Tagged Divisions

Pre-College Engineering Education

knowledge aboutengineering and application of their pedagogical knowledge. In the scope of this program,teachers implemented STEM activities with students by using curriculum materials from the PDprogram, and they were asked to provide reflective critiques on their pedagogical practices.Analysis was based on video-recorded lessons, and teachers’ reflective critiques indicated thatteachers’ pedagogical content knowledge and practices improved; however, they mostly adheredto the curriculum without modifying it for their classroom. This result suggests that the teacherswere able to apply what they had learned in the PD, but were unable to synthesize newcurriculum.Teacher PDs where authentic engineering design challenges have been shown to have

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

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Diversity

Tagged Divisions

Pre-College Engineering Education

 engineering devices were considered throughout the unit, and students were required to reflect on these questions as they presented their sensory substitution device to the school community.  The concepts of circuitry were introduced through hands­on experiences using Snap Circuits   Ⓡand breadboards, as well as online animations and videos.  Students learned about connecting and programming the Arduino microcontroller through a series of scaffolded activities which included some offline learning and modifying of existing code.  Students then discussed the different aspects of the engineering design process and used a design notebook to document their ideas, questions, and modifications while building a model of their sensory substitution device

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

representation reflecting the designer’s interpretation of the current situationand desired situation. Consequently, problem framing is an essential part of the engineeringdesign process. Also, engineering design situations often involve multiple, conflicting views andstandpoints, which requires engineers to consider various contexts including both technical andnon-technical issues in structuring and representing a design problem for the situation. Jonassenet al. (2006) illustrate that an engineering design problem involves a variety of goals andconstraints that sometimes contradict each other and include not only technical but also non-technical factors. In terms of the non-technical goals and constraints, they state that engineeringdesign

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail Jagiela, University of St. Thomas; Jenna Laleman, University of St. Thomas; Paige Huschka, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

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Diversity

Tagged Divisions

Pre-College Engineering Education

over the duration of theprogram. The post-program surveys also offered an overall evaluation of the program withquestions asking for participant feedback and growth in content areas. The pre-program surveyconsisted of six short-answer questions and ten Likert-scale based questions. The post-programsurveys consisted of eight short-answer questions and the same ten Likert-scale based questions.Participant answers were recorded through a number randomly assigned to each student whichallowed researchers to compare this data while still keeping the responses anonymous. Studentsadditionally filled out daily online journals at the end of each session through a platform calledSeeSaw. These served as a way for students to reflect on what they enjoyed

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers, Delaware State University; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

via;abstract hypothesis, active testing, concrete experience and reflective observation. However, inengineering service learning, students work to create real solutions for a real customer. Whilethey might ride in and out of the iterative steps in the engineering design process, in the end theirideas must be resolved, not only with their engineering team members, but also with real peopleand situations in the world. In fact, it can be said that engineering service learning improves theeffectiveness of ELT due to its necessary connection to the real world.3. Methods3.1 ParticipantsData analysis for this paper will concentrate on selected questions from the ENGR 102 HScourse evaluations collected for Academic Years (AY) 2014-15, 2015-16 and

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Alberto López Pulido , University of San Diego

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Diversity

Tagged Divisions

Pre-College Engineering Education

toacknowledge the material realities (e.g., the intersections of the sociocultural landscape, historyand cultural and political past and present that create complex interactions and interpretations oflived realities) of students whose embodied knowledge may not align to the structural norms offormal schooling [12]. The assumption that engineering is only created through one kind ofknowledge impacts the “acceptance of difference” [13]. It is important that students, especiallyLatinx students, see themselves reflected in the curriculum and provide spaces to engage them inengineering activities in their own language, culture, and communities.This paper introduces a new paradigm by inverting the logic portrayed in many studiesinvolving research that

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg, The Capital College; Susan Kathryn Eskin, Pennsylvania State University, Harrisburg, The Capital College; Sara Love, Penn State Harrisburg

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Diversity

Tagged Divisions

Pre-College Engineering Education

techniques employed in all of the workshopsare active-learning student-centered methods. The instructors decided at the inception of theprogram to present material in ways that each instructor had found to be most effective in theuniversity environment. All sessions used mini-lecture presentations followed by activities thatteach the concepts through demonstration or experiment that the students perform themselves.From the first year to the second, the biology and chemistry sessions were revised based onfeedback from students that indicated they had done the particular type of DNA analysis andpolymer synthesis before. The session descriptions below are reflections of the 2017 workshops;all of which were well received and were new to the students. A

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aaron Kyle, Columbia University; Christine Kovich, HYPOTHEkids; Michael A. Carapezza, Hk Maker Lab

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

coursematerials for their classes. Teachers are active observers throughout the program – theyparticipate in all the EDP workshops, bioinstrumentation labs, and prototyping sessionsalongside the students, with additional time to reflect on their own experiences and observations.The workshops consist of a series of lectures that teach the critical components of the EDP. Thesessions are interactive, providing students opportunities to develop and employ the variouscomponents of the EDP. For example, during the concept generation phase, students are givensome example problems and challenged to brainstorm as many potential solutions as possible;the exercise is then repeated, this time challenging students to conceive and outline newproblems before

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Oluwatosin A. Bewaji, Texas A&M University; Madison Elaine Spier, Texas A&M University; Gustavo Mosqueda Elizondo III, Texas A&M University; Chiamaka Theclar Umah; Todd Sherron, Texas State University; J. Timothy Lightfoot, Texas A&M University; Carolyn L. Cannon, Texas A&M University; Robin S.L. Fuchs-Young, Texas A&M University

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Diversity

Tagged Divisions

Pre-College Engineering Education

female. Laboratory assignments werebased on the specified interests expressed by the students, who worked with individual facultyand laboratory personnel on original research projects. Data were collected using pre- and post-experience surveys and student reflections. Findings indicate that students enjoyed working inthe laboratory settings with the researchers and participating in authentic research activities.Their career goals in STEM and health-related professions were reinforced and strengthened as aresult of their participation.IntroductionInterest in Science, Technology, Engineering and Mathematics (STEM) fields has been decliningamong students in the U.S., while the number of available positions in STEM fields is steadilyincreasing [1

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Teresa Porter, Ohio State University; Meg E. West, Ohio State University; Rachel Louis Kajfez, Ohio State University; Kathy Lea Malone, Nazarbayev University; Karen E. Irving, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

understanding and education of engineering themselves [1], [4],[11]. The facilitation of learning about engineering requires more than just hands on activities, asteachers shape engineering experiences by posing questions, reflecting on student responses andlearning, and giving direction to students [1], [6], [8]. Other engineering fundamentalshighlighted by teachers include allowing the students to develop their own approach, affirmingthat failure and revision are okay, and the idea that a technology is never final [8], [12], [13]. Theteachers are responsible for laying the foundation for the problem, including explaining anyconstraints or requirements, controlling variables, mediating teamwork, and introducing andguiding the use of the engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr., Newport News Public Schools; LaTricia Walker Townsend, North Carolina State University

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Diversity

Tagged Divisions

Pre-College Engineering Education

InterviewsMSEN teachers, student participants, and mentors participated in either focus groups or interviewsto determine the program’s impact on the items outlined in the evaluation criteria. Semi-structuredinterview protocols were used to guide discussions with participants. Interviews and focus groupswere digitally recorded and transcribed. A reflective analysis process was used to analyze andinterpret interviews and focus groups.Test of Students’ Science KnowledgeA student science content knowledge assessment aligned to the instructional goals of the researchcourse was developed and administered at the onset and conclusion of each part of the course.S-STEM SurveyThe S-STEM Student Survey measures student self-efficacy related to STEM content

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University

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Diversity

Tagged Divisions

Pre-College Engineering Education

problems orcommunicate information. This is done by apprenticing students in interpreting, producing, andevaluating discipline-specific texts in ways that reflect practices utilized by experts in the field. Ithas been shown that teachers can use DLI to provide K-12 students with a framework forinterpreting, evaluating, and generating discipline-specific texts. Students who receive DLI andlearn to “read like” professional practitioners performed better on various outcome measurescompared to students that did not have DLI [5], cf. [6], [7], [15], [16]. The findings emergingfrom these studies suggests that DLI improves both women and minority student performance[16] in a variety of disciplines, and thus encourages research on DLI to improve

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interest in science and engineering and their confidence in21st century skills started high before the unit, with means of 2.93 (σ = .21) and 3.06 (σ = .16)respectively. This was students’ first exposure to engineering in Physics, which is reflected intheir lower initial confidence regarding the engineering design process (mean = 1.67, σ = .16). Atthe end of the unit, their interest in science and engineering had grown marginally (mean = 3.10,σ = .21), while their confidence in both 21st century skills and the engineering design processgrew to means of 3.53 (σ = .22) and 2.12 (σ = .16) respectively. When the results were comparedusing a Mann-Whitney U Test, the differences in student confidence in using 21st century skillsand their confidence in

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy L. Warren, University of Arkansas; Hayley A. Chandler; Madeline Ludwig, University of Arkansas; Katelyn M. Heath, University of Arkansas; Eric Specking, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

theme anddistilled into an activity appropriate for 7th and 8th graders. We utilized female undergraduateengineering students to develop and facilitate the camps. This provided the students with theunique opportunity to highlight activities that reflected their degrees and helped ensure that theprojects chosen, accurately represented their field. In addition, this experience exposed theundergraduate students to other engineering fields and challenged them to develop contentoutside of their areas of study. To do this, the students formed interdisciplinary teams with otherstudents and faculty members that brainstormed ideas for content. They also as acted as testgroups for verifying the effectiveness of the content and presentations. Through this

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, critical thinking, and the use of technology [24,25]. PBL engages students in realinquiry [23] that begins with the students posing question, generating hypothesis, seekingresources to find answers, framing new questions, exploring and testing ideas, and formulatingconclusions [24]. Formalizing a process for feedback and revision [24] during a project makeslearning meaningful since it emphasizes that creating high-quality products [23] and performancesis an important purpose of the endeavor. Students answer questions and reflect on how to completethe project, next steps they need to take, and what they gain in terms of knowledge, skills, andpride. The role of a teacher is vital for the implementation of PBL in classroom environment. AsFigure 5(a

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

,challenges, question and answer sessions, etc. An online feedback and reflection system was alsoimplemented to solicit feedback from the middle school teachers at the end of each day.Table 1: Statistics of the participating teachers. School/teacher information Number Participating schools total 13 Participating teachers total 23 Participating math teachers total/male/female 10/4/6 Participating science teachers total/male/female 13/7/6Table 2: Statistics of the facilitation team

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Aitken Nichol, Rice University; Christina Anlynette Alston, Rice University; Jorge E Loyo Rosales, Rice University; Alice Chow; Carrie Obenland, Rice University

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Diversity

Tagged Divisions

Pre-College Engineering Education

goals by providing participants with opportunities to: 1) think reflectively andcritically about their current teacher practices; 2) improve understanding of advanced placementand state standards; 3) fully engage in an authentic PBL and engineering design experience onwater treatment and sustainability; and 4) learn about current NEWT research being conducted atRice University, Arizona State University, Yale University, and University of Texas-El Paso.Pilot Program Recruitment and ParticipantsNEET participants were selected from local districts that had high underrepresented minoritystudent populations. Of the 47 applications received, 25 teachers were selected for the pilotNEET program. Teachers had a wide range of teaching experience from 1

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington; Jill Lynn Weber, Center for Research and Learning; Eric H. Chudler, University of Washington

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Diversity

Tagged Divisions

Pre-College Engineering Education

associated with a pedagogy-focused RET experience that includes curriculumdesign activities, the importance of building in metacognition and reflective practice to the RETprogram, and the challenges of RET programs integrating teachers into existing research labs andprojects. As another example, Silverstein, Dubner, Miller, Glied, and Loike [4] found thatteachers’ participation in a RET program positively impacted the teachers’ skills in sciencecommunication and improved their students’ achievement in science. The RET program featuredin this study integrated research experiences with weekly professional development sessions. Research Experience for Teacher programs that are situated within engineering researchcenters have the potential to

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology

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Diversity

Tagged Divisions

Pre-College Engineering Education

Technology to pitch their inventions to judges and audience members in astatewide competition.The goal of this research is to understand the experiences of teachers and students within theprogram and the ways they benefit from participating. Initial research efforts have focusedprimarily on teachers’ experiences implementing the program. Through survey, focus group,and interview data collected over the past several years, teachers have also provided theirperspectives about how the program has impacted their students. Across several academic years,teachers’ survey data reflects a high level of agreement that participation has had a positiveimpact on their students’ communication and teamwork skills, enthusiasm for learning aboutengineering and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mi Thant Mon (Thant) Soe, Drexel University; Robert Shultz, Drexel University; James M. Muscarella, Plymouth Whitemarsh High School; Jessica S. Ward, Drexel University (Eng. & Eng. Tech.); Adam K. Fontecchio, Drexel University

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Diversity

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Pre-College Engineering Education

Davis et al., utilizing a 7-point scale in each ofthe 15 sections. The sections, illustrated in Figure 2, reflected the various stages of the designprocess, as well as administrative/project management components of engineering design. Inaddition to assigning each section a point value, instructors can choose from a number of generalcomments or input custom comments. This wide range of scores allows instructors to track studentprogress in each section throughout the 3-course sequence, addressing the criteria of applicabilityacross a wide range of students. By widening the scale and broadening expectations as studentsprogress from course to course, many stages of development can be accounted for [10]. Hence, toreflect increasing expectations

Conference Session

PCEE Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Agnes M. Padovani, University of Puerto Rico, Mayaguez Campus; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez Campus

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Diversity

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Pre-College Engineering Education

self-reflection withopen and closed questions is required as part of the program assessment. As part of the formativeprocess, the program evaluator summarizes evaluation results, student progress, observations,and participation data to build an assessment report of the summer activity. Accordingly, the nextsection describes the assessment instruments and results for the various pre-college programcomponents.Evaluation StrategiesAn integral part of the pre-college program is the documentation and tracking of studentparticipants. As outlined in Figure 1, information from schools and participants is stored in theCenter’s management system, designed to record the participant’s involvement, including visitsto schools and summer program

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexis Basantis, Rowan University ; Megan DiPietroantonio; Amy B. Geary, Rowan University; Melanie V. Ware, Rowan University; Kaitlin Mallouk, Rowan University; Cheryl A. Bodnar, Rowan University

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Diversity

Tagged Divisions

Pre-College Engineering Education

, active/reflective, and sequential/global.Complementary teaching styles can be matched to each of the learning styles, and the traditional“chalk and talk” style can in no way encompass all of them. Several institutions found that amixed-mode approach which balances active learning and passive learning is best for teachingstudents, especially in early stages of development [4]. Thus, in order to teach STEM topics toall students, supplementary teaching tools should be utilized.There are some assignable causes linked to the lack of engagement and success in STEMclassrooms. Many times teachers themselves do not have adequate training to teach STEMtopics. This problem was illustrated in a study done in 2007 that revealed the United Statesranked 41 out

Conference Session

PCEE Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa LeBow, University of Arkansas; Michelle L. Bernhardt-Barry, University of Arkansas; Jyotishka Datta, University of Arkansas

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Diversity

Tagged Divisions

Pre-College Engineering Education

0.05 isconsidered significant.Table 5​. ​Parameter estimates β and their exponentiated values, and P-values for the effect ofsession, gender, and language spoken at home. Effects Estimate Exp.Estimate P.value Significance (Intercept) 0.45 1.61 3.2×10​−3 Yes Gender 0.48 1.6 0.16×10​−3 Yes Session Pre −0.61 0.54 0.81×10​−5 Yes Session WB 0.26 1.3 0.97×10​−3 Yes Language 0.41 1.5 6.4×10​−3 YesTable 5 shows the parameter estimates and their exponentiated values, which reflects the

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lawrence Chu, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Christina L. Baze, University of Texas at Austin; Hannah Smith Brooks, University of Texas at Austin

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Diversity

Tagged Divisions

Pre-College Engineering Education

, concept generation,concept selection, design argumentation, design testing, evaluation argumentation, reportdevelopment, and reflection and discussion. Essentially the entire process each EDT involvesactive student engagement in science and engineering practices. Depending on teacherimplementation (e.g., number of design iterations), each EDT takes 300-400 minutes tocomplete.Table 2: EDT stages. EDT Stage General Components Introducing the problem  Provide design challenge  Identify needs and constraints Concept generation  Research the problem

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University; Laura Rodríguez Amaya

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Diversity

Tagged Divisions

Pre-College Engineering Education

. He said, “…because I was always afraid I’d be, like, no, I’m going to becalled stupid and stuff like that.” But Troy found that he enjoyed the small group size at camp,and the friendly students as people he could relate to. When asked about the theme of the camp,he primarily focused on teamwork and cooperation. He appreciated the groupwork and time spenton sharing and reflecting at the start of each day’s session.Content AwarenessTroy was very excited to talk about rockets. He displayed a high level of understanding aboutrockets and NASA’s missions. His musings included the following comments expressed in ananimated matter: “Most of the rockets right now at this era are meant to go to the space station torefill fuel, or to resupply it, or to

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Roxanne A. Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

model of what is occurring in different classrooms or different schools for a diverse set of schools. Modeling those systems, they can then look at the attributes of the teachers, school, school district, and figure out what enhances or detracts from the successful deployment of EarSketch from a sustainability stand point, sustaining the project beyond the grant.This team member understands that modeling helps to develop theories about bothimplementation (P3) and sustainability (P4.) This is reflective of the initial goals ofthe modeling effort set forth in the proposal development, where the intent was toidentify barriers and enablers to intervention sustainability.Some of the members of the team articulated a more

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emilie A. Siverling, Purdue University, West Lafayette; Elizabeth Suazo-Flores; Tamara J. Moore, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Pre-College Engineering Education

when solving the engineering problem. Studies withpublished pre-posttest results generally show positive learning gains in science content (e.g.,[11], [14]) and practices (e.g., [15], [16]) as a result of implementing these types of curricula.However, studies that provide an in-depth look at students’ engineering design decisions havemixed results with regards to the amount and quality of students’ application of science andmathematics to the engineering challenge (e.g., [17]–[20]). Some research has shown thatstudents have difficultly justifying their design solutions with science and/or mathematics [18],though guided reflection and evaluation about benefits and trade-offs helped them thinkscientifically [17]. Other research demonstrated that