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

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Boukdad, Bowman Creek Educational Ecosystem; Amy Blue Cuevas, Bowman Creek Educational Ecosystem; Marty Kennedy, Bowman Creek Educational Ecosystem

Tagged Divisions

Pre-College Engineering Education

this data is preliminary, it gives context to the reader on the success of the program. I look forward to hearing more about this program in the conference setting. ● A reviewer commented on the rewrite ​-done ● Framed as a work in progress, the limited evidence is acceptable. The future development of the academy will be of interest, though division members would be interested in survey response data, examples of participant work, and reflective commentary on the success and challenges of the camp. ● A reviewer commented on the rewrite ​-done ● Please check the Author’s guide for correct formatting. Recommend survey data be presented in a table in the Outcomes Section

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Kurt Henry Becker, Utah State University

Tagged Divisions

Pre-College Engineering Education

Lead the Way? o If yes, would you please list the name of the training?• In what areas do you currently hold a teaching endorsement? (Select all that apply) o Physics; Chemistry; Physical Science; Technology and Engineering; Earth Sciences; Environmental Science; Geography; Middle Level Science; Biological Science; Other.• Would you be willing to attend sponsored and funded professional development training at Utah State University to learn and develop engineering curriculum to enhance your existing science curriculum and to address the new engineering standards?• What is your current gender identity?• What permanent population estimate best reflects the area of the school you teach in

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service; Kofi James

Tagged Divisions

Pre-College Engineering Education

intended to elicit or measure this type of response. % relative to the number that attempted. We anticipated that scoring responses from a scaffolded version of the task would beeasier and take less time than responses from an open version, but our limited observationssuggest otherwise, at least for this initial administration of Parachute. While we did notsystematically record the amount of time raters spent on scoring the two tasks, severalobservations reflect the relatively more challenging than expected nature of scoring responses forthe scaffolded version. A single training session was required to prepare raters for scoring theresponses to the open version and scoring was completed in much less than a day. After theinitial

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

innovative instructional strategies like project and problem basedlearning, which have the ability to create a STEM for all environment [8]. As standards changeto reflect a greater emphasis of engineering practices, a science or engineering focus tensionmaterializes where teachers may struggle to focus on one discipline instead of relying onintegrated instruction.This tension between integrating two disciplines may be new in engineering education, but hasexisted for some time for those working to integrate math and science. Following a report by theCarnegie Foundation, which challenged educational systems to improve math and scienceinstruction via integration, several tensions emerged [8]. Experts from several fields, whichincluded mathematicians

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education

earlier literate documented as well. Given the nature ofthe mouse, the cards are the only way of capturing the algorithm outside the device, yet it is onlyused by participants to enter the program. As noted earlier, the preference, if a problem occurs,is to try again from scratch, so the participants generally used the cards only after beingreminded. Without revisiting the past plan, it seems less likely the novice would update thenotional machine based on traditional learning theory, as they spend no time reflecting on themistake. Yet, perhaps slower than if they were reflective, they do gradually come to understandthe controls and programming strategies for using the mouse. At times, adding a layer of designseems to initially hinder rather than

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

Tagged Topics

Diversity

Tagged Divisions

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

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University, West Lafayette; James Lehman, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

in formalclassroom settings and in informal settings. This theoretical perspective views knowledgeconstruction as arising conceptually through the dynamic construction, re-construction, andinterpretation within a social context. Furthermore, knowledge is socially reproduced andlearning takes place through participation in meaningful activities that are part of a community ofpractice [3], participation that is mutually constituted through and reflects our thinking anddiscourse skills [5].In this study, both teacher and student participants learned as active members of the school-university math and science partnership. Participation in communities of practice has been foundto be beneficial for both teacher and student learning [6], [7]. In

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

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

Tagged Topics

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

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

something that iscomputable. It can be reflected through system design; the human thought process in problemsolving; understanding the difficulty level of a given problem; understanding the quality of aproposed solution to a given problem; systematically assessing and selecting from amongalternative solution strategies; understanding the fundamentals of mathematics, engineering, andcomputational models; analysis of findings obtained through hands-on activities; understandinghuman behavior; etc. Computational thinking is recursive and parallel thinking. Moreover, it is theability of a person to judge a solution not only for being correct and effective, but also for itsaccessibility and aesthetics. Computational thinking affords appropriate

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; S.M. Mizanoor Rahman, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

), LCM(difficult), and CoM (very difficult) lessons, and the corresponding performance score of the fourgroups of students. Table 1 shows that there is direct relation between teachers’ TPACK self-efficacy and student performance in quizzes for both sets of students for each lesson. Resultsindicate that the higher the teachers’ TPACK self-efficacy score were, the more favorable thestudents’ performance. In fact, when TPACK self-efficacy scores between the teachers differedgreatly the more this was reflected in the normalized difference in scores of the quiz (studentperformance). Our classroom observations indicate that in the robotics-aided lessons teachersdifferentiated by engaging students with diverse learning styles differently, used

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University; Tejaswini S Dalvi, Univerisity of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

artifacts from more classrooms and conducting a similar analysiswith additional steps to establish the trustworthiness of our coding methods.AcknowledgementsSpecial thanks to our collaborating teachers and their students for their participation in this study.This material is based upon work supported by the National Science Foundation under Grant No.1657218. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] NGSS Lead States. (2013). ​Next Generation Science Standards: For states, by states.Washington, DC: The National Academies Press.[2] Capobianco, B. M., Ji, H. Y., & French, B. F. (2015

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly Christian, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University; Keith Sheppard, Stony Brook University

Tagged Divisions

Pre-College Engineering Education

experience of science in society and the workplace [1]. Consequently, central to the structureof the NGSS is an emphasis on science and engineering practices [1]. Additionally, the NGSSare designed around a unique three-dimensional approach. Dimensionone focuses on the science andengineering practices that scientistsand engineers employ in developingknowledge and solving problems.The second dimension identifies thecrosscutting concepts, or themes,that are reflected throughout alldomains of science. Dimensionthree identifies essential scientific Figure 1: NGSS structure and impacts on teaching and learning science.knowledge required for basicliteracy in science. Thisorganizational shift away from conventional

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

(NSF) as a research grant (NSF-EEC-1647928) and does not necessarily reflect the views of the National Science Foundation.ReferencesBoynton, M. (2014). People not print: Exploring engineering future possible self development in rural areas of tennessee's cumberland plateau. (PhD Dissertation), Virginia Tech.Carrico, C., Matusovich, H. M., & Paretti, M. C. (2017). A qualitative analysis of career choice pathways of college-oriented rural central Appalachian high school students. Journal of Career Development. doi:10.1177/0894845317725603Carrico, C., Murzi, H., & Matusovich, H. (2016). The roles of socializers in career choice decisions for high school students in rural central appalachia: "Who's doing what

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University; Kelli Paul, Indiana University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

under Grant No.DRL-1657519. Any opinions, findings, and conclusions are recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation .References[1] E. Iversen, “Engineering Outreach on Campus,” Washington, DC, 2015.[2] C. Gartland, “Student ambassadors: ‘role-models’, learning practices and identities,” Br. J. Sociol. Educ., no. September, pp. 1–20, 2014.[3] A. V. Maltese and R. H. Tai, “Eyeballs in the fridge: Sources of early interest in science,” Int. J. Sci. Educ., 2010.[4] R. H. Tai, C. Q. Liu, A. V. Maltese, and X. Fan, “Planning early for careers in science,” Science. 2006.[5] M. B. Ormerod and D. Duckworth, “Pupils

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katherina V. Tarnai-Lokhorst, Camosun College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

measures. In this way, teachers maximize studentengagement and creation of physics knowledge, building on what was learned in previousclasses. The purpose of this method is to allow students to play with applying physics knowledgein new relatable ways. The small groupsreport on their work by answeringdiscussion questions designed to guidetheir reflection on both the process and thelearning they acquired (Figure 2). In thefinal phase, which may occur in afollowing class period if the cohort needsmore time during the session for their teamwork, the teacher facilitates a large-groupdiscussion of the outcomes, generating Figure 1: Facilitating the discussion on student-based contexts

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emilie A. Siverling, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

to be more generalizable. Finally, we did not analyze anystudent data, including their audio or written artifacts. Future work could include comparingstudent use of scientific and spontaneous engineering terminology throughout an engineeringdesign-based unit with that of the teacher in order to ultimately determine how a teacher’s use ofengineering terminology affects student conceptions about engineering.AcknowledgementsThis work is supported by the National Science Foundation under grant number NSF DRL-1238140. Any opinions, findings, and conclusions or recommendations conveyed in this studyare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] T. J. Moore, K. M. Tank, A. W

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; Alan Melchior, Brandeis University; Matthew Hoover, Brandeis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

analysis, controlling for Gender, Race, Honors Courses at Baseline, Family Income, and ParentalSupport for STEM with added interaction variable for female program participants.B. Interest in Majoring in STEM-related FieldsThe positive impacts on STEM-related attitudes were also reflected in reported interest in STEMmajors at college, though with a clear distinction between Engineering and technology-relatedmajors and other STEM fields. Exhibit 7 shows the percent of all first year college students whoare “very interested” in majoring in the specified field (i.e., reporting a 6, 7, or “alreadydeclared” on a 7-point scale measuring interest in specific college majors). The calculations ofstatistical significance and the odds ratios are based on a

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alissa Ruth, Arizona State University; Tameka Spence, Arizona State University; Joseph V. Hackman, Arizona State University; Jennifer Velez M.Ed., Arizona State University; Hope Parker, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineering, theimportance of feedback and the importance of multiple perspectives than males. This puzzlingfinding is a result of small differences between males and females at both baseline and post.Females had slightly lower scores at baseline and slightly higher scores at post than males (SeeTable 1). While neither of these were statistically significant, they reflect that females hadgreater overall gains in scores than males. Assessing the change in scores within gender showedthat, at post, females saw significant improvements in attitudes towards engineering, importanceof feedback, growth mindset, and the importance of multiple perspectives when compared totheir pretest scores. At baseline, we observed no significant differences by