Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University, West Lafayette; Michelle L. Stevens, Lafayette School Corporation; Tamara J. Moore, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Monica E. Cardella, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; Ruben D. Lopez-Parra, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

-child dyads, they found that the pairsengaged in problem scoping more frequently than any of the other design activities (i.e., in 30%of the coded segments). They defined problem scoping as “understand the boundaries of theproblem” (p. 6) and operationalized this to look for instances of participants identifyingconstraints or clarifying design goals.In another study, Watkins and her colleagues [8] offer rich insights into the problem scopingbehavior exhibited by fourth graders engaged in design as part of a classroom activity. Watkinsand her colleagues analyzed video-recordings of the fourth graders’ conversations and designwork using a framework based on Donald Schön’s theory of Reflective Practice [22] andValkenburg and Dorst’s [23

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Purdue University, West Lafayette; Marissa Christina Owens, University of Nevada, Las Vegas

Tagged Divisions

Pre-College Engineering Education

’ materials.Materials Students had access to computers, books about weather and climate, climate data, andbuilding materials (e.g., cardboard, scissors, craft sticks, masking tape, construction paper, rulers,pencils, and empty paper towel rolls). A leaf blower was used to test the stability of theirstructure.Assessment Formative assessments were conducted via discussion, observation, and daily writtenstudent reflections. Students reflected each day on their experience and identified two things thatthey learned. Additionally, summative assessments occurred at the end of the activity, whichincluded creating the tornado proof structure and presenting it to the class. Students had to createa PowerPoint presentation, one per group, to share their

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

bestpractices for educational Makerspaces.RationaleIt has been half a decade since the launch of Maker Ed, and Makers and proponents ofeducational Making have conducted research and published opinion pieces on the potential ofMakerspaces and the need to establish them in formal educational settings such as schools.Several new Makerspaces have been set up in schools and other formal and informal educationalsettings. Now we are faced with the challenge of reaping their claimed educational benefits inschools, and our first line of defense is our ever so brave teachers. In a reflective paper that wepublished in 2014, we predicted the opportunities and challenges that educational Makerspacesare harbingers of. Since that work, we have instructed more than

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

EngineeringIntroduction With the publication of the Framework for K-12 Science Education (National ResearchCouncil, 2012) and the Next Generation Science Standards (NGSS), emphasis is now placed onthe integration of engineering principles and practices into K12 science education. Although only18 states and the District of Columbia have formally adopted the NGSS, other states, includingSouth Dakota, Montana, Pennsylvania, and West Virginia have adopted similar standards.Unlike the previous set of national science education standards (NRC, 1996), the Framework forK-12 Science Education (NRC, 2012) places engineering and technology alongside the naturalsciences for two critical reasons: to reflect the importance of understanding the human-builtworld and to

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

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University, West Lafayette; Jeffrey D. Radloff, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

at Implementing Engineering Design-based Science TeachingAbstractThe purpose of this comparative case study is to analyze the highly complex practice ofimplementing instructional activities and classroom organizational structures of five grade fourteachers learning to teach science using engineering design. Using the theoretical framework ofambitious teaching, researchers identify core instructional practices that align with nationalscience academic standards and the tenets of engineering design to analyze teachers’ pedagogicalactions of leveraging student thinking during design. Data were gathered via formal multi-dayclassroom observations, semi-structured interviews, teacher reflections, and student work (i.e

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

Tagged Topics

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

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Amanda C. Johnston, Purdue University, West Lafayette; Murat Akarsu, Purdue University, West Lafayette; Peter Wesley Odom, Purdue University, West Lafayette; Maurina Loren Aranda, Purdue University, West Lafayette; Richard Lie, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

. Prior to arriving at Purdue Univer- sity, he earned a master’s degree in the department of mathematics at the University of Cincinnati in the USA. He is currently writing a dissertation on the pre-service teachers’ understanding of geometric re- flections in the USA. His dissertation explores pre-service secondary mathematics teachers’ motion and mapping views and contributes to current research by offering insights into the development of an under- standing of geometric reflection. He is also working as a research assistant in Engineering Education. His work is focused on student learning and interest engineering design to teach engineering, science, and mathematics.Peter Wesley Odom, Purdue University, West

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

content in this setting. We approached ourcollaboration by employing an apprenticeship model to inform student training and experience.This model draws on experiential approaches to teaching and learning. Kolb [4] defined learningas “the process whereby knowledge is created through the transformation of experience” andadvanced four key phases in this cycle of learning: concrete experience, reflective observation,abstract conceptualization, and active experimentation [5]. Cognitive apprenticeship models aimto “enculturate [learners] into authentic practices through activity and social interaction” [9].Brandt, Farmer and Buckmaster [7] offer an apprenticeship model that includes modeling,approximating, fading, self-directed learning, and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

Tagged Topics

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

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amanda C. Johnston, Purdue University, West Lafayette; Murat Akarsu, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

Cincinnati in the USA. He is currently writing a dissertation on the pre-service teachers’ understanding of geometric re- flections in the USA. His dissertation explores pre-service secondary mathematics teachers’ motion and mapping views and contributes to current research by offering insights into the development of an under- standing of geometric reflection. He is also working as a research assistant in Engineering Education. His work is focused on student learning and interest engineering design to teach engineering, science, and mathematics.Prof. Tamara J. Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vahideh Abdolazimi, Drexel University; Jared Andrew Ruddick, School District of Philadelphia; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University; Richard Edward Giduck, Drexel University

Tagged Divisions

Pre-College Engineering Education

concepts mentioned during the lecture anddiscussion to employ the analytical thinking abilities of the students.3. Module Descriptions3.1 Module One The first module focused on the basic interactions of white light with diffractionglasses, bulk/transparent objects (triangular and rectangular prisms), and dyed waters incomparison to the interaction of lasers with similar materials. The students were given flashlights,laser pointers of different colors, and various objects to perform the activity and report theirobservations (Figure 1).The pre-activity was an introduction to several concepts including light as a wave, the four maininteractions of light with materials (absorption, reflection, refraction, and transmission), chemicaldefinition of dyes

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

contentstandards is also part of a larger educational shift towards standards-based education. As anexample of this shift, the Common Core standards for English and Mathematics were adopted byforty of the fifty states (although later repealed in a few states).In 2010, the National Academy of Engineering published a book discussing whether K-12standards should be developed for engineering, and if so how they should be incorporated intothe curriculum. After reviewing several approaches, the authors recommended that engineeringstandard be integrated into existing science standards to emphasize the symbiotic interaction ofengineering and science practices. The conclusion to integrate engineering standards into otherSTEM standards also reflects a larger-scale

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

Tagged Topics

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

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

protocol in which students were asked to describe their engagementin the course activities. Specifically, the protocol included a series of questions intended to elicitstudents’ reflections on their experience with the engineering design process along withadditional questions related to various other aspects of the course including collaboration, theintegration of math and science, and students’ overall perceptions of the course. A total of twelveinterviews were conducted with the six students in the case study sample, one interviews witheach student at the end of two of the semesters in which they were enrolled in the engineeringcourses. Interviews were conducted during the final week of the academic year in which studentswere enrolled in the

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole J. Glen, Bridgewater State University

Tagged Divisions

Pre-College Engineering Education

observer and was at the preschool for allplanned lessons and activities, went on the two field trips, and participated in the teachers’planning time. All planned lessons and activities were video recorded and later transcribed.These were not analyzed for the part of the study being reported here.A modified form of lesson study was the method used to collect data from the teachers. Lessonstudy is where teachers work together to study curriculum and formulate long-term goals forstudent learning, write lesson plans, conduct the lessons, watch each other and collect data whilethe lesson is taking place, reflect on the lesson by sharing data and using it to illuminate studentlearning, and develop new goals for the next lesson [44]. The director of the

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Purdue University, West Lafayette; Amanda C. Johnston, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

Engineering Education, 2018Teacher Implementation of Structured Engineering Notebooks in Engineering Design-based STEM Integration Units (Fundamental)In the classroom, engineering notebooks allow students to develop their ideas, take notes, recordobservations, and reflect on what they have learned. Structured notebooks are used to helpstudents engage with material at greater depth through analyzing questions, formulatingpredictions, and interpreting results. Notebooks are an important resource for teachers toformatively assess students’ ideas. By incorporating notebooks into classroom instruction andusing them to guide feedback to students, teachers can use notebooks to support student learningof engineering design in STEM integration.This

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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

Joshua Alexéi García Sheridan, Virginia Tech; Kenneth Reid, Virginia Tech

Tagged Divisions

Pre-College Engineering Education

?• Did there appear to be a difference in this perception based on whether the class received a standard lecture vs. having teaming introduced via the Pandemic board game?• Were there any differences based on student's gender?The assessment instrumentThe research team considered a number of instruments with constructs in ‘teaming’. TheStudent Attitudinal Success Instrument (SASI-I) possessed the most items that were usablefor representing attitudinal outcomes for teamwork that reflected positive growth in the sixKSAs [27]. The final instrument consists of 33 5-point Likert-scale questions. Questionsfrom the following subconstructs were selected (shown with the overall main constructs):Individual (Team vs. Individual Orientation

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

Tagged Topics

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