Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

empathy and metacognitive skills (Topping,2003). However, it is important to note that engaging in a feedback process does notautomatically mean that learning takes place (Kollar & Fischer, 2010), and providing usefulfeedback is challenging even for college students (Nilson, 2003).In engineering learning environments, participation in the exchange of peer feedback can be ameaningful activity for students. In undergraduate engineering courses, peer assessment has beenused to provide feedback on writing (e.g., Carlson, Berry, & Voltmer, 2005), presentations (e.g.,Hersam, Luna, & Light, 2004), teamwork skills (McGourty & De Meuse, 2000; Ohland et al.,2005), and design solutions (Adams & Siddiqui, 2015; Yilmaz & Daly, 2016

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashley R. Strong, Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Divisions

Pre-College Engineering Education

his lesson, Don mentioned, “I don’t know how to teach writing. I don’t have aclue. I’m not trained in that. But more of these types of activities come through, I’m learningmore.”Don also saw writing as collaborative. In brainstorming ideas, he mentioned that engineersshare their brainstorms and journaling as a team. Later on, in thinking about helping studentsimprove their writing, he suggested have students collaborate on one part of the draft andwork on redrafting individually. He also mentioned peer-editing as a way to help studentsimprove.Practices of WritingCompared to reading instruction, both teachers’ practices did not directly relate to theirperceptions of writing instruction. In the case of the first teacher, the writing activities

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

self-evaluation. Reading &Writing Quarterly, 19(2), 159-172.Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology, 77(3), 313.Sungur, S., & Güngören, S. (2009). The role of classroom environment perceptions in self- regulated learning and science achievement. Elementary Education Online, 8(3), 883- 900.Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125- 141.

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

Standards and Technology.Dr. Peter C. Nelson, University of Illinois, Chicago Peter Nelson was appointed Dean of the University of Illinois at Chicago’s (UIC) College of Engineer- ing in July of 2008. Prior to assuming his deanship, Professor Nelson was head of the UIC Depart- ment of Computer Science. In 1991, Professor Nelson founded UIC’s Artificial Intelligence Laboratory, which specializes in applied intelligence systems projects in fields such as transportation, manufacturing, bioinformatics and e-mail spam countermeasures. Professor Nelson has published over 80 scientific peer reviewed papers and has been the principal investigator on over $30 million in research grants and con- tracts on issues of

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

. Additionally,students were exposed to common college practices like office hours, course syllabi, coursereadings, and class discussions. In the 2018 course, specific time was set aside to allow studentsto work on their own (with freedom to work anywhere on campus). These portions of time werespecifically designed to give students choices in how to manage their time.The course, which drew juniors and seniors from various local high schools, did not havespecific prerequisites. Thus, a fundamental challenge of the course was to incorporatedifferentiation into the curriculum delivery to meet the needs of a variety of skill levels. Toaccommodate all students, each section of the course included peer-peer tutoring, office hoursduring lunch, and optional

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Pennsylvania State University, University Park; Gregory John Kelly, Pennsylvania State University ; Natacha Meyer

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

to fail. This encourages English learners to take risks linguistically and engage more actively with their peers. (Environment: fail & risks) 4) Engineering allows students to experience success in ways that are not contingent on language fluency. For example, children can explore properties of materials, test their designs and make improvements based on testing data, without having language fluency. (Success w/o English fluency) 5) Engineering provides opportunities for English learners to engage in non-verbal communication in the form of writing, drawing, and gesturing. This allows students, who may not be able to articulate what they are thinking verbally, to participate. (Participation

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

understand how changes in classroom instruction impacts their attitudes towards and beliefs about STEM fields. In particular, she is looking at methods that positively impact girls, which may increase the number of women pursuing careers in STEM-related fields where they are currently underrepresented.Dr. Gillian Roehrig, University of Minnesota Dr. Roehrig is a professor of STEM Education at the University of Minnesota. Her research explores issues of professional development for K-12 science teachers, with a focus on beginning teachers and implementation of integrated STEM learning environments. She has received over $30 million in federal and state grants and published over 80 peer-reviewed journal articles and book

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Bobby Tang Dan, Vaughn College of Aeronautics & Technology; Shouling He, Vaughn College of Aeronautics & Technology

Tagged Divisions

Pre-College Engineering Education

membersafter-school and weekends during the school year. The veteran team members were individualswho have experience competing on VEX high school and college teams and were able to act ascoaches and mentors. The participating students were divided into teams of 10 members for thehigh school division and 12 members for the middle school division. During summer and winterbreak, students were given intensive training three days per week, which provided the necessaryknowledge and skills to increase their capability in both VEX Robotics and robotics engineering.The training course incorporated the working principles of mobile robots, engineering design,computer aided design (CAD) software, mathematics, physics, computer programming, andtechnical writing

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

for patterns and trends. 6. Constructing explanations and designing solutions: Engage students in creating explanations of data, observations, and predictions to support their hypotheses and conclusions. Moreover, have students examine their design solutions vis-à-vis criteria and constraints, assess design trade-offs, and perform design refinement. 7. Engaging in argument from evidence: Have students engage with one-another in exchange of their explanations of a scientific phenomenon or design solution while gracefully accepting peer feedback. Such an interaction, where arguments are based on evidence and strengthened through peer feedback, can enable students to identify superior

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU Tandon School of Engineering; Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

most participants.Challenges in NGSS-plus-5E Implementation: One of the most significant aspects of NGSS isthat the PEs require integration of the three dimensions [17]. We found that both the facilitatorsand teachers struggled in many ways due to the rigor required by the standards, as illustrated inTable 2. Social capital [31] generated through peer support was found to be quite helpful inovercoming these challenges.Incorporating ‘old’ lessons: After receiving the initial NGSS-plus-5E one-day workshop, thefacilitators strategized for creating new lessons by using their previously designed robotics lessons(aligned to the Common Core Standards) and “trying to fit them” to the new NGSS-plus-5E lessontemplate. They had difficulty in identifying

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sylvia W. Thomas, University of South Florida; Scott W. Campbell, University of South Florida; Manopriya Devisetty Subramanyam, University of South Florida; Cheryl R. Ellerbrock, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and discussions over fifteen weeks covering 1) anintroduction and overview of STEM and STEM literacy, 2) guiding principles in STEM Education,3) typical components of STEM, 4) workshops on developing an instructional STEM unit(curriculum unit), 5) STEM instruction from an integrated approach, and 6) pre-service teacherresidency peer experiences (Appendix A).Evaluation Approach and Method Reflection in engineering education has become highly regarded as an evaluation approachinvolving the concept of “doing and reflecting on the doing” [8]. Supported by several engineeringeducation researchers, “reflective techniques” are important in fostering effective teaching andstimulating student learning [9-13]. Turns [9] defines reflection “as

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Dylan Smith M.S., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

funding participation from external sources. He has been directing/co-directing an NSF/Research Experiences for Undergraduates (REU) Site on interdisciplinary water sciences and engineering at VT since 2007. This site has 95 alumni to date. He also leads an NSF/Research Experiences for Teachers (RET) site on interdisciplinary water research and have 10 alumni. He also leads an NSF-funded cybersecurity education project and serves as a co-PI on two International Research Experiences for Students (IRES) projects funded by the NSF. He has published over 90 papers in peer-reviewed journals and conferences. c American Society for Engineering Education, 2019 An Interdisciplinary RET Program

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Zahra Shahbazi, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

schoolers salient totheir learning. Middle grades are the bridge between the wants and needs of childhood and thewants and needs of high schoolers6. Emotionally, adolescents are self-absorbed and tend toexaggerate; they are sensitive and easily offended. Garrett-Hatfield further states that middleschoolers can be moody and feel alienated. At the same time, they are also curious about theworld around them and need time to explore safely. Another salient feature of the middle schoollearner is their sense of wonder about the changes they see in themselves and in their peer group.They depend on important adults in their lives and good role models to emulate. One goal was tohave the Ambassadors be those role models who would be emulated by the middle

Conference Session

Best Practices in Research & Assessment Tools for Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Purdue University, West Lafayette; Anastasia Marie Rynearson, Campbell University; Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Annwesa Dasgupta, Indiana University-Purdue University, Indianapolis; Barbara Fagundes, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

researchers in understanding andinvestigating the educational phenomenon. Throughout the project, we collected data frompublic, private and home schools as well as science center settings.a. Public and Private School Settings In order to capture the whole classroom dynamics and actions made by teacher andstudents (for instance, an interaction between students and teacher, students’ behaviors,collaborations, social interactions among their peers) videotaping with a high-quality audiorecording method is an effective and acceptable technique to collect the targeted data. In the firstyear, a single camera was often used to record the whole classroom for class-wide activities andto zoom in on a single randomly-chosen group (with complete consent

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin R. Campbell, Robert Morris University

Tagged Divisions

Pre-College Engineering Education

. Interfere with the beam and have the students observe the effects; run it throughsunglasses to hear the amplitude (loudness) decrease run it through a diffraction grating or beamsplitter and show how each spot now carries the original sound signal (but at lower amplitude).Students can attempt to set up mirrors from the laser game to get the laser from the source to thereceiver wirelessly but bounced off several surfaces. Continue the Arduino work. Have them work in pairs to practice how to write andupload code. Make sure each student can send basic code to light the LED. Have themexperiment with programming light patterns. Give them breadboards, LEDs, lasers, and resistorsto play with, have some simple examples for them to try to get better

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Muhsin Menekse, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

more deliberately reinforce the pattern recognitionCT competency by adding additional challenges where students shifted between representationsof patterns by identifying them by color, by color and letter, and by letter. For example, thefollowing student work displays evidence of the Pattern Recognition CT competency. Thestudent was asked to first color the next box in the pattern (see figure 3). After completingcoloring, the student was asked to complete the next following tasks which were writing the nextletter and coloring the pattern (see figure 4). To scaffold the student’s understanding of PatternRecognition CT competency skill, an additional task was reinforced by using letters (see figure5) to describe the colored patterns in the

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College, Chicago; Evelyn Oropeza, Columbia College, Chicago

Tagged Divisions

Pre-College Engineering Education

) [1] states that the education system of 50 years ago,was designed to support the mastery of the "Three Rs” (reading, writing, and arithmetic). In ourcontemporaneous world, these skills are not enough to prepare students to be competitive in thisglobal society. Students must also be proficient communicators, creators, critical thinkers, andcollaborators (the "Four Cs").[2]The preparation and presentation at the conference allow the inclusion and development of theFour Cs in their informal learning process. Although the “Four Cs” skills are inter-connected,communication competencies such as clearly articulating ideas through effective presentations;correct usage of the language, spoken and written; and usage of media technologies are

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

accelerometer functions.  Measure the mass of the car by using a weighing scale.  Apply a force to push the car and measure the distance it travels. (CCC: Cause and effect)  Investigate the relationship between the force applied and the distance travelled. (Unspecified SEP: Analyzing and interpreting data) Explain  Write Newton’s second law and Hooke’s law.  Analyze the effect of acceleration on the displacements of the spring and car. (DCI: Force and motion)  Provide formal definitions for relevant terms such as spring constant, force, acceleration, mass, vector, etc., and their relevance in this experiment

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University, West Lafayette; Amanda Clara Emberley, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

exactly sometimes but similar. [...] make a model of your exercise trail for Perri and then explain to her how to use it. And the way we explain it is by writing an algorithm. [...] We need to know how to write and give directions. In this year two example, Miriam is seen not only introducing students to a definition foralgorithm but also helping students to see why this is important for the students to know and howthat word applies to the bigger engineering design challenge. In addition to explicitly using theCT vocabulary in their classrooms, the teachers in year two were also seen more intentionallymaking connections to bigger CT ideas like sequencing, efficiency

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

phenomena. For each lesson, they select the SEPs that are key to the lesson. 3. Write a learning performance—Teachers write a single statement of a learning performance describing the objective of the lesson while considering the three dimensions together. A learning performance statement has a similar format and structure as a PE. However, unlike a performance expectation, a learning performance focuses only on a portion of a PE, usually a single step in the instructional sequence. 4. Ask the right questions—When writing learning performance statements, the following questions recommended by the NSTA may be helpful for consideration. What prior knowledge is needed to understand the DCIs and what are the

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Murad Musa Mahmoud, Wartburg College; Jessica Marie Faber, Wartburg College; Luke G. Grzech, Wartburg College; Kurt Henry Becker, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #26352Factors Influencing the Interest Levels of Male versus Female Students goinginto STEM Fields (Evaluation)Dr. Murad Musa Mahmoud, Wartburg College Murad is an Assistant Professor at the Engineering Science Department at Wartburg College. He has a Ph.D. in Engineering Education from Utah State University. Research interests include recruitment into STEM, diversity in STEM as well pedagogy and instruction.Ms. Jessica Marie Faber, Wartburg College Jessica is a student at Wartburg College studying Engineering Science with a minor in Creative Writing and Mathematics. She is active with soccer at Wartburg and works

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tawni Paradise, Virginia Tech; Ashley R. Taylor, Virginia Tech; Kim Lester, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Bevlee A. Watford, Virginia Tech

Tagged Divisions

Pre-College Engineering Education

Graduate Research Assistant on the VT PEERS project studying middle school students regularly engaging in engineering activities. Drawing on previous experiences as a mathematics and engineering teacher, her current re- search interests include studying the disconnect between home and school, with a specific emphasis on prekindergarten students. She will continue to pursue these research interests in the coming years with the support of the NSF Graduate Research Fellowships Program. In addition, she dedicates her spare time to exhibiting at the Virginia Tech Science Festival and hosting several sessions for the Kindergarden-to- college (K2C) Initiative.Ms. Ashley R. Taylor, Virginia Tech Ashley Taylor is a doctoral

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

George J. Delagrammatikas, Cooper Union; Estuardo Rodas, Cooper Union

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interdisciplinary design, art, activism, andengineering, culminating in a DJ/VJ set. Students were also engaged in weekly career andcollege planning activities where they reflected on their interests and career goals through vlogson websites they created. In addition, seminars were given on resume-writing by our collegeadmissions team along with advice on how to ask for recommendation letters (and what shouldbe in them). These activities were common among all sections and have been offered to betterprepare students for the college and career planning process and to place engineering in abroader, social context, particularly in endeavors championed by people that looked more likethem. ​ ection DescriptionRacecar SThe Racecar section was composed of

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Sharon Liz Karackattu, Oak Hall School

Tagged Divisions

Pre-College Engineering Education

Paper ID #24898The Pencil-Top Fidget: Reinventing Shop (Metal Drilling and Tapping) inHigh School Science ClassroomsDr. Matthew J. Traum, Engineer Inc. Dr. Matthew J. Traum is founding CEO at Engineer Inc., a Florida-based STEM education social enter- prise start-up. Traum invented @HOLMTM lab kits to enable students in on-line courses to build and run engineering experiments remotely at home. Before founding Engineer Inc., Dr. Traum was a well-known higher education administrator, fund raiser, educator, and researcher with co-authorship of 12 peer-reviewed research journal articles, 18 refereed research conference

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Hayaam Osman; Carson Ohland, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

hole. Mom: OK. So this is down the hole. [Mom is writing the proposition given by Rose on the card]. Rose: [Rose is sorting the cards to find the next proposition on the right card]. Out [of] the hole. Mom: Hmmm… [Mom corrected Rose by stating “Out of the hole”] ...Rose continues to look for other cards to find the right propositions. Rose: In the trees… Over the water [Rose was not sure about the right proposition and wanted to confirm it with Mom. However, Mom was not sure either. Therefore, Mom needed to confirm the right proposition by looking at the story sequencing in the book] Mom: Let’s see…Let’s go back in the story…Let’s see what happened. [Mom found the correct