Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

differences. Forexample, the understanding of mixed representation and usage of engineering standards foundwith the Next Generation Science Standards[7] was essential to validate, as well as, each teacher'spercentage of minority students in their classrooms. Each team grappled with identifyingspecificity level of criteria, ensuring that criteria reflected diversity and inclusion needs, ensuringindicators monitor learning actions and context, ensuring that indicators reflect learning that ismeaningful and engaged, creating objectives that any subject matter teacher can use, and creatingobjectives beyond the steps of the engineering design process. The different perspectivescontinue throughout the creation of the grade-level criteria, indicators

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristin Maria Repchick, Industrial/Organizational Psychology Consultant; Lauren Q. DiBianca Frye, Forsyth Country Day School; Elise Barrella P.E., Wake Forest University

Tagged Divisions

Pre-College Engineering Education

tool exposes students to the five steps of the designprocess: empathize, define, iterate, prototype, validate. In design-thinking based project courses,students participate in activities where they have the opportunity to 1) empathize with others, 2)try multiple ideas, 3) work with others, 4) receive constructive feedback, 5) reflect on what theyhave learned and 6) revise their solutions in order to improve their problem-solving approach.Each of these elements prioritizes adaptive skills over factual knowledge, and 2, 4, 5, and 6 inparticular relate to aspects of resilience.By learning a process that prioritizes listening, research, and learning through failure, students ofdesign thinking build leadership capacity by collecting proven tools

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meg E. West, Ohio State University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, Ohio State University; Bruce Wellman, Olathe Engineering Academy at Northwest High School; Todd France, Ohio Northern University

Tagged Divisions

Pre-College Engineering Education

, (6) offers feedback and reflection, and (7) is of sustained duration.The engineering PD, including in-classroom deployment of activities and data collection, wasdesigned as an iterative process to be conducted over a three-year period. This will allow forimprovement and refinement of our approach. The first iteration, reported in this paper, consistedof seven high school science teachers who have agreed to participate in the PD, implement theproblem-framing activities, and collect student data over a period of one year. The PD itselfconsisted of the teachers comparing science and engineering, participating in problem-framingtraining and activities, and developing a design challenge scenario for their own courses.The participating teachers

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A. Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota, Twin Cities

Tagged Divisions

Pre-College Engineering Education

at home.Some of the opportunities reflected more accurate conceptions of the work of engineers thanothers, but students often described key people who served as informal mentors in engineeringby inviting them to help with projects. Notably, these key individuals were often male familymembers: fathers, grandfathers, and uncles. No student provided an example of doing somethingthey saw as engineering with a female family member. Although boys referred to theseexperiences more often, they were not exclusive to boys. For example, one girl said, “Well, mygrandpa would do some of that [engineering] stuff too, and my dad, and so I would help themwith my dirt bike or my snowmobile and stuff. Because I’m like a tomboy, but I’m also a girlygirl too

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glenn W. Ellis, Smith College; Jeremiah Pina, Smith College; Rebecca Mazur; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia Ellis, Smith College, Springfield Technical Community College; Crystal M. Ford, Smith College; Kate Lytton, Collaborative for Educational Services; Kaia Claire Cormier, Smith College

Tagged Divisions

Pre-College Engineering Education

–capture indicatorsof transfer-in learning. The structure of our pilot assessment items were, in part, derived fromexemplar categories of PFL student behavior and expressions of transfer-in thinking,36 as well asthose represented in established assessment strategies reflected in extant PFL assessmentinstruments, especially in prior research projects like those of Arena37 and Grover, Pea, andCooper.38 However, when appropriate, we also remained open to incorporating new categoriesof interpretation grounded in evidence based on student response patterns to PFL prompts.VII. Development and Implementation of a PFL Assessment InstrumentOur initial effort at designing a PFL assessment produced an instrument focusing in a broad,exploratory manner on

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

‘COSMOSEducational Toolkit’.Initially, several teachers stated that the lecture and lab phase (weeks 1-2) of the program couldhave been shorter, rather than full-day activities because there was a lot of material to absorb. Inaddition, teachers also noted that they especially enjoyed the lecture topics that coincided directlywith lab experiments, as this gave them a sense of how-to best design lessons for their own studentsby being able to actively take on a learner’s perspective. These comments were made immediatelyafter the first 2-weeks of the PD program. At the end of the PD program teachers reflected andstated that the rigorous lecture and lab phase supported their conceptualization of wirelesscommunications in order to best create lessons in the

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Ming Tomayko, Towson University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

paper where weexplore how 53 kindergartners tested their first try design attempts, were prompted to engage infailure analysis when their designs failed, and planned their second designs.BackgroundThe Epistemic Practice of Persisting and Learning from FailureOne way to investigate preschool through grade 12 (P-12) students’ engagement in engineeringis through the frame of epistemic practices of engineering. These epistemic practices representthe ways of knowing and doing that are reflective of professional engineering practice andappropriate for P-12 students. Epistemic practices may also be regarded as ways of doing that arecentral to the development of an engineering identity. Cunningham and Kelly identified sixteenepistemic practices of

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luciana Debs, Purdue University, West Lafayette; Yunfeng Chen, Purdue University, West Lafayette; Jiansong Zhang

Tagged Divisions

Pre-College Engineering Education

National Science Foundation (NSF). This material isbased on work supported by the NSF under Grant No. 1827733. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author and do notnecessarily reflect the views of the NSF.References[1] Diefes-Dux, H. A., Moore, T., Zawojewski, J., Imbrie, P. K., & Follman, D. (2004, October). A framework for posing open-ended engineering problems: Model-eliciting activities. In 34th Annual Frontiers in Education, 2004. FIE 2004. (pp. F1A-3). IEEE. Appendix A – Take-off Chart Panel Number Dimensions Weight for 1 panel Quantity of equal Panels

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arif Sirinterlikci, Robert Morris University; John M. Mativo, University of Georgia; Johnny Thien Pham, Robert Morris University

Tagged Divisions

Pre-College Engineering Education

, timers, counters, calculations, conversions, logic into the programming environment thatcan be used in placing and moving objects. The output menu exports the game into the VR Plazamode and also performs outputs like lighting up the screen, make sounds, vibrates, and emitslights – for making game effects. After the menus are covered, a quick review on them weredone by asking the participants to reflect. Similar to other computer software, the developmentenvironment has three visual display modes the Game, 3D, and 2D Views. The participants wereintroduced to the three display modes (Figure 4) before the game development exercises started. Figure 4. (a) Game, (b) 3D, and (c) 2D ViewsDeveloping a Simple GameParticipants were

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Tiffiny Antionette Butler , Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute; Ryan Nicole Meadows, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the needto increase the number of URM graduate students, and also reflects the importance of includingour URM undergraduate students in the program. White Asian/PI Latinx Black 14 Number of Participants 12 10 8 6 4 2 0 2.5 (Sp'19

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Jennifer Whitfield, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

-focused interventionscan be very effective solutions to improve teachers’ knowledge and experience related toengineers and teaching engineering.Since the small sample size of this study limits the generalizability of the results, increasing thenumber of participants can be used to overcome this limitation. Finally, the conclusions of thisstudy reflect the results of the quantitative data analyses. In the future, collecting the qualitativedata as well as collecting the quantitative data might provide a richer and more in-depthunderstanding of the topic that is under investigation.AcknowledgementThis material is supported by the National Science Foundation under DRL Grant Numbers1615019 and 1614496. Any opinions, findings, conclusions, or

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Jamie Mikeska, Educational Testing Service; Elizabeth Orlandi, Science Education Consultant

Tagged Divisions

Pre-College Engineering Education

discussion as follows: Molly relies on her students to share their reflections on their design solutions and performance results, propose alternative solutions, and guide one another to more informed understandings about the properties of materials and its effects on drag … It is clear that Molly positioned her students’ thinking at the center of this phase of the design process. Students were able to leverage their test results to share and reflect on their tentative understandings of drag and design. [10, p. 367]As Capobianco and colleagues suggest here, the goal of post-testing argumentation discussions isfor each team to re-consider their design performance and improvement ideas in light of theirpeers’ designs

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Mohammad Moshirpour, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

Pre-College Engineering Education

reflect on this paper as awhole.2. Background2.1 Software engineering curriculum guidelineIn order to evaluate the engineering aspects of digital skills programs, we first need to look at theproposed skills an engineering graduate would be expected to achieve. The SoftwareEngineering 2014 Curriculum Guidelines (SE2014) [12] propose the knowledge areas thatsoftware engineers should master in post-secondary education. SE2014 define the corecurriculum skills needed in software engineering education as: - Computing essentials - Mathematical and engineering fundamentals - Professional practice - Software modeling and analysis - Requirements analysis and specifications - Software design - Software verification & validation

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Suzanne Eyerman, Fairhaven Research and Evaluation; Trina L. Fletcher, Florida International University; Araceli Martinez Ortiz, Texas State University; Michael A. Soltys, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

3 Teaching 101 Facilitation Strategies 4 Cultural Responsiveness 5 Project Management/Project Preparation 6 Reflection Table 2. The 2019 Ambassador workshop outlineAn element of support that is built into the Ambassadors program is the development of the“sponsor” role. Ambassadors apply with their sponsors, who are asked to fill out a separatedocument at the time of the Ambassador’s application. Sponsors are expected to serve as localsupport for Ambassadors in their outreach endeavors and are invited to attend SWE alongsidetheir Ambassador. In some cases, sponsors are family members, though other sponsors

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin, NASCENT Center; Darlene Yañez, University of Texas at Austin, NASCENT Center; Maura J. Borrego, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

in Table 5 in the pre- andpost- surveys on a scale of 1 to 5, with 1=Extremely Not Confident to 5= Extremely Confident.The arithmetic mean of the responses for each cohort was calculated and the Mann-Whitney testwas run to determine statistical significance between pre- and post- survey data.The data analysis shows an overall increase in confidence for almost all the statementsthroughout the years, with a few statistically significant improvements. For the 2016 cohort,“Using tools in the lab”, “Collecting data” and “Analyzing data” significantly increased (p ≤0.05) from pre- to post- survey. This result reflects the focus of the program on providingstudents with the opportunity to perform daily laboratory research, contributing to an

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanne Baltazar Vakil, Ohio State University; Paul E. Post, Ohio State University

Tagged Divisions

Pre-College Engineering Education

2). The current use of the words technologyeducation in the program name reflects a reduction from its popularity in 2001 where almost59% of the programs included those terms [36]. Courses titled “Industrial Technology” (11%)differentiated from the less frequent program “Industrial Arts” (1%). This marked movementaway from “Industrial Arts” was also captured in Sanders’ [36] survey which reported 20% ofthe programs titled “Industrial Technology” and only 9% “Industrial Arts.” Respondents alsospecified the name of their program in the “other” text box. These alternative program namesincluded “RAMTEC,” Industrial Technology/STEM,”“STEAM,” and “ConstructionTechnologies.” Currently, 6% of the Ohio programs refer to their program as

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony E. Felder, University of Illinois at Chicago; Miiri Kotche, University of Illinois at Chicago; Amna Hoda, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

experience with the design cycle by designing a helmet to protect the brain. Students iteratively design the helmet using practical arts and crafts materials and engage in testing to determine the performance of their design. Students also reflect on their designs to influence further iterations. On day 3, students use the engineering design cycle to iteratively design surgical tools. Students evaluate their tools by performing mock surgeries on gelatin models to remove embedded masses. Students evaluate their tool performance and use that to inform further design improvements. On day 4, students revise their tools to enhance performance and prepare for day 5 challenges. The day 5 competition includes

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Wilson-Lopez, Utah State University; Jorge Americo Acosta Feliz

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

developing grounded theory (4th ed.). San Francisco, CA: SAGE.This material is based upon work supported by the National Science Foundation under Grant No.1222566. 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.

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah Besser P.E., University of St. Thomas; Karin Brown, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Tami Brass, University of St. Thomas and St. Paul Academy and Summit School; Rebecca Ann Leininger, University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

empathized with each other, and teachers’actions and language. Observations also include student notebooks which have lesson reflectionquestions as prompts for connecting lessons, empathy and real-world connections. The thirdmeans of data collection is interviews with students. Participants are asked interview questions atthe end of the program reflecting on the lessons and how they connected empathy andengineering. The interviews consist of questions such as: was there a time during the day whenyou connected with a peer or teacher and learned about how they felt about their project or thetopic at the time? If so, how did this connection affect you? and think back to a time today whenyou were faced with a challenge. What did you do to try and tackle

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shramana Ghosh, New York University; Pooneh Sabouri, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

could have been used to simulate its real-world applications in a moreauthentic and meaningful manner. Another student reflected as below. Student 1: I was an AP Physics student. So, this wasn’t anything new to me, I guess. But just the way that it [the worksheet] was formatted - I understood the equation - but I know that some of the students had a lot of trouble, since it was a bioengineering class. A lot of kids have a lot of interest in biology, so this wasn’t probably the easiest thing for them to understand.Similarly, it can be seen that while the EV3 brick performed well up to its mandate, it was unableto provide sufficient scaffolding for students for whom the concepts were completely new. Whileat the end, all students were

Conference Session

Computing -- Increasing Participation of Women and Underrepresented Minorities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Dillon, Michigan State University; Maureen Doyle, Northern Kentucky University; Linda Ott, Michigan Technological University; Wendy Powley, Queen's University; Andrea E Johnson, Spelman College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering, Pre-College Engineering Education, Women in Engineering

voices in computing ensures oursociety grows and develops accordingly.My participation in BPC efforts has benefited me in many ways. It has strengthened myemotional intelligence; developed my capacity for mentoring; and increased my knowledge ofresources available to students, curriculum development, and new technologies for CS education.It encouraged me to reflect on how my career might best align with my passions. I reasoned thatI could have a bigger impact training the voices of the future than being a singular voice that wasnot reflective of a larger community. My participation in BPC efforts expanded my professionalnetwork; it gave me access to many mentors who helped facilitate my transition from industryand into academia as a tenure-track

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Leigh Boice, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine N. Patel, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Thinking Process, teamwork skills, andcommunication skills.One limitation of this evaluation is that the findings reflect only the perspective of studentparticipants. This was done deliberately in 2019 to allow the evaluation to focus on gatheringself-reported data from students. However, future evaluations of the Summer Accelerator shouldinclude data collected from multiple sources, including students, program instructors, andparents. This will provide richer information from multiple perspectives on the outcomes forstudents participating in the Summer Accelerator. Additionally, program instructors cancontribute information on the experience of implementing the K-12 IP program over the courseof one week. This information will provide further

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas Neil Dempsey, Forestville Central School; M. Raymond Ng, Cathedral Preparatory School ; Zachary Rhodes; Jiawei Gong, Pennsylvania State University; Faisal Aqlan, Pennsylvania State University

Tagged Divisions

Pre-College Engineering Education

compact layer), transparent layer, and scattering layer.The following procedure is adopted to produce these layers: i) Titanium diisopropoxidebis(acetylacetonate) solution (with anhydrous ethanol) is deposited on the clean FTO substrate andis subjected to sintering at a temperature above 400 °C to form a compact, electron blocking layer.ii) Then, the transparent layer of TiO2 nanocrystalline (10-15 μm) is screen-printed. iii) to increasethe backscattering, a reflective layer at about 5 μm thick is deposited on the transparent layer; thefilm is further treated with an aqueous solution of TiCl4 to increase the roughness. As the last step,the film is loaded with dye sensitizers to make the photoanode ready for use. Similar to thephotoanode, the

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph O. Arumala PE, University of Maryland Eastern Shore; Joseph Nii Dodu Dodoo, University of Maryland Eastern Shore

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

ceiling for each one. The trip also provided experience intransportation over a vast expanse of water - many of them for the first time. Apart from theinformation provided before each field trip, an official from each organization was contacted tospeak to the students and to provide a guided tour of the facilities. After each field trip, there wasa reflection session were the students discussed their experiences and the lessons learnt. Figure 6shows students in a field Trip to the Cape May Ferry and the Wildwood Aviation MuseumFigure 6 Students on the Cape May Ferry (L) and in the Wildwood Aviation Museum (R)Questionnaires and Exit SurveysThere were Questionnaires completed by the students every week on the activities of the Instituteon each

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

datawhich are elements of authentic learning. This pedagogy allows the students to relate the mathand science concepts to engineering and real-life use.The effectiveness of the approach was assessed using a quasi-experimental within-subjectresearch design. The intervention was a week-long professional development workshop forteachers (Figure 1a) followed by a week-long summer camp for middle school students (Figure1b). The teacher professional development workshop included elements of best practices [23] i.e.(a) Content focus, (b) Active learning, (c) Collaboration, (d) Use of models and modeling, (e)Coaching and expert support, (f) Feedback and reflection. The teachers learned the basics ofphysics of flight, aircraft flight controls and practiced

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and with organizations such as 4H programs that couldprovide important local support for students. In the final phase of our study, we plan to share thisinformation through participatory design workshops with key groups of community memberswho work with rural students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNumber 1734834. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] State Council of Higher Education for Virginia (SCHEV), “The Virginia plan for higher education: Annual report for 2016 to the General Assembly of

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge H. Kurita, Universidad Nacional de Asunción; Derlis Ortiz Coronel; Lucas Domingo Moreira Bogado, Universidad Nacional de Asunción; Blas Fernando Vega, Universidad Tecnológica Nacional Unidad de Formación Superior

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

-orderresponses was c) associate this project with another project to optimize understanding. Perhaps thiswas because this level of association would require documentation and reflection on theperformance of the positive and negative aspects to capitalize on future projects, and we did notscaffold such reflection.Abstraction and modularization: The ideas included in this evaluation criterion were: a) to detectthe materials or tools necessary for the project, b) to identify the learning scenarios, and c) toacquire new knowledge and inspirations. In most cases, high-level responses are observed perhapsdue to the wide-spread knowledge of the technology used in the construction process and thescaffolded study of the basic parts of the subsystems (sensors

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Molly Roche, University of St. Thomas; Esmée Julia Verschoor, Playful Learning Lab; Hannah French; Alyssa Marie Eggersgluss, Playful Learning Lab; MiKyla Jean Harjamaki, Playful Learning Lab; Mary Fagot; Jeff Jalkio, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Collin John Goldbach, Playful Learning Lab; Deborah Besser P.E., University of St. Thomas; Abby Bensen, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

throughoutthe planning and implementation phases. Since its launch, educators have used the materials in avariety of ways, some of which the development team had not previously considered. This paperwill particularly focus on the implementation and evaluation of the engineering content on thesite. We will present and discuss results from (1) educator feedback surveys, (2) websiteanalytics, and (3) educator focus groups. We will also reflect on the challenges and opportunitiesin promoting new web-based educator materials. Our team has implemented a number ofstrategies to reach teachers, including social media, conference attendance, and emailnewsletters. Now that the materials have been available for over 18 months, we are able to sharelessons learned

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camille Msall, Northwestern University; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Pre-College Engineering Education

, a software component, and several workbook pages. The modules are asfollows: • Surfaces and Solids of Revolution • Combining Solids • Isometric Drawings and Coded Plans* • Orthographic Drawings* • Folding Flat Patterns • Rotation of Objects about One Axis* • Rotation of Objects about Two or More Axes* • Reflections and Symmetry • Cross-sections of SolidsOf the nine modules listed above, there are four sketching intensive modules (marked with anasterisk) that involve the use of manipulatives (snap cubes). Sketching modules require studentsto build an indicated shape and sketch it from a different perspective. Research suggests that thisprocess of sketching and handling physical objects is important to

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

indicated that they worked more as four students in parallel than as acollaborative group. Their interview responses also diverged in terms of how they explained thefunctionality of their design prototype features. Not only did they suggest different purposes forthe same component, they also differed in what kind of model they understood the designconstruction to be. At one end of the spectrum, some Group B team members explained howlight and sound were actually absorbed or reflected by the particular physical materials theychose for their construction, while others framed the physical materials as “stand-ins” for whatthe design would be composed of at larger scale.Group A’s strongly shared understandings of their design concept were consistent