Conference Session

Pre-college Engineering Education Division Technical Session 12

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Levenick Shirey, Knowles Teacher Initiative

Tagged Divisions

Pre-College Engineering Education

Paper ID #30860An Integrated Three-Year High School STEM Curriculum Based on the GlobalGrand Challenges (Resource Exchange)Dr. Katherine Levenick Shirey, Knowles Teacher Initiative Dr. Katey Shirey graduated from the University of Virginia with a B.A. in Physics and a B.A. in Sculpture (minor in art history). After teaching sculpture at UVA as an Aunspaugh Fellow, she completed her Masters of Teaching in secondary science also at UVA. Dr. Shirey taught high school physics in Arlington, VA, for five years and became a Knowles Teacher Initiative Teaching Fellow. During this time, she served as a teacher liaison to the IceCube

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Valarie L. Bogan, Purdue University, West Lafayette; Marla Jane Glover, Purdue University, West Lafayette; Utkuhan Genc, Purdue University, West Lafayette; Lynn A. Bryan, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

the Georgia Institute of Technology and her Ph.D. in Science Education from Purdue University.Her research focuses on teachers’ development of knowledge and skills for teaching in instructionallyinnovative settings involving novel curriculum reform and technology enhanced environments. c American Society for Engineering Education, 2020 Role of Engagement in Predicting 6th - Grade Students’ Performance in an Integrated STEM Life Sciences UnitAbstract In this research to practice paper, we have focused on the role of engagement inpredicting students’ performance in an integrated life sciences unit. Prior literature has shown that students’ engagement plays a vital role in developing

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Sarah J. Fick, University of Virginia; Jennifer L. Chiu, University of Virginia; Kevin W. McElhaney, Digital Promise

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Diversity

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Pre-College Engineering Education

Paper ID #28921Supporting Upper Elementary Students’ Engineering Practices in anIntegrated Science and Engineering Unit (Fundamental, Diversity)Miss Sarah Lilly, University of Virginia Sarah Lilly is a PhD student in the Department of Curriculum, Instruction and Special Education at the University of Virginia. She holds a B.S. in Mathematics and English and an M.A.Ed. in Secondary Educa- tion from The College of William and Mary. Her research centers on STEM education, particularly using qualitative methods to understand the integration of math and science concepts with computational mod- eling and engineering design

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Jason Weinberg Weinberg, Oakland University

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Diversity

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Pre-College Engineering Education

Paper ID #28852A Pathway Towards STEM Integration: Embodiment, Mathematization, andMechanistic ReasoningDr. Paul Jason Weinberg Weinberg, Oakland University Dr. Paul J. Weinberg is an Associate Professor of Mathematics and STEM Education at Oakland Univer- sity (Rochester, MI), where he teaches methods courses for pre- and in-service secondary mathematics teachers. In addition, he teaches mathematics content courses, in the Department of Mathematics and Statistics, for elementary education majors. Dr. Weinberg’s research focuses on students’ reasoning within STEM disciplines, in the context of schooling; this focus has

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malle R. Schilling, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., Cheryl Carrico Consulting, LLC; Holly Larson Lesko; Gary R. Kirk, Dickinson College

Tagged Divisions

Pre-College Engineering Education

engineering pedagogical content knowledge and engineering engagement, whichled to an overall increase in teaching engineering self-efficacy [19]. Other studies have alsofound that the integration of robotics projects into various disciplines increased the involvedteachers’ self-efficacy around the use of robotics into middle school curriculum [20]. Immersingteachers in laboratory settings and research experiences has also been effective at increasing highschool teachers’ self-efficacy in content areas such as nanotechnology [21], as well as shiftingtheir perceptions of engineering as a field [22]. These examples of professional developmentactivities embody the five principles of professional development and ultimately demonstratedthe effectiveness of

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Claire Duggan, Northeastern University; Jennifer Ocif Love, Northeastern University; Nicolas Leo Fuchs, Northeastern University; Emily Chernich; Brittany Fung, Northeastern University

Tagged Divisions

Pre-College Engineering Education

schools, feedback and survey instruments were recentlymodified to study subsequent impact. Data collected from teachers and students in 2019,including wind turbine field trips in Fall 2019, have continued to support evidence that students’interest in STEM topics continues beyond the day of the field trip. In fact, many of the teacherswho bring their students to NU STEM field trips have been coming back each year for severalyears. What distinguishes NU STEM field trips from other science field trip offerings in the areais an integrated experience with engineering. Given the popularity of these field trips and thediverse range of topics that teachers can choose from, additional data from students and teacherswill continue to be collected in future

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

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Diversity

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Pre-College Engineering Education

Paper ID #29409Kindergartners’ Engagement in an Epistemic Practice of Engineering:Persisting and Learning from Failure (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy and Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple formal and informal settings. As a K- 8 pre-service teacher educator, she

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Schulte Grahame, Northeastern University; Christos Zahopoulos, Northeastern University; Rajini Jesudason, Northeastern University

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Diversity

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Pre-College Engineering Education

Paper ID #29090Preparing HS Students to Succeed in STEM Fields via an Early CollegeExperience (Evaluation)Dr. Kathryn Schulte Grahame, Northeastern University Dr. Kathryn Schulte Grahame is an Associate Teaching Professor at Northeastern University and a mem- ber of the first-year engineering team. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice- oriented mission of Northeastern University. She teaches the Cornerstone of Engineering courses to first- year students as well as courses within the Civil

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Pre-College Engineering Education

professional development of formal and informal science educators, learning through citizen science for adults and youth, and pre-service elementary teaching in informal science learning environments. Dr. Swanson received her PhD in Curriculum and Instruction in Science Education from the University of Colorado Boulder, and a BA in Molecular, Cellular, and Developmental Biology from University of California, Santa Cruz. Prior to graduate school, she was an elementary science educator for a small children’s science center in California. c American Society for Engineering Education, 2020 “I understand their frustrations a little bit better.” – Elementary teachers’ perceptions of the impact of

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tamecia R. Jones, North Carolina State University

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Pre-College Engineering Education

, Curriculum, Teaching and Learning, University of Manitoba, Ann Arbor, MI, MS26239, 2013. [Online]. Available: https://search-proquest- com.ezproxy.lib.purdue.edu/docview/1516608083?accountid=13360[6] M.-G. N. Svarovsky, "Unpacking the Digital Zoo: An analysis of the learning processes within an engineering epistemic game," PhD Doctoral, Educational Psychology, University of Wisconsin-Madison, ProQuest Dissertations & Theses Global, 3399952, 2009. [Online]. Available: https://search-proquest- com.ezproxy.lib.purdue.edu/docview/305030482?accountid=13360[7] S. F. Wolf, L. Doughty, P. W. Irving, E. C. Sayre, and M. D. Caballero, "Just Math: A new epistemic frame," in PERC Proceedings, 2014.[8] D

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

fixated on one idea or design element, making it difficult for them to determine a way forward toward improvement. They may also fail to recognize that they have not followed constraints. Note that this is likely to be more of an innocent or careless omission rather than an intentional breaking of the rules.The teaching tips, together with the other task components, created a rich source of informationfor teachers to use to prepare for the post-testing argumentation discussion in the simulatedclassroom.Part 2: Study of Teacher Perceptions of the Task and AvatarsThe goal of the present mixed-methods study was to explore elementary teacher perceptions ofthe Design a Shoreline task and of the student avatars who are an integral

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanna R. Wieselmann, Southern Methodist University; Richard Duschl, Southern Methodist University; Kristine Reiley, Southern Methodist University; Kenneth Berry, Southern Methodist University

Tagged Topics

Diversity

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Pre-College Engineering Education

Paper ID #29207Student Dispositions Toward STEM: Exploring an Engineering Summer Campfor Underrepresented Students (Work in Progress)Dr. Jeanna R. Wieselmann, Southern Methodist University Dr. Jeanna R. Wieselmann is a Research Assistant Professor at Southern Methodist University in Dal- las, TX. Her research focuses on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. Dr. Wieselmann’s research has explored student participation patterns in small group STEM activities. She is interested in STEM schools, inte- grated STEM curriculum development

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyssa Marie Eggersgluss, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Rachel Farah, University of St. Thomas; Cullen Charles Kittams, Playful Learning Lab; Emma Michelle Monson, University of St. Thomas; Krista Schumacher, University of St. Thomas; Jeff Jalkio, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

in the job market with ashortage of experienced STEM workers to fill open positions. Al Salami [1] writes that many schoolsare transitioning to a more integrated curriculum to get students involved at a young age with conceptsand ideas within STEM fields. The Code + Chords workshop that this study is focused on uses anintegrated curriculum by combining music with technology and takes it one step further by targetingself-efficacy in participants.Denise Green [2] illustrates the need for understanding and increasing self-efficacy in students:“Researchers in this area provide empirical evidence that self-efficacy is an accurate predictor of astudent’s skill acquisition, rate of performance, expenditure of energy, persistence, goal setting, and

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Duncan Davis, Northeastern University; Matthew Burns; John Sangster P.E., Northeastern University; Constantine Mukasa, Northeastern University; Brian Patrick O'Connell, Northeastern University; Elizabeth Quinn, Northeastern University; Alice Smith; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

Pre-College Engineering Education

that focused on engineering, 96 students participated in an afterschool or extracurricular engineering activity such as the First Robotics Competition, and 62respondents attended a pre-college engineering summer camp specifically. Rates of participationin programs between male and female students were not found to be statistically different. Thetotal number of programs attended ranged from 0 to 9, with 22% attending no programs, 27%attending one, 23% attending two, and 29% attending three or more. In pre-college engineeringprograms, a differentiated curriculum needs to be inclusive of both experienced students andstudents that are completely new to engineering. In the past 20 years, colleges and universities have been providing greater

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Barbara Fagundes, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Monica E. Cardella, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

. American c Society for Engineering Education, 2020First-graders' Computational Thinking in Informal Learning Settings (Work in Progress)IntroductionRecently computational thinking has emerged as a fundamental skill for pre-college students. One way ofintegrating this new skill into the curriculum is through integrated STEM education. The importance ofSTEM education as a driving force for economic stability and growth is unquestionable and has been acatalyst for change across the globe in recent years. Given the growth of technology and digital computersin the 21stcentury and the demands for professionals and engineers with computer science and problem-solving skills, computational thinking (CT) has gained

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

University, where she studies teachers’ experiences as they learn about robotics, how they envision incorporating robotics in their curriculum and challenges that they face.Dr. Vikram Kapila, NYU’s Tandon School of Engineering Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics, Controls, and Robotics Laboratory, a Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a DR K-12 research project, and an ITEST re- search project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and con

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

Paper ID #30020Examining shared understandings of design artifacts in upper elementaryschool engineering (Fundamental)Nicole Alexandra Batrouny, Tufts Center for Engineering Education and Outreach Nicole Batrouny is a PhD candidate in Mechanical Engineering at Tufts University. Her engineering education research interests include upper elementary engineering education, integrated science and en- gineering, collaboration in engineering, and decision making in engineering. For her Master’s thesis, she uncovered talk moves used by 4th grade students that fostered collaborative, disciplinary decision-making during an

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Annmarie Elizabeth Hoch, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Rebecca Deborah Swanson, Tufts University

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Diversity

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Pre-College Engineering Education

learning environments. Dr. Swanson received her PhD in Curriculum and Instruction in Science Education from the University of Colorado Boulder, and a BA in Molecular, Cellular, and Developmental Biology from University of California, Santa Cruz. Prior to graduate school, she was an elementary science educator for a small children’s science center in California. c American Society for Engineering Education, 2020“Because I’m not always constantly getting everything right”: GenderDifferences in Engineering Identity Formation in Elementary Students (FUNDAMENTAL) I IntroductionEngineering is a relatively new addition to elementary school classrooms, a

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael S. Rugh, Texas A&M University; Donald Joseph Beyette, Texas A&M University; Mary Margaret Capraro, Texas A&M University; Robert M. Capraro, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

Education. Morgan, J. R., Moon, A. M., & Barroso, L. R. (2013). Engineering better projects. In R. M. Capraro, M. M. Capraro, & J. R. Morgan (Eds.), STEM project-based learning: An integrated science, Part of a DIME map and displayed textbook text technology, engineering, and mathematics (STEM) approach (2nd ed., pp. 29-39). Rotterdam, The Netherlands: Sense. Publishers.The DIME Map

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tianshi Fu; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

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Diversity

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Pre-College Engineering Education

: Analysis of a curriculumdesigned and implemented", in American Society for Engineering Education, Pittsburgh, PA,USA, 2008.[6] D. Cuperman and I. M. Verner, "Fostering Analogical Reasoning Through Creating RoboticModels of Biological Systems", Journal of Science Education and Technology, vol. 28, no. 2,pp. 90-103, 2019.[7] G. Brockington, M. Schivani, C. Barscevicius, T. Raquel and M. Pietrocola, "Usingrobotics in kinematics classes: exploring braking and stopping distances", PhysicsEducation, vol. 53, no. 2, 2018. Available: 10.1088/1361-6552/aaa09e.[8] A. Ortiz, "Examining Students' Proportional Reasoning Strategy Levels as Evidence of theImpact of an Integrated LEGO Robotics and Mathematics Learning Experience", Journal ofTechnology Education

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pooneh Sabouri, New York University; Shramana Ghosh, New York University Tandon School of Engineering; Abhidipta Mallik, New York University Tandon School of Engineering; Vikram Kapila, NYU’s Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

-formal learning environment. In thebeginning of the workshop, teachers and students were positioned as learners who received shortlectures and presentations about robot components, robot building, and robot programming.Moreover, teachers and students worked in teams to engage in hands-on structured learning, whichaugmented the robotics fundamentals from corresponding lectures, reinforcing and imparting agreater sense of understanding. Next, the teacher-student teams were directed to solve a givenchallenge by designing, building, and programming an integrated robotics solution. Within eachteam, teachers and students had the freedom to organize their teamwork with no guidelines fromthe research team. Thus, within each team, an informal learning

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Janille A. Smith-Colin, Southern Methodist University; Jeanna Wieselmann, Southern Methodist University

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Diversity

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Pre-College Engineering Education

formation andinterest amongst underrepresented girls. With a focus on K-12 participants, this researchbroadens our understanding of the role that informal educational communities and networks playin supporting identity formation. The inclusion of STEM Academy alumni will broaden ourunderstanding of STEM persistence through transitions from high school to college. References[1] National Science Foundation, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019. Arlington, VA: National Center for Science and Engineering Statistics, March 2019.[2] M. Honey, G. Pearson, and H. A. Schweingruber, Eds., STEM Integration in K-12 Education: Status, Prospects, and an

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Farnsworth, Arizona State University; Jean S. Larson, Arizona State University

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Diversity

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Pre-College Engineering Education

the sciences.Dr. Jean S Larson, Arizona State University Jean Larson, Ph.D., is the Educational Director for the NSF-funded Engineering Research Center for Bio- mediated and Bio-inspired Geotechnics (CBBG), and Assistant Research Professor in both the School of Sustainable Engineering and the Built Environment and the Division of Educational Leadership and Innovation at Arizona State University. She has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergrad- uate and graduate students at Arizona State University

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Younkyeong Nam, Pusan National University; Jina Yoon, Pusan National University; Jeanna Wieselmann, Southern Methodist University

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Diversity

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Pre-College Engineering Education

Paper ID #31362Gender Differences in Gifted Elementary Students’ Decision-Making aboutRenewable Energy: Social Relationships, Values, and Authority (RTP)Prof. Younkyeong Nam, Pusan National University Dr. Younkyeong Nam is an Associate Professor at Pusan National University in Busan, South Korea. Her research focuses on science and engineering integration in secondary science classrooms and envi- ronmental education in STEM. Dr. Younkyeong Nam is interested in designing engineering design-based science instruction that is more suitable for the educational context of South Korea. She is also interested in developing

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Parham-Mocello, Oregon State University; Ernie Bodle, Oregon State University

Tagged Divisions

Pre-College Engineering Education

electronic parts connect with telephone jack like connectors.This makes all the electrical components for the Mindstorms a black box.Related Works Chaudhary et al. [4] evaluate the effectiveness of using the Lego Mindstorms EV3 as alearning tool and a way to get K-8 students interested in STEM. Chaudhary et al. [4] introducedthe Lego Mindstorms EV3 to a summer camp for elementary school students. The camp hadinstructors teach a hands-on curriculum centered around the device for multiple days. Along withsurveying the students about their experience, the researchers evaluated students’ “computationaland logical thinking skills” before and after the summer camp [4]. The evaluations wereperformed by having students play an online game that focused

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James A. Moore; Matthew Dailey; Zachary Wilhelm, University of Utah; Kerry Kelly, University of Utah; Pascal Goffin, University of Utah; Anthony Butterfield, University of Utah; Jason Wiese; Wei Xing, University of Utah; Katrina Myquyen Le, University of Utah; Thomas Becnel, University of Utah; Pierre-Emmanuel Gaillardon

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Diversity

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Pre-College Engineering Education

withinscientific literature, as evidenced by an increased discussion of citizen science in peer reviewedarticles [6]. Despite its growth, relatively few citizen science projects have focused onengineering disciplines [6, 7]. Prior citizen science efforts have developed curricula for low-cost,air-quality sensors in schools [8] and a recent study enabled citizen scientists to monitor andreport unlawful air quality emissions from local industry [9]. One challenge integrating airquality measurement with citizen science initiatives is over sensors’ perceived “black box”operation, with citizen scientists having little understanding of how these sensors function [10].While prior outreach has helped expose the inner workings of sensor hardware

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zachary Minken, Arcadia University; Augusto Z. Macalalag Jr., Arcadia University; Najah Naylor

Tagged Divisions

Pre-College Engineering Education

District. She completed two master’s degrees, one in Education and the other in Business Administration, and she is currently pur- suing a doctorate degree in Organizational Leadership with a concentration in Education Administration. Naylor developed a passion for urban education as a teen student mentor over twenty years ago and enjoys integrating technology in the learning process. Currently, she serves on the BoD of Learn VR, a virtual reality organization that provides urban students learning experiences through the lens of virtual reality. Before becoming an Educator in the disciplines of business and technology, Naylor spent over ten years as a business leader in the telecommunications industry

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miiri Kotche, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Darrin Collins, University of Illinois at Chicago

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Diversity

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Pre-College Engineering Education

her an informed perspective of how policy moves from theory to practice. Dr. Olson’s current research interests include urban teacher preparation, teacher professional development and student voice. Her most recent publication in Journal of Urban Learning, Teaching and Research Becoming A Culturally Responsive Teacher: The Impact Of Clinical Experiences In Urban Schools focuses on elementary and secondary teacher candidates’ perspectives of how their clinical experiences influence their preparedness in becoming effective culturally responsive educators.Mr. Darrin Collins, University of Illinois at Chicago Darrin Collins is a PhD candidate in the department of Math and Science Curriculum and Instruction at

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James R. McCusker, Wentworth Institute of Technology; Alex Spiro Burch; Jasmine Maya Andrade, Wentworth Institute of Technology

Tagged Divisions

Pre-College Engineering Education

% 100% puzzles) Do you like art? Do you like music? Are games incorporated in your classes? 100% 66.6% Current Curriculum Are music and art being integrated into your math and/or science curriculums? 16.67% 0% Interest in Would you play Work. Study. Play! in Work. Study. your class? 90% 100% Play!High SchoolThis signifies an opportunity for Work. Study. Play! to be integrated into High School’s in orderto bridge this gap between STEM and the arts.Middle SchoolThis displays a disconnect between STEM and

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

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Pre-College Engineering Education

Isabel Huff serves as the Curriculum Designer and Training Specialist for the TEEMS Curriculum at Springfield Technical Community College. She has an M.A. in Education from Stanford University and a B.A. in Economics and Spanish from Smith College.Sonia Ellis, Springfield Technical Community College Sonia Ellis is the lead instructional designer for TEEMS, Transforming Engineering Education for Mid- dle Schools, an NSF-funded collaboration between Springfiel Technical Community College and Smith College.Crystal M Ford, Smith College, Springfield Technical Community College Crystal Ford is an experienced digital designer with a demonstrated history of working in the higher education industry.Kate Lytton, Collaborative