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

the University of Illinois at Chicago. Darrin performs research with the Bioengineering Experience for Science Teachers (BEST) Program as a Graduate Assistant. He has also worked as a high school biology and environmental science teacher for over 10 years. Darrin received his B.A. in Environmental Science from Denison University and an M.A.T. from National Louis University. American c Society for Engineering Education, 2020 Building the Bioengineering Experience for Science Teachers (BEST) Program (Work in Progress, Diversity)INTRODUCTION With the release of the Next Generation Science Standards (NGSS) in 2013, the teachingof

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

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Diversity

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Pre-College Engineering Education

, was a seven week long summerresearch experience designed for high school students entering 10-12 th grade. The main goal ofthe program was to provide young women and underrepresented minority high school studentswith a laboratory research experience and inspire them to enter college and pursue STEM degrees. Each summer, students from local high schools were selected to participate in laboratoryresearch as scholars under the supervision of a mentoring graduate student and faculty member.Each team composed of two YSs and their graduate mentor tackled problems innanomanufacturing and made significant contributions to ongoing research projects. At the endof the program, each high school student gave a final presentation of the results to

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

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Pre-College Engineering Education

Engineering, Dr. Barrella holds a Master of City and Regional Planning (Transportation) from Georgia Institute of Technology and a B.S. in Civil Engineering from Bucknell University. Dr. Barrella has investi- gated best practices in engineering education since 2003 (at Bucknell University) and began collaborating on sustainable engineering design research while at Georgia Tech. Prior to joining the WFU faculty, she led the junior capstone design sequence at James Madison University, was the inaugural director of the NAE Grand Challenges Program at JMU, and developed first-year coursework and interdisciplinary electives. American c Society for Engineering

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

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Pre-College Engineering Education

simulated classroom environments can be used to help inservice and preservice elementary teachers learn to lead argumentation discussions in science and engineering.Dr. Jamie Mikeska, Educational Testing Service Jamie Mikeska is a Research Scientist in the Student and Teacher Research Center at Educational Testing Service (ETS). Jamie completed her Ph.D. in the Curriculum, Teaching, and Educational Policy graduate program at Michigan State University in 2010. Her current research focuses on three key areas: (1) de- signing, developing, and conducting validation studies on assessments of content knowledge for teaching (CKT) science; (2) examining and understanding validity issues associated with measures designed to

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

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Diversity

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Pre-College Engineering Education

Paper ID #29194Teacher Leader Engineering Network (TaLENt): A Collective Impact Modelfor K-12 Engineering Teacher Leaders (Work in Progress)Christina Anlynette Crawford, Rice University As Associate Director for Science and Engineering of the Rice Office of STEM Engagement, Christina leads the NanoEnvironmental Engineering for Teachers program. In this capacity, she guides Houston area secondary science teachers in weekly meetings on Rice’s campus to ”best practices” in educational pedagogy. She currently has a B.S. in Biology from Texas A and M Corpus Christi, an M.S.Ed from the University of Houston, and is a Ph.D

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Reagan Curtis, West Virginia University; Darran Cairns, University of Missouri - Kansas City; Johnna Bolyard, West Virginia University

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Pre-College Engineering Education

. American c Society for Engineering Education, 2020 Understanding Design, Tolerating Ambiguity, and Developing Middle School Design Based LessonsAbstractWe have, over three years, developed a set of practices that helped move middle schoolmathematics, science, and special education teachers away from trepidation with engineeringdesign and toward comfort with ambiguity, confronting and reducing content knowledge gapsfor themselves and their students, and engaging a professional support network. Teachers needdeep understanding of the mathematics and science they will teach and knowledge of howstudents develop understanding of content, how to set significant learning goals, how to

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Adena Moulton, Digital Harbor Foundation; Shawn Grimes; Stephanie Grimes; Andrew Coy, Digital Harbor Foundation

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Pre-College Engineering Education

Paper ID #29746Using Retrospective Surveys to Assess the Impact of Participating in anAfterschool Maker Learning Program on YouthDr. Foad Hamidi, University of Maryland, Baltimore County Dr. Foad Hamidi is an Assistant Professor at the University of Maryland, Baltimore County (UMBC). His research interests include Human-Computer Interaction, Participatory Design and Assistive Technology.Ms. Adena Moulton, Digital Harbor Foundation Adena Moulton manages Digital Harbor Foundation’s research initiatives, program evaluation processes, grant development, and fundraising initiatives. Adena formerly worked as a Researcher for the Wom

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

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Diversity

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Pre-College Engineering Education

.2 in Appendix – A.The program is divided in five conceptual phases: (i) lecture and lab phase: the participants areintroduced in fundamental and some advanced concepts in wireless communications andnetworking; (ii) design phase: the participants inspired by the first phase are called to research onpotential educational NGSS STEM lessons with a hands-on wireless labs (activities) usingcomponents of the ‘COSMOS Educational Toolkit’; (iii) development phase: the teachers co-develop with the researchers their best ideas on how to use the wireless labs for NGSS-alignedSTEM lessons; (iv) implementation phase: teachers and students use the developed lessons in theclass during the school year; (v) feedback phase: teachers provide feedback in order

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

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Pre-College Engineering Education

research interests include designing computer chips, electronic design automation and developing software for computer hardware. She has won several awards for her work on the development of software tools for computer engineering. In addition, Dr. Behjat has a passion for increasing the statues of women in Science, technology, engineering and mathematics (STEM). Dr. Behjat was the recipient of 2015 Association of Professional Engineers and Geoscientists of Alberta (APEGA) Women in Engineering Champion Award. c American Society for Engineering Education, 2020 K-12 Digital Skills Programs as Preparation for Engineering Study: A Systematic Literature

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Ann Moison, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Kelli Paul, Indiana University-Bloomington; Adam Maltese, Indiana University-Bloomington; Jungsun Kim

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Pre-College Engineering Education

Paper ID #29381Characterizing Engineering Outreach Ambassadors’ Teaching Moves duringEngineering Design Activities (Fundamental)Ms. Elizabeth Ann Moison, Tufts University Center for Engineering Education and OutreachMs. Karen Miel, Tufts University Karen Miel is a PhD student in STEM Education at Tufts University. Karen served as the Director of Research and Innovation at the science center CuriOdyssey and the Education Director of the Palo Alto Junior Museum and Zoo after teaching elementary and middle school. Her research focuses on elementary students’ reasoning and decision-making in collaborative engineering design.Dr

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sana M. Syed, Saint Louis University; J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University; Traci Aucoin; Adrienne Enriquez, Oregon GEAR UP; Kelsey Z. Musa, Saint Louis University; Rachel Bultas

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Pre-College Engineering Education

current curricula and state standards. Carroll et. al [19]highlighted the best practices and lessons learned for planning new programs and discussed howone such STEM initiative evolved over time to focus on the teachers. A partnership with SaintLouis University (SLU) led to the creation of several experiential learning modules, which hassince spread to other GEAR UP programs (e.g. Oregon GEAR UP). The Oregon GEAR UP Program’s primary goal is to increase the number of low-incomestudents who are prepared to enter and succeed in postsecondary programs. The programsupports rural Oregon middle and high schools in their efforts to set high academic expectations,promote early awareness of college opportunities, and engage students in college and

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

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Diversity

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Pre-College Engineering Education

is the degree to which empathy influenced learners’ motivation in employingengineering design, learning more about engineering and potentially pursuing engineering.Additionally, innovations developed in this low-stakes environment may lead to teaching toolswhich may transfer into traditional classroom settings.Why Empathy, Engineering and Girls?The summer program in which this research takes place has been serving 6 th and 8th grade girlsfor 20 years with the intent of providing girls unique inspiring engineering experiences. Thelongevity of the program has allowed for the emergence of best practices, innovative engagementmechanisms, as well as, evidence of areas which could be enriched. The specific area ofimprovement which is of interest

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Taryn Shalini Bipat, University of Washington; Jessica Carr, University of Washington; Elena Agapie, University of Washington; Andrew Davidson, University of Washington; Jennifer A. Turns, University of Washington

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Pre-College Engineering Education

, we shifted our focus to actively trying to concentrate our outreach efforts in those communities and for those young students. A short summary of our outreach efforts may be found in [4].The research reported in this paper is part of our efforts to quantify the value of this work and to understand how we might scale this project up to have a greater impact than it has so far.Research efforts overviewThe intent of this research project was to document the stories of outreach graduate coordinatorsover the past six years. We hypothesized that by capturing the stories of the graduatecoordinators we might be able to paint a linear picture of the outreach efforts of the program overtime. Yet, after hearing stories and

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Aaron Alexander, Oklahoma State University; Ilchung Park, Oklahoma State University; Chulho Yang, Oklahoma State University; Avimanyu Sahoo, Oklahoma State University; Young Bae Chang P.E., Oklahoma State University

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Pre-College Engineering Education

engineering summer research program for high school seniors: program overview, effectiveness, and outcomes," Journal of STEM Education, vol. 18, no. 4, 2017.[10] R. Glenn and R. Landis, "Matriculation and summer bridge programs," Improving the retention and graduation of minorities in engineering, pp. 19-25, 1985.[11] C. White, M. W. Curtis, and C. S. Martin, "Pre-freshman accelerated curriculum in engineering (PACE) summer bridge program," age, vol. 6, p. 2, 2001.[12] S. M. Wischusen, E. W. Wischusen, and S. M. Pomarico, "Impact of a short pre- freshman program on retention," Journal of College Student Retention: Research, Theory & Practice, vol. 12, no. 4, pp. 429-441, 2011.[13] J. R. Reisel, M

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

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Pre-College Engineering Education

Paper ID #31565Evaluation of Engineering Problem-Framing Professional Development forK12 Science Teachers (Evaluation)Miss Meg E West, The Ohio State University Meg E. West is an engineering education graduate student at The Ohio State University. She is a graduate teaching and research associate for the Department of Engineering Education.Dr. J. Blake Hylton, Ohio Northern University Dr. Hylton is an Assistant Professor of Mechanical Engineering and Coordinator of the First-Year Engi- neering experience for the T.J. Smull College of Engineering at Ohio Northern University. He previously completed his graduate studies in

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

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Pre-College Engineering Education

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 and Environmental Engineering Department. She is a recent recipient of the Outstanding Teacher of First-Year Students Award and is interested in research that compliments and informs her teaching. c American Society for Engineering Education, 2020 Evaluating Student Success in a Pre-College General Engineering Program

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

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Pre-College Engineering Education

Engineering and Mechanics and the Learning Sciences and Technologies at Virginia Tech. He holds degrees in Engineering Mechanics (BS, MS) and in Educational Psychology (MAEd, PhD).Dr. Holly M Matusovich, Virginia Polytechnic Institute and State University Dr. Holly M. Matusovich is an Associate Professor in the Department of Engineering Education. She is current the Assistant Department Head for Undergraduate Programs and the former Assistant Department Head for Graduate Programs in Virginia Tech’s Department of Engineering Education. Dr. Matusovich is recognized for her research and practice related to graduate student mentoring. She won the Hokie Supervisor Spotlight Award in 2014, was nominated for a Graduate Advising

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

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Diversity

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Pre-College Engineering Education

curricula, K-12 STEM programs after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from a multi-level evalua- tion plan designed to assess program impact to methods such as program monitoring designed to facilitate program improvement. She received her Ph.D. in Research, Measurement and Statistics from the Depart- ment of Education Policy at Georgia State University (GSU).Ms. Jasmine N Patel, Georgia Institute of Technology Jasmine Patel graduated from Georgia Institute of Technology with a Bachelor’s in Biology along with a concentration in Business. In her last year at Georgia Tech, she had the privilege of conducting research in

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

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Diversity

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

and software engineers,software developers, designers, researchers, and other professionals. The Success Summit alsohosts a career and college fair during which students meet representatives from companies andschools that many of them are unfamiliar with. They ask questions of company representativesand learn best practices for success in landing offers and thriving in their workplaces.The success of Beam Village is evident in the large numbers that enroll in college, oftenpursuing non-traditional majors, which they previously thought they would not like or could notmaster. They build ongoing relationships with mentors, land scholarships, and attend conferencesthat they never would have been aware of if not for the Beam Village

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Antink-Meyer, Illinois State University; Ryan A. Brown, Illinois State University

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Diversity

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Pre-College Engineering Education

[12] Moore, T. J., Tank, K. M., Glancy, A. W., & Kersten, J. A. (2015). NGSS and the landscape of engineering indesign [8] [15]. While gaps in understanding in about engineering processes are important (and K‐12 state science standards. Journal of Research in Science Teaching, 52(3), 296-318.are in addition to the need for support around pedagogical and pedagogical content knowledge(PCK) for engineering instruction), this project focused on the epistemology of engineering. The [13] Osborne, J. W., Costello, A. B., & Kellow, J. T. (2008). Best practices in exploratory factor analysis. Bestteachers targeted by our PD

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Nelson, Carnegie Mellon University; Ilhem F. Hakem, Carnegie Mellon University

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Diversity

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Pre-College Engineering Education

, at the Intense Pulsed Neutron Source (IPNS). Dr. Ilhem F. Hakem joined the Colloids, Polymers and Surfaces (CPS) Program and the Department of Chemical Engineering at Carnegie Mellon University in 2018 as Teaching Professor to support and expand the educational activi- ties of the CPS Program. This involves teaching of undergraduate and graduate level courses, supervising undergraduate and Master students in research projects related to soft materials and finally develop and get involved in K-12 outreach activities. American c Society for Engineering Education, 2020 Work in Progress: A Summer Outreach Program in Chemical Engineering Emphasizing

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Murad Musa Mahmoud, Wartburg College; Trinity Borland, Wartburg College; Ripken Gehrig Holst, Wartburg College; Kurt Henry Becker, Utah State University

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Diversity

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Pre-College Engineering Education

not pursuing a STEM field by college are not likely to go into aSTEM field, this includes undecided freshmen (Boesdorfer and Staude, 2016). Thus, middleschoolers and high schoolers are at the prime age for being influenced into STEM fields.This is just a pilot study and evaluation for the first year in the seven year project. In future work,the researchers will collect quantitative and qualitative data from future summer camps andanalyze the data concurrently in a mixed methods research design. This will help increase ourunderstanding of student interest and motivation in STEM as well as the factors influencing thisinterest. Additionally, future research will examine the differences in interest between variousgroups such as males and females

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Kouo, Towson University; Medha Dalal, Arizona State University; Bruk T. Berhane, Florida International University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Kenneth Reid, Virginia Polytechnic Institute and State University; Cheryl Beauchamp, Regent University; Adam R. Carberry, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University

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Pre-College Engineering Education

; Phelps, L. A. (2010). Beliefsand expectations about engineering preparation exhibited by high school STEM teachers.Journal of Engineering Education, 99(4), 409-426.[7] Bybee, R. W. (2014). NGSS and the next generation of science teachers. Journal of scienceteacher education, 25(2), 211-221.[8] Cunningham, C. M., & Carlsen, W. S. (2014). Teaching engineering practices. Journal ofScience Teacher Education, 25(2), 197-210.[9] Daugherty, J. L. (2010). Engineering professional development design for secondary schoolteachers: A multiple case study. Journal of Technology Education, 21(1), 10.[10] Corbin, J., & Strauss, A. (2015). Basics of qualitative research, (4th ed.). Los Angeles:Sage.

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

x x Real-life monitoring project x x Scholarship Prizes for best designs x x Scholarship Incentive for earning A/B x x Paid working hours for project work time x Field Trips to Clean Energy Centers x Description of Methodological ApproachAcross all three cohorts, data were collected using a mixed-methods approach. The externalevaluator and the faculty coordinated with the Institutional Review Board (IRB) prior tocollecting data. This research paper is based on secondary analysis of data collected for

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

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.Prof. Kurt Henry Becker, Utah State University - Engineering Education Kurt Becker is the current director for the Center for Engineering Education Research (CEER) which examines innovative and effective engineering education practices as well as classroom technologies that advance learning and teaching in engineering. He is also working on National Science Foundation (NSF) funded projects exploring engineering design thinking. His areas

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

commonly used in educational environments. In particular, the concept of ZPD has beenutilized to design screen-based educational artifacts that can provide effective scaffolding [24]. Inthis work, we will expand the scope of the concepts of ZPD and scaffolding to examine thecontributions of educational robots in providing the students assistance that might enable them toachieve more than they would otherwise.4. MethodContext and Participants: For this research we observed a three-hour exposition day hosted at theNYU Tandon School of Engineering. In attendance were 30 middle-school students, four high-school students, six teachers, and one chaperone, in addition to graduate fellows, researchers, andfaculty affiliated with a teacher professional

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

individualizing programs, modifying the physical environment, curriculum andinstructional approaches [25]. Buffer and Scott’s seminal work assisted technology educators inidentifying, understanding, and adapting instructional practices to better respond to the needs ofthe special education population [26]. Though there are studies citing situated cognition, a formof contextualized learning, as a means of improving success for special needs technologyeducation students [27] and the implementation of game design to assist special needs students inthe classroom [28], a dearth of quantitative research remains in assessing the success of thesemethods.Also limited are studies on ethnic minority students in technology education programs. Johnsoncites

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greg J. Strimel, Purdue University, West Lafayette; Liesl Klein, Purdue University, West Lafayette; Sydney Taylor Serban, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

is currently funded through the Purdue Doctoral Fellowship. She has research interests in student career perceptions and student mentorship in graduate school. Liesl graduated from Villanova University in 2016 with her Bachelor’s in Electrical Engineering and graduated from Purdue University’s Weldon School of Biomed- ical Engineering in 2018 with her Master’s.Miss Sydney Taylor Serban, Purdue University at West Lafayette Sydney Serban is an undergraduate student at Purdue University, where she majors in Mechanical Engi- neering Technology and double minors in Dance and Design & Innovation. In addition to her studies, Sydney has been an undergraduate researcher through Purdue Polytechnic Institute for the past