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

in the ability to be successful based on suggestion from others Physiological The physical reaction to an experience influencing the perception of states ability to be successfulMany studies in engineering education have used self-efficacy as a framework. Those studieswith a focus on K-12 teachers include the development of a scale to measure self-efficacy theexamination of engineering teacher self-efficacy of K-12 teachers, and the effects of teacherinvolvement in different programs on their engineering-teaching self-efficacy [6], [11]–[13]. Literature ReviewSelf-efficacy in engineering education has been used to study engineering students and teachersat various education levels

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

Tagged Divisions

Pre-College Engineering Education

effective professional development opportunities for K-12 math teachers. Theprofessional development opportunity included an introduction to engineering, the presentationof 14 experiential learning modules, and a create-your-own module session for 22 middle andhigh school math teachers over the course of three days. The participating teachers were askedto complete the Teaching Engineering Self-Efficacy Scale (TESS) survey [2] before and after theprofessional development opportunity along with a follow-up satisfaction survey. The paper alsodiscusses the immediate effect of professional development on teachers’ engineering self-efficacy along with their overall impression of the professional development opportunity.Background and Supporting

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona

Tagged Divisions

Pre-College Engineering Education

Paper ID #29565Effects of High School Dual Credit Introduction to Engineering Course onFirst-Year Engineering Student Self-Efficacy and the Freshman Experience(Evaluation)Ms. J. Jill Rogers, University of Arizona J. Jill Rogers is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, dual credit college level, introductory engineering course offered to high school students. In 2014, the ENGR 102 HS program won the ASEE best practices in K-12 and University partnerships award. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational re- search

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Society for Engineering Education, 2020 Connecting Middle School Students’ Personal Interests, Self-efficacy, andPerceptions of Engineering to Develop a Desire to Pursue Engineering Career Pathways (Work in Progress)AbstractWith the increased exposure to science, technology, engineering, and mathematics (STEM)through activities in-school and out-of-school K-12 learning environments and representation inmedia outlets, students who attend our summer engineering intervention tend to articulate a moreholistic understanding of the role of engineers within society. However, despite this increasedexposure and a diverse understanding, students from diverse backgrounds (e.g.,racially/ethnically diverse and women) still pursue

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline A. Zeiber, New Mexico State University; Tamara Elise Stimatze, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University

Tagged Divisions

Pre-College Engineering Education

evaluation measures were altered every1 The challenge of increasing diversity in STEM has been with us for more than two decades. Despite effort andtime, little has been achieved in changing the representation in STEM. The paradigm that exposure to STEMgenerates STEM degrees and drives the STEM workforce does not appear to work. Exposure to STEM is necessary,but it is not sufficient to diversify the STEM workforce. The PREP program focuses on activities that will increaseSTEM self-efficacy, STEM career awareness, and grit. This was accomplished by including activities led byyear. The modality of collecting data also changed throughout the years (paper and pencil,SurveyMonkey, Google Forms, and REDCap7,8) As such, it should be noted the remainder

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

using the Math and Science Teaching Efficacy Beliefs instruments forteachers, and a validated 65-item STEM attitude survey for students. A content knowledgeassessment was also conducted for the students. Analyses of data from the professionaldevelopment workshop and the summer camp indicated a positive impact of the teaching andlearning technique. The teachers reported high self-efficacy in their ability to implement theapproach in their classrooms. Assessment of students’ content knowledge showed increasedunderstanding of the concepts taught with the approach. A positive attitude towards STEM wasalso reported by the student participants. This research is supported by NSF Grant# 1614249.IntroductionThe science, technology, engineering and

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

Tagged Divisions

Pre-College Engineering Education

Less Obtrusive Peer Assessmentpractice, improve metacognition because students are using a using EEFK12metric to identify exemplars and will approximate the exemplarsthemselves, improve their self-efficacy regarding specific elements of the EEFK12, and grow intheir epistemological identity because they can see assessment results from their peers or self-reflect. This paper describes the development of the tool, LOPA2 (Less Obtrusive PeerAssessment Application).Engineering Epistemic FrameThe engineering epistemic frame (EEFK12) was developed as an alternatively comprehensiveassessment method for K-12 students in formal or informal settings[4]. It synthesizes

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

Tagged Divisions

Pre-College Engineering Education

years, researchers have explored the possibility of incorporating maker activities informal school classrooms [1]. In a year-long study with 121 middle-school students (ages 8-11)who participated in weekly maker activities incorporated into school days, Chu et al., foundsignificant impacts on students’ science self-efficacy and identity, as well as, making self-efficacy and interest. The researchers developed a series of survey instruments for the projectthat they deployed in a pretest-posttest mode to measure youth’s interest, self-efficacy and self-identity with respect to making and science [1].In addition to the type of assessment and the specific tools used, the mode of deployment canalso impact results. The majority of previous studies in

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

learning experience. OK Go Sandbox offers avariety of activities that are accompanied by different STEAM standards, meaning that theresource offers a comprehensive approach that students benefit from. Reference [3] alsodiscusses that motivation and engagement can be increased by implementing engineering/STEMinstruction through different integration techniques. Also discussed are different methodologiesof teaching engineering in K-12 schools. OK Go Sandbox allows engineering instruction tooccur in a variety of settings, especially when students are able to connect their learning topreviously learned knowledge and skills.Reference [4] discusses the necessity for teacher self efficacy to be measurable because itimpacts a teacher’s actions in the

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra B. Nite, Texas A&M University; Devyn Chae Rice; Rayan Tejani, Allen Academy

Tagged Divisions

Pre-College Engineering Education

. Socialcognitive career theory developed by Xeuli Wang (2013) is the basis of the study. According tothis model, an individual’s decision to choose a STEM major is affected by a variety of highschool experiences, determined largely by prior mathematics success. Those experiences areimportant in determining the individual’s goals and interests. In other words, an individual’sbackground and participation in certain activities affect their learning experiences, andsubsequently their self-efficacy, and eventually their career choices. A survey about influenceson their decisions to major in engineering was completed by 251 students at a major researchuniversity. Possible influences were categorized by type (e.g., informal activities/camps, formalschooling

Conference Session

Pre-college Engineering Education Division Technical Session 12

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

may feel if they have low self-efficacy in this area of engineering and design.Lesson PlanPrep: Structured Practice:• Gather supplies 10 minutes• Fill bucket with water • Collaboration with partner(s). Must present finalGrouping: design before using materials. Have to spend 10• Instruction will be given as an entire group. minutes planning without touching materials. Must build exactly what is on

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

accomplish much on their own,stating that it is because the girls aren’t present to lead the group or assign tasks.Student Assessments and Self-Efficacy ScoresAt the end of each session, students spend a whole day on reflection. This reflection includesproviding feedback to their peers and analyzing their own experiences during the session. Thestudents discuss personal reflections and complete a self-assessment of their learning during thesession. The students fill out a survey which asks them to score their skill levels on specific skillsthat were used during the session such as “Brainstorming,” “Sketching,” “Prototyping,” and“2D-Design: Illustrator.” For each skill, they rate their level on a 3-point Likert scale withanswer choices “Lacking

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

Tagged Divisions

Pre-College Engineering Education

research interests include experimentally driven research with several radio access technologies (WiFi, WiMAX, LTE, 5G-NR), conducted under real environment settings, the dis- aggregation of base station units, Multi-access Edge Computing and NFV orchestration using open source platforms.Dr. Karen Cheng, Columbia Engineering Dr. Karen Cheng is an Outreach Program Specialist at Columbia University School of Engineering and Applied Science. A former research scientist turned high school math teacher, she recently completed her Ph.D. in mathematics and STEM teacher education, with research interests in the development of professional motivation and self-efficacy among K-12 STEM teachers in the framework of out-of-school

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

boost students’ interest inSTEM fields is to increase teachers’ perceptions and self-efficacy with engineering and STEMconcepts [6]. While most teachers have the necessary educational background in math andscience, their knowledge and experience related to engineers, engineering and technology arevery limited [7]. This causes a lack of widespread engineering education at the K-12 level.Previous research reveals that teacher professional development programs have a positive impacton the students’ achievement [8, 9] as well as providing benefits to the teachers. With this inmind, STEM focused teacher professional development programs that provide opportunities tothe teachers to engage in authentic STEM and specifically engineering and technology

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

Tagged Divisions

Pre-College Engineering Education

think it is important that students have learning opportunities to…Lead others to (11 items) accomplish a goal. Teacher Leadership I think it is important that teachers …Take responsibility for all students’ learning. Attitudes (6 items) STEM Career I know…About current STEM careers. Awareness (4 items)The Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey is intended to measurechanges in teachers’ confidence and self-efficacy in STEM subject content and teaching, use oftechnology in the classroom, 21st century learning skills, leadership attitudes, and STEM careerawareness [37]. The 63 items across 7 subscales utilize a 5 point Likert-type response formatwhere higher numbers indicate more positive

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

challenges in childhood are not likely topossess the level of resilience they need to effectively deal with failures and setbacks [1].Resilience can be defined as the “process of, capacity for, or outcome of successful adaptationdespite challenging or threatening circumstances” [5]. Developmental researchers have arguedthat youth mainly develop resilience by successfully navigating and overcoming adversesituations [2]. Experiences resulting in successful adaptation can inspire confidence to overcomefuture challenges and equip students with resources on an individual level (e.g. psychologicalresources such as self-efficacy or adaptability [5]). These individual resources, consisting ofaptitudes, motivation and behaviors, are of key importance because

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

learning was takingplace, or at the end of the lecture/lab session, students were prompted to reflect on each lecture oractivity they were exposed to. Their feedback helped us to revise our scheduling and plan for thenext lecture/hands-on activity and make changes as necessary. To get a better understanding onthe students’ expectations and their learning goals, we asked the students about their favoritesubject areas and academic as well as career goals.Program’s Assessment (provided by the program’s Administration)All faculty submit an assessment (self-efficacy, self-reflection, creativity and innovation,collaboration/teamwork, problem solving/critical thinking, etc.) on every student on their roster.Students complete a faculty evaluation and

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

our grade stepped up to the challenges andencouraged each other. A few of the students chatted about attending a college similar toNortheastern University!”.Students provided their own feedback and upon subsequent analysis, several themes emergedincluding self-efficacy, fun, friendship and an awareness that engineering benefits society:“I liked the wind turbine activity because I felt like a scientist.”“I liked the windmill because it was a really cool experiment.”“I liked making the windmills with my friends.”“I liked the windmills because it makes energy for cities and countries.”Discussion and ConclusionsAlthough Northeastern University’s Center for STEM Education has been offering STEM fieldtrips for the past 10 years at no cost to

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

Tagged Divisions

Pre-College Engineering Education

in my ability to deliver the E4USA content to students. Discussion and Implications The goal of the E4USA project is to promote engineering ‘for all’, which includes bothstudents and educators. The literature shows that educators with greater content knowledgedemonstrate greater comfort with PD in engineering as a discipline. This is not surprisingbecause developing PD for educators with content knowledge allows the developers of that PDto focus on discipline-specific content. Involving educators with little to no experience inengineering introduces issues of lower self-efficacy and differing level of empathy to studentswho will be in their classrooms. Educators with less experience were more

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University

Tagged Divisions

Pre-College Engineering Education

teachers do not have a sufficient understanding of engineering concepts [6]. Otherstudies show that K-12 science teachers often do not have any background in engineering [7].Another possible reason for the difficulties that teachers have had in incorporating engineeringinto their science classes is that many teachers lack self-efficacy in teaching engineering [5] [8][9]. In order for teachers to overcome these challenges, there is a need for improved professionallearning opportunities for science teachers focused on teaching engineering.There is a significant push for such professional learning opportunities for K-12 science teachersacross the country. At the 2019 Annual Conference & Exposition of the American Society forEngineering Education

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannes Strobel, University of Missouri; Alexander Franz Koch, University of Teacher Education, Fribourg, Switzerland; Hao He, University of Missouri-Columbia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

view from the perspectives of students’ self-efficacy and theirmindset. ● low self-esteem For example, “They [troublemaking students] have usually a low self-respect for themselves or low self-esteem. So, they don't find the value and how valuable they are.” ● low trust to anyone For example, “A student to ..., cannot ..., they can't let their guard down. They always have to have their guard up. They always think someone after them. They're always wanting to be on the defense. They automatically think they are always doing the wrong thing when they don't realize that the right things that they do. They can't self-evaluate themselves. They struggle with that.” “You know, they're not open enough to

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Neal I. Callaghan, University of Toronto; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co, University of Toronto; Nicolas Ivanov, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Jonathan Rubianto, University of Toronto; Locke Davenport Huyer, University of Toronto; Dawn M. Kilkenny, University of Toronto

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Diversity

Tagged Divisions

Pre-College Engineering Education

, pedagogicalstrategy where mastery represents an approach-oriented goal as opposed to an avoidance-oriented goal (i.e., avoiding failure). Mastery offers the benefits of higher intrinsic motivation,enjoyment, self-efficacy, and deep learning or conceptual achievement for its own sake [8]. Incontrast, a performance-based approach emphasizes competition between students and is notonly less predictive of STEM success [8], but also less conducive in principle to a constructiveand equitable classroom culture.Discovery uses a PBL approach to encourage secondary students in Grade 11 or 12 university-preparatory biology, chemistry, or physics classes at two participating schools to develop STEMskills through iterative course-long learning. Notably, the program has

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

Tagged Divisions

Pre-College Engineering Education

recorded during their classroom activities, and alsointerviewed about their participation at the end of the semester. The recorded and transcribedinterviews are the primary sources of data for this paper. During the semi-structured one-on-oneinterviews, students were asked approximately 20 questions regarding interest, identity, self-efficacy, and their relationship to their undergraduate ambassadors. These interviews typicallylasted 10 - 20 minutes. In this study, we focus on two questions asked, in which students ratedtheir enjoyment and perceived success in engineering: 1) Think about yourself doing engineeringin STOMP. On a scale of 1 to 10, with 1 being the lowest and 10 being the highest, how much doyou like doing engineering? and 2) Think

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

the twenty-year existence has been to inspire 6 th and 8th grade girlswho are making critical middle school and high school curriculum choices to choose rigorousmathematics and science courses with an eye towards a STEM related career. As a means ofensuring best program practices, research is consistently conducted on the program. Previousresearch has yielded innovative curriculum developments, demographic/gender informedengineering self-efficacy knowledge and findings on the inclusion of cross-cutting concepts inout-of-school activities.Yet previous observations, surveys and interviews has also led to a pivot in considering thecontextual thread that weaves the program’s activities together. Observations, interviews andsurveys pointed to a

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

science teachers integrate scientific argumentation activities intotheir instruction [22]. The former study showed that teachers improved their self-efficacy, beliefsabout students, and learning goals for students while the latter study showed no substantial effecton teachers’ argumentation knowledge, understanding, or practice. Similarly, studies inmathematics have examined how preservice elementary teachers learn to facilitate argumentationdiscussions over time [30] or as they respond to students’ incorrect responses to problem-solvingtasks [31].Regardless of field—science, mathematics, or engineering—this practice is one that is complexand requires sufficient time and learning opportunities in order for teachers to achieve mastery[20, 29, 32