Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

to consider when solving a design challenge? Planning Groups sketch and discuss initial ideas, begin fabricating initial design, but do not test. Day 8: How do we know if our design works? How can we use failures to improve our designs? Building & Groups build and test their designs. Nearly all the initial designs fail the test; groups testing iterate and continue testing, trying to improve their designs. Day 9: How can we improve our designs by generating and receiving peer feedback? Peer Groups self-evaluate their own design and design process, then pair up with other groups review to offer feedback, help troubleshoot, and brainstorm solutions to common issues. Day 10: What can

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

for the Center of Enhancement for Engineering Diversity where she taught a seminar for first-year female engineering students and coordinated precollege outreach events. As a researcher, she has previously served as a Graduate Research Assistant on the VT PEERS project studying middle school students reg- ularly engaging in engineering activities. In addition, she dedicates her spare time to exhibiting at the Virginia Tech Science Festival and hosting several sessions for the Kindergarten-to-college (K2C) Initia- tive.Dr. Jacob R Grohs, Virginia Polytechnic Institute and State University Jacob Grohs is an Assistant Professor in Engineering Education at Virginia Tech with Affiliate Faculty status in Biomedical

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

modest funding forsupplies and are expected to attend the national Society for Women in Engineering conference inthe fall along with their local sponsor or a chaperone. Ambassadors are asked to write monthlyjournals of their progress in their projects, including photos when possible of any events. Viaonline webinars and phone calls, the Ambassadors have a few opportunities to meet one anotherbefore attending SWE and sharing a room with a peer. Formative feedback suggested that girlswho are paired together for rooming at SWE should receive notice of their partner early in thefall, so they could communicate before sharing space for 4 days. At the SWE conference,Ambassadors engage in some of the content of the conference, including keynotes

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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; Karen J. Gilbert, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

underrepresented students develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vahideh Abdolazimi, Drexel; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University; Jason Henderson, Girard Academic Music Program

Tagged Divisions

Pre-College Engineering Education

approximately 700 grant proposals, including co-writing, editing and serving as the Program Manager for 9 awarded STEM educa- tion grants totaling more than $14M. She has collaborated with University offices, faculty and staff in the facilitation of recruitment strategies to increase the quality and quantity of undergraduate and graduate enrollment in STEM programs. Ms. Ward now manages the fundraising and grant writing for CAS- TLE and ExPERTS programs, including assisting with hiring and overseeing awarded projects as well as coordinating program evaluation.Dr. Adam K Fontecchio, Drexel University Dr. Adam Fontecchio is a Professor in the Electrical and Computer Engineering Department at Drexel University, and is the

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

passenger.Students will need to collaborate on this challenge, follow Students will be able to...the steps in the engineering design process, and work Collaborate with peers to complete an engineeringunder real-world constraints of time, resources, and an challengeadditional element in order to complete this challenge. Employ the skills they have learned about engineering and other skills to complete the task Grade Level: Designed for 8th grade students. Goal: Apply what we have learned about Work under constraints and experience how constraints engineering and empathy into a real

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and with what levels of effectiveness. For that research, we will seekadditional funding to study how teachers use and apply these materials. References1. S. E. Lopez, W. H. Goodridge, M. Tajvidi, K. H. Becker, Assessing the Need for Professional Development in Engineering Among Ru-ral High School Science Teachers (Fundamental) (2017).2. T. Porter, M. E. West, R. L. Kajfez, K. L. Malone, K. E. Irving, The effect of teacher professional development on implementing engineering in elementary schools. Journal of Pre-College Engineering Education Research (J-PEER) 9, 5 (2019).3. K. Eby, The Essential Guide to Writing S.M.A.R.T. Goals 2019 (2019).4. T. J. Moore, A. W. Glancy, K. M. Tank, J. A

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

these materials were investigated. During the concluding ceremony of theSAMS program, a mini-symposium-style final project presentation gave students the opportunityto share their results and educate their peers about their insights on the role of sustainableengineering in their respective domain.IntroductionThe development of pipelines for students to introduce them to STEM careers before college andto increase their confidence in STEM-related skills is the key for the students’ success [1-5]. In2001, the Summer Academy for Math and Science (SAMS) program at Carnegie MellonUniversity was established to provide opportunities for rising high school seniors fromunderrepresented communities (i.e., students that belong to one or more of the

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Perihan Fidan, Tennessee Tech University; Stephanie L. Wendt, Tennessee Tech University; Jeremy Wendt, Tennessee Tech University; Ismail Fidan, Tennessee Tech University

Tagged Divisions

Pre-College Engineering Education

University Dr. Stephanie Wendt is an Associate Professor at Tennessee Tech University. She teaches undergradu- ate science methods and field experience courses to elementary pre-service teachers. She also teaches graduate courses in science methods, learning theory, grant writing, and educational technology. She is a member of the Tennessee Science Education Leadership Association (TNSELA) and Tennessee Science Teachers Association (TSTA), and is a former representative of the Board of Directors for TSTA. Dr. Wendt also serves as a reviewer for NSTA’s peer-reviewed journal Science and Children. She participates in leading professional development for K-12 educators pertaining to science education at the state and

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

President Moon of South Koreaasking them to choose five renewable energy sources that they think are most efficient and suitablefor the economic and geological context of South Korea. Students individually work to rank fivechoices for renewable energy and write reasons including important values they considered fortheir choice. Then they are grouped in a single-gender group (boys or girls) and asked to discusstheir individual ideas to move toward a collective decision about what kind of renewable energythey will recommend as a group.Phase two. In phase two, more information about renewable energy is given to the students in asingle-gender group. They individually read the information and discuss their decisions in light ofthe new information

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

have external barriers to learning.Therein, focus tends to be on additional resource deployment or encouragement to perseverethrough challenge for specific students. However, not all strategies need focus exclusively on theindividual student; a powerful means to enhance a student’s academic interest and performanceis through the culture and environment of the classroom [7-8]. In fact, one could speculate thatindividual focus on particular students by an educator need be optimized, as social implicationscould have detriment to equitable goals. Therefore, this sum of interpersonal interactionsbetween students and the educator, in its optimal form, would allow for shared experience andachievement between students, spurring peer support and

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 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

encourage them to pursue STEAM careers. One particularly effective approach isthrough hands-on learning and “making,” since children often have a natural affinity fortinkering and learn well through active involvement in meaningful activities [1]. Hands-on,project-based learning has been shown to get more students engaged with STEAM and help themlearn key skills for the future [2]. However, most STEAM education programs target students inupper-middle or high school [3]. Bustamante et. al write, “Since engineering education hastraditionally not been part of the general K–12 education experience (i.e., the beginning ofprimary school (age 5) through the end of secondary school (age 18)), early childhood educatorshave minimal background in engineering

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

also been shownto increase student interest in engineering and improve their conceptual understanding of math andscience by engaging them in interactive learning experiences [1].Broadly the role of educational robots in classrooms has been classified into three categories: (i)tutor, (ii) peer, or (iii) tool [8]. Yet, the role of educational robots as technological and educationalartifacts in K-12 STEM classrooms has not been examined in depth by researchers. One reasonmight be attributed to some researchers considering student learning to be curriculum dependent[9]. In this school of thinking [9], the use of educational robots is not guaranteed to improve studentlearning, rather the role of educational robotics in K-12 settings is to foster

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

models as tools to help solve societally relevant scientific challengesthrough design/development of appropriate technologies.Project TESAL incorporates characteristics of effective professional development inmathematics and science [28] - [33]. Teachers engage in significant mathematics and sciencecontent related to the work of teaching as they develop, design, implement, and refine modules toaddress middle grade content standards and objectives (CSOs) in mathematics, science, literacy,and engineering design. Teachers collaborate with peers and experts in engineering design,literacy, science, and mathematics education as part of a team moving through learning,development, and implementation cycles. This work is aligned with research in that is

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jalil Kianfar P.E., Saint Louis University; Stephen M. Belt, Saint Louis University

Tagged Divisions

Pre-College Engineering Education

demystify computer programming for students. Theyworked individually with faculty and academic aides to develop a simple computer program thatcalculated the cost of transportation of freight. The presentation skills development activityincluded an introduction to MS PowerPoint and the elements of a good presentation. Studentsworked in groups of four and prepared presentations of what they had learned during the summerprogram. They delivered their presentations to their peers and parents during the closingceremony. Figure 2 illustrates students participating in the summer camp activities. (a) (b) (c) (d) (e) (g) (h

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

classrooms. By teaching both educators and students, theimpact of this program can reach a larger audience and potentially increase student interest inSTEM through these educators and peers if not the program itself. OK Go Sandbox also attemptsto increase student interest in STEM subjects, as well as provides resources for both educatorsand students, hoping that by supporting both, student learning will be as successful as possible.Survey LogisticsOK Go Sandbox has an email list of educators who have expressed interest in their content, andthis population of individuals was presented with a survey regarding their use and opinions ofOK Go Sandbox. 88 participants responded to this survey and the data collected indicates theeffectiveness of OK Go

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

co-lead designer of Hands- on Standards STEM in ActionTM —a set of learning modules for preK-5th grades - in use in 35 countries and selected as finalist for two international awards. Dr. Strobel received the 2018 Science Educator of the Year Award from the Academy of Science - St. Louis and the 2018 STEM Excellence Award from the International Society for Technology in Education (ISTE), and served as an Invited Member on the National Academy of Engineering Committee for Implementing Engineering in K-12. Dr. Strobel founded the Journal of Pre-College Engineering Education Research (J-PEER), has served on the board of IEEE Transactions in Education, and currently serves as Associate Editor for the Australasian

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, reading reference material and maintaining a laboratorynotebook. To supplement students’ research experience, YSs participated in weekly meetings, inworkshops geared to teach students technical writing, poster creation and presentation skills, andin technical and career development seminars where faculty members and guest speakers gavespecial interest talks around nanotechnology and manufacturing (See Table 2 for a sample ofdaily schedule).Table 2: Sample of daily schedule week 2 to 6 9am Arrive at Research Center, check in with mentors and begin research 12pm Lunch at the cafeteria 1pm Workshop on technical writing skills 3pm Begin scientific poster creation using skills learned in workshop 5pm Depart for the

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

Consultant c American Society for Engineering Education, 2020 Development and Teacher Perceptions of an Avatar-Based Performance Task for Elementary Teachers to Practice Post- Testing Argumentation Discussions in Engineering Design (RTP)AbstractThis work aims to help elementary teachers practice one very important discussion withinengineering design: post-testing argumentation discussions. These discussions occur after eachdesign team has created and tested their designs and considered how their designs performed andcould be improved. The discussion goal is for each team to re-consider their design performanceand improvement ideas in light of their peers’ designs, critiques, and suggestions. By

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

process, conducted proposal-writing workshops; Co-facilitator (2004), Boston East Pipeline Network; and Alumni, Lead Boston 2004 (The National Conference for Community and Justice). She won the 2006 Northeastern University Aspiration Award, and was recognized at the 2003 Northeastern University Reception honoring Principal Investigators that obtained funding in excess of $1 million over a five-year period.Mrs. Jennifer Ocif Love, Northeastern University Jennifer Love is a full-time faculty member of Northeastern University’s First Year Engineering Program in the College of Engineering. She is currently working toward a doctorate in education at Northeastern University with her research focusing on preK-20 engineering

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

engineering career pathways atdisproportionately lower rates than their peers. Research suggests that the disproportionately lowrates may result in students disengaging with STEM careers like engineering as they progressthrough middle school and high school. Therefore, to contribute to research exploring the gapbetween exposure and enrollment in engineering programs, this work in progress paper intendsto explore the relationship between middle school students’ perceptions of engineering, theirinterests, and self-efficacy to better understand how an out-of-school engineering interventionmay influence their engineering career aspirations.This paper uses a concurrent mixed-method, case-study approach, to analyze participants’ surveyand interview data to

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Accelerator is the Design Thinking Process developed by the Hasso-Plattner Institute ofDesign at Stanford, in which students are encouraged to empathize, define, ideate, prototype, andtest their inventions [5]. The learning objectives for students in the Summer Accelerator mirrorthose set out for students participating in the year-long program, including: choosing a problemand writing a problem statement about how people experience this problem; ideating solutions tothat problem that are better or less expensive than devices that are currently available; sketchingand making a prototype of their idea; obtaining feedback through conferencing and user surveys;and presenting their project to an audience through a “pitch.”Students in the Summer

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Johnston, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

students direct their responses so that they were better able to focus on smallerpieces of the larger engineering challenge. Many of the instances of this code also served to prompt the students to think about theirideas in more depth or to explain their ideas more. For example, when students were writing thepros and cons of their different ideas in their notebooks, Mr. Reed told a team, “So, what do youmean it has the best results?”, asking them to expand further on their thoughts and justify theirideas more. As his were later listing the pros and cons of their solution, Mr. Smith said “So whatworks? Focus on the positive. What was good about your solution?” Many of the examples in this code group also served to prompt students to

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

education, simulation and automation, process improvement, ergonomics, supply chain, and cyberlearning. He has published more than 115 peer-reviewed research articles in reputed conferences and journals and received multiple best paper awards. Aqlan also holds 7 U.S. patents/patent applications and is the recipient of two NSF grants ($800K) and several internal and in-kind grants ($30M). He has received numerous awards and honors including the Schreyer Institute for Teaching Excellence Award, Industrial Engineering and Operations Management Young Researcher Award, School of Engineering Distinguished Award for Excellence in Research, Council of Fellows Faculty Research Award, IBM Vice President Award for Innovation Excel

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

andearly high school students game development. A two-day game development workshop wasdesigned after two months of preparation and offered to twenty middle and high school studentsin two sections in the summer of 2019. Students were taught the basics of the Nintendo Switchdevelopment environment along with basics of virtual reality (VR), and asked to design a simpleVR game. Nintendo Labo VR kits were also utilized in the workshop. This paper illustrates thedesign of the workshop including the features of the Nintendo Switch development environmentin addition to the Nintendo Labo VR kits. The participants were given pre- and post-workshopsurveys and demonstrated their products to their peers at the conclusion of the workshops. Eachstudent was

Conference Session

Computing -- Increasing Participation of Women and Underrepresented Minorities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

, stereotype threat, andfeelings of isolation, which can undermine their confidence and engender a fixed mindset [2][3].Such gatherings inspire women that they can be successful in pursing satisfying careers in atraditionally male-dominated field [4]. They boost women’s confidence, help them buildnetworks of peers and mentors to help them navigate difficult situations, and encourage them toassume leadership roles in changing the face of computing and creating transformativetechnologies [5][6]. Although not as well known as GHC, the ACM Richard Tapia Celebrationof Diversity in Computing (often just called “Tapia”) serves similar goals as GHC but for allunderrepresented minorities in computing regardless of gender.1 Tapia highlights the critical

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

Tagged Divisions

Pre-College Engineering Education

over time. We engaged in peer scrutiny of our findings witheach graduate coordinator to ensure trustworthiness in our work [20]. We then propose a modelof STEAM service-learning efforts synthesized from these findings.Part I. Findings from reflective accountsConceptualizing leadershipConsideration. Graduate outreach coordinators held different definitions of their responsibilitiesas an outreach leader. Some viewed the role as strategic and established foundational pieces ofthe program or ways they could extend and grow the program during their leadership tenure. Onthe other end of the spectrum, some graduate coordinators were more executional in theirapproach and focused on the work they would do with undergraduate students and

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, engineers, ambassadors, or role models)directing affirming comments towards students or explicitly telling them they could be engineers[11], or in more subtle ways, like peers seeking one’s help with engineering.Gendered Engineering Identity Development. Though this paper primarily utilizes Godwin andcolleagues’ [8] work to conceptualize our emergent findings, other researchers have createdframeworks to focus on specific populations of students. Capobianco and colleagues et al. [2]focus on the formation of engineering identity in female students, identifying girls’ sense ofacademic identity, school identity, occupational identity, and engineering aspirations as shapingtheir engineering identities, with academic identity and engineering aspirations