Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Zahra Shahbazi, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

were satisfied with the presentations. The parts of the lesson they identifiedas worth repeating were the hands-on projects. Frequent mention was made of the effectivenessof the PowerPoint presentations that were a part of each lesson. The EAs identified areas in needof improvement including PowerPoints with fewer words and more graphics, speaking slowerand providing more background information on the concept, giving students more time forengaging and explaining the project, communicating more effectively with the students duringthe hands-on part of the lesson, providing and maintaining a balance between learning theconcept and having fun with the concept, and practicing the lessons before the visits to theschools.This reflective piece became

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexis Basantis, Rowan University ; Megan DiPietroantonio; Amy B. Geary, Rowan University; Melanie V. Ware, Rowan University; Kaitlin Mallouk, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, active/reflective, and sequential/global.Complementary teaching styles can be matched to each of the learning styles, and the traditional“chalk and talk” style can in no way encompass all of them. Several institutions found that amixed-mode approach which balances active learning and passive learning is best for teachingstudents, especially in early stages of development [4]. Thus, in order to teach STEM topics toall students, supplementary teaching tools should be utilized.There are some assignable causes linked to the lack of engagement and success in STEMclassrooms. Many times teachers themselves do not have adequate training to teach STEMtopics. This problem was illustrated in a study done in 2007 that revealed the United Statesranked 41 out

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary B. Isaac, HEDGE Co.

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

between 2014 and 2016 regarding the length of the pilot instrument raised concernregarding response fatigue, and resulted in elimination of one of the four scales which showedmoderate, but not significant interactions with other scales. Ryff’s 24-item Personal Well-Beingscale pointed toward the overall group having higher than average levels of personal well-beingrather than lower, which suggested that role model unhappiness or dissatisfaction may not be asignificant contributor to student disengagement, so the scale was eliminated from theassessment.Additionally, further research indicated that the 40-item Sexist Attitudes Towards Women(SATW) scale [84] may retain its reliability and generational fidelity as a measure of explicitsexism better

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Jing Yang, Indiana University Bloomington ; Peter N. Knox, Binghamton University (State University of New York); Adam V. Maltese, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education

Paper ID #32581Caregivers’ Multiple Roles in Supporting their Child through anEngineering Design Project (Fundamental)Dr. Amber Simpson, State University of New York at Binghamton Amber Simpson is a Assistant Professor of Mathematics Education in the Teaching, Learning and Edu- cational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Briscoe, American Society of Naval Engineers; Leigh S. McCue, George Mason University; Dale A. Lumme, American Society of Naval Engineers

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

would truly serve as the basis of aPDE. Because FLEET largely fits the PDE model, it was expected that FLEET would helpstudents see themselves as future engineers. These authentic tools were designed to ensure thatstudents felt like they were actually acting as naval engineers in an attempt that they could seethemselves becoming an engineer, perhaps even a naval engineer, in the future.FLEET Helps Students see Themselves as EngineersThe FLEET program introduces naval engineering as a possible career path in addition toteaching STEM concepts, A person’s identity is how that person sees themselves and their role inthe world [5], [6]. Sometimes identities are empowering; for example, when a student ismotivated to help those in need or when a

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Latricia Walker Townsend, North Carolina State University; Braska Williams Jr., North Carolina State University; Angelitha Daniel, North Carolina State University; Javon Marcell Adams, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, "Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis," Journal of Counseling Psychology, vol. 57, pp. 205-218, 2010.[7] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, "The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students," Journal of Social Issues, vol. 67, pp. 469-491, 2011.[8] R. W. Lent, H.-B. Sheu, C. S. Gloster, and G. Wilkins, "Longitudinal test of the social cognitive model of choice in engineering students at historically Black universities," Journal of Vocational Behavior, vol. 76, pp. 387-394, 2010/06/01/ 2010.[9] A. Bandura, "Self-efficacy: Toward a

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Austin C. Wong, The Cooper Union; George J. Delagrammatikas, The Cooper Union; Elizabeth M. Waters, The Cooper Union

Tagged Divisions

Pre-College Engineering Education

approaches were used. Each year, a cohortof students learned engineering skills by identifying a problem, then designing and building asolution. The teaching team consisting of an instructor and 3 to 4 teaching assistants (TAs) whowere undergraduate college students also varied between each year and adapted the curriculumto include new technology and materials. Students typically learned to use rapid prototypingmachines such as laser engravers, 3D printers, and shop tools. Students also used tools such asComputer Aided Design (CAD) software, microcontrollers, and computer programminglanguages. In addition to engineering skills, program-wide activities included: college and careerplanning seminars, technical writing and presentation workshops, field

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

- tudes and beliefs teachers hold about cultural diversity and teaching culturally diverse students. Past and current projects include designing and teaching undergraduate and graduate-level coursework intended to help teachers develop effective science teaching practices and culturally relevant pedagogy for their classrooms, mentoring pre-service science teachers, working with in-service science teachers to develop and implement integrated STEM curricula, leading STEM integration professional development for in- service science teachers, working with administration and teachers to develop STEM programming in their schools, and developing a K-12 STEM observation protocol that can be used in a variety of educa- tional

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

to thestudents. The mentors also assisted the instructors and acted as a natural liaison between the highschool students and the instructors and administrators of the program.The mentors were primarily undergraduate or graduate students from our university and otherlocal institutions, generally majoring or working in STEM fields. The mentors recorded studentattendance, graded homework assignments, and assisted in class in many ways. They providedadministrative support for the PI and Program Manager and helped with the smooth operation ofmeetings and events. Generally speaking, they also served as role models and conversed withstudents about college life. Mentors were guaranteed between 5-10 hours of work per week at arate of $15 per hour for

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julie Fogarty, California State University, Sacramento; Corinne Lardy, California State University, Sacramento

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

: Multicultural teaching in the standards based classroom. New York: Teachers College Press.Song, W., Furco, A., Lopez, I. and Maruyama, G. (2017). “Examining the Relationship between Service-Learning Participation and the Educational Success of Underrepresented Students.” Michigan Journal of Community Service Learning, 24 (1), 23-37.Wilson, R. E., Bradbury, L. U., & McGlasson, M. A. (2015). “Integrating service-learning pedagogy for preservice elementary teachers’ science identity development.” Journal of Science Teacher Education, 26, 319-340.Xue, Y. and Larson, R.C. (2015), "STEM crisis or STEM surplus? Yes and yes," Monthly Labor Review, U.S. Bureau of Labor Statistics.Appendix Table A-1

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

process of analyzing others’ designs and generating feedback would be more productive thanthe actual written feedback itself.In our analysis of student feedback processes, we also draw on the framework of culturalhistorical activity theory (Engestrom, 1999). We view the social practice of evaluating anengineering design and generating feedback as a complex activity system where learners’ actionsare influenced by existing tools (e.g., a feedback worksheet), norms (e.g., classroom rules), andcommunity history (e.g., friend relationships among a group of children). To provideconstructive and effective feedback, learners need to find a balance between these potentiallycompeting activity system elements. For example, the social dynamics between the

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU Tandon School of Engineering; Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

-Teacher Identities: In addition to identity issues regarding area of specialization amongthe teachers, similar concerns were noted among the facilitators. As specified previously, the fourdedicated facilitators for the PD were graduate students and postdoctoral researchers inengineering fields. However, as the PD progressed, the facilitators began to develop a greaterappreciation for the work done by the teachers. This illustrates an effective, bidirectionaloperationalization of social capital with facilitators and teachers learning from one-another.For each of the aforementioned themes, Table 2 below provides examples of key issues affectingteachers during the PD while Table 3 provides examples of changes induced and observed in boththe

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

research projects in collaboration with graduate, undergraduate, and high schoolresearchers under the leadership and mentoring of faculty researchers. The project team invitesSTEM teachers from over 400 local middle and high schools to apply for the research internshipproject. Along with extensive advertisements at science fairs and robotics competitions, the teamorganizes several open house sessions allowing teachers to visit NYU SoE and better understandthe project’s requirements, opportunities, commitment, follow-up, etc. Each year, between 10 to12 teachers are selected from over 30 applications by a selection committee comprising of facultyand experienced graduate students. The selection is done based on evaluating the applicationmaterials

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

examine and identifysuch robotics-based teaching practices. Prior research [9] suggests that effective classroomteaching practices encourage interaction between educators and learners, embed opportunities foractive participation of learners, impart motivation to them, and offer timely feedback. Moreover,educators ought to be intimately familiar with and have a deep understanding of commonmisconceptions of content knowledge held by students and should proactively address them [10].This paper is concerned with identifying and analyzing teaching practices that can supportsuccessful integration of robotics-based lessons and activities in middle school science and mathclassrooms. To do so, a survey was administered to 23 teachers who have implemented

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

interview [44]. Interviews lasted between about 30 and 60 minutes, were conductedusing an interview protocol, and covered a range of topics regarding participants’ preparationfor, implementation of, and reflections on the task and discussion they facilitated. In total, therewere 13 questions, many of which include sub-questions or probes. For the present study, weexamined participants’ responses to two questions: 1. Did the discussion that we asked you to facilitate seem reasonable and typical for what you might do as an elementary teacher? If so, how? If not, why not? 2. To what extent did the student avatars act and/or respond in ways that you would expect real students at this grade level to respond?These questions were discussed