Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

practices) and opportunities tomeet with mentors (e.g., staff, faculty, post-docs, and Ph.D. students in engineering education) torefine EOEs’ planned activities.ParticipantsAs part of the larger study of the outreach program, research team members conducted semi-structured interviews with 68 fifth-grade students. A convenience sample of students wasutilized. Specifically, interview sessions were only scheduled with teachers who indicated thattheir classrooms were available to participate during a specific one-week time frame. Prior to thescheduled interview session, the research team created a class list and noted students from whomparental and student consent had been obtained. At the interview session, students were selectedfrom this list making

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Letourneau, New York Hall of Science; Dorothy Bennett, New York Hall of Science; ChangChia James Liu, New York Hall of Science; Yessenia Argudo, New York Hall of Science; Kylie Peppler, University of California, Irvine; Anna Keune, Ruhr-University Bochum; Maggie Dahn, University of California, Irvine; Katherine McMillan Culp, New York Hall of Science

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Diversity

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Pre-College Engineering Education

stilldeveloping the ability to consider multiple points of view outside of their own [28].ResultsEngineering design practicesBased on our iterative rounds of observation and analysis, we used the following criteria toidentify engineering design practices in girls’ behavior: ● Problem scoping: Identifying multiple aspects of the overall design problem, considering criteria or constraints that the design should meet. ● Ideation: Generating and planning possible solutions to the design problem, including divergent thinking, brainstorming, and considering different forms a design might take. ● Testing: This included both large-scale tests of a design’s function, and small-scale tests of parts of the design. In activities without

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

throughoutthe planning and implementation phases. Since its launch, educators have used the materials in avariety of ways, some of which the development team had not previously considered. This paperwill particularly focus on the implementation and evaluation of the engineering content on thesite. We will present and discuss results from (1) educator feedback surveys, (2) websiteanalytics, and (3) educator focus groups. We will also reflect on the challenges and opportunitiesin promoting new web-based educator materials. Our team has implemented a number ofstrategies to reach teachers, including social media, conference attendance, and emailnewsletters. Now that the materials have been available for over 18 months, we are able to sharelessons learned

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

-cultural dimensions of pre-college engineering education. She received her M.A. and Ph.D. in Educational Studies from Emory University.Dr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is Associate Director and Senior Research Scientist at Georgia Tech’s Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Dr. Alemdar has experience evaluating programs that fall under the umbrella of educational evaluation, including K-12 educational 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

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tawni Paradise, Virginia Tech; Ashley R. Taylor, Virginia Tech; Kim Lester, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Bevlee A. Watford, Virginia Tech

Tagged Divisions

Pre-College Engineering Education

. (1999). The Project Manager’s Desk Reference: A Comprehensive Guide to Project Planning, Scheduling, Evaluation, and System. New York: McGraw-Hill.Meadows, D. H. (2008). Thinking in systems. White River Junction, VT: Chelsea Green Publishing, 77-78.Midgley, G. (2003). Science as Systemic Intervention: Some Implications of Systems Thinking and Complexity for the Philosophy of Science. Systemic Practice and Action Research. https://doi.org/10.1023/A:1022833409353Repenning, N. P., Sweeney, L. B., & Stroh, P. D. (2000). Leveraging Change: The Power of Systems Thinking in Action: COMMENTS. REFLECTIONS-SOCIETY FOR ORGANIZATIONAL LEARINING, 2(2), 51-66.Stroh, D. P. (2015). Systems thinking for social change

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College, Chicago; Evelyn Oropeza, Columbia College, Chicago

Tagged Divisions

Pre-College Engineering Education

, will be two closing ceremonies; one for the attendees and aseparate one for the presenters. In the closing ceremony for the presenters, each member will berecognized and will receive a "Certificate of Presenter" and a letter of recommendation signed bythe directors of the programs. The OST programs from both universities have the goal topromote teens to pursue careers in the STEAM field. Anecdotal data confirm two importantpoints: 1) many of the presenters enrolled in the OST program offers them the possibility to be apresenter and explore STEAM topics, and 2) many of the presenters at the STEAM conferencehad indicated that they want to pursue careers in STEAM and they plan to apply to STEAM-oriented high schools or STEAM-oriented

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

Tagged Divisions

Pre-College Engineering Education

. The child shows that he is planning to consider them and even restates some of thecriteria. He explores the loop and tries to assemble it to use it which also shows that he isconsidering the criteria; we consider this to be problem scoping rather than solution modelingbecause he seems to be engaged in exploring the problem criteria and materials available moreso than creating a specific solution. He realizes the constraint of having only one loop and healso seems to know that without the loop he cannot solve the problem as it is one of his criteria. Narrative 7. Mom tells John, “Think about the rollercoasters we have been on, how do they work?” John responds, “They always go up first and should start very high. All go very

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

was to have support from some of the VTPEERS team. For example, one teacher indicated being confused initially by the lesson plan foran engineering activity and indicated that It looked very complicated. However, they gained abetter understanding of the lesson after a VT PEERS team member taught one of the engineeringlessons: “But when you came in and you did it, it was like oh, okay. I know what I'm doingnow.” This indication of confidence through getting help and seeing the lesson is an indicator ofthe development of self-efficacy through vicarious experience.Student RolesThis sub-code was identified in all grade levels’ transcripts. One teacher indicated the rarity ofbeing able to be the in the role of a student as a teacher

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Isabel Huff, Springfield Technical Community College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Sonia K. Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

educational website so that it doesn't need to retain and act upon a memory of user choices, inputs, and experiences (as occurs in the Trapped in Time learning adventure). This change resulted in greater robustness across a variety of platforms and simpler implementation for educators and children. The more dynamic approach to integrating the novel and website more than compensated for any loss in the dynamic nature of the user experience.Future DirectionsFuture research will focus on conducting a more rigorous assessment of applying ImaginativeEducation (IE) and transmedia in a controlled setting. In this research we plan to adapt ThroughMy Window to match the learning goals in a city school system in order to assess

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Oluwatosin A. Bewaji, Texas A&M University; Madison Elaine Spier, Texas A&M University; Gustavo Mosqueda Elizondo III, Texas A&M University; Chiamaka Theclar Umah; Todd Sherron, Texas State University; J. Timothy Lightfoot, Texas A&M University; Carolyn L. Cannon, Texas A&M University; Robin S.L. Fuchs-Young, Texas A&M University

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Diversity

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Pre-College Engineering Education

an awesome experience.” • “Going to the movies and definitely going to the George Bush museum.” • “The movie nights were also a blast.”When students were asked about their career plans “as a result of participating in the Lab Ratsprogram,” seven out of nine (78%) participants reported that they are “definitely more likely” topursue a STEM career, one participant (11%) responded “probably more likely,” and only oneparticipant responded “neutral” (Figure 1). Definitely MORE likely to pursue a STEM 7 career Probably MORE likely to pursue a STEM 1 career

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah A. Roller, University of Alabama, Huntsville; Sandra A. Lampley, University of Alabama, Huntsville; Monica Letrece Dillihunt, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew William Turner, University of Alabama, Huntsville

Tagged Divisions

Pre-College Engineering Education

outcome is closely related to the qualityof an individual’s performance (Lent, 2013).Personal goals are described as one’s intention to engage in a particular activity or produce aparticular outcome (Bandura, 1986). SCCT describes two types of personal goals referred to aschoice goals (the type of activity or career one wishes to pursue) and performance goals (thequality of performance one plans to achieve within a given task; Lent, 2013). SCCT suggests thatboth choice and performance goals are affected by an individual’s self-efficacy and outcomeexpectations.Interest and choice models of the SCCT frameworkWhile SCCT consists of four conceptually distinct, yet overlapping models, the researchersdecided to focus building an instrument around the

Conference Session

Best Practices in Research & Assessment Tools for Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University

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Diversity

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Pre-College Engineering Education

, "DEVELOPING ELEMENTARY ENGINEERING SCHOOLS: FROM PLANNING TO PRACTICE AND RESULTS," presented at the American Society for Engineering Education Annual Conference & Exposition, San Antonio, TX, Apr 18, 2012.[12] M. S. Zarske, J. F. Sullivan, L. E. Carlson, and J. L. Yowell, "Teachers teaching teachers: Linking K-12 engineering curricula with teacher professional development," in Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, 2004: American Society of Engineering Education.[13] D. Duncan-Wiles and T. R. Jones, "Work in Progress: Changes in Elementary Teachers‘ Noticing of Engineering Pre/Post Professional Development with Engineering," Proc

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Jonathon Douglas, Rensselaer Polytechnic Institute; Ian Scott Steenstra, Rensselaer Polytechnic Institute; Joe H. Chow, Rensselaer Polytechnic Institute; Chien-fei Chen, University of Tennessee, Knoxville; Meng Wang, Rensselaer Polytechnic Institute; Jeffrey Braunstein; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Anne L. Skutnik, University of Tennessee, Knoxville

Tagged Divisions

Pre-College Engineering Education

summer camps.The remainder of this paper is organized as follows. First, we will discuss the importance ofinformal STEM education and describe in detail the precepts of the design of camp activities.Next, we will share some of the activities, including our major hands-on activity: a solar panelproject. We will also provide an assessment of the summer camp based on pre- and post-surveydata from the students. Finally, we will summarize our findings and lessons learned, and offerfuture plans going forward.2. Importance of Informal STEM EducationThere are many factors that influence student persistence in pursuing STEM degrees and careers.These factors range from the ways that students are exposed to STEM concepts both formallyand informally

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Bobby Tang Dan, Vaughn College of Aeronautics & Technology; Shouling He, Vaughn College of Aeronautics & Technology

Tagged Divisions

Pre-College Engineering Education

. 14 VEX competition path planning methods and analysis 15 VEX 2018~2019 Competition Field Set up and midterm 2 examination.  6 16 Public speaking and presentation skills workshop 17 VEX team roles, team structure, and organization. 18 Practice presentations of their current group robot progress.  7 19 Mathematics required in the VEX competition. 20 Group assignment and proposal of final project 21 Final project development  8 22 Final cumulative examination and final project development 23 Final project presentation and peer evaluations 24

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary B. Isaac, HEDGE Co.

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Diversity

Tagged Divisions

Pre-College Engineering Education

-2018.Role Model InterventionsSince research indicated that an important aspect of mentoring was providing inspiration [61],[23], program modifications aimed at providing more opportunities for female engineers to sharepersonal narratives were implemented. In 2016, role models demonstrating engineering-relatedactivities were added for approximately one hour during a STEM-focused public exposition priorto the main IIBI event, and in 2017, additional time (30 minutes total) was carved out of theevent schedule for networking with the role models during the planned activities. In 2017, arelated item was also added to the girls’ survey for cross-validation: “The role models inspiredme to consider a career in engineering or technology”.This need to

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jungsun Kim, Indiana University Bloomington; Soo Hyeon Kim, Indiana University-Purdue University Indianapolis

Tagged Divisions

Pre-College Engineering Education

proximal development [17].This study is also influenced by the work on the collaborative nature of the engineering designprocess. The Next Generation Science Standards (NGSS) [18] proposed three steps to theengineering design process (define, develop solutions, optimize) that promote learners’understanding of fundamental concepts and skills in engineering. This model was designed forfour different age groups: kindergarten to second grade, third to fifth grade, sixth to eighth grade,and nineth to twelfth grade. For elementary-aged children, the Engineering is Elementary (EiE)design process model further suggests five steps in the engineering process: ask, imagine, plan,create, and improve [19]. This model is popular because of its potential and

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Douglas Bast; Trinity Borland, Wartburg College; Murad Musa Mahmoud, Wartburg College; Cristian Gerardo Allen, Wartburg College; Kurt Henry Becker, Utah State University - Engineering Education

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Diversity

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Pre-College Engineering Education

influential. The data from both sources suggested astrong connection with interests, career plans, and family influences for females.For females, in both the quantitative and qualitative data, the perceptions of other peopleincluding parents, friends, and teachers could be strong factors influencing their interest.Qualitatively speaking, regarding the males, teachers’ and parents’ perceptions did not make thetop 10. Instead, money and the ability to get good grades in STEM topics could be strongerinfluences.However, the qualitative data differs from the quantitative data when it comes to parents andfamily being strong influencers. The quantitative data showed that parents were not a very stronginfluence on interest, however in the open-ended

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas; Ezgi Yesilyurt, University of Nevada, Las Vegas; Johana Iglesias, University of Nevada, Las Vegas

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Diversity

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Pre-College Engineering Education

the eighth day, participants had completed the construction of their solar heater orwater treatment system. They developed lesson plans, prepared pre- and post-assessments forstudent learning, wrote a report on the process they used to design their system and how thesystem works, and reflected on their own engineering design learning experience. Throughoutthe professional development, participants worked either collaboratively, independently, or a mixof both as they completed the design challenge. While participants received the same explicitinstruction and had the same requirements (i.e., consistent activities and assignments), theirexperience differed in the amount of interaction they had with other teachers and theundergraduate student

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linda S Hirsch, New Jersey Institute of Technology

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Diversity

Tagged Divisions

Pre-College Engineering Education

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University; Laura Rodríguez Amaya

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Diversity

Tagged Divisions

Pre-College Engineering Education

their abilities in mathematics and/or science and they challengedthemselves by choosing to take advanced courses in their curricular plans (Martinez Ortiz et al.,2017).Intrinsic motivation is not the only correlation to self-determination. Self-determination alsocorrelates to educational phenomenon such as optional functioning, personality integration, socialdevelopment, internalization of extrinsic motivations and personal well-being (Reeve, Hamm, andNix, 2003; Deci & Ryan, 1985b, 1987, 1991, 2000; Deci, Vallerand, Pelletier, & Ryan, 1991;Grolnick & Ryan, 1987; Ryan & Deci, 2000; Sheldon & Kasser, 1998; Vallerand, Fortier, & Guay,1997).Self-Determination “is the ability to have choices and some degree of control over

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

each other’s design products and process, while attending to how well they areaddressing the community’s problem. We hope that as students participate in the feedbackprocess, they develop conceptions of feedback and its purpose in collaborative engineeringdesign. This paper focuses on student-to-student feedback during one of the new community-connected curriculum units for third grade.The situated learning perspective informed the instructional choices we made as researchers co-facilitating the unit. We were committed to providing opportunities for students to participatemeaningfully in the practices of engineering design. This commitment to meaningfulparticipation meant that when planning for student-to-student feedback, we wanted the

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Tikyna Dandridge, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

total of 4computational thinking competencies: Abstraction, Algorithm and Procedures, PatternRecognition, and Problem Decomposition. Pattern Recognition was the most observed CTcompetency with 5 instances. Sam engaged in Abstraction on 4 occasions when giving buildingblocks representations of real world objects (i.e., a stack of rectangular blocks referenced as awall). The Algorithm and Procedures competency was observed during moments where Samfollowed instructions from his mother to participate in building structures. We observed only 1instance of Problem Decomposition when Sam discussed the plans for building the puppyplayground at the beginning of the task. Case #2: DanDuring the engineering design activity, we observed 9 instances

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Sharon Liz Karackattu, Oak Hall School

Tagged Divisions

Pre-College Engineering Education

representedballistic ball trajectories under gravity.Once students were familiar with the rocket kit components and the model-building capabilitiesof RockSim, the teacher instructed on how to select the appropriate virtual rocket motorconsistent with planned launches and how to simulate flights of the virtual rockets. Consideringthe substantial weight of LoadStar II top stages and the fact each would be carrying an altimeter(adding more eight), the most powerful motor option recommended by Estes for top-stageLoadStar II launches was used: the 18-mm-diameter Estes C6-5 rocket motor [51]. These motorsare available in Educator Bulk Packs to keep costs low. Virtual RockSim launches of simulatedunmodified LoadStar II top stages with C6-5 motors established an

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

exposition, and with the content of the presentations, lesson plans, and studentworksheets provided by the participant teachers.5. ResultsCase study 1: Building a ping pong ball launcher robotAs described in the previous section, Teacher 1 provided the students of her eighth-grade mathclass with the example of the trajectory of a ping pong ball, launched from an initial height h0, asa parabola. The students were tasked with building a basic ping pong launcher robot. Thepedagogical approach utilized can be construed as a combination of discovery learning andcompetition-based learning approaches [6]. Prior literature [6] reports that it is expensive toorganize robotics competitions for students and to engage the general student body in