Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Henriette D. Burns, Southern Illinois University, Edwardsville; Samantha A. Murphy, Southern Illinois University, Edwardsville; Matt Johnson; Georgia Bracey, Southern Illinois University, Edwardsville; Mark McKenney, Southern Illinois University Edwardsville; Ann Vogel, iBIO Institute

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Diversity

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Pre-College Engineering Education

)Introduction. ​This work-in-progress curriculum for a STEM + computational thinking(STEM+C) for minority girls’ exploratory integration study is a joint effort amongst a communitycenter, iBio Institute (an education-focused non-profit), and the Southern Illinois UniversityEdwardsville STEM Center. These partners will design, test and implement the integration ofcomputational thinking (CT) practices into a research-based STEM program designed forelementary-aged minority girls. The goal for the program is to inspire, motivate and bolsterminority girls’ STEM and CT abilities and perceptions. Studies indicate girls prefer areas of socialcaring and improving the world [1] - [3]. Therefore, our intent is to integrate the iBio’s StellarGirls STEM project

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

of the match and must be loaded intothe robot or in contact with the robot before the start of the match.II. Competition MatchesEach match is divided into two separate sectionsand totals a full two minutes. The matches consistof a 15 second autonomous period and a 1 minute45 second driver control period. In theautonomous round, teams must use theirprogramming skills to code their robot to toggleflags, flip caps, and park on their alliance platformautonomously. Autonomous programs must bewritten and uploaded prior to the start of each Figure I. Competition Field Layoutmatch. During the autonomous round, teams arenot allowed to cross the two lines at the center of the field as seen in the figure. After anautonomous winner has been

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

George J. Delagrammatikas, Cooper Union; Estuardo Rodas, Cooper Union

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Diversity

Tagged Divisions

Pre-College Engineering Education

their findings. These experiments include the study of cantileverbeams, electric motors, water pumps, flame speed vs. air-fuel ratio, and basic electronics andmicrocontroller exercises.After the first week of experiments, students develop a design project that is inspired by anurgent research problem the FSAE team needs to solve. During the past three years, these haveincluded: 1) rebuilding, instrumenting and using a torsion rig to characterize the torsional rigidityof the vehicle’s frame, 2) building and using a dynamic impact attenuator test rig, 3) aggressiveuse of carbon fiber for weight savings in the steering wheel, suspension, pedal system, impactattenuator, and body, 4) novel techniques for the design and manufacture of

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership

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Diversity

Tagged Divisions

Pre-College Engineering Education

Electrical and Mechanical Engineers (Fundamental)IntroductionIn spite of efforts to diversify the engineering workforce, the profession remains largelydominated by White, male engineers [1]. Better approaches are needed to attract and retainunderrepresented groups to science, technology, engineering, and mathematics (STEM) careers,such as engineering.One literacy-based approach that has been shown to provide effective instruction for K-12students generally, and students from underrepresented groups specifically, is DisciplinaryLiteracy Instruction (DLI). DLI utilizes knowledge of the ways advanced practitioners read,interpret, and generate discipline-specific content in their professional environment to apprenticestudents

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas

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Diversity

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Pre-College Engineering Education

, 2019Development of the Draw-An-Engineering-Teacher Test (DAETT) (Work inProgress)IntroductionMuch can be learned about one’s personal beliefs by studying the mental images that a personholds in relation to a particular topic. Instruments such as Draw-A-Scientist Test [1] and Draw-An-Engineer Test [2] have been used to assess both student and teacher perceptions of scientistsand engineers. Likewise, the Draw-A-Science-Teacher Test (DASTT) was developed to“illuminate the knowledge and beliefs preservice elementary teachers construct prior tocoursework in elementary science teaching methods,” [3] and the Draw-A-Mathematics-TeacherTest was developed to investigate pre-service teachers’ perceptions of what it looks like to teachmathematics in the classroom [4

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew M. Johnson, Penn State University; Amber Cesare, Penn State Center for Science and the Schools; Gabe Knowles, Center for Science and the Schools, Penn State University; Taylor S. Wood, Penn State Center for Science and the Schools

Tagged Divisions

Pre-College Engineering Education

advantage of these differences rather than focusing on the similarities [9]. Then,Cunningham and Kelly [10] synthesized from the literature on professional engineering a list ofepistemic practices that are potentially useful in the K-12 classroom. Among that list, several arerelevant to the study described in this report: (1) making tradeoffs between criteria andconstraints; (2) applying science knowledge to problem solving; (3) assessing implications ofsolutions; and, (4) building and using models. The disciplinary practices of engineers can be experienced by K-12 teachers through avariety of professional development opportunities. National Science Foundation requiresresearchers to explicitly state the broader impacts of the funding they

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Nancy Nowlin Blanco, Project Lead the Way; Jessica A. Gilpin, Auburn University

Tagged Divisions

Pre-College Engineering Education

teaching STEM in their formalclassroom. We used a combination of quantitative surveys and qualitative analysis of focusgroups and individual teacher interviews to explore teachers’ self-efficacy for teaching STEMand the benefits teachers observed for themselves and their students from participating in theprogram.Early positive science and engineering experiences are believed to prime students for moresuccess and interest in STEM fields in later education [1-3]. Unfortunately, elementary educatorsare the least likely to have positive associations with science and engineering or to have thepreparation or confidence to teach STEM lessons in their classrooms [4-6]. This study reports thefindings of a four-week, school-based Summer Engineering Academy

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tak Cheung, CUNY Queensborough Community College; Dimitrios S. Kokkinos, Queensborough Community College; Michael Lawrence, Queensborough Community College; Paul J. Marchese, Queensborough Community College; Kimberly Anne Riegel, Queensborough Community College; Paul Sideris; Regina Sullivan, Queensborough Community College; Paris Svoronos, Queensborough Community College-CUNY; Rex Taibu, Queensborough Community College; Mangala D. Tawde

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Diversity

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Pre-College Engineering Education

her Ph.D. at Pennsylvania State University and undergraduate at Vassar College in Poughkeepsie, NY. Her research interests focus on the area of the physics of sound particularly related to noise control using computational and numerical simulations.Dr. Paul SiderisDr. Regina Sullivan , Queensborough Community CollegeDr. Paris Svoronos, Queensborough Community College-CUNYDr. Rex Taibu, queensborough community college Dr. Rex Taibu has taught studio physics classes for several years. His teaching experience has shaped his research focus. Currently, Dr. Taibu is actively engaged in 1) promoting scientific inquiry attitudes in students through designing, implementing, and assessing in- novative

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Pontificia Universidad Catholica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile - Dilab UC - School of Engineering; Hellen Massiel Fuenzalida , Pontificia Universidad Católica de Chile- Ingeniería UC- Dilab

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Diversity

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Pre-College Engineering Education

, 2012), and positive effects in specific engineering skills such as technology use(Strayhorn, 2011), and academic performance both in high school and STEM undergraduateprograms (Raines, 2012; Yelamarthi & Mawasha, 2008). Although there is an upward trend inpre-engineering research, there is also growing concern with the lack of standards in theprogram’s instructional design (Chandler, Fontenot & Tate, 2011). Katehi, Pearson & Feder,(2009) group potential educational gains of pre-engineering programs into five areas:1.Improved learning and achievement in science and mathematics;2.Increased awareness of engineering and the work of engineers;3.Understanding of and the ability to engage in engineering design;4.Interest in pursuing

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Euisuk Sung, Indiana University

Tagged Divisions

Pre-College Engineering Education

the underrepresentation of women and minorities in engineering fields, significantattention has been focused on understanding how and why individuals develop an engineeringidentity. Interest in science, technology, engineering, and mathematics (STEM) begins as earlyas elementary and middle school [1-4]. As youth enter adolescence, they begin to shape theirpersonal identities and start making decisions about who they are and could be in the future.Children as young as elementary school have already formed career aspirations and interestsrelated to STEM [5-6], with such decisions appearing long before having to choose courseworkin high school or college. However, engineering identity formation is an emerging field, andmuch of the research to

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University

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Diversity

Tagged Divisions

Pre-College Engineering Education

primary goals of K-12 engineering education is to increase the number of studentsinterested in or pursuing engineering-related studies [1-2]. Many engineering educationresearchers have identified that young students’ conceptions of engineering play a significantrole in their career choice and persistence in engineering studies [3-4]. In 2018,underrepresentation within engineering careers persists such that 15.9% of engineers werewomen, 6.5% were African American, and 8.9% were Hispanic, all are less than theirrepresentation in the U.S. population [5]. Yet, little is known about how elementary students,particularly students from groups underrepresented in engineering, choose STEM careers [6-7].Engineering interest declines as youth enter middle

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Mary-Kate Sableski, University of Dayton; Todd Bennett Smith, University of Dayton

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Diversity

Tagged Divisions

Pre-College Engineering Education

theseinterventions. Therefore, the problem is multifaceted. How can an under-resourced schooldistrict: (1) ensure all third grade children have proficient reading skills and meet grade-levelexpectations so that these children can do well in all subjects, including STEM; (2) provide theinterventions required through the Third Grade Reading Guarantee mandate with little to nofunding, and (3) provide children early experiences through STEM activities so they are inspiredto pursue a STEM career to meet future STEM work force needs and to give these children equalaccess to future in demand and high paying jobs? Research suggests that when school subjectssuch as STEM and literacy are taught in an integrative manner, students have gains in both areas(Cervetti

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca Deborah Swanson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Pre-College Engineering Education

becomes more ubiquitous in the U.S [1, 2], there is increasedattention on preparing teachers to lead engineering learning experiences in their classrooms.With the relative newness of engineering in the K-12 level, it is unsurprising that a majority ofK-12 teachers report not feeling prepared to teach engineering [3, 4]. While the field has hadnearly two decades of efforts at preparing teachers in engineering [e.g. 5, 6, 7], design principlesand guidelines are just beginning to emerge for teacher education in engineering. Most teachereducation initiatives emphasize familiarizing teachers with engineering concepts and helpingthem implement given curriculum [4, 8].While there is a general agreement in the literature that elementary teachers need to

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy Robinson, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Jennifer R. Amos, University of Illinois, Urbana-Champaign; Indira Chatterjee, University of Nevada, Reno

Tagged Divisions

Pre-College Engineering Education

and High School Students (Work in Progress)Introduction The need for qualified STEM trained people is on the rise. Economic projections indicatethat the United States will need more than one million more STEM graduates than what iscurrently being produced if the United States is to remain a leader in science and engineering[2,3]. However, an insufficient number of college students are pursuing degrees in engineering.Therefore, creating and recruiting interested future college students, especially females andethnically diverse students, is of high importance [1] One way to foster student enrollment inengineering is by generating interest in future college students as they progress through middleand high school. Student interest in

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James M. Muscarella, Plymouth Whitemarsh High School; Mi Thant Mon Soe, Drexel University (Eng. & Eng. Tech.); Jessica S. Ward, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

Pre-College Engineering Education

by the President’s Council of Advisors onScience and Technology [1]. Despite the 68% increase in engineering bachelor’s degrees from2008 to 2017, large attrition rates continue to exist with only 14-17% of the students enrolled asengineering freshman graduating with a bachelor’s degree in engineering [2]. Introducingengineering in K-12 classrooms is thought to prepare college freshmen for engineering courseworkby increasing students’ understanding of and affinity for science and mathematics concepts,college readiness, technological literacy and interest, and excitement and confidence in their abilityto pursue engineering as a career [3].Existing Highschool Engineering CurriculaMultiple initiatives have successfully incorporated engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Kristen B. Wendell, Tufts University

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Diversity

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Pre-College Engineering Education

, 2019 Early Career Elementary Teachers’ Evolving Choices for Incorporating Engineering into their Classroom (Work-in- Progress)Teachers in high-poverty urban and rural districts often face enormous pressure to improve testscores in mathematics and English language arts. Using instructional time for science andengineering is often perceived as a risky move, especially for early career teachers withprobationary status. New teachers in high-needs environments do not always feel at liberty toincorporate engineering activities into their classrooms, despite the growing number of teacherpreparation programs attempting to equip them to do so (e.g., [1],[2]). Yet, the potential of theNext

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida

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Diversity

Tagged Divisions

Pre-College Engineering Education

evolving at an unprecedented pace [1]. These changingenvironments have the potential to support effective inclusive models that, when aligned withevidence-based instructional strategies and practices, can support a range of student educationalneeds, behavior, and outcomes in the modern world [2]. The field requires leading teachereducators who are prepared to develop and deliver effective interventions in technology-enrichedenvironments in accordance with evidence-based practices to benefit students in STEMeducation [3].A primary reason for the discrepancy between the goals associated with appropriate technologyconsideration and current practice is a lack of teacher preparation [4]. A secondary cause isteacher resistance to embracing the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Congying Wang, Purdue University; Tikyna Dandridge, Purdue University; Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Carol A. Handwerker, Purdue University

Tagged Divisions

Pre-College Engineering Education

awarenessIntroductionOur next-generation engineers must be able to design technological activities with restrictednatural resources for wider applications, sustaining the environment and protecting human healthfor future generations [1]-[2]. Sustainability is traditionally covered by civil engineering [3]-[4],environmental engineering [5], and chemical engineering [6] and is now extended to a broaderdiscipline, e.g., software engineering [7]. Scholars have identified the three pillars of sustainabilityas environmental, economical, and societal, making it a multidisciplinary subject [8]. Manyuniversities have also integrated sustainability content into current engineering education tocultivate students who can deal with the societal and economic perspectives

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

Pre-College Engineering Education

few states also modified standards related to climate change and theage of the earth, which though controversial in some settings, are not relevant to our presentanalysis of the integration of engineering. In addition to the states listed, after many heateddebates, New Mexico has indicated its intention to adopt the NGSS in July 2018.Table 1 shows the states that have adopted the NGSS, in order of adoption. Ten states adoptedthe NGSS within a year of its release, and another 10 states have adopted them in the years since.The first 14 adoptees were all NGSS lead states that participated in the development of thestandards, making Connecticut the first state to adopt the standards that had not been involved intheir development.Table 3 - The

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Purdue University, West Lafayette; Marissa Christina Owens, University of Nevada, Las Vegas

Tagged Divisions

Pre-College Engineering Education

participated in the weather and climate six-weekengineering design lesson. Engineering design framework and engineering concepts were woventhroughout the unit. This lesson supported the NGSS, and Common Core Math, ELA andTechnology standards. Specifically, this lesson aligns with the 3-ESS3-1, in which students makea claim about the merit of a design solution that reduces the impacts of a weather-related hazard.Students were asked to think beyond the most common weather hazards that occurs in theircommunity. Tornados were chosen as a hazard due to their rarity in the state. Students engagedin the engineering design process to design and test their tornado proof structures, each weekfocusing on a different process.Procedures At the start of the

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Foad Hamidi, University of Maryland, Baltimore County; William Easley, University of Maryland, Baltimore County; Stephanie Grimes, Digital Harbor Foundation; Shawn Grimes, Digital Harbor Foundation; Amy Hurst, University of Maryland, Baltimore County

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Diversity

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Pre-College Engineering Education

, Digital Harbor Foundation Shawn Grimes is the Executive Director at the Digital Harbor Foundation where they use technology and maker skills to develop a blend of creativity and productivity in youth and educators.Dr. Amy Hurst, University of Maryland, Baltimore County Amy Hurst an Associate Professor of Human-Centered Computing in the Information Systems Depart- ment at UMBC and studies accessibility problems and build assistive technologies. c American Society for Engineering Education, 2018 Youth Attitudes Towards Assessment Tools in After-school Informal Learning and Employment Training Programs (RTP)1. Introduction“Making” is an umbrella term that refers to a wide range of

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Valarie L. Bogan, Purdue University, West Lafayette; Shelbi C. Smeathers , Purdue University, West Lafayette; Ji Yoon Jung, Purdue University, West Lafayette; Utkuhan Genc, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

graduate student in Educational Psychology and Research Methodology at Purdue University at West Lafayette, Indiana. Her concentration is on educational measurement and statistics. Her main research topic is (1) comparing research methodologies and (2) testing measurement invariance.Utkuhan Genc, Purdue University, West Lafayette Utkuhan Genc is a Junior at the school of Industrial Engineering at Purdue University. He is an under- graduate research assistant at UPRISE program in Purdue Engineering Education Department under the supervision of Muhsin Menekse. He has an incredible passion for solving cross-cultural problems using data-driven analytical thinking and intercultural communication skills. He is also pursuing a

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

-buildproject: 1) Design-Build-Test pedagogy; 2) the engineering design process; 3) comprehensivetechnical coverage of rocket systems; 4) the seven axes of engineering practice; and 5) enablingcomputer simulations and micro-sensor technology for engineering design and analysis. Thisnovel curriculum is evaluated using an indirect post-activity survey that probes students’attitudes about STEM fields and self-perceived skills and abilities.For the project, all students were given identical Estes LoadStar II model kits, commerciallyavailable in Educator Bulk Packs. The students’ challenge, framed as a class competition, was tomodify the rocket’s design to maximize flight altitude with an Estes C6-5 motor. The instructorfirst guided students through

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, Purdue University-Main Campus, West Lafayette (College of Engineering); Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Pre-College Engineering Education

E R, P U RD U E U NI V E RS I T Y | RU S H 7 @P U RD U E . E D U K AY L A MA XE Y , P U RD U E U NI V E RS I T Y | C AR T E 2 3 1@P U RD U E . E D U D R . M ON I C A C ARD E L L A, P U RD UE U NI V E RS I T Y | C ARD E L L A @P URD U E . E D U D R . M OR GA N H Y N E S , P U RD U E U N I V E RS I T Y | H Y N E S M@P U RD U E. E D UA myriad of factors contributes to the disproportionately low representation of racially and ethnically diverse students participating inengineering. Informal learning environments are locations where racially and ethnically diverse students can experience STEMactivities in culturally-relevant and culturally-responsive ways. Identity portraits are a tool

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Emily Fuller, Tufts University; Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University

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Diversity

Tagged Divisions

Pre-College Engineering Education

ofengineering practices, the characteristics of engineers, and how students’ interests intersect withengineering careers.IntroductionEngineering education has become a part of science instruction as early as elementary school inthe United States. Engineering educators and the Next Generation Science Standards hold goalsof engaging children in engineering practices, informing children about the nature of engineeringwork, and ensuring that youth have the option to select future engineering study and careers [1].Research studies indicate that children are increasingly well-informed about the nature ofengineering work as a result of a growing number of K-12 engineering curricula [2]–[4] and thatelementary students in the United States are increasingly

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

John C. Oliva, Corteva Agriscience; Diane Spence

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Diversity

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Pre-College Engineering Education

questions were designed togage how much impact the sessions have had regarding knowledge of and attitudes toward theengineering profession. Both objective and subjective question forms were utilized.MotivationWriting on Dartmouth College’s achievement of awarding more than half of its undergraduateengineering degrees in Spring 2016 to women, Dean of Engineering Joseph Helble stated “Weneed to educate increasing numbers of talented and creative engineers, drawn from all corners ofsociety” [1]. That is absolutely true. To reach those far corners, recruitment of diverseengineering candidates cannot happen just during freshman year of college, or even during highschool. Many researchers have demonstrated that perceptions of technical careers in general

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineering whereas teachers with themaster’s in engineering were preferred by male students.1. IntroductionDual credit and Advance Placement (AP) courses have been around for decades. Typically, thesetypes of courses have focused on core subjects such as Mathematics, English, Economics andHistory. While some might question the value of AP courses in predicting college success, thereis no doubt that these types of courses are enriching and popular with college-bound, high schoolstudents [1]. For 11 years, the University of Arizona (UA) has offered an award winning, dualcredit, introduction to engineering course to high school students. Results collected from courseevaluation surveys have shown that after course completion, nearly 80% of students

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camille Msall, Northwestern University; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Pre-College Engineering Education

area greater predictor of STEM degree attainment than SAT or ACT scores [1]. Additionally, theNational Council of Teachers of Mathematics names spatial skills as a necessary skill to develop,yet the curricula in K-12 education often does not explicitly teach these skills [2]. Currently, alarge Randomized Controlled Trial (RCT) is underway to do just that – explicitly teach spatialskills. As part of the RCT, we examined the implementation process from the teachers’ point-of-view. Specifically, this paper analyzes teachers’ concerns when they implemented the spatial skillscurriculum in grade 7 science and mathematics classrooms. The spatial curriculum consists of 9 modules with each module containing a short lecture,a video demonstration

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

, standardized test scores, success/abilities in STEM courses, social, job opportunities).The survey was a 4-level Likert scale (0 = Not applicable, 1 = None at all, 2 = A little, 3 = Amoderate amount, and 4 = A great deal) on which participants were asked how much a givenfactor influenced their decision. After answering questions about these influences, students werethen asked to rank the factors in order of the level of influence. Descriptive statistics, particularlyfrequency tables, were used to determine the importance of the various factors. Findings includethe following: 1) The greatest informal STEM influence was after school programs, as opposedto other opportunities such as summer activities or camps. 2) Of the students who said formalschooling

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Mohammad Moshirpour, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

Pre-College Engineering Education

ReviewAbstractAdvances in technology are heralding a new era of this century — hailed as the digitalrevolution. Digital skills are becoming vital across cultures, genders, ages, abilities, andidentities. Engineers play key roles in building future technologies. Hence, the impact of digitalskills training in engineering education is of utmost importance. In this paper, we perform asystematic literature review of digital skill programs in K-12 education. We start with thedefinition of digital skills and its application to engineering. Then, we discuss how K-12 digitaleducation prepares future engineering students for better learning outcomes in the 21st century.Finally, we conclude with discussions of the findings and directions for future work.1