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

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Pre-College Engineering Education

Arizona, California, Nevada, and Utah. Gabe has received several honors and recognition for his continued work, such as an Americorps Ed- ucation Award, Teacher-Ranger-Teacher Award from the National Park Service, President’s Volunteer Service Award from George W. Bush, and the Exceptional People In Community Schools Award from the Michigan Education Association. His continued work in education, stewardship, and outreach have impacted children of all ages, including adults and professionals working in an array of fields.Mr. Taylor S Wood, Penn State CSATS Taylor received his B.S. degree in Physics from Brigham Young University, after which he worked for 5 years as a semiconductor engineer for Micron Technology in Boise

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

Paper ID #26190Board 118: The STEM Research Academy at Queensborough CommunityCollegeProf. Tak Cheung, CUNY Queensborough Community College Tak Cheung, Ph.D., professor of physics, teaches in CUNY Queensborough Community College. He also conducts research and mentors student research projects.Dr. Dimitrios S. Kokkinos, Queensborough Community College Dr. Dimitrios Kokkinos is an Associate Professor of Physics at Queensborough Community College of CUNY since 2017. He Completed his Electrical Engineering degrees (BE, ME, PhD) at CUNY and undergraduate in Physics in Europe. He worked in industry for AT&T

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

FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering. c American Society for Engineering Education, 2019 “J UST L IKE ME” : IMPR O VING THE IMAGE O F ENGINE ERING FOR E LE ME NTAR Y SCHOO L STUDE NTS (RE S O UR CE EX CHANGE) | UNIT GR ADE LE VEL: 3 -5 J E S S I C A RU S H L E E K

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Mia Dubosarsky, Worcester Polytechnic Institute; Donna Taylor, Worcester Polytechnic Institute

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Pre-College Engineering Education

ideas Build your Revise your Share your Try out yourproblem(s) in solutions to the considering chosen solution to make work with solution the story problem materials solution it better others Digital Lesson Library for grades PK-5 Mat erials Lis Follows the entire problem-solving Variety o t

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University

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Diversity

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Pre-College Engineering Education

Science and Engineering Fairs (Evaluation)Science and Engineering (S&E) fairs are a valuable educational activity that are believed toincrease students’ engagement and learning in science and engineering by using inquiry-focusedlearning, engaging students in authentic scientific practices and engineering design processes [1-3], and emphasizing creativity [4, 5]. Proponents also argue that S&E fairs enhance students’interest in science and science careers [6, 7] as well as engineering [2]. From the fair, studentsreport that they have learned more about the scientific process and engineering design, althoughthey may not all feel their attitudes towards STEM fields has improved [2, 8]. In this paper, wefocus on science attitudes, but because

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Catherine Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Jennifer L. Chiu, University of Virginia

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Diversity

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Pre-College Engineering Education

teachers made in-the-moment that didand did not align with the planned curricular materials.Teachers’ instructional decision making To examine the kinds of supports that teachers use during instruction, we adapted theGess-Newsome (2015) instructional decision-making model that synthesizes other existingmodels of teacher professional knowledge (e.g., Ball et al., 2008; Grossman, 1990; Marks, 1990)as it articulates relationships among professional knowledge and teachers’ classroom practice. Inparticular, this framework helps articulate the ways that teachers’ topic-specific pedagogicalknowledge (TSPK), amplifiers and filters (i.e., teacher beliefs and prior knowledge), andteachers’ personal pedagogical content knowledge and skill (PCK&S

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Adena Moulton, Digital Harbor Foundation; Shawn Grimes; Stephanie Grimes; Andrew Coy, Digital Harbor Foundation

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Pre-College Engineering Education

months, we collected data using aseries of survey tools including two Upper Elementary School and Middle/High School StudentAttitudes toward STEM (S-STEM) Surveys (Technology and Engineering and 21st CenturySkills) [8] and the Alternative Uses Test (AUT) [9][10]. Additionally, we conducted interviewswith representative youth about their perceptions and attitudes towards the surveys.While the AUT results showed a positive change in the youth, initial results from pre-postSTEM-S evaluations showed insignificant and sometimes negative shifts in youth's intereststowards Technology and Engineering, and 21st Century Skills. Interviews showed that youthstruggled to accurately assess changes in themselves due to the time lapse between pre-postprogram

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

through undergraduate education. This frame is visually represented inFigure 2. Figure 2 Visual Representation of Relationships between Local Standards, National Directives, Higher Education Outcomes and Literature Synthesized for Engineering Epistemic Frame The epistemic frame elements are skills(S), knowledge(K), identity(I), values(V), andepistemology(E), and have been coded as such for analysis. Each parent code (S,K,I,V,E) has aset of sub-codes that allow for macro and micro analysis. The nomenclature for each code isparentcode.subcode, for example k.localknowledge represents the sub-code localknowledgeunder the parent code K. (but indicated in lowercase). Figure 2 shows how sub-codes

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland Baltimore County; Andrew Coy, Digital Harbor Foundation; Amy L. Freeland, University of Maryland Baltimore County

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Pre-College Engineering Education

. Age ID Gender Role/Length of Experience/Training Site Range A1 50’s Female Library Media Specialist/17 years/Library Science Site 1 50s Female Engineering Teacher/12 years/Electronics, System Site 1 E1 Engineering, Education 30s Male Math, Engineering, CS Teacher/13 years/Math, Site 1 E2 Teaching, CS 40’s Male Math Teacher/3 years/Linguistic, English and Site 1 E3 Math 30s Female Director of Workforce Development and Social Site 2 A2 Enterprise/11 years/Visual

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J. Hammack, Montana State University; Toni Ivey, Oklahoma State University; Juliana Utley, Oklahoma State University

Tagged Divisions

Pre-College Engineering Education

) isadministered with a single 11”x 14” piece of paper. First, participants were instructed to “Draw apicture of an engineer(s) engaging in their daily work. Include a speech bubble that tells aboutwhat they are doing.” Next, participants were instructed to provide answers to the followingprompts: (1) Describe what your engineer(s) is/are doing, (2) Based on the work depicted in yourdrawing, explain how your engineer(s) is/are using Science, and (3) Based on the work depictedin your drawing, explain how your engineer(s) is/are using Mathematics.Rubric DevelopmentThe DEAMS-R rubric was developed by two science education researchers and one mathematicseducation researcher in consultation with an engineering researcher. The development of therubric was

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Jennifer Whitfield, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

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Pre-College Engineering Education

activities. The DET survey is a five-point Likert-scale that consists of 40 items.The instrument focused on measuring the participants’ perceptions and familiarity with the DETconcepts. A S-STEM survey was also administrated to the teachers’ students at the beginning andthe end of the school year. The S_STEM survey is a five-point Likert-scale with 37 items. TheS_STEM survey captured the students’ attitudes towards the STEM fields and the 21st-centuryskills. In the paper we will describe the research conducted and discuss the implications forcultivating STEM literacy and integrated STEM education. Both pre- and post-comparison resultsand correlation results are presented.IntroductionSTEM fields play a crucial role in generating technological

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emilie A. Siverling, Purdue University, West Lafayette; Elizabeth Suazo-Flores; Tamara J. Moore, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

students discussed whichfoot type to use for the foot adaptation component of the survival suit design. The first instanceof EBR stated by Sean was also coded functionality because he explicitly referred to hisknowledge that human feet would work in the snowy conditions. The second instance of EBRwas coded technology, since Samuel justified his counterargument by referring to an existingtechnology, shoes. He used his prior knowledge about existing technologies to point out a flaw inhis teammate’s argument that human feet would be the best option for the survival suit.Example related to colors and camouflageIn addition to the choice of the survival suit covering material, students also had to choose whichcolor(s) to make the exterior of their suit

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education

Engineering Ambassadors reflected on student learning andtheir own practice after each presentation. The EAs responded individually to a six-questionopen-ended survey (Appendix C). Responses that were general in nature are displayed in Figure3.Figure 3. Engineering Ambassadors’ General Reflections on Lesson PresentationsBriefly describe Which part(s) Which part(s) Which part(s) What will you What your lesson of the lesson of your lesson of your lesson do to make that knowledge went really will you do the will you change? and/or skill well? same? change

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Janille A. Smith-Colin, Southern Methodist University; Jeanna Wieselmann, Southern Methodist University

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Diversity

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Pre-College Engineering Education

Agenda for Research. Washington, DC: The National Academies Press, 2014.[3] B. London, S. Rosenthal, S. R. Levy, and M. Lobel, “The influences of perceived identity compatibility and social support on women in nontraditional fields during college transition,” Basic and Applied Social Psychology, vol. 33, pp. 304-321, 2011.[4] N. D. Watkins, R. W. Larson, and P. J. Sullivan, “Bridging intergroup difference in a community youth program,” American Behavioral Scientist, vol. 51, pp. 380-402, 2007.[5] R. F. Catalano, M. L. Berglund, J. A. M. Ryan, H. S. Lonczak, and J. D. Hawkins, “Positive youth development in the United States: Research findings on evaluations of positive youth development programs,” The

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University

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Diversity

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Pre-College Engineering Education

I can do it can do itI can make a good scientific hypothesis. 0 1 2 3 4 5 6 7 8 9 10 Cannot Pretty sure For sure I do it I can do it can do itI can get myself to do my science school work. 0 1 2 3 4 5 6 7 8 9 10 Cannot Pretty sure For sure I do it I can do it can do it ReferencesAndrew, S. (1998). Self-efficacy as a predictor of academic performance in science. Journal of advanced

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca D. Swanson, Tufts University

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Pre-College Engineering Education

teachershaving meaningful engineering experiences with their development of epistemic empathy thatadds to the conversation about productive learning experiences in K-12 teacher preparation inengineering.AcknowledgementsWe thank the research team members and participants who made this study possible. Thismaterial is based upon work supported by the National Science Foundation under Grant No.1720334. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.REFERENCES[1] L. S. Nadelson, J. Pfiester, and J. Callahan, “Who Is Doing the Engineering, the Student or the Teacher? The Development and Use of a Rubric to

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

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Diversity

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Pre-College Engineering Education

across the five periodical databases and restricted for peer-review journal publications. The resulting publications of each search was consolidated using 2Mendeley citation manager where duplicates were removed. Following the removal ofduplicates, we reviewed the article’s title and abstracts against the following research contextinclusion criteria: (1) participants in P-12 engaged in a STEM intervention with some focus onengineering, and (2) the measured affective view(s) focused on the views of the student as itrelates to engineering not the teacher, facilitator, or educator. Lastly, we scanned the remainingarticles’’ full-text against the

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

] A. K. Ambusaidi, and S. M. Al-Bulushi, “A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist,” International Journal of Environmental & Science Education, vol. 7, no. 2, pp. 291-311, April 2012.[6] K. D. Finson, “Investigating preservice elementary teachers’ self-efficacy relative to self- image as a science teacher’” Journal of Elementary Science Education, vol. 13, no. 1, pp. 31-41, October 2001.[7] R. Hammack, & T. Ivey, “Elementary teachers’ perceptions of engineering and engineering design,” Journal of Research in STEM Education, vol. 3, no. ½, pp. 48-68, 2017[8] C. Cunningham, C. Lachapele, and A

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

quantitative assessment tools, including Grit-S and Alternative Uses Test (AUT),and qualitative assessment tools, including open portfolios and showcase presentations. Weanalyzed three years of survey data from 159 youth who participated in after-school learningprograms at our research site. We also conducted interviews with three adult program staffmembers who administered the different assessments and collected their observations andreflections about youth’s attitudes towards them. Through participant observation and a focusgroup with 8 youth employees, we studied attitudes towards self- and peer-reviews in aprofessional training program housed at the center. Studying assessment procedures and youth’sattitudes towards them in these different

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

section, student-customized rockets outperformedthe unmodified baseline vehicle.At the class’s conclusion, 79 students (out of 107 enrolled) completed a computerizedanonymous indirect survey to self-assess their attitudes about the course specifically andengineering in general as a result of the rocket project. Results were lackluster compared toexpectations based on similar s novel classroom lesson pedagogical studies previouslyconducted. Only 54.4% of students reported increased interest in the class over the semester.62.0% reported improved understanding of the rocket design process. 57.0% reported being ableto see interconnections between science, math, engineering, and technology as a result of thecourse. Despite these disappointing results

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly Christian, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University; Keith Sheppard, Stony Brook University

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Pre-College Engineering Education

, DC: The National Academies Press, 2012.[3] R. D. Anderson and J. V. Helms, “The ideal of standards and the reality of schools: Needed research,” Journal of Research in Science Teaching, vol. 38, pp. 3-16, 2001.[4] S. Purzer, T. Moore, D. Baker, and L. Berland. Supporting the implementation of the Next Generation Science Standards (NGSS) through research: Engineering. Reston, VA: National Association of Research in Science Teaching, 2014. [Online]. Available: https://narst.org/ngsspapers/engineering.cfm. [Accessed March 8, 2018].[5] L. Darling-Hammond, M. E. Hyler, and M. Gardner. Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute, 2017.[6] T. J. Moore, A. W. Glancy

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Boukdad, Bowman Creek Educational Ecosystem; Amy Blue Cuevas, Bowman Creek Educational Ecosystem; Marty Kennedy, Bowman Creek Educational Ecosystem

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Pre-College Engineering Education

.     Bowman Creek Academy: An immersive STEM experience (​work in progress) Kennedy M. R., Cuevas A. B., Boukdad S.   Last Revised: April 24th, 2018  Keywords: STEM, Community Impact, High School Students, Youth Empowerment,Sustainability, Non-formal EducationAbstractBowman Creek Educational Ecosystem (BCe2) is a partnership that pilots community-engaged,sustainable projects to address real world challenges in the Southeast neighborhood of City Y, amid-size city in the Midwest. In an effort to create a more immersive and engaging experiencefor high school students, BCe2 developed Bowman Creek Academy (BCA). BCA is a week-longacademic program that engages high school students with STEM (science, technology,engineering, math) education through

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

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Pre-College Engineering Education

based upon work supported by the National ScienceFoundation under Grant Number 1720334.REFERENCES[1] National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. The National Academies Press, 2012.[2] Achieve Inc., Next Generation Science Standards Achieve, Inc. on behalf of the twenty- six states and partners that collaborated on the NGSS,, 2013.[3] E. R. Banilower, P. S. Smith, K. A. Malzahn, C. L. Plumley, E. M. Gordon, and M. L. Hayes, "Report of the 2018 NSSME+," Horizon Research, Inc, Chapel Hill, NC, 2018.[4] R. L. Custer and J. L. Daugherty, "Professional Development for Teachers of Engineering: Research and Related Activities," The Bridge, vol

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eunsil Lee, Florida International University; Adam R. Carberry, Arizona State University; Medha Dalal, Arizona State University; Matthew J. Miller PhD, Loyola University Chicago

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Diversity

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Pre-College Engineering Education

of an underlying factor(s), indicating that factor analysis is possible. Bartlett’s test ofsphericity measures the hypothesis that the item correlation matrix is an identity matrix, whichrepresents that factor analysis is not possible as the items are unrelated. A significant test result (p< 0.05) rejects the null hypothesis, indicating that the data are factorable [25].The number of factors were then determined using a scree plot examination, Kaiser test, andparallel analysis [24]. The scree plot is a line plot of eigenvalue factors that shows the point atwhich extracting more factors does not explain more variance. The Kaiser method retains factorswith eigenvalues greater than 1 [24]. Parallel analysis helps determine meaningful factors

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

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Pre-College Engineering Education

counter electrode is made by spaying Pt catalyst using atomizer on the FTO glass.Finally, both electrodes are sandwiched and sealed with 60 μm plastic (Surlyn, Dupont), followedby the injection of electrolyte through the reserved channel. Figure 2 shows the assembly of theDSSC components. Figure 2. Schematic of DSSC device assembly.The following steps convert in a DSSC photons (light) to current. The incident photon is absorbedby Ru complex photosensitizers adsorbed on the TiO2 surface. The photosensitizers are excitedfrom the ground state (S) to the excited state (S∗). The excited electrons are injected into theconduction band of the TiO2 electrode. This results in the oxidation of the photosensitizer (S

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University; Christina Marie Sias, Utah State University; Ashley R. Strong; Jared W. Garlick, Utah State University; Angela Minichiello P.E., Utah State University; Jorge Americo Acosta Feliz, Utah State University; Sandra Weingart

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Pre-College Engineering Education

somebody else •Cost. variables but •Small-group •Peer or teacher has created) should or •Environment. not designs). discussion. feedback on should not be adopted •Ethics. •Observations •Whole-class written drafts. in a particular context. •Evidence (observations of discussion. •Read scenarios •Design: A design or from tests. that introduce natural designs) design element, •Human users. the problem. •Tests (planned, which the student(s) •Originality

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education

, designing solutions, engaging in argument from evidence, and obtaining,evaluating, and communicating information.Table 2 Lesson Day(s) Focus of Whole Class Discussions 1. Introduction of 1 What is engineering?; Introduction to the Engineering Challenge engineering challenge with the client letter 2, 3 Basics of GMOs; Debate for or against regulation of GMO crops 2. Introduction to DNA 4, 5, 6, Structure of DNA and chromosomes using a balloon Structure and Function 7 model and an origami model; DNA extraction lab 3. Genes and Trait 8 Traits of

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU’s Tandon School of Engineering; Sheila Borges Rajguru, NYU’s Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

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Pre-College Engineering Education

D me pe s-o dE pt D me pe s-o dE ce joy ros nd are ce joy ros nd are on E n e P Ha Sh on E n e P Ha Sh C tur C tur Fu

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

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Pre-College Engineering Education

,Ericson, Wu, & Martinez, 2012; Romine, Sadler, Presley, & Klosterman, 2012), there have beenfew that systematically gather the information across all STEM subject areas (Erkut&Marx,2005; Tyler-Wood, Knezek, & Christensen, 2010). There have been two surveys that haveutilized the SCCT framework in their development: the Student Attitudes toward STEM (S-STEM; Unfried, Faber, Stanhope, & Wiebe, 2015) and the STEM Career Interest Survey(STEM-CIS; Kier, Blanchard, Osborne, & Albert, 2013). The S-STEM (Unfried et al., 2015)measures student attitudes in STEM and interests in STEM careers. However, it does notseparate the various socio-cognitive mechanisms of self-efficacy, outcome expectations, andpersonal goals. The STEM-CIS

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Lauren Sargent, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Susan R. Bayley, Purdue University, West Lafayette; Anna Veronica Walter, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

interventionthat can be employed broadly to improve the self-efficacy of both pre-service and in-serviceteachers for teaching engineering, thus preparing future generations to make a global impact.References[1] C. Riegle-Crumb, K. Morton, C. Moore, A. Chimonidou, C. LaBrake, S. Kopp, “Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers,” Sci. Educ. vol. 99, pp. 819-836, 2015.[2] C. Alexander, G. Mayes, S. Hopper, S. Thiruvadi, and G. Knezek, “An Investigation of the Impact of Digital Fabrication Projects on Pre-Service Teachers’ Attitudes and Skills” in Proceedings of th Society for Information Technology and Teacher Education International Conference, SITE 2012 Austin, TX