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

Tagged Divisions

Pre-College Engineering Education

Integration in the INSPIRE Institute at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its power for student learning. Tamara Moore received an NSF Early CAREER award in 2010 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2012.Siddika Selcen Guzey, Purdue University, West Lafayette Dr. Guzey is an assistant professor of science education at Purdue University. Her research and teaching focus on integrated STEM Education. c

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

students can meet the new standards, it isof paramount importance that their teachers leverage the SEPs in instructional planning andimplementation. Use of technology in the context of science teaching and learning can also helpteachers perform inquiry-based teaching so that students can have meaningful learning experiences[4—6]. In a recent effort, we developed and conducted professional development (PD) workshopsfocused on using robotics technology to provide a supportive opportunity and environment toteachers to experience the use of robotics in classroom teaching and to lower their perceivedapprehension about its classroom integration. The projected outcome through the PD is to improvethe teachers’ curriculum knowledge and standard aligned

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

sciences in New Jersey. She joins their dedicated research on STEM teacher development and leadership. Dr. Larson continues to pursue research interests in assessments and accountability in STEM teacher education, identity and agency in STEM teacher development, and community-centered STEM curriculum and programs. American c Society for Engineering Education, 2021 Studying In-service Teacher Professional Development on Purposeful Integration of Engineering into K-12 STEM Teaching (Research to Practice)AbstractIntegrated STEM approaches in K-12 science and math instruction can be more engaging andmeaningful for students and

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, University of Texas, Austin; Kimberlyn Gray, West Virginia University Institute of Technology

Tagged Divisions

Pre-College Engineering Education

Paper ID #26235Computer Security Activities for a Middle School Classroom or OutreachEvent (P12 Resource/Curriculum Exchange)Dr. Stephany Coffman-Wolph, University of Texas, Austin Dr. Stephany Coffman-Wolph is an Assistant Professor of Instruction at The University of Texas at Austin in the Department of Computer Science. Research interests include: Artificial Intelligence, Fuzzy Logic, Game Theory, Teaching Computer Science, Outreach of STEM, Women in STEM, and Software Engi- neering.Dr. Kimberlyn Gray, West Virginia University Institute of Technology Dr. Kimberlyn Gray is an Assistant Professor at West Virginia University

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

children’s awareness and motivations and preventingmisconceptions with a constructively designed curriculum. A real-life implementation ofcurriculum integration of sustainability in the K-12 setting plays a key role in validating andevaluating the feasibility of this approach. In this study, a module of sustainability was designedfor 12 one-hour sessions over 3 months with a focus on the recycling of electronics and wasimplemented in an industrial-oriented class. We use instructor reflections to provide preliminaryinsights for addressing difficulties associated with sustainability education, i.e., whether middleschool youth can relate the societal and economic aspects to the sustainability concept.Purpose of StudyThe purpose of the study is to

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Dylan Smith M.S., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. Contemporaneously, this lab has also hosted an NSF/REU sitesince 2011 [1, 3, 13].Professional Development ReviewProfessional development (PD) is required of many teachers. Teacher PD has been shown toimprove student achievement in science [14], and PD is considered imperative to the realizationof standards in curriculum [15]. Teachers are typically required to earn a certain number ofcontinuing education credits (CEUs) as part of their work contract. CEUs may be earned anumber of ways, including workshops and courses at nearby institutions, however this can beproblematic. One-shot workshops designed for teacher enrichment can be useful, howeverlonger-term PD programs are required to support standards which reach all students [15]. Thelimitations of 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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

whilestudents completed an engineering design challenge and attempted to apply epistemic frames toassess student ways of being an engineer.Creation of Engineering Epistemic Frame for K-12 Engineering (EEFK12) The engineering epistemic frame for K-12 (EEFK12) was created by synthesizing localframeworks[9], higher education goals, policy directives[33, 34], and relevant literature. Thedevelopment of the frame occurred using a similar process used by Chesler and colleagues [32]in the development of an online professional practice simulator for freshman undergraduates andArastoopour and colleagues’ virtual internship[29] where they used ABET Criterion 3 as afoundation. Local standards from Massachusetts were used because the curriculum for thesummer

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramya Sivaraj, University of Minnesota; Jeanna R. Wieselmann, Southern Methodist University; Gillian Roehrig, University of Minnesota - Twin Cities

Tagged Divisions

Pre-College Engineering Education

interests include studying collaborative discourse, with a focus on epistemic resources and practices in integrated STEM contexts. Her research examines how middle school students engage in epistemic practices to construct meaning and work through challenges during small group engineering design activities.Dr. Jeanna R. Wieselmann, Southern Methodist University Dr. Jeanna R. Wieselmann is an Assistant Professor of STEM Education at Southern Methodist University in Dallas, TX. Her research focuses on equity in STEM and has explored student participation patterns in small group STEM activities. She studies STEM schools, integrated STEM curriculum development, and teacher professional development to support equitable

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Claire Duggan, Northeastern University; Jennifer Ocif Love, Northeastern University; Nicolas Leo Fuchs, Northeastern University; Emily Chernich; Brittany Fung, Northeastern University

Tagged Divisions

Pre-College Engineering Education

schools, feedback and survey instruments were recentlymodified to study subsequent impact. Data collected from teachers and students in 2019,including wind turbine field trips in Fall 2019, have continued to support evidence that students’interest in STEM topics continues beyond the day of the field trip. In fact, many of the teacherswho bring their students to NU STEM field trips have been coming back each year for severalyears. What distinguishes NU STEM field trips from other science field trip offerings in the areais an integrated experience with engineering. Given the popularity of these field trips and thediverse range of topics that teachers can choose from, additional data from students and teacherswill continue to be collected in future

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Meltem Alemdar (PhD) is Associate Director and Senior Research Scientist at Georgia Institute of Tech- nology’s Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education through research on curriculum development, teacher pro- fessional development, and student learning in integrated STEM environments. Dr. Alemdar is currently co-PI for research on various NSF funded projects. In addition, she has been external evaluator for various NSF Projects over the past nine years. Her expertise includes program evaluation, social network analysis and quantitative methods such as Hierarchical Linear Modeling, and Structure Equation Modeling. As part of an

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University; Amber L. M. Kendall, Tufts Center for Engineering Education and Outreach; Daniel Gordon Mendiola Bates, North Carolina State University; Whitney N. McCoy, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #23672Implementation of an Engineering Summer Camp for Early-Elementary Chil-dren (Work in Progress)Dr. Laura Bottomley, North Carolina State University Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and Elementary Education, is also the Director of Women in Engineering and The Engineering Place at NC State University. She has been working in the field of engineering education for over 20 years. She is dedicated to conveying the joint messages that engineering is a set of fields that can use all types of minds and every person needs to be literate in engineering and technology. She

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carson Ohland, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

] Wing[14] connects computational thinking to engineering thinking by arguing that computationalthinking is the overlap between engineering thinking and mathematical thinking. As a result ofthe strong connection between these two types of thinking, and the prevalence of CT andprogramming in engineering in professional practice, we believe that exploring CT is animportant aspect of learning about children’s engineering learning.Purpose of the studyThis study is part of an NSF-funded project that integrates computational thinking in STEMactivities and curriculums both in formal and informal settings. The aim of the project is tocharacterize children’s computational thinking in different learning settings. Consistent with theaim of the project, we

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Ming Tomayko, Towson University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #29409Kindergartners’ Engagement in an Epistemic Practice of Engineering:Persisting and Learning from Failure (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy and Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple formal and informal settings. As a K- 8 pre-service teacher educator, she

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Schulte Grahame, Northeastern University; Christos Zahopoulos, Northeastern University; Rajini Jesudason, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #29090Preparing HS Students to Succeed in STEM Fields via an Early CollegeExperience (Evaluation)Dr. Kathryn Schulte Grahame, Northeastern University Dr. Kathryn Schulte Grahame is an Associate Teaching Professor at Northeastern University and a mem- ber of the first-year engineering team. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice- oriented mission of Northeastern University. She teaches the Cornerstone of Engineering courses to first- year students as well as courses within the Civil

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University; Amber L. M. Kendall, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

nature, engineering and teaching both require problem solving, and integrating the topicsand practice of engineering research with the extant curriculum in a STEM classroom also requirescreativity and innovation. One explanation for the benefit of cognitively-diverse teams oncomplex, creative tasks is the cognitive diversity hypothesis [13,18,19]. The cognitive diversityhypothesis posits that dissimilarity in team makeup (with regard to task-related attributes)discourages groupthink and encourages positive member disagreement, debate, and discussion, aswell as introducing differing attitudes, perspectives, and knowledge structures [18-23]. Similarly,the information processing perspective provides an additional framework to explain

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

hold an undergraduate degree in a STEM field and may not even befamiliar with the acronym. This preliminary study evaluates the impact of an After SchoolSTEM service learning course on undergraduate preservice teachers (PSTs). This course wasdesigned with the broad goal to engage undergraduates who are thinking about becomingteachers (going on to a credential program after graduation) in a service learning course in whichthey engage in a pre-credential field experience. As part of this experience, undergraduates learnabout STEM integration in teaching and STEM based activities, and then teach those activities toelementary students in local after school programs. The main research questions for this studyinclude: A) How did the service learning

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

Tagged Divisions

Pre-College Engineering Education

professional development of formal and informal science educators, learning through citizen science for adults and youth, and pre-service elementary teaching in informal science learning environments. Dr. Swanson received her PhD in Curriculum and Instruction in Science Education from the University of Colorado Boulder, and a BA in Molecular, Cellular, and Developmental Biology from University of California, Santa Cruz. Prior to graduate school, she was an elementary science educator for a small children’s science center in California. c American Society for Engineering Education, 2020 “I understand their frustrations a little bit better.” – Elementary teachers’ perceptions of the impact of

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Alexandra Batrouny, Tufts Center for Engineering Education and Outreach; Karen Miel, Tufts University; Kristen B. Wendell, Tufts University

Tagged Divisions

Pre-College Engineering Education

ideasuniversity students develop and teach the curriculum. 4. Give reasons for your ideasThis study took place in a socioeconomically, racially, 5. Discuss many different ideasand linguistically diverse fourth-grade classroom. Of the20 participating students, 11 were female, 9 were male, Figure 1. Groupwork norms.11 were White, and 9 were People of Color. Thecurriculum was designed by two researchers to scaffold collaborative groupwork and decisionmaking. The instruction was provided by an undergraduate Data Science major and the firstauthor, a graduate student in engineering education. The scaffolds include a set of groupworknorms (Figure 1), adapted from Morris [16] and a decision matrix (Figure 2) developed by theauthors.Figure

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Milton Johnson, Bioscience High School; Allison Wolf; Xavier A. DeLeon, QESST; Mayra Ramos; Meredith Marie Morrissey, Mountain Pointe High School; Alyssa Johnson, Kyrene School District; Scott Richard Currier; Lauren D’Amico

Tagged Divisions

Pre-College Engineering Education

radically new applications, i.e., PV-on-everything.But getting there requires an educated citizenry empowered to utilize and create sustainableenergy solutions. To this end, QESST, an Engineering Research Center for Quantum Energyand Sustainable Solar Technologies sponsored by the National Science Foundation and the U.S.Department of Energy, program aims to advance PV science, technology and education througha Research Experience for Teachers (RET) program.The QESST RET program is focused on furthering innovations in solar energy engineering byadvancing PV science and technology. We are also committed to promoting solar energyeducation by (a) developing an extensive set of K-12 curriculum materials to promote solarenergy and PV engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary K. Nyaema, The University of Illinois at Chicago; David G. Rethwisch, The University of Iowa; Mark Andrew McDermott

Tagged Divisions

Pre-College Engineering Education

Paper ID #35042A Case Study on How Teachers’ Knowledge and Beliefs Influence TheirEnactment of the Project Lead The Way Curriculum (Evaluation)Dr. Mary K. Nyaema, The University of Illinois at Chicago Mary Nyaema is an educational consultant with the University of Illinois at Chicago. She earned a doc- toral education degree from University of Iowa. She has two years post doctoral experience in discipline based educational research and has taught high school science and mathematics. Her research interests include STEM Education, active learning, evidence based strategies and problem based learning.Dr. David G. Rethwisch, The

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire

Tagged Divisions

Pre-College Engineering Education

. He is interested in using integrated STEM curriculum as a vehicle for students to acquire necessary skills and knowledge to func- tion in the 21st century. Khomson is also passionate about learning and incorporating different cultural stories, experiences, and narratives into STEM classrooms to encourage more cultural awareness among students and teachers.Dr. Joshua Alexander Ellis, Florida International University Dr. Joshua Ellis is an Assistant Professor of Science Education at Florida International University. His scholarly interests include facilitating the promotion of model-based and engineering-integrated science instruction through STEM integration. He also explores the design and creation of dynamic

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mia Dubosarsky, Worcester Polytechnic Institute; Jeanne H. Hubelbank, Worcester Polytechnic Institute

Tagged Divisions

Pre-College Engineering Education

Paper ID #23962Elements that Support and Hinder the Development and Implementation ofa School-wide/District-wide STEM Integration Program (Evaluation)Dr. Mia Dubosarsky, Worcester Polytechnic Institute Dr. Mia Dubosarsky has been a science and STEM educator for more than 20 years. Her experience in- cludes founding and managing a science enrichment enterprise, developing informal science curriculum for young children, supporting Native American teachers in the development of culturally responsive sci- ence and math lessons, developing and teaching graduate level courses on assessment in science education, and working with

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Christine Nguyen, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education

Paper ID #27409Identifying Phenomena and Developing Sustainable Engineering EducationalModules that Integrate STEM Education Best Practices and Next GenerationScience Standards for Middle School Science TeachersMr. Michael Lorenzo Greene, Arizona State University, Polytechnic campus Michael Greene is a PhD Student at Arizona State University. He is pursuing his degree in the Engineering Education Systems and Design program, concurrently while pursuing a Master’s degree in Engineering. Michael graduated with his B.S. in Mechanical engineering from University of Pittsburgh in April of 2018. His research interest lies in diversity

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

collaborationand begin to situate the experience of the student-instructor in STEM outreach as an important,but largely unexplored, area of pedagogical interest.Undergraduate engineering students from the State University of New York at Binghamton spentsummers with the Engineering Outreach Office at the University of Toronto to gain insight andexperience into the processes and operations of a long-standing outreach program. Uponreturning to their home institution, the students deployed this knowledge by developing anddelivering curriculum locally. We outline the progress to date and discuss the elements of this‘apprenticeship model’ aimed at developing new outreach programs focused on STEM literacyand engagement. Logistics associated with the

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #25863Participation in Small Group Engineering Design Activities at the MiddleSchool Level: An Investigation of Gender DifferencesJeanna R. Wieselmann, University of Minnesota Jeanna R. Wieselmann is a Ph.D. Candidate in Curriculum and Instruction and National Science Foun- dation Graduate Research Fellow at the University of Minnesota. Her research focuses on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. She is interested in integrated STEM curriculum development and teacher professional de- velopment to support gender-equitable

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lynn A. Albers, Hofstra University; Richard J. Puerzer, Hofstra University

Tagged Divisions

Pre-College Engineering Education

State University course “provides an overview of the salient math topics mostheavily used in the core sophomore-level engineering courses.”4 “The course will also provide anintroduction to the engineering analysis software Matlab, which is used throughout theengineering curriculum. While time constraints will preclude a formal treatment of Matlabduring lecture, application of the software will be integrated with each laboratory assignment.”4Having taught the WSU course, the author wasconcerned the new model might resemble the WSUcourse too closely. Since both courses have a goal ofincreasing student

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tamecia R. Jones, North Carolina State University

Tagged Divisions

Pre-College Engineering Education

, Curriculum, Teaching and Learning, University of Manitoba, Ann Arbor, MI, MS26239, 2013. [Online]. Available: https://search-proquest- com.ezproxy.lib.purdue.edu/docview/1516608083?accountid=13360[6] M.-G. N. Svarovsky, "Unpacking the Digital Zoo: An analysis of the learning processes within an engineering epistemic game," PhD Doctoral, Educational Psychology, University of Wisconsin-Madison, ProQuest Dissertations & Theses Global, 3399952, 2009. [Online]. Available: https://search-proquest- com.ezproxy.lib.purdue.edu/docview/305030482?accountid=13360[7] S. F. Wolf, L. Doughty, P. W. Irving, E. C. Sayre, and M. D. Caballero, "Just Math: A new epistemic frame," in PERC Proceedings, 2014.[8] D

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Jessica Rush Leeker, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

Tagged Divisions

Pre-College Engineering Education

around engineering activities, engineering education in informal settings, and STEM integration within engineering contexts. c American Society for Engineering Education, 2018 Title: Examining Children’s Engineering Practices during an Engineering Activity in a Designed Learning Setting: A Focus on Troubleshooting AbstractChildren spend most of their time in out-of-school settings. As a result, informal learning settingscan play a significant role in children’s learning development. Museums and science centers areinformal settings that are intentionally designed to promote learning and interest development.Studies show that these settings are where

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Jamie Mikeska, Educational Testing Service; Elizabeth Orlandi, Science Education Consultant

Tagged Divisions

Pre-College Engineering Education

fixated on one idea or design element, making it difficult for them to determine a way forward toward improvement. They may also fail to recognize that they have not followed constraints. Note that this is likely to be more of an innocent or careless omission rather than an intentional breaking of the rules.The teaching tips, together with the other task components, created a rich source of informationfor teachers to use to prepare for the post-testing argumentation discussion in the simulatedclassroom.Part 2: Study of Teacher Perceptions of the Task and AvatarsThe goal of the present mixed-methods study was to explore elementary teacher perceptions ofthe Design a Shoreline task and of the student avatars who are an integral

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

Generation Science Standards(NGSS) [2] highlight the importance of including engineering in the K-12 curriculum. Theimplementation of NGSS requires that teachers understand engineers’ use of design in their workas well as the ways that engineering is connected to science, technology, and society. The waysin which an engineer’s work connects to science, technology, and society is dependent upon thespecific context in which they are working, and offering students opportunities to engage withproblems situated within realistic engineering contexts can help students meaningfully learnmathematics and science [3]. Providing these opportunities for students will require teachers tohave an understanding of the work of engineers and the way that work connects