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

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Diversity

Tagged Divisions

Pre-College Engineering Education

teacher familiarity or comfort with teachingdesign, engineering, and technology subjects [16] , and a focus on literacy and math standardizedtesting in the early grades, with STEM subjects like science not being assessed in [this state]until fifth grade. At the time of writing this paper, a search of the NSF-sponsoredTeachEngineering.org website--a peer-reviewed repository of standards-aligned engineeringactivities, lessons, and curricula--produced only 28 entries recommended for grades K-2, out of1660 total K-12 entries in the database [17].Camp designAdding the richness of a scenario and background via a storybook, campers connected theproject work they were doing with a broader cause. During the first day, we read Mr. BearSquash-You-All-Flat

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan R. Broberg, Purdue University; Susan Khalifah P.E., S.E., Purdue University; Abhinav Gupta, Purdue University; Abdullah J. Nafakh, Purdue University

Tagged Divisions

Pre-College Engineering Education

issuing online polling solutionsto encourage participation and putting learners in permanent groups to help combat feelings ofisolation. Altogether, these techniques led learners to engage with civil engineering topics,fostering interest and growing their knowledge of the topic, while meeting the required rigor ofthe university classroom.IntroductionHigh school students are increasingly interested in exploring engineering disciplines beforecollege enrollment. These opportunities give students the ability to interact with engineeringeducators, understand the academic rigor, and meet peers in their area of interest. Students findthese opportunities in traditional high school classes, after school programs, and summerprograms held at colleges and

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Neal I. Callaghan, University of Toronto; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co, University of Toronto; Nicolas Ivanov, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Jonathan Rubianto, University of Toronto; Locke Davenport Huyer, University of Toronto; Dawn M. Kilkenny, University of Toronto

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Diversity

Tagged Divisions

Pre-College Engineering Education

have external barriers to learning.Therein, focus tends to be on additional resource deployment or encouragement to perseverethrough challenge for specific students. However, not all strategies need focus exclusively on theindividual student; a powerful means to enhance a student’s academic interest and performanceis through the culture and environment of the classroom [7-8]. In fact, one could speculate thatindividual focus on particular students by an educator need be optimized, as social implicationscould have detriment to equitable goals. Therefore, this sum of interpersonal interactionsbetween students and the educator, in its optimal form, would allow for shared experience andachievement between students, spurring peer support and

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

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Diversity

Tagged Divisions

Pre-College Engineering Education

and solution for the mass of mixture/solution3 Students drawing their own Determining the filtration devices concentration of a solution4 Providing labels and Determining Writing numerical expression measurements for filtration saturation of a for saturation devices solution5-6 Students give feedback and Materials that receive feedback from peers filter out bacteria on their drawings7-8 Students design and evaluate Deriving flow rate ratio for their filtration devices selected materials in the

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyssa Marie Eggersgluss, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Rachel Farah, University of St. Thomas; Cullen Charles Kittams, Playful Learning Lab; Emma Michelle Monson, University of St. Thomas; Krista Schumacher, University of St. Thomas; Jeff Jalkio, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

in the job market with ashortage of experienced STEM workers to fill open positions. Al Salami [1] writes that many schoolsare transitioning to a more integrated curriculum to get students involved at a young age with conceptsand ideas within STEM fields. The Code + Chords workshop that this study is focused on uses anintegrated curriculum by combining music with technology and takes it one step further by targetingself-efficacy in participants.Denise Green [2] illustrates the need for understanding and increasing self-efficacy in students:“Researchers in this area provide empirical evidence that self-efficacy is an accurate predictor of astudent’s skill acquisition, rate of performance, expenditure of energy, persistence, goal setting, and

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

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Diversity

Tagged Divisions

Pre-College Engineering Education

encourage them to pursue STEAM careers. One particularly effective approach isthrough hands-on learning and “making,” since children often have a natural affinity fortinkering and learn well through active involvement in meaningful activities [1]. Hands-on,project-based learning has been shown to get more students engaged with STEAM and help themlearn key skills for the future [2]. However, most STEAM education programs target students inupper-middle or high school [3]. Bustamante et. al write, “Since engineering education hastraditionally not been part of the general K–12 education experience (i.e., the beginning ofprimary school (age 5) through the end of secondary school (age 18)), early childhood educatorshave minimal background in engineering

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Smith Brooks, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Lawrence Chu, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Christina L. Baze, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education

productive and providethe reasoning to support their argument. When students are provided the opportunity to engagein these practices and receive feedback from peers, they are able to model the norms andexpectations of both epistemological communities.The ADE instructional framework is based on Argument Driven Inquiry (ADI), a instructionalmodel that centers on student engagement in scientific inquiry. Research on ADI suggests thatstudents using the ADI model in science show gains in content knowledge, writing andcommunication skills, research design abilities, and capacity to argue from evidence [13-15].Building the ADE framework using previous ADI work allowed the integration of engineeringpractices emphasized in the ​Framework​ into an evidence

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shramana Ghosh, New York University; Pooneh Sabouri, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

also been shownto increase student interest in engineering and improve their conceptual understanding of math andscience by engaging them in interactive learning experiences [1].Broadly the role of educational robots in classrooms has been classified into three categories: (i)tutor, (ii) peer, or (iii) tool [8]. Yet, the role of educational robots as technological and educationalartifacts in K-12 STEM classrooms has not been examined in depth by researchers. One reasonmight be attributed to some researchers considering student learning to be curriculum dependent[9]. In this school of thinking [9], the use of educational robots is not guaranteed to improve studentlearning, rather the role of educational robotics in K-12 settings is to foster

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sabina A. Schill, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Pre-College Engineering Education

faculty than those without faculty mentors [5].However, undergraduates themselves may participate as mentors in other contexts, such as in K-12 STEM outreach programs.Few studies have specifically examined benefits to undergraduate student mentors. Surveys byMonk et al. [14] found that mentors improved their science communication skills and foundmentoring high school students to be a rewarding experience. Lim et al. [6] corroborated theseresults, finding that undergraduate peer mentors gained interpersonal and teaching skills. Arecent study by Huvard et al. [16] examined undergraduate mentors across peer inreach and K-12outreach programs, and found that in both programs, mentors “demonstrated evidence ofstrengthened metacognition and science

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

most participants.Challenges in NGSS-plus-5E Implementation: One of the most significant aspects of NGSS isthat the PEs require integration of the three dimensions [17]. We found that both the facilitatorsand teachers struggled in many ways due to the rigor required by the standards, as illustrated inTable 2. Social capital [31] generated through peer support was found to be quite helpful inovercoming these challenges.Incorporating ‘old’ lessons: After receiving the initial NGSS-plus-5E one-day workshop, thefacilitators strategized for creating new lessons by using their previously designed robotics lessons(aligned to the Common Core Standards) and “trying to fit them” to the new NGSS-plus-5E lessontemplate. They had difficulty in identifying

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell, Arizona State University; Kristi Lynn Eustice, Arizona State University; Carolyn Aitken Nichol, Rice University; Kristen Jaskie, Arizona State University; Andreas S. Spanias, Arizona State University; Kimberly Farnsworth, Indiana University-Bloomington; Jennifer M. Blain Christen, Arizona State University; Mi Yeon Lee, Arizona State University

Tagged Divisions

Pre-College Engineering Education

UndergraduateInstitution (PUI) partner, Lafayette College. The program has resulted in a newly developed five-week course with asynchronous elements in a Learning Management System (LMS) and weeklysynchronous components via Video Conferencing (VC). Each weekly module in the LMSfocused on a different theme: 1) Program Orientation, 2) Conducting CenterResearch/Curriculum Development, 3) Engineering Education Standards/ Developing aProblem-based Engineering Lesson, 4) Adapting Engineering Lessons for Remote/OnlineTeaching, and 5) Presenting and Writing about Scientific Research (see Table 1 for detailedprogram agenda).Table 1. CBBG Hybrid RET Program Week Topics Asynchronous (LMS) Synchronous (VC) Program

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Reagan Curtis, West Virginia University; Darran Cairns, University of Missouri - Kansas City; Johnna Bolyard, West Virginia University

Tagged Divisions

Pre-College Engineering Education

models as tools to help solve societally relevant scientific challengesthrough design/development of appropriate technologies.Project TESAL incorporates characteristics of effective professional development inmathematics and science [28] - [33]. Teachers engage in significant mathematics and sciencecontent related to the work of teaching as they develop, design, implement, and refine modules toaddress middle grade content standards and objectives (CSOs) in mathematics, science, literacy,and engineering design. Teachers collaborate with peers and experts in engineering design,literacy, science, and mathematics education as part of a team moving through learning,development, and implementation cycles. This work is aligned with research in that is

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University; Tejaswini S Dalvi, Univerisity of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

even prior to the ​NGSS​ shows that design problems can be an effectivecontext for the development of scientific knowledge and reasoning [3], [4], [5]. However,questions remain about how to scaffold integrated science and engineering learning experiencesso that they provide all students with opportunities to develop disciplinary practices in ​bothscience and engineering. When students shift between inquiring into a phenomenon anddesigning a solution to a problem, do they need different kinds of support for documenting theirwork meaningfully, collaborating with peers, or working with data to support explanation andargumentation? Although curriculum developers and educators often intend for students toconnect scientific findings to inform design

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joshua Alexéi García Sheridan, Virginia Tech; Kenneth Reid, Virginia Tech

Tagged Divisions

Pre-College Engineering Education

)Team Dynamic (Team vs. Individual Orientation)Motivation (Leadership)Planning (Leadership)Self-assessment (Leadership)Teammates (Leadership)An open-ended question was also included: Write a few paragraphs about your experience playing Pandemic in class. Talk about what you thought or felt while playing. Consider reflecting on what you and your fellow players did during the game. What happened and why? Also, note anything useful that you believe you have learned.Initial resultsIn conjunction with the high school teacher, the data entries were made anonymous withindividual students receiving codes so that additional data that may be taken from them in thecourse of the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

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Diversity

Tagged Divisions

Pre-College Engineering Education

summers, engaging in engineering research and writing pre-college engineering curricula. Her research interests include physics and engineering education and teacher professional development. c American Society for Engineering Education, 2018 Integrating Authentic Engineering Design into a High School Physics Curriculum (Work in Progress)Background and ObjectivesThe Framework for K-12 Science Education calls for the integration of engineering practicesinto pre-college science classrooms [1], because “providing students a foundation in engineeringdesign allows them to better engage in and aspire to solve the major societal and

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jalil Kianfar P.E., Saint Louis University; Stephen M. Belt, Saint Louis University

Tagged Divisions

Pre-College Engineering Education

demystify computer programming for students. Theyworked individually with faculty and academic aides to develop a simple computer program thatcalculated the cost of transportation of freight. The presentation skills development activityincluded an introduction to MS PowerPoint and the elements of a good presentation. Studentsworked in groups of four and prepared presentations of what they had learned during the summerprogram. They delivered their presentations to their peers and parents during the closingceremony. Figure 2 illustrates students participating in the summer camp activities. (a) (b) (c) (d) (e) (g) (h

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

Expressing novel ideas, orally and in writing o Use of tables, graphs, drawings, or models o Engaging in extended discussions with peers o I can benefit from professional development that includes basic engineering knowledge found in engineering mechanics courses such as Statics, Strengths of Materials, and Material Science. • Please rate the following aspects of professional development that you feel may benefit your ability to teach engineering topics in your science class? (Please select all that apply and the extent to which you think they are useful) o Incorporating engineering content into required science standards o Content knowledge about

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sylvia W. Thomas, University of South Florida; Scott W. Campbell, University of South Florida; Manopriya Devisetty Subramanyam, University of South Florida; Cheryl R. Ellerbrock, University of South Florida

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Diversity

Tagged Divisions

Pre-College Engineering Education

and discussions over fifteen weeks covering 1) anintroduction and overview of STEM and STEM literacy, 2) guiding principles in STEM Education,3) typical components of STEM, 4) workshops on developing an instructional STEM unit(curriculum unit), 5) STEM instruction from an integrated approach, and 6) pre-service teacherresidency peer experiences (Appendix A).Evaluation Approach and Method Reflection in engineering education has become highly regarded as an evaluation approachinvolving the concept of “doing and reflecting on the doing” [8]. Supported by several engineeringeducation researchers, “reflective techniques” are important in fostering effective teaching andstimulating student learning [9-13]. Turns [9] defines reflection “as

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanner J. Huffman, College of New Jersey; Greg J. Strimel, Purdue Polytechnic Institute; Michael Grubbs, Baltimore County Public Schools

Tagged Divisions

Pre-College Engineering Education

Engineering EducationSymposium. This paper reports the methods and results of this three-day event.High School Engineering Education Symposium The High School Engineering Education Symposium provided a platform to completetwo crucial AEEE project goals; (1) Stakeholder and expert revisions of the TaxonometricStructure for Secondary Engineering Programs and (2) establish writing teams and preliminarydrafts of the Progressions of Learning in Engineering. To accomplish these goals, thesymposium brought together 40 experts from the education, engineering education, technologyeducation and engineering communities. Experts were invited based on participation frompreceding Delphi study and recommendations from various stakeholders with an interest in

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vahideh Abdolazimi, Drexel University; Jared Andrew Ruddick, School District of Philadelphia; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University; Richard Edward Giduck, Drexel University

Tagged Divisions

Pre-College Engineering Education

STEM (ExPERTS) program. During her tenure at Drexel University, Ms. Ward has successfully coordinated with multiple faculty members in the submission of approximately 600 grant proposals, including co-writing, editing and serving as the Pro- gram Manager for 8 awarded STEM education grants totaling more than $13M. She has collaborated with University offices, faculty and staff in the facilitation of recruitment strategies to increase the quality and quantity of undergraduate and graduate enrollment in STEM programs. Ms. Ward now manages the day- to-day operations of the DragonsTeach and ExPERTS programs, including supporting the development of programs of study, student and teacher recruitment, fundraising and grant

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Molly Roche, University of St. Thomas; Esmée Julia Verschoor, Playful Learning Lab; Hannah French; Alyssa Marie Eggersgluss, Playful Learning Lab; MiKyla Jean Harjamaki, Playful Learning Lab; Mary Fagot; Jeff Jalkio, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Collin John Goldbach, Playful Learning Lab; Deborah Besser P.E., University of St. Thomas; Abby Bensen, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

classrooms. By teaching both educators and students, theimpact of this program can reach a larger audience and potentially increase student interest inSTEM through these educators and peers if not the program itself. OK Go Sandbox also attemptsto increase student interest in STEM subjects, as well as provides resources for both educatorsand students, hoping that by supporting both, student learning will be as successful as possible.Survey LogisticsOK Go Sandbox has an email list of educators who have expressed interest in their content, andthis population of individuals was presented with a survey regarding their use and opinions ofOK Go Sandbox. 88 participants responded to this survey and the data collected indicates theeffectiveness of OK Go

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

funding participation from external sources. He has been directing/co-directing an NSF/Research Experiences for Undergraduates (REU) Site on interdisciplinary water sciences and engineering at VT since 2007. This site has 95 alumni to date. He also leads an NSF/Research Experiences for Teachers (RET) site on interdisciplinary water research and have 10 alumni. He also leads an NSF-funded cybersecurity education project and serves as a co-PI on two International Research Experiences for Students (IRES) projects funded by the NSF. He has published over 90 papers in peer-reviewed journals and conferences. c American Society for Engineering Education, 2019 An Interdisciplinary RET Program

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

schoolers salient totheir learning. Middle grades are the bridge between the wants and needs of childhood and thewants and needs of high schoolers6. Emotionally, adolescents are self-absorbed and tend toexaggerate; they are sensitive and easily offended. Garrett-Hatfield further states that middleschoolers can be moody and feel alienated. At the same time, they are also curious about theworld around them and need time to explore safely. Another salient feature of the middle schoollearner is their sense of wonder about the changes they see in themselves and in their peer group.They depend on important adults in their lives and good role models to emulate. One goal was tohave the Ambassadors be those role models who would be emulated by the middle

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Purdue University, West Lafayette; Anastasia Marie Rynearson, Campbell University; Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Annwesa Dasgupta, Indiana University-Purdue University, Indianapolis; Barbara Fagundes, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

researchers in understanding andinvestigating the educational phenomenon. Throughout the project, we collected data frompublic, private and home schools as well as science center settings.a. Public and Private School Settings In order to capture the whole classroom dynamics and actions made by teacher andstudents (for instance, an interaction between students and teacher, students’ behaviors,collaborations, social interactions among their peers) videotaping with a high-quality audiorecording method is an effective and acceptable technique to collect the targeted data. In the firstyear, a single camera was often used to record the whole classroom for class-wide activities andto zoom in on a single randomly-chosen group (with complete consent

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannes Strobel, University of Missouri; Alexander Franz Koch, University of Teacher Education, Fribourg, Switzerland; Hao He, University of Missouri-Columbia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

co-lead designer of Hands- on Standards STEM in ActionTM —a set of learning modules for preK-5th grades - in use in 35 countries and selected as finalist for two international awards. Dr. Strobel received the 2018 Science Educator of the Year Award from the Academy of Science - St. Louis and the 2018 STEM Excellence Award from the International Society for Technology in Education (ISTE), and served as an Invited Member on the National Academy of Engineering Committee for Implementing Engineering in K-12. Dr. Strobel founded the Journal of Pre-College Engineering Education Research (J-PEER), has served on the board of IEEE Transactions in Education, and currently serves as Associate Editor for the Australasian

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie N. Mikeska, Educational Testing Service; Matthew S. Taylor, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education

two thirds or more of the instances ofeach feature in the teacher’s discussion transcript, they also associated non-examples with eachfeature (i.e., “over-coding” for the feature). Most especially, participants over-coded instancesfor Feature 1, linking many quotes to this feature even though the quotes did not encouragestudents to engage other teams about their designs; this finding was also evident in thesynchronous discussion. In the Identifying Strategies assignment, PSTs collectively identified atotal of 15 strategies that the teachers used with respect to the three features. The most frequentlymentioned strategies for each feature were: having students call on a peer for critique orfeedback (Feature 1), posing questions about whether

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

explored peer-reviewed journal publications on P-12 engineering education from2000-2015 across five large periodical databases (PsycInfo, EBSCO Full text/ERIC, Scopus,Professional Development Collection, EBSCO Education source. Since we are interested in themeasures of students’ affective views with respect to engineering focused interventions, wemodified the search criteria to include terms such as interests, attitudes, self-efficacy, identity,motivation, and aspirations. These affective views were chosen as areas of concentrationbecause they are the most commonly used as measures that, if increased, would predict a higherlikelihood of students pursuing engineering. With the additional search terms for students’affective views, we repeated search

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin R. Campbell, Robert Morris University

Tagged Divisions

Pre-College Engineering Education

. Interfere with the beam and have the students observe the effects; run it throughsunglasses to hear the amplitude (loudness) decrease run it through a diffraction grating or beamsplitter and show how each spot now carries the original sound signal (but at lower amplitude).Students can attempt to set up mirrors from the laser game to get the laser from the source to thereceiver wirelessly but bounced off several surfaces. Continue the Arduino work. Have them work in pairs to practice how to write andupload code. Make sure each student can send basic code to light the LED. Have themexperiment with programming light patterns. Give them breadboards, LEDs, lasers, and resistorsto play with, have some simple examples for them to try to get better

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Muhsin Menekse, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

more deliberately reinforce the pattern recognitionCT competency by adding additional challenges where students shifted between representationsof patterns by identifying them by color, by color and letter, and by letter. For example, thefollowing student work displays evidence of the Pattern Recognition CT competency. Thestudent was asked to first color the next box in the pattern (see figure 3). After completingcoloring, the student was asked to complete the next following tasks which were writing the nextletter and coloring the pattern (see figure 4). To scaffold the student’s understanding of PatternRecognition CT competency skill, an additional task was reinforced by using letters (see figure5) to describe the colored patterns in the

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

) [1] states that the education system of 50 years ago,was designed to support the mastery of the "Three Rs” (reading, writing, and arithmetic). In ourcontemporaneous world, these skills are not enough to prepare students to be competitive in thisglobal society. Students must also be proficient communicators, creators, critical thinkers, andcollaborators (the "Four Cs").[2]The preparation and presentation at the conference allow the inclusion and development of theFour Cs in their informal learning process. Although the “Four Cs” skills are inter-connected,communication competencies such as clearly articulating ideas through effective presentations;correct usage of the language, spoken and written; and usage of media technologies are