Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hoda Ehsan, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education

informal settings for engineering learning, and promoting engineering thinking in children with special needs in informal and formal settings. American c Society for Engineering Education, 2021 ENGINEERING DESIGN FOR CHILDREN ON THE AUTISM SPECTRUM This handout provides a research-based guide for developing appropriate engineering design activities for children on the autism spectrum (Activity Components) [1][2]. It also provides some instructional strategies that educators can use to better support children with autism’s engineering engagement (Instructional Strategies) [1]. In Page 2, the Design an Amusement Park Activity is briefly

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Miela Efraim, Tufts University; Chris B. Rogers, Tufts University

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Pre-College Engineering Education

that bring students together to solve engineering challenges and engage inrobot battles have grown in popularity over the last 20 years [1]. With the increase in availableeducational robotics technologies (such as LEGO robotics, VEX Robotics, micro:bit, and othertools) robotics competitions have become ubiquitous in most school communities around theworld [2].These competitions have been shown to have positive learning outcomes for those whoparticipate [3,4]. Specifically, research into robotics competitions has shown that they positivelyimpact the development of: (1) problem solving skills, (2) self efficacy, (3) computationalthinking, (4) creativity, (4) collaboration, and (5) motivation [1]. Additionally, online and inperson robotics

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmad Fayed, Southeastern Louisiana University; Deborah Athas Dardis, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Mehmet Emre Bahadir, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Mohammad Saadeh, Southeastern Louisiana University; Tireka Cobb Ph.D., Louisiana Office of Student Financial Assistance

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Pre-College Engineering Education

, ... ● Groups of 8 – 10 students rotate through a different mini camp each day ● Continuous, virtual mentoring from faculty and near- peers (undergrad) using Google Meet ● Group discussions on content materials ● Hands-on, active learning with virtual guidance 8 MINI CAMPS 1. 3D Design and Printing - Students designed and built a medical face shield 2. Physics Roller Coaster- Student completed simulations and then designed and built roller coasters and catapults 3. Mechatronics - Students assembled simple mechanical robots called brush bots and used TinkerCAD’s Circuit to construct LED Light Shows using an Arduino and electronic components. 4. Cosmetic Chemistry- Students made bath

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane Elisa Golding, University of Texas at El Paso; Heather Kaplan, University of Texas El Paso

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Pre-College Engineering Education

, University of Texas El Paso American c Society for Engineering Education, 2021 Art and Engineering in Kindergarten (RTP) Introduction In the race to lead the world in academic standing, the US has formalized theKindergarten curriculum and swept away the center-oriented classroom design of play,exploration and socialization to a more academic setting [1]. Visual art and engineering are twosubject areas with precarious footing in the K-12 U.S. education system. One fading away witheach grade level and the other emerging only in recent years as a legitimate content area. TheTexas Education Agency added the Engineering

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University; Chelsea Joy Andrews, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston; Christine M. Kelly

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Pre-College Engineering Education

an “evaluate-and-improve” taskIntroductionWith the wide adoption of the Next Generation Science Standards [1], engineering has migratedto the elementary school classroom, often alongside existing science units. With funding fromNSF’s ITEST program and in collaboration with partner school districts, we developedintegrated science and engineering curriculum units for elementary school students in Grades 3through 5. In these units, students learn about a problem in their local community, then engage inrelated inquiry activities before designing and prototyping an engineering solution to theproblem. As part of our iterative curriculum development process, we wanted to assessindividual students’ design thinking practices at multiple points in

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meltem Alemdar, Georgia Institute of Technology; Hoda Ehsan, Georgia Institute of Technology ; Christopher Cappelli, Georgia Institute of Technology; Euisun Kim, CEISMC; Roxanne Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marc Weissburg, Georgia Institute of Technology

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Pre-College Engineering Education

: Online Teacher Professional Learning (Evaluation)IntroductionTo be successful in a 21st century global economy, engineers must develop a broad knowledgebase that allows them to contribute to diverse interdisciplinary teams and to creatively solveproblems faced by humanity [1]. In undergraduate and graduate engineering programsthroughout the United States, more higher education institutions are beginning to implement bio-inspired design (BID) into their engineering curriculum to better prepare their eventual graduatesfor a cross-disciplinary career (e.g., [2]; [3]). To do so, programs throughout the United Stateshave begun to integrate BID in various ways into their undergraduate and graduate-levelcurriculum, including through small modules, full

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Jing Yang, Indiana University Bloomington ; Peter N. Knox, Binghamton University (State University of New York); Adam V. Maltese, Indiana University-Bloomington

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Pre-College Engineering Education

Paper ID #32581Caregivers’ Multiple Roles in Supporting their Child through anEngineering Design Project (Fundamental)Dr. Amber Simpson, State University of New York at Binghamton Amber Simpson is a Assistant Professor of Mathematics Education in the Teaching, Learning and Edu- cational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara Fagundes, Purdue University; Nrupaja Bhide, Purdue University ; Tamara J. Moore, Purdue University ; Kristina Maruyama Tank, Iowa State University of Science and Technology

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Pre-College Engineering Education

disciplines. American c Society for Engineering Education, 2021 Computational Thinking in First-Grade Students Using a Computational Device (Work-in-progress)IntroductionIn recent years, there has been a growing emphasis on the importance of integrating andimplementing STEM and computational thinking topics across K-12 settings, and considerableattention is being given to essential concepts related to computer science subjects [1]. As codingand software development is a part of full STEM education, there is an increased interest inimplementing computational thinking and problem-solving skills in early education. Therefore,more studies have been done in the past

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Berry, Southern Methodist University

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Pre-College Engineering Education

proposal team, amajor reason our bid failed was the lack of a well-trained technology workforce and lack oftechnology education in the local schools [1]. A year earlier Southern Methodist University(SMU) started working with a local Independent School District (ISD) on a statewide grant toincrease the number of teachers in their district who are certified by the state to teach computerscience (CS) at the high school level. As an outcome of our first grant partnership, we developeda proposal to the National Science Foundation CSforAll: RPP program [2]. We met several timesover six months to develop a pilot program that we planned to base the grant upon prior towriting the grant. As a result, this past August our proposal was funded (NSF 2031515

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cayla Lenore Anderson, Clemson University; Dhaval Gajjar, Clemson University

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Pre-College Engineering Education

-college level sincestudents primarily make career decisions during this time. CTE curriculum is implemented invarious schools, including Title 1, to develop knowledge for students regarding technical careers.The construction, engineering, and management (CEM) curriculum is a type of CTE curriculumdesigned to educate pre-college level students about careers in the construction industry.Knowledge opportunities about the construction industry can contribute to a workforce shortage.Research suggests a shortage of future workforce in the construction industry within the nextdecade or by 2040. Assessing the CEM curriculum at the pre-college level is needed tounderstand how the current state of CEM education impacts current workforce trends. Based onthe

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington; Eric H. Chudler, University of Washington

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Pre-College Engineering Education

: Circuitry and Sensory Substitution Curriculum UnitTime: Two weeks Lessons: 4 Grades: 10-12 Focus: Physics/Cambridge IGCSE PhysicsIn this unit, physics students extend their knowledge of basic electric circuits by studying the function and use of more complex components [1, 2]. Students are introduced to basic neuroscience principles and use these concepts to design, build, and optimize a prototype of a sensory-substitution device on circuit boards. They present their models on a scientific poster. https://centerforneurotech.uw.edu/education-k-12-lesson- plans/circuitry-and

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

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Pre-College Engineering Education

Education, 2021EPISTEMIC PRACTICES OF ENGINEERING IN SMALL GROUP CONTEXTS 1AbstractStudents construct meaning and build epistemic understandings through discourse, interactions,and social practices, which collectively make up epistemic practices [1], [2]. Small groupengineering activities offer opportunities to examine collaborative interactions and discourse asstudents make sense of engineering problems and design solutions. As engineering educationevolves, it is important to understand epistemic practices of engineering (EPEs) that promoteconstruction of new understandings, including how students use ideas and materials to constructmeaning during small group engineering design activities. This study

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrianne J. Wheeler, Project SYNCERE; Jason Coleman, Project SYNCERE

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Diversity

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Pre-College Engineering Education

sustaining ourongoing development [1]. The ratio of STEM jobs available to the number of trained, qualifiedapplicants is 13 to 1 [2]. In Illinois, the ratios were as high as 18 to 1. The percentages of womenand underrepresented minorities is disproportionately lower, a fact that has captured the attentionof the nation’s science communities and highest levels of government. "The challenges to thenational competitiveness and sustained STEM global leadership can be better met through thefull utilization of all of the nation's talent and resources [3]." Project SYNCERE is working to fill this void through its multi-year engineeringprogram, E-CADEMY. E-CADEMY providing students in grades 6-11 with a guided pathway ofopportunities that are aimed at

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

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Pre-College Engineering Education

education.Dr. Juliana Utley, Oklahoma State University Juliana Utley is a Professor of Mathematics Education and Director for the Center for Research on STEM Teaching and Learning (CRSTL) at Oklahoma State University. Her research interests include affective issues in mathematics education, professional development of preservice and in-service teachers, and engineering education. American c Society for Engineering Education, 2021 Development and Validation of the Draw-An-Engineer and Applications of Mathematics and Science Instrument (Work In Progress)IntroductionA Framework for K-12 Science Education [1] and the Next

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 Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ivanov, Institute of Biomedical Engineering, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Neal Callaghan, University of Toronto; Theresa Frost, Toronto District School Board; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co; Patrick Diep, University of Toronto; Guijin Li, University of Toronto; Nancy T. Li, University of Toronto; Corinna Smith, Institute of Biomedical Engineering, University of Toronto; Joshua Yazbeck; Locke Davenport Huyer, Johns Hopkins University; Dawn M. Kilkenny, University of Toronto

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Pre-College Engineering Education

college level laboratory work. While theseresults were encouraging, comparisons to previous in-person outcomes and analysis of teacherexperiences (interviews) highlighted persistent gaps in student experience while completing theprogram virtually.IntroductionThe rapid shift to fully or partially online schooling imposed by the COVID-19 pandemic haspresented several challenges for students and teachers alike [1]. Among these, teachers areconstantly faced with maintaining student engagement while providing similar learningopportunities as traditional in-person instruction [2]. Despite tremendous efforts by manyteachers, significant learning losses are projected amongst students impacted by pandemicmandated school closures [3], [4].Within science

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth J. Reid, University of Indianapolis; Tina Marie Griesinger, Virginia Polytechnic Institute and State University

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Pre-College Engineering Education

, highly modified curriculum with at-home projects, and explicit directivesto stop teaching for this academic year. Further complications arose when some students andteachers were faced with the challenge of insufficient home technology and/or unreliable internetaccess, creating equity, access, and inclusion issues [1-3]. An anonymous social media post hadinteresting insight: “We gave educators almost no notice. We asked them to completely redesign what school looks like, and in about 24 hours, local teachers and administrations fixed it. No state or national agency did this, the local educators fixed it in HOURS. In the midst of a global crisis. In fact, state and national policies actually created roadblocks. Local schools figured

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacy S. Klein-Gardner, Vanderbilt University

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Pre-College Engineering Education

by this type of learning, a zoom-conference based class consistingof three second grade children was created. Each day Monday through Thursday the childrenwere presented a hands-on engineering design challenge that utilized materials found in theirhomes. The children had not been previously exposed to the engineering design process (EDP).The theoretical framework for this study lies in the areas of engineering identity as well asteamwork and feedback through engineering discourse. The research questions for this studywere the following: 1) What are the impacts of teaching the engineering design process onlinevia zoom conference on development of children’s ability to use engineering discourse? Arestudents able to master the steps of the

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

insight into how to support all students to equitablyengage in interdisciplinary STEM+CS instruction. Specifically, this paper addresses thefollowing research questions: (1) In what ways do elementary teachers verbally support theintegration of science and computer science into engineering lessons and to what extent are thesesupports planned in curricular materials or added in-the-moment? (2) To what extent do teachers’verbal supports for integration differ between two different classroom contexts?BackgroundEngineering in elementary classrooms National frameworks call for K-12 students to engage in engineering projects thatintegrate science, mathematics, and computer science (American Society for EngineeringEducation (ASEE), 2020; NRC

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Pre-College Engineering Education

engineering, teacher training, curricular alignment with state standards, and policydecisions. Many past studies have examined students’ and teachers’ knowledge, perceptions, andbeliefs regarding pre-college engineering instruction. Few studies have investigated the viewpointsof school administrators, or state and district personnel. This qualitative study investigatedperspectives of three such administrators in a southwest US public high school. The school wasone of nine pilot locations offering a new engineering course designed to ‘demystify’ engineeringfor high school students and teachers from all walks of life. Results converged around four majorthemes: 1) relevance and current state of pre-college engineering education, 2) teacher

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ibrahim H. Yeter, National Institute of Education, Nanyang Technological University

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Pre-College Engineering Education

indicatedthat the proposed observational instrument resulted in seven distinctive main domains. Thesedomains included (1) unit-specific content knowledge, (2) engineering design process (EDP), (3)productive failure and success, (4) interdisciplinary applications, (5) questioning, (6) teamwork,and finally (7) discussion, feedback, and reflection. This study has both theoretical and practicalimplications. Theoretically, the study will contribute to the engineering education literature byextending the concept of PCK (Shulman, 1986) to the engineering education field and itstheoretical viability in the elementary school setting. Practically, it is paramount thatadministrators, professional developers, curriculum specialists, and teachers come to

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

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Pre-College Engineering Education

ongoing COVID-19 pandemicoffers a complex context in which students can experience ambiguity with an engineering designchallenge as an iterative process of divergent-convergent thinking while focusing on the bigpicture. Students can learn with an emphasis on systems thinking, making decisions in acollaborative team environment; and managing uncertainty in social processes [1]. Theconversations around how schools could function during the pandemic offered a uniqueopportunity to engage students in problem solving about a situation that they are experiencingthemselves.In the US Southwest, three state universities came together during the early stages of the 2020pandemic lockdown to create a virtual design competition for high school students. The

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Francisco Cima, Old Dominion University; Pilar Pazos, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Kristie S. Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University

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Pre-College Engineering Education

self-efficacy for integrating engineering. The specific magnitude of the impact and its implicationsare discussed.Keywords: engineering instruction, K-12 education, engineering pedagogical knowledge,engineering education, preservice teachers 1. IntroductionStrong pre-college STEM education is considered fundamental to foster the necessary skillsstudents will require to face the multiple challenges of an increasingly technological society [1].Driven by the need to broaden participation and increase recruitment in STEM fields,policymakers have adopted many efforts to strengthen STEM inclusion in primary and secondarygrade levels. The Next Generation Science Standards (NGSS) and the National ResearchCouncil’s guidelines for K-12 science

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elena Nicolescu Veety, North Carolina State University at Raleigh; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School

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Pre-College Engineering Education

teachers. During a five-week programstudent-teacher pairs completed research projects within one of our faculty’s research labs. Inaddition, teacher and student teams completed the “Wearable Device Challenge” (WDC), anengineering design project that challenges teams to design and build a wearable device to addressan issue at the intersection of human, animal, and environmental health [1].The in-person program included teachers and rising junior and senior high school students.Participants met in a flexible classroom space on campus two days a week and spent time in theirfaculty’s labs for in-person research three days out of the week. In this traditional teachingenvironment, it was straightforward to bring in lecturers, go on tours of campus

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Manzano, California Polytechnic State University, San Luis Obispo; Emma Della; Gerome Cacho; Drew Miller; Dennis Derickson, California Polytechnic State University, San Luis Obispo

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Diversity

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Pre-College Engineering Education

residential program, EPIC provides participants with the opportunity to experience campuslife so they can begin envisioning themselves as college students. Counselors are current collegeengineering students serving as role models for program participants.Participants in the residential program take part in eight 2-hour engineering labs over the courseof the week. Each lab focuses on a specific engineering field giving participants a samplerunderstanding in the different disciplines of engineering. The labs are primarily taught byCalifornia Polytechnic State University faculty and cover a range of engineering topics andactivities such as nanotechnology, scribbler robots (Figure 1), welding (Figure 2), soldering,phone apps, building bridges, launching

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr., Miami Dade College

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Pre-College Engineering Education

computing. Also, pre- and post-exam scoreswere reported to analyze student performance outcomes. These results are presented to show thepotential of such an outreach program to build capacity and broaden participation in thecomputing field through emerging technology.IntroductionWith the computing industry projected to grow much faster than other industries over the next 10years, and as emerging technologies (EmTech) within computing-related fields such as cloudcomputing, AI/ML, cybersecurity, and data science grow and develop into mainstreamtechnologies, many skilled jobs may go unfilled and business growth is threatened due to theshortage of trained professionals in these specializations [1]. For the past three consecutive years,cloud computing

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcelo Caplan, Columbia College

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Pre-College Engineering Education

Paper ID #32392#LaHoraSTEAM (The STEAM Hour) – An Initiative to Promote STEM-STEAMLearning in Quarantine Times (Work in Progress)Mr. Marcelo Caplan, Columbia College Marcelo Caplan - Associate Professor, Department of Science and Mathematics, Columbia College Chicago. In addition to my teaching responsibilities, I am involved in the outreach programs and activities of the department. I am the coordinator of three outreach programs 1) the NSF-ISE project ”Scientists for To- morrow” which goal is to promote Science Technology Engineering and Mathematics (STEM) learning in community centers in the Chicago area, 2) the Junior

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

competitors from the global market catching up withits standing as the international leader in science and technology [1]. This challenge from the globalcommunity has led to the United States government issuing a call for reform-based science teachingwith an aim of strengthening the science, technology, engineering, and math (STEM) workforce[2]. With this call comes the associated need to train competent teachers prepared to handle thechallenges accompanying the demand to increase the STEM workforce. To help provide a capableSTEM workforce, many institutions, groups, and committees have created and promoted STEMeducational interventions aimed at i) increasing the number of students pursuing STEM majors and ii) improving student

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William A. Kitch, Angelo State University; Andrea L. Robledo, Angelo State University; Wanda James Green

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Diversity

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Pre-College Engineering Education

transition.And some were learned during the implementation of the hybrid model.PartnershipsThe value of campus-community partnerships has been well documented as an important supportin STEM outreach programs [1], [2], [3]. The partnerships formed among Angelo State University(ASU), Tom Green County Library (TGCL), and area community-based organizations provided awealth of resources which were essential to the program’s success. ASU and TGCL provided thecornerstone partnership needed to establish and build the program. While both institutions sharegoals of acquiring and disseminating knowledge, they have very different characters. Angelo Stateprovides technical expertise within STEM fields and extensive laboratories. However, many of itsresources are

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Greg J. Strimel, Purdue University at West Lafayette (PPI)

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Diversity

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Pre-College Engineering Education

and curricular resources forachieving engineering literacy for all. This resource exchangedocument will provide a brief introduction to the framework andexplore how the highlighted concepts can build upon each otherto influence more immediate and purposeful instructionalpractice. The complete framework can be downloaded forfree at https://p12framework.asee.org/.Defining Engineering Learning: The framework operationally defines Engineering Learning as three-dimensional which includes 1) the Engineering Habits of Mind (i.e., Optimism, Persistence, Creativity,Systems Thinking, Collaboration, and Conscientiousness) that students should develop over time throughrepetition and conditioning, 2) the Engineering Practices (i.e., Engineering Design