Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Perkins Coppola, Purdue University Fort Wayne

Tagged Divisions

Pre-College Engineering Education

they engaged students in multiday engineering designchallenges. But the authors concede the instrument is time consuming to implement and thuspossibly limited in scalability. Webb and LoFaro [10] reported on a dedicated STEAM methods course designed totarget the development of preservice elementary teachers’ sense of self-efficacy for teachingengineering. Measurements of teacher self-efficacy were made using a modified version of theTeacher Sense of Self-Efficacy survey developed by Tschannen-Moran and Hoy [11]. Theyreported positive shifts in efficacy for student engagement, instructional strategies, andclassroom management. Such dedicated courses are not yet common in elementary teacherpreparation courses but hold significant

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sapna Shah, Harvard University; Alex Beaudette, Harvard University; David R. Bergandine, University of Illinois Laboratory High School; Savindi N. Devmal , University of Illinois Laboratory High School; Conor Walsh P.E., Harvard University; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Pre-College Engineering Education

future work in assessing teacher confidence inteaching soft robotics and engineering design as well as the impacts of teacher-delivered softrobotics curricula on students. Future measures may include teacher self-efficacy, studenttinkering self-efficacy, and STEM identity as methods to probe the impact of the curriculum onteachers, students, and classrooms either in person or virtually.AcknowledgementsThis work was supported by the Office of Naval Research (award # N000141912386), NationalScience Foundation (award #1830896) and the Tata Trusts through The Lakshmi Mittal andFamily South Asia Institute.References 1. G. Potvin et al., “Gendered interests in electrical, computer, and biomedical engineering: intersections with career outcome

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

on pedagogy (Fundamental)IntroductionResearch experiences for teachers (RET) programs can provide K-12 teachers with valuable andimpactful professional development opportunities, increase teachers’ self-efficacy and allowthem to gain further mastery in their subject so that they can better translate that knowledge totheir students. At a fundamental level, these types of programs are abbreviated apprenticeships inwhich the teacher trains to become a scientist. After all, if teachers are expected to teach theirstudents how to do science, then they themselves must know how to do science [1].While RET programs exist at universities across the country, the exact structures of the programsand the nature of the actual research experience vary

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristin Maria Repchick, Industrial/Organizational Psychology Consultant; Lauren Q. DiBianca Frye, Forsyth Country Day School; Elise Barrella P.E., Wake Forest University

Tagged Divisions

Pre-College Engineering Education

challenges in childhood are not likely topossess the level of resilience they need to effectively deal with failures and setbacks [1].Resilience can be defined as the “process of, capacity for, or outcome of successful adaptationdespite challenging or threatening circumstances” [5]. Developmental researchers have arguedthat youth mainly develop resilience by successfully navigating and overcoming adversesituations [2]. Experiences resulting in successful adaptation can inspire confidence to overcomefuture challenges and equip students with resources on an individual level (e.g. psychologicalresources such as self-efficacy or adaptability [5]). These individual resources, consisting ofaptitudes, motivation and behaviors, are of key importance because

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

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

Conference Session

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

Tagged Divisions

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

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Pre-College Engineering Education

succeed, ortheir self-efficacy, is a major limiting factor for identity development [25], [26].Unique in the research around middle and high school engineering identity is an investigation ofthe background factors that predict engineering students’ engineering identity and success factorswithin an aerospace engineering program [27]. This study examined 98 aerospace engineeringstudents’ backgrounds through both qualitative and quantitative measures. Both the qualitativeand quantitative data indicated the importance of pre-college engineering experiences on thedevelopment of an engineering identity. The authors stated that “we found that takingengineering classes in high school or middle school significantly increases the development of

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Nelson, Carnegie Mellon University; Ilhem F. Hakem, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

learning was takingplace, or at the end of the lecture/lab session, students were prompted to reflect on each lecture oractivity they were exposed to. Their feedback helped us to revise our scheduling and plan for thenext lecture/hands-on activity and make changes as necessary. To get a better understanding onthe students’ expectations and their learning goals, we asked the students about their favoritesubject areas and academic as well as career goals.Program’s Assessment (provided by the program’s Administration)All faculty submit an assessment (self-efficacy, self-reflection, creativity and innovation,collaboration/teamwork, problem solving/critical thinking, etc.) on every student on their roster.Students complete a faculty evaluation and

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

our grade stepped up to the challenges andencouraged each other. A few of the students chatted about attending a college similar toNortheastern University!”.Students provided their own feedback and upon subsequent analysis, several themes emergedincluding self-efficacy, fun, friendship and an awareness that engineering benefits society:“I liked the wind turbine activity because I felt like a scientist.”“I liked the windmill because it was a really cool experiment.”“I liked making the windmills with my friends.”“I liked the windmills because it makes energy for cities and countries.”Discussion and ConclusionsAlthough Northeastern University’s Center for STEM Education has been offering STEM fieldtrips for the past 10 years at no cost to

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Schetema Nealy, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

in Physic (Action Research Thesis). Retrieved from http://modeling.asu.edu/modeling/Mindset&Physics-McT,L,F.pdf.[16] McClary, T., Zeiber, J. A., Sullivan, P., & Stochaj, S. (2018). Using Multi-Disciplinary Design Challenges to Enhance Self-Efficacy within a Summer STEM Outreach Program. Proceedings of the 2018 ASEE Gulf-Southwest Section Annual Conference.[17] National Research Council. (2009). Learning science in informal environments: People, places, and pursuits (P. Bell, B. Lewenstein, A. W. Shouse, & M A. Feder, Eds.). Washington, DC: National Academies Press.[18] Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Pre-College Engineering Education

understanding of engineering concepts [4], insufficient backgroundin engineering [5], or a lack of self-efficacy [3] [6] [7]. Because of this gap in the ability andconfidence of science teachers to teach engineering, there is a need for improved professionallearning opportunities for these teachers.Instead of having the eight participating STEM teachers be only chaperones, they were given theopportunity to experience the engineering activities with their students and were able toparticipate in several evening workshops led by the researchers. In these workshops, the teacherswere able to reflect on and discuss their engineering experiences in the camp, participate inactivities related to implementing engineering in their classrooms, and were given time

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

results from (two of a three year project) the pre-experience survey showed that, going intothe program, the teachers’ expectations aligned with the program design. They wanted toimprove their teaching and take away tools to better engage their students. At the end of theprogram, the teachers expressed satisfaction with the program and its mentors. They alsoreported that they experienced several types of professional learning. Growth in teachers’Research Self-Efficacy (t7 = 5.1, p = 0.001) and Confidence in Teaching (t7 = 3.8, p = 0.007)were evidenced through a pre-post-questionnaire. Finally, 89% would definitely recommend thisprofessional development experience to others. Reflections from the teachers later, after they gotback in their

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Lelli Van Den Einde, University of California, San Diego; Melissa Wendell, Tempe Union High School District - Mountain Pointe High School (ENGR102HS - UofA)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and are part of a 35high school program. After the spatial visualization application course was completed the meanscore for the participant group improved by 6.3% and students who were classified in the at risklow performing group and had a pre-test of 70% or lower improved on their post-test score by15.6%. Additionally, female students improved their post-test score on average by 10.7%.Importantly, student self efficacy improved after treatment completion, as was demonstrated inthe student evaluation survey responses. Due to the positive results found in the qualitative andquantitative data from this small evaluation, additional schools will be encouraged to use thespatial visualization application in the future, particularly for students

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Kouo, Towson University; Medha Dalal, Arizona State University; Bruk T. Berhane, Florida International University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Kenneth Reid, Virginia Polytechnic Institute and State University; Cheryl Beauchamp, Regent University; Adam R. Carberry, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education

in my ability to deliver the E4USA content to students. Discussion and Implications The goal of the E4USA project is to promote engineering ‘for all’, which includes bothstudents and educators. The literature shows that educators with greater content knowledgedemonstrate greater comfort with PD in engineering as a discipline. This is not surprisingbecause developing PD for educators with content knowledge allows the developers of that PDto focus on discipline-specific content. Involving educators with little to no experience inengineering introduces issues of lower self-efficacy and differing level of empathy to studentswho will be in their classrooms. Educators with less experience were more

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

computational thinkingin middle school through game programming [23]. Weese and Feldhausen proposed anothermethod to assess computational thinking of K-12 students based on self-efficacy in solvingproblems with microcontrollers and computer programming [24]. Yasar et al. investigated theessence of computational thinking and tools to promote it in K-12 education [25]. Mostimportantly, the Next Generation Science Standards (NGSS) have also recommendedincorporation of computational thinking in K-12 science education [20]. However, prior effortshave not considered exploration of computational thinking within the context of robotics-based K-12 STEM education.From the aforementioned literature review, below we discuss the details of two relevant articlesand

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary B. Isaac, HEDGE Co.

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interest in the fields of engineering and technology is an importantpart of the recruiting/engagement effort. Part of the “managing” includes administering surveysand developing appropriate program changes based on data. While data had been collected fromstudent attendees since the first event in 2010 using an instrument whose data had previouslybeen validated in a separate study [9], volunteer role model data were collected for the first timein 2014, specifically to begin examining their experiences in this social learning interaction.Study 1 used a Delphi study to develop the factor model and instrument to measure role modelengagement in the IIBI (and other) event interactions, resulting in a single-factor, five itemconstruct. Replicating data

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, North Carolina State University; Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. 127-150.[9] M. Macia and I. Garcia, "Informal online communities and networks as a source of teacher profesional development: A review," Teaching and Teacher Education, vol. 55, pp. 291- 307, 2016.[10] A. L. M. Kendall and K. B. Wendell, "Understanding the beliefs and perceptions of teachers who chose to implment engineering-based science instruction," in American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX, 2012.[11] E. E. Peters-Burton, S. A. Merz, E. M. Ramirez and M. Sourghi, "The effects of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry-based teaching

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amari T. Simpson, University of Illinois at Urbana - Champaign; Lara Hebert, University of Illinois at Urbana - Champaign; Luisa-maria Rosu, University of Illinois at Urbana - Champaign; Meagan C. Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

community of practice [22], [23]. School Teams attend a2-week summer institute where they spend time engaged in electrical engineering projects thatthey will later implement with their STEM clubs. The other half of the time equips educatorswith research-based, strategy-driven content about stereotypes, bias, and micro-messaging thatcan limit students’ pursuit and success in STEM pathways [24]. Content on growth mindset,affirming micro-messages, and self-efficacy introduces principles related to improving STEMinclusion, access, and equity. This content prepares participants for their action research projectswhich challenge participants to apply their new knowledge and usedata-informed-decision-making to improve STEM

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg, The Capital College; Susan Kathryn Eskin, Pennsylvania State University, Harrisburg, The Capital College; Sara Love, Penn State Harrisburg

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

): p. 117-136.7. Hylton, P.e.a. Science Bound: A Success Story for STEM Education. 2012 Frontiers in Educ. Conf. Proc. 2012. Seattle, WA.8. Pong, W.E., A.G.; Shahnasser, H. ; Chen, C.; Ozer, N.M.; Cheng, A.S.; Jiang, H.; Mahmoodi, H. Enhancing the interest, participation, and retention of underrepresented students in engineering through a summer engineering institute. 2011 Annu. Conf. & Expo. 2011. Vancouver, BC.9. Enriquez A.G.; Pong, W.O., N.M.; Mahmoodi, H.; Jiang, H.; Chen, C.; Shahnasser, H; Patrick,N. Developing a Summer Engineering Program for Improving the Preparation and Self-Efficacy of Underrepresented Students. 21st ASEE Annu. Conf. & Expo. 2014. Indianapolis, IN.10. Bachnak R, G.R., Summer

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

,” Science Education, vol. 101, no.3, pp. 486–505, 2017. [4] K.B. Wendell, C.G. Wright, and P. Paugh, “Urban elementary school students’ reflective decision-making during formal engineering learning experiences”. Proceedings of the 2015 American Society for Engineering Education Annual Conference and Exposition, Seattle, WA. [5] J. Gale, M. Alemdar, J. Lingle, S.H. Newton, R. Moore, and J. Rosen, “Developing engineering proficiency and self-efficacy through a middle school engineering course”. Proceedings of the 2018 American Society for Engineering Education Annual Conference and Exposition, Salt Lake City, UT. [6] M. Honey, G. Pearson, and H. Schweingruber, (Eds.), STEM integration in K-12 education: Status, prospects

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

21 100%Of the 21 students, 10 were granted full scholarship to attend, one received a half-scholarship,and the remaining 10 paid the full amount. In addition, the gender composition is shown below: Gender N % Male 15 71.4% Female 6 28.6% Total 21 100%The overall program demographics indicate a lower percentage of under-represented minoritygroups in STEM (28%) while the female population composed 36% of the population.Of the 21 students enrolled in this section, 19 were given parental permission to take the exit(self-efficacy) survey

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University

Tagged Divisions

Pre-College Engineering Education

teachers do not have a sufficient understanding of engineering concepts [6]. Otherstudies show that K-12 science teachers often do not have any background in engineering [7].Another possible reason for the difficulties that teachers have had in incorporating engineeringinto their science classes is that many teachers lack self-efficacy in teaching engineering [5] [8][9]. In order for teachers to overcome these challenges, there is a need for improved professionallearning opportunities for science teachers focused on teaching engineering.There is a significant push for such professional learning opportunities for K-12 science teachersacross the country. At the 2019 Annual Conference & Exposition of the American Society forEngineering Education

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

view from the perspectives of students’ self-efficacy and theirmindset. ● low self-esteem For example, “They [troublemaking students] have usually a low self-respect for themselves or low self-esteem. So, they don't find the value and how valuable they are.” ● low trust to anyone For example, “A student to ..., cannot ..., they can't let their guard down. They always have to have their guard up. They always think someone after them. They're always wanting to be on the defense. They automatically think they are always doing the wrong thing when they don't realize that the right things that they do. They can't self-evaluate themselves. They struggle with that.” “You know, they're not open enough to

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, pedagogicalstrategy where mastery represents an approach-oriented goal as opposed to an avoidance-oriented goal (i.e., avoiding failure). Mastery offers the benefits of higher intrinsic motivation,enjoyment, self-efficacy, and deep learning or conceptual achievement for its own sake [8]. Incontrast, a performance-based approach emphasizes competition between students and is notonly less predictive of STEM success [8], but also less conducive in principle to a constructiveand equitable classroom culture.Discovery uses a PBL approach to encourage secondary students in Grade 11 or 12 university-preparatory biology, chemistry, or physics classes at two participating schools to develop STEMskills through iterative course-long learning. Notably, the program has

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, modeling,number line, functions, rover, statistics, tug of war, and algebraic expressions. For further detailsof the PD program, see [15,21].At the end of the PD, the research team verified that the teachers had become self-sufficient toteach robotics-based science and math lessons in their classes. To assess the confidence and self-efficacy of teachers, the research team conducted a post-program survey. In the survey, teacherswere inquired about their confidence, motivation, teaching effectiveness, and interest in classroomteaching of robotics-activity based lessons. A total of 20 teachers responded to the survey of whom17 teachers strongly or somewhat agreed that the PD participation increased their confidence as ateacher. Moreover, 18 teachers

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

Tagged Divisions

Pre-College Engineering Education

., Charles, P., Orthner, D., & Cooley, V. (2011). Teacher Perspectives on Career-Relevant Curriculum in Middle School. RMLE Online, 34(5), 1–9.https://doi.org/10.1080/19404476.2011.11462078[10] Elliott, J. W., Perkins, M., & Thevenin, M. K. (2018). Measuring Undergraduate Students’Construction Education Domain Self-Efficacy, Motivation, and Planned Behavior: Validation ofa Concise Survey Instrument. International Journal of Construction Education and Research,14(4), 235–256. https://doi.org/10.1080/15578771.2017.1316802[11] Riojas, M., Lysecky, S., & Rozenblit, J. (2012). Educational Technologies for PrecollegeEngineering Education. IEEE Transactions on Learning Technologies, 5(1), 20–37.https://doi.org/10.1109/TLT.2011.16[12] Adams, L

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

’ academic and non-academic performances.Research13 indicates that students who engage in these types of learning experiences showpositive attitudes toward learning itself, collaborative behavior, and team communication.Students’ interests, self-confidence, and self-efficacy developed especially when the tasks relatedto real-world experiences. Eighty-five percent of the students strongly agreed or agreed that theworkshops helped them understand the work of engineers, and 78% reported the workshophelped them think like engineers. More than half the students reported that the workshop madethem think that they may want to become engineers. Additionally, 81% reported they learnedsome new engineering ideas they did not know before the workshop.Another

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Annmarie Elizabeth Hoch, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Rebecca Deborah Swanson, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

recorded during their classroom activities, and alsointerviewed about their participation at the end of the semester. The recorded and transcribedinterviews are the primary sources of data for this paper. During the semi-structured one-on-oneinterviews, students were asked approximately 20 questions regarding interest, identity, self-efficacy, and their relationship to their undergraduate ambassadors. These interviews typicallylasted 10 - 20 minutes. In this study, we focus on two questions asked, in which students ratedtheir enjoyment and perceived success in engineering: 1) Think about yourself doing engineeringin STOMP. On a scale of 1 to 10, with 1 being the lowest and 10 being the highest, how much doyou like doing engineering? and 2) Think

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

ensuring thatteachers implement new approaches as intended. [16], [17], [18].More studies have shown that teacher beliefs tend to influence how the enacted curriculum differsfrom the intended curriculum [19], [20]. It is also important to investigate curriculumimplementation beyond teachers’ self-report measures because what is reported tends to differ fromwhat is observed in the classroom [20]. To avoid the repeated pattern of instructional practices thatdo not align with what was intended in the curriculum, it is important to consider teacher beliefs asthey enact the curriculum. The study that is described in this article was designed to potentiallygather support for this claim.Research QuestionThere are many factors that can lead to the

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

courses have better entrepreneurial self-efficacy [17]. Hence, students who took entrepreneurship courses showed more interest in startingtheir own business than others. Motivated by the aforementioned reasons, and by furtherconsidering [18],[19], entrepreneurship was included as an integral component of the roboticseducation workshop for high school participants conducted at the NYU Tandon School ofEngineering in summer 2018.To effectively and seamlessly integrate robotics and entrepreneurship in our curriculum, theproject team brainstormed and envisioned real-world projects (discussed in later sections) asdesign challenges for summer workshop participants. Moreover, to enable the participants learnbusiness development and product design