Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin, NASCENT Center; Darlene Yañez, University of Texas at Austin, NASCENT Center; Maura J. Borrego, University of Texas at Austin

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Diversity

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Pre-College Engineering Education

, reading reference material and maintaining a laboratorynotebook. To supplement students’ research experience, YSs participated in weekly meetings, inworkshops geared to teach students technical writing, poster creation and presentation skills, andin technical and career development seminars where faculty members and guest speakers gavespecial interest talks around nanotechnology and manufacturing (See Table 2 for a sample ofdaily schedule).Table 2: Sample of daily schedule week 2 to 6 9am Arrive at Research Center, check in with mentors and begin research 12pm Lunch at the cafeteria 1pm Workshop on technical writing skills 3pm Begin scientific poster creation using skills learned in workshop 5pm Depart for the

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Pre-College Engineering Education

Consultant c American Society for Engineering Education, 2020 Development and Teacher Perceptions of an Avatar-Based Performance Task for Elementary Teachers to Practice Post- Testing Argumentation Discussions in Engineering Design (RTP)AbstractThis work aims to help elementary teachers practice one very important discussion withinengineering design: post-testing argumentation discussions. These discussions occur after eachdesign team has created and tested their designs and considered how their designs performed andcould be improved. The discussion goal is for each team to re-consider their design performanceand improvement ideas in light of their peers’ designs, critiques, and suggestions. By

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, 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

accelerometer functions.  Measure the mass of the car by using a weighing scale.  Apply a force to push the car and measure the distance it travels. (CCC: Cause and effect)  Investigate the relationship between the force applied and the distance travelled. (Unspecified SEP: Analyzing and interpreting data) Explain  Write Newton’s second law and Hooke’s law.  Analyze the effect of acceleration on the displacements of the spring and car. (DCI: Force and motion)  Provide formal definitions for relevant terms such as spring constant, force, acceleration, mass, vector, etc., and their relevance in this experiment

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University, West Lafayette; Amanda Clara Emberley, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

exactly sometimes but similar. [...] make a model of your exercise trail for Perri and then explain to her how to use it. And the way we explain it is by writing an algorithm. [...] We need to know how to write and give directions. In this year two example, Miriam is seen not only introducing students to a definition foralgorithm but also helping students to see why this is important for the students to know and howthat word applies to the bigger engineering design challenge. In addition to explicitly using theCT vocabulary in their classrooms, the teachers in year two were also seen more intentionallymaking connections to bigger CT ideas like sequencing, efficiency

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington; Jill Lynn Weber, Center for Research and Learning; Eric H. Chudler, University of Washington

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Diversity

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Pre-College Engineering Education

(TableC3 in the Appendix). Survey results indicate a majority of teachers (64%) continue to use thecurriculum units they designed as part of their RET program. Almost all respondents felt thatthe curriculum units were useful teaching resources (91.7%). One hundred percent of teacherswho enacted these units found them to: attain their learning objectives; be effectivelypresented through engaging, real life contexts; presented at an appropriate age level; includeadequate resources to support student learning; and be well aligned to the NGSS. Teacherresponded that they have made changes to the curricula after piloting to ensure the best fit intheir classrooms. Survey results confirm that teachers are disseminating the curriculum unitsto their peers

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mi Thant Mon (Thant) Soe, Drexel University; Robert Shultz, Drexel University; James M. Muscarella, Plymouth Whitemarsh High School; Jessica S. Ward, Drexel University (Eng. & Eng. Tech.); Adam K. Fontecchio, Drexel University

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Diversity

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Pre-College Engineering Education

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-writing, hiring and supervising staff and student workers as well as coordinating program evaluation.Dr. Adam K

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University, West Lafayette; James Lehman, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

3.00 4.00 2.00 2.00 2.75 goal, end user, client and client’s needs) 2 Express individual ideas in writing using models 2.00 3.00 3.00 2.00 2.50 3.00 3.00 3.00 2.00 2.75 or drawings. 3 Share individual ideas orally and express group 2.00 3.00 3.00 2.00 2.50 3.00 3.00 2.00 2.00 2.50 ideas in writing. 4 Collaborate with one or more peers throughout the design process for the selection of the most 3.00 3.00 3.00 2.00 2.75 4.00 3.00 3.00 3.00 3.25 promising solution. 5 Use of and access

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

phenomena. For each lesson, they select the SEPs that are key to the lesson. 3. Write a learning performance—Teachers write a single statement of a learning performance describing the objective of the lesson while considering the three dimensions together. A learning performance statement has a similar format and structure as a PE. However, unlike a performance expectation, a learning performance focuses only on a portion of a PE, usually a single step in the instructional sequence. 4. Ask the right questions—When writing learning performance statements, the following questions recommended by the NSTA may be helpful for consideration. What prior knowledge is needed to understand the DCIs and what are the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Purvi Shah, Worcester Polytechnic Institute; Gbetonmasse B. Somasse, Worcester Polytechnic Institute; Dhvani Gangadia, Worcester Polytechnic Institute; Michael A. Gennert, Worcester Polytechnic Institute; Walter Towner, Worcester Polytechnic Institute; Torbjorn S. Bergstrom, Worcester Polytechnic Institute

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Diversity

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Pre-College Engineering Education

involved writing aprogram to automate the cube stacking task performed TABLE 1manually in the previous week. In the subsequent weeks, to ensure that students build intuition about howcobots are used in manufacturing, two practical projects were formulated with strong relevance to real-world manufacturing processes: (1) automated part assembly and (2) machine tending. i) Automated part assembly: The manufacturing process of all sorts of items/equipment involves one ormore steps of part assembly. The use of robots enables the automation of this labor-intensive, repetitive,and oftentimes, dangerous process. In this project, students were tasked to develop a LEGO vehicle (truck)assembly station (see Fig. 1). With the

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

process, conducted proposal-writing workshops; Co-facilitator (2004), Boston East Pipeline Network; and Alumni, Lead Boston 2004 (The National Conference for Community and Justice). She won the 2006 Northeastern University Aspiration Award, and was recognized at the 2003 Northeastern University Reception honoring Principal Investigators that obtained funding in excess of $1 million over a five-year period.Mrs. Jennifer Ocif Love, Northeastern University Jennifer Love is a full-time faculty member of Northeastern University’s First Year Engineering Program in the College of Engineering. She is currently working toward a doctorate in education at Northeastern University with her research focusing on preK-20 engineering

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

engineering career pathways atdisproportionately lower rates than their peers. Research suggests that the disproportionately lowrates may result in students disengaging with STEM careers like engineering as they progressthrough middle school and high school. Therefore, to contribute to research exploring the gapbetween exposure and enrollment in engineering programs, this work in progress paper intendsto explore the relationship between middle school students’ perceptions of engineering, theirinterests, and self-efficacy to better understand how an out-of-school engineering interventionmay influence their engineering career aspirations.This paper uses a concurrent mixed-method, case-study approach, to analyze participants’ surveyand interview data to

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

perceived national need to increase thepopulation of students going into Science, Technology, Engineering and Math (STEM) fieldsand stay internationally competitive in technical fields (PCAST, 2012).In recent years, the push towards K-12 engineering education has been directed toward thedevelopment of engineering content standards in order to precipitate widespread integration ofengineering. In his discussion on the role of educational standards and the need for K-12engineering standards, Rodger Bybee, an NGSS writing leader, stated that “the power of nationalstandards lies in their potential capacity to change the fundamental components of the educationsystem at a scale that makes a difference” (Bybee, 2011). The work on engineering

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

Tagged Divisions

Pre-College Engineering Education

ultimately, the project. This is similar to Sadker and Zimmerman’s [8] spectrum between amentor parent and a peer parent, a caregiver that is focused on the child’s learning process to acaregiver that is motivated by the successful completion of the project, respectively. Similar to[8], we would argue that Mac’s roles were enacted in order to leverage the strengths, needs, andabilities of Walt through the different stages of the engineering design process. Through thecaregiver-child relationship, Mac has an awareness of Walt’s trigger points (e.g., spellingerrors/writing, use of the word challenge), which we acknowledge as shaping the multiple andshifting roles of Mac.In February, Mac and Walt spent their time brainstorming possible solutions, as

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University, West Lafayette; Michelle L. Stevens, Lafayette School Corporation; Tamara J. Moore, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Monica E. Cardella, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; Ruben D. Lopez-Parra, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

: Happy and healthy. teacher: Happy and healthy. [Writing] Happy… Sophia: And grateful. teacher: healthy hamsters.When trying to get to an understanding of “why” they are trying to solve the problem, the firstgrade students needed more guidance to figure out why the problem needed to be solved. Thefirst email that the students received from their client described that Perri’s customers wereasking for changes to the cage in order for their hamsters to have “more room to run and exploreto be happy and healthy.” The first student answer was centered around his own thoughts, i.e.,Kyle made the connection that expanding the habitat means more hamsters could fit. In order tohelp

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Murad Musa Mahmoud, Wartburg College; Jessica Marie Faber, Wartburg College; Luke G. Grzech, Wartburg College; Kurt Henry Becker, Utah State University

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Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #26352Factors Influencing the Interest Levels of Male versus Female Students goinginto STEM Fields (Evaluation)Dr. Murad Musa Mahmoud, Wartburg College Murad is an Assistant Professor at the Engineering Science Department at Wartburg College. He has a Ph.D. in Engineering Education from Utah State University. Research interests include recruitment into STEM, diversity in STEM as well pedagogy and instruction.Ms. Jessica Marie Faber, Wartburg College Jessica is a student at Wartburg College studying Engineering Science with a minor in Creative Writing and Mathematics. She is active with soccer at Wartburg and works

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Leigh Boice, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine N. Patel, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education

Accelerator is the Design Thinking Process developed by the Hasso-Plattner Institute ofDesign at Stanford, in which students are encouraged to empathize, define, ideate, prototype, andtest their inventions [5]. The learning objectives for students in the Summer Accelerator mirrorthose set out for students participating in the year-long program, including: choosing a problemand writing a problem statement about how people experience this problem; ideating solutions tothat problem that are better or less expensive than devices that are currently available; sketchingand making a prototype of their idea; obtaining feedback through conferencing and user surveys;and presenting their project to an audience through a “pitch.”Students in the Summer

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Tikyna Dandridge, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

systems that interact with humans and the world Shute and her colleaguesrefer to CT as the conceptual foundation for solving problems efficiently and effectively. Whensolving complex problems, CT helps with understanding complex phenomenon throughcombining the critical thinking skills and the fundamental concepts of computer science likeabstraction, decomposition and algorithm [7], [9], [11]. Therefore, engaging students in CTthrough the context of engineering education can promote problem-solving skills, and may helpstudents find innovative solutions and make good decisions [7].Wing [11] argues that CT is a core ability for reading, writing and math and should be added toanalytical ability of children. Some have studied computational thinking in

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

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Diversity

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Pre-College Engineering Education

develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue University.Dr. Cheryl Carrico

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

Tagged Divisions

Pre-College Engineering Education

protocols and guidelines for students working athome. During in-person instruction, it is straightforward to model proper safety protocols andmonitor students to ensure compliance. For example, reminding students to wear safety glasseswhen soldering, or to disconnect a circuit from the power source when changing components.Several adjustments had to be made to minimize risk for at-home electronics work. First, weremoved the requirement of soldering from the projects. Students were provided with “plug-and-play” solutions such as solderless breadboards and jumper wires. Circuit safety instructions wereprovided to participants in writing, and students were asked not to begin working with their kitmaterials until proper technique was taught and modeled

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Roxanne A. Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education

Computer Science Principles (CSP)classes.Observers used a structured observation form, designed to focus the observer onelements of classroom behavior that were considered important to the model. Theform was used to note classroom size, composition and arrangement, technologyissues, start and end time of instruction, and a Likert-scale assessment of the qualityof teacher instruction across a set of instruction styles: lecture, problem-based, etc.and across a set of observed student behaviors: working in teams, peer-to-peerlearning support, students sharing music content, etc. Qualitative observationalevidence was used to support each score. Additional open-ended questions on theobservation form were used to capture unanticipated behaviors and

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 Mikeska; Matthew Scott Taylor

Tagged Divisions

Pre-College Engineering Education

improvementideas without significant input from the teacher or peers outside of the team. This point in theprocess—after this internal teamwork yet prior to the team’s formal development of a subsequentplan—is a space in which teachers can facilitate a whole class discussion to enable teams to learnfrom one another and perhaps revise their initial ideas about design performance andimprovement [22]. This provides an opportunity for the teacher to help students move away frombeginning designer and towards informed designer behaviors (e.g., from making changes that donot focus on problematic areas toward making changes that do) [21]. It also enables the teacherto facilitate discussions about diagnostic troubleshooting, identifying design failures

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

and networking as well as teaching basics in Java programming language and hands-on exercises on Raspberry Pi.4. The Mobile Programming (1.5 weeks) covered mobile operating systems and hands-on experiences on writing Android programs accessing the web. Figure 3: Overview of RET Site: CoMET ProgramSelected module highlights. In the Design and Fabrication of Environmental Sensors Module, ateam of teachers from middle and high schools participated in the design, fabrication andcharacterization of electrochemical sensors that can be used for water quality monitoring. Inorder to establish the knowledge basis for their activities, a faculty mentor provided a series ofshort course lectures each day before teachers

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tawni Paradise, Virginia Tech; Ashley R. Taylor, Virginia Tech; Kim Lester, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Bevlee A. Watford, Virginia Tech

Tagged Divisions

Pre-College Engineering Education

Graduate Research Assistant on the VT PEERS project studying middle school students regularly engaging in engineering activities. Drawing on previous experiences as a mathematics and engineering teacher, her current re- search interests include studying the disconnect between home and school, with a specific emphasis on prekindergarten students. She will continue to pursue these research interests in the coming years with the support of the NSF Graduate Research Fellowships Program. In addition, she dedicates her spare time to exhibiting at the Virginia Tech Science Festival and hosting several sessions for the Kindergarden-to- college (K2C) Initiative.Ms. Ashley R. Taylor, Virginia Tech Ashley Taylor is a doctoral

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

interdisciplinary design, art, activism, andengineering, culminating in a DJ/VJ set. Students were also engaged in weekly career andcollege planning activities where they reflected on their interests and career goals through vlogson websites they created. In addition, seminars were given on resume-writing by our collegeadmissions team along with advice on how to ask for recommendation letters (and what shouldbe in them). These activities were common among all sections and have been offered to betterprepare students for the college and career planning process and to place engineering in abroader, social context, particularly in endeavors championed by people that looked more likethem. ​ ection DescriptionRacecar SThe Racecar section was composed of

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

self-efficacy beliefs- can have a powerful influence on academic performance[15], [16]. Students with strong self-efficacy beliefs tend to work harder, engage in more self-regulatory strategies, evaluate their progress more frequently, solve problems more efficiently,and show greater levels of persistence than equally capable peers with lower self-efficacy [17],[18]. As self-efficacy beliefs are thought to be context-specific [17], researchers examiningstudents’ self-efficacy beliefs have often focused student beliefs within specific subject areasincluding mathematics [19], [20] and science [21].While self-efficacy is well established as a powerful predictor of academic performance, less isknown about how self-efficacy beliefs within specific

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

students direct their responses so that they were better able to focus on smallerpieces of the larger engineering challenge. Many of the instances of this code also served to prompt the students to think about theirideas in more depth or to explain their ideas more. For example, when students were writing thepros and cons of their different ideas in their notebooks, Mr. Reed told a team, “So, what do youmean it has the best results?”, asking them to expand further on their thoughts and justify theirideas more. As his were later listing the pros and cons of their solution, Mr. Smith said “So whatworks? Focus on the positive. What was good about your solution?” Many of the examples in this code group also served to prompt students to

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas Neil Dempsey, Forestville Central School; M. Raymond Ng, Cathedral Preparatory School ; Zachary Rhodes; Jiawei Gong, Pennsylvania State University; Faisal Aqlan, Pennsylvania State University

Tagged Divisions

Pre-College Engineering Education

education, simulation and automation, process improvement, ergonomics, supply chain, and cyberlearning. He has published more than 115 peer-reviewed research articles in reputed conferences and journals and received multiple best paper awards. Aqlan also holds 7 U.S. patents/patent applications and is the recipient of two NSF grants ($800K) and several internal and in-kind grants ($30M). He has received numerous awards and honors including the Schreyer Institute for Teaching Excellence Award, Industrial Engineering and Operations Management Young Researcher Award, School of Engineering Distinguished Award for Excellence in Research, Council of Fellows Faculty Research Award, IBM Vice President Award for Innovation Excel

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arif Sirinterlikci, Robert Morris University; John M. Mativo, University of Georgia; Johnny Thien Pham, Robert Morris University

Tagged Divisions

Pre-College Engineering Education

andearly high school students game development. A two-day game development workshop wasdesigned after two months of preparation and offered to twenty middle and high school studentsin two sections in the summer of 2019. Students were taught the basics of the Nintendo Switchdevelopment environment along with basics of virtual reality (VR), and asked to design a simpleVR game. Nintendo Labo VR kits were also utilized in the workshop. This paper illustrates thedesign of the workshop including the features of the Nintendo Switch development environmentin addition to the Nintendo Labo VR kits. The participants were given pre- and post-workshopsurveys and demonstrated their products to their peers at the conclusion of the workshops. Eachstudent was

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

happy to meet a whole group of their peers who shared   their interests and aspirations. The program has been funded for another year. There will besmall changes, but overall the program will retain the same structure and focus.Other summer programs7, 12-13 report similar enthusiasm from the participants. Those programsalso reported that student evaluations of the sessions and experiences received high marks.During the last year, several parents of students communicated that their children are nowactively planning on entering an engineering career when previously they had different plans.Data has not yet been collected to evaluate the long-term

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Sharon Liz Karackattu, Oak Hall School

Tagged Divisions

Pre-College Engineering Education

Paper ID #24898The Pencil-Top Fidget: Reinventing Shop (Metal Drilling and Tapping) inHigh School Science ClassroomsDr. Matthew J. Traum, Engineer Inc. Dr. Matthew J. Traum is founding CEO at Engineer Inc., a Florida-based STEM education social enter- prise start-up. Traum invented @HOLMTM lab kits to enable students in on-line courses to build and run engineering experiments remotely at home. Before founding Engineer Inc., Dr. Traum was a well-known higher education administrator, fund raiser, educator, and researcher with co-authorship of 12 peer-reviewed research journal articles, 18 refereed research conference