Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

team members Equal contribution Active application of one’s communication skills The practice of sharing and receiving ideas from group Group decision making members to allow for alternatives and decide on an agreed upon course of action as a group Goal/task planning/setting The ability to craft a plan and follow through in executing it The practice of treating other team members with respect, using positive word choice, employing non-judgmental tones Team cohesiveness to communicate verbally or non-verbally

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emilie A. Siverling, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

lessons of the unit. The main focus of these five lessons was eitherscience or mathematics content. These lessons were chosen since the purpose of this researchwas to examine how engineering language was used in science- and mathematics-focusedlessons during an engineering design-based STEM integration unit. The portions of the lessonsthat contained the teacher using engineering language or implied engineering language whenaddressing the whole class were transcribed, as well as gestures relating to engineering (e.g.,pointing at a step in the design process displayed on the front wall). Curricular materials,including lessons plans, teacher powerpoint slides, and student worksheets, were used assupporting material to help better understand the

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

to workon engineering-related lesson plans that would then be implemented in the following school year.The participating STEM teachers were also given materials including simple ROV (RemotelyOperated Vehicles) submarines they had assembled on the first day of the camp and quadrotordrones that they could then use in their own science or math classes to do the same or similaractivities that were done at the camp with their own students. The embedded workshops alongwith the student-centered engineering activities from the camp served as an integratedprofessional learning experience for the STEM teachers. The goal of the professional learningexperience was to help the teachers incorporate engineering standards from NGSS and theframework for K-12

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

experiences that are relevant to the current technicaldevelopment. Teachers receive an immersive experience working alongside faculty andgraduate students as well as undergraduate students participating as part of the NSF REUSite: Internet of Things [14].Running Head: Project CoMET RETProject goals and objectivesThe Research Experience for Teachers (RET) site program was developed to involve 10 teachersover 8 weeks in summer with 1 week in the following year. This model, used in Year One, wasadjusted in Year Two to involve 12 teachers for 6 weeks with the follow-on training untouched.Teachers are selected to develop RET inspired lesson plans, which they implement in theirclassroom the following school year. Recruitment includes mailings (electronic

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

student learning and performance combineactive engagement in authentic practices of science and engineering with applications ofcrosscutting concepts to elucidate core disciplinary ideas. The aforementioned national standarddocuments proposed the following eight integral science and engineering practices (SEPs), whichrepresents a significant departure in reformulating the various levels of U.S. educational system:(1) ask questions and define problems; (2) develop and use models; (3) plan and carry outinvestigations; (4) analyze and interpret data; (5) use mathematics and computational thinking; (6)construct explanations and design solutions; (7) engage in argument from evidence; and (8) obtain,evaluate, and communicate information. To ensure that

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, and the advanced technologies that it includes (i.e., multiple-input-multiple-out (MIMO), full-duplex, millimeter-wave (mmWave), communication systems, andedge cloud computing). By the end of this phase, the teachers will understand how to performexperiments using an advanced research testbed with the toolkit.2.2. Design phase: During the two-week second phase of the program, the teachers conductindependent research on the potential of the wireless labs using the ‘COSMOS EducationalToolkit’, presenting their ideas to other teachers and the research team to receive feedback andsuggestions. The teachers also receive PD sessions about the importance of the NGSS in educationand how to develop three-dimensional lesson plans. During the independent

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne; John Daniel Ristvey Jr., UCAR Center for Science Education; Randy Russell, UCAR Center for Science Education; Tamara Sumner

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

problems, planning and carrying out investigations, analyzing andinterpreting data, constructing explanations and designing solutions, and engaging in argumentfrom evidence. This led us to design the entire curriculum around a central driving question:How can we monitor a disaster area (a town) to alert the community of possible danger? Westructured the curriculum so that each week youth were engaged with engineering designactivities to help them to progress towards “figuring out” this driving question.A second premise of phenomena-based instruction is that youth will find this style of learningmore engaging, as the questions youth have at the end of one activity naturally motivates thenext. This requires that the designers of curriculum

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

organizing the data collectors and collected data. This is particularly true when working inclassroom settings. Large-scale data collection across multiple schools and classrooms in P-12settings has its own unique set of challenges. To begin with, identifying potential schools andteachers as adopters can be difficult (Back et al., 2015). Schools have schedules and professionaldevelopment commitments; planning for simultaneous implementation for multiple schoolsneeds to be carried out months in advance (Nadelson et al., 2013). Letters of commitment areoften needed from any potential collaborating institutions. P-12 schools may require only a letterof collaboration from the principal, or an in-depth vetting process involving specific

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph O. Arumala PE, University of Maryland Eastern Shore; Joseph Nii Dodu Dodoo, University of Maryland Eastern Shore

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

therefore benefit immensely from theInstitute’s activities. Parents, Guardians, and School Counselors are urged to encourage theirchildren, wards and advisees to apply. Minority and female students are strongly encouraged toapply.Program AdministrationRecruitment and Student Selection ProceduresThe Project Team uses the following plans to recruit students for the Institute: visitation toschools, youth groups and churches, Newspaper & Newsletter publications, emails and letters,Personal contacts/Word of Mouth, Town Hall Meetings and Flyers. The Institute also puts updisplays at local STEM related competitions and workshops. In addition, recruitment materialsare mailed to middle schools, parents, individuals, and alumni of the Institute. Also a

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

evaluate main project and Quick- 1Build submissions, we developed a rubric with categories spanning the steps in the engineeringdesign process. Accuracy, reliability, and ease of implementation were considered when designingthe rubric.Compared to other high school engineering programs that offer sequential engineering courses,our proposed curriculum is unique in that it offers students an opportunity to learn about differentengineering disciplines, teamwork, time management, project management, planning, execution,and evaluation via a project-based learning environment [12-13]. During the semester, studentssimultaneously work on long term and short

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Emily Fuller, Tufts University; Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

students identified engineer as a primary choice, which students identified engineeras a secondary choice, and which students identified other career options. By primary choice, wemean that a student indicated that becoming an engineer was their first-choice career or one oftheir top choices. By secondary choice, we mean that a student indicated that becoming anengineer was a backup plan if their first plan didn’t come to fruition. Table 2, below, showsexamples of our classification of student statements. For this table, we selected examples torepresent a range of students’ responses.Table 2. Sample quotes illustrating student career choices Engineer as Primary Choice Engineer as Secondary Choice Other Career Choice I

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Creation in Figure 1.On July 13, facilitators presented their lessons to other members of their team and the educationand engineering faculty mentors and solicited their feedback. The facilitators then modified theirlesson plans based on the ensuing discussions. This is referred to as Feedback Round 1 in Figure1. This phase of the PD resulted in the creation of four NGSS-plus-5E lessons, whose details areprovided in Table A.1 in Appendix A.Phase II – Teacher PD: Participants for Phase II, labeled as the teacher PD, were selected from agroup of NYC teachers who had previously attended a LEGO robotics related PD at NYU Tandon.Potential participants (≈45) were contacted by email and informed of the opportunity four monthsbefore the start date of the

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Mia Dubosarsky, Worcester Polytechnic Institute; Donna Taylor, Worcester Polytechnic Institute

Tagged Divisions

Pre-College Engineering Education

curriculum development. While her current position places her in many roles, she spends the majority of her time guiding and empowering educators to bring high quality, inclusive STEM to their students. American c Society for Engineering Education, 2021 I AM STEM An Engineering Lesson Library for PK-5 Educators (Resource Exchange) Solve problems in storybooksEmpower students to become proud problem solvers Read Brainstorm Plan Create Test Improve Communicate Identify the Explore Sketch your

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Berry, Southern Methodist University

Tagged Divisions

Pre-College Engineering Education

true engineering practice, capstone engineering classes. This work inprogress paper is about a school district’s initial attempt to implement an engineering capstoneclass in their 8th grade, and our plan to support them in making the class better in the future.Capstone PilotA medium size school district in our area is attempting to implement an engineering capstonecourse in the 8th grade at their middle schools. They want to provide their students with anauthentic engineering design experience where the students plan, design and create a solution toa problem over a semester. This class focuses on the design process, teamwork skills,communication, critical thinking and creativity [2]. These skills are needed in industry. In 1991the Labor

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Cunningham [5],encouraged a natural engagement in the design process, presented in Figure 1 below, whichmeant that children may communicate their design and even do so as they created their solutionsin lieu of drawing a plan. Students communicated their thinking even as they synchronouslyplanned and created. Similarly, children could change their designs to improve traps as they werein the creation stage, in order to “promote creativity and a solution” that best suited the problem[5]. This model is representative of skills students need for 21st century jobs and is intentional asa nonlinear model of problem-solving and is open-ended at each stage of the design process. Figure 1. Engineering Design Process based on Engineering is Elementary

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)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Forefront, 2) Strive for socially relevant contexts.Authenticity to Engineering, 4) Focus on Depth over • Engineering in Action: Being social whileBreadth, 4) Build Upon Children’s Natural Problem- social distancing.Solving Abilities, 5) Leverage Making as a Form of • Engineering the reduction of food waste:Active Learning, and 6) Connect with Student Interests, Teaching problem framing and projectCulture, and Experiences. Building from these guiding management through culturally situatedprinciples, the framework provides a lesson plan learning.template and example lessons to showcase how • Teaching engineering concepts throughintentional engineering concepts

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

Harvard Biode- sign Lab, which brings together researchers from the engineering, industrial design, medical and business communities to develop smart medical devices and translate them to industrial partners in collaboration with the Wyss Institute’s Advanced Technology Team. Conor received his B.A.I and B.A. degrees in Mechanical and Manufacturing engineering from Trinity College in Dublin, Ireland, in 2003 and M.S. and Ph.D. degrees in Mechanical Engineering from the Massachusetts Institute of Technology in 2006 and 2010. He has been the recipient of over a dozen invention, entrepreneurship, and student mentoring awards including the MIT $100K business plan competition, Whitaker Health Sciences Fund Fellowship

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

May 20 Whole Group Presentation – grade-level report Jun. 20 Final Report DueJul –Aug 20 Leadership team consolidation of language Role of Collective Impact In planning and conducting all webinars and the Washington work session - whether for the project management team or the Teacher School-Level Teams – practices associated with collective impact are central. First, methods of "results-based facilitation" guide all meetings to move talk to action. Second, TaLENt school-level team webinars engage all Fellows by assigning specific roles (Note Taker, Time Keeper, Meeting Summarizer, Reporter, or Participant) to Fellows. Every meeting ends with action commitments. Third, the work process in the school-level teams

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

featured pre-defined inquiry questions and design problems,pre-planned investigations, did not ask for model generation, and did not call for mathematizingbeyond very simple linear measurement. Though Practice 8 was demonstrated in Classroom B,there was little opportunity for it in Classroom A, so it was not included in the analysis.This review informed the decision to focus on practices 4, 6, and 7, which involve working withdata, explaining phenomena, designing solutions, and engaging in argument from evidence. Toanalyze the student data for these three practices, we broke them down into sub-practicesaccording to NGSS Appendix F [1] for grade band 3 to 5 (see Table 1).For each classroom, we coded for sub-practices first with the richer data

Conference Session

Pre-college Engineering Education Division Technical Session 12

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ayse Asatekin, Tufts University ; Isadora Shamah, Tufts University; Abigail Anne Klotz; Merredith D. Portsmore, Tufts University; Michael Forte, Tufts University; Russell Lincoln Shute

Tagged Divisions

Pre-College Engineering Education

plan a pilot plant for their spherified good. Step by stepinstructions are available at https://sites.tufts.edu/middleschoolchemeEngineering Requirements/Constraints • The spherified product must be robust enough to hold in your hands and move around without popping. • Edible spherified products must not have very thick membranes that interfere with taste/texture of product • If prices are assigned to materials, maximize product while minimizing costsMaterials • Calcium Chloride Soap Machinery Brochures Calcium Lactate Lotion Pictures of machines Sodium Alginate Shampoo Magnetic white boards Spoons

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohit Dua, Missouri University of Science & Technology

Tagged Divisions

Pre-College Engineering Education

laboratory components and exercises.Examples of implemented laboratory follows the next section followed by results of a conductedexit survey. The paper concludes by discussing potential planned improvements for futurelaboratory sessions.Lab Description and Implementation The learning objectives outlined for the proposed research is vast and continuallyevolving. Covering all the considered engineering concepts will take multiple laboratorysessions. In order to accommodate GO-CAPS students only a subset of the considered learningobjectives were implemented and include: 1. Understand how resistors are connected in series and parallel on a breadboard. 2. Develop skill in using an ohmmeter, voltmeter and ammeter to measure basic electrical

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

Technology ●! Information Graphics ●! Cutting ●! Design Validation through ●! Appropriate Technology ●! Visual Design ●! Milling Calculations ●! Inclusion & AccessibilityProject Management ●! Turning Engineering Algebra ●! Public Participation in Decision ●! Initiating and Planning ●! Grinding ●! Recognizing, Selecting, and Making ●! Scope, Time and Cost ●! Reaming Applying Appropriate Algebraic Careers in Engineering Management

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alex Vincent Jannini, Syracuse University; Shelby Buffington, Syracuse University; James H. Henderson, Syracuse University; Sally B. Mitchell, Rye High School, New York

Tagged Divisions

Pre-College Engineering Education

professor at Rowan University. In this role, he helped develop a series of experiments for a freshman engineering course that explored introductory engineering concepts through chocolate manufacturing, and another series of experiments involving dissolvable thin films for a similar course. Alex is also the president of the Syracuse University Chapter of ASEE, and has been working diligently with his executive board to provide seminars and workshops for their fellow graduate students. Alex’s plans upon graduation involve becoming a professor or lecturer, specifically at a primarily undergraduate institution.Ms. Shelby Buffington, Syracuse UniversityDr. James H. Henderson, Syracuse UniversitySally B. Mitchell, Rye High School

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zahraa Nayef Krayem, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University; David Westerfeld; Richard Gearns, Stony Brook University; Kathleen Westervelt, Stony Brook University

Tagged Divisions

Pre-College Engineering Education

engineering practices, 2) crosscutting concepts, and 3) disciplinary core ideas[5]. The science and engineering practices include foundational skills embedded in scienceinstruction, such as asking questions and defining problems, planning and carrying outinvestigations, and engaging in argument from evidence. Crosscutting concepts includeinterrelated themes that may be applied to many scientific disciplines, for example, cause andeffect, system models, and structure and function. Disciplinary core ideas have broad importancein various sciences (e.g., physical, life, Earth) or they may be key organizing concepts in onediscipline [5].With school districts across the nation planning for the implementation of NGSS, there is a needfor well-designed

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

willplace out of their equivalent computer programming class for engineers.The above is based on the old model of the course which includes teaching sequentially from Dr.Craig Lent’s book, “Learning to Program with MATLAB; Building GUI Tools,” and giving threeexams provided by the university at the end of the course. If the student passed the exams withan 80% or better, then they would receive the credit and official transcript from the university.The teachers created the lesson plans and taught the course at their respective schools.Second Stage of the Course DevelopmentThe new model of the course being developed and taught at the university includes teachingglobally using an active learning environment fostering computational and visual thinking

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea J. Andrews, Tufts University; Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Making project is supported by the NSF, ITEST-1657218Design Challenge: Earth Material Retaining SystemIn the final design challenge, students design, build, test, and iterate on a scale model solution tothe earth material retaining problem in a large clear plastic bin. When done as part of the unit, thedesign challenge typically spans 4 days, but it also works as a 1-day stand-alone design task. Day 5: What are important things to consider when solving a design challenge? Planning Groups sketch and discuss initial ideas, begin fabricating pieces if time. Day 6: How do we know if our design works? How can we use failures to improve our designs? Building & Groups build and test their designs. Nearly all the initial

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aaron Kyle, Columbia University; Christine Kovich, HYPOTHEkids; Michael A. Carapezza, Hk Maker Lab

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

program team adapt the EDP course progression from the high school summerprogram into full engineering courses for implementation in high school classrooms. The coursesthat arise from Hk Maker Lab’s curriculum development efforts are to: 1. Enhance student interest in pursuing STEM education and career opportunities; 2. Enhance student STEM self-perception; 3. Develop student engineering design skills. This paper describes the structure and programmatic activities of the curriculum developmenteffort, as well as preliminary assessments and future plans for refinement.PROGRAM COMPONENTSProgram ParticipantsNew York City science, math, and engineering high school teachers are recruited to apply for theEDP curriculum development program

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Lauren Sargent, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Susan R. Bayley, Purdue University, West Lafayette; Anna Veronica Walter, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

-service teachers have with teachingengineering. Verbal persuasion includes encouragement from others as well as coaching. Verbalpersuasion is most effective at increasing self-efficacy when the one doing the persuading is seenas an expert [13]. Exposure to verbal persuasion is also likely to be low for pre-serviceelementary teachers, as engineering design is not a focus of the pre-service curriculum. A majorexception to this, as with mastery experience, would be those in the section of the sciencemethods course at Purdue University that utilizes engineering design. These students activelydesign engineering concepts into science lesson plans with students. This provides masteryexperience while the rest of the course ideally provides verbal

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Albert Einstein Distinguished Educator Fellowship Program

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

well as the barriers theyperceive to doing so. Results indicated that most elementary teachers support the inclusion ofengineering within the science standards for elementary grades. Teachers describe lack ofpreservice and in-service training, lack of background knowledge, lack of materials, lack of timefor planning and implementing lessons, and lack of administrative support as barriers toimplementing engineering activities within their classrooms.*The views and opinions of the speaker expressed herein do not necessarily state or reflect thoseof the U.S. Government or any agency thereof.Introduction The Next Generation Science Standards (NGSS) incorporated engineering practices intoK-12 science standards [1], and because NGSS calls for

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Communities Foundation of Texas (CFT) 2003 Member of dissertation committee for Margarita Greer (CSP Fellow) Member of dissertation committee for Roland Heranadez (CSP Fellow) The University of Texas at Austin, Education Administration De- partment Martha Ovando and Nolan Estes (collaboration for development of curriculum for new co-hort of CSP Fellows) 1993 Cooperative Superintendent’s Program (CSP) Fellow Community Activities 2011-Present Travis County Juvenile Justice Department, Education Consultant 2009-Present E3 Alliance P-16 Council and various committees 2009 Advised/supported development of district strategic plan for Title I Compliance San Benito Consolidated Independent School District 2002 Austin