Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and with organizations such as 4H programs that couldprovide important local support for students. In the final phase of our study, we plan to share thisinformation through participatory design workshops with key groups of community memberswho work with rural students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNumber 1734834. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] State Council of Higher Education for Virginia (SCHEV), “The Virginia plan for higher education: Annual report for 2016 to the General Assembly of

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carson Ohland, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

., Evangelou, D., Bagiati, A., & Brophy, S. (2011). Early engineering inyoung children's exploratory play with tangible materials. Children Youth andEnvironments, 21(2), 212-235.[2] Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007).Engineering design processes: A comparison of students and expert practitioners. Journal ofengineering education, 96(4), 359-379.[3] Ceci, S. J., & Williams, W. M. (2010). Sex differences in math-intensive fields. CurrentDirections in Psychological Science, 19(5), 275-279.[4] Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal sciencelearning. Studies in Social Science Education, 28(1996) 87-112.[5] K. Crowley, M. A. Callanan, J. L. Jipson

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aran W. Glancy, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

the early 2000’s, but the problems were often posed as already defined tasks, that while open-ended in possible solutions, provided the students all of the outside information that they need to develop the model. In practice, we have found that when working on MEAs, students often misunderstand the problem or the client’s needs and wants early in the problem-solving cycle. The three activities presented here are MEAs that have been modified to better scaffold the problem-defining phase of the design cycle and to support students in developing problem-scoping skills. Activity Summaries

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

informstheir presentation.Acknowledgement: This material is based upon work supported by the National ScienceFoundation under Grant #s 1758317 and 1339951.Disclaimer: Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] R. W. Bybee, Case for STEM Education: Challenges and Opportunities, Arlington, VA, USA: National Science Teachers Association, 2013.[2] United States Department of Education, Fundamental Change: Innovation in America’s Schools Under Race to the Top, Washington, DC, USA, Nov. 2015. Available: https://www2.ed.gov/programs/racetothetop/rttfinalrptfull.pdf[3] United

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tamecia R. Jones, North Carolina State University

Tagged Divisions

Pre-College Engineering Education

policy,higher education, and local standards while integrating disciplinary and industry goals fordesigners and engineers into a epistemic frame encompassing skills (s), knowledge (k), identity(i), values (v), and epistemology (e) [8-10] derived from policy documents and literature. Thesources used in the development and relationship between sub-codes and sources can be seen inFigure 1. In the first version of the EEFK12, these five SKIVE elements had 47 sub-codes thatallowed for a micro-analysis of interactions throughout the engineering design process. A pilotstudy was conducted with rising juniors during a college preparatory summer program to test theevidence of EEFK12 elements in the ideation, prototyping, testing, and final

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

disappeared from most American high schools in favor of moretheoretical “college preparatory” subjects. Multiple internal factors within schools contributed tothe near-extinction of shop including 1) cost to maintain workshops, 2) liability concerns, 3)focus on exam-driven standards-based testing, and 4) curricular changes for admissionsalignment with four-year colleges. Compounding external pressures to phase out high schoolvocational programs stem from historical, social, political, and academic sources acting since the1940’s heyday of Industrial Arts: 1) ongoing social stigma devaluing vocational training in favorof more “academic” fields; 2) lack of qualified Industrial Arts teachers with no training pipeline;and 3) mandated state and federal

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

, Purdue University at West Lafayette Robin S. Adams is a Professor in the School of Engineering Education at Purdue University, USA. She holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical En- gineering. Her research is in three interconnecting areas: cross-disciplinary thinking, acting, and being; design cognition and learning; and translating educational research to practice. c American Society for Engineering Education, 2020 A Situative Understanding of the NGSS Science and Engineering Practices (Fundamental)Introduction The Next Generation Science Standards (NGSS) for pre-college science education callsfor 3

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology

Tagged Divisions

Pre-College Engineering Education

, samples for anengineering math scavenger hunt, andtips for creating scavenger hunts for avariety of STEM fields. Contact Informaiton:Grade Level Recommendations: ►s-coffman-wolph@onu.edu ►kimberlyn.gray@mail.wvu.eduMiddle or High School, College Freshman Google Drive with Materials:Need Materials: https://tinyurl.com/r6gw5rtMaterials: (1) colored printer ink or

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

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. References[1] National Science Foundation. (2017). Women, minorities, and persons with disabilities inscience and engineering. Arlington, VA. Retrieved, from www.nsf.gov/statistics/wmpd.[2] Crim, S. M., Iwamoto, M., Huang, J. Y., Griffin, P. M., Gilliss, D., Cronquist, A. B., ... &Lathrop, S. (2014). Incidence and trends of infection with pathogens transmitted commonlythrough food—Foodborne Diseases Active Surveillance Network, 10 US sites, 2006–2013. MMWR. Morbidity and mortality weekly report, 63(15), 328.[3] Baron-Cohen, S. (2009). Autism: the empathizing–systemizing (E-S) theory. Annals of theNew York Academy of Sciences, 1156(1), 68–80.[4] Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in cognitivesciences, 6(6

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawni Paradise, Virginia Polytechnic Institute and State University; Malle R Schilling, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

review mainideas or common misconceptions about engineering.Activity Description: Each student will be provided stickers/sticky notes (if you want to doresearch with this activity put a number on them), and will be prompted to individually thinkabout up to 7 prompts about engineering. Students will place their sticker on a line somewherebetween strongly disagree and strongly agree to correspond with their response to the prompt.Intended Age: Upper elementary - lower high school Time Needed: 30 minutes - 1 hourActivity Steps: Prompts: 1. Provide students with stickers or 1. Engineering is in every community and sticky note(s) for the activity. makes a

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology

Tagged Divisions

Pre-College Engineering Education

]. Estimation can help students learn the connection between the mathematical formulas they use in class and the real-world applications around them [2].Stephany Coffman-Wolph References: Ohio Northern University [1] Raviv, D., & Harris, A. J. (2016, June), Estimation as an Essential Skill in Entrepreneurial Thinking Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26739Kimberlyn Gray [2] Bourn, R., & Baxter, S. C. (2013, June), Developing Mathematical Intuition by Building Estimation

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Aaron Alexander, Oklahoma State University; Ilchung Park, Oklahoma State University; Chulho Yang, Oklahoma State University; Avimanyu Sahoo, Oklahoma State University; Young Bae Chang P.E., Oklahoma State University

Tagged Divisions

Pre-College Engineering Education

, 2012.[2] B. Yoder, "Going the distance in engineering education: Best practices and strategies for retaining engineering, engineering technology, and computing students," in American Society for Engineering Education, 2012.[3] M. Atwater. "Why students leave engineering." https://www.engineering.com/Education/EducationArticles/ArticleID/6072/Why- students-leave-engineering.aspx (accessed 1/26/2019.[4] S. Davari, S. Perkins-Hall, and K. Abeysekera, "Tested Strategies for Recruiting and Retention of STEM Majors," International Association for Development of the Information Society, 2017.[5] M. Elam, B. Donham, and S. R. Soloman, "An engineering summer camp for underrepresented students from

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashley R. Strong, Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Divisions

Pre-College Engineering Education

inunderstanding and generating complex information and ideas. ReferencesBritner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middleschool students. Journal of Research in Science Teaching, 43, 485-499.Cannady, M. A., Greenwald, E., & Harris, K. N. (2014). Problematizing the STEMpipeline metaphor: Is the STEM pipeline metaphor serving our students and the STEMworkforce? Science Education, 98, 443-460.Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). Theimpact of an integrated approach to science and literacy in elementary school classrooms.Journal of Research in Science Teaching, 49, 631-658.Chen, Y.-C., Hand, B., & McDowell, L. (2013

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

created a new position to keepthe program going long-term. The current E2 director has other job duties, but the camp and thepeer mentor program make up 50% of her responsibilities (25% for each program). Fortunately,the current staff member spent two years assisting the previous camp director with this program,and experienced students also have assisted in easing the transition between staff. It is alsoimperative to partner with other campus programs, units, and resources to ensure that theprogram is successful. Some changes made by campus residential life in 2018 possibly had anegative impact on the camp’s enrollment and participation due to competing activities.Communication for planning 2019’s camp began immediately after the 2018 program to

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Euisuk Sung, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Divisions

Pre-College Engineering Education

Additional Instructional Resources can be Found at: • https://www.e- education.psu.edu/astro801/content/l4_ p3.html • http://astronomy.swin.edu.au/cosmos/T /Trigonometric+ParallaxFigure 2. Example triangulation scenario.Lesson 2: Arch bridge in construction S T E • What is arch bridge? o An arch bridge is a bridge shaped as a curved arch with abutments at each end. The

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramya Sivaraj, University of Minnesota; Jeanna R. Wieselmann, Southern Methodist University; Gillian Roehrig, University of Minnesota - Twin Cities

Tagged Divisions

Pre-College Engineering Education

pushed beyond the scope of criteria and constraints set up by the client and occasionally contemplated additional criteria that led to a greater diversity of outcomes. For example, Cameron’s questioning of Ben’s design led to Ben considering the size and other defining characteristics of the artifacts, criteria not mentioned by the client (see Table 2). Table 2 Cameron Questioning Ben’s DesignSpeaker Discourse Code(s)Ben No, no, no, but you have to agree that this one (pointing to his MSOL, own design) is pretty good though. You can't basically get ADS-cc through; you have to go through three times before you get to the artifacts because

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tianshi Fu; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, vol. 26, no. 2, pp. 46-73, 2015.[9] M. Friebroon Yesharim and M. Ben-Ari, "Teaching Computer Science Concepts ThroughRobotics to Elementary School Children", International Journal of Computer ScienceEducation in Schools, vol. 2, no. 3, 2018. Available: 10.21585/ijcses.v2i3.30.[10] S. Papert, Mindstorms: children, computers, and powerful ideas. Brighton: Basic Books,Inc., 1980.[11] E. M Silk, R. Higashi and C. D Schunn, "Resources for Robot Competition Success:Assessing Math Use in Grade-School-Level Engineering Design", in American Society forEngineering Education, Vancouver, BC, Canada, 2011.[12] N. Arís and L. Orcos, "Educational Robotics in the Stage of Secondary Education:Empirical Study on Motivation and STEM Skills", Education Sciences

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Selene Y. Willis, University of South Florida; Tonisha B. Lane, Virginia Polytechnic Institute and State University; Eugenia Vomvoridi-Ivanović; Salam Ahmad; Jonathan Elliot Gaines, University of South Florida; Ahmirah Samayah Muhammad, BullsEYE Head Program Coordinator

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

References[1] B. Capobianco, H. A. Diefes-dux, I. Mena, and J. Weller, “What is an engineer? Implications of elementary school student conceptions for engineering education,” ​Wiley Online Libr.​, vol. 100, no. 2, pp. 304–328, 2011.[2] X. Chen and M. Soldner, “STEM attrition: college students’ paths into and out of STEM fields: statistical analysis report,” 2013.[3] M. M. McDonald, V. Zeigler-Hill, J. K. Vrabel, and M. Escobar, “A Single-Item Measure for Assessing STEM Identity,” ​Front. Educ.,​ vol. 4, Jul. 2019.[4] S. Brown and R. Lent, ​Career development and counseling: Putting theory and research to work.​ 2004.[5] L. S. Gottfredson and S. Brown, “Applying Gottfredson’s Theory of Circumscription and

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

objective function based on the KPIs and assigned weight (importance) to each criterion. We used twoseparate Likert scales with scores between 1 to 10 to determine the weights and assess the performancelevel, respectively, of each criterion through teacher surveys. We conducted the surveys at the end of eachweek (iteration), determined the objective function value, analyzed the outcomes, and took necessaryactions to enhance the objective function value in the next iteration(s). Here, the objective function valuecomputed in an iteration indicates the overall performance of that iteration. For the selected KPIs, weights,and scales, the maximum possible objective function value was 1,200. We assume that the objectivefunction value is the targeted

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A. Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota, Twin Cities

Tagged Divisions

Pre-College Engineering Education

Generation Science Standards: For States, By States. Washington, DC: National Academies Press, 2013.[3] President’s Council of Advisors on Science and Technology, Report to the President: Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Mathematics (STEM) for America’s Future. Washington, DC: Executive Office of the President, 2010.[4] S. Brophy, S. Klein, M. Portsmore, and C. Rogers, “Advancing engineering education in P- 12 classrooms,” Journal of Engineering Education, vol. 97, pp. 369-387, July 2008.[5] E. A. Ring, E. A. Dare, E. A. Crotty, and G. H. Roehrig, “The evolution of teacher conceptions of STEM education throughout an intensive professional development

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard A. Gearns, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the earliest ages standthe best chance of continuing on career paths that will bring them greater economic prosperity.By increasing the opportunities for a greater and more diverse population of students to haveaccessibility to these subjects, the greater the number of curious, scientifically literate studentswill be prepared to learn and pursue engineering careers.AcknowledgmentsThis material is based upon work supported by the National Science Foundation (under GrantNo. 1647405) and National Grid. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thefunding partners.References[1] J. P. Holdren, M. Cora, and S. Suresh. Federal STEM

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Teresa Porter, Ohio State University; Meg E. West, Ohio State University; Rachel Louis Kajfez, Ohio State University; Kathy Lea Malone, Nazarbayev University; Karen E. Irving, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

elementary level. Furtherinvestigations are needed to increase supported collaboration and resources available to K-12teachers to ensure effective and efficient engineering lessons that help prepare the nextgeneration of engineers.AcknowledgementsFunded by a grant under the federally funded Improving Teacher Quality (ITQ) State GrantsProgram, administered by the Ohio Board of Regents. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the funding organizations.References[1] C. Cunningham and G. J. Kelly, “Framing engineering practices in elementary school classrooms | Engineering is Elementary,” Int. J. Eng. Educ. , vol. 33, no. 1B, pp

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susheela Shanta, Governor's STEM Academy @ the Burton Center for Arts and Technology - Center for Engineering

Tagged Divisions

Pre-College Engineering Education

integration andcollaboration.Further research needs to be conducted to follow up with developing better classroom-readyinstruments for classroom assessments in authentic problem solving challenges. In addition, alarger study that includes follow up of students’ performance post-graduation (from high school)to seek an understanding of the impact on their pursuit of STEM education (speciallyengineering) and careers would be recommended.References[1] Partnership for 21st Century Learning (2015). P21 Framework Definitions. P21: Washington, DC.[2] S. Haag, N. Hubele, A. Garcia, & K. McBeath, “Engineering undergraduate attrition and contributing factors,” International Journal of Engineering Education, vol 23, no. 5, pp. 929- 940, 2007.[3] T

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Mohammad Moshirpour, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

Pre-College Engineering Education

project-based learning, the authors note that the K-12 programsoften fail to deliver comprehensive skills training and practical experiences, which supports ourhypothesis that teaching often focuses on technical expertise. Most courses integrate the teachingof programming with software engineering practices and found that students performed well ingaining conceptual understanding. They made note of an issue that most publications lackedinformation about the objectives, instructional strategy, and methodology for designing thecourse material. The systematic literature review we present here moves beyond the specificcourse design covered by da Cruz Pinheiro et al.’s research and focuses on the intersection ofdigital and engineering skills.Heintz

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jungsun Kim, Indiana University Bloomington; Amber Simpson, Binghamton University

Tagged Divisions

Pre-College Engineering Education

literature review by Siekmannand Korbe [19], STEM skills refer to “a combination of the ability to produce scientificknowledge, supported by mathematical skills, in order to design and build (engineer)technological and scientific products or services” (2016, p. 45). Therefore, authors used the listby Carnevale et al.’s as a reference but did not set boundaries to identify STEM skills from videodata in this study. Cognitive STEM knowledge STEM Skills STEM Abilities Production and Processing Mathematics Problem Sensitivity Computers and Electronics Science Deductive Reasoning Engineering and Technology

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

factors constituting initial mental representations of a design problem and thenrecoded with the four characteristics of an entrepreneurial mindset. Through the two-dimensionalcoding procedure and reflecting on student’s initial mental representations of design problems, aquality description of how their thinking and actions are guided by entrepreneurial mindset willbe provided to better understand the potential promise of integrating the entrepreneurial mindsetin P-12 engineering coursework.ReferencesAdams, R. S., Beltz, N., Mann, L., & Wilson, D. (2010). Exploring student differences in formulating cross-disciplinary sustainability problems. International Journal of Engineering Education, 26(2), 324-338.Atman, C. J., Chimka, J

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; Alan Melchior, Brandeis University; Matthew Hoover, Brandeis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Wendy Wakefield, Arizona State University; Mia Delarosa, Arizona State University; Clark Miller, Arizona State University; Carlo Altamirano-Allende

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

]. Thisperception can cause students to question the relevance of the content they are learning insideand outside the academic content area. Establishing students' positive self-beliefs about theiracademic capabilities early on is vital as their beliefs about their abilities become less malleableover time [9]. If students do not understand mathematics and do not believe they can do it, theybecome disinterested and ultimately abandon pursuing mathematics and mathematics-relatedfields such as engineering [10].The integration of engineering with math and science is one mechanism that can foster theadoption of positive beliefs about mathematics. Harlan et al.'s [11] longitudinal comparison studyof middle school student cohorts showed the combination of