Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Levenick Shirey, EduKatey

Tagged Divisions

Pre-College Engineering Education

inperson2. High-school teachers working in online and hybrid spaces need distributed groupwork options that will engage students in collaboration to developcooperative skills. The Engineering Group Work Spectrum was developed drawing from diverse real-world collaborations. The Spectrum offers seven tiers ofstudent interdependence from complete interdependence (a “three-legged race”) to completely independent work. The purpose of this spectrum is to providepractical choices for teachers to continue to use groupwork in engineering design instruction even as normal classroom routines and settings are disrupted bydistance learning online or socially distanced learning in the classroom.1 Dym, C. L., Agogino, A., Eris, O., Frey, D. D., & Leifer, L. J

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shazib Z. Vijlee, University of Portland; Jamie Merritt, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

university's maker space. The course, spanning an entire 16 week semester, enabled thestudents to experience engineering, university offerings, and some aspects of college life.This report will begin by describing the program and partnership. Next, it will present data fromsurveys used to assess the program's impact on student interest and skills in engineering. Finally,it will discuss the program's impact on the students and the institutions.BackgroundThis program can be seen from many lenses. It can be first seen as a STEM outreach program. Asdescribed by Nadelson & Callahan, outreach programs can take many forms [1]. Programs can be1-2-hour demonstrations highlighting an engineering phenomenon, or it can last several weekswith the students

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

playground equipment. In this unit, theengineering task of designing a safe and wheelchair accessible playground equipment creates aneed for students to study the underlying science concepts of force, motion and magnetism toinform their designs. The unit’s focus question is: How can we design accessible playgroundequipment to ensure that ALL kids can play together? Day 1. Unit Launch: Identify community connected engineering design challenge. What is engineering? What does it mean to be “accessible” and “inclusive”? Students view a video showing the difficulties that playground equipment and surfaces present to a child using a wheelchair. Following discussions, guide students to identify the need for inclusive playgrounds for ALL kids. Days 2 and 3

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, engineering, and mathematics (STEM) experienceongoing racial and ethnic diversity issues that are well documented in the literature [1].Compared to their peers in STEM degrees and careers, Black, Latino, first-generation, women,and low-income students have been historically underrepresented in STEM in the United States(U.S.) [1]. These disparities impact the well-being of society, especially those who have beenmarginalized, and these inequities will continue to lead to long term consequences for the U.S.job market unless educators and policymakers address issues of STEM diversity and accessusing a multi-faceted approach. A wide array of interventions have been implemented to address systemic barriers.Ranging from informal STEM experiences (e.g

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

robotics and engineering design as wellas the impacts of teacher-delivered soft robotics curricula on students.1. Introduction Participation in traditional educational robotics, tinkering, and making are commonprecursors to enrollment in engineering majors [1]. In recent years, the field of soft robotics hasemerged as a method for robots to interface with humans or other delicate objects by replacinghard components with mechanically programmed polymers and flexible electronics [2]. Bybroadening the applications of robotics to human-centered design in healthcare [3] or marineexploration [4], soft robotics may be a platform to engage a greater diversity of students in K12robotics and later, engineering majors. The accessibility of soft robot

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

encourage them to pursue STEAM careers. One particularly effective approach isthrough hands-on learning and “making,” since children often have a natural affinity fortinkering and learn well through active involvement in meaningful activities [1]. Hands-on,project-based learning has been shown to get more students engaged with STEAM and help themlearn key skills for the future [2]. However, most STEAM education programs target students inupper-middle or high school [3]. Bustamante et. al write, “Since engineering education hastraditionally not been part of the general K–12 education experience (i.e., the beginning ofprimary school (age 5) through the end of secondary school (age 18)), early childhood educatorshave minimal background in engineering

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 to learn from their struggle and from the failure oftheir ideas.Intro and Literature The ways in which teachers talk to their students greatly affects how studentsconceptualize and approach their learning [1]–[3]. In order for students to authentically practiceengineering design, teachers must provide their students the freedom to develop and try out theirown ideas and learn from the failure of their ideas [4], [5]. On the other hand, teachers often usetheir talk to maintain their control in the classroom and guide students towards expedientsolutions [6], [7]. This study analyzes these competing roles by examining the ways in whichteachers talk to teams of middle school students as they work on engineering design projects

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

D'andre Jermaine Wilson-Ihejirika P.Eng., BrainSTEM Alliance

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

D'andre Jermaine Wilson-Ihejirika P.Eng., BrainSTEM Alliance

Tagged Divisions

Pre-College Engineering Education

, glue, and Borax to create ‘slime’, as well as thesaponification reaction of lye and fat to make soap. BrainSTEM Alliance Ltd. Email: info@brainstemalliance.com Website: www.brainstemalliance.com Our mission is to collaborate with community partners to create accessible programming that fosters awareness, increases engagement and inspires the use of STEM in our daily lives. Our vision is for every person to have the opportunity to be empowered by Science, Technology, Engineering and Math (STEM).Method SummaryPart 1 – Material PropertiesThe activity begins by

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

teachers were trained to fabricate DSSCs as partof an ongoing NSF RET program. The materials and equipment used for producing DSSCs arebasic, and a standard procedure was formulated for the work to be replicated in a regular classroom.DSSCs were constructed using fruit juices from blackberry, raspberry, mulberry, blueberry, andstrawberry. The absorption spectra of fruit dyes, along with food dyes, were examined in contrastto the solar spectrum. Teachers demonstrate the working principle of DSSCs and integrate hands-on activities into the K-12 curriculum. As the outcome, students should be able to (1) explain howa dye-sensitized solar cell converts sunlight into electricity; (2) design and build a dye-sensitizedsolar cell from basic components; (3

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Engineering Camps on Students’ Interest in STEM (Evaluation)IntroductionScience, Technology, Engineering, and Mathematics, also known as STEM, are fields that havebecome increasingly important in the economic growth of the United States. STEM plays anessential role in the development of new ideas and technology, and drives discovery. With aconstant new stream of jobs, and growth in many STEM related occupations, there is a risingdemand for qualified people to fill those roles [1]. However, in comparison to past generations,student interest and literacy in STEM subjects have been declining [2]. The large gap betweenfemales and males entering STEM fields is also an area of concern. While females earn slightlymore than 50% of degrees in psychology

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Parham-Mocello, Oregon State University; Ernie Bodle, Oregon State University

Tagged Divisions

Pre-College Engineering Education

. From the results, we find thatstudents’ confidence in three of the four topics surveyed increased after using the ActivityBot360⁰.Introduction In the 8th through 12th grade Career Technology Education (CTE) courses, technologycan be used to expose students to different topics that could lead to interest in certain STEMcareers. Products, such as the Arduino, can be used to expose students to programming andbuilding circuits with various electrical components. The Arduino, and similar devices, can beused to expose students to programing languages, such as C, Scratch, etc. [1]. Block-basedprogramming languages, like Scratch, can also be used as a gateway to introduce students tomore advanced programming and robotics [1]. Programming and

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pooneh Sabouri, New York University; Shramana Ghosh, New York University Tandon School of Engineering; Abhidipta Mallik, New York University Tandon School of Engineering; Vikram Kapila, NYU’s Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

3 edited books, 9 chapters in edited books, 1 book review, 63 journal articles, and 164 conference pa- pers. He has mentored 1 B.S., 40 M.S., and 5 Ph.D. thesis students; 64 undergraduate research students and 11 undergraduate senior design project teams; over 500 K-12 teachers and 130 high school student researchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he di- rects K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over 1,000 students annually. American c Society for Engineering Education, 2020 The Formation and Dynamics of Teacher Roles in a Teacher-Student

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vemitra M. White, NASA Marshall & Stennis Space Flight Centers/ Texas State University ; Debra Prince, Mississippi State University; Jamel Hill Alexander, DoD

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

wereeffective in increasing student perceptions and experiences in engineering.introduction There is currently a demand in the United States for the development of skilled K-12 andpost-secondary students with transferable technical skills, a knack for scientific exploration, andthe ability to drive innovation through engineering design processes [1]. Scientific explorationand engineering education enable students to develop 6C skills (critical thinking, collaboration,communication, creativity, citizenship, and character) vital to problem-solving and growth of theUnited States economy [2]. To help students become qualified, many institutions have offeredSTEM pipeline programs at the middle and high school levels to build equity and encourage

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

typically taught at the post-secondary level. However, for its ability todemonstrate theoretical concepts [5], educational robotics (ER) has already been expanded intovarious forms serving K-12 students both in and out of the classroom. This expansion aims todiversify stagnant college STEM majors where misperceptions of difficulty has dissuaded manyfrom participating [1]. This literature review examines how ER can (1) broadly motivatestudents’ interests in STEM; (2) provide contextual and practical backing for otherwise abstractSTEM topics; (3) facilitate learning STEM through robotics competitions; (4) help increaselearning in students with disabilities; (5) boost STEM engagement by women and otherunderrepresented minorities and (6) incorporate

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

education in STEM programs. Thispaper covers some of the key areas of the Institute’s activities including recruitment of students,daily management of the participants and tracking the status of Alumni of the Institute.Key words: Summer Transportation Institute, Careers in Transportations, Field Trips, MiddleSchool Students, STEM ProgramsIntroductionA 2018 US Bureau of Labor Statistics1 show that the percentage of African Americans employedin the Transportation and Utilities industries is 19.2% as compared with whites which total 71.7%.The dismal numbers are also the same in all areas of transportation, for all minorities includingAsians and Hispanics as shown in Table 1. One component of the application material that theUMES STI required was a

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Reagan Curtis, West Virginia University; Darran Cairns, University of Missouri - Kansas City; Johnna Bolyard, West Virginia University

Tagged Divisions

Pre-College Engineering Education

instruction and group worthy tasks, productive struggle, mathematics-scienceintegration, mathematical modeling, and literacy foci as fitting together in a seamless whole thatallowed instruction guided by this perspective to naturally incorporate these effective practices.Connected to this was the challenge of acquiring and implementing that complex perspective.IntroductionRising Above the Gathering Storm identified the need to “encourage more US citizens to pursuecareers in mathematics, science, and engineering” [1]. Teachers Engaged in STEM and Literacy(Project TESAL) was designed to strengthen the STEM educational and career pipeline inAppalachia. Difficulties attracting students to STEM careers are enhanced in Appalachia andWest Virginia (WV) [2

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lori Caldwell, Utah State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

): 1. How do students participating in an intensive engineering apprenticeship program develop and/or exhibit their engineering skills? 2. In what ways do student participants develop and /or exhibit interpersonal relationships with their team members? Theoretical FrameworkThe EAP that served as the context for this study was designed to motivate students to pursueengineering careers, as well as develop professional skills related to teaming and intra-personalworking relationships in an engineering environment. In our conceptual framework, threeinterrelated concepts are thought to affect student outcomes in the EAP: the learningenvironment, student motivation, and team dynamics (Figure

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael S. Rugh, Texas A&M University; Donald Joseph Beyette, Texas A&M University; Mary Margaret Capraro, Texas A&M University; Robert M. Capraro, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

detailed suggested day-by-day outline can be found attx.ag/DIMEmaps Target Grade Level This activity has been tested over three years, from 2017Recommended Materials* to 2019, with 7th through 12th grade students. ForThis section contains a list of recommended materials for students who may have not encountered degrees orthe activity. More craft materials can be supplied as radians in their coursework, additional instruction may bedesired. required.  Skateboard Bearings, at least 1 per student Why engage

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Molly Roche, University of St. Thomas; Esmée Julia Verschoor, Playful Learning Lab; Hannah French; Alyssa Marie Eggersgluss, Playful Learning Lab; MiKyla Jean Harjamaki, Playful Learning Lab; Mary Fagot; Jeff Jalkio, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Collin John Goldbach, Playful Learning Lab; Deborah Besser P.E., University of St. Thomas; Abby Bensen, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

throughoutthe planning and implementation phases. Since its launch, educators have used the materials in avariety of ways, some of which the development team had not previously considered. This paperwill particularly focus on the implementation and evaluation of the engineering content on thesite. We will present and discuss results from (1) educator feedback surveys, (2) websiteanalytics, and (3) educator focus groups. We will also reflect on the challenges and opportunitiesin promoting new web-based educator materials. Our team has implemented a number ofstrategies to reach teachers, including social media, conference attendance, and emailnewsletters. Now that the materials have been available for over 18 months, we are able to sharelessons learned

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

environment was chosen for teaching middle and early highschool students game development along with virtual reality (VR) basics, unlike most otherefforts which focus on utilizing game development or gamification to teach programming orother subjects at college or high school levels. VR was also included since it is up and comingand many applications other than entertainment technology will soon utilize VR in the nearfuture. Following section encompasses the introductory information and the literature surveysconducted relating to this work.Researchers identified a spectrum indicating the level of involvement of the real and virtualworlds as shown in Figure 1 below [1][2]. In the case of augmented reality (AR), the virtualimages are superimposed on a

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Adena Moulton, Digital Harbor Foundation; Shawn Grimes; Stephanie Grimes; Andrew Coy, Digital Harbor Foundation

Tagged Divisions

Pre-College Engineering Education

used to assess program impact atscale. We studied results from a series of surveys using two deployment modes with 94 youthwho participated in programs at an afterschool maker learning center. We found thatretrospective surveys that ask youth to reflect on shifts in their attitudes after completing aprogram are more effective than the same surveys deployed twice, pre- and post- a program.These results confirm input from youth interviews in which they expressed dislike of repeatingthe same surveys before and after a program and difficulty with answering self-assessmentquestions without a point of reference.1. IntroductionAfterschool maker programs provide opportunities for engaging youth in hands-on projects thatrequire creative problem solving

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannes Strobel, University of Missouri; Alexander Franz Koch, University of Teacher Education, Fribourg, Switzerland; Hao He, University of Missouri-Columbia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

had three years of teaching experience, but thatteacher had worked in the industry for 23 years. Five of them taught in suburban schools;one taught in a rural school; none of them taught in urban schools. Only one teacher taughtin a Title 1 school. The subjects they taught included science, biology, anatomy, andhealthcare. A summary of participants’ information can be found in Table 1 and Table 2.Data Collection Murphy et al. (2013) used interviews to study how female students perceived theircompliant or non-compliant behaviors and how their interactions with teachers shape theirview on their behaviors. We similarly conducted our six interviews. When doing theinterview, we used a phenomenographic methodology, which allows us to get

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

Case Study of Elementary Students’ Conceptions of Engineering Across STEM and Non- STEM SchoolsIntroductionWith the inclusion of engineering practices in A Framework for K-12 Science Education [1] andengineering standards in the Next Generation Science Standards [2], engineering instruction isgrowing increasingly common in elementary classrooms in the U.S. One approach to increasingengineering instruction is through schools with an explicit focus on science, technology,engineering, and mathematics (STEM), and national policy documents in the U.S. have calledfor the development of such schools [3]. However, a clear vision for what K-12 engineeringeducation should include and how it should be implemented is

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zachary Minken, Arcadia University; Augusto Z. Macalalag Jr., Arcadia University; Najah Naylor

Tagged Divisions

Pre-College Engineering Education

. American c Society for Engineering Education, 2020What will you do to help elementary students who struggle in the engineering design process? Analysis of teachers’ reflections. (Fundamental)IntroductionThe next generation of STEM workers and leaders requires knowledge and skills in order toeffectively contribute and compete in the global workforce [1], [2]. More importantly, thesustainability of our planet requires citizens who can work collaboratively to think critically,make ethical and moral decisions, and solve problems [3]. The science and engineering practicesdescribed by the Next Generation Science Standards [4] can provide a framework for teachers toengage their students in

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

these materials were investigated. During the concluding ceremony of theSAMS program, a mini-symposium-style final project presentation gave students the opportunityto share their results and educate their peers about their insights on the role of sustainableengineering in their respective domain.IntroductionThe development of pipelines for students to introduce them to STEM careers before college andto increase their confidence in STEM-related skills is the key for the students’ success [1-5]. In2001, the Summer Academy for Math and Science (SAMS) program at Carnegie MellonUniversity was established to provide opportunities for rising high school seniors fromunderrepresented communities (i.e., students that belong to one or more of the

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johanna Kristiina Naukkarinen, Lappeenranta-Lahti University of Technology; Kati Maarit Koikkalainen, Lappeenranta-Lahti University of Technology

Tagged Divisions

Pre-College Engineering Education

andevaluate the outcomes of the cooperation. The development of a survey to monitor thestudents’ thinking is presented and other possible evaluation tools and needs are discussed.Rationale for cooperationThere are several different motives for university-school collaboration resulting in manydifferent types of cooperation programs [1]. The driving forces for starting the presentedcooperation were the town school district’s wish to better contextualise school teaching andmake better use of the expertise available in local university, as well as university’s hopes toserve the local community and to increase the local pupils’ interests towards engineering andbusiness careers and education at LUT University. Both parties also had the interest ofenhancing

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 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

Pre-College Engineering Education

Paper ID #29099Building Capacity to Promote STEAM in Communities - The impact ofprofessional development for teachers, instructors and staff members –Work in Progress –Mr. Marcelo Caplan, Columbia College Marcelo Caplan - Associate Professor, Department of Science and Mathematics, Columbia College Chicago. In addition to my teaching responsibilities, I am involved in the outreach programs and activities of the department. I am the coordinator of three outreach programs 1) the NSF-ISE project ”Scientists for To- morrow” which goal is to promote Science Technology Engineering and Mathematics (STEM) learning in community centers

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miiri Kotche, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Darrin Collins, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

into the structure of science education by “raising engineeringdesign to the same level as scientific inquiry” [1] presents new challenges for science teachers.While teachers generally support higher standards and effective instruction, few have theopportunity to develop their content knowledge and pedagogical skills in ways that translate intoclassroom practice. Summer research experience programs aim to build long-term collaborativepartnerships with STEM teachers by involving them in research and introducing them to themost current developments in engineering and science. Opportunities for high school scienceand pre-engineering teachers to participate in bioengineering research projects providesprofessional development, improved