Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

Paper ID #30020Examining shared understandings of design artifacts in upper elementaryschool engineering (Fundamental)Nicole Alexandra Batrouny, Tufts Center for Engineering Education and Outreach Nicole Batrouny is a PhD candidate in Mechanical Engineering at Tufts University. Her engineering education research interests include upper elementary engineering education, integrated science and en- gineering, collaboration in engineering, and decision making in engineering. For her Master’s thesis, she uncovered talk moves used by 4th grade students that fostered collaborative, disciplinary decision-making during an

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

],interpersonal skills [7], [10], [13], [14], [15], [16]. These positive influences and the industrydemands have elevated collaborative learning to a core pedagogical practice for qualityengineering education at all educational levels [2], [4], [17].Within pre-college (K-12) engineering education, the curriculum design integrates studentsworking with partners or teams on projects as standard practice in the curriculum design. In thiscontext, effective integration provides similar student benefits as those demonstrated in highereducation [18]. However, with a need to increase participation of students from underrepresentedcommunities in engineering and other STEM career pathways there is an increased awareness onthe quality of engineering instruction

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca Deborah Swanson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Pre-College Engineering Education

science for adults and youth, and pre-service elementary teaching in informal science learning environments. Dr. Swanson received her PhD in Curriculum and Instruction in Science Education from the University of Colorado Boulder, and a BA in Molecular, Cellular, and Developmental Biology from University of California, Santa Cruz. Prior to graduate school, she was an elementary science educator for a small children’s science center in California. c American Society for Engineering Education, 2019 Exploring how engaging in-service teachers in authentic engineering design tasks refine their understanding of engineering design (Work In Progress)Introduction and BackgroundAs K-12 engineering education

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alissa Ruth, Arizona State University; Tameka Spence, Arizona State University; Joseph V. Hackman, Arizona State University; Jennifer Velez M.Ed., Arizona State University; Hope Parker, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University

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Diversity

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Pre-College Engineering Education

Engineering Education and Outreach team. Since then, Velez has managed such programs as FIRST LEGO League Robotics, MESA, and the National Summer Transportation Institute. She currently coordinates EPICS High (Engineering Projects in Community Service) to engage high school and mid- dle school students in human-centered engineering projects in their communities. Through this program, Velez works to build partnerships with school districts, industry, and non-profits to bring STEM program- ming to underserved communities across the state. Before joining ASU, Velez spent seven years as an elementary educator at a STEM focus school. She currently holds a Masters of Education in Curriculum and Instruction.Ms. Hope Parker

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

support from a school administrator, and committed to launch or expand a STEM cluband assist in nominating students to attend STEM summer camps. Five schools provided schoolteams for the 2019-2020 school year. Several additional schools expressed interest prior to thesummer institute, but they chose to delay their participation to a future date. Each participantreceived a $1,200 stipend plus housing and travel costs for the summer institute. Each schoolreceived $3,000 engineering curriculum and materials for supporting up to 50 students in STEMclubs plus an additional $1,500 for flexible spending toward STEM-Club activities (e.g., 3Dprinter, virtual reality headset, etc.). An ethics review board approved our research design, andwe received

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

learning environments. Dr. Swanson received her PhD in Curriculum and Instruction in Science Education from the University of Colorado Boulder, and a BA in Molecular, Cellular, and Developmental Biology from University of California, Santa Cruz. Prior to graduate school, she was an elementary science educator for a small children’s science center in California. c American Society for Engineering Education, 2020“Because I’m not always constantly getting everything right”: GenderDifferences in Engineering Identity Formation in Elementary Students (FUNDAMENTAL) I IntroductionEngineering is a relatively new addition to elementary school classrooms, a

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehmet Emre Bahadir, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Deborah Athas Dardis, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Tireka Cobb Ph.D., Louisiana Office of Student Financial Assistance; Mohammad Saadeh, Southeastern Louisiana University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #34808Introducing Engineering Principles in a Diverse InterdisciplinaryVirtual Summer Camp for Underrepresented 9th - 12th Graders in RuralLouisiana (Evaluation, Diversity)Dr. Mehmet Emre Bahadir, Southeastern Louisiana University Mehmet Emre Bahadir is an Assistant Professor of Industrial Technology at Southeastern Louisiana Uni- versity. His teaching and research interests are in the field of product design, industrial ecology, sustain- able manufacturing, and additive manufacturing.Dr. Ahmad Fayed, Southeastern Louisiana University Ahmad Fayed is an Assistant Professor of Engineering Technology, a former member

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deborah Athas Dardis, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Mehmet Emre Bahadir, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Mohammad Saadeh, Southeastern Louisiana University; Tireka Cobb, Louisiana Office of Student Financial Assistance

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Diversity

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Pre-College Engineering Education

Paper ID #34826Introducing Multidisciplinary Engineering in a Diverse InterdisciplinaryVirtual Summer Camp for Underrepresented 9th - 12th Graders in RuralLouisiana (Evaluation, Diversity)Dr. Deborah Athas Dardis, Southeastern Louisiana UniversityDr. Ahmad Fayed, Southeastern Louisiana University Ahmad Fayed is an Assistant Professor of Engineering Technology, a former member of the Experiential Learning team, and the Teaching Excellence Team at Southeastern Louisiana University. Ahmad holds a Ph.D. in Mechanical Engineering from the University of Nevada Las Vegas (UNLV) and taught several engineering classes at multiple

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bailey Bond-Trittipo, Florida International University; Bruk T. Berhane, Florida International University; Eunsil Lee, Florida International University

Tagged Divisions

Pre-College Engineering Education

Progress)IntroductionA total of 44 states and Washington, D.C. have adopted the Next Generation Science Standards(NGSS) or a variation of these standards that satisfy their state-specific education requirements.By following the NGSS or a similar set of standards, K-12 schools in these areas haveestablished pathways to incorporate engineering into their science coursework [11]. Research onthese integrated STEM settings suggests that engineering design activities play an important rolein supporting students’ science learning [2], [8], [13], [14]. Moreover, the National Academies ofSciences, Engineering, and Medicine named improvement in science achievement as anobjective of K-12 engineering education [11]. A less common, though emergent, pathway

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

what happens afterthe PD as teachers are bringing this novel content and practices back to their classrooms [25].Research Design This study utilized a multiple case study design as suggested by Yin [26] to understandhow three first grade teachers were integrating engineering and CT into their classroominstruction as they implemented the same engineering and CT curriculum across two years. Amultiple case study design was chosen as it allowed an in-depth investigation within and across asimilar real-world context to better understand how or why certain actions occurred related to thephenomena under investigation [26]. These cases were bounded by participation in the largerNSF-funded project across two years, which included participation

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

transition to postsecondaryeducation if the proper engineering fundamentals are taught throughout the various levels ofeducation. For this to occur in K-12, one of the obstacles to implementation, the lack of evidenceto show the benefits, must be addressed.This paper describes the design of a study that evidences the benefits of an integrativepedagogical approach used in a pre-college high-school engineering program is described alongwith the results of the study. Graduating students (fourth year in the program) participated in thisstudy. Furthermore, the high school program where this study was conducted is described toshow the development of the integrated curriculum with the sequencing of science, mathematicsand engineering courses.Research

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

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Diversity

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Pre-College Engineering Education

. c American Society for Engineering Education, 2018 The Effect of Teacher Professional Development on Implementing Engineering in Elementary SchoolsAbstractIncreased attention on the implementation of engineering education into elementary schoolclassrooms aims to start preparing students early for potential engineering careers. In order toefficiently and effectively add engineering concepts to the curriculum, appropriate developmentand facilitation of engineering design challenges is required. Therefore, professionaldevelopment programs are necessary to educate teachers about engineering and how toadequately teach it. This paper explores the effects of an engineering professional developmentprogram for

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

elementary gradesand argue that children as young as elementary grades can engage in some computationalthinking competencies [12], [13]. In addition, a limited number of studies have investigatedchildren’ computational thinking in an engineering context. For example, one study exploredchildren’s CT abilities during the implementation of an integrated STEM curriculum [14]. Theseauthors suggested that elementary students as young as kindergarten-aged can abstract patternsand use algorithms. In our previous research, we investigated kindergarten students’ ability toengage in pattern recognition in a STEM+C curriculum [15]. We observed examples of patternrecognition in the artifact that students have created during their experience with the

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Cellitti, Drexel University ; Rasheda Likely, Drexel University; Magdalene Kate Moy, Drexel University; Christopher George Wright, Drexel University

Tagged Divisions

Pre-College Engineering Education

historical grand strategy game and her current thesis interest.Dr. Christopher George Wright, Drexel University Dr. Wright is an Assistant Professor in the Department of Teaching, Learning, & Curriculum in Drexel University’s School of Education. c American Society for Engineering Education, 2018 A Content Analysis of NGSS Science and Engineering Practices in K-5 Curricula (Evaluation) AbstractThe Next Generation Science Standards (NGSS) encourage K-12 teachers to facilitate scienceand engineering instruction that is three-dimensional in nature, motivating students to developknowledge building practices. The

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristina Rigden, California State Polytechnic University-Pomona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineering students are exposed to in college; however, the Femineer® studentsare able to learn the curriculum through hands-on experience and become confident in these skillsbefore entering college.The Femineer® students also learn how to work in a collaborative environment, have opportunitiesfor creative expression, technology integration, and an inquiry-based approach to learning. All ofthese skills are also implemented in the College of Engineering’s undergraduate and graduatedegree programs as the college prides itself in a learn-by-doing philosophy.The Femineer® Program was named a recipient of INSIGHT Into Diversity magazine’s 2019Inspiring Programs in STEM Award. This award was presented as a tribute to programs thatencourage and inspire a

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Michael D. Johnson, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Jennifer Whitfield, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

. His areas of interest in research and education include product development, analog/RF electronics, instrumentation, and entrepreneurship.Jennifer Whitfield, Dr. Jennifer Whitfield received her Ph.D. in Curriculum and Instruction with an emphasis in Mathematics Education in 2017. Her M.S. and B.A are both in Mathematics. She joined the Mathematics Department at Texas A&M University as a Senior Lecturer in 2001. Dr. Whitfield has taught 13 different undergrad- uate and three graduate mathematics courses. She helped develop the Personalized Precalculus Program, has overseen the operations of the Math Placement Exam, is the Associate Director of the Center for Technology Mediated Instruction, Director of

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineeringdesign process. For example, Wendell, Wright, and Paugh [4] describe the reflective decision-making practices observed in 2nd through 5th grade classrooms as students completed designactivities within the Engineering is Elementary curricula. Previous research on the middleschool curriculum described in this paper [5] utilizes longitudinal interview data to documentprogressions in how individual students describe their work with the stages of the engineeringdesign process over the course of several exposures to the curriculum.Researchers have also investigated how integrated STEM curricula promote the transfer ofknowledge from one STEM subject or context to another, ultimately enhancing student learning[6], [7], [8]. Because STEM integration

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State University; Youngkyun Baek, Boise State University; Bhaskar Chittoori P.E., Boise State University; William H. Stewart, Boise State University

Tagged Divisions

Pre-College Engineering Education

Paper ID #25504Elementary Students’ Computational Thinking Practice in A Bridge Designand Building Challenge (Fundamental)Dr. Dazhi Yang, Boise State University Dazhi Yang is an associate professor at Boise State University. Her research lies at the intersection of STEM education and technology-supported learning. Her current research focuses on integrating compu- tational thinking in STEM learning, instructional strategies and online course design, and strategies for teaching difficult and complex science and engineering concepts.Dr. Youngkyun Baek, Boise State University Dr. Baek has been a professor of educational

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

scaled prototype rear wing with an integrated lateral thrust mechanism, thereby allowing for more nimble turning. 3. Brake Dynamometer:​ to initiate the design of a brake testing machine in the laboratory to perform energy dissipation and thermal examinations of different brake pad, caliper, and rotor material combinations to inform system selection 4. Carbon Fiber A-Arms:​ a continued investigation to improve the design and refine the manufacturing process of suspension members that would replace the steel designs that have been used since the beginning of the team’s history 5. Impact Attenuator:​ to improve a dynamic test rig, refine an experimental method, and create a series of geometric shapes that

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

), and CrosscuttingConcepts (CCs). The SEPs are integral in engineering education because they not only supportteachers and K-12 students to develop an understanding of what scientists and engineers do butalso promote hands-on lessons that include open inquiry, which is the hallmark of scientificresearch.Unfortunately, even as today’s students effortlessly interact with modern technological artifacts,they often lack an understanding of the underlying engineering, technology, and businessprocesses. As technology continues to permeate and impact all aspects of our daily lives, it isessential that all students receive comprehensive, quality STEM education from adequately trainedteachers. Teachers must be prepared to provide their students not only

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

Education. Morgan, J. R., Moon, A. M., & Barroso, L. R. (2013). Engineering better projects. In R. M. Capraro, M. M. Capraro, & J. R. Morgan (Eds.), STEM project-based learning: An integrated science, Part of a DIME map and displayed textbook text technology, engineering, and mathematics (STEM) approach (2nd ed., pp. 29-39). Rotterdam, The Netherlands: Sense. Publishers.The DIME Map

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

curriculum, having curricular guidelines, and standards fortime-allocation for these activities (Yaghi, 1996). Mishra & Koehler (2006) argue the role of anew model they call technological pedagogical knowledge in integrating the use of technology inteacher education. They believe “that this model has much to offer to discussions of technologyintegration at multiple levels: theoretical, pedagogical, and methodological” (p. 1017). Also,Bitner & Bitner (2002) propose an eight-point model for teacher technology education: "1.FEAR of change 2. TRAINING in basics 3. PERSONAL use 4. TEACHING models 5.LEARNING based 6. CLIMATE 7. MOTIVATION8. SUPPORT” (p. 98).ActivitiesFor the activities aspect, we recommend the following for teacher development

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

. I might point to a few of them that I think they would definitely need to know. The curriculum would benefit from identifying the needed vocabulary and terms in advance. We could anticipate some of the needs of the students, literally.As a whole, Allen viewed reading as something that was decontextualized from engineeringand design practices. Informing this view is a focus on transferrable reading skills that can beused for texts in contexts other than engineering. Teacher two. Don saw reading and writing as integral components of the engineeringprocess. Teacher two repeatedly mentioned real world or authentic experiences and sawreading as related to those experiences. He offered examples from his career where he

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service; Kofi James

Tagged Divisions

Pre-College Engineering Education

) present a true integration of science, engineering and technology [1]. This is anew approach to teaching science that will require new curriculum materials, professionaldevelopment and other supports for teachers, and new assessments [2]. Assessments aligned tothe NGSS are expected to require students to draw upon an understanding of core ideas inscience and cross-cutting concepts while engaging in engineering and science practices. Currentassessments were not designed to accomplish these goals and cannot easily be modified to meetthis expectation [3]. These new assessment requirements present challenges on many levelsincluding the development of complex tasks that integrate the three dimensions and that are bothequitable for a wide range of

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

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Diversity

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Pre-College Engineering Education

: Analysis of a curriculumdesigned and implemented", in American Society for Engineering Education, Pittsburgh, PA,USA, 2008.[6] D. Cuperman and I. M. Verner, "Fostering Analogical Reasoning Through Creating RoboticModels of Biological Systems", Journal of Science Education and Technology, vol. 28, no. 2,pp. 90-103, 2019.[7] G. Brockington, M. Schivani, C. Barscevicius, T. Raquel and M. Pietrocola, "Usingrobotics in kinematics classes: exploring braking and stopping distances", PhysicsEducation, vol. 53, no. 2, 2018. Available: 10.1088/1361-6552/aaa09e.[8] A. Ortiz, "Examining Students' Proportional Reasoning Strategy Levels as Evidence of theImpact of an Integrated LEGO Robotics and Mathematics Learning Experience", Journal ofTechnology 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

Masters in Educational Leadership and Principal Certificate from Northern Arizona University in 2007. She is currently working on her EdD at Arizona State University. Mia is highly qualified to teach middle grades math, science, and language arts. Mia has taught middle school science in the Alhambra Elementary School District for nine years where she also leads after-school engineering clubs. Mia has been directly involved with district-wide initiatives including technology integration, Just In Time Assessments, curriculum pacing guides, and implementation of a research based, hands-on science and engineering curriculum. Mia has also worked closely with FOSS as a professional development facilitator. She also worked

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

, wepropose that engineering can be taught to students in all Science, Technology, Entrepreneurship,Arts, Engineering, and Mathematics (STEAEM) courses through practical hands-on learningexperiences. Therefore, instead of resurrecting standalone shop classes in their original IndustrialArts manifestation, we recommend an alternative. Inexpensive and topically-relevant hands-onlearning activities should be developed competent for ubiquitous and seamless insertion intoSTEAEM courses. When offered to teachers as educational kits, these activities could beselected a la carte from a catalog to integrate with existing classes. This approach inducesminimal curriculum disruption, facilitates easy instructor adoption, and allows high schools tocontinue

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Feng Wang P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

' fathers graduated from college. Additional program detailscan be found in [8].End-of-Program Assessment The NSTI at CCSU program incorporates two surveys to assess program success and toimprove curriculum design: an opening survey and an end-of-program survey. Most questions inthe two surveys remain the same over time, ensuring consistence in program assessments. Theopening survey is conducted in the Monday morning before the program starts, and the end-of-program survey is right before a graduation ceremony in the State Department of Transportationheadquarters. Program director from the host university distributes and collects the surveyquestionnaires, ensuring each student has enough time to complete all questions. Six studentswere

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

-formal learning environment. In thebeginning of the workshop, teachers and students were positioned as learners who received shortlectures and presentations about robot components, robot building, and robot programming.Moreover, teachers and students worked in teams to engage in hands-on structured learning, whichaugmented the robotics fundamentals from corresponding lectures, reinforcing and imparting agreater sense of understanding. Next, the teacher-student teams were directed to solve a givenchallenge by designing, building, and programming an integrated robotics solution. Within eachteam, teachers and students had the freedom to organize their teamwork with no guidelines fromthe research team. Thus, within each team, an informal learning

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Janille A. Smith-Colin, Southern Methodist University; Jeanna Wieselmann, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

formation andinterest amongst underrepresented girls. With a focus on K-12 participants, this researchbroadens our understanding of the role that informal educational communities and networks playin supporting identity formation. The inclusion of STEM Academy alumni will broaden ourunderstanding of STEM persistence through transitions from high school to college. References[1] National Science Foundation, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019. Arlington, VA: National Center for Science and Engineering Statistics, March 2019.[2] M. Honey, G. Pearson, and H. A. Schweingruber, Eds., STEM Integration in K-12 Education: Status, Prospects, and an