Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University-Bloomington; Sana M. Syed, Saint Louis University; Traci Aucoin

Tagged Divisions

Pre-College Engineering Education

biomedical engineering from Saint Louis University. She is currently an NSF/ASEE I-PERF post-doctoral fellow in a biotech start-up and hopes to continue her career by combining her passion in biomedical engineering and healthcare as well as in education reform in engineering.Mrs. Traci Aucoin Traci Aucoin is currently the Lafayette Parish School System GEAR UP Project Director. She has worked in education for 30 years and has been a part of the GEAR UP initiative for seven years. She began her career as a high school biology and physics teacher before she moved into higher education where she served the University of Louisiana at Lafayette in numerous capacities for over 20 years. She served as Director of the Alumni

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 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

include a section on interests towards STEM careers. Interest ineach topic is measured using a series of 8 to 11 self-reported Likert style items (Table 2). Eachitem has to be rated on 5 levels ranging from “Strongly Disagree” to “Strongly Agree”. TheSTEM Careers survey consists of 12 items that are rated across 4 levels of interest, ranging from“Not at All Interested” to “Very Interested”.After reviewing the contents of each survey and taking into account findings from previousresearch that shows youth prefer short assessments [6][7], we decided to only deploy surveysrelating to two topics relevant to DHF’s learning objectives. These included the Technology andEngineering (9 items) and 21st Century Skills (11 items). The original paper survey

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Murad Musa Mahmoud, Wartburg College; Trinity Borland, Wartburg College; Ripken Gehrig Holst, Wartburg College; Kurt Henry Becker, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

when STEM careers are set to grow by 12.6%over the next 10 years, 5.2% faster than other occupations (Burke, 2019).Additionally, STEM is facing a diversity crisis with a lack of representation from women andsome races. According to the Bureau of Labor Statistics, women make up only 15.9% of the totalengineering and architecture workforce (Employed Persons by Detailed Occupation, Sex, Race,and Hispanic or Latino Ethnicity, 2019). This creates an issue, as STEM peer contact correlateswith STEM retention among females (Hilts, Part & Bernacki, 2018). Further, according to theBureau of Labor Statistics, whites make up 79.3% percent of the total engineering andarchitecture workforce (Employed Persons by Detailed Occupation, 2019). Minorities

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Instruction for K-12 Engineering (Work in Progress)IntroductionEfforts to diversify the engineering workforce are informed by the fact that engineeringcontinues to remain a White, male-dominated profession [1]. Underrepresented students leavescience, technology, engineering, and mathematics (STEM) programs in middle school, highschool, and in undergraduate programs [2]-[4] at a disproportionate rate compared to their Whitemale colleagues.In order to broaden participation and provide equitable engineering education forunderrepresented students, better approaches are necessary to support these students’ pathwaystoward STEM careers. One approach for encouraging diverse participation in engineering isthrough disciplinary literacy instruction (DLI

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. Previous research supports science self-efficacy asbeing positively associated with achieving science literacy (Bryan, Glynn, & Kittleson, 2011)and science achievement (Britner & Pajares, 2001). This study examines if exposing students toyoung model “engineering experts” would impact middle schoolers’ science self-efficacy. If so,the motivation for k-12 teachers to invite engineers into their classroom is two fold. It increasesstudents’ awareness of engineering careers as well as increases student’s achievement in science.But would such a short intervention have an impact? Students were surveyed at the beginningand end of a one day event at Washington State University, which included “engineering experts”who interacted with the students in

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

Paper ID #32583Virtual Femineer R Program: Engaging K-12 Students and Teachers in Re-moteSTEM Instruction (Evaluation)Dr. Kristina Rigden, California State Polytechnic University-Pomona Dr. Rigden is the Director of Outreach Programs and the Women in Engineering Program for the College of Engineering at Cal Poly Pomona. In her position, she secures funding and provides several different outreach programming events to engage K-12 female students to pursue STEM majors and/or careers. Dr. Rigden’s research focus is the STEM pipeline from K-12 to college and career for underrepresented mi- norities. Her teaching

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

-curricular and experiential learning, and the equity and accessibility of education.Prof. Paul R. Chiarot, State University of New York at Binghamton Dr. Chiarot received the BASc, MASc, and PhD degrees in Mechanical Engineering from the University of Toronto and was a post doctoral research associate at the University of Rochester. He has published over twenty papers in peer-reviewed journals and conference proceedings and has one issued US patent. Dr. Chiarot joined the Department of Mechanical Engineering at the State University of New York at Binghamton in 2011 where he directs the Microfluidics and Multiphase Flow Laboratory. Dr. Chiarot was the recipient of the NSF CAREER Award in 2016

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

andengineering practices.IntroductionYoung people who live in high-risk neighborhoods and from low-income families often spendmost of their time out of school by themselves without adult supervision [1]. There is an urgentneed to study this group of youth and develop after school programs that support their needs andbuild on their interests [1]. Additionally, youth from low-income and diverse backgrounds arevastly underrepresented in science, technology, engineering, and mathematics (STEM) studiesand careers, and educational policy makers stress the need to develop approaches that promoteyouths’ interests and involvement in STEM [2], [3]. To address these concerns, researchers andscience organizations are developing and studying out-of-school time (OST

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

PhD, Arizona StateUniversity aims to engage the next generation of engineers and problem solvers in thinking aboutthe future, the types of problems they wish to solve, and enhance their awareness and interest inengineering as a career. The Ira A. Fulton Schools of Engineering offers a variety of experiencesto K-12 students that range from campus visits to week-long summer programs. Programs arethematic and help students explore problems that can be addressed through engineering. Thus,when the National Summer Transportation Institute opportunity became available, we pursuedthe funding opportunity to design and offer experiences to high school youth who can explorehow engineering and its many disciplines offer career paths where they can make

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Beth Ann White

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. Green. All of the students were either Juniors (n=8) or Seniors(n=2) and all had completed pre-requisite engineering coursework with Ms. Green the previousyear. Student responses to a career interest item on the survey taken at the beginning of theschool year indicate that the students began the course with a strong interest in engineering. Allthe students who completed the survey listed an engineering field among their career interests,with students expressing specific interests in civil, mechanical, geospatial, aerospace, andchemical engineering. Several students listed multiple engineering fields among their interestsand five students listing engineering as their top career choice. Six students reported that theyplan to major in engineering

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Tiffiny Antionette Butler , Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute; Ryan Nicole Meadows, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

with the high schoolSaturday sessions. The undergraduate and graduate mentors participated in discussions andworkshops covering topics such as being a role model in the lab; promoting a “growth mindset”[12 ] and incorporating inclusive pedagogy when mentoring [13]; what “success” means andwho decides; examining different identities [14]; and leveraging the mentoring experience whenapplying for future career jobs. During these sessions, the mentors reported the desire to run theworkshops for the high school students themselves and they also helped design the futureiteration of WRAMP.Meanwhile, the feedback from the WRAMP high school participants demonstrated the desire tohave more interactions with the mentors and other WRAMP participants. As

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joselyn Elisabeth Busato, Bucknell University; Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Davide Guzzetti, Auburn University

Tagged Divisions

Pre-College Engineering Education

Paper ID #33220Introducing Chaos in Elementary School; a Precursor for Multibody Dynam-icsMiss Joselyn Elisabeth Busato, Bucknell University Joselyn Busato is an undergraduate student at Bucknell University, majoring in creative writing and biol- ogy.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskio˘glu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of

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

mathematical modeling.Prof. Tamara J. Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM Integration in the INSPIRE Institute at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its power for student learning. Tamara Moore received an NSF Early CAREER award in 2010 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2012. c American

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

, virtual summer camp,experiential learning, multidisciplinary engineering, hands-on, simulationLiterature ReviewThe popularity of STEM focused summer camps has increased as a result of investments inSTEM workforce development. Early exposure to STEM principles and concepts increasesinterest in and pursuit of STEM careers. (National Research Council, 2011) The need for suchprograms is amplified for underrepresented populations. (Mau & Li, 2018) Underrepresentedpopulations face barriers to STEM access that are self-perceived and institutional. (Grossman &Porche, 2014) Investigations measuring the impact of STEM summer enrichment programs onself-efficacy, interest in STEM careers, and STEM identity has increased during the last decade.The

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

-college, interdisciplinary engineering, virtual summer camp,experiential learning, multidisciplinary engineering, hands-on, simulationLiterature ReviewThe popularity of STEM focused summer camps has increased as a result of investments inSTEM workforce development. Early exposure to STEM principles and concepts increasesinterest in and pursuit of STEM careers. (National Research Council, 2011) The need for suchprograms is amplified for underrepresented populations. (Mau & Li, 2018) Underrepresentedpopulations face barriers to STEM access that are self-perceived and institutional. (Grossman &Porche, 2014) Investigations measuring the impact of STEM summer enrichment programs onself-efficacy, interest in STEM careers, and STEM identity has

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ibrahim H. Yeter, National Institute of Education, Nanyang Technological University

Tagged Divisions

Pre-College Engineering Education

Engineering Education in the College of Engineering at Purdue University in 2019-2020 and 2017-2019, respectively. He is an affiliated faculty member of the Centre for Research and Development in Learning (CRADLE) at NTU and is the director of the World MOON (More Ob- servation Of Nature) Project, which has enabled several thousand students and their teachers worldwide to collaborate on aerospace engineering and STEM education-focused activities. He received national and international recognitions including an Early Career Researcher award from European Science Ed- ucation Research Association (ESERA) and a Jhumki Basu Scholar award from National Association for Research in Science Teaching (NARST). Also, he is one of two

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

subjects [1]. To worsen theissue, the number of students enrolled in engineering disciplines is not increasing and in some casesis decreasing [2] with especially low representation from underrepresented minorities [1] andfemale students [3]. In response to this lack of interest in STEM majors, robotics programs havebeen created specifically to motivate high school students toward STEM careers. The use ofrobotics to perform tasks is captivating [1]. Robotics competitions capture students’ attention withthe practicality of hands-on projects and exciting challenges while increasing students’confidence in STEM topics, such as geometry and physics [4]. This increase in comfort levelwith STEM topics has positively impacted these same students

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

coalescence with the lung lining for drug delivery. As a previous biomedical engineer turned chemical engineer, Diane has developed a unique perspective when it comes to utilizing a broad set of tools in both her research and classroom. She aspires to share her enthusiasm for biology, mathematics, and engineering through teaching and mentoring in the next stage of her career as faculty.Dr. Ilhem F. Hakem, Carnegie Mellon University Ilhem F. Hakem is the Director of Colloids, Polymers and Surfaces Minor Program and a Teaching Pro- fessor in the Department of Chemical Engineering at Carnegie Mellon University in Pittsburgh, PA since 2018. Dr. Hakem received her Diplˆome d’Etudes Sup´erieures and MS degree in Physics and PhD in

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

students viewthemselves and their future possibilities. Identities are formed through practice and are impactedby the individual’s interests and experiences, but also by social setting, power, privilege, andoppression [9]. Social identity complexity theory holds that individuals have multiple identitiesthat vary depending on context [16]. A student in STEM may therefore simultaneously identifyas female, belonging to a specific racial or ethnic group, and possessing an interest in STEM.Having a positive STEM identity can contribute to career aspirations in STEM fields [2].Identities are therefore impacted by the opportunities girls have and whether they are able todevelop consistent identities across settings, with greater variation in identities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahraa Stuart, Stony Brook University; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interest andknowledge. Four different projects were designed: 1) a 3D-printed spirograph, 2) a night light, 3) anoptical intrusion detection with memory, and 4) a traffic light. Students who participated in the camp(N=56) built and optimized their own take-home electronic devices. Pre- and post-surveys were collectedto analyze the students’ engineering self-efficacy, knowledge, and engineering skills. Results suggestedthat students’ self-efficacy and beliefs in succeeding in engineering majors and careers increased aftertheir experiences in the camp; they also improved their engineering knowledge and skills (p

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy L. Warren, University of Arkansas; Hayley A. Chandler; Madeline Ludwig, University of Arkansas; Katelyn M. Heath, University of Arkansas; Eric Specking, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

student participants, thestrengths of the undergraduate students who assisted in content creation and facilitation, andrecent research on engaging women and other underrepresented students in engineering toprovide participants with the most meaningful, enjoyable camp experience. We also assessedwhether the camp outcomes, including interest in engineering or other STEM careers, wereincreased by developing the camp with self-reported student interests in mind and developingcamp content around a single accessible, real world theme.A major goal of the University of Arkansas College of Engineering summer camps is to reach asdiverse a group of students as possible. Although any female student in the eligible grades waswelcome to apply to the SHE camp

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohit Dua, Missouri University of Science & Technology

Tagged Divisions

Pre-College Engineering Education

generation adds excitement and variety tothe implemented laboratory. The laboratory has been implemented for upper elementary andmiddle school students in an informal setting without formal surveys and feedback. This paperconcentrates on discussing the implementation for high school students enrolled in the GO-CAPS program [2]. This progressive program provides high school students a unique andyearlong learning experience to explore future career options [2]. Participating schools in theGreater Ozarks area, in Missouri (USA), are allotted a number of seats in the program. Studentsfrom the participating schools apply for the GO-CAPS program in their choice of area. The GO-CAPS board selects students based on the student’s interest and willingness to

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenna Laleman, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, which hasbeen identified as often matching the preferred learning styles for many female students(Gollnick & Chinn, 2013). Another key program component is experiences of how engineeringis a field in which people can help others, a factor which has been identified as aligning withfemale interests and career aspirations (USDOC, 2011; Hubelbank 2007).The program research focuses on three areas: 1. The program’s impact on short-term interest andknowledge in engineering/STEM; 2. The effectiveness of matching lessons to learning goals; and3. Differences between sixth-grade students and eighth-grade students in success, interest inactivities, and problem solving methods. Through pre-program and post-program surveys,students answered Likert-scale

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy Robinson, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Jennifer R. Amos, University of Illinois, Urbana-Champaign; Indira Chatterjee, University of Nevada, Reno

Tagged Divisions

Pre-College Engineering Education

engineering at these grade levels has been shown to predictfuture college majors and possible careers in engineering [4]. To meet the demand for moreengineers, we sought to understand how summer camps, five days in length, influenced studentinterest in engineering and engineering identity. Building engineering interest in middle and high school, before students enter college, isbest achieved by exposing students to engineering related tasks and learning activities [5]. Withthe adoption of the Next Generation Science Standards by some states, but not all, educators nowhave a framework for implementing and building engineering activities into their classroomexperiences [6]. However, there are indications that engineering is underutilized in K-12

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Purdue University, West Lafayette; Marissa Christina Owens, University of Nevada, Las Vegas

Tagged Divisions

Pre-College Engineering Education

to weather and climate. Students in third grade learnedabout weather, climate, weather patterns, and various hazards associated with weather. Then theyapplied their learned knowledge and the engineering design process to design a tornado proofstructure. As a cumulative experience of this lesson students were provided an opportunity tovisit a local news station, meet a meteorologist, and learn about climate data.Activity Students attended a STEM class for one hour every week for sixty minutes. This classwas a required special just like art or music. It was designed to expose students to theengineering design process, careers in engineering, and integrated STEM units based on statestandards. It was in this class that students

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Associate Professor of Mechanical Engineering and Adjunct Associate Professor of Education at Tufts University. Her research efforts at at the Center for Engineering Education and Out- reach focus on supporting discourse and design practices during K-12, teacher education, and college- level engineering learning experiences, and increasing access to engineering in the elementary school ex- perience, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). https://engineering.tufts.edu/me/people/faculty/kristen- bethke-wendell c American Society for Engineering Education, 2020Make Way for Trains: A

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelli Paul, Indiana University-Bloomington; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University-Bloomington; Jungsun Kim, Indiana University Bloomington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #33129Students’ Perceptions of Engineering Educators: Building Relationshipsand Fostering Agency in Outreach (Fundamental)Dr. Kelli Paul, Indiana University-Bloomington Dr. Kelli Paul is a postdoctoral researcher in science education at Indiana University. She received her Ph.D. in Educational Psychology specializing in Inquiry Methodology from Indiana University in 2006. Her research interests include attracting and retaining students in STEM, development of a STEM identity and STEM career aspirations, and the development of instruments and evaluation tools to assess these constructs.Ms. Karen Miel, Tufts

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elena Nicolescu Veety, North Carolina State University at Raleigh; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School

Tagged Divisions

Pre-College Engineering Education

Centerfaculty member to undertake an independent research project in that faculty member’s lab. Thepandemic made this immersive experience impossible, so instead we brought the research to thestudents via Zoom. Faculty recorded and shared videos describing their work for the students towatch. We then asked these faculty to join our live Zoom meets to speak with the students andanswer their questions on a variety of topics including research, careers, college, etc. While thiscannot replace a physical day in a lab, we were at least able to show the students the breadth ofexciting research happening in the ASSIST Center, and hopefully engage their interest in STEM.Program Implementation - Transitioning from summer to academic term programAfter the summer

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

development. Findings can be used to inform newapproaches for developing and assessing engineering outreach programs. IntroductionThe engineering education community recognizes the lack of diversity in the field and is activelyworking to break down barriers that inhibit the participation of women and minoritized racial andethnic groups in engineering education and engineering careers. Despite these ongoing efforts,engineering enrollment is below optimal levels and there continues to be an overall lack ofwomen and students from minoritized racial and ethnic groups within engineering fields (Daviset al., 2012). For example, over the past five years, engineering degrees were earned by studentsfrom