Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole J. Glen, Bridgewater State University

Tagged Divisions

Pre-College Engineering Education

observer and was at the preschool for allplanned lessons and activities, went on the two field trips, and participated in the teachers’planning time. All planned lessons and activities were video recorded and later transcribed.These were not analyzed for the part of the study being reported here.A modified form of lesson study was the method used to collect data from the teachers. Lessonstudy is where teachers work together to study curriculum and formulate long-term goals forstudent learning, write lesson plans, conduct the lessons, watch each other and collect data whilethe lesson is taking place, reflect on the lesson by sharing data and using it to illuminate studentlearning, and develop new goals for the next lesson [44]. The director of the

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

related to technical systems being designed toaddress a human problem, but also knowledge of social systems in which the designedtechnology will be implemented and of the interdependencies between the technical and socialsystems1. This recognition is reflected across the K-12 Next Generation Science Standards2under the cross-cutting concept “Influence of Science, Engineering, and Technology on Societyand the Natural World”, and specifically in at least two middle (MS) and high school (HS)Engineering, Technology and the Application of Science Standards (ETS): ● The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda C. Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Ruben Dario Lopez-Parra, Purdue University-Main Campus, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University-Main Campus, West Lafayette (College of Engineering); Barbara Fagundes, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education

better understandhow to support students as they learn how to make engineering design-related decisions,educators need to better understand how students make their decisions.Framework As described in our literature review, design decisions are a key component ofengineering design thinking and processes. For this study, we were interested in what kinds ofdecisions early elementary students made and how they were making these decisions. Previouswork examining students’ evidence and reflective decision making [3], [10], was used as afoundation to guide this work. One of the products from that work was the ReflectiveDecision-Making Framework developed by [3]. This framework characterized reflectivedecision-making during engineering design and

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

revisionsby Amanda caused Nate to remark that there was “finally some niceness.” These two excerptshelp make clear that Nate was primarily concerned with the overall tone of the feedback form,which to him needed to include more positive than negative responses.We note that Nate’s sole complaint in these excerpts was that his teammates were being “rude.”He did not comment on whether he felt their responses were accurate reflections of the design.There may be multiple reasons why Nate was so focused on his teammates’ apparent rudeness.For example, he may have viewed their behavior as so abhorrent that it needed to be addressedimmediately, before he was willing to fully engage in the feedback task. In this interpretation,Nate’s aversion to rude behavior

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ivanov, Institute of Biomedical Engineering, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Neal Callaghan, University of Toronto; Theresa Frost, Toronto District School Board; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co; Patrick Diep, University of Toronto; Guijin Li, University of Toronto; Nancy T. Li, University of Toronto; Corinna Smith, Institute of Biomedical Engineering, University of Toronto; Joshua Yazbeck; Locke Davenport Huyer, Johns Hopkins University; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

procedures using Labster (Labster ApS, Copenhagen DK) virtual simulations orsmartphone accelerometer apps. While this offering was considered successful given thecircumstances of development, feedback and observations from students, teachers, and graduatestudent mentors highlighted limitations of this format. Some of these challenges centered aroundthe clarity of project instruction and lack of discretized scheduling to help guide students throughthe completion of projects. However, most prominent upon reflection was the loss of student-centred, open-ended, and iterative problem-solving opportunities typically afforded byDiscovery.To address these limitations and challenges, program structure for remote Discovery wasredesigned and implemented in

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

demonstrate better science attitudes andinterest while maintaining performance in state tests [27]. This model of curriculum developmentalso encourages teachers to take ownership of the content, reflect on the rationale for theirpractices, and invest in greater self-learning, all of which lead to the creation of educativecurriculum materials [24]. Educative curriculum materials refer to curriculum that promotesteacher learning in addition to student learning by supporting and developing skills forinstructional decision making.With regard to the development of NGSS-aligned curriculum, researchers have suggested a 10-step process [28]. It consists of: (i) selection of PEs related to a given topic or DCI; (ii) review ofthe PEs to establish the scope of

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Purdue University, West Lafayette; Amanda C. Johnston, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

Engineering Education, 2018Teacher Implementation of Structured Engineering Notebooks in Engineering Design-based STEM Integration Units (Fundamental)In the classroom, engineering notebooks allow students to develop their ideas, take notes, recordobservations, and reflect on what they have learned. Structured notebooks are used to helpstudents engage with material at greater depth through analyzing questions, formulatingpredictions, and interpreting results. Notebooks are an important resource for teachers toformatively assess students’ ideas. By incorporating notebooks into classroom instruction andusing them to guide feedback to students, teachers can use notebooks to support student learningof engineering design in STEM integration.This

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Francisco Cima, Old Dominion University; Pilar Pazos, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Kristie S. Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Divisions

Pre-College Engineering Education

reflecting and revising their engineering lessons. The lessondevelopment followed the 5E instructional model rooted in constructivism [20]. Thisinstructional model provides the foundation for engineering design challenges that PSTs couldimplement into their future practice. Through collaborative engineering-based lesson preparationand delivery, PSTs can learn pedagogical methods for teaching engineering-related content inelementary school settings. These expected benefits led us to hypothesize that: H2a. Ed+gineering has a positive influence on PSTs’ engineering pedagogical knowledge, controlling for their initial knowledge.Previous evidence shows that PSTs appreciated engineering’s potential impact on elementarystudents when they taught

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Kouo, Towson University; Medha Dalal, Arizona State University; Bruk T. Berhane, Florida International University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Kenneth Reid, Virginia Polytechnic Institute and State University; Cheryl Beauchamp, Regent University; Adam R. Carberry, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education

populations. Thispaper describes the experiences of a sample of high school educators that comprise the inauguralcohort of nine E4USA educators. The educators’ reflective responses to professionaldevelopment (PD), which they received as preparation for this course prior to the start of the2019-20 academic year are particularly illuminated. Literature Review A review of extant scholarship reveals several themes regarding the teaching ofengineering in K-12 settings. One theme is a tendency among some K-12 scholars andpractitioners to not distinguish engineering education as a distinct field within the STEMdisciplines. Nadelson, Callahan, Pyke, Hay, Dance, and Pfiester [5] suggest that the

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers, Delaware State University; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

via;abstract hypothesis, active testing, concrete experience and reflective observation. However, inengineering service learning, students work to create real solutions for a real customer. Whilethey might ride in and out of the iterative steps in the engineering design process, in the end theirideas must be resolved, not only with their engineering team members, but also with real peopleand situations in the world. In fact, it can be said that engineering service learning improves theeffectiveness of ELT due to its necessary connection to the real world.3. Methods3.1 ParticipantsData analysis for this paper will concentrate on selected questions from the ENGR 102 HScourse evaluations collected for Academic Years (AY) 2014-15, 2015-16 and

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Alberto López Pulido , University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

toacknowledge the material realities (e.g., the intersections of the sociocultural landscape, historyand cultural and political past and present that create complex interactions and interpretations oflived realities) of students whose embodied knowledge may not align to the structural norms offormal schooling [12]. The assumption that engineering is only created through one kind ofknowledge impacts the “acceptance of difference” [13]. It is important that students, especiallyLatinx students, see themselves reflected in the curriculum and provide spaces to engage them inengineering activities in their own language, culture, and communities.This paper introduces a new paradigm by inverting the logic portrayed in many studiesinvolving research that

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg, The Capital College; Susan Kathryn Eskin, Pennsylvania State University, Harrisburg, The Capital College; Sara Love, Penn State Harrisburg

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

techniques employed in all of the workshopsare active-learning student-centered methods. The instructors decided at the inception of theprogram to present material in ways that each instructor had found to be most effective in theuniversity environment. All sessions used mini-lecture presentations followed by activities thatteach the concepts through demonstration or experiment that the students perform themselves.From the first year to the second, the biology and chemistry sessions were revised based onfeedback from students that indicated they had done the particular type of DNA analysis andpolymer synthesis before. The session descriptions below are reflections of the 2017 workshops;all of which were well received and were new to the students. A

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

of constructs likely tobe impacted by grades 6-12 science interventions. See Table 2. We also asked questions aboutwhether students found S&E fair projects to be “transformative experiences”[11] which areexpected to reflect deeper engagement with science. We shortened the scales for time, selectingthe four most representative items from each scale. We also rephrased each question to ask aboutthe fair project.ResultsWe analyzed the demographic characteristics reported by these students and contrasted thosewho did and did not complete science fair projects. Overall, teachers with younger students(especially 6th grade) seemed more likely to require all students to complete a project, whileteachers with older students (especially 12th grade

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

, disappear).The participants were instructed on three main action features of Scratch Jr, character movement,creating dialog in ‘speech bubbles’, and playing recording audio, as well as basic controls suchas appearing/disappearing and pausing, but not on all the capabilities ScratchJr provides. Mostparticipants planned code did not reflect the storyboard they had constructed. Only oneparticipant stuck to the planned story from start to finish, with two others keeping elements ofthe same story, but most animating some other aspect entirely. Watching students work on theirdesign, they never seem to revisit the storyboard. Instead, their storyboard often sits right undertheir tablet or to the side of the design paper ignored. While it may be useful to

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandria Muller, University of California, Santa Barbara; Liliana Garcia, University of California, Santa Barbara; Ron Kevin Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Danielle Harlow, University of California, Santa Barbara

Tagged Divisions

Pre-College Engineering Education

Explorations is to develop modules that connect classroom learning to field trips atthe interactive science center [14]. Each module includes two activities that are completed in theclassroom prior to a field trip. These activities are designed to provide opportunities for studentsto develop ideas that relate to the engineering design challenge that will be presented in asubsequent field trip. The students then attend a field trip to the interactive science center wherethey engage in an engineering design challenge. Finally, the modules also include a post-activitydone in the students’ classroom that provides opportunities for students to reflect on and expandupon the learning from the three previous activities. Each of the four activities within

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

a Bill of Materials to determine what to buy, quantities, sizes, etc. 10. Construct final model 11. Host exhibition of learning in front of an audience of peers and an invited audience 12. Reflect on the session including personal progress and skills learnedSince the students are at different stages of core skills (Math, Reading, English, etc.), theopen-ended aspect of the project parameters enables the students to learn much moreindividualized engineering skills. Students take the initiative to learn skills necessary to completethe projects they have designed. The instructors then help the students learn these skills and helpmanage safety during the process. However, the design process being followed is consistentacross all ages

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

toengineering by placing them in teams and asking them to build and customize the design of anunderwater remotely operated vehicle (U-ROV). Students were also tasked with competing withthe U-ROV in a timed obstacle course at the end of the program. In this study we examined howstudents participated in and built intra-team working relationships within the EAP using anembedded graduate student researcher, who simultaneously functioned as a team member, and anapproach informed by ethnographic research methods. Data were generated by the graduatestudent researcher through a reflective journaling practice, design artifacts detailing materialsproduced by students, as well as debriefings conducted with program mentors and directors. Inaccordance with an

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., Cheryl Carrico Consulting, LLC; Karen J. Gilbert, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

drawing to reflect the change. 4 2) Your road must start at the top of the highest point on the mountains and AT LEAST 50% of your road must be on the mountains. 3) Your road must include AT LEAST 3 TURNS (a loop around the mountain can count as 2 turns) AND 1 UPHILL section. 4) Your vehicle (marble) must not leave the road or stop during the drive down the mountain. 5) Your vehicle (marble) must land safely in the cup at the end of the road. 6) You may use UP TO 3 LENGTHS of road material. You may use the other materials provided responsibly and cooperatively as needed. 7) You will have 30 MINUTES TOTAL to build

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

coursematerials for their classes. Teachers are active observers throughout the program – theyparticipate in all the EDP workshops, bioinstrumentation labs, and prototyping sessionsalongside the students, with additional time to reflect on their own experiences and observations.The workshops consist of a series of lectures that teach the critical components of the EDP. Thesessions are interactive, providing students opportunities to develop and employ the variouscomponents of the EDP. For example, during the concept generation phase, students are givensome example problems and challenged to brainstorm as many potential solutions as possible;the exercise is then repeated, this time challenging students to conceive and outline newproblems before

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Oluwatosin A. Bewaji, Texas A&M University; Madison Elaine Spier, Texas A&M University; Gustavo Mosqueda Elizondo III, Texas A&M University; Chiamaka Theclar Umah; Todd Sherron, Texas State University; J. Timothy Lightfoot, Texas A&M University; Carolyn L. Cannon, Texas A&M University; Robin S.L. Fuchs-Young, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

female. Laboratory assignments werebased on the specified interests expressed by the students, who worked with individual facultyand laboratory personnel on original research projects. Data were collected using pre- and post-experience surveys and student reflections. Findings indicate that students enjoyed working inthe laboratory settings with the researchers and participating in authentic research activities.Their career goals in STEM and health-related professions were reinforced and strengthened as aresult of their participation.IntroductionInterest in Science, Technology, Engineering and Mathematics (STEM) fields has been decliningamong students in the U.S., while the number of available positions in STEM fields is steadilyincreasing [1

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

understanding and education of engineering themselves [1], [4],[11]. The facilitation of learning about engineering requires more than just hands on activities, asteachers shape engineering experiences by posing questions, reflecting on student responses andlearning, and giving direction to students [1], [6], [8]. Other engineering fundamentalshighlighted by teachers include allowing the students to develop their own approach, affirmingthat failure and revision are okay, and the idea that a technology is never final [8], [12], [13]. Theteachers are responsible for laying the foundation for the problem, including explaining anyconstraints or requirements, controlling variables, mediating teamwork, and introducing andguiding the use of the engineering

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie N. Mikeska, Educational Testing Service; Matthew S. Taylor, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education

, and (3) talk about criteria.We ask: What teacher prompts, questions, contributions, and strategies do PSTs notice withrespect to each of these features within teachers’ discussions? We explored this question withintwo engineering education courses at two respective college institutions; 14 PSTs across thosecourses participated in the study. Data collected were PSTs’ independent coding of one teacher’sdiscussion transcript (the other was coded for the PSTs); a transcript of the synchronous classdiscussion within each course about what PSTs noticed about how the teachers addressed eachfeature; and PSTs’ written reflections about strategies these teachers used with respect to eachfeature.Findings suggest that while most PSTs were able to notice

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Shari Weaver, Worcester Polytechnic Institute; Gretchen Fougere, STEM Leadership Advisors

Tagged Divisions

Pre-College Engineering Education

highlightthe favorable working environment of teaching, as well as dispelling myths about salaries [17]. We learned about the need for the teacher candidates to feel better prepared to work withstudents in urban high-needs schools, which are often times very different their own personalexperiences. A possible way to overcome this barrier is for the TPP students to spend more timewith the youth in our local community-based organizations in informal contexts [18]. Thus, weimagine authentic, immersive pre-practicum experiences in our local city, such as tutoring andparticipating in afterschool programs that serve the K-12 students from low-income and highlydiverse areas [19, 20]. Guided reflection and discussions are also to accompany these

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Berry, Southern Methodist University

Tagged Divisions

Pre-College Engineering Education

will train the CSteachers on being coaches to the content teachers, and we will work with their principals to allowthem to act more like coaches rather than CS content teachers. The coaches will also be anintegral part of the research team. They have better access to the teacher’s classrooms and will beable to observe the teachers teaching their CS curriculum units. They are expected to provide athird-party reflection on the outcome of the curriculum units. They are also expected to activelysupport the teachers in the development of the curriculum planning during a summer PD andthroughout the semester. The teachers are expected to attend a 5-day summer PD like the pilotPD. However, the PD will have more explicit expectations. They will be paid

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

indicatedthat the proposed observational instrument resulted in seven distinctive main domains. Thesedomains included (1) unit-specific content knowledge, (2) engineering design process (EDP), (3)productive failure and success, (4) interdisciplinary applications, (5) questioning, (6) teamwork,and finally (7) discussion, feedback, and reflection. This study has both theoretical and practicalimplications. Theoretically, the study will contribute to the engineering education literature byextending the concept of PCK (Shulman, 1986) to the engineering education field and itstheoretical viability in the elementary school setting. Practically, it is paramount thatadministrators, professional developers, curriculum specialists, and teachers come to

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. 2. Provide documentation of their design decisions in the form of written reflection, sketches, and evidence from data. 3. Build a prototype as part of their solution (a simulation, drawing or a physical object) 4. Present their solution to others.The Committee then recruited a broad range of experts including those in education, engineering,health care, and counseling services to help define the parameters of the challenge and the formatby which it was delivered. The problem needed to be narrow enough for students to grasp andaddress in a short period of time but broad enough to foster creativity. The resulting challengefocused on physical locations and the nature of human interactions in those

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

the teacher. Teachers must shift from an evaluative to interpretiveperspective as they move away from guiding students to correct answers and towardemphasizing student exploration and engagement [15]. The teachers’ focus should targetencouragement of students’ reflections on their reasoning and interpretations of problemsituations [7]. Contrary to current practices of warning students when they take a wrong step intheir solution efforts, teachers need to encourage students to focus on their interpretation specificideas and their connections to the problem at hand [13].National standards documents have made clear that mathematics is an essential tool for scientificinquiry, and science is a critical context for developing mathematics competence

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

springboardfor student interest [4] and reflection. Research suggests that a well-designed field trip experiencemay in fact be remembered by students well after the experience took place [5]. In engineeringeducation, established research on the standards for preparation and professional development forteachers of engineering recommend that teachers improve their pedagogical content knowledge byengaging in STEM field trip partner programs with engineering mentors at local companies anduniversities [6].Program DetailsNortheastern University’s Center for STEM Education offers STEM Field Trip experiences for4th to 8th grade students throughout the collegiate academic year. The program launched over 10years ago in collaboration with a National Science

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

summer BEST program was in all senses a success. Teachers reportedvery positive feedback. In addition, bioengineering faculty reported strong support for theprogram to continue. This year we have begun preparing two manuscripts to describe and reportour progress in the BEST program. In addition, we have been reflecting on ways to deepen ourunderstanding of the program impact on teachers as well as their classrooms. As we consider arenewal application, we are defining ways to strengthen and analyze the program morerigorously.CONCLUSION Reflecting on the progress made through the end of year 4 of this grant support, we areconfident that the BEST program is having a positive impact on its participants. We continue torecognize the importance

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

acknowledged that he didn’tknow but a professional athlete may be an option.As Joseph engaged with different team members in 5 different engineering design challengesover the 10-day period his perceptions and self-efficacy began shifting. As seen in Figure 1,Joseph’s perceptions of engineering decreased in the traits initially identified. Joseph explainedthat his decreased perception was a result of a change in his perceived level of difficulty. DueJoseph becoming more confident in his abilities to engage in the skills of an engineer, by the endof camp, Joseph states “I can [become an engineer], but I just don’t want to waste time.” Thisstatement is a direct reflection of the mismatch in Joseph’s personal interests with his pre- andpost- perceptions