Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Emily Fuller, Tufts University; Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University

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Diversity

Tagged Divisions

Pre-College Engineering Education

study cited interest or skill in building or putting things togetheras reasons they could not become an engineer, suggesting that some students see engineering asfor builders or makers, but not for them. Other students said they could not become engineersbecause they were not creative or didn’t know how to ideate. Several students said they couldbecome engineers but would not because they planned to pursue another career of interest. It ispossible that all of these students might find engineering more appealing if they saw their ownskills and interests reflected in engineering. For example, we note that six girls and one boyplanned to become veterinarians; perhaps these students would be drawn toward engineering ifthey were aware of ways to

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Suzanne Eyerman, Fairhaven Research and Evaluation; Trina L. Fletcher, Florida International University; Araceli Martinez Ortiz, Texas State University; Michael A. Soltys, University of Colorado, Boulder

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Diversity

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Pre-College Engineering Education

3 Teaching 101 Facilitation Strategies 4 Cultural Responsiveness 5 Project Management/Project Preparation 6 Reflection Table 2. The 2019 Ambassador workshop outlineAn element of support that is built into the Ambassadors program is the development of the“sponsor” role. Ambassadors apply with their sponsors, who are asked to fill out a separatedocument at the time of the Ambassador’s application. Sponsors are expected to serve as localsupport for Ambassadors in their outreach endeavors and are invited to attend SWE alongsidetheir Ambassador. In some cases, sponsors are family members, though other sponsors

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin, NASCENT Center; Darlene Yañez, University of Texas at Austin, NASCENT Center; Maura J. Borrego, University of Texas at Austin

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Diversity

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Pre-College Engineering Education

in Table 5 in the pre- andpost- surveys on a scale of 1 to 5, with 1=Extremely Not Confident to 5= Extremely Confident.The arithmetic mean of the responses for each cohort was calculated and the Mann-Whitney testwas run to determine statistical significance between pre- and post- survey data.The data analysis shows an overall increase in confidence for almost all the statementsthroughout the years, with a few statistically significant improvements. For the 2016 cohort,“Using tools in the lab”, “Collecting data” and “Analyzing data” significantly increased (p ≤0.05) from pre- to post- survey. This result reflects the focus of the program on providingstudents with the opportunity to perform daily laboratory research, contributing to an

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 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; Christine M. Kelly

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Diversity

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Pre-College Engineering Education

.” International Journal of Engineering Pedagogy, 6(2), 4-13.[12] Cunningham, C. M., & Kelly, G. J. (2017). Epistemic practices of engineering for education. Science Education, 101(3), 486-505.[13] Jonathan D. Hertel, Christine M. Cunningham & Gregory J. Kelly (2017) The roles of engineering notebooks in shaping elementary engineering student discourse and practice, International Journal of Science Education, 39:9, 1194-1217[14] Wendell, K. B., Wright, C. G., & Paugh, P. (2017). Reflective decision‐making in elementary students' engineering design. Journal of Engineering Education, 106(3), 356- 397.[15] Kelley, T. R., Capobianco, B. M., & Kaluf, K. J. (2015). Concurrent think-aloud protocols to assess

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony E. Felder, University of Illinois at Chicago; Miiri Kotche, University of Illinois at Chicago; Amna Hoda, University of Illinois at Chicago

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Diversity

Tagged Divisions

Pre-College Engineering Education

experience with the design cycle by designing a helmet to protect the brain. Students iteratively design the helmet using practical arts and crafts materials and engage in testing to determine the performance of their design. Students also reflect on their designs to influence further iterations. On day 3, students use the engineering design cycle to iteratively design surgical tools. Students evaluate their tools by performing mock surgeries on gelatin models to remove embedded masses. Students evaluate their tool performance and use that to inform further design improvements. On day 4, students revise their tools to enhance performance and prepare for day 5 challenges. The day 5 competition includes

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech

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Diversity

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Pre-College Engineering Education

(NSF) as a research grant (NSF-EEC-1647928) and does not necessarily reflect the views of the National Science Foundation.ReferencesBoynton, M. (2014). People not print: Exploring engineering future possible self development in rural areas of tennessee's cumberland plateau. (PhD Dissertation), Virginia Tech.Carrico, C., Matusovich, H. M., & Paretti, M. C. (2017). A qualitative analysis of career choice pathways of college-oriented rural central Appalachian high school students. Journal of Career Development. doi:10.1177/0894845317725603Carrico, C., Murzi, H., & Matusovich, H. (2016). The roles of socializers in career choice decisions for high school students in rural central appalachia: "Who's doing what

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education

under Grant No.DRL-1657519. Any opinions, findings, and conclusions are recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation .References[1] E. Iversen, “Engineering Outreach on Campus,” Washington, DC, 2015.[2] C. Gartland, “Student ambassadors: ‘role-models’, learning practices and identities,” Br. J. Sociol. Educ., no. September, pp. 1–20, 2014.[3] A. V. Maltese and R. H. Tai, “Eyeballs in the fridge: Sources of early interest in science,” Int. J. Sci. Educ., 2010.[4] R. H. Tai, C. Q. Liu, A. V. Maltese, and X. Fan, “Planning early for careers in science,” Science. 2006.[5] M. B. Ormerod and D. Duckworth, “Pupils

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Schetema Nealy, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas

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Diversity

Tagged Divisions

Pre-College Engineering Education

in a STEM outreach program, it stands to reason that STEM outreach programs canbe helpful in strengthening grit in younger female students as grit is best when developed at ayounger age [18].AcknowledgmentsOpinions, findings, conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. Thismaterial is based upon work that was partly funded by the National Science Foundation undergrant number IIA1301726.References[1] Kuenzi, J. J. (2008). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. Washington, DC: Congressional Research Service.[2] National Academy of

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

small groups (60 min total). Results from the Repeated-Measures Analysis of Variance (RM-ANOVA) demonstrated that participants reported higherperceived ability to engage in scientific learning processes (d = .17) and in science learningbehaviors (d = 0.15). Both theoretical and practical implications are discussed.Objective Self-efficacy is the judgement an individual makes regarding their ability to performvarious tasks and this judgement is domain and task specific (Bandura, 1977, 1982). Since theway in which people act, think, and feel, is a direct reflection of their own beliefs in theircapabilities, learners’ beliefs promote both engagement and learning (Linnenbrink & Pintrich,2003), as well as long-term achievement (Parker

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katherina V. Tarnai-Lokhorst, Camosun College

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Diversity

Tagged Divisions

Pre-College Engineering Education

measures. In this way, teachers maximize studentengagement and creation of physics knowledge, building on what was learned in previousclasses. The purpose of this method is to allow students to play with applying physics knowledgein new relatable ways. The small groupsreport on their work by answeringdiscussion questions designed to guidetheir reflection on both the process and thelearning they acquired (Figure 2). In thefinal phase, which may occur in afollowing class period if the cohort needsmore time during the session for their teamwork, the teacher facilitates a large-groupdiscussion of the outcomes, generating Figure 1: Facilitating the discussion on student-based contexts

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris San Antonio-Tunis, Museum of Science, Boston; Joelle Clark, Northern Arizona University; Christine M. Cunningham, Museum of Science, Boston; Cathy P. Lachapelle, Museum of Science, Boston

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Diversity

Tagged Divisions

Pre-College Engineering Education

this study, these video data provedindispensable, allowing us to observe and analyze the interactions and behaviors of the youth asthey navigated through their engineering successes and failures.The eight groups of youth captured on video were also asked to participate in a brief focus groupat the conclusion of their final activity. Having spent considerable time working together, weasked participants to reflect as a group on their engineering experiences. Researchers facilitatedthe focus groups and captured them on video. These conversations shed light on youths’perceptions of their engineering work, and their thoughts about engineering as a possible careerchoice.A survey of youths’ engineering interests and attitudes (EIA) was also completed

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Briscoe, American Society of Naval Engineers; Leigh S. McCue, George Mason University; Dale A. Lumme, American Society of Naval Engineers

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Diversity

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Pre-College Engineering Education

where students design their ships and can analyze data likeweight and center of gravity.The designers of FLEET ensure every aspect of the game is authentic to the work of engineers.As shown in Figure 2, the flow of the FLEET interface reflects the cyclical nature of engineeringdesign processes. Students first receive an overview of the mission, then design a ship in thedrydock to meet the mission requirements and objectives. Students proceed to test their shipeither in the full mission or in shorter tests focused on different aspects of ship capability. Testsand missions end with a summary screen giving data on ship performance, such as time spent,number of collisions, and points scored. Students use this data to improve their ship design

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Wilson-Lopez, Utah State University; Jorge Americo Acosta Feliz

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Diversity

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Pre-College Engineering Education

developing grounded theory (4th ed.). San Francisco, CA: SAGE.This material is based upon work supported by the National Science Foundation under Grant No.1222566. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

analysis, controlling for Gender, Race, Honors Courses at Baseline, Family Income, and ParentalSupport for STEM with added interaction variable for female program participants.B. Interest in Majoring in STEM-related FieldsThe positive impacts on STEM-related attitudes were also reflected in reported interest in STEMmajors at college, though with a clear distinction between Engineering and technology-relatedmajors and other STEM fields. Exhibit 7 shows the percent of all first year college students whoare “very interested” in majoring in the specified field (i.e., reporting a 6, 7, or “alreadydeclared” on a 7-point scale measuring interest in specific college majors). The calculations ofstatistical significance and the odds ratios are based on a

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education

qualitative data explicitly asked about whichfactors strongly influence their career choice. Immediate family and friends came in the top 10strongest factors, with immediate family coming in at number 2.This aligns with the findings of Yun et al. who concluded that parents are the front line withregards to the education of their children, and are important agents in the development andeducational achievement of their child in a formal setting [17].ConclusionsThere were a variety of very influential factors found in the study that impact male and femalestudents’ desire to pursue a career in STEM. The most influential factor found in the qualitativedata for both male and female students was Career Plans. This was also reflected in thequantitative data

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah Besser P.E., University of St. Thomas; Karin Brown, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Tami Brass, University of St. Thomas and St. Paul Academy and Summit School; Rebecca Ann Leininger, University of St. Thomas; Annmarie Thomas, University of St. Thomas

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Diversity

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Pre-College Engineering Education

empathized with each other, and teachers’actions and language. Observations also include student notebooks which have lesson reflectionquestions as prompts for connecting lessons, empathy and real-world connections. The thirdmeans of data collection is interviews with students. Participants are asked interview questions atthe end of the program reflecting on the lessons and how they connected empathy andengineering. The interviews consist of questions such as: was there a time during the day whenyou connected with a peer or teacher and learned about how they felt about their project or thetopic at the time? If so, how did this connection affect you? and think back to a time today whenyou were faced with a challenge. What did you do to try and tackle

Conference Session

Computing -- Increasing Participation of Women and Underrepresented Minorities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Dillon, Michigan State University; Maureen Doyle, Northern Kentucky University; Linda Ott, Michigan Technological University; Wendy Powley, Queen's University; Andrea E Johnson, Spelman College

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Diversity

Tagged Divisions

Minorities in Engineering, Pre-College Engineering Education, Women in Engineering

voices in computing ensures oursociety grows and develops accordingly.My participation in BPC efforts has benefited me in many ways. It has strengthened myemotional intelligence; developed my capacity for mentoring; and increased my knowledge ofresources available to students, curriculum development, and new technologies for CS education.It encouraged me to reflect on how my career might best align with my passions. I reasoned thatI could have a bigger impact training the voices of the future than being a singular voice that wasnot reflective of a larger community. My participation in BPC efforts expanded my professionalnetwork; it gave me access to many mentors who helped facilitate my transition from industryand into academia as a tenure-track

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Leigh Boice, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine N. Patel, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education

Thinking Process, teamwork skills, andcommunication skills.One limitation of this evaluation is that the findings reflect only the perspective of studentparticipants. This was done deliberately in 2019 to allow the evaluation to focus on gatheringself-reported data from students. However, future evaluations of the Summer Accelerator shouldinclude data collected from multiple sources, including students, program instructors, andparents. This will provide richer information from multiple perspectives on the outcomes forstudents participating in the Summer Accelerator. Additionally, program instructors cancontribute information on the experience of implementing the K-12 IP program over the courseof one week. This information will provide further

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eunsil Lee, Florida International University; Adam R. Carberry, Arizona State University; Medha Dalal, Arizona State University; Matthew J. Miller PhD, Loyola University Chicago

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Diversity

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Pre-College Engineering Education

National Science Foundation grant #1849430. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] S. Brophy, S. Klein, M. Portsmore, & C. Rogers, “Advancing engineering education in P‐12 classrooms,” Journal of Engineering Education, vol. 97, no. 3, pp. 369-387, 2008.[2] S. Purzer, J. Strobel & M. E., & Cardella, M. E. (Eds.). (2014). Engineering in pre-college settings: Synthesizing research, policy, and practices. Purdue University Press[3] N. V. Mendoza Díaz, & M. F. Cox, “An Overview of the Literature: Research in P-12 Engineering Education,” Advances in Engineering

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lydia Ross, Arizona State University; Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University; Jacob Roarty

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Diversity

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Pre-College Engineering Education

careers andpathways. Phase I and II were done in collaboration with teachers participating in the teacher PDsessions, while Phase III entailed specific breakout sessions just for counselors. Participantsattended at least one synchronous session (approximately three hours) per week, including anintroductory kickoff meeting with the project team and collaborative sessions with teachers.Counselors were given opportunities in these sessions to undertake activities in teams.Discussions were held to share experiences and reflect on their learning of engineering.Asynchronous sessions afforded counselors with opportunities to work on engineering projectsindividually, read relevant literature, and construct mind maps demonstrating their understandingof

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr., Miami Dade College

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Diversity

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Pre-College Engineering Education

moreclosely with industry partners in order to meet their workforce expectations and develop curriculathat align with the workforce of tomorrow based on cloud computing job roles.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1801024. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Fayer, A. Lacey and W. Watson, A. “BLS spotlight on statistics: STEM occupations- past, present, and future,” U.S. Department of Labor, Bureau of Labor Statistic, 2017. [Online]. Available: https://www.bls.gov/spotlight/2017/science-technology

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

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Pre-College Engineering Education

well as thediscussion that occurred as the participants discussed each action research presentation.Additionally, some participants submitted a final report using a template provided by NationalAlliance for Partnerships in Equity, where participants shared information on their actionresearch issue, strategies applied, number of students reached, results, reflections, goals for nextyear, and other additional information (see Figure 2 in Appendix A). Additional data have beencollected throughout the project that will provide added content for analysis in the future,especially as it relates to the findings from this preliminary study. These data include student andschool team surveys, focus group interviews, and artifact collection and review

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph O. Arumala PE, University of Maryland Eastern Shore; Joseph Nii Dodu Dodoo, University of Maryland Eastern Shore

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Diversity

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Pre-College Engineering Education

ceiling for each one. The trip also provided experience intransportation over a vast expanse of water - many of them for the first time. Apart from theinformation provided before each field trip, an official from each organization was contacted tospeak to the students and to provide a guided tour of the facilities. After each field trip, there wasa reflection session were the students discussed their experiences and the lessons learnt. Figure 6shows students in a field Trip to the Cape May Ferry and the Wildwood Aviation MuseumFigure 6 Students on the Cape May Ferry (L) and in the Wildwood Aviation Museum (R)Questionnaires and Exit SurveysThere were Questionnaires completed by the students every week on the activities of the Instituteon each

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, theimportance of feedback and the importance of multiple perspectives than males. This puzzlingfinding is a result of small differences between males and females at both baseline and post.Females had slightly lower scores at baseline and slightly higher scores at post than males (SeeTable 1). While neither of these were statistically significant, they reflect that females hadgreater overall gains in scores than males. Assessing the change in scores within gender showedthat, at post, females saw significant improvements in attitudes towards engineering, importanceof feedback, growth mindset, and the importance of multiple perspectives when compared totheir pretest scores. At baseline, we observed no significant differences by

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

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Diversity

Tagged Divisions

Pre-College Engineering Education

datawhich are elements of authentic learning. This pedagogy allows the students to relate the mathand science concepts to engineering and real-life use.The effectiveness of the approach was assessed using a quasi-experimental within-subjectresearch design. The intervention was a week-long professional development workshop forteachers (Figure 1a) followed by a week-long summer camp for middle school students (Figure1b). The teacher professional development workshop included elements of best practices [23] i.e.(a) Content focus, (b) Active learning, (c) Collaboration, (d) Use of models and modeling, (e)Coaching and expert support, (f) Feedback and reflection. The teachers learned the basics ofphysics of flight, aircraft flight controls and practiced

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

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

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge H. Kurita, Universidad Nacional de Asunción; Derlis Ortiz Coronel; Lucas Domingo Moreira Bogado, Universidad Nacional de Asunción; Blas Fernando Vega, Universidad Tecnológica Nacional Unidad de Formación Superior

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Diversity

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Pre-College Engineering Education

-orderresponses was c) associate this project with another project to optimize understanding. Perhaps thiswas because this level of association would require documentation and reflection on theperformance of the positive and negative aspects to capitalize on future projects, and we did notscaffold such reflection.Abstraction and modularization: The ideas included in this evaluation criterion were: a) to detectthe materials or tools necessary for the project, b) to identify the learning scenarios, and c) toacquire new knowledge and inspirations. In most cases, high-level responses are observed perhapsdue to the wide-spread knowledge of the technology used in the construction process and thescaffolded study of the basic parts of the subsystems (sensors

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

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Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

-point scale. DoS Domain DoS Category DoS Scores (n=4) Average Range Activity Engagement Participation 3.25 2-4 Purposeful Activities 3.75 3-4 Engagement with STEM 3.25 3-4 STEM Knowledge and STEM Content Learning 3.5 3-4 Practices Inquiry 3.5 3-4 Reflection 3.25 2-4The classroom used at ECSU allowed informal

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

to adopt best teaching practices in theclassroom is essential [17] for their success. According to [18], there are ten practices consideredthe best for teaching math and science. These include: use of manipulatives and hands-on learning;cooperative learning; discussion and inquiry; questioning and conjectures; justification ofthinking; writing for reflection and problem solving; use of problem-solving approach; integrationof technology; teacher as a facilitator; and use of assessment as a part of instruction. In addition,understanding students’ misconceptions also supports teachers’ pedagogy [10,19].The research literature indicates that providing effective technology PD to STEM teachers has apositive effect on teacher and student learning

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

).[26] V. Venkatesh, S. A. Brown, and H. Bala, "Bridging the Qualitative-Quantitative Divide: Guidelines for Conducting Mixed Methods Research in Information System.," MIS Q., vol. 37, no. 1, pp. 21–54, Mar. 2013.[27] M. Friedman, "Use of ranks to avoid the assumption of normality implicit in the analysis of variance.," J. Am. Stat. Assoc., vol. 32, no. 200, pp. 675–701, Dec. 1937.[28] J. Walther, N. W. Sochacka, and N. N. Kellam, "Quality in Interpretive Engineering Education Research: Reflections on an Example Study.," J. Eng. Educ., vol. 102, no. 4, pp. 626–659, Oct. 2013.[29] J. Saldaña, The coding manual for qualitative researchers., 3rd ed. SAGE, 2015.[30] H. W. Marsh and R. G. Craven, "Reciprocal Effects of Self