Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Letourneau, New York Hall of Science; Dorothy Bennett, New York Hall of Science; ChangChia James Liu, New York Hall of Science; Yessenia Argudo, New York Hall of Science; Kylie Peppler, University of California, Irvine; Anna Keune, Ruhr-University Bochum; Maggie Dahn, University of California, Irvine; Katherine McMillan Culp, New York Hall of Science

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Diversity

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Pre-College Engineering Education

. 1, pp. 21–33, 2014, https://doi.org/10.1615/JWomenMinorScienEng.2014006834[5] J. Walther, M. A. Brewer, N. W. Sochacka, and S. E. Miller, “Empathy and engineering formation,” Journal of Engineering Education, vol. 109, no. 1, pp. 11–33, 2020, https://doi.org/10.1002/jee.20301[6] M. Hynes, and J. Swenson, “The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 3, no. 2, Article 4, 2013, https://doi.org/10.7771/2157-9288.1070[7] A. Balsamo, Designing culture: The technological imagination at work. Durham, NC, USA: Duke University Press

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cayla Lenore Anderson, Clemson University; Dhaval Gajjar, Clemson University

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Pre-College Engineering Education

., Charles, P., Orthner, D., & Cooley, V. (2011). Teacher Perspectives on Career-Relevant Curriculum in Middle School. RMLE Online, 34(5), 1–9.https://doi.org/10.1080/19404476.2011.11462078[10] Elliott, J. W., Perkins, M., & Thevenin, M. K. (2018). Measuring Undergraduate Students’Construction Education Domain Self-Efficacy, Motivation, and Planned Behavior: Validation ofa Concise Survey Instrument. International Journal of Construction Education and Research,14(4), 235–256. https://doi.org/10.1080/15578771.2017.1316802[11] Riojas, M., Lysecky, S., & Rozenblit, J. (2012). Educational Technologies for PrecollegeEngineering Education. IEEE Transactions on Learning Technologies, 5(1), 20–37.https://doi.org/10.1109/TLT.2011.16[12] Adams, L

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education

Learning: Cooperation in the College Classroom, 2nd ed. Edina, MN: Interaction Book Co., 1998.[12] D.W. Johnson, R. T. Johnson, and K.A. Smith, “Cooperative learning returns to college What evidence is there that it works?” Change, vol 30, no. 4, pp. 26-35, 1998.[13] M. Laal and S. M. Ghodsi, “Benefits of collaborative learning,” Social and Behavioral Sciences, vol. 31, pp. 486-490, 2012.[14] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies of Engagement: Classroom-Based Practices,” Journal of Engineering Education, vol. 94, no. 1, pp. 87–101, Jan. 2005.[15] B. Barron, “Achieving coordination in collaborative problem-solving groups,” Journal of the Learning Sciences, vol. 9, no. 4, pp. 403–436, Oct. 2000

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Vitaliy Popov, University of San Diego; Victoria Rodriguez; Damian Ruiz, San Diego State University; Perla Lahana Myers, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Joi A. Spencer, University of San Diego

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Pre-College Engineering Education

identify, enact and develop culturally responsive practices grounded in asset-based approaches in STEM.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantsNo. 1713547 and 1826354. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and not necessarily reflect the views of theNational Science FoundationReferences[1] M. J. Mohr‐Schroeder, C. Jackson, M. Miller, B. Walcott, D. L. Little, L. Speler, et al., "Developing Middle School Students' Interests in STEM via Summer Learning Experiences: S ee B lue STEM C amp," School Science and Mathematics, vol. 114, pp. 291-301, 2014.[2] M. Yilmaz, J. Ren, S. Custer, and J

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech

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Pre-College Engineering Education

category is defined to characterize the different perspectives on engineeringfrom the participants on what engineering is. As shown in the quotes under “different ideas aboutengineering”, T1 talked about engineering at the system level, while T2 talked about applyingconcepts to build something. In addition, each counselor also had unique ideas: C1 talked about“manipulating things for a certain outcome” and C2 mentioned that engineering is “mathy” andsciency”. These show that there are differences in how the four participants thought aboutengineering. T1, T2 and C1 had specific definitions about engineering. These are all in contrastwith C2’s comments that engineering is “mathy” and “sciency”. For context, both T1 and T2were teachers that expose

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University

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Pre-College Engineering Education

are hands-on and include data analysis that the students and teachers arecapable of doing in the allotted time.References[1] Utah State Board of Education. (2019). Utah Science with Engineering Education (SEEd) Standards.[2] National Research Council, Committee on a Conceptual Framework for New K–12 Science Education Standards, Board on Science Education, Division of Behavioral and Social Sciences and Education. 2012. “A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.” Washington, DC: National Academies Press.[3] S. Boesdorfer and K. Staude, “Teachers’ Practices in High School Chemistry Just Prior to the Adoption of the Next Generation Science

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

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Pre-College Engineering Education

may be used as an evaluation instrument for feedback toimprove the instruction and implementation of engineering practices.AcknowledgmentsThis work was supported by the U.S. National Science Foundation through Grant No. 1220305.The opinions expressed are those of the author(s) and do not necessarily represent those of theNSF. The author wishes to thank the field experts for their time and suggestions for the EPSinstrument. I would like to specifically thank Christine Cunningham, Cathy Lachapelle, WalterSmith, Hansel Burley, Michael Strong, Jaehoon Lee, and Christine Anne Gentry for theirsupports and in enhancing the EPS instrument. ReferencesAlexander, P. A., Schallert, D. L., & Hare, V. C. (1991

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

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Pre-College Engineering Education

activities as well asquotes from the student journals. This means the parent or guardian has some involvement in thecamp despite not attending in person.ReferencesBoesdorfer, S. & Staude, K. (2016). Teachers’ Practices in High School Chemistry Just Prior to the Adoption of the Next Generation Science Standards. School Science and Mathematics, 116, 442–458. doi:10.1111/ssm.12199Burke, A. (2019, September). U.S. S&E Workforce: Definition, Size, and Growth. Retrieved https://ncses.nsf.gov/pubs/nsb20198/u-s-s-e-workforce-definition-size-and-growthDeiglmayr, A., Stern, E. & Schubert R (2019) Beliefs in “Brilliance” and Belonging Uncertainty in Male and Female STEM Students. Frontiers In Psychology. 10:1114. Doi

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

’ attitudes to science: A review of research,” Slough, England, 1975.[6] C. Murphy and J. Beggs, “Children’s perceptions of school science A study of 8–11 year- old children indicates a progressive decline in their enjoyment of school science,” Sch. Sci. Rev., vol. 84, no. 308, 2003.[7] J. Osborne, S. Simon, and S. Collins, “Attitudes towards Science: A Review of the Literature and its Implications.”[8] M. F. Neathery, “Elementary and secondary students’ perceptions toward science: Correlations with gender, ethnicity, ability, grade, and science achievement,” Electron. J. Sci. Educ., vol. 2, no. 1, 1997.[9] N. E. Betz, “Career counseling for women in the sciences and engineering,” in Career

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Henriette D. Burns, Southern Illinois University, Edwardsville; Samantha A. Murphy, Southern Illinois University, Edwardsville; Matt Johnson; Georgia Bracey, Southern Illinois University, Edwardsville; Mark McKenney, Southern Illinois University Edwardsville; Ann Vogel, iBIO Institute

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Pre-College Engineering Education

evolve both the CT-integrated activities and the research instruments for the most effective curriculum design. The curriculum will follow design principles and inclusive engineering experiences from Cunningham and Lachapell [21] and follow a 5-E constructivist model of engage, explore, explain, elaborate and evaluate [22]. CT thinking practices were pulled by the university research team from Weintrop et al.’s Taxonomy of CT [23] for integration with STEM. Those practices include Data Collection, Data Creation, Understanding a System as a Whole, Understanding the Relationship Between Parts of a System, Preparing Problems for Computational Solutions, a bit of Programming, and Using Computational Models to Solve a Problem. Data Practices

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida

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Pre-College Engineering Education

middle school science classroom can video games and alternative text heighten engagement and learning for students with learning disabilities?. Learning Disability Quarterly, 37(2), 87-99.3. Israel, M., Marino, M., Delisio, L., & Serianni, B. (2014) Innovation configuration on supporting content learning through technology for K-12 students with disabilities CEEDAR Center, University of Florida: Gainesville, FL4. Basham, J. D., Smith, S. J., Greer, D. L., & Marino, M. T. (2013). The scaled arrival of K-12 online education: Emerging realities and implications for the future of education. Journal of Education. 193(2), 51-60.5. Vasquez, E. (2018, July). Keynote: Leveraging innovation for enhanced supports for

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Pre-College Engineering Education

also by generating some turnover among the participants.In the long run the successful implementation of the cooperation will result in increasinginterest of local pupils to study engineering at LUT University. However, it will take a longtime before the full potential of the cooperation is in use, and therefore these other indicatorsof the effectiveness of the activities must be systematically developed and applied.References[1] H. Kirschenbaum & C. Reagan, “University and urban school partnerships. An analysis of57 collaborations between university and a city school district,” Urban Educ. vol. 36, no. 4,pp. 479–504, Sep. 2001, doi:10.1177/0042085901364003[2] S. Sjøberg & C. Schreiner, “The ROSE project. An overview and key findings

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

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Pre-College Engineering Education

simpler design canvas model. The essential ingredient in the development of thedesign canvas tool of [9] is the S*Metamodel proposed in [25]. Specifically, according to [25], theS*Metamodel constitutes a minimal representation with which an engineering system can bedescribed accurately. This S*Metamodel framework provides the foundation for the developmentof the design canvas wherein the smallest amount of data is needed to represent the underlyingsystem and characterize the relationship among its disparate components. See [25] for detailedexplanations about how the S*Metamodel framework is enacted to design models of engineeringsystems.In creating a business or design canvas tool with the aid of S*Metamodel, it is essential to identifythe

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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Pre-College Engineering Education

forward to the nextround of action research project presentations to see what more we can learn. References[1] M. K. Eagan, S. Hurtado, M. J. Chang, G. A. Garcia, F. A. Herrera, and J. C. Garibay, “Making a difference in science education: The impact of undergraduate research programs,” Am. Educ. Res. J., vol. 50, no. 4, pp. 683–713, Aug. 2013, doi: 10.3102/0002831213482038.[2] G. J. Duncan and R. J. Murnane, Eds., Whither opportunity? rising inequality, schools, and children’s life chances. New York : Chicago: Russell Sage Foundation ; Spencer Foundation, 2011.[3] National Center on Afterschool and Summer Enrichment (NCASE), “Why Summers Matter,” p. 6

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James A. Moore; Matthew Dailey; Zachary Wilhelm, University of Utah; Kerry Kelly, University of Utah; Pascal Goffin, University of Utah; Anthony Butterfield, University of Utah; Jason Wiese; Wei Xing, University of Utah; Katrina Myquyen Le, University of Utah; Thomas Becnel, University of Utah; Pierre-Emmanuel Gaillardon

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Professor (Lecturing) in the Chemical Engineering Department of the University of Utah. He received his B. S. and Ph. D. from the University of Utah and a M. S. from the University of California, San Diego. His teaching responsibilities include the senior unit operations laboratory and freshman design laboratory. His research interests focus on undergraduate education, targeted drug delivery, photobioreactor design, and instrumentation.Prof. Jason Wiese, Jason Wiese is an Assistant Professor in the School of Computing at the University of Utah. His research takes a user-centric perspective of personal data, focusing on how that data is collected, interpreted, and used in applications. His work crosses the domains of

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

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Diversity

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First-Year Programs, Pre-College Engineering Education

was jointly supported by the CollegeNow City University of New York program and NSF ATE Project #1601636 - Chemical andBioEnergy Technology for Sustainability (CBETS). Thank you to Ms. Susana Rivera forproviding the demographic information for the program and for her support of the College Nowprogram at BCC.References[1] J. C. Chang, "Women and minorities in the science, mathematics and engineering pipeline," ERIC Digest, p. ED467855, 2002.[2] J. Jones, A. Williams, S. Whitaker, S. Yingling, K. Inkelas, and J. Gates, "Call to action: Data, diversity, and STEM education," Change: The Magazine of Higher Learning, vol. 50, no. 2, pp. 40-47, 2018/03/04 2018.[3] "Federal science, technology, engineering, and mathematics

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Antink-Meyer, Illinois State University; Ryan A. Brown, Illinois State University

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Diversity

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Pre-College Engineering Education

inengineering. Cronbach alpha, the statistic used to describe the internal consistency of the VNOEK, was 0.82. In addition, we examined what the alpha value would be if any features or sub-features wereTable 3. Frequencies of participant roles (n=148) removed from the scoring procedures and no change in internal consistency was observed aboveSelect the role(s) that best 0.84. This supports the claim that each feature and sub-feature

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education

occur incidentally rather than as purposeful engagement in the EDP. Clear Evidence Clear evidence that students engaged in particular stage of EDP. Student behaviors clearly indicative of EDP engagement.Figure 3. Matrix Illustrating EDP Engagement During Elephant Task by GroupTable 2. Illustrative Examples: EDP Engagement During the Elephant Performance Task EDP Stage Code Definition Illustrative Example Identify Student(s) review and/or discuss the problem When one student in Group 6 begins using materials to build a model of the box car, statement. Includes any statements students another student re-focuses

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

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Pre-College Engineering Education

your road and a timer to do 10-minute time checks throughout the building. TAKE TURNS with the jobs of holding, building, taping, and supply gathering. 8) Place a 1 next to a point in your road where cars will accelerate. 9) Place a 2 next to a point in your road where cars decelerate. 10) Place a 3 next to the point(s) where cars have the greatest potential energy. 11) Place a 4 next to the point(s) where cars have the greatest kinetic energy.KEY POINT: Industry partners participated in this intervention by offering insights from theirtechnical backgrounds and company practices and assisted with the hands-on lessons in theclassroom

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, North Carolina State University; Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University

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Pre-College Engineering Education

this study. (Note: the original TAS was on a4-point Likert scale and the enjoyment of teaching STEM subjects (Enj) was inadvertentlyomitted from this survey.) Subcategories in the survey include relevance of engineering (RoE),pedagogy for teaching engineering (Ped), when to teach engineering (WtTSE), characteristics ofengineers (SoE), and improving abilities to teach engineering (IAtTE).In general, the Teacher Attitude Survey for this group of summer camp team lead participantswas slightly higher than the teachers in Lachapelle et al.’s sample [14]; for each subcategory,scores were 2-5% higher for the summer camp teachers than post-tests for teachers who hadengaged in Museum of Science engineering professional development (see Table 2). This

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Perihan Fidan, Tennessee Tech University; Stephanie L. Wendt, Tennessee Tech University; Jeremy Wendt, Tennessee Tech University; Ismail Fidan, Tennessee Tech University

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Pre-College Engineering Education

• Requires access to • 3Doodler.com• Lightweight power • scribbler3dpen.com• Various color options • Takes practice • OfficialRainbowGirl.com• Durable and long- • Device can jam lasting• Affordable• ConvenientCitationsBada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
Balletti, C., Ballarin, M., & Guerra, F. (2017). 3D printing: State of the art and future perspectives. Journal of Cultural Heritage, 26, 172-182.n.d. (2020). The engineering design process

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education

mistakes may be critical to their success. In many subjectsmistakes are a sign of failure. Students who fail to memorize facts and procedures (e.g. spelling,grammar, multiplication tables) are less apt, yet in being a programmer may require analternative measure of success than counting correct and incorrect attempts. Programming doesrequire the memorization of details but equally requires improvement through trial and error.Papert et al. in the 70’s observed students learned through experimentation and play, noting“[p]resumably kids need this experience, no matter what the medium in which they are working”(Papert & others, 1978, p. 71). Yet the 6th graders with which Papert et al. were working werenot able to successfully learn from

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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Pre-College Engineering Education

administered. Each survey took approximately 15 minutes tocomplete. Validated constructs were used when possible. Specifically, the “teamwork andcollaboration skills” and “intent to persist” constructs demonstrated good internal consistencywhen previously validated in middle school samples, with Cronbach’s alphas of 0.88 and 0.86,respectively [7], [21]. Table 1 provides further information on the subscales used in the pre-postsurvey.Table 1: Pre-Post Survey Subscales Number Subscale Source of Items Example Item(s) Response Format “How confident do you feel designing a prototype 4

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

their teacher’simplementation of the e4usa curriculum caused their interest in science to grow, whichdemonstrates that, in addition to the engineering design curriculum itself, a teacher’simplementation of the curriculum is also important for increasing students’ science interest. InHill et al.’s meta-analysis of 89 professional learning programs for STEM teachers, theresearchers found that programs that focused on training teachers to use curriculum materials andstrengthening teachers’ content knowledge, pedagogical content knowledge, and knowledge ofstudent learning were associated with better achievement outcomes when compared to programsthat did not emphasize these goals [5]. Our findings suggest that e4usa’s professional learningprogram

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Laleh Behjat P.Eng., University of Calgary

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Pre-College Engineering Education

cyberinfrastructure," presented at the XSEDE12, Chicago, USA, 16-20 July 2012.[10] A. Wilson, K. Spohrer, A. Beasley, K. Hunter, and R. Bruner, "Mentoring into higher education: A useful addition to the landscape of widening access to higher education?," Scottish Educational Review, vol. 46, no. 2, pp. 18-35, 2014.[11] R. S. Lewis et al., "Examining the Value of Mentoring in Youth Engineering Programs: What Motivates a Mentor to Mentor?," presented at the 2018 IEEE Frontiers in Education Conference (FIE), San Jose, USA, 2018.[12] J. DeWaters, S. Powers, and M. Graham, "Partners in engineering: Outreach efforts provide holistic engineering education for middle school girls," presented at the American Society

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nick Lux, Montana State University - Bozeman; Blake Wiehe ; Rebekah J. Hammack, Montana State University - Bozeman; Brock J. LaMeres P.E., Montana State University - Bozeman; Paul Gannon, Montana State University - Bozeman

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Pre-College Engineering Education

SummariesFull portraits of each PSTs’ experiences are currently being composed. Because data analysis iscurrently underway, and the generation of the final portraits is a substantive task, portraitsummaries are provided below. Again, given the extensive nature of the data analysis necessaryto compose a complete portrait, the following summaries are only brief snapshots of the fullportraits we are currently developing to more completely detail each PSTs’ experiences.KristinaKristina, a senior elementary education major also working toward a science education option,was a strong student both in Author 1’s educational technology course and Author 3’s sciencemethods course. She brought enthusiasm and energy to her coursework and was often seen as aleader

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Barbara Fagundes, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Monica E. Cardella, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

color ball in the same color or creating tube for each animal. patterns 1Links to the activities which include pictures and descriptions will be provided when paper is unblinded. References[1] J. Wing, “Computational Thinking,” Commun. ACM, vol. 49, no. 3, pp. 33–35, 2006.[2] W. Sung, J. Ahn, and J. B. Black, “Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives ThroughEmbodiment in Mathematics Education,” Technol. Knowl. Learn., vol. 22, no. 3, pp. 443–463, 2017.[3] S. P. Jones, “Computing at school in the UK : from guerrilla to gorilla,” Commun. ACM, no. April, pp. 1–13, 2013.[4] A. Dasgupta, A. M. Rynearson, S. Purzer, H. Ehsan, and M. E. Cardella

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr., Newport News Public Schools; LaTricia Walker Townsend, North Carolina State University

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Pre-College Engineering Education

InterviewsMSEN teachers, student participants, and mentors participated in either focus groups or interviewsto determine the program’s impact on the items outlined in the evaluation criteria. Semi-structuredinterview protocols were used to guide discussions with participants. Interviews and focus groupswere digitally recorded and transcribed. A reflective analysis process was used to analyze andinterpret interviews and focus groups.Test of Students’ Science KnowledgeA student science content knowledge assessment aligned to the instructional goals of the researchcourse was developed and administered at the onset and conclusion of each part of the course.S-STEM SurveyThe S-STEM Student Survey measures student self-efficacy related to STEM content

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

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Diversity

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Pre-College Engineering Education

abilities of most high school STEM teachers. Pre-planning with these circuit boards was a significant factor in the project’s success (Appendix B).Results and AnalysisResults from the 2017 implementation cycle are presented in this paper; these results indicatethat the unit successfully met its three objectives. Results from the 2018 cycle, in which a fewimprovements to the unit were incorporated, will be included once they are available.Objective 1: Before starting the unit, all 59 students were given a survey with twenty statementsadapted from the Friday Institute highschool S-STEM survey [9], NGSS 21stCentury skills statements, and NGSSengineering design standards. Thesewere grouped according to threethemes: students’ interest inengineering (ex

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

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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