Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyssa Marie Eggersgluss, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Jeff Jalkio, University of St. Thomas; Cullen Charles Kittams, University of St. Thomas; Grace Kubista; Rachel Farah, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

Graph paper (preferably with large squares) Code + Chords Software (on our website) Pencil Shape Reference Worksheet (on last page) Code + Chords Youtube Video: Coding a Shape* *Note: Code + Chords videos are meant to be watched in sequential order, and this activity should only be used after watching the previous videos. Lesson Plan.1 Show students the Code + Chords video: Coding a Shape. This video will cover the basic shapes of the Code + Chords software and how to create them. 6 Ask students to then create a rectangle. Remind

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

products. The second week concludes with brief student presentations and awardof certificates. Students normally comment on their favorite learning experience during theworkshop and how what they learned might impact their future career plans. Table 1 shows the2017 workshop schedule.The following paragraphs provide brief descriptions of the 2017workshop sessions.Biology – The biology workshop included four topics crime scene investigation, food color,robotics and nanotechnology. During the crime scene investigation topic students learned howbiology helps in solving crimes and identifying suspects using DNA and enzymes. The secondtopic discussed was food coloring and the advantages/disadvantages of naturally occurringversus artificially created

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giti Javidi, University of South Florida; Ehsan Sheybani, University of South Florida

Tagged Divisions

Pre-College Engineering Education

competitions, and to raise parent and community awareness of securityissues through k-12 schools. It is our hope that the activities planned and presented inthe model will pave the path for reaching our ultimate goal of increasing the number ofstudents interested in pursuing cybersecurity as a future career.2. Cybersecurity Education in K-12In response to the gap in cybersecurity workforce and talent, colleges and universitieshave started offering cybersecurity degrees [2]. However, it is our belief that a long-term solution to the cybersecurity workforce is to start educating students about thosetopics at early age. Surely the K-12 cybersecurity program should provide students withvaluable learning experiences. One of the shortcomings in K-12

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Milton Johnson, Bioscience High School; Allison Wolf; Xavier A. DeLeon, QESST; Mayra Ramos; Meredith Marie Morrissey, Mountain Pointe High School; Alyssa Johnson, Kyrene School District; Scott Richard Currier; Lauren D’Amico

Tagged Divisions

Pre-College Engineering Education

100-square milesolar farm, calculate the cost of building and running it, and compare the results to the energyneeds of their state. Web links and worksheets included in lesson materials. Plan Your Solar Home (9th-12th grade, 4 hours): In this math intensive lesson, studentsinvestigate their current home energy usage and cost. They conduct a DIY Energy Audit, thenwork in groups to identify ways to reduce electricity use. Students redesign their home to includephotovoltaics, physical changes, and behavior changes. The Solar Shuffle (6th-12th grade, 45 minutes): After learning how solar panels work,students are challenged to represent the process of how a solar panel works by collaborativelycreating a physical demonstration of

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

theengineering building was in the middle of a $108 million renovation and expansion.]The STEP 1a grant to LSU ended in 2011, and most of the programs developed from this award,including the bridge camp, were institutionalized in the College of Engineering. This program iscurrently sustained through participant fees, as well as support from the college and industrydonors. There is a full-time staff member who oversees all aspects of camp planning andexecution, and who also serves as the advisor for the peer mentor student organization. Table I Number of E2 Participants and Mentors for Each Year of the Program Year ‘07 ‘08 ‘09 ‘10 ‘11 ‘12 ‘13 ‘14 ‘15 ‘16

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

to consider when solving a design challenge? Planning Groups sketch and discuss initial ideas, begin fabricating initial design, but do not test. Day 8: How do we know if our design works? How can we use failures to improve our designs? Building & Groups build and test their designs. Nearly all the initial designs fail the test; groups testing iterate and continue testing, trying to improve their designs. Day 9: How can we improve our designs by generating and receiving peer feedback? Peer Groups self-evaluate their own design and design process, then pair up with other groups review to offer feedback, help troubleshoot, and brainstorm solutions to common issues. Day 10: What can

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cristián Eduardo Vargas-Ordóñez P.E., Purdue University at West Lafayette (COE); Andrew James Gray, Purdue University at West Lafayette (COE); Morgan M. Hynes, Purdue University at West Lafayette (COE)

Tagged Divisions

Pre-College Engineering Education

problematization of technology as the core of the en- gineering identity. He has also worked in primary, secondary, and tertiary sectors in private and public companies across his professional life. He is currently one of the English as Second Language (ESL) and Multiculturality chairs in the Engineering Education Graduate Students Association (ENEGSA) at Purdue University.Mr. Andrew James Gray, Purdue University at West Lafayette (COE) Andrew Gray is an undergraduate student and research assistant at Purdue University. He graduated from Purdue Industrial Engineering last year, and plans to study Engineering Education in a graduate program in the United States next year. Andrew’s research history has included work with

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Nichol, Rice University; Christina Anlynette Crawford, Rice University; Christopher Barr, Rice University; Isaias Cerda, Rice University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

(PjBL), engineering, and culturally relevant curriculum that fit the specific needs of the studentsthey serve.To ensure the alignment of the independent RET program's goals and the NSF's objectives, variousuniversity RET programs have utilized evaluation methods that capture short-term data such as theprogram's impact on the teacher or lesson plan implementation with diverse populations. This paperinvestigates the connection between our RET program and long-term female and minority studentachievement in the forms of high school graduation rates and undergraduate STEM major selectionrates using a state agency K-12 and higher education database. As a comparison, state agency datafrom students of nonRET teachers within the same schools and grade

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

Tagged Divisions

Pre-College Engineering Education

comfortable returning to face-to-face instruction. Kristina had not planned oncompleting her second practicum in an online and virtual context, but as expected, tackled thechallenge with enthusiasm and excitement. Her cooperating teacher, Holly, is considered bymany to be a technology leader in the school and across the district, and Kristina was eager toexperience online teaching and learning under her guidance.Kristina shared on several different occasions how much this experience impacted her thinkingabout science instruction and shared some notable impacts on her perceptions of engineering andhow to best teach STEM content. Most importantly, Kristina’s confidence in teachingengineering increased considerably from the start of the project to the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

) 16.70 6.18 20.70 5.25 0.80 Disciplinary (30) 22.35 7.88 24.65 6.98 0.75 Outcome Expectancy (30) 21.15 6.69 24.60 6.12 0.57Focus Group Teachers indicated that during typical professional development opportunities thefacilitator “throw[s] a lot of stuff at you and hope that you understand what's happening.” Thiscan be overwhelming and may result in teachers choosing only one aspect to implement or asmall tweak to their lesson plan. Overall, the teachers indicated only 25-50% of their pastprofessional development experience has been incorporated into their lessons. This lack of implementation was attributed to time

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

Foundation GK12 grant and is sustainedthrough the active engagement of over 75 volunteerundergraduate and graduate students andstudent organizations per year. Now reachingover 1,200 K-12 students annually, thisinstitutionalized program has become ahighly sought-after annual experience forBoston and other local school districts.Demographics for 4th – 8th grade studentswho attended field trips in 2019 are shown inFigure 1.To initiate planning and reservation of aSTEM Field Trip, teachers indicate theirinterest and desired date(s) through theCenter’s website. They are instructed to Figure 1. Demographics of field trip students in 2019prioritize topics in which they would like to (n=1,200).engage their students. Most current offeringsintroduce

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vahideh Abdolazimi, Drexel University; Jared Andrew Ruddick, School District of Philadelphia; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University; Richard Edward Giduck, Drexel University

Tagged Divisions

Pre-College Engineering Education

majorinfluence on secondary students’ motivation to study STEM fields in and after high school.This work explores a team of ExPERTS (Experiential Practices in Education Research andTeaching in STEM) composed of an engineering Ph.D. student, a biology undergraduate studentpursuing secondary certification, and a high school biology teacher. There are two main reasonsthat identifies this work as unique; First, the teamwork that requires individuals to be responsiblein lesson planning and performance based on their background an expertise; Second, the topicselection of the Module series which is around optics and its implementation in biology andbiomedical research, that not only introduces different areas of STEM fields concerning itsinterdisciplinary

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcelo Caplan, Columbia College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

support systems, suggesting the sequencing of three phases whenconducting a Live on Facebook. A) Planning, where the Live Transmission is designed anddefined, generates an advance with the topics discussed, published/promoted in the same socialnetwork. B) Transmission begins with the expert (s) presentation and guests' presentation andtakes advantage of the options for reactions and comments to direct the Live Transmissioncontent and make it even more relevant. C) The post-broadcast when it must ensure that the LiveTransmission recording is available for future views.In the field of languages and culture, Ross [4] shows how the crisis has fundamentally alteredteaching methods, which is why a shift towards remote teaching is required in Harvard

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A. Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota, Twin Cities

Tagged Divisions

Pre-College Engineering Education

elementaryschools. One elementary school had been a STEM-designated school for five years prior to thisstudy. The other three elementary schools did not have a STEM designation at the time of thisstudy but were planning to convert to STEM schools in the coming years. Though the state hadnot adopted the NGSS, the state’s science academic standards included engineering standards, soelementary teachers were expected to include engineering instruction in their classrooms.This study used a comparative case study design [20] and semi-structured interviews to examinestudents’ conceptions of engineering. Participants were 125 students in fifth grade (10-11 yearsold) at the district’s four elementary schools. School demographics are shown in Table 1, andparticipant

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

reviseexplanations for natural phenomena. Ambitious engineering instruction, we suggest, wouldsupport students to generate, build upon, reflect upon, and revise design ideas and solutions. Thatis, we believe that teaching moves which encourage students’ engagement in the practices ofscience likely correspond with teaching moves which encourage students’ engagement inengineering through scaffolding reflective decision-making.  Ambitious science teaching consists of four practices: three classroom discourse practices andone practice of planning and preparation around big ideas in science [18]. As we areinterested in classroom discourse, we focus our analysis on the three classroom discoursepractices of ambitious science teaching: eliciting students’ ideas to

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard A. Gearns, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

indicator of student success in transitioning from high school to college, with counselorsadvising less than 250 students more likely to speak to students about planning for college andtaking college entrance requirements [18]. Effective training of school counselors is necessary toeducate students about STEM majors and occupational choices [16]. Research has shown thatthis is particularly important for counselors serving low income populations, since thesecounselors often exhibit low expectations which may affect students’ science and mathematicscoursetaking and achievement [19], [20]. Counselors must be better positioned to assist studentsin aligning their career aspirations with the coursework necessary to achieve them [21]. This isessential for

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Duncan Davis, Northeastern University; Matthew Burns; John Sangster P.E., Northeastern University; Constantine Mukasa, Northeastern University; Brian Patrick O'Connell, Northeastern University; Elizabeth Quinn, Northeastern University; Alice Smith; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

Pre-College Engineering Education

try out engineering without the long-term commitment of enrolling as an engineeringstudent. Additionally, it allows students to evaluate engineering as an academic pursuit prior tothe college application process [13]. For students who already plan to study engineering, pre-college programs allow them to learn about different engineering disciplines and fields.Exposure to engineering before starting college can allow students to decide if engineering is theright choice for them, and which field within engineering may be the best match for theirinterests. The pre-college program discussed here is modeled similarly to engineering bootcamps. Students enrolled in our pre-college program consist of mostly rising high school juniorsand seniors and

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 Mikeska; Matthew Scott Taylor

Tagged Divisions

Pre-College Engineering Education

and crafted three sets of student work for Mina, Will and Jayla,and Carlos and Emily, respectively [22]. Importantly, the designs and work that we developedwere based upon the Lottero-Perdue’s observations of real elementary student designs for thischallenge [25].We created the designs and student work rather than using real student work for several reasons.First, we could strategically decide the ways in which the designs were similar and different.Second, after completing this student work analysis task, the participants were able to watchvideo-recorded discussions between two teachers and these student avatars about their designs;this is from our prior work on which this study builds [22]. Third, in our future work, we plan tohave this

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

Pre-College Engineering Education

living, andnational security. Also, mentioning U.S. students lag those of other nations in STEMknowledge. These statements, with the inclusion of other factors, can lead to fewer and lesstalented U.S. scientists and engineers, a decrease in economic growth, and reduced economiccompetitiveness [4], [5]. Also, the United States government, understanding the problem offorming future citizens, put in place in 2013 a Five Years Strategic Plan to address thisproblematic [6].Taking an in-depth look at the formal educational system, in particular, in large urban centers inthe United States, the time and resources distribution did not promote the implementation of astrong curriculum in the area of STEAM. According to the National Center of

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Austin C. Wong, The Cooper Union; George J. Delagrammatikas, The Cooper Union; Elizabeth M. Waters, The Cooper Union

Tagged Divisions

Pre-College Engineering Education

/communication[2]. For projects that havelonger time constraints, the engineering process may be cyclical in nature because of theopportunity for student engineers to improve their design by cycling back to an earlier stage. TheNASA Engineering Science and Technology model is a six-stage cyclical design processfeaturing the stages: 1) Ask, 2) Imagine, 3) Plan, 4) Create, 5) Test and 6) Improve [3].Students using the Atman or NASA model typically begin by identifying problems andconstraints to design around. In both, they collect information, consider design alternatives andfinally create and test a particular solution. The Makerspace also implemented differencesbetween the two engineering design processes into the curriculum. The additional emphasis

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

design, and Berland et. al’s [22] Epistemologies in Practice framework forcharacterizing considerations for building knowledge that contribute to how students engagemeaningfully in scientific practices. For the purpose of this project, we needed a framework that would be useful forobserving direct evidence of learning and allow for robust transferability across various learningexperiences over time. An added complexity is that engaging with engineering design to learnscience and using engineering design to create a science lesson plan for elementary educationstudents are two different activities that require preservice teachers to engage with engineeringdesign from two different user perspectives – first, as a learner of science, and

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

, students developed and executed their project plans. Student proposals definedeach group’s objective (i.e., the movement or posture position they wanted to detect, such aspoor back posture while working at a desk) and an experimental evaluation plan. Studentsexecuted the experiments themselves using the smartphone accelerometer application to recorddata. For the remainder of the program, students were provided time to execute and iterate ontheir plan. During the symposium, students presented their analyses from their experiments andprovided recommendations for future work based on their results.Students and Discovery MentorsFall 2020 Discovery participants included 70 university-preparatory chemistry and physicsstudents from two schools in the

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; S.M. Mizanoor Rahman, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

presentations, videos, sample programs, etc. Each session’slecture was followed by hands-on learning activities that allowed exploration and reinforced thesessions’ material. While few hands-on learning sessions engaged teachers to perform assignedactivities individually, a vast majority of hands-on learning sessions engaged teachers in two-person groups. Group discussions, co-generations, etc., were also conducted. To build teacheragency, they were also engaged in creative activities such as new lesson planning, developing andassessing activity sheets for existing lessons, and developing and testing teaching and learningstrategies using robotics. The project team also conducted a battery of pre-/post-surveys andcollected feedbacks from the

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, simple programming and operation, easytroubleshooting, flexibility in assembly, configuration, and reconfiguration, simple power supply, easystorage, and appropriateness of its functions and capabilities in explaining middle school science and mathcontent [1-2,4,6,8,9,16,19].Figure 1: A LEGO Mindstorms EV3 robotic system developed by the teachers to be used in teaching and learning of middle school STEM lessons.4. The Development of Robot-aided STEM LessonsThe project facilitation team and the PD program participants collaborated in different ways to plan anddevelop several robotics-aided STEM lessons for middle school classrooms. The teachers shared a fewexisting middle school science and math concepts that they deemed pedagogically

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland Baltimore County; Andrew Coy, Digital Harbor Foundation; Amy L. Freeland, University of Maryland Baltimore County

Tagged Divisions

Pre-College Engineering Education

their mind about that." -E64.2.Impact on Confidence and Career AspirationsEducators at all sites described how the youth became more confident in their technical skillsover time and took an active role in solving problems and addressing challenges.For example, E6 described how many of the youth in the program would research answers toquestions themselves and sometimes help the instructors: “So they had to just maybe researchthings on certain websites that we gave them…instead of telling them what to do.” E2 stated,“They were all super proud to show that off and we had the visitors.”Following the program, many of the youth described how they planned to pursue technical andentrepreneurial careers in the future: "A lot of them do have interest in

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

overall fostering of an environmentthrough outreach activities that influence students’ choices in college including major selection(Gillen, 2018; Lewis, 2013). It is important for students to begin planning and to haveconversations around pursuing an engineering degree in high school with individuals who areknowledgeable about different possible careers.School counselors can help foster an environment that supports development of high schoolstudents as future engineers. Their role in schools tasks them with preparing students for futurecareer choices (Lewis, 2013). Prior research has concluded that lack of time and basicknowledge about engineering is a barrier for school counselors when advising students aboutpursuing engineering careers (Beck

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan R. Broberg, Purdue University; Susan Khalifah P.E., S.E., Purdue University; Abhinav Gupta, Purdue University; Abdullah J. Nafakh, Purdue University

Tagged Divisions

Pre-College Engineering Education

students have limited exposure to engineering education, especially civilengineering. To fill this knowledge gap, the authors’ offered a new college-level, civilengineering course to high school students. Initial course planning anticipated an on-campusenvironment with a focus on hands-on learning. Due to COVID-19 and the university system’sresponse, the course shifted to an online platform. In this new setting, the course incorporatedboth synchronous and asynchronous modules with 18 students from geographicallocations spanning 11 time zones. The students had diverse prior exposure to civil engineering,virtual learning environments, and active learning techniques. This paper evaluates the newprogram’s effectiveness in increasing students’ interest

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

experienced securing safe, affordable housing, with her relatively lowincome and rising rents in the surrounding area. It is at this point that students independentlygenerated the idea to build a tiny house as a solution to the problem of housing scarcity. Withguidance from Ms. Green, grant funding, and additional support from various communitypartners, the students devoted the following school year to researching and designing all systemswithin the house, using CAD software to iteratively develop floor plans and models of theirdesigns, sourcing building materials, and completing initial construction of the tiny house.ParticipantsParticipants in the case study included the students enrolled in the Engineering Applicationscourse and their teacher, Ms

Conference Session

Best Practices in Research & Assessment Tools for Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

Pre-College Engineering Education

specifics of modeling engineering thinking and practices. running the activity.The goal of E4 is to determine if EiE and its critical components lead to improved studentlearning of engineering and science as compared to E4C. Teachers were assigned to one of fourunit topics—environmental, electrical, geotechnical, or package engineering—based on thescience content they planned to teach in the coming 2 years of the study: ecosystems, electricity,landforms and erosion, or plant structures and functions. All teachers, regardless of treatmentcondition, were required to teach the science content related to the EiE unit, so that all studentswould have “opportunity to learn” the content to be tested; however, teachers could use theirusual teaching

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashley R. Strong, Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Divisions

Pre-College Engineering Education

trying to do is get students to think about if I don’t give them all the answers, how do they go find it? And then what is the process to developing and finding answers.Reading for Don is a tool in learning and engaging in authentic practices in a social way. Donoften mentioned the importance of having students discuss and plan together as a team,indicating social view of reading. Additionally, he often focused on community members andmotivating students to engage in activities that apply to them and their lives.Practices of ReadingBoth teachers incorporated engineering design thinking into their units, emphasizing problemsolving and helping students design solutions for those problems. The teachers differed in theways they