Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenny P. Quintana-Cifuentes, Purdue University; Senay Purzer, Purdue University; Molly H. Goldstein, University of Illinois, Urbana-Champaign

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Diversity

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Pre-College Engineering Education

. National Academies Press, 2012.[6] F. Jackson, “Knowledge and Knowers: Towards a realist sociology of education, Karl Maton: book review,” Per Linguam a J. Lang. Learn. Per Linguam Tydskr. vir Taalaanleer, vol. 30, no. 2, pp. 88–92, 2014.[7] K. Maton and Y. J. Doran, “Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1-wording,” Onomazein, vol. 35, pp. 46–76, 2017.[8] S. Shay and D. Steyn, “Enabling knowledge progression in vocational curricula: design a case study.,” in Knowledge Building: Educational Studies in Legitimation Code Theory, K. Maton, S. Hood, and S. Shay, Eds. London: Routledge, 2014.[9] K. Maton, “Making semantic waves: A key to cumulative

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meg E. West, Ohio State University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, Ohio State University; Bruce Wellman, Olathe Engineering Academy at Northwest High School; Todd France, Ohio Northern University

Tagged Divisions

Pre-College Engineering Education

three mainthemes discussed previously, we’ve also learned a good deal about how important up-frontagreements with school district administrators are with respect to locking in PD time and, byextension, being able to successfully implement activities during the school year. A continuousmentoring approach is critical to getting teachers ready to facilitate the activities. Without thedistrict on board to allow that access, we end up playing second fiddle and lose out onimplementation opportunities.References[1] “Next Generation Science Standards.” [Online]. Available: https://www.nestgenscience.org/. [Accessed: 09-Jan-2018].[2] Şe. Yaşar, D. Baker, S. Robinson-Kurpius, S. Krause, and C. Roberts, “Development of a

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

novice programmers toproduce reasonably functional and meaningful programs in a much shorter time, eliminatingmuch of the frustration from the equation.AcknowledgementThis work was supported by National Science Foundation (EEC-1611019, RET Site: CoMET atUniversity of Central Florida).References[1] M. Weiser, "The computer for the 21st century," Scientific American, vol. 265, no. 3, pp. 94-105, 1991.[2] M. Weiser, R. Gold, and J. S. Brown, "The origins of ubiquitous computing research at PARC in the late 1980s," IBM Systems Journal, vol. 38, no. 4, pp. 693-696, 1999.[3] N. R. Council, “A framework for K-12 science education: Practices, crosscutting concepts, and core ideas.” National Academies Press, 2012.[4] D

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malle R. Schilling, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; 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; Holly Larson Lesko; Gary R. Kirk, Dickinson College

Tagged Divisions

Pre-College Engineering Education

, “Report to the President, Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics,” Washington, D. C., 2012.[3] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice,” J. Eng. Educ., vol. 105, no. 2, pp. 312–340, 2016, doi: 10.1002/jee.20118.[4] National Research Council, Next Generation Science Standards: For States, By States. Washington, D. C.: The National Academies Press, 2013.[5] S. Brophy, S. Klein, M. Portsmore, and C. Rogers, “Advancing engineering education in P- 12 classrooms,” J. Eng. Educ., vol. 97, no. 3, pp. 369–387, 2008, doi

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Taryn Shalini Bipat, University of Washington; Jessica Carr, University of Washington; Elena Agapie, University of Washington; Andrew Davidson, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Pre-College Engineering Education

-centered design charrettes for K-12 outreach,” interactions, vol. 25, no. 6, pp. 74–77, 2018.[5] E. Rose, A. Davidson, E. Agapie, and K. Sobel, “Designing our future students: Introducing User Experience to teens through a UCD charette,” in Proceedings of the 34th ACM International Conference on the Design of Communication, 2016, pp. 1–6.[6] A. T. Jeffers, A. G. Safferman, and S. I. Safferman, “Understanding K–12 engineering outreach programs,” Journal of professional issues in engineering education and practice, vol. 130, no. 2, pp. 95–108, 2004.[7] G. S. Jakubowski, “Is there a role for ASEE in K-12 education?,” ASEE Prism, vol. 11, no. 5, p. 41, 2002.[8] B. Moskal and C. Skokan, “Supporting the k-12 classroom through

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

minority high school and college students report STEM-pipeline sustaining gains after participating in the Loma Linda University summer health disparities research program. PLoS ONE vol. 9, no.9, e108497, 2017.[9] B. Yalvac, A. Ketsetzi, A., X. Peng, S. Cui, L. Li, Y. Zhang, D. Eseryel, T. F. Eyupoglu, and T. Yuan, “Cultivating evidence-based pedagogies in STEM education,” Proceedings of the American Society for Engineering Education (ASEE) Annual Conference and Exposition, Columbus, OH, June 2017.[10] B. Yalvac, H. D. Smith, P. Hirsch, and G. Birol, “Teaching writing in a laboratory-based engineering course with a “How People Learn” framework,” New Directions for Teaching and Learning, vol. 108, pp

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jungsun Kim, Indiana University Bloomington; Soo Hyeon Kim, Indiana University-Purdue University Indianapolis

Tagged Divisions

Pre-College Engineering Education

a learning environment in STEMeducation [1], but less is known about conducting engineering design challenge activities inhome environments. Although many studies highlight the development of STEM concepts andskills, more research is needed to understand how to support this development through caregiver-child interactions at home. This study aims to (a) investigate caregiver-child interactions thatsupport the development of child(ren)’s STEM conceptualizations and skills in engineeringdesign challenge activities within family pedagogical practices, and (b) examine caregivers’pedagogical expectations within family pedagogy. Guided by Vygotsky’s cultural-historicalview, the authors analyze child(ren)’s development of STEM conceptualizations

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Hayaam Osman; Carson Ohland, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

children go aboutsupporting their children 's engineering learning—especially given the upswing in the number ofchildren being homeschooled in the U.S. over the past decade [1] [2], which is expected tosteadily grow in the future. Thus, in this study we aim to investigate the role a homeschoolparent plays in their child’s engineering learning. Literature review In the last decade computers have become less of a cutting-edge technology and more ofa commonality in every household. The shift in technology from exciting innovation to pertinenttools requires more than the ability to use computers for work. In fact, it is becomingincreasingly pertinent for children to think like computer scientists and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership

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Diversity

Tagged Divisions

Pre-College Engineering Education

completely different adhesive with a differentspecification (Table 5).Socially Situated ActivitiesAs shown in Table 6 in the Appendix, we identified six socially situated activities. Similar to theevaluative frameworks, we found that all of the socially situated activities we identified wereused by engineers from both disciplines. For example, these activities include troubleshootingroot cause(s) of failure and multimodal communication as shown in Figure 2.In discerning relationships between the three layers of literacy practices (i.e., genres,frameworks, and socially situated activities) shown in Figure 2, we noticed two things. First, thegenres that an engineer chose to engage with were mediated by the interpretive or evaluativeframework they were

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Lelli Van Den Einde, University of California, San Diego; Melissa Wendell, Tempe Union High School District - Mountain Pointe High School (ENGR102HS - UofA)

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Diversity

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Pre-College Engineering Education

who score lower than 70%on the PSVT:R assessment.AcknowledgementsOne of the authors has equity interest in eGrove Education, Inc., a company that may potentiallybenefit from the research results. The terms of this arrangement have been reviewed andapproved by the University of California, San Diego in accordance with its conflict-of-interestpolicies.References 1. Sorby, S. A., & Baartmans, B. J. (1996). A Course for the Development of 3-D Spatial Visualization Skills. Engineering Design Graphics Journal, 60(1), 13-20. 2. S. A Sorby, (2009). “Educational research in developing 3D spatial skills for engineering students”. International Journal of Science Education, 31(3), 459-480. 3. S.A Sorby, (1999). Developing 3-D

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Pre-College Engineering Education

and enacted pedagogies rooted in funds of knowledge in the context of a multi-yearprofessional development experience. The portraits of these engineering teachers illustratedifferent possible dimensions and challenges related to funds of knowledge pedagogies inengineering, which can be used as considerations for other engineering educators andprofessional development providers who seek for ways to ground their curricula and pedagogicalstrategies in Latinx youths’ funds of knowledge. Funds of Knowledge in EngineeringBased on his work with Latinx families on the US-Mexico border, Moll et al.’s original outlineof funds of knowledge included categories such as knowledge of equipment operation andmaintenance, market

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

high school technology education and test scores for algebra 1 and geometry. History, 54(69.7), 71-7. 5. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387. 6. Sheppard, S. D., Pellegrino, J. W., & Olds, B. M. (2008). On becoming a 21st century engineer. Journal of Engineering Education, 97(3), 231-234. 7. National Academy of Engineering. (2008). Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/12187. 8. Wilson‐Lopez, A., Mejia, J. A., Hasbún, I. M., & Kasun, G. S. (2016). Latina

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Jennifer Whitfield, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

teachersto explain their drawings by answering open-ended questions at the end of the DAET. Infuture, expanding the number of researchers who conducted the analysis would improvethe inter-rater reliability of the study. Finally, it should taken into consideration thatparticipants might provide positive results after the intervention because of being in aresearch study and receiving attention from the researchers [23]. References[1] X. Chen, S. National Center for Education, and R. T. I. International, "STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001," ed: National Center for Education Statistics, 2013.[2] A. M. Ortiz, L. R. Amaya, H. K. Warshauer, S. G. Torres, E

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

- BMG3TdwsShAyH_0Z1xpFnpVcMvpYJceHGWex_c/editGrover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051Kelleher, C., & Pausch, R. (2007). Using storytelling to motivate programming. Communications of the ACM, 50(7), 58. https://doi.org/10.1145/1272516.1272540Lowe, T., & Brophy, S. (2017). An operationalized model for defining computational thinking. In Frontiers in Education. Indianapolis, IN.Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New Ideas in Psychology, 2(2), 137–168. https://doi.org/10.1016/0732- 118X(84)90018-7Selby, C. (2013). Computational Thinking : The Developing

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Sarah J. Fick, University of Virginia; Jennifer L. Chiu, University of Virginia; Kevin W. McElhaney, Digital Promise

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Diversity

Tagged Divisions

Pre-College Engineering Education

meant thatthe students received different kinds of support to engage with the engineering practices. Theresults from this study can inform future research on the kinds of educative materials neededwithin engineering and other NGSS-based curricula as well as professional development forupper-elementary teachers to enact whole-class discussions focused on increasing students’ability to engage in engineering practices.ReferencesAranda, M. L., Lie, R., Guzey, S. S., Makarsu, M., Johnston, A., & Moore, T. J. (2018). Examining teacher talk in an engineering design-based science curricular unit. Research in Science Education, 1-19.Arastoopour, G., Chesler, N. C., & Shaffer, D. W. (2014). Epistemic persistence: A simulation

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington; Jill Lynn Weber, Center for Research and Learning; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

neural engineering concepts (100%), more confident inteaching these concepts (85.7%), and more aware of how to communicate with their studentsabout neural engineering (92.9%). After the RET experiences, the teachers reported moreconfidence in their interactions with neural engineering research scientists (100%) and weremore aware of neural engineering careers (92.9%). Qualitative data were collected to further understand the outcomes of the program. Thefollowing teacher quotations are the most significant for student learning and curriculum design. Thisadditional information adds to the validity of the quantitative data. What are the strengths of the curriculum unit(s)? ● “The curriculum is hands-on, related to real-world

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole J. Glen, Bridgewater State University

Tagged Divisions

Pre-College Engineering Education

pressure on teachers to include engineering as part of their curricula. Learning toteach engineering involves a different way of approaching curricula than what many teachers areused to. As Brophy et al. [5] points out: when a teacher approaches teaching engineering design and what engineers do, the ‘answer in the book’ system breaks down. [S/He] has no list of correct answers (i.e. a design solution) because ill-structured and open-ended problems are designed to have multiple ‘correct’ answers. Teachers must become comfortable and proficient with the engineering process and learn to quickly recognize where learners are in the process…Many teachers lack the content knowledge and experience to make such an

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University; Laura Rodríguez Amaya

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Perspectives on motivation (Vol. 38, pp. 237-288). Lincoln: university of Nebraska Press.Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26, 325-346.Ediger, Marlow. (2000). Vocational Education in the Elementary School. (ED442979) Opinion PapersGibbons, S., Hirsch, L., Kimmel, H., Rockland, R., & Bloom, J. (2004). Middle School Students Attitude

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shramana Ghosh, New York University; Pooneh Sabouri, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

middle-school teachers and their students for theirparticipation in this study.References[1] T. Lai Poh Emily, C. Albert, T. Pei-Wen, I. M. Chen, and Y. Song Huat, “A Review on the Use of Robots in Education and Young Children,” Journal of Educational Technology & Society, vol. 19, no. 2, pp. 148-163, 2016.[2] M. E. Karim, S. Lemaignan, and F. Mondada, “A Review: Can Robots Reshape K-12 STEM Education?,” in IEEE International Workshop on Advanced Robotics and its Social Impacts (ARSO), 2015, pp. 1-8.[3] S. E. Jung and E. S. Won, “Systematic Review of Research Trends in Robotics Education for Young Children,” Sustainability, vol. 10, no. 4, Art. no. 905, 2018.[4] S. Papert, Mindstorms: Children, Computers

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannes Strobel, University of Missouri; Alexander Franz Koch, University of Teacher Education, Fribourg, Switzerland; Hao He, University of Missouri-Columbia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

mastery of 21st-century skills isimportant to promote the advancement of STEM education and learners’ success in thisfield (Bybee, 2010; Eguchi, 2016). In other words, if a teacher can develop students’ 21st-century skills, the students are more likely to be successful in STEM fields in the future.RQ2: How situational are teachers’ subjective theories of troublemaking behaviorand troublemakers? According to participants, “being defiant” is an all-agreed troublemaking behavior.This indication was supported by P2’s perceptions that students now have more behaviorissues, and that teachers are losing respect from students or parents. Previous researchersalso pointed out that disobedience was the most unacceptable student behaviors forteachers (Sun

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott M. Randol, OMSI; Carla Herran, Oregon Museum of Science and Industry ; Smirla Ramos-Montanez, OMSI; Todd Shagott; Marcie R. Benne, Oregon Museum of Science and Industry (OMSI)

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Diversity

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Pre-College Engineering Education

, and data collection documents and procedures were available inboth Spanish and English languages for youth participants and their guardians. We followedOMSI guidelines for collecting, managing, and analyzing data in two languages (e.g., more thanone researcher is fluent in Spanish and English, instrument development includes members ofLatino communities, data is collected in participants’ preferred language(s) and is kept in thesource language throughout the analysis).Data collectionObservationA one-page form was used to gather observation data. The form prompted observers to recordthe size and make-up of the visitor group, the date and time of day, and the name of the exhibit.Once a visitor interacted with the exhibit, observers recorded the

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcelo Caplan, Columbia College

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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 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

and engineering students teaching math and science through robotics,” J. Sci. Educ. Technol., vol. 14, no. 1, pp. 59–73, 2005.[3] K. E. Bledsoe, R. Shieh, Y.-S. Park, and E. Gummer, “Role perceptions and role dynamics between graduate scientists and K-12 teachers in a school-university outreach project: Understudied constructs,” J. High. Educ. Outreach Engagem., vol. 9, no. 2, pp. 107–122, 2004.[4] C. Gartland, “Student ambassadors: ‘Role-models’, learning practices and identities,” Br. J. Sociol. Educ., 2015.[5] M. Portsmore, C. Rogers, and M. Pickering, “STOMP: Student Teacher Outreach Mentorship Program.” Proc. 2003 Annu. Conf. American Soc. Engineering Education, Nashville, TN, USA. https

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

based on something personally interesting to them. The associated research investigates how an interest-based, human-centered approach to engineering design in Makerspace learning environments can appeal to a broader group of students.Chanel: My work and research takes place in informal settings with high school aged students to elderly persons. Typically, people I am working with are underrepresented in the field of engineering or completely disconnected from engineering s a profession or identity. My research primary asks participants to reflect on their experiences and think systematically about changes they would like to see and problems they observe. In general, I attempt to make

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

] N. A. Tran and M. J. Nathan, “Pre-College Engineering Studies: An Investigation of theRelationship Between Pre-college Engineering Studies and Student Achievement in Science andMathematics,” J. Eng. Educ., 2010.[2] “Boston-Area Summer Programs for Middle & High School Students,” 2020. [Online].Available: https://oeop.mit.edu/resources/boston-area-summer-programs-middle-high-school-students.[3] R. Hammack, T. A. Ivey, J. Utley, and K. A. High, “Effect of an Engineering Camp onStudents ’ Perceptions of Engineering and Technology and Technology,” J. Pre-College Eng.Educ. Res., vol. 5, no. 2, 2015.[4] J. Rodriguez, S. Butt, and T. Fredericks, “Pre-College Activities to Promote PositivePerception of Engineering and Engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

. Additionally, collecting responses from parentswho generally do not send their children to STEM camps may provide helpful insight into thoseparents’ perceptions about STEM and why they choose not to send their children to those kindsof camps. Gaining some understanding of that may help with the design of future camps toattract students normally not served by those camps.References:[1] Rozek, Christopher S. et al. “Utility-value intervention with parents increases students’STEM preparation and career pursuit.” Proceedings of the National Academy of Sciences 114(2017): 909 - 914.[2] Bahar, Abdulkadir, and Tufan Adiguzel. "Analysis of Factors Influencing Interest in STEMCareer: Comparison between American and Turkish High School Students with High

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristina Rigden, California State Polytechnic University-Pomona

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Diversity

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Pre-College Engineering Education

schools will resume in California, this paper shows a series of virtual events to meetthe needs of our K-12 engineering population. ReferencesAfifi, M. K. & Alamri, S. S. (2014). Effective principles in designing e-course in lightof learning technologies. Turkish Online Journal of Distance Education, 15(1), pp. 128-142.Lemke, C., Coughlin, E., & Reifsneider, D. (2009). Technology in schools: What the researchsays. Culver City, CA: Commissioned by Cisco. Retrieved fromhttps://edtechtools.files.wordpress.com/2009/11/technology__in_schools_what_research__says.pdf

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

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

. Soldner, STEM Attrition: College Students’ Path Into and Out of STEM Fields. Washington, DC: U.S. Department of Education, 2013.[3] S. M. Stocklmayer, L. J. Rennie, and J. K. Gilbert, “The roles of the formal and informal sectors in the provision of effective science education,” Stud. Sci. Educ., vol. 46, no. 1, pp. 1–44, 2010.[4] D. Kolb, Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, New Jersey: Prentice-Hall, 1984.[5] D. Kolb, “Learning styles and disciplinary differences.,” in The Modern American College, A. W. Chickering and Associates, Ed. San Francisco, California: Jossey-Bass, 1981, pp. 232–255.[6] N. J. Evans, D. S. Forney, F. M. Guido, L. D. Patton