Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Parham-Mocello, Oregon State University; Ernie Bodle, Oregon State University

Tagged Divisions

Pre-College Engineering Education

electronic parts connect with telephone jack like connectors.This makes all the electrical components for the Mindstorms a black box.Related Works Chaudhary et al. [4] evaluate the effectiveness of using the Lego Mindstorms EV3 as alearning tool and a way to get K-8 students interested in STEM. Chaudhary et al. [4] introducedthe Lego Mindstorms EV3 to a summer camp for elementary school students. The camp hadinstructors teach a hands-on curriculum centered around the device for multiple days. Along withsurveying the students about their experience, the researchers evaluated students’ “computationaland logical thinking skills” before and after the summer camp [4]. The evaluations wereperformed by having students play an online game that focused

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrianne J. Wheeler, Project SYNCERE; Jason Coleman, Project SYNCERE

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

developing their skills and interest in the STEM fields to ensuretheir success at the post-secondary level and beyond. The fundamental principles of E-CADEMY are based on a combination of best practices from research including: a project-basedlearning (PBL) curriculum, high dosage model, cohort of like-minded peers, engagement withSTEM professionals, and family engagement [4]-[8]. This paper provides an overview of theprogram’s component, student feedback and program model future considerations.II. Program Overview Project SYNCERE has provided equitable hands-on engineering experiences for morethan 20,000 underrepresented students in grades three through twelve since 2011. The goal of theorganization’s work is to create pathways for

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Nancy Nowlin Blanco, Project Lead the Way; Jessica A. Gilpin, Auburn University

Tagged Divisions

Pre-College Engineering Education

100% students who were eligible for FRL.The content of the academy was based on the PLTW “Launch” curricula for younger gradelevels (K-5). PLTW is a widely used K-12 STEM curriculum that integrated project andproblem-based learning and teaches the engineering design process and scientific inquiry processthrough its curricula. It is also aligned to the Next Generation Science Standards (NGSS).Three weeks before the start of the summer program, the 44 in-service teachers attended ProjectLead the Way Launch Classroom Teacher Training (CTT). This in-depth professionaldevelopment experience is required of all teachers before they receive full access to the PLTWLaunch program materials. All teachers completed the required online prerequisite

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #21596Examining the Literacy Practices of Engineers to Develop a Model of Disci-plinary Literacy Instruction for K-12 Engineering (Work in Progress)Theresa Green, Utah State University Theresa Green is a graduate student at Utah State University pursuing a PhD in Engineering Education. Her research interests include K-12 STEM integration and improving diversity and inclusion in engineer- ing.Dr. Angela Minichiello P.E., Utah State University Angela Minichiello is an assistant professor in the Department of Engineering Education at Utah State University and a registered professional mechanical engineer. Her

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

withinscientific literature, as evidenced by an increased discussion of citizen science in peer reviewedarticles [6]. Despite its growth, relatively few citizen science projects have focused onengineering disciplines [6, 7]. Prior citizen science efforts have developed curricula for low-cost,air-quality sensors in schools [8] and a recent study enabled citizen scientists to monitor andreport unlawful air quality emissions from local industry [9]. One challenge integrating airquality measurement with citizen science initiatives is over sensors’ perceived “black box”operation, with citizen scientists having little understanding of how these sensors function [10].While prior outreach has helped expose the inner workings of sensor hardware

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Ming C. Tomayko, Towson University

Tagged Divisions

Pre-College Engineering Education

includes engineering in her elementary and early childhood science methods courses and developed and taught an engineering methods course for middle school teachers. She also developed a graduate-level engineering education course for PreK-6 teachers. Dr. Lottero has provided professional learning experiences in multiple schools and school systems in Maryland. She has co-authored numerous engineering-focused articles for the teacher practitioner journal, Science and Chil- dren, and presents her research regularly through the American Society for Engineering Education. Her current research includes investigating how K-5 students plan, fail, and productively persist. She is the Director of the Integrated STEM

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zachary Minken, Arcadia University; Augusto Z. Macalalag Jr., Arcadia University; Najah Naylor

Tagged Divisions

Pre-College Engineering Education

District. She completed two master’s degrees, one in Education and the other in Business Administration, and she is currently pur- suing a doctorate degree in Organizational Leadership with a concentration in Education Administration. Naylor developed a passion for urban education as a teen student mentor over twenty years ago and enjoys integrating technology in the learning process. Currently, she serves on the BoD of Learn VR, a virtual reality organization that provides urban students learning experiences through the lens of virtual reality. Before becoming an Educator in the disciplines of business and technology, Naylor spent over ten years as a business leader in the telecommunications industry

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #23942Promoting the STEM Pipeline and Enhancing STEM Career Awareness ThroughParticipation in Authentic Research Activities (RTP, Diversity)Dr. Bugrahan Yalvac, Texas A&M University Bugrahan Yalvac is an associate professor of science and engineering education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University, West Lafayette; Jeffrey D. Radloff, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

graduate courses in teacher action research and gender and culture in science education. Her research interests include girls’ participation in science and engineering; teacher’s engagement in action research; and science teachers’ integration of the engineering design process to improve science learning.Jeffrey D. Radloff, Purdue University, West Lafayette Jeff Radloff is a graduate student in the Department of Curriculum and Instruction at Purdue University. His research interests include the examination of K-12 teachers’ enactment of engineering design. c American Society for Engineering Education, 2018Exploring the Use of Approximations of Practice in the Context of Elementary Teachers’ Attempts

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a DR K-12 research project, and an ITEST re- search project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and con- trol system technology. Under a Research Experience for Teachers Site, a DR K-12 project, and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six phil- anthropic foundations, he has conducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lawrence Chu, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Christina L. Baze, University of Texas at Austin; Hannah Smith Brooks, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

include a small number of time points, a lack of a control group, minimalcollection of open-ended data, and software limitations.IntroductionThe addition of both engineering design and practices in the Next Generation Science Standards(NGSS) [1] has provided an opportunity for the development of curricula and new instructionalframeworks that integrates engineering into science classrooms. The development of suchcurricula and frameworks has been the call of many K-12 science education panels andcommittees [2], [3], including the Teachers Advisory Council, who proposed five benefits ofadding engineering in K-12 classrooms: 1) an increased learning in math and science, 2) anawareness of the work of engineers, 3) the ability to engage in engineering

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Levenick Shirey, EduKatey

Tagged Divisions

Pre-College Engineering Education

Paper ID #32800A Student Groupwork Spectrum for Engineering Design CollaborationDr. Katherine Levenick Shirey, EduKatey Dr. Katey Shirey’s work stems from her combined interests in science, art, and education. Dr. Shirey graduated from the University of Virginia with bachelor’s degrees in physics and sculpture. She received her master’s in secondary science education, also from Virginia, and taught Physics at Washington-Liberty High School in Arlington, VA. Dr. Shirey received her Ph.D. in 2017 from the University of Maryland in Curriculum and Instruction with a focus on teacher challenges and productive resources for

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miiri Kotche, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Darrin Collins, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

her an informed perspective of how policy moves from theory to practice. Dr. Olson’s current research interests include urban teacher preparation, teacher professional development and student voice. Her most recent publication in Journal of Urban Learning, Teaching and Research Becoming A Culturally Responsive Teacher: The Impact Of Clinical Experiences In Urban Schools focuses on elementary and secondary teacher candidates’ perspectives of how their clinical experiences influence their preparedness in becoming effective culturally responsive educators.Mr. Darrin Collins, University of Illinois at Chicago Darrin Collins is a PhD candidate in the department of Math and Science Curriculum and Instruction at

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Smith Brooks, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Lawrence Chu, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Christina L. Baze, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education

inadditional subject areas, as demonstrated by subject specific licensing requirements in moststates [9]. This can lead to scenarios where teachers struggle to find ways to integrate the twosubject areas, citing that the content within the two disciplines are incompatible [5]. In addition,many teachers feel that the classroom curriculum is already too crowded, and use that belief tolimit extensional activities and content [9].Finally, Cunningham and Carlsen, suggest that engineering and science practices are inherentlydifferent [10]. Engineering design considers trade-offs, an optimal solution to a problem, andfocuses on products, while scientific research focuses on identifying and describing underlyingprocesses and constructing explanations for

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James R. McCusker, Wentworth Institute of Technology; Alex Spiro Burch; Jasmine Maya Andrade, Wentworth Institute of Technology

Tagged Divisions

Pre-College Engineering Education

% 100% puzzles) Do you like art? Do you like music? Are games incorporated in your classes? 100% 66.6% Current Curriculum Are music and art being integrated into your math and/or science curriculums? 16.67% 0% Interest in Would you play Work. Study. Play! in Work. Study. your class? 90% 100% Play!High SchoolThis signifies an opportunity for Work. Study. Play! to be integrated into High School’s in orderto bridge this gap between STEM and the arts.Middle SchoolThis displays a disconnect between STEM and

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glenn W. Ellis, Smith College; Jeremiah Pina, Smith College; Rebecca Mazur; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia Ellis, Smith College, Springfield Technical Community College; Crystal M. Ford, Smith College; Kate Lytton, Collaborative for Educational Services; Kaia Claire Cormier, Smith College

Tagged Divisions

Pre-College Engineering Education

Isabel Huff serves as the Curriculum Designer and Training Specialist for the TEEMS Curriculum at Springfield Technical Community College. She has an M.A. in Education from Stanford University and a B.A. in Economics and Spanish from Smith College.Sonia Ellis, Springfield Technical Community College Sonia Ellis is the lead instructional designer for TEEMS, Transforming Engineering Education for Mid- dle Schools, an NSF-funded collaboration between Springfiel Technical Community College and Smith College.Crystal M Ford, Smith College, Springfield Technical Community College Crystal Ford is an experienced digital designer with a demonstrated history of working in the higher education industry.Kate Lytton, Collaborative

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Lauren Sargent, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Susan R. Bayley, Purdue University, West Lafayette; Anna Veronica Walter, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

theinstrument, responses indicated that teachers thought DET was important and should be taught.However, they had low confidence in integrating DET into their classroom, low familiarity withDET, and held many common stereotypes about engineers [21]. These findings were all on in-service teachers, and some items in the survey may not be applicable to pre-service teachers. Forexample, the question “Did your pre-service curriculum include any aspects of DET?” Studentswho are earlier in the education curriculum may not yet have encountered science or mathmethods courses which is where one would typically encounter DET in an elementary educationcurriculum. The next instrument was the STEM Semantics survey. This consists of five scales, eachof which

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Purdue University, West Lafayette; Marissa Christina Owens, University of Nevada, Las Vegas

Tagged Divisions

Pre-College Engineering Education

. Owens – marissa.owens@unlv.eduOverview & Objective A STEM integrated problem-based curriculum was developed for third grade, designed toaddress the NGSS Standards, the Common Core Mathematics Standards, and Computer andTechnology Standards. The main objective of the project was to develop curriculum that couldsupport the adoption of the NGSS Standards in the state of Nevada while providing students withan integrated learning experience that could promote achievement among diverse learners. Thelong-term goals of the project were to pilot, revise, and expand upon the curriculum for othergrade levels. One unit in particular, as part of this larger project, was a six-week lesson focused on anengineering design challenge related

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Batrouny is a PhD candidate in Mechanical Engineering at Tufts University. Her engineering education research interests include upper elementary engineering education, integrated science and en- gineering, collaboration in engineering, and decision making in engineering. For her Master’s thesis, she uncovered talk moves used by 4th grade students that fostered collaborative, disciplinary decision-making during an engineering design outreach program. For her dissertation, she intends to explore the ways in which team mental models function in teams of novice engineers and how novice engineers can be trained to collaborate more effectively on diverse teams.Dr. Kristen B Wendell, Tufts University Kristen Wendell is

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

activity. See full documentation for standards.In the ConnecTions in the Making project, researchers and school district partners work todevelop and study community-connected, integrated science and engineering curriculum unitsthat support diverse elementary students’ science and engineering ideas, practices, and attitudes.Students investigate, prototype, share, and revise functional solutions to an engineering designchallenge rooted in the students’ local community while scientifically exploring the phenomenaand mechanisms related to the challenge. This paper shares the “Accessible Playground Design”3rd-grade unit in which students explore the scientific concepts of force, motion and magnetismbased on the need to design a piece of accessible

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergrad- uate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of American c Society for Engineering Education, 2020 Paper ID #29194 instructional design, delivery, evaluation, and specializes in

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

integrating engineering design into the K-12science curriculum. This is accomplished by raising engineering design to the same level asscientific inquiry. As a result, engineering design experience is gradually becoming a vitalcomponent of K-12 education, especially at the high school level. The process of initiatingand completing an engineering design project requires students to engage both in analyticalreasoning, active creation, and testing of solutions. One must ensure that engineering designprojects are engaging for all students, particularly those from demographics that areunderserved, underperforming, or underrepresented in the STEM fields. Well-craftedengineering design projects can increase students’ interest in STEM and their self-efficacy

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Roxanne A. Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and developing a sense of belonging in computing by focusingon the ubiquity and creativity of computing.The EarSketch team consists of a Principal Investigator with a music compositionand computer science background, a Co-Principal Investigator with a computationalmedia background, a Co-Principal Investigator with a background in math educationand engineering, and other personnel including an education research team, themodeling team (engineer and computer scientist), music technology students andpostdocs, and curriculum developers/ teacher liaisons. Digital Audio Workstation Curriculum Sound Library

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Amanda C. Johnston, Purdue University, West Lafayette; Murat Akarsu, Purdue University, West Lafayette; Peter Wesley Odom, Purdue University, West Lafayette; Maurina Loren Aranda, Purdue University, West Lafayette; Richard Lie, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

Paper ID #23432Engineering Design Professional Development as a Mechanism for ChangingScience Teachers’ Beliefs (Fundamental)Prof. Tamara J. Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM Integration in the INSPIRE Institute at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its

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

perceptions in engineering and pre-college engineering studies with elementary school-aged children.Dr. Morgan M. Hynes, Purdue University at West Lafayette (COE) Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue Univer- sity and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zahraa Nayef Krayem, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University; David Westerfeld; Richard Gearns, Stony Brook University; Kathleen Westervelt, Stony Brook University

Tagged Divisions

Pre-College Engineering Education

Paper ID #22383Pre-college Electrical Engineering Outreach: The Design of a Home SecuritySystem (Evaluation)Mrs. Zahraa Nayef Krayem, Stony Brook UniversityDr. Angela M. Kelly, Stony Brook University Angela M. Kelly is an Associate Professor of Physics and the Associate Director of the Science Education Program at Stony Brook University, New York. She attended La Salle University, Philadelphia, Pennsyl- vania, where she received her B.A. degree in chemistry, and completed her M.A. and Ph.D. degrees in science education (2000 and 2006, respectively) and her Ed.M. degree in curriculum and teaching (2007) at Teachers

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

Batrouny is a PhD candidate in Mechanical Engineering at Tufts University. Her engineering education research interests include upper elementary engineering education, integrated science and en- gineering, collaboration in engineering, and decision making in engineering. For her Master’s thesis, she uncovered talk moves used by 4th grade students that fostered collaborative, disciplinary decision-making during an engineering design outreach program. For her dissertation, she intends to explore the ways in which team mental models function in teams of novice engineers and how novice engineers can be trained to collaborate more effectively on diverse teams.Dr. Kristen B Wendell, Tufts University Kristen Wendell is

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meltem Alemdar, Georgia Institute of Technology; Hoda Ehsan, Georgia Institute of Technology ; Christopher Cappelli, Georgia Institute of Technology; Euisun Kim, CEISMC; Roxanne Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marc Weissburg, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

Paper ID #33586Biologically Inspired Design For Engineering Education: Online TeacherProfessional Learning (Evaluation)Dr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is s Associate Director and Principal Research Scientist at Georgia Institute of Tech- nology’s Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education through research on curriculum development, teacher pro- fessional development, and student learning in integrated STEM environments. Dr. Alemdar is currently co-PI for research on various NSF funded projects

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

and lessons learned from the first iteration of the developed engineering PD.Professional Development ImplementationThe PD participants consisted of seven high school science teachers (two female and five male),with focuses including biology (four participants), chemistry (two participants), and physics (oneparticipant). The teachers represented four different high schools, all suburban with one being aTitle 1 school. The courses they teach follow a traditional science curriculum built around thestate adopted NGSS. The participants were recruited through the professional network of amember of the research team. Each participant received a stipend for their participation in the PDand their integration of the engineering problem-framing

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

towards STEAM that are aimed at early childhood, and many earlychildhood educators choose to work with that age group if they are particularly intimidated byscience and engineering [4]. This paper proposes introducing STEAM topics early in students’education by integrating project-based design and engineering curriculum into elementaryschool, starting with students from age six.There has recently been a push to include engineering design as part of core curriculum in K-12and use it for college or career readiness [13, 16, 17, 18, 19]. Challenging children to engagewith problem solving and teamwork at an earlier age helps build their critical thinking andinterpersonal skills [20]. Nurturing children’s creativity is essential for future success